DOCUMENT RESUME ED 343 602 IR 053 970 AUTHOR Henson, Jane … · 2014-04-09 · DOCUMENT RESUME ED 343 602 IR 053 970 AUTHOR Henson, Jane E. Ed. TITLE Libraries--Link To Learning

DOCUMENT RESUME

ED 343 602 IR 053 970

AUTHOR Henson, Jane E. Ed.

TITLE Libraries--Link To Learning. Final Report on theIndiana Governor's Conference on Libraries andInformation Services (2nd, Indianapolis, Indiana,November 16-18, 1990).

INSTITUTION Indiana State Library, Indianapolis.PUB DATE Nov 90NOTE 111p.

PUB TYPE Collected Works - Conference Proceedings (021)

EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS Academic Libraries; Access to Information;

*Democracy; Higher Education; Library Role; LibraryServices; *Literacy; *Productivity; Public Libraries;User Needs (Information)

IDENTIFIERS *Governors Conference Library Info Services IN;*Indiana; White House Conference Library InfoServices

ABSTRACTThis report focuses on the three themes of the 1991

White House Conference on Library and Information Services, i.e.,Democracy, Literacy, and Productivity. The report begins with anintroduction by State Librarian Ray Ewick and a summary of theconference activities. Executive summaries of remarks made byspeakers during three general conference sessions and two dinnersessions are then presented. Speakers included Governor Evan Bayh,Arthur Meyers (Hammond Public Library), Edward Jenkinson (IndianaUniversity), George Averitt (Michigan City Dispatch), Randall Shepard(Indiana Supreme Court), Graham Toft (Indiana Economic Development),Jerry Paar (Indiana University Purdue University), Linda Wolfe (WolfeBusiness Research Corporation), Ray Ewick (Indiana State Library),Douglas Roof (Department of Employment and Training Services), LeahLefstein (Indiana Youth Institute), Andrew Venable (Gary PublicLibrary), Michael Hawley (Massachusetts Institute of Technology), andThomas J. Mullen (Earlham College). Thirty-five final resolutionsvoted on and accepted by the conference participants are followed bythree discussion papers addressing the themes of the conference andresponses to these papers. The papers were presnted by Arthur S.Meyers (Democracy); Emily Mobley (Productivity); and Catherine Gibson(Literacy). Concluding the report are lists of the delegates to theGovernor's Conference and the White House Conference and contributorsto the Governor's Conference. Appended materials include additionalinformation on the Governor's Conference, information on computer'zedinformation services in Indiana, and conference forms and worksheets.

(MAB)

******************************************************m**************Reproductions supplied by EARS are the best that can be made

from the original document.***********************************************************************

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Final Report

Indiana Governor's Conference onLibraries and Information Services

November 16-18, 1990Union Station Holiday Inn

Indianapolis, Indiana

BEST COPY MIME 2

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

C. Ray Ewick

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER fERICI."

Acknowledgements

The Indiana Governor's Conference on Li-braries and Information Services would not have beenpossible without the hard work, dedication and goodfaith of several individuals.

Governor Evan Bayh, who lent his name andthe support of his office in calling the conference,

State Librarian C. Ray Ewick, who began theplanning for the conference and led planning efforts fortwo years,

The staff of the Indiana State Library whogave the conference so much of their energy,

Jean Jose and Carl Beery, who co-chairedthe planning committee,

Martha Rob lee, who, with the staff of theExtension Division, coordinated much of the work ofthe volunteer committees, including preparing dele-gate information, printing discussion papers, and work-ing with virtually every individual volunteer, and MarthaRingel, who typed it all,

Martha Ceti, who chaired the public relationscommittee and commissioned discussion papers,organized the resource center, and handled confer-ence publicity,

Beverly Marlin, who chaired the programcommittee which worked out every detail of the confer-ence program, including selecting and training themoderator, keynoters, facilitators and recorders,

Nancy Dowell, who chaired the resolutionscommittee which set rules for selection of delegatesand for the operation of the conference itself andworked with her committee through the nights to pres-ent draft resolutions to the delegate assembly,

Jim Mullins, who chaired the fundraisingcommittee which ensured that the expenses for the200 delegates attending would be paid and that wordof the conference reached grantsmakers and librariesaround the state,

Arthur Meyers, Emily Mobley, and Cather-ine Gibson who wrote the theme discussion papers,and Representative Anita Bowser, F. GeraldHandfield, Jr., Senator Edward Pease, Charles Slm,Stephen Thrash, H. Dean Evans, Dr. Larry Miku-lecky, and Suzannah Walker, who wrote responses,

Dr. David Kaser, who served ably as conter-ence moderator,

Dr. Kenneth Gladish and the staff of the In-diana Humanities Council, who understood the im-portant role that libraries play in preserving and dis-seminating information for democracy, literacy andproductivity, and handled the finances for the confer-ence,

Jane Henson, who volunteered to summarizethe speeches and Sara Laughlin, who edited the dis-cussion papers and responses and wrote the back-ground section of the conference summary,

Patricia White, the parliamentarian,

Sandy Hunt, administrator of the conference,who worked tirelessly to make the conference runsmoothly, and finally,

the delegates and alternates, one-fourth ofthem librarians and three-fourths volunteers, whodedicated three days and nights to improving Indianalibraries.

It took an incredible amount of thinking, plan-ning and sheer hard work to make the conference areality. These proceedings testify to that hard work; theresolutions speak for themselves.

Funding for the Indiana Governor's Conference on Libraries and Information Services was provided in part fromLibrary Services and Construction Act (LSCA) funds.

Cover design by Martha J. Ringel

3

Libraries--Link To Learning

Final Report

Indiana Governor's Conferenceon Libraries and Information Services

III 11 110THE GOVERNOR'S CONFERENCE ON

LIBRARY AND INFORMATION SERVICES

November 16-18, 1990 Union Station Holiday Inn Indianapolis

Prepared byJane E. Henson

Table of Contents

Introduction 1

C. Ray Ewick, State Librarian

Conference SummarySummary 3Background and Planning for the Conference 4

Executive Summaries

Opening Sess:on Welcome 7Governor Evan Bayh

General Session One: DemocracyArthur Meyers, Hammond Public LibraryEdward Jenkinson, Indiana University 1 0

George Averitt, Michigan City Dispatch. 1 1

Chief Justice Randall Shepard, Indiana Supreme Court 12

General Session Two: ProductivityGraham Toft, Indiana Economic Development 14Jerry Paar, Indiana University Purdue University, Indianapolis 16Linda Wolfe, Wolfe Business Research Corporation 17

General Session Three: LiteracyRay Ewick, Indiana State Library . 18Douglas Roof, Department of Employment and Training Services 20Leah Lefstein, Indiana Youth Institute 21Andrew Venable, Gary Public Library 22

Dinner Session IMichael Hawley, Media Laboratory, Massachusetts Institute of Technology 23

Dinner Session ilThomas J. Mullen, Applied School of Theology, Ear lham College 25

Final ResolutionsDemocracy 27Productivity 28Literacy 29Individual Resolutions 30

Backgmund Papers and ResponsesLibraries and Democracy; A Report to the Governor's Conferenceon Libraries and Information Services, 1990 32

Arthur S. Meyers, Hammond Public Library

Responses to the Democracy Discussion PaperF. Gerald Handfield, Jr., Director/State Archivist 35Dr. Anita Bowser, State Representative 37Edward Pease, State Senator 38

Libraries and Productivity; A Report to the Governor's Conferenceon Libraries and Information Services, 1990 39

Emily Mobley, Purdue University

Responses to the Productivity Discussion PaperCharles Sim, Omega Communications 43Stephen Thrash, Indiana Small Business Development Center 45

Libraries and Literacy; A Report to the Governor's Conference onLibraries and information Services, 1990 47

Catherine Gibson, Indianapolis-Marion County Public Library

Responses to the Literacy Discussion PaperH. Dean Evans, State Superinlendant of Public instruction 51Dr. Larry Mikulecky, Indiana University 53Suzannah Walker, Indianapolis Program for Literacy and Citizenship 55

Indiana Governor's Conference Delegates. 58

White House Conference on Library and information Services Delegates 66

ContributorsDonors List 68Information Showcase/Resource Center 69Planning Committee and Subcommittees 70

AppendicesA - impact of First White House Conference 74B - Rules for the Election of White House Delegates 76C - Indiana Governors Conference Rules 81

D - Indiana Governors Conference Agenda 83E - Discussion Groups 85F - The Information Showcase 90G - White House Conference Delegate Nomination and Petition Form 97H - Issues Report Form and Session Notes 98I - Individual Resolution Form 100J - Governors Conference Delegate Nomination Information Packet 101

ii13

STATE OF INDIANAINDIANA STATE LIBRARY

140 North Senate AvenueIndianapolis, IN 46204

(317) 2323675

Charles Ray Esvick, Director

Dear fellow Hoosiers;With this letter I present the proceedings of the 2nd Indiana

Governor's Conference on Libraries and Information Services. In thetwelve years since the first conference, a great deal has changed inthe world in which we live, particularly in the strides in technology.That first conference helped focus attention on the problems librarieswere facing, particularly in areas of networking and technology. Thework at implementing the resolutions over these twelve years hasnot eliminated all the old problems or prevented new ones. Thistime, the themes of Democracy, Literacy, and Productivity provideddiscussion from which a future state information policy might bedeveloped.

This second conference could not have taken place without theassistance of many librarians and public spirited groups andindividuals, especially the Indiana Humanities Council. However, thecontributions of the organizing committees, the financial sponsors,the thoughtful speakers, and the facilitators would not have beenfruitful were it not for the dedication and productivity of theconference delegates to discuss, debate, and come to consensus onmajor issues facing Indiana libraries in the next ten years.

It is my belief that these proceedings summarize thebackground presentations, describe the technical processes to holdthe conference and present the final resolutions. What cannot becaptured in this document, is the spirit in which the delegatesaddressed the issues, their commitment and intellectual honesty andfeelings for the library and information needs of Hoosiers.

One of the weaknesses of the first conference was in notsufficiently planning for implementation. This time funds wereraised and plans made to work toward implementation of theGovernor's Conference and appropriate White House Conferenceresolutions. This document then, is not a final report, but rather aninterim report and a beginning of the implementation phase. Withthe continued assistance of the delegates, the sponsors, and thelibraries we will move forward toward solutions. Much remains to bedone, together.

DIVISIONSBLIND AND PHYSICALLY HANDICAPPED

CATALOGDATA SERVICES

EXTENSIONGENEALOGY

INDIANAREFERENCE AND LOANSeptember 5, 1991

Ewick

K7

1

An Equal Opportunity Employer

THE GOVERNOR'S CONFERENCE ONLIBRARY AND INFORMATION SERVICES


S

Libraries Link To Learning

Indiana Governor's Conference on Libraries and Information ServicesNovember 16-18, 1990

Holiday Inn Union Station, Indianapolis Indiana

Conference Summary

The Indiana Governors Conference on Libraries and Information Services convened

Friday, November 16, 1990 and continued through Sunday, November 18, 1990. The theme

of the Conference was "LibrariesLink to Learning." Three general sessions were held

focusing on the themes of the 1991 White House Conference on Libraries 'and Information

Services, "Libraries for Productivity, Literacy, and Democracy." A fourth session featured the

Resolution Committee Presentation. Besides the general sessions, ten concurrent group

discussion meetings were held. Each group discussion meeting included a discussion leader,

recorder, resource person, and delegates. The discussion meetings followed each general

session that spoke to a conference theme. The purpose of each discussion session was to

develop five ideas that could be mrried forward in an issues report and submitted to the

Resolutions Committee. A master list of resolutions was prepared for November 18, 1990

where the resolutions were discussed, amended, and voted upon.

39

Background and Planning for the Conference

Planning for an Indiana Governor'sConference Libraries and InformationServices began in the spring of 1989 whenState Librarian C. Ray Ewick appointed a pre-planning task force. The task force selectedthe theme for the conference "Linking throughLifelong Learning," as well as its date andlocation. They laid out the structure of theplanning committee and subcommitteesneeded to carry forward detailed planning forthe conference. More than 100 volunteers,including library professionals and interestedcitizens from around the state, participated asmembers of the fundraising, local arrange-ments, program, public relations, and resolu-tions committees and their various subcom-mittees, or worked at the conference.

For more than a year, the plannersworked to structure the conference to ensurethe best participation from each of the fourgroups represented - library and informationprofessionals, library advocates, governmentofficials, and citizens. The resolutions com-mittee reviewed nominations from more than450 individuals and selected 200 delegatesand 12 alternates. Delegates representedthe widest possible range of viewpoints,backgrounds, income levels and age groups.They came from every part of the state. Theirreasons for attending the conference could fillvolumes; their commitment to Indiana librar-ies would be hard to equal. The resolutionscommittee drafted formal rules for the confer-ence to be adopted by the delegates at theirfirst working session.

All the programs and processes of theconference were focused toward the finalresult - resolutions adopted by the delegates

4

which could be forwarded to Governor EvanBayh and selection of 12 delegates and 4alternates to carry the Indiana resolutions tothe White House Conference on Libraries andInformation Services held in Washington D.C.,eight months later, in July 1991.

The public relations and program com-mittees worked together to commission dis-cussion papers in each of the three themeareas - democracy, productivity, and literacy.The three papers were written by Indianalibrarians. The papers and responses to themby well-known Indiana figures (included inthis volume) formed the centerpiece of dele-gate education before the conference. Theywere also distributed to every library in thestate with suggestions for using them withgoverning boards, staff, and communitygroups.

At the conference, keynote speakerswere carefully chosen for each theme to pres-ent different viewpoints and to help delegatesframe the issues in their own deliberations.Following each theme keynote session, dele-gates broke into small groups for detailed dis-cussions of the issues and drafting of resolu-tions.

By the end of the second day of theconference, the resolutions committee hadreceived draft resolutions from each discus-sion group on each of the three themes, siftedthrough them, and edited resolutions to pres-ent to the delegates for adoption. Debate inthe topic discussion groups and the finalsession was lively and articulate. Divergentviewpoints often coalesced into broad themes.The resolutions covered services offered by

10

every type and size of library, clientele frominfancy to old age, and information issuesfrom access to privacy and security.

On the final day of the conference,weary delegates wrestled with subtleties of

language and Intent and succeeded in ap-proving the 35 resolutions included with theseproceedings. They also elected delegatesand alternates to represent them at the WhiteHouse Conference on Libraries and Informa-tion Science.

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Oft


November 16-18,1990 Union Station Holiday Inn Indianapolis

12

Opening Session Welcomeby Governor Evan Bayh

"...I didn't hesitate to call the Confer-ence [on Libraries and Information Science]because I know it's a very important one...

Let me make a few observations. I justthis morning met with a group of chief execu-tive officers from a company that employsabout 8,000 people across the state of Indi-ana. One of the most important issues con-fronting our society today is how do we be-come more productive as a society. We arein international economic competition. I'mconvinced that one day the historians will lookback upon the close of the twentieth centuryand the dawn of the twenty-first century andthey're going to identify a shift from the era ofinternational superpower mifitary conflict toan era of increasingly intensive economicconflict and competition. The societies thatcan protect the health of their democracy,their standards of living, their way of life. . .willbe those that compete and produce andsucceed in that world of more intense eco-nomic competition. Information is vitallyimportant. It's been said over the last coupleof decades that we're living in an informationsociety. That is absolutely true. If you can'tprovide the information on a timely and accu-rate basis, obviously you are at a competitivedisadvantage. All of you here today, as infor-mation service professionals, can play a veryimportant role for local businesses and indus-tries across the state. ..We know that you playa vital role and that will be recognized duringthe years to come.

In addition to that, the role of informa-tion and libraries is critical to fighting what isreally an unfortunate plague across the land.It's something that my wife Susan has chosen

as her primary cause as First Lady - fightingagnst the scourge of illiteracy, the 700,000adult men and women, much like any of ushere in the room today, who would havetrouble reading the program of this confer-ence, who would have trouble picking up themorning newspaper. Obviously, when youhave trouble reading and writing you havetrouble unlocking the door to learning. Youhave trouble being an effective participant,not only as a productive employee but as aninformed decision maker in the increasinglycomplex society in which we live.

The role that all of you here today playin helping to fight that battle is vitally impor-tant. You can literally light candles of goldenopportunity for individuals who today are liv-ing in a world of information darkness. Yourrole in continuing the battle against adultilliteracy is vitally important both to the indi-viduals that we seek to help and to the societyin which we hope they will participate.

Thomas Jefferson, one of my particu-lar heroes, once wrote something that I thinkwas absolutely right. He said that 'The societythat expects to be ignorant and free is expect-ing something that never has been and nevershall be.' Jefferson understood very well theunmistakable connection between the qualityof information and learning and knowledgethat we provide to our citizens and the healthand vitality of our democracy. That's moretrue in this day and age with the complexity ofthe issues which the electorate must address.And so we not only deal, when we talk aboutinformation services, with economic produc-tivity; we not only deal with such basic build-ing blocks of decent livelihood as literacy and

71 3

access to information, but we deal with thevitality of our very democracy itself. I am verygrateful to each and everyone of you becausethere is no better defense than an enlightenedcitizenry; and that, after all, is your primarymission.

I urge you to cooperate together. I

know there are occasionally different points ofview about tackling some of these challengesand issues. We intend to be a full partner inthis process; helping where we can, advisingwhere we can and always having an open earto your problems and the challenges thatconfront those of you in information servicesprofessions.

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I would like to thank you for having metoday and conclude by saying.. .[we are] very,very grateful for the pivotal functions you playin helping to relate to the citizens of Indiana.To my way of thinking, there are no two betterengines for an enlightened community than awell-run public newspaper and a well-runpublic library and other access to informationservices. Having said that, as Govemor of ourstate, I would like to thank you. I would like towelcome you. I look forward to working witheach and every one of you".

8

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"The libraries of America are and must ever remain the home of free, inquiring minds. Tothem, our citizensof all ages, races, of all creivis and political persuasionsmust ever beable to turn with clear confidence that there they can freely seek the whole truth, unwarpedby fashion and uncompromised by expediency."

Dwight D. EisenhowerLetter to the American Library Association's Annual Conference, 1953

GENERAL SESSION ONE

DEMOCRACY

Executive Summary of Remarks Made ByArthur Meyers

Hammond Public LibraryHammond, Indiana

Libraries are vital to a democraticsociety. However, to understand the role thatlibraries and information services play in ademocracy today, one must be aware thatthere are several trends reshaping the UnitedStates in the 1990s. These trends portray:

a maturing populationa mosaic society with a multilingual,

multicultural work forcea continuing, expanding, informa-

tion societygreater national and international

cooperationa return of social activisman increase in business ethics.

Libraries play a crucial role in the na-tion that is evolving in the 1990s. The librariesfall into any one of three categories: schoollibraries, public libraries, and academic/re-search libraries. Each plays a critical part inserving the information needs of a changingpopulation.

School libraries and public librariescan show children how to broaden their infor-mation horizons and become intelligent con-sumers of facts and opinions. The libraries

can help prepare children to become thought-ful and informed citizens who can participatesuccessfully in democracy.

Public libraries need to stand ready toprovide adults with open and ready access toall information. Adults in a changing worldneed help to gain empowerment. The librarycan show adults how to unlock the door to theworld of ideas.

Academic/research libraries help pre-serve the rich treasure of past ideas andknowledge. The research facility also investsin ways to provide access to current data. Thepeople who use their services have requestscommon to the advanced learner.

The challenge of funding affects Indi-ana libraries at all levels. The libraries of thestate have to work cooperatively to deviseways to deal with censorship issues, to under-stand the impact of technology on informa-tion, to create ways to manage the issue offree access to information versus fees forinformation, and explore ways to use peopleand technology more efficiently and effec-tively.

Executive Summary of Remarks Made ByEdward JenkinsonIndiana University

Bloomington, Indiana

One must take risks in a democracy.When people vote for a candidate to holdoffice, they are usually happy with the personholding the office until that individual doessomething with which they do not agree.Then the cry becomes "throw the rascal out."

After some 20 years of experience inthe field of school library censorship, threeissues have become critically evident:

it makes little difference whetherschool boards/committees areelected or appointed when it comesto the issue of censorship;

the electorate pays little attention tolocal school board/committee elec-tions;

it is easy for small, vested interestgroups to get elected to localschool boards.

Two groups, the National Associationof Christian Educators and the Citizens forExcellence in Education, have made it theirnational goal to change American schools.The objective established to achieve this goalis to have one member of either organizationelected or appointed to every school board inthe United States. The two organizationshave grown and their impact on Americanschool libraries and curricula has been felt.The impact of a single individual with a spe-cific goal can be tremendous.

Censorship goes on in all parts of thecountry. Books are burned, mutilated, re-moved from the shelves of school and publiclibraries, and even shot. Major reading seriesare challenged and removed from approvedstate lists. Closet censorship continues dailyand occurs everywhere. Lives are threat-ened.

1 0

Those who seek to censor materials,either as individuals or acting in groups, haveteamed to target the people at the top of anorganization because those in charge re-spond unilaterally to pressure. The would becensor(s) will call a principal rather than workwith a teacher to resolve the concern theyhave about specific material in relation to theirown child.

Citizens in a democracy have the rightto object and complain about curriculummaterials and library books. However, thoserights are limited solely to their own childrenand do not extend to any other children.

It is incumbent upon school librariesand public libraries to provide a mechanismfor people to complain about books and othermaterials. However, additional vehicles mustbe in place to evaluate books and materialsusing fair and complete sets of criteria/guide-lines. Policies dealing with selection, evalu-ation, and removal need to be comprehen-sive.

Citizens need to understand what li-braries are. Libraries must cultivate supportgroups and help those groups stay informedabout what is happening in the community.

Democracy not only has risks but alsocarries with it responsibilitiesone of which isthe necessity to speak out. Citizens need tobe free to read, free to challenge, free toquestion, and free to think for themselves.Librarians must make it possible for all to readwidely so that citizens may have thoughts oftheir own and the courage to speak out whenit is necessary.

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Executive Summary of Remarks Made ByGeorge Averitt

Michigan Qity DispatchMichigan City, Indiana

The beachhead of the public libracy iseroding. Libraries contribute to democracy,productivity, and literacy; therefore, they needmore money.

John Kenneth Galbraith once statedthat the rich can buy books, the merely richcan buy paperbacks, and the poor go tolibraries. Today, however, it is the middleclass who uses libraries. It is the middle classmother who brings her youngsters to the storyhour; it is the middle class adult who attendsthe film series; and it is the middle class patronwho checks out the art prints. This representsa small percent of the total population.

What the library perceives to be theneeds of the remainder of the population interms of library services is not always whatthat population wants. Newspapers todayface this same dilemma. Newspaper editorsand reporters think that the public wants goodreporting of important national and interna-tional issues along with thoughtful analysis.However, what the public really wants is verydetailed coverage of local events completewith plenty of names and pictures. As a resultof this tension, newspapers look to an uncer-tain future just as libraries do.

Today's library has many more itemsin its collection than simply books. The li-brary's collection has expanded to includeaudio and video tapes, films, pictures, andcomputers. There are book clubs and couponclubs vying with the local historical societyand public issues forum forthe library meetingroom space. However, as the library hasworked to provide these additional materialsand services to the public, has it also man-aged to stem the loss of readers? It can beshown that many people do not read because

they do not like to read. Many in the babyboom generation use newspapers for grocerycoupons, obtain videos from rental stores,and do not use libraries or read.

Technology will not turn around theerosion of readers. The information age isdominated by video and computer technologywhich makes for a less democratic societyrathor than for a more democratic one. Thefuture becomes dominated by single issuepolitics that transcend public interests.

The future of public funding for librariesis not optimistic for many reasons:

there is less tax support for librariesthe middle income group is fed up

with taxeslegislators are looking at many is-

sues: health care, educationalreform, savings and loan bailouts,etc.

with the emerging democraciesabroad there will be less federalgovernment involvement in Ameri-can domestic issues

a balanced budget amendment is onthe horizon.

Libraries will become dependent onother sources of income/funding. The freeaccess to information versus a fee for infor-mation issue will fade. There will be a need tocontinually look for funding sources and stillserve the poor who cannot pay. The growingmovement to privatize government serviceswill play a role. It will be imperative to becomemore efficient using fewer dollars. Librarianswill become more accountable to the publicwhom they serve. In the decade ahead,libraries will have to change to meet thechallenges and to survive.

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Executive Summary of Remarks Made ByChief Justice Randall Shepard

Indiana Supreme CourtIndianapolis, Indiana

I have served nine years as a librarytrustee and am currently responsible foroverseeing the fifth largest law library in thestate of Indiana, a library with 85,000 volumesthat serves all branches of government.

Arthur Meyers' comments were veryimportant. The new technologies may rescuelibraries but it is critical to remember that mostof the world's knowledge will not be convertedto compact disks (CD-ROMS). Instead thatknowledge is and will continue to be in bookform. The importance of the printed page willnot diminish and stewardship overthose pagesmust continue to be diligent.

Edward Jenkinson's remarks aboutshooting books bring back memories of NewHaven, Connecticut in the late 1960s andearly 1970s. The Yale community was veryactive in the student movement at that time.There was a commitment to the issues of theday. However, an incident of setting fire tobooks in the library brought the movementinto question and caused people to reflectupon what was happening. To questiongovernment policy was one thing but to de-stroy books and the ideas and knowledgethey contained was something far more seri-ous.

George Averitt brought up issues aris-ing out of the use of technology and called intoquestion our understanding of what has oc-curred. The Indiana Supreme Court hasspent considerable time researching theimpact t hat using video tape instead of printedpages might have in creating records of evi-dence in trials. It is a very difficult and complexissue to assess. Shifts in technology seem tochange values in society.

In looking at the role libraries play in ademocracy, there are three areas that will bethe focus of my remarks:

patrons and democracylibraries and accountability and

democracystewardship and democracy.

Who are the library patrons? Publicschools and public libraries represent twoends of a continuum. The public schoolsrepresent the compulsory or mandatory as-pect of society. They are the engine for auniformity of understanding, a leveling point.Public schools take everyone and everyoneattends. The schools work to focus on amainstream, common denominator.

The public libraries represent the freewill portion of society. People come to thelibrary because they want to. Library patronshave a more serious commitment to the worldof ideas; they are connected to democracy,and they become stakeholders.

Libraries that spend time trying to servethose who must be pulled into the library donot actively serve those who are thirsty to bethere. This commitment has an importantimpact on collection building, the servicesthat are offered, and where libraries are lo-cated.

What accountability do libraries havein a democracy? Until recently there were twounits in local government that were not heldaccountable. Those units were the countywelfare board and the public library. Thereason that libraries were not held account-able was because they did not need to bepolitical. Today a policy of no interference

1 812

leads to no responsibility which leads to nohelp (funding). If libraries push state legisla-tors and local government away, then thesegroups will simply put their priorities else-where. There are many competing interestswaiting to ask for help. Libraries need tounderstand how they can benefit from work-ing with state agencies and local municipalboards and councils.

What are the issues of library steward-ship and democracy? Libraries cannot beWaldenbooks. Libraries have a responsibilityto watch over and preserve past knowledge.Cultural barbarism cannot be tolerated. Thedecisions ahead are difficult because theyinvolve library users and democracy issues.There has to be a way to retain and preservematerials from the past along with servingcurrent patrons' desires to read the popularwriting of today.

rr I

Now knowledgenot minerals or agricultural products or manufactured goodsis thecountry's most precious commodity, and people who are information literatewho knowhow to acquire knowledge and use itare America's most valuable resource.

Final Report January 1989American Library AssociationPresidential Committee on Information Literacy

GENERAL SESSION TWO

PRODUCTIVITY

Executive Summary of Remarks Made ByGraham Toft

Indiana Economic DevelopmentPartners in EducationIndianapolis, Indiana

The United States is still the mostproductive and largest mass market in theworld economy. Since the mid-1960s, Ameri-can productivity growth has slowed while thatof Japan and the Federal Republic of Ger-many has expanded considerably. The prob-lem of decreasing productivity is significant atthe national level. In the state of Indianawhere the state's per capita income is 6.5%below the U.S. average, the decline in pro-ductivity is severe.

There are several reasons offered thatattempt to explain why the United States isless productive today than other nations. Theexplanations include laws, regulations, in-vestment, education, learning, labor, andmanagement. There is really no one singlecause. While the country is seeking causes,changes continue to occur and rules are al-tered.

Today's economy is evolving. Theworld is in the midst of a revolution not unlikethe Industrial Revolution as nations changemanufacturing economies to information

economies. The first economic changes camewith the Industrial Revolution as the worldmoved from an agricultural base to an indus-trial base. Within the Industrial Revolution, anevolution occurred as technology moved for-ward. In the 19th century, factories werelocated near the source of energy. With thecoming of electricity, it became possible tomove the factory away from the source ofpower. Mass manufacturing began to growand large numbers of workers were employedto produce the products. It was at this timealso that the Frederick Taylor method ofmanagement began. The responsibility tooversee the laborers was delegated to largenumbers of middle managers.

Currently, the Taylor method is beingphased out in favor of thinning the middlemanagement work force. Technology hasallowed this to occur. Fewer managers areneeded to oversee the laborers who are seenas rQt requiring that kind of supervision.

The next workplace evolution has takenplace with the coming of the information/

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technology revolution. Digital communica-tion and networks have made it possible todecentralize work even further. Americansare still moving out of urban areas, and workplace sites are moving along with them.Companies are seeking places that offer thegood life, good public education, adequategovernment services, and good sources ofskilled workers.

The next decade will see a completereversal of what has occurred in the past.There will be a movement toward a newlocalism. Solutions to problems will be workedout locally because the state and federalgovernments will not help.

The conclusions that can be drawnfrom the changes that are taking place involvethree strategic resources: economic intelli-gence, human intelligence, and time intelli-gence. Libraries and information systemscan affect these resources by adding value totheir services and focusing on the mission tobring out the learner in everyone and to createlearning environments for businesses, gov-ernment, and not-for-profit organizations.

There are two ways that organizationscan take advantage of these resources:

the timely use of intelligent networksthe elimination of structure, bureauc-

racy, and middle level management.

The organizations that survive thesechanging times also will seek high involve-ment and engagement from their employees,shed overhead and bureaucracy, give re-sponsibility to frontline workers, work to getclose to their customers, and invest in infor-mation technology.

Other changes that will take placeinclude a return to working and learning con-currently, more emphasis on decentraliza-tion, quick turnaround, and making it conven-ient for customers to purchase/use goods andservices.

Local initiatives in information serviceswill be very important. Libraries will need toinvestigate how to add value to their informa-tion services. The ways that the library canbecome more involved in local efforts include:

having the library advocate for theinfusion of technology into the localcommunity

identifying markets for informationservices through surveys and focusgroups

taking advantage of the proliferationof home computers working tobecome the information hub bygathering and disseminating betterdata about the local community

identifying target groups who haveinformation that is useful to clients

becoming serious agents of changeby taking more entrepreneurialinitiatives.

Executive Summary of Remarks Made ByJerry Paar

Labor Studies DepartmentIndiana University Purdue University Indianapolis


The ultimate resource of an economyis its people. The United States lags behindthe rest of the industrial world in training andretraining its work force. The skills that work-ers need today are broad based and notspecific.

In the era of mass production, the skillsof the worker were narrowly defined and thelabor force had little or no responsibility for thefinal product. When change occurred, laborwas not retrained; workers were laid off.Increasing mass production ratherthan build-ing quality products was the ultimate goal ofmanagement. Repairs could take place later.

In today's era of lean production, work-ers must have multiple skills and be able to domany different tasks. There are shorter prod-uct runs and quality is essential. Both Japanand the Federal Republic of Germany aremodels of this type of manufacturing.

Education plays a critical role in thisnew manufacturing environment. Some be-lieve that the purpose of education is to en-able people to adapt to a changing workenvironment. Others believe that educationmust provide each person with the capabilityto reach her/his fullest potential. Unions havehelped members reach their potential by:

helping members gain certificationthrough education

educating workers in the field of jobsafety and health

initiating training and retrainingprograms for members

negotiating education benefits forworkersproviding English classes and courses

on how to become a U.S. citizen forspecial groups of workers

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negotiating fortuition assistance plansfor laid-off workers.

The impact of these efforts has led to30,000 United Automobile Workers membersin the state of Indiana having access to tuitionassistance programs.

There are several roadblocks that standin the way of maximizing the best that theseplans and other education programs have tooffer workers:

Pell grants have been cut for part-time students

universities seem to impose arbitraryadmission changes on part-timestudents

post-secondary education is notsensitive to the needs of the non-traditional student

library hours and policies and facultyoffice hours are too restrictive

library collections must reflect theneeds and interestsof the worker.

Some things can be done in the stateof Indiana to help the worker seeking trainingor retraining including:

removing the barriers to tuition refundassistance

inviting workers and labor unionmembers to serve on library commit-tees/boards

offering bibliographic instructionclasses at times that are convenientfor working people

remembering that non-full-timeworkers are people too.

If efforts like these are successful, thelibrary will see an increase in new users andcompanies will see worker productivity grow.

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Executive Summary of Remarks Made ByLinda Wolfe

Wolfe Business Research CorporationIndianapolis, Indiana

Good management skills will enhanceproductivity and strengthen businesses. Smallbusiness owners need to work on refiningmanagement skills. In the state of Indianathere are 90,000 small businesses represent-ing 1,000,000 workers. These companiesreflect the fo!lowing social changes:

the impact of technology;the effects of international trade;corporations and individuals are

buying more services contractingout certain jobs.

Small businesses are responsible formost new products and innovations becauseit is easierto change in a smaller organization.

Many small business owners do notknow the variety of information available tothem at the library. Libraries must becomeinvolved with and serve the small businesscommunity. They must research and priori-

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tize the needs of small business. Seminarswith guest panelists or invited keynote speak-ers should become a part of library program-ming. Libraries need to let small businessesknow what is in the library that will not costanything but an investment of time. Effectivelibrary services to the small business commu-nity can:

help to reduce the monetary riskfactor

help make more money for thecompany

aid in finding good employeesassist employee training effortsresearch marketing strategiesidentify what forces impact specific

businessesdevelop literate employeesfocus on "hot issues"explain interlibrary loaninterpret research literature.

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Children should belong to the public library. There is one within striking distance of practi-cally everybody. Let's have a national campaign: every child should obtain a library cardand use it.

William BennettSecretary of Education, 1985-88

GENERAL SESSION THREE

LITERACY

Executive Summary of Remarks Made ByRay Ewick

Indiana State LibraryIndianapolis, Indiana

Susan Bayh, the First Lady of the Stateof Indiana, has been actively involved in theefforts to improve literacy in the State. Mrs.Bayh has participated in awards for literacy,opened the governor's home to literacymeetings, and worked for the "Read Out"program at the Indianapolis-Marion CountyPublic Library, the Indiana Literacy Founda-tion, and the Indiana Office for Work ForceLiteracy.

There are thousands of stories aboutadults successfully learning to read. Yet, asthe issue of illiteracy has become betterunderstood, its insidious nature has broad-ened. There are now five distinct parts to thescope of illiteracy: reading, writing, verbalcommunications and English language skills,mathematics, and problem solving. The abil-ity to read the printed page is only one piecein this very complex puzzle.

Limited literacy and social distress gohand in hand. Part of the origin of almostevery current social ill can be traced to illiter-acy. That includes teenage pregnancy, crime,school dropouts, drugs, and unemployment.Limited literacy is a democracy issue. With-out literacy skills, people become victims of

the system and greater burdens are placed onthem.

Besides the five areas identified ascomponents of literacy, economic literacy isimperative. In an economic system there arethree critical components: capital, technol-ogy, and skilled labor. The United States hasinvested in the first two but lags far behind inthe third. As the competition from Europe andAsia continues and expands, the United Statesmust invest in creating a skilled labor force.

The resolution of labor force condi-tions lies with literacy skills. In the past therehave been barriers to solving the literacyproblem. Groups have worked for years asvolunteers without coordination, funding, andprogram assessments. The volunteer effortswere important but without solid training, goodmaterials, and careful evaluation, the popula-tion that was served still could only read at twoto three grade levels above the basic level.With all the effort and good intentions, peoplewere still functionally illiterate. The originalworkplace basic literacy programs that fo-cused on job tasks enjoyed some additionalgains above the minimum.

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It has been discovered over the yearsthat, if teaching literacy skills is placed incontext with what is known, and life experi-ences are drawn upon, then the gains thereader makes are much greater. Better train-ing of literacy teachers and tutors is neces-sary. A greater understanding of the role thatlearning disabilities play in illiteracy is impor-tant. The use of new technology is an impor-tant component in successful, efficient pro-grams. Evaluation can play a role in support-ing the use of the new technologies. Distancelearning also can become a key factor inimproving work force literacy.

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Government support is necessary tohelp literacy programs start and remain op-erational. The federal government needs tomake funding available and invest in anddevelop technological leadership. Stategovernments must have a broad understand-ing of the nature of literacy, who the targetgroups are, how to provide the necessarytraining, and how to identify achievement thatmotivates further success. Libraries, too,need to become more than warehouses orsupermarkets. They have to enhance thecultural and intellectual atmosphere of thecommunity.

Pe211110.

s:

Executive Summary of Remarks Made ByDouglas Roof

Department of Employment and Training ServicesState of Indiana


When focusing on the three areas ofliteracy, illiteracy, and productivity, severalissues become apparent. In the workplace,there is a choice between high skills and lowwages. Both productivity and quality areneeded to compete in the global economy. Inthe future, work force growth will slow down.In Indiana 80% of the work force that will beneeded in the year 2000 is already in place.Indiana has experienced a low populationgrowth as well. The state has a manufactur-ing base that makes up 28% of the state'semployment. These factories are branchplants and not home offices. There is agreater degree of skill required to work inthose companies.

The labor force of the past needed tofollow three guidelines: come to work on time,be dependable. and do what the boss said.

Today's work force needs people who canwork in teams, get along with others, developleadership skills, plan programs, becomeinvolved in product design and pricing, andinteract well with customers.

Today and in the future, labor andmanagement must get along better. Thelabor issues of the future will involve the workforce, not the factory. In the past unskilledworkers were employed to do a specific task.No ft ivestment was made in training or retrain-ing. The management philosophy was to fixmachines but lay off workers, to buy newmachines and get new workers. Today train-ing and retraining workers is really an asset,an investment. The Federal Republic ofGermany is investing large amounts of moneyand training effort in the bottom 15% of itspotential work force.

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Executive Summary of Remarks Made ByLeah Lefstein

Indiana Youth InstituteIndianapolis, Indiana

The best times to prevent illiteracy arewhen individuals are young children and whenthey become young adults. Library servicesmust include both critical age groups. Thereare 1000 summer reading programs in thestate of Indiana. Only 17 are designed for theyoung adult readers (ages 10-18). A literacyproblem for youngsters occurs when they donot read enough to build a knowledge baseand lifelong learning skills. Good readers thelink the text of what they are reading andwhole knowledge.

Libraries can help youngsters over-come the hurdles to literacy by reducing the

barriers to access, identify youngsters forwhom reading is a struggle, and amend policyso that homeless children can obtain librarycards. Libraries must dedicate more resourcesand services to young adult programs. Li-brarians need to reach out to the youngsterswho do not use the library by working withthem in schools, in clubs, at parks, and else-where. There should be more than four adultservice librarians among the state's 238 li-braries. The excellent efforts like the Delphiprogram for young mothers, the New Albanyvolunteer program, or the Anderson programfor pre-schoolers need to extend to all parts ofthe state.

Executive Summary of Remarks Made ByAndrew Venable

Gary Public LibraryGary, Indiana

Pro-active librarianship, coalition-build-ing, and role modeling are all part of the libraryworld today. The library recognized manyyears ago that literacy was a community is-sue. Libraries were at the forefront of estab-lishing literacy programs using volunteers andtutors. The library was and still is the solelocation for com mu nity literacy programs. Thelocal public library has used technology ininnovative ways to promote computer aidedreading instruction.

In the mid-1980s federal funding forstate and local libraries was made availablethrough LSCA Title VI. In recent years over533 state and local libraries have competedfor LSCA funds. Those moneys have beenusad to recruit students and to train them astutors. Literacy programs have been as-sessed to measure their effectiveness andevaluation tools have been developed.

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In northern Indiana corporations likeNorthern Indiana Public Service Corporation(NIPSCO) have financed computer learninglaboratories to assist people learning to read.In other anaas of the state, special populationshave been served by incorporating technol-ogy into daily learning.

Literacy has worked its way up thepolitical agenda. Libraries often have beenleft out of the policy-making. People havefailed to realize that Hteracy and lifelong learn-ing are fundamental components of libraries.What lies ahead for libraries beyond commit-ment to the cause of literacy is collaboration,cooperation, coalition-building, and cash.These efforts will insure the development ofprograms that will enable the new reader toparticipate fully in the literate world by usingthe library effectively.

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DINNER SESSION I

Executive Summary of Remarks Made ByMichael Hawley

Media LaboratoryMassachusetts Institute of Technology

Cambridge, Massachusetts

The Media Laboratory at the Massa-chusetts Institute of Technology is a 45 milliondollar facility constructed out of the convictionthat the entire world of communications media(television, telephones, audio and video re-cordings, films, newspapers, magazines, andbooks) is on the brink of incredible changes.The driving force behind these mega-changesis the computer and its accompanying tech-nologies.

It is very important that the new andevoMng technologies are embraced. Thiswill insure that the vast potential of thesetechnologies to shape future directions isharnessed in ways that create desirable out-comes. There are three areas that illustrateevolving technology particularly well: the tele-phone, music, and the library.

The telephone when Alexander Gra-ham Bell knew it was an instrument thatcarried verbal communication from one pointto another. When the conversation wascompleted, there was usually no record ofwhat was said, only the memory of it havingtaken place. In the future, telephones will beable to store all conversations for a definiteperiod. Small discreet units of conversationcould be recalled. The telephone would serveas an archive of one's conversations provid-ing a permanent lifetime record of telephonecommunication.

Until 1890 music had no means forrecording performances. Composers andmusicians had to opt for the live concertpresentation to share their works. After 1890

the technology was available to record musi-cal events. Individuals could listen to musicwithout being distracted by the conductor,members of the orchestra, or people in theaudience. In the 1990s it is possible to recordelectronically the content of music. This musicis created without using a single instrument.

Libraries have been charged with stor-ing, organizing, and sharing information. Thismission began with the library in Alexandria,continued with the Carnegie libraries in theUnited States, and will carry on with the tech-nologically elite {ibraries of the future. Butcritical social problems are competing withthe libraries for scarce resources. The familyunit is eroding. Schools cannot pick up theresponsibilities that were once those of thefamily and still be expected to teach childrento think. Literacy levels have fallen dramati-cally. People are choosing to spend theirleisure time doing something else besidesusing the library.

Libraries are faced with serious prob-lems of information storage and access. Theuse of paper media to store the billions of factsavailable today is impossible. Libraries mustseek novel solutions to storage and retrievalproblems.

General literacy has only been anoundfor about 500 years but its impact has causedmajor events like the Renaissance and thedevelopment of the scientific method. Thesecould only happen because of the partnershipbetween language and technology.

There have been great moments, intext technology innovation. The world hasgone from no means of written communica-tion technology to the printing press to thedigital world of the computer. Paper wasinvented in about 105 A.D. After paper camescrolls, the codex, and movable type. Thetransfer of these technologies came aboutthrough wars and the information shared byprisoners of wars.

Today exporiments are taking placewith digital books, including Webster's Dic-

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tionary (Ninth Edition) and the works of Wil-liam Shakespeare. As four areas of technol-ogy improve---the refining pmcess, the inter-change format, the access technology, andthe designlibraries will see more materialsin digital form. Libraries of the future will befully digital and distributed, thereby maximiz-ing their storing and sharing capabilities. Toexist in the future, libraries must work dili-gently to compete with other information serv-ices and the publishing industry. Effectiveuse of new technologies can make this pos-sible.

DINNER SESSION II

Executive Summary of Remarks Made ByThomas J. Mullen

Applied School of TheologyEarlham College

Richmond, Indiana

The small community of Kent land,Indiana had a Carnegie Library. The librarianwho worked there was committed to her work.She made it her life's goal to get the childrenof Kentland who visited the library to read atleast one grade level above their currentreading level.

Today library services are very tech-nologically involved. The jargon of that tech-nology leaves many people feeling as if theyhave been left behind. Other people have be-come true missionaries for the cause. Work-shops are available for those who want tolearn more about it.

The way information is disseminatedand libraries are run is light years away fromhow the Kentland, Indiana Carnegie libraryconducted its business. Many believe that thebook is a medium of the past. Childrenalready think and learn differently because oftechnology. Yet, technology will not savesociety.

Libraries may be one of the last placesto save civilization because of the people whofrequent them and because of the librarianswho work in them. Librarians work with allwho come in the door including those whoresist learning. Librarians touch children'slives by helping them enjoy reading and lovelanguage. Children, who grow up loving lan-guage and reading and librarians, becomepeople who have an impact on the lives ofothers.

Libraries can have the best technologi-cally equipped environment available. Yet,the most imporiant element in those libraries

is the people who make it feel like home. Thelibrarians deal with technological illiteratesand help open the world of books, ideas, andknowledge to them. The reference librarianhas the responsibility of helping people siftthrough the mountains of facts generated bytechnology and find the important material orinformation. They help people focus andbecome more precise. Their mission is tosave the world.

The staff who serves people in li brariesis the key to the future of the world becausehelping people learn to love ideas and lovestories and become more humanethan isnot a small task. It is a very large andimportant task. What libraries do is veryimportant and very much appreciated. Li-brarians need to understand that their task isa great one and requires a spirit of commit-ment. The commitment is to serve the publicin a variety of waysto help the United Statesdeal with illiteracy, to become more demo-cratic, and to become a nation of people whoare humane. That is the important task.

Victor Hugo once stated: "that peopleneed to have patience for the small tasks[designing displays for the library, workingwith children who resist what is being done forthem, introducing to a child who will not readbooks he/she will read] and courage for thegreat ones [democracy, literacy, and produc-tivity]. And when the long day's work is over[that may mean a career or a life] lie downpeacefully and go to sleep for God is awake."If the work people do is important and theyinvest themselves in it, then when the work isdone they can sleep well at night knowing thatthey have done the right thing.



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:tr--v;4\PAP' :44

Di OMTHE GOVERNOR'S CONFERENCE ON

LTRRARY AND INFORMATION SERVICES


FINAL RESOLUTIONS

Democracy

1. Resolved that local publicly funded library servicesbe mandated for all Indiana residents.

2. Resolved that information setvices shall, throughcooperative planning, utilize compatible technologies,thereby enabling greater access and resource sharing.

3. Resolved that librariesAnformation services adoptmarketing techniques to match locally perceived needswith available resources.

4. Resolved that Indiana libraries, in collaboration withtheir constituencies, shall establish comprehensivemission statements, long range plans, and implemen-tation strategies for library service to all citizens ofIndiana.

5. Resolved that all libraries take a proactive positionon intellectual freedom, develop policies that apply toall types of materials, include methods to inform thepublic regarding the invlications of banning informa-tion resources, and resist censorship in any form.

6. Be it resolved that the Indiana General Assemblyprovide for adequate and equitable funding for eachtype of library to enable the achievement of standards

and the goals of the .1ndiana Long__Range Plan forLibrary Services and Development.

7. To equip future decision-makers with critical think-ing skills, be it resolved that evety public elementary.junior high/middle school and senior high school shallprovide a full range of information services, maintain alibrary staffed by a full-time certified school mediaspecialist, and develop strategies for total communityinvolvement.

8. Resolved that by legislation or executive order, , acommittee be established to recommend and seekimplementation of the most effective method to ensurepublic library accountability.

9. Resolved that outreach to all ages and all types ofpatrons shall be emphasized. The definition of out-reach must include publicity and public relations, thepublic service of staff, and a commitment to all unser-ved and underserved groups.

10. Resolved that a statewide task force be created todevise a plan for the preservation of library materialsand consider establishing a network for last copydepository activity.

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NO illTHE GOVEMOR'S CONFERENCE ON



Productivity

1. Be it resolved that libraries build coalitions withgovernment agencies, other libraries, communityagencies, educational agencies, business and indus-try, and other groups to pmmote effective and efficientways to share resources to increase productivity for allIndiana residents and organizations.

2. Be It resolved that ail Indiana libraries will be linkedto a statewide and national telecommunications net-work providing access to an expanding nunter ofdatabases of economic and social statistics and infor-mation and the public records of all state and federalgovernment agencies.

3. Whereas information must be timely to fosterproductivity, be it resolved that all libraries be equippedwith a workstation which shall include, but not belimited to, a tele) t a computer with a modem, anda fax machine.

4. Be it resolved that the Indiana Library and HistoricalBoard direct the State Librarian to conduct in coopera-tion with other appropriate agencies, an evaluation ofthe Indiana library and information services to ensurethe most efficient delivery of information servicesthroughout the slate.

5. Be it resolved that orientation, continuing educationand in-service training be provided with adequatefuncling to library professionals, support staff, andgoverning boards to improve and promote informationservices to Indiana residents.

6. Be it resolved that Indiana information serviceproviders examine barriers that impede the delivery ofinformation and develop creative funding approachesto eliminate such barriers; that in furthering the tradtionof open access, Indiana's libraries shall assist the statein implementation of the Americans with DisabilitiesAct by forming coalitions, by making relevant informa-tion widely available, and by working to bring all librar-ies into full compliance.

7. Be it resolved that it is crucial that recruitment andeducation of professional librarians needs to be re-structured to meet the new demands of this informationage.

8. Be it resolved that librarians will assume a leader-ship role in providing the public with training andsupport to use current and ememing technologies foraccessing information and since all information is not ofequal quality, libraries should also help users learn toevaluate kinds and sources of information.

9. In order to promote public awareness of, and tocreate financial support for, information services, be itresolved that all libraries regularly conduct assess-ments of their service area to measure the public's per-ception of !brat), service and how such service may beimproved.

THE GOVERNOR'S CONFERENCE ON



Literacy

1. Be it resolved that no single issue is more worthy ofsupport than literacy because the foundation of ademocratic, productive society is a literate population.

2. Be it resolved that all school and public libraries andother libraries where appropriate participate in a localliteracy coalition.

3. Be it resolved that public and school libraries workwith other agencies and professionals to encourageparents to promote the love of reading by reading totheir children, discussing what is read, and participat-ing in appropriate literacy activities.

4. To meet the needs of the adolescent, be it resolvedthat public and school libraries provide quality collec-tions, inviting learning environments, professionallibrarians for young adults, youth advisory boards, andappropriate services and programs.

5. Be it resolved that librarians and educators encour-age support for continued authorization and funding offederal ESEA Title monies and LSCA Title VI moniesfor literacy programs, and, be it further resolved, thatsuch federal funding enhance, not replace, local fund-ing.

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6. Be it resolved that Obrades employ and train staffwho are sensitive to the special needs of the Illiteratepopulation, and, be it further resolved that librariesprovide facilities, space, technology, quality collec-tions, and programs to support literacy in an invitingenvironment.

7. Be it resolved that all groups and individuals con-cerned with literacy encourage publishers to publishmore quality materials for adult and young adult begin-ning readers and for non-English speaking (ESL) resi-dents.

8. Be it resolved that libraries promote cultural aware-ness by providing access to foreign language materialsand ESL materials for the general public.

9. Be it resolved that an effective network be devel-oped to disseminate information about model literacyprograms and research findings.

10. Because of the different ways in which peoplelearn, be it resolved that libraries provide a variety oftechnologies, methods and information formats tosupport literacy programs.




Individual Resolutions

1. Be it resolved that the Federal government shouldguarantee the public's access to government informa-tion. Accurate, timely and complete government infor-mation, especially legal information, is critical to de-mocracy. Maintaining open and equitable access topublic information in all formats helps to insure a Justand economically sound society. Support for nationalnetworks and programs like the Federal DepositoryLibrary Program is important to guarantee the contin-ued availability to people of information about theirgovernment, regardless of where they live arid work.

2. Be it resolved that library networking in Indiana isessential to provide leadership in an era of rapidchange in information access and to improve the

efficiency of library operations and the productivity oflibrary staff.

3. Resolved that during National Library Week thatgovernment declare a National Library Day.

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4. Be it resolved that salaries of all professionallibrarians be improved in Indiana to attract more quali-fied people to the changing profession of library andinformation science.

5. Be it resolved that Indiana Governors Conferenceon Library and Information Services strongly recom-mend that Congress reauthorize in 1994 the LibraryServices and Construction Act expanded and fundedto reflect the critical needs of special populations andthe employment of emerging technologies, that Con-gress continue and fund those federal programs thatbenefit library users, and that Congress reauthorizeand expand in 1991 the Higher Education Act in 1991as recommended by the American Library Association.

6. Be it resolved by this the 1990 Indiana Governor'sConference on Library and Information Services com-mend its Chair, Dr. David Kaser, for his fair and even-handed guidance of the Conference; and further, be itresolved that the Conference delegates express ap-preciation to the various committees and staff fortheir excellent and untiring work: and furlher that theConference thank the Governor of Indiana, Evan Bayh,for calling this Conference.

11111110THE GOVERNOR'S CONFERENCE ON



4r.

100 114THE GOVERNOR'S CONFERENCE ON

LIBRARY AND INFORMATION SERVICESNovember 1648, 1990 Union Station Holiday Inn Indianapolis

LIBRARIES AND DEMOCRACY; A REPORT TO THE GOVERNOR'SCONFERENCE ON LIBRARIES AND INFORMATION SERVICES, 1990

THE HISTORIC BOLE OF LIBRARIES tionalism and egalitarianism. Educationbecame the American religion.

More then forty years ago, historianHenry Steele Commagerdescribed the prin-ciples that Americans hold. The values ringjust as true today.

Democracygovernment comes from be-low, not from above, and it derivesits powers from the consent of thegoverned.

Libertygovernment is limited and shouldnot infringe on the inalienable rightsof individuals.

Federalismit is both wise and feasible todistribute powers among govern-ments, giving local powers to localgovernments and general powers tothe national government.

Equalltypeople are born equal and shouldhave equal privileges and opportuni-ties insofar as society can assurethem.

Within this national framework ofvalues, Commager reasoned, education hadspecial tasks to perform. Democracy couldnot work without an enlightened electorate.States and sections could not achieve unitywithout a sense of nationalism. Millions ofimmigrants could not be absorbed withoutrapid and effective Americanization, andeconomic and social distinctions and privi-leges could not be overcome without anawareness of our rich cultural pluralism.

To the schools went the momentousresponsibility of inculcating democracy, na-

Commager added that the publiclibrary is as characteristically American asthe public school, and as important a part ofthe educational system. The public librarywas born in the same faith in democracy andperfectibility of humans.

INDIANA LIBRARIES AND DEMOCRACY

The Indiana Constitution in 1816created a public education system and atthe same time recognized public libraries.Today, Indiana librarians provide a broadrange of services that enhance democracy.They expand the horizons of very youngchildren in library activities before they enterschool They open doors of unlimited pos-sibilities for older children. They stress thejdeas in the books and other materials,providing a deeper understanding of thewords and images.

Indiana librarians open the doors ofopportunity for students and adults with vitalinformation they need to become more in-formed as citizens, to become better pre-pared for the changing global wortplace,and to become the enlightened electoratethat is the key to real democracy.

Librarians work in coalition withschools, local community organizations,commissions on the disabled, businessassociations, labor unions, the clergy, aca-demic institutions, and civic groups such as

32

S

the League of Women Voters. Library trus-tees in Indiana believe their buildings andservices can be used by evetyone.

Trustees ensure there is space,materials and assistance for adult literacyprograms. Librarians reach out to shut-inand disabled citizens with special services.They hold discussion groups and publicforums on vital issues in literature and publicaffairs. And throughout the state they bringspeakers who show the public, as poetGwendolyn Brooks did,

"We are each other's harvest...each others business...each other's magnitude and bond."

The task, as we approach a newcentury, sometimes seems overwhelming:

The American dream has not beenrealized for tens of thousands of Hoosiers.

The cycle of illiteracy, poverty, poorhealth, and despair continues intosucceeding generations.

The quality of life and the environ-ment ars continually on edge.

We are still too far separated alongethnic and cultural lines.

We are not quite sure how we feelabout diversity in lifestyle or artisticcreativity.

We haven't decided how we feelabout freedom of expressionthe right toexpress ourselves, or to read, view or listento whatever we desire.

If all of this were not enough, crime(whatever collar it wears) is constantly withus, and it is sad that so many Hoosiers are

continually fearful or pessimistic. We are allvictimsof crime, of fear, of cynicism, of thecircles we draw around us and the restrictedopportunities before us.

In the 1990s, in a world in upheaval,millions of immigrants will seek the Ameri-can dream, and thousands of them willarrive In Indiana. As they settle into ourcommunities, will libraries be ready? Willthey be prepared for a less homogeneousand "grayer population? How will aworkforceoften not ready for the literacyand technology challengesbe utilized inlibraries?

In the next century, how will Indiana'slibraries help the new users? How canlibrarians and trustees provide service tothe tens of thousands of current residentswho are not using libraries or are not in-volved in the broader community? How canlibrarians help them become the "enlight-ened electorate?"

WHAT sHouLp W. DO?

Build bettercommundies. Advocatesneed to recognize the most critical role oflibraries is to Build the Better Community.Librarians and trustees must use the phrasein all communication with the communityleaders and public officials, business andlabor union leaders, and in all contacts withthe media.

They need it before them in planningbudgets each year. It must be the decisivefactorthere will never be sufficient fundsfor all that should be done.

They must ask: Do the current libraryservices °build the better community?" Arethe services that are planned aimed at thatgoal?

33 19

Librarians must question: Will thejob applicant being interviewed carry outthis goal? How can the current staff bestrengthened towards this end?

Indiana librarians must also ensurethat the books and other materials that arepurchased further the goal. (Yes, there is aprominent role forthe less lofty materials asall citizens pay taxes for the library.)

Trustees must ensure that the goal ofcontributing to the "better community' isreflected in the library's program activities.Do the library's efforts become part of thecommunity's educational and economicdevelopment? Do the activities strengthenthe institutions and agencies that are thefabric of the community? Are the vistas ofyoung people broadened (at a very earlyage) so that they see this fragile planet as aninterdependent village?

Work with broad coalitions. Librari-ans and trustees in Indiana need to strive fora much stronger collaborative effort with thetotal community. They must find out whatthe small business person and the Chamberof Commerce need in terms of information,the literacy and technical skills the unionmember needs to advance on the job.

Librarians must communicate withhealth and welfare volunteer groups, com-munity organizations, and the clergy, learn-ing what information they need in their areasof concern. Librarians and trustees need towork in broad coalition with the community.

Indiana librarians must communicateregularly with public officials, through per-sonal contacts and reports, and urge themto include the library in their activities. Li-brarians have much to contribute with plan-

ning and research skills, information fromlocal collections, and a state and nationalnetwork of contacts for additional data.

Respect the liberty ancl _equality s)fevery user. Do librarians stretch their users(youth or adults) beyond where they are?Do they always keep in the forefront that itdoes not matter where a person is, but it isinadequate service if the broadest possibleopportunities are not available for each childand adult in the state?

Advocate tgr library funding. Libraryadvocates must make a much stronger caseat local, state and national levels that librar-ies need a larger share of public funds. Li-braries are a legitimate "special interest.* Ifadvocates don't speak up for the fundingand legislative changes needed to serve thepublic's diverse needs, no one will do it rocthem. But they must also work in coalitionwith other educational, cultural and commu-nity development efforts. A taw effort isneeded.

1 Indiana's librarians and librarysupporters are committed to "building thebettercommunity"if they work in a strongercollaborative effort with the MI commu-nitythey will succeed. When local librar-ies are responsive and stronger, communi-ties win. If enough communities win, de-mocracy is enhanced.

It is time to seize the day.

Written by:Arthur S. Meyers, DirectorHammond Public Library

Edited by:Sara Laughlin, CoordinatorStone Hills Library Network

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RESPONSE TO ME DEMOCRACY DISCUSSION PAPERby F. Gerald Handheld, Jr., Director/State Archivist

If only Sacrates could see us now!That ancient Greek philosopher questionedthe new way of storing informationwrit-ingsince it did not respond to inquiries, butkept on saying the same thing forever.

Libraries and education have a longtradition of close connections. The 1816Constitution clearly stated that connection:"at least, 10 per cent" of "proceeds of the saleof town lots...for the use of a public library."Also, the General Assembly °shall incorpo-rate a library company, under such rules andregulations as will best secure its perma-nence, and extend its benefits." The 1851Constitution does not address the issue.Today the Indiana Code on Education (Title20) states: "The state shall encourage theestablishment, maintenance, and develop-ment of public libraries throughout Indianaas part of its provision for public education."

There are many questions that wemight ask. Should we examine the role oflibraries in the same manner that we arebeginning to examine our educational sys-tem? Are public libraries part of the problemor part of the solution? Are we including alllibraries or only public libraries? The mis-sions of some public libraries and otherlibrariescorporate, research, school, spe-cialmay not be clearly established orconnected.

is there a connection between thehigh circulation of books in our most popu-lous counties and the much lower than nor-mal ISTEP results? Since test results godown during the fi r s t few years in school, itcould be suggested that we turn the educa-tional system over to children's televisionand children's libraries.

Should public libraries follow Abra-ham Lincoln's advice and not try to please allthe people all the time? Perhaps each publiclibrary should examine its history, location,budget, space, personnel, and then write amission statement to guide generations oflibrarians.

Some, but not all, libraries, might focuson the education of children, literacy, circu-lation, outreach, and discussions. Can li-braries be the sole agent for bringing theAmerican dream to tens of thousands ofHoosiers; for the elimination of poverty, poorhealth, despair, fear, crime, and cynicism?

Building a better community is a goodand general goal. Who wants to build aworse community or merely maintain thecommunity?

Will we build a better community inthe next century by advocating only for morespace, more staff and a larger share ofpublic funds?" Perhaps.

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We need to examine the library as aninstitution that Is part of the fabric of thecommunity. The establishment and mainte-nance of a public library with traditional goalsand purposes builds a better community. Ifthe library increases circulation and addsmore space, books, and staff, is it alwaysbuilding a better community?

We need to consider the role of thelibrary as the caretaker of knowledge andinformation about our various communities.What is the connection between archivesthe repository of the official records of gov-ernmentand libraries?

Archives, historical societies, the StateLibrary, some academic special libraries andsome public libraries contain the primaryresources, the raw ingredients of a recipe forbuilding a better community. Without recog-nition of the importance of public records,local history, personal letters and papers,and family histories, it will be difficult to builda better community. Better compared towhat measuring standard? Yesterday? Fiftyor a hundred years ago?

What percentage of the materials inpublic libraries, including books, audio andvideotapes, magazines and serial publica-tions, are not based on research in archives,historical or special libraries. Ask TomClancy, novelist and author of Red October,or Ken Burns, producer of the recent publictelevision special "Civil War."

We must not forget the role of librariesas a guardian of the pastsince there must bepublic access to the primary documents ofour culture, as well as easy access to thewords and information that are selected forwider dissemination and education.

Today, we can identify with the tur-moil of Socrates, the Greek philosopher (470-399 BC) who feared that writing would Im-plant forgetfulness." Socrates was fearfulbecause the ancient oral tradition, whereinindividuals used training and mental disci-pline to recount most human history, restedon stored and remembered information. Thisoral tradition was soon replaced by the newtradition of writing that would say the "samething forever.*

We are making some progress in thepreservation of information. Today moreand more of our published books are printedon alkaline paper. On the other hand, muchmore of our basic information is stored on orin machines. We cannot access the informa-tion without assistance from a machine,electricity, or other technologies. With So-crates we ask "Are we building a bettercommunity?'



RESPONSE TO THE DEMOCRACY DISCUSSION PAPERby Dr. Anita Bowser, State Representative

Thomas Jefferson once observed that"If a nation expects to be ignorant and free ina state of civilization, it expects what neverwas and never will be,"

Fervent in his belief that an educatedcitizenry was necessary to the welfare of arepublican state, he advocated a system ofpublic education and proposed the estab-lishment of a state-supported library. It washis feeling "that nothing would do more ex-tensive good at small expense than theestablishment of a small circulating library inevery county."

During the nineteenth century indi-viduals donated books from their privateshelves and started lending libraries incommunities throughout the United States.Gradually local and state funding made itpossible for libraries to grow. The value andimportance of libraries was measured bytheir collections.

By the 1950's microfilm was intro-duced which permitted the expanding ofresources of libraries. In the early 1960's theXerox copyflow process made possible thewide dissemination of materials and revolu-tionized the ways libraries were used.

The 1970's gave us computerizeddatabase search services which made pos-sible the storage, retrieval, communicationand manipulation of vast quantities of re-

search resources in electronic form. Thenew technology afforded the bringing to-gether of holdings of all libraries in a state ornation for searching and interlibrary lending.Through delivery and transmission, materi-als can now be brought from distant librariesto every community, large or small, in thenation.

Libraries, consequently, have movedtheir emphasis away from the importance ofcollections to the availability of access. It isfelt by some that with the growing use ofexpensive technology an erosion of freelibrary services will be felt. Libraries will becompeting with commercial informationbrokers for a variety of delivery services andcosts to the State will escalate.

If it is axiomatic that the intellectuallevel of a community can be measured by itslibrary facilities and if the preservation of arepublican form of government as Jeffersonvisualized it is to be maintained, then gov-ernmental officials must seek to provide forfree accommodation to libraries for all citi-zens.

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LIBRARY AND INFORMATION SERVICESNovember 1648, 1990 Union Station Holiday Inn Indianapolis

RESPONSE TO THE DEMOCRACY DISCUSSION PAPERby State Senator Edward Pease

"A fundamental philosophy of theAmerican constitutional form of representa-tive goverment is that goverment is the ser-vant of the people and not their master.Accordingly, it is the public policy of the statethat all persons are entitled to full and com-plete information regarding the affairs ofgovernment and the official acts of thosewho represent them..."

With these words, the Indiana Gen-eral Assembly set forth the provisions of itsAccess to Public Records Act in 1983,codiyfing and enhancing historical notions ofcitizen access to information held by govern-ment. In so doing, the legislature movedfurther along the continuum that librarieshave travelled for years and which is inher-ent in the analysis of Henry Steele Corn-mager provided us by Arthur S. Meyers --thecontinuum which shows that ignorance isslavery and that free states are those whichprovide their people the right of inquiry andthe means to make inquiry meaningful.

The means to make inquiry meaning-ful is assured in our society in large measureby the existence of its libraries. Fortunately

for the people of Indiana, Indiana's librariesunderstand that merely being a repository ofinformation is not enough to meet the needsof our citizens. Repositories they must be, tobe sure, but information merely as words inbooks or on disks or tapes that are never

shared does little good. Instead, they mustbe words in the hearts of our citizens, ideasin the mind that grow and are nurtured notjust by the holdings in our libraries, but by thestaffs that serve them.

The "better community" that Mr.Meyers seeks is precisely both the historicand contemporary mission of American li-braries. It is insufficient that we collect data,store periodicals, build edifices. Our librar-ies must be a dynamic, vibrant part of thelives of our communities and their citizens,helping them to live lives made richer by thefreedoms we have inherited. We must workwith other community coalitions to providethe forum for discussion and advocacy ofmatters of public concern, or the holdings onour shelves will mean little in the real lives ofthe public we are intended to serve.

In large part, Indiana's libraries arealready doing this, and as Mr. Meyers notes,in so doing they insure opportunities andenhance democracy. More must be done,though, and that will require greater re-sources. Indiana's libraries should not shrinkfrom the asking, for democracy should notbe funded by default. Your mission is tooimportant to leave to chance and his callcould not be more appropriate -- it is time toseize the day.

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THE GovERNows CONFERENCE ONLIBRARY AND INFORMATION SERVICES


LIBRARIES AND PRODUCTIVITY; A REPORT TO THE GOVERNOR'SCONFERENCE ON LIBRARIES AND INFORMATION SERVICES, 1990

"Knowledge during the last few decades has become the central capital, the costcenter, and the crucial resource of the economy. New knowledge, rather than capital orlabor, now prvduces productivity." --Peter Drucker, The Age of Discontinuity.

DEMAND_S OF THE INFORMATION AGE

Industry in the United States over thepast few decades has gradually evolvedfrom a manufacturing to a service and infor-mation-driven environment. At the sametime, productivity in U.S. industry has notincreased as much as desired. Competitionfrom other nations and the inability of em-ployees to keep up with an increasinglytechnical workplace have had an impact. Inearlier days, a 'strong back' was the majorattribute sought in employees. Today themajor attribute is knowledge and the abilityto keep pace with the changing demandswrought by the Information Age.

Libraries for Productiye Businesses.Today's business literature is replete withexhortations on the value of using informa-tion strategically in order to improve thecompetitive positioning of a company andthe United States in the global marketplace.In order to use information strategically,business and industry need access to infor-mation resources. It is not financially fea-sible or productive for each business toacquire and maintain all the needed re-sources. Many of the information resourcesand much of the human expertise exist inlibraries and information centers. Thus, asproviders of information, libraries are ener-

getic and creative participants in economicdevelopment.

There are many ways in which librar-ies are participating in economic develop-ment. They are providing: (1) linkagesbetween businesses and information serv-ice providers; (2) information professionalsto locate, evaluate, and synthesize informa-tion; (3) linkagesto global information throughstate, national, and international networks;(4) cost-effective services, particularly forsmall businesses; (5) interfaces betweenbusinesses and expert consultants; (6) expertknowledge of information technology; (7)solutions to business problems; and (8) up-to-date information on competitors, bothforeign and domestic.

There is a relationship between pro-ductivity and economic growth. The rela-tionship between information and productiv-ity is far more difficult to measure becausethe nature of information use differs from thatof consumable goods, but recent studieshave begun to validate the relationship. KingAssociates studies have found a number ofeffects of information use on productivity.Their research results report that productiv-ity is positively correlated with the amount ofreading. Professionals who read a greatdeal produced more formal records of re-

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ports, made more oral presentations, re-ceived higher salaries, and were consultedmore times. The studies also found that theuse of information resulted in savings in timeand use of equipment, activities were com-pleted faster and with greater quality, andmore new activities were initiated. RobertHayes and Harold Borko found that indus-tries with a high level of information expendi-tures per employee are those with high pro-ductivity rates. Studies in process are re-vealing the linkages between informationuse, user productivity, corporate profitability,and national productivity.

Studies undertaken by the SpecialLibrary Association's President's Task Forceon the Value of the Information Professionalfound that the use of information profession-als often saved time and money, and thusmade the users of this information moreproC -tive and/or the company more profit-able. lne example revealed that an $11database search saved a company over 200hours of laboratory work. Another exampletold of a company which had invested$500,000 in research and development costswhich could have been avoided by spending$300 to do a patent search. Another busi-ness found that in one year the return on itsinvestment in libraries services was over 500percent.

Libraries always have played integralroles in the prov ision of the knowledge andinformation which help American businessbe more productive. This involvement is asold as American business. The earliestinstances of libraries serving the needs ofbusiness were those libraries, traditionallycalled special libraries, which were estab-lished by the companies themselves. Librar-ies were established in the chemical, medici-nal, engineering, investment banking, andinsurance industries during the 1800's. Eli

Lilly established a library during the 1880's.The history of special library developmentfollowed the history of Industrial develop-ment. As an example, libraries in automotivecompanies followed soon after the develop-ment of the automobile industry.

At the turn of this century, large publiclibraries developed technical and businesscollections to serve not only the generalpublic, but also the business and industrialGuimmunity. Municipal reference librarieswere also established in larger cities to serveprofessionals, such as lawyers. The earliesttechnical collection in a public library wasestablished in Pittsburgh in 1895. TheNewark Public Library opened a library in ihedowntown area In 1904 specifically designedto serve the business community rather thanthe general public. Service to business andindustry by academic libraries has been acomparatively recent event.

Libraries for ItQductive _Wgrkers.Productive businesses need productiveemployees. Productive output is measurednot only by the number of pieces or productsmanufactured in a given time period, but alsoby an employee's ability to learn new knowl-edge needed to assume new jobs or to workwith new technologies. American businessand governments ars spending billions ofdollars annually on retraining, yet their goalsare not being realized fully. Numerous citi-zens are unemployed because their knowl-edge and job skills are not adequale fortoday's workplace.

Ubraries have not played as vital arole as they can in creating more productivecitizens. Many public libraries have beenactive in providing information to job seekerssuch as occupational outlook handbooks,guides to studying for job educational equiva-lency examinations, career information,

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resume preparation seminars, and accessto job information banks. This is an areawhere libraries can assume a more vital roleby providing: (1) skills assessment centers;(2) tutorial services; (3) customized informa-tion packets; (4) sites for traditional classes,particularly in areas geographically remotefrom education institutions; (5) sites for dis-tance learning opportunities for citizens whocan't afford an investment in the necessaryequipment; (6) information on job trainingprograms; (7) information on prospectiveemployers; (8) counseling support; (9) alter-nate educational opportunities; (1 0) linkagesto job data banks nationwide.

Libraries continue to play a vital rolein the provision of information to industry,and hence play an important part in the pro-ductivity of American businesses and eco-nomic growth and development. Many morecorporate libraries have been established,many more public libraries have specialservices for industry, and recently moreacademic libraries are involved in such serv-ices.

INDIANA LIBRARIES AND SERVICE TOBUSINESSES

In Indiana as well as across the na-tion, libraries are providing services to busi-ness and industry. Special libraries in Indi-ana continue to serve the needs of compa-nies and contribute to the productivity of theiremployees and ultimately, the profitability ofthe companies. Public and academic librar-ies are also important. The examples beloware a fraction of those available.

The Vigo County Public Library offersresearch services to businesses, non-profitorganizations, and government agencies inVigo County. The library specializes in get-ting the actual informatiorr riot merely in

providing a book in which the informationmay be contained. As an added benefit tobusinesses, the actual connect time feescharged by database vendors are paid bythe library rather than passed along to thebusiness. To help the individual, the libraryhas put together packets of career informa-tion and how to go about getting jobs andwriting resumes. The library was also in-volved in an out-placement workshop forindividuals involved in a company closing.Most importantly, the library is already work-ing towards setting up alliances with educa-tional institutions and businesses to developworker re-education programs in order toimprove citizens' abilities to be productive ina changing society.

The Lake County Public Library func-tions as a research arm of the businesscommunity in northwest Indiana, publishinga newsletter on business topics, a humanservices directory which lists the serviceagencies and organizations in the area, and"Doing Business with the Federal Govern-ment." Every other month, the library spon-sors a workshop with the Service Core ofRetired Executives (SCORE). Topics ofinterest to business executives and thoseaspiring to own their own businesses arepresented. The library also provides spacefor this organization to provide one-on-onecounseling services. Programs are alsosponsored in cooperation with such agen-cies as the Northwest Indiana Small Busi-ness Development Center, the InternalRevenue Service, and the Social SecurityAdministration. They also hold "Breakfastsfor Business*, at which guest speakers pres-ent current topical information. A specialservice is a "small business table" wherematerials of interest to small businesses arekept. About Lake County Public Library'sservices, the Northwest Indiana Small Busi-ness Development Center says, "The library

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saves us time in counseling our clients onbusiness start-up and planning becausewe're able to send clients to the library first."

Purdue University Libraries openedits Technical Information Services (TIS) in1987 for the express purpose of providingInchana business decision makers with afast, comprehensive information servicespecializing in business and technical top-ics. The service functions as the informationresource for small businesses that cannotaffort such services as an on-site corporatelibrary. For larger companies having speciallibraries and information centers, the fee-based service functions as the library's li-brary." Clients are provided a wide range ofservices from supplying copies and informa-tion from resources in the Purdue Librariesto ordering those items not in the collectionsto obtain verbal information from other ex-perts. TIS works in conjunction with theTechnical Assistance Program (TAP) in theSchools of Engineering. Requests whichcannot be answered with existing informa-tion are referred to TAP personnel who cancreate the information through its consulta-tion program. Additionally, the 'expert con-sultants' in the TAP program can also evalu-ate and synthesize information found throughTIS.

WHAT StIOULD WE DO

While it is evident that libraries have along and illustrious history of playing a vitalrole in the productivity and economic devel-opment of this nation, this role can be en-hanced. The future demands the existenceof an environment in which citizens, informa-tion professionals, the business community,and government are cooperating to develop,deliver, and maintain the programs neededfor a more productive Indiana. The following

components are offered as the elementssuch an environment might typically include.

* Recognition of the current and poten-tial role of libraries in economic developmentand productivity.

* Recognition of the importance, role,and value of the properly educated informa-tion professional.

* Recognition that information has atangible value and therefore an economiccost which must be paid.

* Improved communication among thebusiness community, libraries of all kinds,and educational institutions/organizations todefine the skills and knowledge needed bythe productive employee, and cooperationto deliver planned services.

* Recognition of the importance of in-formation in decision-making;

Written by:Emily Mobley, Dean of LibrariesPurdue University


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RESPONSE TO THE PRODUCTIVITY DISCUSSION PAPERby Charles Sim, Economic Development and information Systems

Omega Communications, Indianapolis

Dean Mobley has done an excellentjob of documenting the vital assistance li-braries have provided to business for manyyears. Although the contribution of librariesis long-standing, I believe we have recentlyseen a greater awareness by both librariesand business that a partnership between thetwo could be mutually beneficial. Severalfactors appear to have come together whichhave increased business' need for informa-tion and the capability of libraries to respondto that need.

First, the role of information in busi-ness has grown. This increases the demandfor information by business. Second, greateremphasis is being placed on productivitygains as our businessmen compete in aworld-wide market place. The collection andanalysis of information contributes to pro-ductivity gains. Third, the public sector isplaying an increased role in assisting busi-ness. Libraries have moved to become apart of these public sector efforts. Finally,several computer based technologies haveemerged which at a relatively low cost allowlibraries to provide a timely response tobusiness Information requests with up-to-date Information. As a result of these fac-tors, business is demanding more informa-tion and libraries are in a better position tomeet those demands.

I would like to address the topic ofhow Indiana libraries can effectively assistIndiana businesses. As Dean Mobleypoints out a number of Indiana librarieshave moved agressively to assist busi-ness. I will identify several practical stepsthat might help Indiana libraries developeffective business assistance efforts.

The typical public library in Indianais small, with limited staff and financial re-sources. The typical, small public librarymay not be able to directly respond tosome business requests for information.However, these libraries can act as en-trance points for business requests, pass-ing the request on to libraries which arebetter prepared to respond to the request.Since businesses often want a quick re-sponse to their requests, this approachwill only work effectively if smoothly func-tioning library networks are in place tomove information among libraries.

Public libraries should form alli-ances with other business assistanceorganizations in their communities. Thisincludes local economic developmentgroups, small business developmentcenters and chambers of commerce.Libraries can work with these groups tolearn about business concerns and needs

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in their community and to inform businessesabout their own capability to respond to busi-ness information requests.

Public libraries should consider form-ing business advisory groups for their busi-ness assistance efforts. The group couldadvise the library about business informa-tion needs and the most effective way thelibrary can meet these needs.

Public libraries should make an effortto be aware of state level efforts which canoften be of assistance in responding tobusiness requests for information. Theseefforts include Vte State Data Center Pro-gram housed in the Indiana State Librarywith regional centers throughout the state,Indiana University's Economic DevelopmentInformation Network (EDIN) and PurdueUniversity's Technical Information ServicesProgram.

The rapid changes occurring in thetechnology available to libraries to respondto information requests, suggests that fre-quent communication among librarians canhelp them keep current on the tools whichare available. Formal communication mecha-nisms, such as computer bulletin boards orworking groups could be helpful.

Indiana public libraries can play animportant role in the development of theircommunities. Strong communities needstrong businesses. As libraries assist busi-ness they help maintain their community'svitality.

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LIBRARY AND INFORMATION SERVICESNovember 16-18, 1990 Union Station Holiday Inn Indianapolis

RESPONSE TO ME PRODUCTIVITY DISCUSSION PAPERby Stephen Thrash, Executive Director

Indiana Smell Business Development Center

During the month of September, theIndiana State Library hosted two seminars ofLibrary Services for the Business Commu-nity to bring together librarians, Small Busi-ness Development Center directors, andbusiness professionals from amundthe state.Discussion centered around the roles oflibraries and the possible relationships thatcould be formed between libraries, theSBDC's and the business community. "Weneed to be talking to our customers," saidMarcia Au, Assistant Director, Evansville-Vanderburgh County Public Library.

Some final results of a recently pub-lished library/business study conducted byIndiana State University funded by the Indi-ana State Library, Small Business Develop-ment Centers and the Department of Ad-ministration were highlighted at the confer-ence. Among the questions asked on thesurvey, a few hot topics were selected togain feedback from conference panelistsand participants. Libraries wanted to knowhow to best serve the needs of businesspeople. According to the survey results,65.6% agreed that libraries need moresources of business information. Therefore,one question asked of conference partici-pants was, "What information do businessesneed?" Written comments on the surveyalso revealed that businesses would likelibraries to make them more aware of whatlibrary services and resources are available.

So librarians asked the panel and attendees,"What is the perceived image of libraries,and how can libraries advertise and encour-age people to use their services'?"

Tim Nosey, a panelist from the Busi-ness Innovation Center of South CentralIndiana, Bloomington, addressed the topicof business needs. As a consultant, Noseyexpressed the need for useful, hands-on,practical business information.

Other participants agreed that rawinformation, such as theoretical articles andabstract data, is not always useful unlesssomeone else, such as a paid consultant oran SBDC counselor, can interpret the infor-mation and help the business person applyit to his/her business; thus, a good relation-ship between an SBDC counselor and alibrarian is essential to helping the businessowner obtain the best information and under-stand how to use it.

Nosey also pointed out that he useshis local library on a regular basis to aid hisclients. Business people, he said, no longerhave to make arbitrary decisions about theirbusiness, whether they are trying to decideon a company color or wage wage scales.Libraries contain published studies that re-veal how people react to certain colors orthat list wage scales used by different com-panies.

One of the most important pointsmade by the survey and conference partici-pants was toe need for timely informationdelivered quickly. A total of 43.2% of therespondents indicated a need to collect li-brary information within two days.

Jeanenne Holcomb, Director, North-west Indiana SBDC, and her local librarian,Phyllis Woodward, Head of Reference at theLake County Public Library, gave testimonyof how their relationship works to providefast, useful information to small businessclients. Phyllis will often ask Jeanenne forsuggestions on which publications to pur-chase for the library because Jeanenne is intouch with the needs of her clients. Likewise,the Lake County Library's phone number isprogrammed at the top of Jeanenne's speeddialing. Jeanenne knows that she can callPhyllis for information and can be sure thatshe will receive a speedy reply. The LakeCounty Library has found information forJeanenne's clients on a variety of subjects,ranging from information on game boardmanufacturing to the number of retail busi-nesses in northwest Indiana to research onsugarless chocolate.

The need for more information, tar-geted to business community needs, withinterpretation by business assistance pro-fessionals, is the goal of a successful infor-mation system. The success of these keyelements will go far to increase productivityof industry in today's market.

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THE GOVERNOR'S CONFERENCE ONLIBRARY AND INFORMAnON SERVICES


LIBRARIES AND LITERACY; A REPORT TO THE GOVERNOR'SCONFERENCE ON LIBRARIES AND INFORMATION SERVICES, 1990

THE LITERACY PROBLEM

The scope of the U.S. illiteracy prob-lem is nebulous and will stay so in thisdemocratic society. To date there has beenno comprehensive national literacy census.The figures that are used are educatedguesses based on formal education levelsand poverty levels. The imprecision of thefigures - whether "one in five" or "one in six"should not detract from the problem. Likeany casualty figure the answer translates toMa many.

The literacy situation involves sev-eral paradoxes. The current adult popula-tion of the United States is more literate thanat any time in the country's history; neverhas more emphasis been placed on theeducational system to produce a moreknowledgeable student. (One has only tothink back to the increased pressures oneducation precipitated by the launching ofSputnik in 1959.) The rub comes from thecomplexity of a rapidly changing society andthe pressures of a global economy. Thenumber of manual IP.bor and assembly linejobs shrinks each year. Some predict thateach American will have at least three differ-ent jobs, requiring distinct skills, in his/herworking life and that the majority of new jobswill require twelfth grade reading skills.Current American literacy rates certainlycall into question our ability to prosper in thisevolving world. If one out of five American

adults, or 25 million, read below a fifth gradelevel, and an estimated 35 to 40 millionAmericans read between fifth and eighth-grade levels, the seriousness of the situ-ation is all too apparent.

Although the adult literacy problem isnot new, it became a hot topic in the 1980's.The American Ad Council selected adultliteracy as a focus and developed a massivecampaign designed to recruit volunteersand to get individuals to come forward toreceive tutoring. Public Television (PBS)and ABC joined forces to highlight the prob-lem. Heretofore literacy had been the con-cern of volunteer-based organizations (pri-marily Laubach and Literacy Volunteers ofAmerica), the Adult Basic Education (ABE)components of local school corporationsand an assortment of church and civicgroups. Now it received national attention.The timing was nearly perfect; the 1980'ssaw the push for increased volunteerismand coalitions of concerned organizationsand individuals.

It is simplistic ro say that the problemcan be solved by a volunteer effort alone orby adding more funds. An adult non-readerdoes not exist in a vacuum. You cannotteach that person to read with mit disruptinghis or her close relationships. If the wife isa reader and the husband is a non-reader,the balance of the marriage is changedwhen both are readers. Fear of success can

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be Just as frightening as fear of failure.Rarely is a literacy program able to provideguidance for these psychological problems.

Putting aside for a moment thementally disabled (or "mentally retarded* asthey once were labelled), Illiterate" doesnot equate with "unintelligent*, °uninformed"or "unmotivated*. Much of the rhetoric of lit-eracy ignores the fact that to cope in today'ssociety the illiterate person has to be quiteinventive to compensate. It is also easy toforget the other sources of information atour disposal. Consider for a moment howmuch of your own information is acquiredfrom visual and audio sources (television,word of mouth, radio, audiocassettes) ratherthan the printed word.

INDIANA LIBRARIES AND LITERACYEXFORTS

The involvement of Indiana librariesin illiteracy predates the 180s, but the lastdecade saw the strongest growth in library-based literacy programs and support forliteracy resources. The Monroe CountyPublic Library in Bloomington was one ofthe first Indiana libraries to direct a commu-nityvolunteer-based literacy program. Otherlibraries limited their involvement to provid-ing tutoring space to local volunteer organi-zations, usually Laubach or Literacy Volun-teers of America.

Currently, several Indiana public li-braries serve as administrative units forvolunteer literacy programs. Most providematerials for the beginning adult reader;almost all provide tutoring space. Even thesmallest library in the state can give a refer-ral to the nearest adult literacy program.Indiana librarians are involved as membersof literacy boards and coordinating groups

at the local, regional, state and nationallevels. Many librarians and library trusteeshave received volunteer tutor training andgive their personal time to the literacy effort.Through the State Library, Indiana librarieshave received literacy grants from the fed-eral government. Local libraries have madeliteracy services a part of their operatingbudgets and used funds generated by localFriends organizations or foundations andfunds from other grant sources to pay forthese programs.

Hoosier libraries that take a long viewhave stepped up their services to childrenand encouraged family read-alouds. Thisapproach echoes that of the Barbara BushFoundation for Family Literacy, an organi-zation established to °encourage nation-wide efforts to involve parents in literacyprograms on the theory that they are theirchildren's first and most motivated teach-ers, and that literacy can be best passedalong from generation to generation." Thefamily cycles of illiteracy that are quite evi-dent among current literacy students sub-stantiate this approach. To be effective,however, we must first reach those parentswho can't read.

WHAT SHOULD WE DQ?

Indiana librarians must now focustheir literacy energies. The time for "aware-ness* is past. Few Hoosiers are still un-aware that there is an adult illiteracy prob-lem. It is time for action and problem solv-ing.

CarefuLAssessmea. Indiana librari-ans and library trustees must evaluate theirown communities before starting a literacyeffort. What organizations already exist andwhat help do they need? If there is no local

48

volunteer literacy organization in place, thelibrary can and should be a catalyst to estab-lish one without reinventing the wheel, get-ting involved in turf wars or pointing fingers.What is at stake is too important for infight-ing.

At a very practical level libraries mustcheck their own procedures: How difficult isit for an adult non-reader to get a librarycard? Has the staff been sensitized to theneeds and characteristics of the non-reader?Does the library provide adequate publicityabout the materials and services videocas-settes, audiocassettes, records, framed art,answers to reference questions, how-toprograms that serve non-readers andreaders alike?

Program/Improvements. Indianalibrarians have the expertise to select mate-rials - they should use this skill to help thebeginning reader. More publishers areresponding to the need for materials for thenew adult reader. Librarians can make surethat these materials are supplied in suffi-cient quantities and that the existence ofthese materials is publicized. In buildingthese collections librarians must keep inmind what they have learned from theirother patrons. People read as much tosatisfy emotional needs as to fill informationneeds. These new readercollections shouldhave equal emphasis on the practical andthe emotionally satisfying. Funds for thesematerials should not be considered a frill ordepend on grant funds. The inclusion ofthese materials is basic, at least to publiclibraries who must pay more than lip-serviceto serving all their constituents. One fifth ofthe adult population is ngl a minor constitu-ency.

Indiana libraries must provide tutor-ing space and they must keep current infor-

mation on the literacy providers in theircommunity. Library staffs need to be knowl-edgeable about the strengths and servicesof those providers.

Librarians must be realists. Theyshould consider that existing volunteer liter-acy programs currently reach very few ofthose in need and have at best a ten percentsuccess rate. ("Success" being a difficultterm, but in this situation meaning that astudent finishes the program at a 4th-5thgrade reading level.)

Research. Development andEvalu-ation. Librarians must push for continuedresearch in learning disabilities and the adultlearning process. Several years experi-ence with the adult beginning reader leadsone to be less optimistic about making asizable dent in the problem using existingmethods and resources. It is not so simpleas teaching phonics. There is empiricalevidence to suggest that physical develop-ment and learning to read might be linked.The ability to learn to read seems to bereduced past age 7. As research in learningstyles visual, auditory and kinetic- be-comes more sophisticated it is more evidentthat there is not just =away to learn to read.

Librarians must encourage vendors -publishers, electronics firms and computersoftware programmers - to make a continu-ing commitment to the adult non-reader.Materials and equipment need to be devel-oped that assist the non-reader without theintervention of a tutor. There are someexciting new developments voice-activatedcomputers, intelligent bar codes linked tospeech synthesizers - that can assist thenon-reader who can not, or will not, enroll ina literacy program.

All existing literacy programs mustplace more emphasis on evaluation. Evenif the results are discouraging, they stillneed to be able to gauge student progressfor accountability. There is no question thatthe "gift of caring" is critical in the literacy so-lution, but it is not enough. The problem istoo large and too critical to get bogged downin ado-good" rhetoric.

Cooperatton. Few question whyIndiana libraries are involved in the fightagainst illiteracy. The continued use andsupport of libraries depends on a literatesociety. However, Indiana librarians andlibrary governing boards must be realisticabout the scope of their involvement; librar-ies alone will not solve the illiteracy prob-lems. This is the perfect time for libraries towork with other community agencies andindividuals on a coordinated attack.

Written by:Catherine Gibson, Coordinator of AdultServicesIndianapolis-Marion County Public Library,andGreater Indianapolis Literacy League PastPresident


50



RESPONSE TO THE LITERACY DISCUSSION PAPERby H. Dean Evans, State Superintendent of

Public Instruction

Illiteracy is sometimes defined as alack of ability to read and write or as a lack ofany or enough education. One has difficultycomprehending that in our United Stateswhere education is free anyone should gothrough life unable to read. And yet it isestimated that 20 percent of our adult popu-lation falls into one of these categories.

Those of us who take reading forgranted, as a natural and necessary functionof our lives, find these facts astounding. Buteven more, we are saddened because wecannot imagine life without the joy of read-ing. Nor can we imagine being unable toread simple directions or signs.

As we are about to enter the 21stCentury, however, the lack of functional liter-acy has broader ramifications than that ofcitizens being deprived of pleasure and in-spiration. Our nation's work force is under-going a rapid transformation from an indus-trial/agricultural orientation to a communica-tion/technological orientation. This changeis fraught with widespread social and eco-nomic consequences for one-fifth of our citi-zens who are not literate, for such a workforce is dominated by the written word. It is,in fact, a mandate that all citizens becomeliterate. Unless they do, they will fail toqualify either for new jobs or for promotionsinto better jobs. Such a situation often con-tributes to unemployment, and in turn, de-pression and despair.

For these reasons, the Indiana De-partment of Education is committed to life-long learning, as Is the Indiana Adult LiteracyCoalition, of which it is a member. OurDivision of Adult Education has a full staffwhich deals with many aspects of adult liter-acy on a daily basis. Among those is theadministration of the General EducationalDevelopment (GED) program.

We are also convinced we must prac-tice prevention in order that our presentstudents do not leave school with less thanadequate skills in reading, writing, and mmhe-matics. The funding by the Indiana GeneralAssembly of Project PRIME TIME for kinder-garten through third grade has allowed abottom-up approach. We believe the ap-proach will give our students advantages inacquiring a solid knowledge foundation whiletheir minds are most fertile. Innovative,thematicsummerremec Drt programs havebeen designed by our Office of School Assis-tance to help students, not only keep pacewith their classmates, but to stimulate inthem a love of learning.

It is imperative also that studentsbecome information literate. They need tolearn how to identify needed information,locate and organize it, and present it in aclear and persuasive manner. Our LearningResources Unit works with Indiana's schoollibrary media centers to provide studentswith opportunities that motivate reading and

are critical in developing research and self-study skills for building capacities for lifelonglearning.

I mention only a few of our programs,but overall, the Department of Education isdedicated to searching for the newest andbest methods of imparting knowledge and todisseminating this knowledge to Indiana'steachers. As information literacy and re-source-based learning become central tothe curriculum in schools, students and teach-ers will have opportunities to interact with avariety of information resources and with thelarger community. Teachers, working withschool and public librarians, will be able toaccess all the world's information in ourschools.

We commend the efforts of First LadyBarbara Bush and Indiana First Lady SusanBayh in making the cause of literacy visibleto the public, and therefore, removing someof the stigma of asking for help in learning.Increasingly, people are finding the courageto admit they cannot read and write. Indeed,this visibility has created a need for moretutors and teachers.

The librarians of Indiana, through theirinvolvement with books and reading, arequalified to be part of the solution to thiswidespread problem. I applaud their in-volvement in the fight against illiteracy; theirc'.1sire to give hope to the hopeless. Many ofthem have worked hand-in-hand with ourAdult Education staff to keep existing pro-grams going.

Now is the time to expand these pro-grams, to create new ones, and to makeavailthle the books and electronic trainingmaterials that will encourage others to learnnew reading skills or to improve upon exist-ing skills.

Although there are many methods ofteaching, I believe that most people learningmore quickly in a one-on-one situation. Adultlearners need to acquire new skills morequickly that the several years span in whichwe offer education to our children. It is mybelief that Indiana's librarians are uniquelyequipped to assume leadership in one-on-one tutoring of the targeted population. I canenvision this group, not only teaching indi-viduals to read, but also, teaching them toteach others; thereby, increasing in numberthe "reading parents" who can serve as rolemodels fortheir children. The chain reactionof learning could be tremendous. I urgeeach of you to become a leaching librarian"today.

Each of us has moral obligation toprovide information, knowledge, and wis-dom to all of our children.

52

NI OMTHE GOVERNOR'S CONFERENCE ON


RESPONSE TO THE UTERACY DISCUSSION PAPERby Dr. Larry Mikulecky, Language Education,

Indiana University - Bloomington

I concur with Ms. Gibson's observa-tion about the importance and breadth ofliteracy efforts among Indiana libraries. I'dlike to take the opportunity provided by thisspace to elaborate on some of her remarksand present the results of recent adult liter-acy research of which she may not be aware.

As a beginning point, it might be usefulto make concrete some abstractions byproviding examples forvarious reading gradelevels. Reading material at the 5th gradelevel is comparable to the dialogue in manycomic strips and some simpler Harlequinromance novels. When someone refers toan 8th grade reading level, they roughlymean stories in U$A Today, or many sportspages. An 11th or 12th reading grade levelis comparable to the difficulty of an averagewire service new story.

The most recent U.S. adult literacysurvey examined the literacy abilities of 21 to25 year-olds in 1986. Only 6 percent readbelow the 4th-5th grade or comic strip level.Twenty percent were unable to comprehendmaterial at the USA Today level, and close tohalf had difficulty with stories of wire servicedifficulty. In 1987, the Canadians surveyedtheir entire adult population. They found thatmore than half their very low level literateswere 55 years of age or older. A full U.S.adult survey won't be done until sometimenext year, but it is likely that comparablefindings will result.

A second recent research findingcomes from an Illinois adult basic educationprogram where Donald Keefe and ValerieMeyer tested more than 100 learners. Ofthose low-literates reading below the 3rtlgrade level (i.e. newspaper hgadlines), nearly2/3 had diagnosed learning disabilities andover 3/4 had uncorrectable vision problems.Dealing with such problems is usually be-yond volunteers.

WHAT DOES TIVSNEAN FQR LIBRAR-ai?

For libraries, this has some challeng-ing implications. Much of the public andsome librarians see library literacy efforts asmainly for very low level literates. There issome justification for this since library pro-grams are "the only game in town" for manyadults needing extensive one-on-one tutor-ing.

This situation presents a bit of a di-lemma, however. Library volunteers areoften ill equipped to handle problems oflearning disabilities (both cognitive andphysical) among low literate adults. In addi-tion, the 14 percent of adults between 4thgrade and 8th grade reading levels some-times stay away from library programs whichthey perceive as targeted at the 6 percent of:Adults reading below the 4th grade level.The slightly more able group is, ironically,more likely to make rapid gains with volun-

teer tutors than the very low and often se-verely disabled group.

The 20 percent of adults reading belowthe 8th grade level often face problems withthe schooling of their adolescent children. Ifparents cannot read USA Today, they willhave difficulty helping their adolescent chil-dren with school work even if they were ableto help them in elementary school. This too,has implications and presents challenges tolibraries.

To bring about success beyond the10 percent of learners who now succeed inliteracy programs, library literacy programsmay need to actively expand their imagesand programs beyond very low level liter-ates. The beginnings of such moves arealready afoot. Some library programs inIndiana and Kentucky are already empha-sizing family literacy by bringing parents andyoung children together. Further expansioncan occur by helping intermediate literacyparents to help their older children. Theseadults don't consider themselves to be trulyilliterate, so they may not see current libraryprograms as being for them. They may beconcerned, however, that they can no longerhelp their adolescent children and that in-creasing literacy demands of society arelimiting their own choices. Programs forparents of adolescents and homework sup-port programs for adolescents can addressproblems of intermediate literates.

Librarians and library boards may wantto expand library images to that of familylearning places. This would allow for broaderand sometimes more appropriate use ofvolunteers. It could also go a long waytoward truly breaking the cycle of intergen-erational literacy difficulties. To teach aparent to help an elementary school child isimportant. It is equally important to makesure that support continues into adolescenceor the child may drop out of school anywayand continue the cycle of low literacy.

5460

THE GovERNOWS CONFERENCE ONLIBRARY AND INFORMATION SERVICES


RESPONSE TO ME LITERACY DISCUSSION PAPERby Suzannah Walker, Program Coordinator

Indianapolis Program for Literacy and Citizenship

Just a few years ago when libraries"and "literacy" appeared in the same sen-tence, someone would invariably ask,"Should libraries be involved in teaching*pie to readr As late as 1984, membersof the Indiana State Library and HistoricalBoard debated the question, and many li-brarians and library trustees doubted therewas a role for libraries in literacy. Theschools, the argument went, are responsibleforteaching children to read, and the schoolsreceive a lot more funding than libraries do.If they are failing to turn out literate youngpeople, why should libraries, on their com-paratively minuscule budgets, try to clean upthe mess?

Things have changed since then. In1984, fewer than 20% of the public librariesin the state provided any kind of literacy serv-ices. Today, more than 55% help supportcommunity literacy efforts in some way. Partof the change is attributable to the recogni-tion that responsibility for creating a moreliterate community does not rest solely withthe schools. The schools are not -- nor havethey ever been the only place learningtakes place. Learning goes on in theworkplace, at home, in churches and syna-gogues, and in the hundreds of other placeswhere human beings share ideas. If it onlyhappened in schools, we wouldn't have publiclibraries. Literacy is a community issue, andas part of the community, public libraries

have an important role to play in developingand implementing community solutions.

Some would say that the library'sinterest in literacy is self-interest. Librariesare involved in helping people improve theirreading skills because it ensures librariesmore readers and keeps them in business.While that view may be useful in selling thehard-nosed on the idea of library literacyprograms, it is a limited one. The library'sinterest in literacy goes deeper than that. Amore literate community is, in the long run, astronger community -- one with more jobs,less poverty, healthier babies, less aliena-tion, and more inter-group understanding.It's the kind of community in which people,schools, businesses -- and libraries canthrive. The library's interest in literacy is acommunity interest.

The specific role in literacy a librarychooses for itself will depend on the commu-nity -- the resources available, the strengthsand weaknesses of existing programs, andthe directions the community wants to taketo find solutions. In places like Indianapolis,Anderson, Frankfort, Michigan City,Rockville, Bedford, and Rochester, for ex-ample, it made sense for librarians, friendsgroups, and trustees to take the lead inhelping develop local literacy Initiatives. Thelibraries in Vincennes, Kendallville, Seymour,Lafayette and many other towns found that

6155

they could best support their local literacyprograms by gMng them space for tutoring,training, or an office, supplying books andother materials, or being part of a communityliteracy coalition.

Including books, computer programs,and videotapes for adult new readers inlibrary collections has been a logical place tostart for many libraries. Monroe County,South Bend, Muncie, Richmond, Terre Hauteand Evansville, as well as other librarieshave developed extensive literacy collec-tions for adult new readers, tutors and otherinstructors, and members of the communitywho want to know more about the issue.Adult new reader collection developmentfalls within the library's mission to make thehuman record accessible to all people.

While most Hoosiers are quite wellaware that there is a literacy problem in ournation and in Indiana, very few know whereto find literacy instruction and what local orstate groups to turn to for help. Publicawareness efforts should be turned towardletting the community know where to go forwhat kind of instruction or literacy support.

In addition to helping adults learn toread or improve the reading skills they have,libraries can be a catalyst for integratingadult new readers and non readers into thecommunity. By offering library programsthat people with undeveloped literacy skillscan participate in, the library can bring a newvoice into the life of the community whilehelping motivate those who are struggling tobe more literate.

56

TI-IE GOVERNOR'S CONFERENCE ON



f33



Dr. Rose Adesiyan2336 E. 167th St,Hammond, IN 46323Group 2

Col. Albert E. Allen160 Ferguson Dr.Martinsville, IN 46151Group 3

Tomilea Allison1127 E. 1st St.Bloomington, IN 47401Group 3

Joan T. Anderson2705 Twickingham Dr.Muncie, IN 47304Group 4

Mary Ann Anderson9215 Lake Shore Dr.Gary, IN 46403Group 4

Richard Ardrey3507 Williams Dr.Kokomo, IN 46902Group I

Dan Armstrong2503 Iroquois TrailLafayette, IN 47905Group I

Ralph Ayres520 Park Ave.Chesterton, IN 46304Group 3

Karen BaderRaintree CircleMount Vernon, IN 47620Group 2

Delegates

Leslie E. Bain ILI973 LombardEvansville, IN 47711Gimp 1

Herbert H. Barba1502 LafayetteValparaiso, IN 46383Group 2

Mazy Ella Barber1502 LafayetteValparaiso, IN 46383Group 2

Beverly Bashia948 ChippewaCrown Point, IN 46307Group I

Mary Bates85 N. 13th Ave.Beech Grove, IN 46107Group 3

Mark Battiste937 Saddlebmok Dr.Zionsville, IN 46077Group 2

Mary Belles316 E. MonroePrinceton, IN 47670Group 2

Charles J. Bertram8211 Larch LaneEvansville, IN 47710Group 2

Celestine Bloomfield4019 N. Drexel Ave.Indianapolis, IN 46226Group 1

Richard Bodiker1710 Capri LaneRichmond, IN 47374Group 3

Mary Beth Bonaventura11541 Bebnont PlaceCedar Lake, IN 46303Group 3

Gwendolyn V. Bottoms701 Toddson Dr.Greencastle, IN 46135Group 4

Anita 0. Bowser1912 E Coolspring Ave.Michigan City, IN 46360Group 3

Joyce Brinkman9111 FordhamIndianapolis, IN 46268Group 3

Jacquelyn J. Brooks1612 Woodmere Dr.New Haven, IN 46774Group 4

David A. Bucove2614 Chesterfield PlaceAnderson, IN 46012Group

Lawrence L. Buell8516 Palm Ct.Indianapolis, IN 46219Group 3

Joel Bullard1736 W. North Shore Dr.South Bend, IN 46601Group 4

Margaret Bunso Id709 Englewood Dr.Winchester, IN 47394Group 4

Theressa BynumR.R. 27Terre Haute, IN 47802Group 4

Linda Canty1200 E 42nd St.Indianapolis, IN 46205Group 1

Marcia Carlson240 W. Main St.Lowell, IN 46356Group 3

Jack Carmean3025 Inwood Dr.Fort Wayne, IN 46815-6730Group 2

Ed CastorR.R. 1Windfall, IN 46076Group 4

Carl V. Cauble1312 W. BeechwoodMuncie, IN 47303Group 2

Rosalie A. ClammeR. 3, Box 101Portland, IN 47371Group 1

Betty Canary Clark6014 Ranger TrailFort Wayne, IN 46835Group 4

Frederick Clark506 W. 6th St.Jasper, IN 47546Group 4

Sharon Raven Clark11932 Pebblebrook LaneCarmel, IN 46032Group 3

Janice D. Coffeen1012 N. 250LaPorte, IN 46350Group 1

Peter W. ColeBox 222Liberty Center, IN 46766Group 3

Gail CoonR.R. 5, Box 270North Vernon, IN 47265Group 2

Linda Cornwell105 Carmelaire Dr.Carmel, IN 46032Group 3

Sharon Cutchin1310 W. 4thFort Wayne, IN 46818Ciroup 2

Carol Demer1749 W. 56th Ave.Merrillville, IN 46410Group 1

Dr. Jack J. Detzler

HistorY DePartmentSt. Mary's CollegeNotre Dame, IN 46556Group 4

David Dickey903 S. 3rd St.Upland, IN 46989Group 1

Michael Dvorak15653 Wagon Wheel Ct.Granger, IN 46530Group 3

Garland C. Elmore9302 E. State Rd. 334Zionsville, IN 46077Group 2

1;5

59

Evan Ira Farber304 SW H St.Richmond, IN 47374Group 1

Barbara Fischler4255 Cooper Rd.Indianapolis, IN 46208Group 1

Dr. Shirley Fitzgibbons1936 E. Bay Pointe Dr.Bloomington, IN 47401Group 1

Lourdes Flores2701 40th PI.Highland, IN 46322Group 4

Russell FrehseP.O. Box 171Kendallville, IN 46755Group 2

Rebecca A. Gitlin6190 Guilford Ave. #4Indianapolis, IN 46220Group 1

Mary A. Golichowski4353 Washington Blvd.Indianapolis, IN 46205Group 4

R. Louie Gonzalez2750 E. Guadalupe CircleEast Chicago, IN 46312-3104Group 3

Howard Goodhew59090 Goodhew Dr.South Bend, IN 46614Group 3

Nob Gray2347 Milian Ln.New Albany, IN 47150Group 4

Jane GwinnRR.1Lapel, IN 46051Group 4

Steven V. Hall407 Cannon BuildingWashington, D.C. 20515Group 3

Margaret L. Hamilton126 Van Ave.Shelbyville, IN 46176Group 1

Thomas Hampton205 W. John St.Knox, IN 46534Group 2

F. Gerald Handfield, Jr.2143 N. DelawareIndianapolis, IN 46202Group 3

Ann Hanes906 Abington PileRichmond, DI 47374Group 1

Kathy Heaston1308 W. Washington st.Bluffton, IN 46714Group 3

Dr. Henry J. Hector13727 Roswell Dr.Carmel, IN 46032Group 3

Louise K. Herbolsheimer206 S. DeweyAuburn, IN 46706Group 4

Helen Hess500 Woodland TrailArgos, IN 46501Group 2

Virginia M. Hiatt110 E. Main St.Ridgeville, IN 47380Group 1

Jerry Hile7455 Carlisle Rd.Tent Haute, IN 47802Group 2

Deborah K. Hipes305 Sand Brook Dr.Noblesville, IN 46060Group 4

Bill Hisrich412 Vine St.Batmville, IN 47006Group 2

Sarah HolterhoffSchool of Law LibraryValparaiso UniversityValparaiso, IN 46383Group 1

Gene HostetterR.R. 4, Box 328Jasper, IN 47546Group 3

Jack Humphrey2017 Koressel Rd.Evansville, IN 47712Group 4

Dave Hurst408 Linwood Dr.Greencastle, IN 46135Group 3

Marie Jeffreies

805 Lafriette Ave.Oolitic, IN 47451Group 3

L. Johnson1608 Carriage Dr.Valparaiso, IN 46383Group I

Lynn Johnstone204 S. 16th St.Richmond, IN 47374Group 3

Leon Jones501 N. Bittersweet LaneMuncie, IN 47304Group 2

60

Margaret A. Julien670 W. Poplar St.Zionsville, IN 46077Group 2

Robert L JusticeR.R. 2, Box 200Logansport, IN 46947Group 2

Henry KazmierBox 637Ponage, IN 46368Group 4

Mayor Joseph Keman1400 County City BuildingSouth Bend, IN 46601Group 3

Iris Kiesling2217 Wimbleton LaneBloomington, IN 47401Group 3

Jacob L. Kloepfer2045 Ridgewood LaneMadison, IN 47250Group 3

Ruth D. KornisRA. 1, Box 87Oakland City, IN 47660Group 2

Judson R. Kring1433 N. Pennsylvania, #509Indianapolis, IN 46202Groop 3

Toni R. Kring4319 Drury LaneFort Wayne, IN 46804Group 2

Dennis Kruse6704 Co. Rd. 31Auburn, IN 46706Group 3

Fern E. LaLonde1807 PontiacKokomo. IN 46902Group 4

SG

Mary Vivian Lashbrook426 N. 13th St.Beech Grove, IN 46107Group 2

Wanda R. Lawrence1629 N. Pasadena St.Indianapolis, IN 46219Group 4

Charles Le Guern51930 Hinton LaneGranger, IN 46530Group 1

Ronald G. Leach4815 Wrilftree Dr.Terre Haute, IN 47805Gimp 1

Dennis Joe Le Loup4665 Edwardian Circle. #IAIndianapolis, IN 46254Group 3

Linda Lemond3002 Kimberly St.Portage, IN 46368Group 4

Margaret Ann Liebermann71 AntelopeMU! Haute, IN 47802Group 4

Lee Lonzo11348 Fieldstone Ct.Carmel, IN 46032Group 3

Catherine Lynch4326 Beacon Ct.Bloomington, IN 47408Group 1

Larry Macklin321 N. th St.Decatur, IN 46733Group 3

Richard W. Mangus68735 US 31Lakeville, IN 46536Group 3

Susan Mannan9142 Fontham St.IndiansPolis, IN 46268Group I

Barbara Markuson5929 Lakeside Blvd.Indianapolis, IN 46278Group

Beuy Martin5213 N. 13th St.Terre Haute, IN 47805Group 1

Kay K. Martin104 N. Pearl St.Thorntown, IN 46071Group 1

Carolyn S. McClintock506 S. E. Riverside Dr.Evansville, IN 47708Group 3

Patrick McCreary1055 E. Main St.Brownsburg, IN 46112Group 2

Jane B. Merrill3729 W. 106th St.Carmel, IN 46032Group 2

Dharathula Millender2409 W. 5th Ave.Gary, IN 46404Group 2

Chuck MillerR.R. 5, Box 1170Angola, IN 46703Group 4

Mary Ann Mills7148 W. Thompson Rd.Indianapolis, IN 46241Group 3

Sophie Misner7879 Carolina PlaceMerrillville, IN 46410Group 2

Stephen C. Moberly22 W. South St.Shelbyville, IN 46176Gimp 3

Henha IL Moran1010 E. Keyser St.Garrett, IN 46738Group 1

Janet C. Moran7127 Forest Ave.Hammond, IN 46324Group 3

Ann Mar=5764 N. DelawareIndianapolis, IN 46220Group 4

Marcia S. Morrill244 Garriu St.Hanover, IN 47243Group 2

Walter D. Morrill244 Owls St.Hanover, IN 47243Group 1

Douglas B. MortonR.R. 1Rochester, IN 46975Group 3

Wayne Moss5329 Boulevard Pi.Indianapolis, IN 46208Grasp 2

Shirley Mullin4949 N. IllinoisIndianscons, IN 46208Group 4

Kathleen Stiso Mullins1005 W. WashingtonSouth Bend, IN 46001Group 4

Warren Munro92ECR 1100NChesterton, IN 46304Group 2

William M.S. Myers419 Congress Ave.Indiana Pas, IN 46208Group 4

James Neal902 Campus View HouseBloomington, IN 47406Group 1

J. Douglas Nelson2315 Shady LaneAnderson, IN 46011Group 2

Dr. John Nichols407 Emmett St.Rensselaer, IN 47978Group 4

David I.. Odor515 Southmore St.Plainfield, IN 46168Group 2

Jerry J. OlburR. 3, Box 168New Carlisle, 1N 46552Group 2

MarY OCIPIrlaa7740 Oak Ave.Gary, IN 46403Group 1

Jean Patton809 Sheridan Rd.Bloomington, IN 47401Group 4

Linda Mae Paul2782 E. US 6 & 35Hamlet, IN 46532Group 1

Judith Palau9100 W. 129th Pl.Cedar Lake, IN 46303Group 4

Lola Mae Philippsen18463 Wooded WaySouth Bend, IN 46637Group 1

Jane Pidgeon120 Tam LaneNew Casde, IN 47362Group 4

Richard V. Pierard550 Gardendale Rd.Tent Haute, IN 47803Group 4

Philip L Piespont623 Maryland PlaceVincennes, IN 47591Group 4

Patricia M. Pizzo2665 Sere Rd.Bloomington, IN 47401Group 2

Elizabeth PlattR.R. 2, Box 147Spence:, TN 47460Group 2

Gene PlattR.R. 2, Box 147Spencer, IN 47460Group 3

Marvin E. PriceTower 2600 N. Alabama, Apt. 2300Indianapolis, IN 46204-1415Group 4

Patricia L PriceTower 2600 N. Alabama, Apt. 2300Indianapolis, IN 46204-1415Group 2

Ellie Pulikonda4267 W. Road 180 SouthRussiaville, IN 46979Group 1

Jane RaifsniderP.O. Box 2270Fort Wayne, IN 46801-2270Group 1

Elaine Ramsey622 5tbCovington, IN 47932Group 1

Roena J. Rand2075 Virginia St. #230Gary. IN 46407Group 2

Bill Raney3672E. 300NAnderson, IN 46012Group 4

Lawrence Reck220 Kean LaneTerre Haute, IN 47803Group 2

Virginia H. ReevesR. 2, Box 238 AVevay, IN 47043Group 2

Susie Reinholt11252 Timber LanePlymouth, IN 46563Group 1

Forrest L. Rhode2400 E. ClevelandHobart,1N 46342Group 2

Harold W. Richardson477 Oakwood Dr. SGreenwood, IN 46142Group 2

Patricia Ann Ritz8 McCol PlaceSalem, IN 47167Group 1

Molly K. Robertson300 S. College Ave.Muncie, IN 47303Group 4

Otis &mine19221 Summers Dr.South Bend, IN 46637Group 3

Ophelia G. Roop4801 Washington Blvd,Indianapolis, IN 46205Group 1

Deborah A. SalyerR. 7, Box 61Decatur, IN 46733Group 1

Sandra K. SawyerR.R: 5, Box 162Rochester, IN 46975Ckoup 2

Ellen Schellhause11413 Westwind Dr.Fort Wayne, IN 46845Group 1

William D. Scherer9607 E Southport Rd.Indianapolis, IN 46259Group 4

Kathy Schwingendorf3534 42nd Pl.Highland, IN 463223roup 4

Wayae Sewer1670 Wint( in Ave.Indianapolis, IN 46224Group 2

George Sereiko1587 N. Riverside Dr., Apt. DSouth Bend, IN 46601Group 4

Linda Shaffer2948 E. 100 NAnderson, IN 46012Group 2

Ravindra N. Sharma8128 Briarwood Dr.Evansville, IN 47715Group 1

Frank SlabyR. 6, Boy 54Rensselaer, IN 47978Group 3

Kathy Smith1214 Beechwood Ave.New Albany, IN 47150Group 3

Krybtal SmithP.O. Box 27Kewanna, IN 46939Gmup 3

Donna M. Snyder4391 S. 550 WColumbus, IN 47201Group 4

Marilyn A. Sowers550 S. 23rd St.Richmond, IN 47374Group 3

Richard Spisak1121 Gostlin St.Hammond, IN 46327Group 4

Grace A. Spolv10089 E. 100 SAvilla, IN 46710Group 2

William G. Storey1027 E. WayneSouth Bend, IN 46617Group 2

Sue H. Talbot2525 S. Smith Rd.Bloomington, IN 47401Group 4

Lola H. Teubert1 Old Stonehouse Dr.Newburgh, IN 47630Group 1

Jerry A. ThadenMadison State HospitalMadison, IN 47250Group 3

Philip E. Thompson5123 Jefferson St.Rochester, IN 46975Group 3

63 f; 9

Samuel Turpin105 WestbournBrownsburg, IN 46112Group 3

Katharyn Tuten-PuckenIndiana University Nun Apis D 104Bloomington, IN 47408Group 4

Phyllis Land Usher2305 W. Washington St.Indianapolis, IN 46222Group 3

James E. Van Winkle1203 Echo LaneBluffton, IN 46714Group 3

David Voltmer115 Wren Dr.Terre Haute, IN 47803Group 4

Evelyn Caner Walker31 Lakeview Pl.Mount Vernon, IN 47620Group 1

Sister Emily WalshWoodland InnSt. Mary of the Woods, IN 47876Group 1

Leslie A. Warren17575 HilloestLawrenceburg, IN 47025Group 4

Mary Watkins5274 Maryland Ct.Gary, IN 46410Group 1

Joseph Weaver2305 W. Eldora Dr.Marion, IN 46952Gmup 4

Sidney K Weedman23 E. list St.Indianapolis, IN 46220Group 4

Douglas E. Welcher5725 N. College Ave.Indianapolis, IN 46220Gmup 2

Roger E. Whaley1731 Depauw Ave.New Albany, IN 47150Group 1

Lc= R. Williams353 Harbour Point W. Dr.Noblesville, IN 46060Group 2

Dixie D. Wilson1005 Churchman Ave.Beech Grove, IN 46107Group 2

Barbara E. Wolfe3323 High SL Rd.1-08ansPort, IN 46947Group 4

Michael B. WoodBall State University LibrariesMuncie, IN 47306Group I

Julie Woodburn13136 Fairbanks St.Cedar Like, IN 46303Group 1

Marjorie Woods215 PoplarOwensvile, IN 47665Group 3

Sheryl B. Yoder1312 Dove Dr.Jeffersonville, IN 47130Group 2

Philip Young1944 Patton Dr.Speedway, IN 46224Group 1

Elizabeth Zix5906 Cheshire Ct.Fort Wayne, IN 46835Group 4

Alternates

Helen AshbyBox 187Roachdale, IN 46172Group 2

Phyllis BiddingerR.R. Z Box 317Rochester, IN 46975Group 3

Lynneue IL Duhamell1050 Gladys LaneChesterton, IN 46304Group I

Ruth Fleming6397 S. Empire Rd.Bloomington, IN 47401Group 4

Jan Gillespie520 1/2 E. 21st St.Anderson, IN 46016Group 1

Doris Gains8018 E. Cree Lake Rd. SKendallville, IN 46755Group 1

Allan McKiel

1534 W. Sample St.South Bend, IN 46619Group

Rick Miller6103 Partridge PlaceFloyds Knobs, IN 47119Group 1

Roberta L. Parks520 W. AshZionsville, IN 46077Group 2

Robert H. Puckett122 Marigold Dr.Term Haute, IN 47803Group 4

MIS. James SmithP.O. Box 23Liberty, IN 47353-0023Group 4

Aggenora M. Stunmll2368 Maryland St.Gary, IN 46407Group 2

Group Code Key

Group 1 Librarians

Group 2 = Friends f Trustees

Group 3 us Goverinnent Officials

Group 4 = General Public

"



71

INDIANA OFFICIAL DELEGATES TOWHITE HOUSE CONFERENCE ON LIBRARY

AND INFORMATION SERVICES

Category I Library Professionals

David DJ CoveJames G. NealJane RaifsniderSara Laughlin, Alternate

Category II Library Supporters

Kathryn DensbomWayne MossLawrence ReckPatrick McCreary, Alternate

,4

Category III Government Officials

Anita BowserJoyce BrinkmanStephen C. MoberlyDavid C. Hurst, Alternate

Category IV General Public

Jack E. HumphreyWilliam M.S. MyersDavid VoltmerKatharyn Tuten-Puckett, Alternate

THE GovERNows CONFERENCE ONLIBRARY AND INFORMATION SERVICES


73

The Governor's Conference on Libraries and Information Services wasmade possible through the generosity of the following donors:

Allen County Public LibraryFriends of the Library, AndersonJohn W. Anderson FoundationAnderson UniversityAssociation of Indiana Media EducatorsFriends of the Alexander M. Bracken

Library, Ball State UniversityUniversity of EvansvilleFriends of the Fulton County Public LibraryGreenwood Public LibraryFriends of the Library, HammondHeckman Bindery, Inc.Indiana Bell Telephone CompanyIndiana Humanities CouncilIndiana Library Association/Indiana Library

Trustee AssociationIndiana State LibraryIndiana State University LibrariesIndiana University Bloomington LibrariesIndiana University East, Learning Resource

CenterFriends of the Indiana University at

Kokomo, Learning Resource CenterIndiana University NorthwestIndiana University-Purdue University at Fort

WayneFriends of the Indiana University-Purdue

University at Indianapolis LibrariesIndiana University School of Medicine

LibraryFriends of the Franklin D. Schurz Library,

Indiana University at South BendFriends of the Library, Indiana University

Southeast

68

The Indianapolis FoundationIndianapolis-Marion County Public Library

Foundation, Inc.The University of IndianapolisFriends of the Library, Jeffersonville

Township Public LibraryJohnson County Public LibraryFriends of the Johnson County Public

LibraryFriends of the Lake County Public LibraryLilly Endowment, Inc.Marian CollegeThe Martin Foundation, Inc.Merchants National BankMichigan City Public LibraryMishawaka Penn Public libraryMonroe County Library FoundationMorrisson-Reeves Library, RichmondFriends of the Muncie Public LibraryNew Albany-Floyd County Public LibraryNorthern Indiana Public Service CompanyUniversity Libraries of Notre DamePlymouth Public LibraryPorter County Public LibraryPulaski County Public LibraryFriends of PurdueFriends of St. Joseph County Public LibrarySt. Meinrad CollegeUniversity of Southern Indiana, Library &

Media ServicesFriends of the Tippecanoe County Public

LibraryTipton County Public LibraryVigo County Public LibraryWestchester Public Library

74

Contributors to the information Showcase/Resource Center

Ameritech

Indiana Cooperative Library Services Authority (INCOLSA)

Indiana State Library

Indiana State Data Center

IUPUI Library and Office of Learning Technologies

IUPUI - The Economic Development Information Network (EDlN,I

,-

mi.

,SIMIM

iallekI It

,..,.1, )P.'Attitkarg

7569

BEST COPY AVAILABLE

Planning Committee

Cart Beery, Co-ChairpersonSt. Joseph County Public Library

Jean Jose, Co-ChaitpersonIndiana State Library

Martha CattHussey-Mayfield Mermrial Public Library

Terry DavisIndiana Humanities Council

Nancy DowellVigo County Public Library

Ray EwickIndiana State Librarian

Governors Designated Coordinator

Ken GladishIndiana Humanities Council

Jane Ile GraberEckhart Public Library, Auburn

Linda KolbIndiana Library Association

Sara LaughlinStone Hills Library Network

Mark LeggettIndianapolis-Marion County Public Library

Beverty MartinJohnson County Public Library

Ann MoreauIndiana Library and Historical Board

James L. MullinsIndiana University at South Bend

Martha RobleeIndiana State Library

James A. StaplesIndiana Library Trustee Association\

Janie WhaleyFloyd Central Jr-Sr High School

Sandy Kite HuntConference Coordinator

Finance Committee

James L. Mullins, ChairpersonIndiana University at South Bend

Teny DavisIndiana Humanities Council

Carol DemerLake County Public Library

Ray EwickIndiana State Library

Ken GladishIndiana Humanities Council

Cheryl HackworthAllen Courty Public Library

Ann MoreauIndiana Library and Historical Board

Wayne MossIndianapolis-Marion County Public Library

70 7 6

William M. S. MyersIndianapolis

Governance

Nancy Dowell, ChairpersonVigo County Pubric Library

James A. StaplesIndiana Library Trustee Association

Robed D. UtileIndiana State University

Sharon MuraldaWillow Creek Middle School

Martha Rob leeIndiana State Library

Local Arrangements

Jean Jose, ChairpersonIndiana State Library

Lynn ConnorGTE North

David CooperNoblesville-Southeastem Public Library

Jane Ile GraberEckhart Public Library, Auburn

John KondelikButler University

Mark LeggettIndianapolis-Marion County Public Library

Program Committee

Beverly Martin, ChairpersonJohnson County Public Library

Ray EwickIndiana State Library

David HoppeIndiana Humanities Council

Laura JohnsonIndianapolis-Marion County Public Library

7771

Judy McKillipGovernors Voluntary Action Program

Karen NiemeyerCarmel Clay Community Schools

Jane WhaleyFloyd Central Jr-Sr High School

Jane RaifsniderTri-ALSA

Public Relations

Carl Beery, Co-ChairpersonSt. Joseph County Public Library

Martha Catt, Co-ChaiipetsonHussey-Mayfield Memorial Pubnc Library

Merry BarrickmanEast Chicago Public Library

David BucoveAnderson Public Library

Kathryn DensbornIndiana Library Association

Barbara ElliottBluffion-Wells County Public Library

Jane HensonSocial Studies Development Center

Jean JoseIndiana State Library

Sara LaughlinStone Hills Library Network

Lila MilfordAmerican library Trustee Association

Char MinetteVigo County Public Library

John PresnellIndiana State Library

Resolutions Committee

James A. Staples, ChairpersonIndiana Library Trustee Association

Nancy DowellVigo County Public Library

Robert D. LittleIndiana State University

72 78

Sharon MurakfaWillow Creek Middle School

Karen NiemeyerCarmel Clay Community Schools

Virginia AndisIndiana State Library


November 1648, 1990 Union Station Holiday Inn Indianapolis

79

APPENDIX A

THE GOVERNOWS CONFERENCE ONLIBRARY AND INFORMATION SERVICES


IMPACTOF FIRST WHITE HOUSE CONFERENCE

ON LIBRARY AND INFORMATION SERVICESWashington, D.C., November 15-19, 1979

PARTICIPANTS. This historic conference brought together over 900 delegates representing morethan 100,000 people who participated at the state and local level in 58 pre-conferences in the states,territories and the District of Columbia. By law, two-thirds of the delegates were interested citizens,while one-third were librarians and library trustees.

A formula reflecting each state's total representation in Congress was use-J to determine thenumber of delegates selected by each pre-conference. The delegates, a broad cross section of Americansociety, were joined by an additional 3,000 observers. Consequently, WHCLIS had the largestattendance of any White House Conference in history.

ORIGINS: The original suggestion for such a conference was made in 1957 by Channing Bete Sr., alibrary trustee from Greenfield, Massachusetts. He proposed the idea to a meeting of ALA's AmericanLibrary Trustee Association in Kansas City, Missouri.

As a result of widespread public support, Congress passed a joint resolution authorizing theWhite House Conference in December 1974. This resolution was signed as PL 93-568 by President Ford onDecember 31, 1974. President Carter signed an appropriations bill in May 1977, which provided $3.5million to organize and conduct the conference under the direction of the National Commission onLibraries and Information Science.

RESULTS: Public Awareness - The most important, though intangible result of the first WhiteHouse Conference was an increase in public awareness of libraries, and their impact on individuals, theeconomy and the nation.

Education Department - The White House Conference influenced the internal organization ofthe Department of Education. When ED was established in 1980, an attempt to split the libraryprograms among several departmental units was defeated, and a Deputy Assistant Secretary wasappointed to direct an Office of Libraries and Learning Technologies. Under the 1989 reorganization ofED, Dr. Anne Mathews was named Director of Library Programs of the Office of Educational Researchand Improvement.

Federal Funding - As a direct result of the White House Conference, recommendations onlibrary networking and resource sharing, LSCA Title III (Inter-library Cooperation) was increased 140percent in one year, from $5 to $12 million in 1981. Despite the budget recommendations of theAdministration , LSCA III has continued to receive increased appropriations, indicating strong supportfor a fedxeral role in this arca.

WHCLIST - The White House Conference on Library and Information Services Taskforce, anindependent non-profit association, was formed by delegates after the conference in 1979. Composed ofabout half volunteers and half professional library people form every state and territory, the goal is towork for implementation of the resolutions passed at the conference. Publications include WHCLISTAnkual Report from the States (and territories) and the 1985 Five Year Review of Progress MadeToward Implementation of the Resolutions Adopted at the 1979 White Huse Coigerenee,

8 074

friends Groups - Friends of Libraries, U.S.A. (an affiliate of ALA) was established in June 1979.They brought their first membership forms to the White House Conference and have shown greatgrowth since then. One goal is "to encourage and assist the formation and development of Friends ofLibrary groups in the United States." The number of states having an organized Friends group hasincreased to over 30. A recently released nationwide survey shows that 2,329 Friends groups have morethan 600,000 members who raised $27,714,066 in support of libraries in 1985. In addition to raisingmoney. Friends now use their projects and their clout to promote reading, library use, and increased stateand local funding. Friends groups have most often formed to support public libraries, but in recent yearsthere is growing interest among school and academic libriaries in forming Friends groups.

Stateilnd Local Support - Since 1979 there has been a marked increase in the number of stateshaving legislative days" and a related increase in state and local dollars for libraries and librarybuildings. The large number of citizen advocates involved surely has helped with this success. The1984 WHCLIST Report of the States shows 43 states and territories with specific activities thathighten library visibility.

THEME: Although it took two decades to bring the conference to fruition, the timing proved to befortunate. Computer and telecommunications technologies were bringing rapid changes in the ways theAmerican people get and use information. The delegates considered the implications for libraries inthe Information Age as they considered issues within the conferences five themes; library andinformation services for (1) personal needs; 2) lifelong learning; 3) organizations and the professions; 4)governing society; and 5) international cooperation and understanding.

RESOLUTIQN5: The 64 resolutions approved recommended changes and improvements in variousaspects of library 3nd information services. Libraries were seen as community culture, educational andinformation reseal.. _es which needed greater support. The delegates wanted all citizens to have equaland free access to information. This is reflected in resolutions to strengthen services to Indiana, thehandicapped, children and youth, the elderly, home-bound, institutionalized, minorities, illiterateand other groups inadequately served,

The resolutions asked for a national information policy to guarantee equal access to all publiclyheld information and to encourage networks of shared resources. The federal government was urged tofully fund library-related legislation including the Library Services Construction Act, HigherEducation Act, and Elementary and Secondary Education Act.

The delegates endorsed enactment of a national library act and asked that an AssistantSecretary for Library and Information Services be appointed within the Department of Education.

Several resolutions dealt with improving library and information services through technology.Coals include the increased use of satellite communication, video techniques and cable television in theexpansion of library and information services. Reduction of telecommunication and postal rates werecalled for. Other resolution topics include improved technology to preserve deteriorating collections,and education and training of librarians for the changing information needs of society.

American Library Association, Washington Office Tel: 202/547-4440110 Maryland Ave., NE, Washington, DC 20002-5675 FAX: 202/547-7363

8175

AP PEND I X B

44THE GOVERNOR'S COMMENCE ON


RULES FOR THE ELECTION OF WHITE HOUSE DELEGATES

Public Law 100-382, which established the White House Conference onLibrary and Information Services, required that the Indiana delegation be comprisedof twelve primary and four alternate delegates consiting of the following categories:

* 3 primary delegates and one alternate delegate to represent the library andinformation profession.

* 3 primary delegates and one alternate delegate to represent librarysupporters and information services professionals.

* 3 primary delegates and one alternate delegate to represent governmentofficials.

* 3 primary delegates and one alternate delegate to represent the generalpublic.

Delegtes representing the above four categories shall be elected at the IndianaGovernor's Conference on Libraries and Information Services, which will be heldon November 16-18, 1990. The general session election will take place on Sundaymorning November 18, 1990. Delegates shall be elected from the delegation of 200primary delegates, and from members of the Indiana Governor's ConferencePlanning Committee and the various sub-committees (with the exclusion of theGovernance Committee). The nomination and election process will beadministered and monitored by members of the Governance Committee.

NOMINATION RULES

In order for a primary delegate or a Planning Committee member or sub-committeemember to have his or her name placed in nomination for the election of nationaldelegates, the following rules must be observed:

1. Only delegates who have been designated as primary delegates may havetheir name placed in nomination (name placed on the ballot). If analternate delegate has been certified by the Governance Committee as aprimary delegate (due to, for instance, the inability of a primary delegateto complete his or her attendance at the conference), then that alternateshall be eligible to have his or her name placed in nomination prior tothe 8:00 PM deadline for nominations.

76S 2

NOMINATION RULESPage 2

2. Members of the Indiana Governor's Conference Planning Committee andmembers of the various sub-committees (excluding the GovernanceCommittee) are also eligible to be nominated and to be elected as delegatesto the national conference.

The Governance Committee shall be the sole body empowered to certify(validate) alternate delegates as primary (official) delegates. All suchcertifications (validations) shall require a change in the authorization ofthe delegate's name tag.

4. All delegates zequesting their name be placed in nomination must use anofficial Nomination and Petition Form (a copy of which will be in theprimary delegates information packets). A total of ten signatures must beobtained on the form before a name will be placed on the ballot. Thesignatures must be from delegates who are serving as primary delegates orfrom persons who are serving as Indi,ma Governor's Conference PlanningCommittee Members or sub-committee members (excluding theGovernance Committee). The form must state the category that thedelegate represents (for example, government official cr libraryprof ssional).

5. The form must be submitted to the Governance Committee by 8:00 PM onthz night of Saturday, November 17, 1990. The Governance Committeewill validate the Nomination and Petition Form and will place thenomin's name os'. th... official ballot.

6. Information that all potential nominees should be aware of are thefollowing:

a. All delegates and alternates to the national conference must be citizensor permanent residents of the USA.

b. All delegates and alternates to the national conference must be willingand available to attend the White House Conference which will beheld in Washington, D.C. on July 9-13, 1991.

c. All delegates and alternates to the national conference must be willingto participate in post-conference grass roots activities in Indiana inorder to publicize the results of the state conference and to obtain a"feel" for the library and information needs of Indiana residents.

S377


d. All primary and alternate delegates must agree to review alldocuments and information sent to them relating to the White HouseConference.

e. All lodging and travel expenses for the White House Conference willbe paid for both primary and alternate delegates.

f. In the unlikely event that a primary delegate to the national conferenceis unable to attend or would become disabled during the nationalconference, the alternate delegate, representing that same delegatecategory, would assume the primary delegate's position at the nationalconference and would assume all voting privileges.

g. Once a deletate has been designated as a representative of a particulardelegate category, that designation cannot change. For example, if adelegate was initially nominated as both a member of a Friends of theLibrary group but also served as an elected official, the GovernanceCommittee at the time of the initial delegate selection, selected thecategory that the delegate was to represent. Even though personalcircumstances for that individual may have changed prior to theconference in November, that delegate remains as a representative 01that category. For example, if a government official does not win his orher elected position in the November election, that individual willremain as a delegate in the government official category. The samesituation will hold true for national delegates. Even though adelegate's personal situnium might change between the time of thestate conference in November and the national conference in July, thatdelegate will remain as a representative of that category at the nationalconference.

7. The official ballot will be prepaerd by the Governance Committee for thegeneral session election which will be held on Sunday morning.

8. A nominee may actively campaign for his or her election. It is expected thatnominees will conduct their individual campaign in a professional andethical manner. This method of determination of national delegates isintended to be a fair and expeditious concern, hopefully to be conceived as anequitable, and free from favoritism, process.

9. Persons who wish to nominate indiv uals other than themselves arecertainly free to do so, provided that the nominee is informed of such an


activity and has consented to his or her name being placed on the officialballot by signing the Nomination Petition Form.

10. As Nomination and Petition Forms are certified, the Governance Committeewill post the names of nominees on the message board.

11. In the event that at least four persons have not been nominated in eachdelegate category, the Governance Committee will complete the requirednumber of nominations by placing the minimum number of names on theballot. The Governance Committee will contact the nominee and obtain thenominee's signature to place his or her name on the official ballot.

S5

79

ELECTION RULES

1. Persons who have been appointed as a primary delegate, members of theIndiana Governor's Conference Planning Committee and the various sub-committees may vote in this general election. A delegate who has beenappointed as an alternate delegate and who has been designated by theGoverance Committee as a primary delegate will be certified to vote forcandidates for the national conference.

2. The general election for delegates will be held at 11:00 AM on SundayNovember 18, 1990. Each delegate and Planning or sub-commttee memberwill be requested to obtain one ballot from the designated VQTING TABLE(located at or near the general conference area). Delegates and committeemembers must sign their name on an official roster to receive a ballot. Onthe ballot will be a list of the candidates in each category. Delegates andcommittee members will be asked to place an X next to the candidate of theirchoice and to vote for no more than four candidates in each of the fourcategories. Ballots containing more than the allotted number of votes (16)will be disqualified.

3. After each delegate marks his or her ballot, the delegate will be asked to placethe ballot in one of two Ballot Boxes which will be placed at the VOTINGTABLE. Members of the Governance Committee will monitor thisprocedure.

4. After all of the votes have been cast, members of the Governance Committeewill convene and count the votes. The three candidates with the highestnumber of votes in each category will become the primary national delegatesin that category. The candidate with the next highest votes in each categorywill become the alternate in that category. If a tie occurs, the names of thenominees will be placed in a hat and a member of the GovernanceCommittee will select the winning name.

The primary and alternate delegates to attend the national conference will beannounced prior to the close of the Indiana Governor's Conference onSunday, November 18, 1990.

APPENDIX C

THE GOVERNOR'S COMMENCE ONLIBRARY AND INFORMATION SERVICES

November16-18,1990 UnionStation Holiday Inn,Indianapolis

INDrANA GOVERNOR'S CONFERENCE RULES

1 Delegates and alternates are required to wear the official badge atall times during the conference.

2. Delegates and alternates are requested to participate in all ofthe program sessions and small group discussions.

3. Members of the Planning Comittie and sub-committees may participatein and or observe all program sessions and small discussion groups.

4. The Conference Chairperson shall:a. Call the Conference to order.b. Preside over the opening general session and all voting

sessions of the conference.c. Announce the agenda and any changes in schedules.d. Expedite general sessions and group discussions,e. Consult with the Parliamentarian regarding questions of

parliamentary procedure.f. Enforce stablished rules relating to debate and to order.g. Declare the conference adjourned.

5. The Parliamentarian shall decide all questions of order.6. Roberts Rules of Order Newly Revised shall be the Parliamentary

Authority.7. The Conference shall elect twelve (12) delegates and four (4)

alternates to represent Indiana at the White Nouse Conferenceon Libraries and Information Services in July of 1991.

8. Delegates, Planning Committee and Sub-committee members are eligiblefor nomination am White Nouse Conference National Delegates

9. Members of the Governance Committee (a sub-committee of the PlanningCommittee) are nal eligible for nomination as a delegate to thenational conference.

10. A nomin shall ubmit a Nominateon End Petition For% with ten(10) signatures trvm primary delegates before his or her namewill be placed on the ballot.

11. Petitions must be submittei to the Governance Committee by 8 PM onSaturday evening November _7.

12. The genral election for national delegates shall begin onSunday at 7:30 AM and shall conclude at 11:00 AM.

13. Ballots shall be distributed to the primary delegates and to membersof the planning Committee and sub-committee members at a designated

VOTING TABLE.14. Each delegate, planning and sub-committee member r ,st sign for a

ballot.13. Delegates, planning and sub-committee members shall vote for no more

than four candidates in AUK category. Ballots containingmore than the allotted number of votes will be disqualified.

16. The Governance Committee shall monitor the election process andshall count the votes (serve as Tellers).

17. The three candidates with the highest number of votes in eachdelegate category shall serve as National Delegates.

18. The candidates with the next highest number of votes shall serveas National Alternates.

19. If a tie occurs, the names of those delegates shall be placed in 4hat and a member of the governancRionanittee shall select thewinning name.

81

INDIANA GOVERNOR'S CONFERENCE RULESPAGE 2

20. The resolution committee shall monitor the resolution process.21. The recorder from each of the ten small discussion groups shall be

asked to completa an ISSUES REPORT form.22. Listed on the IfilUES REPORT form shall be the five (5) most

important issues liddressed in the small discussion groups.23. Thirty (30) minutts shall be allowed the recorder to complete the

report following the small discussion groups. The ISSUESREPORT form shall be submitted to the resolutions committee.

24. Resolutions committee members shall compile all ten IMESREPORT forms, remove the duplications, and develop a list of notmore than ten (10) resolutions for each theme category. This will bethe process for each of the three small discussion group sessions.

25. Individual delegates may also submit their own resolutions to theresolutions committee using an INDIVIDUAL RESOLUTION roRm. Theseresolutions must meet the resolution format and be pertinent to thethree theme areas of Democracy, Productivity, and Literacy.

26. Individual resolutions shall be submitted to the resolutioncommittee by 1:30 PM on Saturday November 17.

27. The resolutions developed from the small discussion groups and theindividual resolutions shall be presented to the delegates for.questions and answers on Saturday evening following the dinner.

28. The Group resolutions (from each theme category) shall be presentedfor discussion, for amendments, and for a vote on Sunday morningbeginning at 9:00 AM and shall conclude at 11:00 Am.

29. Debate may be limited by the conference chair in order to addressall proposed amendments to the group resolutions.

30. The vote on the group resolutions shall be taken by an "aye" or"nay" voice vote.

31. Only primary delegates and planning Committee and sub-committeemembers shall be allowed to vote on resolutions.

32. A delegate or the conference chair may request a restatement of theresolution and another vote be taken if a clear consensus is notdiscernable from the voice vote.

33. A standing vote and count shall be taken when re-voting is required.34. Members of the Resolution Committee may be requested to assist the

conference chair with the counting of delegates.35. The individual saiglialiszni shall be presented for a vote at 1130

AM.36. A request to withdraw individual resolutions may be made at any time

prior to voting time.37. Individual resolutions may not be amended.38. The same voting rules that apply to group resolutions shall be

applied to individual resolutions. Refer to rules 130, 31, 32. 33and 34.

39. Grassroots meetings based on the resolutions adopted by theConference shall be held before the National conference.

40. Resolutions adopted by the Conference shall be presented by theIndiana National Delegates at the White Rouse Conference to be heldin July of 1991.

82

APPENDIX D

INDIANA GOVERNOR'S CONFERENCEON LIBRARIES AND INFORMATION SERVICES

"Libraries . Link To Learning"November 16 - 18, 1990

HOLIDAY INN UNION STATION INDIANAPOLIS

AGENDA

Friday. November 11. 1990

8:00 AM

8:30 AM

10:00 AM - Noon

12:00 PM - 1:15 PM

1:30 PM - 3:15 PM

3:15 PM 3:30 PM

3:30 PM - 5:15 PM

5:30 PM - 7:00 PM

7:00 PM - 9:00 PM

Registration

Training forDiscussion GroupLeaders

Opening Session

Orientation/Warm Up

Luncheon

General Session I -Democracy

Break

Group Discussions(10 Breakouts)

Reception

Dinner & ShowcaseSpeaker

Coffee/Sodas/Danish

Dr. David Kaser, Ray EwickGovernor Evan Bayh

David Wentz, University ofIndianapolis

Network

Art Meyers - HammondPublic Library

Ed Jenkinson -I.U. Bloomington

George Averitt -Michigan City Dispatch

Chief Justice Randall Shepard

Coffee/Sodas

Delegates, DiscussionLeaders, Records andResource Specialists

Capitol Rotunda - hostedby Governor & Mrs. Bayh

Michael Hawley, MI1,Media Laboratory

THROUGHOUT THE ENTIRE CONFERENCE EXCEPT DURING THE GENERAL SESSION AND MEALS,THE INFORMATION SHOWCASE - CONFERENCf BLE5OUJICE CENTER WILL BE OPEN FOR THEDELEGATES, STAFF, RESOURCE SPECIALISTS AND COMMITTEE MEMBERS TO USE AND EXPERI-ENCE THE INFORMATION RESOURCES AVAILABLE IN TODAY'S LIBRARIES.

83 89

Saturday. Nvember 17.1990

7:30 AM - 8:30 AM

8:30 AM - 10:00 AM

10:00 AM 10:15 AM

10:15 AM - Noon

12:15 PM - 1:15 PM

1:30 PM - 3:00 PM

3:00 PM 3:15 PM

3:15 PM - 5:00 PM

6:00 PM - 7:30 PM

7:30 PM - 9:00 PM

Sunday. November 16.1990

7:30 AM - 9:00 AM

7:30 AM - 11:00 AM

9:00 - 11:00 AM

11:00 AM - 11:30 AM

11:30 AM

12:00 Noon

Continental Breakfast

General Session II -Productivity

Break

Group Discussions(10 breakouts)

Luncheon

General Session III -Literacy

Break

Group Discussions(10 Breakouts)

Dinner And Speaker

General Session IV -Resolutions

Breakfast Buffet

White House Delegate Voting

General Session V -Discussion. Amendments andvoting on Group Resolutions

Break

General Session VI -Voting, Individual Resolutionsand Announcement of WhiteHouse Delegates

Adjournment

8490

Graham Toft - IN EconomicDevelopment Partners inEducation

Jerry Paar - Labor Studies, IUPUILinda Wolfe - Wolfe

Research Corporation

Coffee/Sodas

Network

Ray Ewick - Indiana State LibraryLeah Lefstein - Indiana

Youth InstituteDouglas Roof - Dept. of

Employment & Train. Senn.Andrew Venable - Gary Public

Library

Coffee/Sodas

Thomas J. Mullen, EarthamCollege

Resolutions CommitteePresentation

Dr. David Kaser

APPENDIX E47.Ai

nraaTHE GOVERNOR'S CONFERENCE ON

LIBRARY AND INFORMATION SERVICES.November 16-18, 1990 Union Station Holiday Inn, Indianapolis

GROUP 1 - Blue Ribbon

Discussion LeaderRecorderResource PersonDelegates

GROUP 2 - Red Ribbon


DISCUSSION GROUPS

Ann DanielsJudy HaysJanie WhaleyDr. Rose AdesiyanJoan T. AndersonRichard ArdreyAnita 0. BowserSharon Raven ClarkSharon CutchinDavid DickeyLourdes FloresGene HostetterRuth D. KomisCharles Le GuernLinda LemondLarry MacklinJ. Douglas NelsonMary OppmanJane ridgeonHarold W. RichardsonEllen SchellhauseKrystal SmithRichard SpisakHelen Ashby

Jaci,a MorrisBarbara ElliotJanie WhaleyTomilea AllisonMary Ann AndersonDan ArmstrongKaren BaderPeter W. ColeGarland C. ElmoreEvan Ira FarberMary A. GolichowskiDave HurstToni R. KringRonald G. LeachMargaret Ann Liebermann

85 91

GROUP 2 cont'd

Delegates

GROUP 3 - White Ribbon


GROUP 4 - Yellow Ribbon


Richard W. MangusDavid L. OdorLinda Mae PaulRichard V.PierardSandra K. SawyerRavindra N. SharmaMarilyn A. SowersKatharyn Tuten-PuckettLynnette H. Duhamell

Dr. James MullinsCarlBeeryJoe KapostaRalph AyresLeslie E. Bain IIIHerbert H. BarberGwendolyn V. BottomsLinda CornwellBarbara FischlerRussell FrehseNola GrayMarieJeffriesMary Vivian LashbrookCatherine LynchCarolyn S. McClintockChuck MillerJerry J. OlburLola Mae PhilippsenPhillip E. PierpontWayne SenterLola H. TeubertPhilip E. ThompsonDavid VoltmerJan Gillespie

Jackie NytesMarilyn HiteSally McGuffeyMary Ella BarberBeverly BashiaMary BatesJacquelyn J. BrooksMichael DvorakDr. Shirley FitzgibbonsJane GwinnThomas HamptonLynn JohnstoneSusan MannanPatrick McCrearyStephen C. MoberlyShirley Mullin

GROUP 4 contld

Delegates

GROUP 5- Pink Ribbon


GROUP 6- Green Ribbon


Patricia M. PizzoMarvin E. PriceEllie PulikondaGrace A. SpohrSamuel TurpinEvelyn Carter WalkerLeslie A. WarrenPatricia Heiny

Laura JohnsonPat EnsorBob LogsdonMark BattisteCelestine BloomfieldRichard BodikerJoel BullardRebecca A. GitlinR. Louie GonzalezLouise K. HerbolsheimerHelen HessIris KieslingBarbara MarkusonJame B. MerrillJanet C. MoranKathleen Stiso MullinsElizabeth PlattJane RaifsniderBill RaneyWilliam G. StoreyPhyllis Land UsherSister Emily WalshJoseph WeaverAllan McKiel

Charr SkirvenSue MoeschlBev MartinMary BellesMary Beth BonaventuraDavid A. BucoveMargaret BunsoldHoward GoodhewMargaret L. HamiltonJerry MileDeborah K. HipesJacob L. KloepferBetty MartinDharathula MillenderDouglas B. MortonWilliam M.S. MyersPatricia L. PriceElaine Ramsey

87 9 3

GROUP 6 cont'd

Delegates

GROUP 7 - Purple Ribbon


GROUP 8 - Brown Ribbon


Molly K. RobertsonJames E. Van WinkleMary WatkinsSidney H. WeedmanDouglas E. WelcherMrs. James Smith

Dan CallisonSandi ThompsonJohn RobsonCol. Albert E. AllenCharles J. BertramTheressa BynumLinda CantySteven V. HallAnn HanesBill HisrichJack HumphreyJudson R. KringKay K. MartinSophie MisnerAnn MoreauGene PlattRoena J. RandSusie ReinholtWilliam D. SchererRoger E. WhaleyLoren R. WilliamsBarbara E. WolfeMarjorie Woods

Kathy HacklemanRuth HahnSherrill FranklinJoyce BrinkmanJack Carmean

CastorRosalie A. ClammeF. Gerald Handfield, Jr.Virginia M. HiattLeon JonesHenry KazmierDennis KruseHertha H. MoranMarcia S. MorrillDr. John NicholsLawrence ReckPatricia Ann RitzOtis RomineKathy SchwingendorfDixie D. WilsonMichael B. Wood

88 94

/GROUP 8 cont'd

Delegates Elizabeth ZixPhyllis Biddinger

GROUP 9- Goldenrod Ribbon


GROUP 10 - Gray Ribbon


Dennis LawsonLissa ShanahanJim ClineLawrence L. BuellCarl V. CaubleBetty Canary ClarkJanice D. CoffeenKathy HeastonSarah HolterhoffMargaret A. JulienFern E. LaLondeDennis Joe LeLoupWalter D. MorrillWayne MossJean PattonVirginia H. ReevesOphelia G. RoopGeorge SereikoFrank SlabyJulie WoodburnSheryl B. YoderRuth FlemingDoris Goins

Roberta KovacKathryn DensbornHarold BoyceMarcia CarlsonFrederick ClarkGail CoonCarol DernerDr. Henry J. HectorDon JohnsonRobert L. JusticeWanda R. LawrenceLee LonzoWarren MunroJames NealJudith PetrauForrest L. RhodeDeborah A. SalyerKathy SmithDonna M. SnyderPhilip YoungRick MillerRoberta L. ParksRobert H. Puckett

89 95

APPENDIX F

THE GOVERNOR'S CONFERENCE ONLIBRARY AND INFORMATION SERVICES.

November 16-18,1990 Union Station Holiday Inn, Indianapolis

THE INFORMATION SHOWCASE

Information retrieval is changing rapidly in Indiana libraries as computer

technology advances. Information in libraries can be obtained by a manual search of

publications, through online or compact disk (CD) database searches or through

interactive video disks. A database can be an index to publications or the complete

text of a book, magazine, newspaper, encyclopedia, dictionary or statistical file.

Millions of citations to publications, or the publications themselves, can be searched

quickly using databases. While online databases provide current information, the

telecommunication and access charges are very high. Compact disks are becoming

more popular for information storage since they are relatively inexpensive and hold an

enormous amount of information - the equivalent of 250,000 book pages or 1500

floppy disks. Interactive video disks allow individuals to learn at their own pace by

providing menus and the ability to interact with the computer and the information

provided.

The Information Showcase will provide demonstratiuns of online and compact

disk databases and interactive video disks available in Indiana libraries. Also,

examples of questions that individuals using the databases or video disks might ask

are provided. Please ask questions that interest you or request a demonstration of a

particular database or video disk and its capabilities.

9096

INDIANA STATE LIBRARY

INDIANA STATE DATA CENTER

The Indiana State Data Center provides demographic and economic data from the

Bureau of the Census and other sources. The 1987 Economic Censuses and the

1990 Census of Population and Housing will be on compact disks as well as in

publications. Compact disks being demonstrated by State Data Center staff are:

1987 Economic Censuses: Retail, Wholesale, Service, Transportation

1988 County & City Data Book

1987 Census of Agriculture

U.S. Imports of Merchandise (monthly)

U.S. Exports of Merchandise (monthly)

County Business Patterns 1986 & 1987

ABI/Inform - Business Periodical Index and Abstract

Educational Resources Information Center (ERIC)

Government Printing Office (GPO) - Index to Federal Publications

Toxic Chemical Release Inventory

QUESTIONS:

How many restaurants are in Marion County?

What magazine articles are available about the Japanese automobile industry in the

United States?

Are there any companies in Indiana that use carbon tetrachloride in their

manufacturing process and how do those companies safely dispose of the

chemical?

97

91


THE BUSINESS DISC

The Business Disc is an interactive video disk which guides entrepreneurs

through the decision making process of developing a business plan and also through

the first year of a business based on the data in the business plan. In developing a

business plan, issues that need to be addressed are:

How much shoud be spent on advertising for the first year of business?

How much will the product cost?

How much insurance will be needed?

HYPERCARD

WHITE HOUSE CONFERENCE ON LIBRARIES AND

INFORMATION SCIENCE

The 1980 White House Conference on Libraries and Information Science was the

basis for this Interactive video disk. A menu driven program provides individual state

data and information about the role of libraries in our society and economy.

992


DATA RESEARCH (DR)

The Indiana State Library is demonstrating the software used to provide their online

catalog and circulation system.

QUESTIONS:

Does the State Library own The Geranium on the Window Sill Just Died, But Teacher

You Went Right On or any other poetry books by Albert Cullum?

Is this book available to be checked out?

If not, when will it be returned to the library?

9993

INDIANA COOPERATIVE LIBRARY SERVICE AUTHORITY

(INCOLSA)

INCOLSA coordinates the automation effort in Indiana libraries through workshops,

training and consultation. The online and compact disk databases being

deomonstrated by INCOLSA are:

Comptons's Multi-Media Encyclopedia

World Book Encyclopedia

Readers' Guide Abstracts

Encyclopedia of Associations

PhoneDisc

BiblioMed

Indiana Youth Resources Information Network (IYRIN)

OCLC Search CD 450

QUESTIONS:

Which libraries have video tapes on penguins which might be borrowed?

Find information and catalogs desecribing and pricing antiques hood ornaments for

cars.

Find information earthquake preparedness.

What was the original cause of President Kennedy's chronic back injury?

What cultural organizations have their headquarters in Indiana

What is the impact of the American With Disabilities Act on small businesses?

What are corn laws? What did the first ones do?

Who was the first woman to serve as a U.S. Senator?

What is the employer's responsibility or obligation regarding job security and benefits

for reservists called up to serve in Desert Shield?

INDIANA BUSINESS RESEARCH CENTER

ECONOMIC DEVELOPMENT INFORMATION NETWORK

(EDIN)

The EDIN database was developed by Indiana Business Research Center, the

research division of the Indiana University School of Business. ED1N provides

demographic and economic data for the 50 states and Inciana counties and cities.

QUESTIONS:

How many school-aged children will be living in the northwest counties of Indiana in

the year 2000? 2005? 2010?

Employment is shifting from the manufacturing sector to the service sector. How does

this trend show up in Lake County? Allen County? Floyd County?

Who is my legislator? Who are the mayors and town presidents in my copnty? Where

is the nearest Business Development Center? Which libraries are available to

me?

95 101

INDIANA UNIVERSITY - PURDUE UNIVERSITY INDIANAPOLIS

SUPERBOOK

SUPERBOOK is a powerful means of reading, browsing, and searching any printed

material that has been made machine readable. Any word, combination of words or

sections within a text can be found immediately by a simple command. Notes can be

made on the margins or an original document can be made using bits and pieces from

different publications.

MULTIMEDIA PROJECT

Computer monitors conventionally display text and graphical information, not the type

of video images one sees on the television screen at home. The Multimedia project in

the Learning Technologies Laboratory at IUPUI is aiming toward researching and

developing computer hardware/software systems capable of displaying full motion

video images on a computer screen. Through a simple menu on a computer monitor

an Individual can choose to look at a video, hear sounds (music, voices, etc.), read a

text or write notes about what is being studyed. A wide variety of information sources

have been brought together at one place with little effort.

96102

APPENDIX G

NOMINATION AND PETMON FORM

THE FOLLOWING PARTICIPANTS IN THE INDIANA GOVERNOR'S

CONFERENCE ON LIBRARIES AND INFORMATION SERVICES HEREBY

REQUEST THAT THE NAME OF

WHO WILL REPRESENT THE CATEGORY OF i

BE PLACED IN NOMINATION FOR THE ELECTION OF NATIONAL DELEGATES

TO ATTEND THE WHITE HOUSE CONFERENCE ON LIBRARIES AND

INFORMATION SERVICES.

1.

2.

3.

4.

5.

6.

7.

8.

9.

1 0 .

I do hereby consent that my name be placed innominaton to serve as a national delegate to the White House Conference onLibraries and Information Services.

In order for this nomination form to be validated, all persons who sign this formmust be a primary delegate of a Planning Committee or sub-committee member tothe Indiana Governor's Conference.

APPENDIX H

ISSUES REPORT FORM

Group # Discussion Leader.

Recorder Theme

Issues should be stated in active, concrete terms.

ISSUES #1

ISSUES #2

IssoEs #3

ISSUES #4

ISSUES #5

98 104

Session Notes

Recorder: Theme:

Major points, suggestionsThemes

Details, facts, examples,comments

99 li 5

APPENDIX IINDIVIDUAL RESOLUTION FORM

BE IT RESOLVED THAT

SUBMITTED BY

INDIVIDUAL RESOLUTIONS MUST BE SUBMITTED TO THE GOVERNANCE/RESOLUTIONS

COMMITTEE (LOCATED IN THE ELEVATOR LOBBY, formerly the Registration

Table) BY 1:30 PM ON SATURDAY NOVEMBER 17. RESOLUTIONS MUST BE

PERTINENT TO THE THREE THEME AREAS OF DEMOCRACY, PRODUCTIVITY, AND

LITERACY.DATE SUBMITTED TIME SUBMITTED

STATE OF INDIANAINDIANA STATE LIBRARY

140 North Senate AvenueIndianapolis, IN 46204

(317) 232.3875

Charles Ray Ewick, Director

March 15, 1990

Dear Fellow Citizen,

DIVISIONS:BLIND AND PHYSICALLY HANDICAPPED

CATALOGDATA SERVICES

EXTENSIONGENEALOGY

INDIANAREFERENCE AND LOAN

On behalf of Governor Evan Bayh, I would like to invite you and your colleaguesto consider nominating delegates to attend the Indiana Governor's Conference onLibraries and Information Services. The Conference will be held at the IndianapolisHoliday Inn at Union Station on November 16, 17, 18, 1990 (Friday, Saturday,Sunday). The goal of the Indiana conference is to develop recommendations for furtherimprovement of library and information services as they impact the increase ofproductivity, expansion of literacy, and strengthening of democracy in our state.

Delegate nominations are being solicited from four primary groups of Indianacitizens: general public, government officials, library and information supporters, libraryand information professionals. Twenty delegates and four alternates will be selected fromeach of the 10 Congressional Districts in Indiana.

The Conference has been convened by Governor Bayh in response to a WhiteHouse Conference which has been called by President Bush and will be held in 1991.

During the Indiana Conference, twelve delegates and forty alternates will beselected to attend the White House Conference in Washington, D.C. to represent theinterests of Indiana citizens regarding libraries and information services.

Delegate nomination forms are due May 1, 1990. Additional forms may berequested from the Indiana State Library.

Enclosed you will find a press release along with delegate nomination forms andfact sheet which can be distributed widetv to your associates, collragues. and friends. Wewould appreciate your assistance in helping us to find a diverse but representativegroup of Indiana citizens who have an interest in helping us develop an informationpolicy which will effectively impact democracy, pmductivity, and literacy.

If you should have additional questions, please cal! the State Library ExtensionDivision staff at 1-800-451-6028 or 232-3290 (Martha Catt, Public Information Director),232-3715 (Martha Roblee, Associate Director for Extension Services). 232-1938 (JeanJose, Assistant Director) or myself at 232-3692.

Sincerely,

\\-C. Ray E ickDixector

C

107101

An Equal Opportunuy Employer

THEME

1.281E

LCICAILCIN

SPQRSQB

COORDINATOR

QAL

STRUCTURE

DELEGATES

EXHIBITS

THE INDIANA GOVERNOR'S CONFERENCE ONLIBRARY AND INFORMATION SERVICES

1990

INDIANA STATE LUEIRARY140 N. Senate Avenue

Indianapolis, Indiana 46204Office of the Director

Fact Sheet

GOVERNOR'S CONFERENCE ON LIBRARIESAND INFORMATION SERVICES

"Libraries - Link to Learning"

November 16, 17, 18, 1990 (Friday, Saturday, Sunday)

Indianapolis, Indiana - Holiday Inn at Union Station123 West Louisana Street

Governor Evan Bayh

Indiana State Library

Develop an information policy for Indiana relating toan increase in productivity, expansion of literacy andstrengthening of democracy.

Two full days of conference activities beginning at 1 p.m. onFriday and concluding at Noon on Sunday. Renownedspeakers from across the nation will be invited to addressthe conference theme. Ample time will be devoted to smallgroup discussion.

Two hundred delegates representing the general public,government officials, library and information supporters,library and information professionals from each of the tenCongressional Districts in Indiana.

An Information Exposition featuring technologicalinnovations which are and can be used in the access anddelivery of information will be available for both delegatesand the general public to examine.

102 1( s

PRESS RELEASEFor Immediate ReleaseMarch 15, 1990

Martha E Can,Public Information DirectorIndiana State Library140 North Senate Ave.Indianapolis, IN 46204317-232-3290 or 1-800-451-6028

STATE LIBRARIAN SEEKS DELEGATES FOR GOVERNORS CONFERENCE

State Library Director, C. Ray Ewick, announced today that Governor Bayh has

called for a Governor's Conference on Libraries and Information Services to be held

November 16 - 18, 1990 in Indianapolis. The conference theme is "Libraries - Link to

Learning".

Twenty dclegates and four alternates will be selected to represent each of the ten

Congressional Districts in Indiana at the state-wide conference. Delegates will be selected

from among four primary groups: the general public, government officials, library

supporters and library and information professionals.

Indiana residents interested in serving as delegates to the conference are asked to

complete a "delegate nomination form" before May 1, 1990 and send it to the State Library.

Forms are available from the Indiana State Library, 140 N. Senate Avenue, Indianapolis,

IN 46204 as well as from local public libraries.

The purpose of the Governor's Conference will be to develop a statewide

information policy as it relates to the increase of productivity, expansion of literacy, and

strengthening of democracy among Indiana residents. Education is the process that has

been identified as the common denominator by which productivity, literacy and democracy

can be sustained.

Most other states will be holding similar conferences. President Bush has called for

a White House Confereace on Libraries and Information Services which will be held in

July 1991. During the Indiana conference, delegates will be selected to attend the national

conference in Washington, D.C.

The last Governor's Conference on Libraries was called by Governor Otis Bowen

and held in 1978.

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Documents

DOCUMENT RESUME ED 343 602 IR 053 970 AUTHOR Henson, Jane … · 2014-04-09 · DOCUMENT RESUME ED 343 602 IR 053 970 AUTHOR Henson, Jane E. Ed. TITLE Libraries--Link To Learning