Training in bibliography for teachers

Abstract

This plan for a curriculum in bibliography is the result of a study made by the writer on the subject of non-professional library instruction in teachers colleges. By non-professional instruction is meant that which is not intended for training librarians, but has for its purpose aiding the student in his work in college, as a student, or, as a future teacher. Interest in the subject of library instruction for students which is not professional began about sixty years ago. The opinions of educators and librarians expressed during that time and the accounts of previous studies, recommendations, and courses offered in the past, form the historical background for present-day practice. To ascertain the present status of non-professional library instruction in teachers colleges, the catalogs of 114 state teachers colleges were examined. It was found that 44 of these schools give formal courses on the subject while 11 others mention lectures or some kind of informal training. This shows almost one-half of the colleges studied recognizing the need. An analysis of the formal courses indicates that they are elementary in character, usually required in the freshman year, and vary in amount of credit given them from none to four quarter hours. These courses are listed under a variety of titles, but the content shows considerable uniformity. The classification of books, the library catalog, reference books, and the making of a bibliography are generally included as topics for study. Another non-professional library course which is found frequently recommended, but of which there are few examples, is one for the study of juvenile books, or, as named in the plan following, Bibliography of school literature. This course has for its objective, not the intensive study of children's literature, but a broad acquaintance with books written for children and adolescents and the development of the ability to choose from these the best for the purposes of the teacher. A third course for which we find precedent in universities and liberal arts colleges is advanced bibliography offered to senior college and graduate students. Such a course would seem to be as valuable in teachers colleges as in any other institution of higher education, and is supported by authoritative recommendations, if not by practice. The plan as offered here was made after a thoughtful consideration of the material used in the study. In the main, the writer believes it to be supported by the recommendations and implied needs of the situation as expressed in the findings.