Education and training for library collection development in Hungary

Library Acquisitions: Practice & Theory, Vol. 12, pp. 313-323, 1988 0364~6408/88 $3.00 + .OO Printed in the USA. All rights reserved. Copyright 0 1989 Pergamon Press plc

EDUCATION AND TRAINING FOR LIBRARY COLLECTION DEVELOPMENT IN HUNGARY

GYULA TdTH

Berzsenyi Daniel Tanarktpzii Foiskola

Szabadsag tCr 4

9701 Szombathely, Hungary

BEP;TABOBOK

Department of Library Sciences

Eiitvos Lorand University

P.O.B. 107

1364 Budapest, Hungary

Abstract - Library realities and library science education are closely related. This article examines the historical development of Hungarian librarianship and relates it to the late start and present situation of library science education at both university and college levels in Hungary. Initially both types of training focused on developing technical acquisitions skills. However, there have recently been basic changes in acquisitions education for librarians, with an emphasis on a service orientation rather than the collection of documents. University education is now characterized by a systems approach, cooperation and a user orientation. It is emphasized- both at university and college levels- that knowledge of acquisitions is provided not by a single subject but by many. Hungarian education is founded on practice and the future is evaluated in terms of foreign experiences and changes in the practical reality of the library scene. The role of well-accomplished acquisitions has increased. In addition to a sound knowledge of publications the librarian has to know the needs of library users. Thus acquisitions education has to be characterized by systematic change.

EDUCATION AND TRAINING FOR LIBRARY COLLECTION DEVELOPMENT IN HUNGARY

The training of librarians in a given country is dependent on library conditions there and on theoretical knowledge of library science, although the reality on the library scene is the

Article received: 20 November 1987; Revised version received: 28 January 1988.

313

314 G. TOTH and B. BOBOK

determining factor. Thus this paper begins with a discussion of library conditions in Hungary as a necessary preliminary to examination of the training of librarians.

LIBRARIES IN HUNGARY [l]

Because of historical and social circumstances, Hungarian libraries in the first half of the twentieth century were relatively underdeveloped. This was despite the fact that in earlier periods Hungarian libraries had been progressive for their time. For example, in the second half of the fifteenth century Hungary boasted a royal library comparable to the best library of that time, the library of Vatican; in the eighteenth century some Hungarian libraries of colleges of technology and agriculture were among the first to be established anywhere in the world; and the Hungarian national library was founded as early as 1802.

Nevertheless, libraries were negatively effected by the lack of national independence, sur- viving feudal conditions and later by the ambiguous development of capitalism, as well as by unfavourable social conditions. Apart from a few libraries such as the National Library, the Library of the Academy of Sciences, the Parliament Library, and some university libraries, there existed only few, small and isolated public and school libraries. They were not public libraries in the real sense of the word, only folk libraries, with tiny collections and services of low efficiency. Until the mid-twentieth century there were only a few special libraries, and hardly any documentation centers. In 1885 there were only 245 full-time librarians in the country, by 1925 there were 359, and by 1935 the number had increased to 761.

After the Second World War there was impressive quantitative, and later qualitative, development. Based on the first comprehensive library law issued in 1956, the developing libraries were organized into systems according to type of library and maintainers. The results and problems can be seen from the statistical data: prior to 1945 there were 2637 libraries (this figure included only the scientific, the bigger public as well as folk libraries; there were no data relating to others). Their collection totalled 11 million items. In 1957 there were 39.4 million library items in 18,777 libraries. The 2 million readers used more than 3 million volumes in the libraries, and borrowed almost 26 million items.

By the mid-1980s there are almost 14,500 libraries and service points, but only looO-2000 of these are really efficient and able to offer services on multiple levels. The total collection of national library, of scientific and special libraries, libraries of higher education, school libraries and public libraries is about 117.3 million items. The services of the libraries are used by one-third of Hungary’s population of 10.5 million. The amount of use is indicated by the 30 million items used in libraries as well as the 65 million documents borrowed.

Although the number of libraries has decreased during the last decades, this number is still too high for the size of the country, and is a sign of fragmentation. On the other hand, there has been a dynamic growth in the number of full-time librarians: in 1957 there were 2680 librarians; by 1966 there were 4506; and by the mid-1980s their number approached 8500.

LIBRARY SCIENCE EDUCATION [2]

Given the situation described above, there was no real requirement to develop library training within the institutional and school system until after the Second World War. Librarians of the major libraries acquired the knowledge necessary for their work on their own. It was

Library Collection ~velopment in Hungary 315

a rare exception that Ervin Szabb, a great librarian of the beginning of this century, organized a course in the Municipal Library, and prescribed an examination for his library staff.

The need for institutional training of librarians was only recognized when the Librarians’ Association organized courses in 1935. The lectures by the best librarians and other specialists in 1936-1937 were of such a high level that the librarians who took these courses made up the main body of leading librarians later on.

There were several major steps in the development of institutional training for librarians in Hungary. The first department of library science was founded in 1949 at the University of Budapest, and it has been the only department offering university-level education until now. At the colleges of education between 1951 and 1956 a lot of specialists were prepared for the quickly growing number of public libraries. In the meantime courses were organized within the libraries, lasting for varying periods, and aimed at satisfying pressing requirements. Par- ticipants gained a certificate that was accepted only by the libraries.

In 1962, due to pressure from public libraries, library education was offered at the teachers’ training institutes. It was combined with the preparation of other specialists to work in cultural institutions, cultural centres, etc. This kind of training was raised to teachers’ training college level in 1972, and since then has prepared librarians for all types of libraries.

At present in Hungary full-time, professional librarians are educated at the u~versity and at four colleges of education (teacher training colleges). In addition to library science the students have to choose another programme taught within the framework of teacher education. Thus students are not only prepared for doing information transfer in libraries, but they also acquire profound knowledge in another branch of science, or another profession. In addition they have to study philosophy, education and psychology. University education lasts for five years, college education for four years. The university places more emphasis on history and offers a broader international outlook and more scienti~c~ly-bard preparation; it prepares students for leading positions and for jobs needing a broader approach. College education is characterized by a more practical approach, preparing students mainly for more subordinate jobs, but eventually for leading positions in smaller units within libraries.

Library technicians doing routine work not requiring decision-making are trained mainly at some grammar schools which offer courses especially for this purpose, as well as at central libraries which organize 200-hour courses for young people with a general certificate of education. The majority of part-time librarians are trained at the teachers’ training colleges which prepare teachers for the first four grades of the elementary schools. They offer a 400-hour specialized course in librarianship. Those graduating from these colleges usually work in school and children’s libraries, as well as public libraries in villages. Part-time librarians are partially trained at courses organized by library network centres.

Initially university education for librarians had a strong historical approach, because it prepared librarians mainly for the big scientific and special social science libraries. However, even at the beginning there was a course in documentation (2 hours a week). In the 196Os, when the curriculum was reformed, the historical approach lost ground and besides the library and bibliography-related courses, courses in cultural policy, public education, and later cultural sociology, the psychology of reading, communication, documentation and specialized information were gradually introduced.. From the 197Os, first as electives and later as core courses, information science, computer science and systems orga~ation were introduced and gained importance. The content, structure and methods of education undergo permanent change and updating; sometimes education has anticipated the needs of librarianship.

Below university level the idea of reform is not new either. The curriculum has been reformed several times. These forms of education were characterized by the presence of two

316 G. TdTH and B. BOBOK

core subjects: library economy (including collection development, cataloguing, classification, reader services, library management and organization) and library information sources and services (bibliography). The lower the level of training, the more sketchy the content, and clerical aspects were emphasized, because of time constraints or work requirements.

ACQUISITIONS EDUCATION IN THE PAST [3]

This survey of changes in acquisitions education will not be strictly chronological; the main aim is to identify turning points and to sum up the most important experiences.

In the past there was similar curriculum content for acquisitions education at different levels. In 1972 an expert committee was set up to supervise this education, and recommended that acquisitions be taught at the same level at universities and colleges. The progressive approach of the committee was indicated by its recommendations for modernization in the content and structure of higher education [4].

The different forms of training and their curricula were similar until the mid-1970s inso- far as they dealt with the following topics: the concept of library stock; scope of the library collection; characteristics of the stock: core stock, basic stock; composition of the stock; objectives and methods of stock control; stock acquisitions and relevant tools; surveying the book market; decisions on acquisitions; buying, presenting, exchange, deposit copy; clerical aspects of acquisitions. For full-time students this was a one-term course with two hours per week, making a total of 25-28 hours per term.

Later these topics were followed by discussion of methods to regulate the scope of the collection. This approach emphasized the accumulation of library materials and the preserva- tion function of the library, but the process of planned withdrawal was also dealt with. (It should be noted that after problems of withdrawal had arisen, library education soon included it among the topics covered. On the other hand the libraries themselves reacted very slowly to this challenge, not least because it raises questions of self-sufficiency, autarchy and lack of cooperation between libraries.)

The terms “library accession” and “acquisitions” were soon replaced in Hungarian library terminology by “collection development” and “organization of the collection,” better express- ing the two-way process. Doubtless the breaking up of knowledge into subjects within any form of education or curriculum always creates a dilemma. The relationship between subjects is usually not unidirectional, and they cannot be easily sequenced. Earlier it had seemed rea- sonable to teach acquisitions after students had acquired some knowledge of library history and library economy. Thus it was easier to explain the interrelatedness of library functions and of the scope of the collection. It had also seemed logical that this topic was taught prior to subjects dealing with registration and the organization of library materials, not covering areas connected with the user or with library services.

When the curriculum was reformed, efforts were made to place accessions as early as possible in the curriculum. On the other hand the library can be viewed as a system, similar to a computer, where acquisitions are the input and services the output. Since input and output affect and determine each other, there is a dilemma about using knowledge connected with library services in teaching about stock accessions.

It should be stressed, particularly in relation to the past, that in acquisitions education sep- aration according to the scope of the collection was overemphasized; a single library or network only was taken into account. This was based on practical realities, since libraries emphasized self-sufficiency, and wantedto satisfy their own needs from their own resources

Library Collection Development in Hungary 317

as fully as possible. Thus there was no consideration of networks or systems, of library envi- ronments, or of cooperation in collection development.

Although not necessarily following from the above, greater emphasis was placed on acquisitions technology. Thus it appeared that precise preparation of an order (which is, of course, also important) was more relevant than decisions on what, why and how many copies of books should be purchased. Of course, this was related to practice: the lack of clerical skills in the case of a new colleague is easier to identify than mistake in a content related decision.

Further examples might be cited to show how education was synchronized with changes in practice. Thus the problem of storage was dealt with in library education as soon as it appeared in theory and prior to its realization in practice. Following international trends, education reacted positively to the idea that the library should also accommodate non-print materials.

Thus acquisitions education transmitted the “technology” of acquisitions, and appropriate knowledge; it dealt with bibliographies, trade lists and prospectuses as acquisitions tools, and it showed how to acquire information on the book market. Knowledge of publications was also taught within the framework of another subject, the history of writing, printing, and books.

At the teachers’ training schools a subject called “Knowledge of reference books” was taught. This acquainted students with the most important publications, serials, and standard works, but it started later and aimed at helping reader services. It was not accidental that the committee mentioned above in 1972 urged a change of name and consequently content of the subject to “Knowledge of Documents and Collection Organizations.” According to the committee,

This subject should depart from a typology of documents. After a general and conceptual categori- zation of documents into primary, secondary and tertiary, one should acquaint the students with the purpose, production, content and form-related characteristics of the documents, their publication, dis- semination, purpose and utilization. One has to deal not only with books, but with different forms of books, or in the case of periodicals not only with the whole document but also with its parts (col- umns, articles, news sections, etc.). Special attention should be paid to non-traditional documents, to documents not getting into the trade, as well as to non-published documents. . . . The practical knowledge of stock increase should be based on this typology [S].

ACQUISITIONS EDUCATION AT THE UNIVERSITY AND COLLEGES AT PRESENT

In addition to the above developments, two other factors are important. One is that library policy which emphasizes only accumulation or stock increase is gradually being replaced by a service-centered library policy in accordance with the principles of the UAP conference of IFLA, held in Paris in 1982 [6]. In this respect knowledge of user needs becomes more important, even if dealing with accessions problems. The other factor is acceptance of the fact that no library is able to comply with the different requirements of society on its own; no library can achieve autarchy or self-sufficiency. It has become obvious in Hungary that only a well- organized library network is capable of satisfying present and future needs. There are still problems associated with the realization of this concept. Furthermore this library system should be integrated into the whole information system, and these national systems should be linked to international ones. Only then could Hungary comply with the principles declared in Helsinki in 1975.

318 G. T6TH and B. BOBOK

Such a conception, despite some unresolved problems, is manifest in university education and in other efforts. Teaching of the strategy of collection development starts with description of national and international library systems, indicating the main points which link libraries with other information systems (be they educational, cultural, technical, economic or financial). We want our students to know how the system functions, from whom and what kind of information can be expected, in what way and at what expense, what types of collections exist, what catalogs and registers are available, what types of communication systems can be used for transmission, how shared sources can be used, etc. [7]. This is the aim when studying the system, since its creation and function is the aim of library policy. The system itself is a tool to be used in society’s effective and economical supply of information. This is why we study-according to the UBC program- the national library model, and the function of the national library and information system, pointing out that “the system is more than the mechanical sum-total of its constituents” and “these constituents as members of the system have such characteristics which they don’t and couldn’t possess as elements indepen- dent of the system” [S].

Secondly, we deal with the theoretical and practical conditions of cooperation, and consider the mutual advantages and drawing up of common goals, etc. At the university level we want to convey the need for well organized, flexible collections, which on the one hand have to be based upon knowledge of user demands and on the other hand upon knowledge of the collection itself. There are three components determining policy on book stock formation: the user’s needs; indices of use of the collection and the interests of the collection; and the advantages and consequences of belonging to a system (UAP). These three aspects have to be considered in teaching.

According to Vickery, the acquisitions policy equals the planning of the system’s input side and as such it is determined by the system’s final aim or output [9]. The efficiency and utility of a library are determined by its collection. Thus we have to analyze the extent to which the collection fulfills user needs, and how successful the measurement of these needs is. This is why we deal with information needs, research, methodology and the measurability of needs. While analyzing the assessment of needs, we make use of those library sources and tools that give direct or indirect information about the appearance and development of these needs, including indices of collection use, data about lending and inter-library loan, files on fulfilled and unfulfilled requests, the catalog of desired books, the reference journal, and experiences of librarians working in the reference department.

There are also sociological and psychological considerations. The methods applied differ depending on whether we are assessing the needs of users of public libraries with fiction collections, or the needs of users of special, university or college libraries. Ranganathan’s first law states that “books are for use.” But what kind of books should be chosen that will actu- ally be used by the user? We have to be acquainted not only with lists of new accessions but also with the utility of the collection. In addition, general planning can be facilitated by such acquisition aids as IFLA norms, American Library Association guides, or guidelines for the development of public or school libraries (in Hungary these are based on IFLA norms). These are mostly quantitative recommendations, providing minimum standards for different types of libraries. Our students are acquainted with these too.

Consideration of all the necessary facts results in the formulation of regulations for planning collection development. The written guiding principles are also emphasized by the ALA, as preconditions for well-planned stock formation. Although the set of regulations requires continuous control, it is also concerned with theoretical questions generally determining the level and depth of a collection, proportions of document types, and languages, etc. We want


to convey that the collection always represents something. Thus we have to know to what extent a trend suits the interests of users, whether it is adaptable or not, suitable for research or not, whether it will require additions, and if so to what extent. Thus we consider not only specific methods of collection analysis, but also bibliometric relationships and the measurability of scientific trends (Bradford’s law, Brooke’s model of Bradford distribution, Lotka’s law, Solla de Price’s theory of growing mechanism, selection modeling, etc.). This enables us to point out certain tendencies, so that selection can be objective and better planned.

Our students are also acquainted with projects which aim at cooperation in collection development (e.g., aims and results of the Farmington plan and the Scandia plan, the latest Scandia project that began in 1984, coordinated by Sweden), and they compare these with Hungarian experiences [lo].

We also deal with the problems of central deposit libraries, and with their different forms and solutions (e.g., with the policy of the British Library Lending Division, and that of the American Center for Research Libraries). According to Line there are two general means of making documents available: central collections and a central catalog [l 11. Based on different stock development strategies, the English and American examples emphasize the indispen- sibility of central collections. In Hungary deposit libraries have the role of preserving rather than serving [12].

An essential part of stock development is the systematic reduction of books withdrawn from stock. Note that only few libraries take on preserving tasks (mainly the national library and some central libraries), and most of them see it as just a secondary task. We also consider the “zero growth” of the English University Library System, which seems to be rather hazardous and not at all free from problems.

Teaching document typology is one of the most difficult tasks. It is not easy to categorize documents on the basis of their form and content. It is interesting that problems are caused not only by new and non-book materials but also by the fact that we do not even agree on what we consider a book. In Hungary a book is a printed publication with 64 or more pages, in Australia a book should consist of 5 or more printed sheets, in West Germany more than 6 printed sheets. In England publications costing more than 6 pence are included in the national bibliography as monographs. ISBD/G is the general format for presenting in a uni- fied structure data on documents. With its help it is easier to examine those characteristics which help to determine form and content (e.g., what can be expected from a standard type document, what is the information value of a research report, conference paper or a disser- tation?). Another question concerns the consistency with which documents get into bibliographies and into the trade. The problem of non-book materials should also be mentioned, as well as their bibliographic control (this is to be discussed later in a special course). The professional librarian has to be acquainted with the types of these documents and with sources for their acquisition.

The acquisitions librarian does a lot of preparatory work. This series of activities involved in decision-making is illustrated in Figure 1. It is important that students see the flow of these activities as logically and clearly as possible. They should know the tools created as a result of these activities, such as files, inventories and catalogs, along with the methods of organization and management for increasing library efficiency. In this way librarians’ libraries can be transformed into users’ libraries.

We have only a few aids for teaching this topic. It is important to check the principles mentioned above against the practice of individual libraries. This is the main reason for inclusion of a four-week practicum following the sixth semester.

In summary, earlier traditional courses in stock development were taught just after courses


PROCEDURES

Study of readfn~ motivation. etc

Resource planning and svsluation

Preparation of decuion

Figure 1. The Acquisitions Decision-Making Process.

in library and book history, as part of the second university examination (in the second half of a student’s studies). As a result of curriculum reform, studies in library economy were brought forward to the third-fourth semester, and they became more intensive at the same time. Studies of accessions are placed at the beginning. Thus the teaching is done parallel with the general subjects and with the topic of organization of library materials which deal with formal aspects of document processing.

The changes in content and approach are as follows:

1. striving for a systems approach -needs, goals and operation of a library system; 2. forms of cooperation from stock formation to services; 3. following the model “single input/processing-multiple output/utilization”; 4. analyzing the flow chart of the library’s operation-demonstration of the integrated

library’s operation; 5. emphasizing the user-centered library - needs assessment, methodology, planning pub-

lic relations, etc.

Of course, not all the problems are solved in the course of education. For example, division of the curriculum into subjects can be justified, but we have to strive for their better SW-


chronization and interrelationships; studies in computer technology do not run parallel with this course, being taught in the fifth semester. (This situation will probably improve once students acquire a more profound knowledge of computers in elementary and secondary schools.)

College-level education also gives an international outlook [13], but it prepares basically for Hungarian practice. Consequently it could integrate teaching of document typology, even if the problems mentioned above still exist. It is also useful to deal with book or, on a much broader front, document aesthetics, and to teach the fundamentals. This is not only a requirement of professional education; becoming aware of interesting typographical features can help students to realize that books (as well as other documents) are not only information carriers, or objects that should merely be catalogued, classified or stored. Knowledge of the formal characteristics of documents is essential not only for the organization of library materials, but also for reader services. The user may have distinct preferences in selecting material; for a beginner or an older reader the technical and formal features of a book or periodical are fre- quently important.

Another aim of curriculum development at the college level is to harmonize and clarify the interrelationships of studies in collection development and other subjects more precisely than before. It seems more and more that not only does this subject prepare students for one of the most important activities of the librarian, but it also forms the basis for other activities, such as the organization of library materials, reader services and information. On the other hand this relationship has a two-way character: acquisitions and collection development bor- row a lot from other subjects. User studies and bibliometrics are taught within the framework of other subjects. For the student the important fact is the interrelationships and realization that what he is doing is not studying different subjects but preparing for a profession. The profession’s knowledge is divided into subjects, but there exist interrelationships among them. Individual subjects open up different aspects of the same activity or object; but knowledge and skills acquired in studying a certain subject may be utilized in very different areas (e.g., with the help of bibliographic description we can produce not only card catalogues but also different forms of catalogues, and this knowledge can be utilized in reference work and other areas).

Our third aim is to test the theoretical knowledge in practice as early as possible-to con- front theory and practice. It is important that, simultaneously with their theoretical studies, students become acquainted with libraries of different sizes and types, and that they are given the possibility of practicing the processes of acquisitions, under supervision. One week’s practice each semester helps them acquire not only practical skills but also new knowledge and experiences.

Obviously there are problems in college education, and some of them are not limited to this level. For example, the librarian doing acquisitions work and shaping the library’s collection has to decide on individual documents: whether or not they should be acquired or withdrawn from the collection. But if he considers only this approach, he will not be able to form a collection from the set of books or documents. The words of Ludwig von Bertalanffy cited above are not only valid for the relationship of libraries and information systems, but more so for the relationship of the whole collection and individual documents. It is not easy to make students understand the qualitative change that occurs when a document is integrated into a collection, the system of relationships that is produced between the whole and the part, which is probably an essential characteristic of the library, differentiating it from book stores or publishing house stores. Nevertheless, this should always be considered when making individual decisions.


POSSIBLE FUTURE PROBLEMS AND SOLUTIONS

It is not easy to suggest solutions to possible future problems. Nonetheless, librarians of earlier times had to cope with information explosions, and our predecessors were always able to find solutions to their problems. This problem-solving capacity is the best guarantee for our future.

Moreover, education in general is not able to offer preparation for the entire life of a professional. This is especially so of library science education which offers only the broad and general professional knowledge and skills necessary to start a professional career. The student will not become an experienced specialist during his studies; this can only occur after work in the library. This is particularly so if one is considering such complex areas as acquisitions or collection development. Education for acquisitions depends on changes in the types of documents, their production and transmission on the one hand, and on the development of libraries, library systems and information transmission on the other hand. A third group of factors can be linked to this: the development of information storage and retrieval. Though training and education should point to the expected future, they should not teach utopian visions, and it is even more dangerous to identify merely theoretical solutions. We should follow a strategy of constantly and systematically observing practice, drawing theoretical con- clusions, and identifying what practical skills and competences should be taught. Thus, not education but the libraries themselves will find the answers to the new challenges, and theoretical research and education should observe and analyze developments and react quickly to them. Library science education can offer historical and theoretical analogies as a transmit- ter of empirical knowledge, but it cannot assume the function of practical experience.

In Hungary-a moderately developed country in librarianship as well as in other areas-we are in a comfortable situation; we “have nothing else” to do but to follow what others have already done, to analyze the experiences of more developed countries and to learn from them. But this situation does not relieve us from solving our own objectives. It is not a question of simple copying; necessary adaptations are our task-nobody does it for us.

Further training is of paramount importance, and it usually goes with specialization. We hope we were able to show the complex multiple interrelationships that are needed for good collection development, multidimensional in reality, while training and education are limited to linearity. While education provides a foundation, especially on the level of general principles, only practical experience will enable the professional librarian to recognize the details and microstructure of acquisitions and collection development. It is no less important that the knowledge students acquire of modeled and abstract collections and users becomes reality only later. In addition, for document selection to be competent it must be related to ret- rospective and current knowledge of the relevant field, and all this comes with time and experience.

In summary, the student as future librarian should be aware that, by shaping the collection, he helps to determine the limits of a given library. If the input is inadequate, then there is little hope to that output and user needs will harmonize. The sequence has been reversed: it is not the collection that selects its user, but the librarian dealing with collection development has to know exactly what the users require.

NOTES

1. For Hungarian language Sources on library and book history see: KovAcs, M&C. A konyv 6s kdnyvtdr a mugyur tdrsadalom Plerpben. AZ dUamalapit&dl 1849-ig. Budapest, 1963, pp. 288-321; Kovzics, M&t& A konyv 6s kdnyv-

2.


tdr a magyar tdrsadalom Pletdben. Budapest, 1970, pp. 15-22, 74-l 19,286-97, 346-95; Szabd-And& Endre. Ktinyvtdri adatok, 1884-1945. Budapest, 1966, p. 230 (library statistical data, 1884-1945). The most important publications dealing with library science education past and present are: KovLs, M&b. “AZ egyetemi kbnyvttiosk6pzes k&t &tizedes fejliidese 6s f6bb kCrdCsei,” KBnyvtartudominyi Tanulmtiyok, 1969, Budapest, 1970, pp. g-130; KovBcs, M&C and Babiczky, BCla (Eds.). “A k6nyvtirosok, bibliogrlfusok ts dokumenta6k ptilytijjanak, kdpz&nek alakulha, mai helyzete es fejliidCs&ek tovClbbi lehetiisegei 6s feltttelei,” Kiinyvtdrtudomdnyi Tanulmdnyok, 1970, Budapest, 1971, pp. 291-331; Kovks, M.&t. “The Training of Librar- ians in the Socialist Countries of Europe,” UNESCO Bulletin for Libraries, 18. 1 (1964). pp. 13-21; KovBcs, M&C. “The Education and Training of Librarians in Hungary,” Libri, 16, 1 (1966), pp. 18-48; KovPcs, M&C. “Training for Librarianship in Hungary,” IFLA General Council Meeting Budapest, IFLA-C/EDU 71, p. 25; Fiilop, G&za. “A kiinyvttiros Cs informatikuskCpzCs MagyarorszBgon,” Kijnyvtdros, 37, 7 (1987), pp. 416-19; T&h, Gyula. “A fiiiskolai k6nyvt&oskCpz& megtijittisa,” Kiinyvtdri Figyelti, 30, 5 (1984), pp. 464-76.

3. Faculty of Philosophy, E&v& Lor&nd University. Guide and Curriculum of the Department of Library Sci- ences. Budapest, 1972, Pub]. OMKDK, p. 84. See also the actual curricula of the different educational institutions.

4. Soksz. A kiinyvtdroske’pzt% feliilvizsgdlatdra felk&t bizottsdg zdrdjelentt!se. Budapest, 1972, p. 46. (Final report of the committee in charge of supervising library science education.)

5. Op. cit., pp. 32-33. 6. International Congress on Universal Availability of Publications, Paris, 3-7 May 1982. Final Report. Paris: PGI-

UNISIST-UNESCO-IFLA, 1982. p. 17. 7. Kilgour, Frederick G. “Public Policy and National and International Networks,” Int. Technol. Libr, 2, 3 (1983),

pp. 239-245. 8. Bertalanffy, Ludwig von. General System Theory. New York: Braziller, 1968, p. 289. 9. Vickery, Brian C. Information Systems. London: Butterworths, 1973.

10. Hagerlid, Jan. “SULF Projektet,” Bibfioteksbladet, 70, 9 (1985), pp. 198-199. 11. Line, Maurice B. “The Role of National Libraries: A Reassessment,” Libri, 30 (1980). pp. 1-16. 12. National Repository Plans and Programmes: A Comparative Study of Existing Plans and Possible Models.

Wetherby: IFLA International Office for UAP, 1982, p. 133. 13. For developments and the present situation see: T&h, Gyula. “A szombathelyi klinyvtiroskepz& kCt Cvtizede,”

Ktinyvtdros, 33, 1 (1983), pp. 34-81. (Two decades of library science education in Szombathely); Tbth, Gyula. “A fbiskolai k6nyvt8roskCpz& megdjitisa,” op. cit. (The revival of college level library science education.)