Overcoming Library Illiteracy

T HERE is a definite need for courses in library methods in every college and university throughout the United States; although few of such courses are given. It is absolutely necessary to sell this idea to the administrative staff of the institution concerned, to the faculty, and to the students. If one of these groups, however, can be convinced of the value of such a course, the way will be made much easier. Library methods cannot be too difficult or the students will oppose the course. This obstacle is easy to overcome, but in so doing there is a possibility of the course becoming so worthless that faculty and administration will be against it. There are always faculty members who are interested in the library. If such faculty members can be induced to co-operate in promoting the course, they can make excellent suggestions and criticisms as the course progresses. With even a few faculty members supporting the course in Library Methods its promotion will be easier. If the course after several years is talked about by students as a must course and is recommended by influential faculty members because they realize their students are doing better work due to a knowledge of the library, the administrative staff will favor the course. The most effective advertising is done by word of mouth. How did San Michele become a best seller? The publisher launched no broad advertising campaign. In fact, the book collected dust on most booksellers' shelves for months. Then a New York bookseller happened to read the book. He sold the book because of his personal enthusiasm, his customers recommended it to their friends, and in the end San Michele became a best seller. Courses become popular in a similar manner. A successful class in Library Methods will be small since the first need is to develop an individual atmosphere. Since the students are not going to be librarians, there is no need of memorizing the dates of the different encyclopedias or the exact names of special reference books such as Riches, Bibliography of Collective Biography or Douglas, The American Book of Days. Since the students will never stand behind a desk and have questions in sociology, biology, history, and education asked them in quick succession, and know that if they hesitate they will lose face with the professor or graduate student whom they are serving, the course in Library Methods need not be a course

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