| Volume 19, No. 2 | Winter 2000 |
PRESIDENT RESIGNS, VEEP TAKES OVER
A Letter from the President
I am writing to resign from the position of ASDAL President. I have agonized over this decision because I strongly support ASDAL's mission and have thoroughly enjoyed being a part of its leadership. However, I have come to the conclusion that my personal circumstances prevent me from effectively discharging my duties as President, and that it would therefore be detrimental to ASDAL for me to continue in this office. Maynard Lowry, the President-elect, will take over the duties of ASDAL President, effective immediately.
I thank you all for the confidence you have shown in electing me president, and I wish you all the best. ASDAL is truly making a difference in Seventh-day Adventist Libraries, and I know it will continue to do so. I thank all of you for your friendship and support. I leave with many warm memories of my friends at ASDAL.
Christina Cicchetti, President
(ccicchetti@hotmail.com)
* * *
A Letter to the President and the Association
As those who have served the Association as Vice-President/President-elect know, it's the year of presidency that has the greatest appeal. The pressure is off, so to speak. It's the Vice-President's role to bring together a top-notch program that appeals to a diverse membership. It is a significant challenge and a considerable amount of work. Such depends upon working remotely with committee members through telephone, email, and snail mail. When a program comes together, it's with a great sense of satisfaction. That glow, as it were, should be enjoyed as the Vice-President assumes the new office of President.
It is with great regret that we accept Chris Cicchetti's wishes and resignation as the President of our Association, and we send her our very best wishes. She deserved to bask in the success of the recently completed conference in Montemorelos that she so ably planned with the assistance of our hosts there. This was to be her year. We regret that she will not be continuing in her role as President and that she will be absent to receive the appreciation of the membership in person.
Thank you Chris, for your hard work and commitment to ASDAL. You've done a great job for the Association in several capacities. We've appreciated your leadership. We'll miss your fellowship. Good work!
With every best wish,
Maynard Lowry, Vice-President/President-Elect
(mlowry@lasierra.edu)
By Jim Ford
The Nominating Committee appointed at the conference in Montemorelos presents the following report to the members of ASDAL. The following individuals agreed to have their names on the ballot for possible election to office with the term beginning July 2000. Under each name is the candidate's current job title and previous ASDAL positions held as provided by the candidates themselves.
This report is submitted by the 1999/2000 Nominating Committee: Jim Ford, Chair; Ralph Köhler, Per Lisle; Ruth Swan; and Aixa Vega.
Jim Ford, Nominating
Committee Chair, is Curator of the Adventist Heritage Center, Andrews
University, Berrien Springs, Michigan.
(fordjim@andrews.edu)
ASDAL 20th ANNUAL CONFERENCE PRELIMINARY PROGRAM
"The Library's Role in the Changing Teaching/Learning Environment"
Andrews University
Berrien Springs, Michigan
July 9 - 16, 2000
By Linda Mack
Come to Andrews University (AU) to enjoy a wonderful time mixing fun, fellowship, and learning. Conference planners have prepared a mix of tasting the historical with the technological wonders of the 20th and 21st centuries. It will all happen in the context of our global village. The SDA world church will have just completed the General Conference Session in Toronto. Our conference presenters hail from around the globe, by birth or by present location, including: Brazil, Croatia, Ethiopia, the Philippines, Trinidad, the United Kingdom, and the United States.
Conference planners, including Maynard Lowry, program chair; and the local arrangements committee, have designed a palette of events to provide all participants with numerous opportunities for fun, fellowship, and growth. One word of warning: there are a number of concurrent events. No one person will be able to do everything, but we hope that the variety of choices will give you the opportunity to tailor this conference for you.
In this issue of ASDAL Action we have provided specific financial and scheduling information as well as the conference registration form. More details will be published in the Spring issue. Regular updates will also be posted on the conference Web site http://www.andrews.edu/library/screens/asdal2000.html (or access it through http://asdal.org/). Please direct any further questions about the conference to on-site coordinator, Linda Mack, Music Materials Center, Andrews University, Berrien Springs, MI 49103-0230 or e-mail mack@andrews.edu.
ASDAL Banquet: Berrien Springs circa 1900
What was Berrien Springs like when Battle Creek College moved here? You will find out at the ASDAL Banquet, Thursday evening, July 13. Step back in time as you dine in a turn-of-the-century (make that the 20th century) atmosphere, and listen to Bob Myers, Curator of the Berrien County Historical Association, tell you about Berrien Springs circa 1900.
ASDAL Tours
In addition to conference sessions and workshops, we have planned a variety of additional activities for your enjoyment. Cost information is found on the conference registration form. Although we have not set deadlines for reserving space on the tours, the earlier you register, the more likely you will have a place on the tours. You may invite guests for any of these activities. Tours that have not been filled by May 15 may be cancelled.
American Library Association:
Sunday, July 9-Tuesday, July 11
The schedule and proximity of the annual conference of the American Library Association "Libraries Build Community," make it possible for ASDAL participants to stay at Andrews University and make day trips to Chicago to attend sessions and/or visit the thousands of exhibits. Transportation cost is $15 per day. Participants will be responsible for their own registration and meal costs. More information on the conference can be viewed at http://www.ala.org/events/ac2000/.
Local Libraries Tour:
Friday, July 14
Three public libraries within a few miles of AU have completed major renovation or expansion projects within the past year. We will visit each one and have opportunity to hear about the planning and implementation of each project. Our last visit will be the public library in St. Joseph on the Lake. We will take time to explore this charming town with its restaurants, shops, and even the beach if you desire. For $10, we will provide the transportation and guides; supper is on your own.
Historic Battle Creek:
Sabbath, July 15
Less than two hours' drive from AU, Battle Creek has many connections with the early history of the SDA Church. The tall building that once housed Dr. John Harvey Kellogg's sanitarium is still the city's most prominent landmark. The all-day bus trip will begin with the morning worship service at the Tabernacle, followed by a picnic lunch. The afternoon tour of historic sites will include the Oak Hill Cemetery where Ellen White and many other church leaders are buried, and a visit to the Pioneer Advent Village which is under active development. Total cost for transportation, lunch, and buffet supper is $30.
Greenfield Village & Henry Ford Museum:
Sunday, July 16
This all-day bus trip to Dearborn takes us to one of Michigan's most interesting places to visit. The museum and village are an eclectic complex of artifacts from America's past including the Wright brothers' bicycle shop, Thomas Edison's Menlo Park Laboratory, the rocking chair in which Abraham Lincoln was sitting when he was shot, steam locomotives (actually housed inside the museum!) And much more. Our visit takes place during "Our Daily Bread Historic Food Weekend." For more information on the museum and village see http://www.hfmgv.org/index.html. The tour costs $40 to see either the Museum or Greenfield Village. Meals will be on your own. You may pre-order a box breakfast and/or lunch from the Andrews Cafeteria (see registration form). Restaurants and concessions are located in both the museum and village, but vegetarian options are limited. As we will be returning late, we will plan a supper stop where a number of eateries will be available.
ASDAL 2000 Preliminary Program
The following preliminary schedule is provided to help you in making your travel plans. A more complete program will appear in the Spring issue of ASDAL Action, and regular updates will be posted on the conference Web site (http://www.andrews.edu/library/screens/asdal2000.html). School Librarians will meet during concurrent sessions listed in the schedule.
Sunday, July 9
Transportation to ALA
6:00 Library Foundations Workshop Welcome Dinner
Monday, July 10
Transportation to ALA
Library Foundations, continued
Tuesday, July 11
Transportation to ALA
Library Foundations, continued
Adventist Resources Section Pre-session
8:30 Devotional
9:00 Welcome
9:30 SDA Bibliography
12:00 Lunch
1:30 Preservation of Digital Records
2:30 Business Session
Election
SDA Periodical Index Report
SDA Obituary Project Report
SDA Material Location Project
Adventist Pioneer Library Report
4:00 Tour of new Adventist Heritage Center/Ellen G. White Estate Branch Office
4-8 p.m ASDAL 2000 Registration
7:30 SDA Periodical Index Board Meeting
Wednesday, July 12
8:00 Registration
8:30 Welcome to Andrews University and ASDAL
9:00 Keynote Address: Transforming Libraries
10:45 Adventist Libraries and Distance Learning: The Next Wave of Collaboration, by Peg Bennett & Keith Clouten
11:45 Lunch
1:00 Presentations:
The Illusive Dream of Library Automation in a Developing Country: A Case Study, by Annette Melgosa
Teaching and Learning in Higher Education: The Role of the Library from the Perspective of the United Kingdom, by Per Lisle
Machine Translation on the World Wide Web, by Jane Het
1:00 School Librarians Concurrent Session
4:15 Business Session I
5:30 Supper
7:30 ALICE Board Meeting
7:30 James White Library Tour, including: new Adventist Heritage Center/Ellen G. White Branch Office; Instruction Lab; Mary Jane Mitchell Multimedia Center Lab; Branch Libraries.
Thursday, July 13
8:15 Devotional and Announcements
8:30 Presentations:
Library Buildings in the Context of the Electronic Information Era, by Adu Worku
Integrating Learning Resources on Campus: Developing a Teaching Learning Center Roundtable, by Ruth Swan
10:30 School Librarians Concurrent Session
10:45 Continuity of Resources in the Electronic Age: Preservation Issues in the Digital Library, by Josip Mocnik
11:30 Electronic Poster Session: Creating a Library Web Tutorial, by Sabrina Pusey (this will be on-going throughout the extended lunch period)
11:45 Lunch
1:30 Group Photograph
1:45 Breakout sessions
4:00 Business Session II
6:30 Banquet: Berrien Springs, circa 1900
Friday, July 14
8:15 Worship and Announcements
8:30 Presentations:
Censorship and the SDA Librarian, by Petra Pierre
Intellectual Freedom in Seventh-day Adventist Colleges and Universities: Challenges and Responsibilities, by Lauren Matacio
11:00 Business Session III
12:00 Lunch
1:30 Local library tour and shopping/supper/beach in St. Joseph
Sabbath, July 15
All day tour to Battle Creek
Sunday, July 16
All day tour to Dearborn
General Information
The following basic information is provided to help you plan your costs for the conference. More details will be available in the Spring issue of ASDAL Action. You may also consult the conference Web site.
Ground transportation
The Andrews Transportation Department provides service from several nearby locations:
South Bend, Indiana
Michiana Regional Airport/Amtrak/United Limo
One-way charge: $25 for a single passenger, $20 each for two or more
Niles, Michigan
Amtrak
One-way charge: $15 for a single passenger, $10 each for two or more
Benton Harbor, Michigan
Southwest Michigan Regional Airport/bus terminal
One-way charge: $15 for a single passenger, $10 each for two or more
All fees must be paid in cash at the time of the service.
For arrangements, contact the Andrews Transportation Department by one of the following methods at least five days in advance:
E-mail: trans@andrews.edu
Campus accommodations
While visiting our campus, you may choose to stay in one of the residence halls. Each furnished, dormitory-style room contains two twin beds and can comfortably accommodate two adults. Linens are provided, but there is no maid service. Other facilities include: snack machines, coin-operated washers and dryers, limited kitchen facilities.
Check in time is 3 p.m. Check out time is 9 a.m.
Some rooms are air-conditioned and have semi-private baths between two rooms; others are not air-conditioned and have community-style bathrooms. Please indicate your choice on the registration form.
RV space with electricity & water hookups (no sewage disposal) is available for $5/night.
Meals
The conference fee includes one banquet ticket. Additional tickets are available for guests and should be purchased on the registration form.
The Terrace Café is located in the campus center and will be open at regular meal times during the conference. You may either purchase meal tickets on the registration form or pay cash for individual meals. Costs are charged à la carte. Plan on an average of $5.50 per adult meal.
Linda Mack, Chair of the
Local Arrangements Committee, is Music Librarian at Andrews University,
Berrien Springs, Michigan.
(mack@andrews.edu)
ANDREWS UNIVERSITY ANNOUNCES SUMMER OPPORTUNITIES
By Keith Clouten
The summer of 2000 holds several special opportunities for librarians from all parts of the world. The librarians at James White Library (JWL) are planning a variety of workshops on topics of interest to librarians, with special discount prices to international institutions which participate in the Services to Adventist International Libraries (SAIL) program. In summary, library events at Andrews University will be as follows:
| July 9-11 | "Library Foundations for a New Millennium" Workshop |
| July 11-15 | ASDAL Conference |
| July 17-21 | "Library Advancement" Workshops |
"Library Foundations for a New Millennium" Workshop (July 9-11)
This Workshop, which was advertised one year ago, has received a good response from librarians on six continents. It will begin on Sunday evening, July 9 (the day after the General Conference Session finishes at Toronto, Canada), and continue through Tuesday afternoon, July 11. Several librarians from Andrews and abroad will present topics during this Workshop, which is focused especially for international librarians. For more information, including a brochure, program, and registration form, contact James White Library, Andrews University, Berrien Springs, MI 49104, USA, or email to SAIL@andrews.edu.
"Library Advancement" Workshops (July 17-21)
During the week after the ASDAL Conference, the staff of JWL are offering a number of workshops. Several of these will also be of interest to international librarians. This updated information gives the cost of the sessions and the detailed schedule (see "Andrews University Library Advancement Workshops"). The number of sessions for each workshop varies. There could be two different sessions going on at the same time slot, so please make your choices carefully.
The brief list below shows the name of the workshop, the cost, presenter/s, and total number of hours:
Creative Management for the Librarian - $25
(Linda Mack - 4 hours)Growing A Small Seminary Collection - $25
(Warren Johns - 4 hours)Introduction to HTML Authoring - $60
(Sabrina Pusey and Steve Sowder - 10 hours)Introduction to Music Materials - $25
(Linda Mack - 4 hours)Issues in Collecting and Preserving Seventh-day Adventist Materials - $25
(Jim Ford - 4 hours)Managing Student Employees in Libraries - $25
(Cynthia Helms - 4 hours)Planning Your Library's Future - $60
(Keith Clouten - 10 hours)Simple Cataloging - $50
(Lauren Matacio - 8 hours)User Needs Assessment Tools and Methods - $25
(Cynthia Helms and Terry Robertson - 4 hours)Visual Communication - $25
(Kathleeen Demsky - 4 hours)
For more details and updates, please check the James White Library Web site at http://www.andrews.edu/library.
Keith Clouten is Library Director at Andrews University, Berrien Springs, Michigan.
(clouten@andrews.edu)
ASDAL ACTION-PRINT OR ELECTRONIC?
By Cynthia Mae Helms
At last year's ASDAL Conference, the members in attendance discussed alternate ways of delivering ASDAL Action. Printing and mailing cost money but ASDAL Action is about the only thing that members benefit from if they are not able to attend the annual conferences. It is the only thing that involves the entire membership throughout the year. While ASDAL Action files have been sent regularly for inclusion in the ASDAL Web site, there is a big lapse of time before they become available on the World Wide Web. The idea of free Web access was not totally accepted because if it came free, then why should we even bother to collect fees? So, the idea of passworded access for members was suggested. Is this feasible?
To gather more input from our members, particularly for those who were not physically present to get involved in the discussion, the treasurer and the editor included the following questions in the membership renewal form:
In what form would you like to receive ASDAL Action on a regular basis?
| ___ print | ___ electronic |
If in electronic format, what delivery method would you prefer?
| ___ e-mail | ___ WWW |
Survey results showed that of the 111 forms returned, 86 answered the questions. Of the 86 responses, 45 preferred print and 40 preferred electronic. Some of those who indicated that they preferred print also answered the questions regarding their preferred mode of electronic delivery. Regarding the two modes of electronic delivery, 39 checked e-mail and 21 checked WWW, bringing the total to 60. That shows 20 extra responses as compared with the 40 who said they preferred electronic! Several would like to have e-mail notice when the Web version is available.
There will still be more print issues to come until we have studied the matter thoroughly. In the meantime, the editor is working with Steve Sowder, James White Library Systems Librarian, on making the Web version password accessible only and informing members by e-mail when ASDAL Action is available on the Web.
Cynthia Mae Helms, ASDAL Action Editor, is Head, Department of Information Services at Andrews
University, Berrien Springs, Michigan.
(helmsc@andrews.edu)
By Annette Melgosa
By the time you read this, the Adventist International Institute of Advanced Studies (AIIAS) Library will have joined the list of automated libraries! For the past several years AIIAS Library operated with an old DOS-based automation program. Two stand-alone computers in Technical Services kept acquisitions records and printed catalog cards. So AIIAS began its automation project with inadequate infrastructure, no computers to speak of, no MARC records, and an acquisitions database riddled with inconsistencies and inaccurate financial records.
The work environment needed to be reconditioned to handle the new computer network. Specifically, this involved the installation of secure and reliable electric lines and network cabling, air conditioning, and carpentry work to refit the work areas.
Since we had to purchase hardware and a library system with limited funds, we decided to purchase the components and have the computers built for us. This ended up being quite a bit cheaper. We also know what is actually inside the computers.
One of our major concerns with the library system itself was support. Communications and road networks are difficult at best in the developing world. We made the conscious decision to only purchase a system that had support in Manila which was less than two hours away by car. This narrowed our selection down considerably. In the end, AIIAS decided to purchase TLC's Library Solutions package.
We are now ready to build the database. Because we have no MARC records, we purchased TLC's English and Theology MARC databases and plan to create our database through copy cataloging. New purchases are frozen for the first quarter of 2000 so that the Technical Services Department can build the database of about 33,000 records. Local holdings information will be added by our cataloger and all records will be checked by the librarians before being placed in the catalog. In the meantime, our public services staff will be putting bar codes in all the books.
We are not there yet, but we are close to joining the 21st Century!
Annette Melgosa is
Assistant Librarian at Adventist International Institute of Advanced
Studies, Cavite, Philippines.
(amelgosa@aiias.edu)
By Joyce Van Scheik
Visitors are often surprised to find a degree-granting liberal arts and sciences college near a small prairie town in central Alberta. And they are doubly surprised to find that the college library not only houses a carefully-selected local collection but also provides access to the resources of major Alberta libraries.
Consortia involvement began in 1997 when the library joined NEOS, an Alberta library consortium, sharing an integrated automation system (DRA). Through NEOS, the library provides access to the combined collections of 26 libraries, including those of the University of Alberta and 10 other colleges. The shared patron file and online catalog of over four million items allow registered patrons to borrow freely from all member libraries or place requests for items to be delivered to the borrower's home library. Requested items are circulated via the consortium-wide document delivery service and arrive in two to three days.
At first students were surprised and confused by the large number of hits resulting from catalog searches but they soon learned that local titles were easily identified (highlighted), and the rest were easily requested. And when requested items actually arrived in a couple of days, the secret was out! Of course, library education continues to be a major challenge, but ever-climbing statistics are proof that more and more students are taking advantage of the service.
NEOS consortium activity in books and articles has more than doubled over the past year, and for the first time borrowing has exceeded lending. Even though the collection is small (64,000 items), more than half of the items are unique to the NEOS database. Even so, it is surprising to see the requests received each day from other libraries. Psychology, education, and religion books are especially in high demand.
Another exciting development for the library is The Alberta Library Card Program. The Alberta Library (TAL) is a province-wide consortium of all types of libraries with a current membership of over 200. With a TAL card, students and faculty may borrow without charge at universities, colleges, and public libraries anywhere in the province. Borrowed items may be returned here.
In addition to resource sharing, benefits from TAL membership include province-wide database licensing initiatives through which the library has been able to access online resources such as Electric Library Canada and Canadian Business & Current Affairs. These Canadian-content, full-text periodical databases complement EBSCOhost Academic Search and the bibliographic databases the library has been able to access so reasonably through ALICE.
Little library on the prairie? The answer is yes, if you consider the limited space inside the four walls of the library. On the other hand, if you consider the networks of consortia involvement at the CaUC Library, the answer is a resounding no.
Joyce Van Scheik is
Librarian at Canadian University College, College Heights, Alberta, Canada.
(jvansche@cauc.ab.ca)
By Steve Sowder
James White Library has expanded its access to the Internet with the installation of a wireless network system. Transmitters in strategic locations throughout the building enable network access from anywhere in the building. Every library study area and meeting room has access to the network. A student can even access the Internet from the elevator.
The wireless system allows students and patrons to connect to the Web and not be dependent on the computers provided by the Library. During times of high demand it is difficult to find an available computer. The wireless system allows the students to bring their own lap top computers into the library and connect to the Internet.
This system was piloted in the Architecture building the past school year. Students using the system in the building could connect to the Web and were not dependent on or tied to a particular room in the building. In fact, the Architecture building does not have a computer lab. Because of the wireless system, the campus network and the Internet is available from anywhere in the building.
The system was installed by the campus Information Technology Services personnel during the Christmas break. It is the result of months of planning and testing. Laptop computers equipped with transmitters connected to the PCMCIA slot allow access to all Library databases, university Web pages, and a full connection to the Internet.
Andrews University plans to provide wireless access in all major locations on campus where students congregate including large meeting rooms and auditoriums. The Library is a natural location and was one of the first buildings on the plan. The other building was the Campus Center where the Student Center and the Cafeteria are located. Future installations include the Business building, Technology building, Physical Therapy building, and the Science complex. Further information about the system can be found at http://www.andrews.edu/wireless.
Steve Sowder is Systems
Librarian at Andrews University, Berrien Springs, Michigan.
(sowder@andrews.edu)
LA SIERRA UNIVERSITY LIBRARY ESTABLISHES NEW ENDOWMENTS
By Maynard Lowry
Two new book fund endowments that will benefit the Library and assist in acquiring new materials for its collections have been established at La Sierra University (LSU).
The Wilfred and Ruby Hillock Endowment will provide income that can be used to purchase new materials in the area of business and management. The late Wilfred Hillock, a La Sierra University graduate and former Professor of Management, was an avid stamp collector. For several years, he and his wife Ruby, a former business office employee, have made gifts-in-kind and transferred their collection of world-wide stamps to the Library. Recently the stamp collection was auctioned and the proceeds have been used to establish this endowment.
Investment income from the William Brunie Memorial Endowment will be used to acquire new materials in the areas of philosophy, religion, and science. Particular attention will be given to acquiring materials that bring these three areas together. The endowment was funded by generous gifts from the family and friends of the late William Brunie, a Glendale psychiatrist whose love of books and ideas prompted him to begin building the endowment before his death in 1999.
LSU requires that new endowments have an accumulated value of at least $10,000 before income may be used. All endowments include a provision for preservation of capital and endowment growth. Since 1974 the LSU Library has established seven endowment funds with gifts and bequests made by donor friends. These endowments now total approximately $500,000 and the income contributes significantly to the development of collections at the University.
Maynard Lowy is Library Director at La Sierra University, Riverside, California.
(mlowry@lasierra.edu)
JAMES WHITE LIBRARY HOSTS HOLOCAUST EXHIBIT
By Lauren Matacio
The highly acclaimed exhibition, "Rescuers: Portraits of Moral Courage in the Holocaust," was hosted by James White Library (JWL) at Andrews University, October 15 through November 30, 1999. Gay Block, photographer, and Malka Drucker, theologian and author, spent three years interviewing and photographing rescuers from twelve countries to create the stunning exhibit of 55 portraits and stories and its accompanying book and video recording. The exhibit program, which included several lectures and a film series, was arranged by Wolfgang Kunze, Professor of German.
The JWL Cultural Events Planning Committee supervised displaying the exhibit. Transforming the Reference Room into a gallery and lecture hall was challenging but rewarding. Over 150 people attended the opening night lecture by rescuer, Marion P. van Binsbergen Pritchard (who was flown in from New York!), and hundreds of individuals from the university and surrounding community were inspired by viewing the Exhibit. The Library provided tours for over a dozen school, church, and civic groups.
Two Seventh-day Adventists were portrayed in the Rescuers exhibit. Andrews student, Anna Gerasimova Galeniece, was surprised to find the portrait of her grandfather, Amfian Gerasimova in the exhibit. She had not seen him since 1972 when he left Riga, Latvia and moved to Jerusalem where he served as a missionary until his death in 1986. Another Seventh-day Adventist, John Weidner, whose story is told in Flee the Captor by Herbert Ford, was also featured in the exhibit. The Exhibit was a great success both in terms of good public relations for the library and service to the university and surrounding Adventist and non-Adventist community. It also helped promote the book which was a part of the exhibit.
Lauren Matacio, is
Head, Department of Bibliographic Services, at Andrews University,
Berrien Springs, Michigan.
(matacio@andrews.edu)
AN ADVENTIST LIBRARIAN'S CAREER: LOOKING BACK FROM THE 21st CENTURY
By Mary Jane Mitchell
My career as a librarian in Seventh-day Adventist (SDA) educational institutions spanned over half a century. It officially began under Theofield G. Weis when I was a student at Washington Missionary College, now Columbia Union College, in the late 1930s. But my interest was really sparked in 1930 at Plainview Academy in Redfield, South Dakota, by English teacher and librarian, Bonnie Velhagen, and history teacher, Emmett K. Vande Vere. They decided that the academy library needed to be recatalogued. I was assigned to help and fell in love with libraries. Together, they bear responsibility for sending me into my career.
The classification system I learned to use at Plainview, of course, was Dewey's Decimal Classification System. I also learned the fine art of the "library hand" in order to write the numbers on the spines of the books. These skills served both libraries and me well into the 1960s. What has happened since then has been an amazing transformation of library science into information technology. Now, I wonder if tangible card catalogues can even be found any more. It has been decades since call numbers were handwritten on books.
After graduating from college, I was asked to work in the library of the SDA Theological Seminary. While working there, I got my library degree at the Catholic University of America. Degree in hand, I became librarian of the Seminary. The collection grew slowly but steadily, responding to the need to support the Seminary's curriculum. A great deal of care was also exercised to build and strengthen the general collection. This specialized theological library was not only a research tool for faculty and students, but it also became a repository for rare artifacts and books relating to the Seminary's mission. Its collection included 19th-century evangelistic charts, Luther tracts, and a number of early Ellen G. White publications. When my daughter was a child, she was convinced that the library's sole purpose was to house William Miller's hatbox.
This library had its beginnings with the visions of a number of key people. Elder Benjamin P. Hoffman, the first chairman of the Seminary library committee, recognized the indispensability of a strong library. Dr. Frank H. Yost succeeded him. These men and others in the early days--like Presidents M. E. Kern, D. E. Rebok, and E. D. Dick; and Professors Daniel Walther and Roland E. Loasby laid the groundwork of a fine institution. By the end of the 1940s, its collection had become established and, physically, its space was the gathering place, the heart, of the Seminary.
After a break of five years, during which time Dr. Holger Lindsjo was librarian, I returned in 1953 and remained with the library throughout all the changes that came thereafter until my retirement in the 1980s. Those changes were enormous. The scope of the Seminary and its library was radically expanded in the late1950s with its merger with Emmanuel Missionary College; the move from Washington, D.C. to Berrien Springs, Michigan; and the joint transformation of a Seminary and a College into a University.
From a reading room and suite of stacks and offices, the library of the Theological Seminary became a department of the James White Library (JWL), housed in a million-dollar building. The space, the collections, the staff all grew. The responsibilities of the new university library were completely revolutionized--from a single-minded focus on either a seminary or a liberal arts college; and its culture had to expand to embrace the needs of a diverse, multi-faceted academic community. With the creation of Andrews University, both the responsibilities and the status of the library were enhanced. The position of librarian was transformed beyond my wildest imagination when I first began my career.
It is not often that one gets to be at the center of a building project. Helping to plan the library building, and working with the administration, architects, builders, and staff to create a major institution, the JWL, was truly exciting. It is also exciting to know that this building will never be finished. Since my retirement it has already doubled in size. It has not only increased in size over the years, but also in capacity, content, and services.
In the 1960s, the JWL embarked on the computer age as one of the founding members of OCLC (originally the Ohio College Library Center and now known as the Online Computer Library Center), one of the first electronic cataloguing ventures. Its Teaching Materials Center included print collections, and also films and tapes and all of the new machinery of teaching. We had a public photocopier and we became increasingly conscious of our responsibilities for customer service.
My experience of library work began handling books. By the time of my retirement, my work as Director of the Library was more management than it was hands-on collection building. I had a staff of over 80 people, the core of which were professionals with university library degrees, including subject matter PhDs. Librarianship within Adventist academic circles was recognized as a profession and librarians had academic status. I sat on the highest levels of University committees. I was privileged to work with superb colleagues and supportive administrators. Together, we helped to shape the JWL.
Other than Miss Velhagen, my mentors were all men--such as, Mr. Weis; Elder Hoffman; and Father Kortendick, my professor in library school. In my heyday, my peers included both women and men. I think especially of Floda Smith and Barbara Phipps. Now, the top Adventist library leadership positions are once again held chiefly by men.
Is it that librarianship has become a "respected" position within the denomination? Is it that women are not interested in these top library jobs and are going into other fields? What is the effect of the requirement of advanced degrees? Is technology shifting gender roles? How typical is the universe of Adventist academic librarianship in relation to that of American academe?
When I visit libraries today, I see libraries very familiar and increasingly different. A few years ago I was honored by having my name associated with what the old Teaching Materials Center at the JWL has become--an online interactive multimedia center. At the dawn of the 21st century, this is the future of libraries, and today's Adventist library leaders are in keen pursuit of it.
The challenge for us is to maintain a position at the cutting edge of library services and information technology. Where will the next decades take us?
Mary Jane Mitchell
lives in Washington, D.C. She retired from the directorship of the James
White Library at
Andrews University in 1981. She subsequently worked at Newbold College
and returned a number of times to the
JWL as a consultant.
(kamdob@ix.netcom.com)
THE LIBRARIANS' EXPERTISE AND THE WEB: MAKING THE CONNECTION
By Sheila Clark
Developing information literacy competencies in our students is increasingly imperative in the Information Age. In an age awash with texts in all formats, unearthing reliable and pertinent material for the need at hand is both difficult and utterly essential. Therefore, as a familiar argument runs, the role of the instruction librarian in higher education is more vital than ever. I have read numerous articles and even written one myself on the topic. The plethora of texts in electronic format, the complexity of information storage and retrieval, knowledge and the rapidity with which it changes, the economic value of information, we have presumed will make our profession's unique contributions more self-evident to the wider academic community than in the past.
Accordingly, instruction librarians have created instruction Web pages, taught how to search on the Web, warned students that the Web is a self-publishing medium, and taught them to evaluate sources with an eye to reliability, currency, authority, and bias.
Dare I say this? The change is not all I would like it to be. Most of the articles I have read are directed to librarians. That the volume, varying quality, and complexity of organization of information make our competencies of greater importance to a wider spectrum of the population is a point understood primarily by librarians. In a now classic article, Larry Hardesty (1995) illuminates precisely how faculty culture serves as the limiting growth factor in information literacy instruction. As much of our lives have been changed by the Web, it appears to have done very little to change underlying faculty culture in terms of their relationships to librarians.
Several searches in Academic Search as well as in my ordinary daily reading and listening to the media reveal the obvious. Web sites are becoming known through articles directed to members of a particular discipline. The typical article discussing the Web in biology, for example will direct the reader to specific, recommended sites and only rarely, if ever to the library. In an article on using the Web as an "integral part of teaching," Thomas Terry (1999) observed that "Many students turn to the Web rather than the library to search for information" (p. 733). That is not exactly news to librarians! The author does acknowledge later in the article that many good Web tutorials on evaluating web sites are written by librarians though he never mentioned turning to librarians or any one else for help.
Literature in other disciplines, whether discussing students' use of the library before or after the Web, generally fails to recognize librarians as the active teaching partners we wish to be. Before the advent of the Web, a paucity of library instruction articles was found in non-library journals (Jacobson and Valley 1992). The Web appears to have changed little of that.
The Web is a great opportunity, but we have to be savvy in exploiting it. Use the Web as another resource with its attendant advantages and pitfalls. Use it also as a means of being on the cutting edge of showing faculty how to use the Web in their classes.
During the summer of 1998 I attended a National Endowment for the Humanities workshop designed to give classroom faculty and librarians opportunity to exploit the unique features of the Web. For four days we listened to lectures, participated in discussions, shared experiences, explored examples, and worked on designing our own courses using Web-based resources.
Back on campus I found a couple of faculty members eager to collaborate with me. Besides demonstrating search techniques on the Web, I found myself teaching Web page design to American Government students as they put together projects. I showed another teacher how to use the Speakeasy program as an electronic forum in her class. Uwired at the University of Washington is an excellent example of a more ambitious outreach to faculty. And still, there is much to do.
In addition to exploiting the instructional opportunities of the Web, the standard advice for instruction librarians still applies. Be proactive. Take advantage of opportunities to rub shoulders with faculty colleagues outside the library. Be active on committees. Build productive relationships with faculty in whatever ways you can.
Librarians have to make the connection between the Web and their expertise explicit to students and faculty. The opportunity of the Web lies within making that connection. Only then can our competencies benefit the academic communities we serve.
References
Hardesty, Larry. (1995) "Faculty Culture and Bibliographic Instruction: an Exploratory Analysis." Library Trends, 44 (2): 339-367.
Jacobson, T. E. and Valley, J.R. (1992) "A Half-built Bridge: The Unfinished Work of Bibliographic Instruction." Journal of Academic Librarianship, 17 (6): 359-363.
Terry, Thomas M. (1999) "Weaving the Web into Biology Teaching." Bioscience, 49 (9): 733-741.
Sheila Clark is Access Services
Librarian/Associate Reference Librarian at Walla Walla College, College
Place, Washington.
(ClarShe@wwc.edu)
CATCHING THE GREASED
PIG: OUTCOMES ASSESSMENT
Part 1
By Bruce McClay
Where I live in south Texas, a local hunting and camping club awards scholarships to area youth. Each year they sponsor a fair combining fun and business. One highlight of the fair is when the scholarship winners are herded into a muddy corral with a single greased pig. Bedlam ensues as the teens, shouting and stomping, slipping and sliding, race after that slippery porky. Several end up belly and face down in the mud. The fun ends when one finally manages to hang on to the pig. Aside from the entertainment factor, the pig grabber wins some nominal, insignificant prize-- hardly worth the energy, effort, mud, and slop.
Outcomes assessment of library instruction is much like this south Texas tradition - elusive, hard to pin down, and once caught, one wonders if it was worth the time and effort. One writer compared outcomes assessment to "nailing Jell-O to a wall." (Redmond, 68).
Why is it so difficult to assess the effectiveness of library instruction? Libraries regularly measure all sorts of things--they count books, periodicals, and the number of students seeking reference help. Libraries are very comfortable with quantitative assessment, but are much less comfortable with the qualitative.
At my library I fill out a yearly form assessing library instruction. Every question is quantitative in nature--number of classes offered, number of students taught. Do these facts and figures really tell us if we are succeeding at library instruction and if students are learning? I think not!
If academic libraries want to be a part of quality education, they must escape from pure number counting and make a grab for outcomes assessment. Whether we want to or not, we are being forced into the corral. Edward Henninger pointed out six years ago that "the outcomes assessment movement in higher education has steadily, and rather quietly, gained momentum. In fact, the push to implement assessment initiatives may recently have become a rush."
Today accrediting agencies and state legislatures are demanding evidence of quality education measured in outcomes. Almost all states have some outcomes assessment policy. The Association of College Research Libraries (ACRL) has set up a Task Force on Academic Library Outcomes Assessment. This Task Force detailed "methodologies for client-centered assessment placed within the framework of overall institutional effectiveness" and suggested "instruments that measure user perceptions and satisfaction and information literacy standards based on outcomes." (Iannuzzi, 304) "Assessment and service quality are two of the dominant themes in library research today. Over the past three years, College & Research Libraries has published numerous articles on each of these themes." (Stamatoplos, 323).
In spite of the pressure from accrediting agencies and state legislatures and the encouragement and suggestions from the ACRL, most libraries struggle with assessment. Iannuzzi says, "We have yet to see widespread implementation of outcomes assessment methodologies." (304). Why? What makes it so difficult?
Iannuzzi has pointed to the difficulties and challenges of quality assessment and the fear of accountability as major factors preventing involvement in outcomes assessment. These are true, but there are other factors that scare librarians away from outcomes assessment. The vast variety of libraries, instruction programs, and funding make it difficult to institute standards of assessment that apply to all.
Libraries range from small, private, struggling libraries with no formal library instruction to large, well-endowed public libraries offering for-credit undergraduate and graduate classes in library research and instruction. Library instruction programs vary greatly. Some programs consist solely of a library tour available for all freshmen. Others will offer non-credit library classes focusing on specific research, skills, or databases. These vary from a single session that is totally demonstration to those extended over several days coupling demonstration with student hands-on. The latter is unquestionably the best method.
Research shows clearly that students learn best when they "see," "hear," and "do," but lack of resources and time constraints push librarians into less than ideal educational methodology. For instance, at my library we offer instructional sessions at the request of faculty. A professor may call requesting a one-hour session (this is the exception) providing a virtual library tour, an introduction to indexes, the online catalog, and the Web. That forces the librarian into a fast-paced demonstration mode that precludes any assessment.
Even when a professor brings students over for three sessions (the norm), the amount of material we are asked to cover makes it difficult to include any meaningful assessment. Finally, there are those instructional programs blessed with full-semester, for-credit library research classes, which, I imagine, would afford more opportunity for quality outcomes assessment.
It is difficult, but not impossible, to apply the same standards of assessment to all libraries and instructional programs. Also, a review of the literature and state assessment requirements reveals that there is some confusion on what exactly is included in outcomes assessment. Librarians, with their leaning toward quantitative measures, tend to shy away from those things that cannot be neatly defined, described, and packaged.
All of this has created an environment in many libraries inhospitable to outcomes assessment. But this must change as schools, and libraries as a part of those schools, are increasingly "under the gun" to demonstrate that they are producing a quality product. So, how do we do it--catch the greased pig? (To be continued)
References
Henninger, Edward A. (1994) "Outcomes Assessment: The Role of Business School and Program Accrediting Agencies." Journal of Education for Business. 69(5):296-298.
Iannuzzi, Patricia. (July 1999) "We Are Teaching, But Are They learning: Accountability, Productivity, and Assessment." The Journal of Academic Librarianship. 25(4):304-305.
Redmond, Mark V. (Fall 1998) "Outcomes Assessment and the Capstone Course in Communication." Southern Communication Journal. 64(1):68-75.
Stamatoplos, Anthony and Mackoy, Robert. (July 1998) "Effects of Library Instruction on University Students' Satisfaction with the Library: A Longitudinal Study." College & Research Libraries. 59(4):323-334.
Bruce McClay is Instruction Services Librarian at University of Texas - Pan American,
Edinburg, Texas.
(bruce@panam.edu)
ADVENTIST INTERNATIONAL INSTITUTE OF ADVANCED STUDIES: AN OVERVIEW
By Felipe Tan
Forty-five kilometers (27.9 miles) south of Manila, Adventist International Institute of Advanced Studies (AIIAS) stands serenely on a lovely campus of 18.5 hectares (45.7 acres). Ever since AIIAS moved to Silang in the summer of 1991, the international institute has become a landmark in Cavite. AIIAS with its simple but elegant buildings serves as a symbol of excellence in the region. Its location along the national highway leading to Tagaytay City has made it easily accessible from Manila even by public transport.
In a historic action by the Annual Council of the General Conference (GC), AIIAS became a GC institution on October 6, 1996. At present, AIIAS has a faculty representing five continents of the world. Last semester, a total of 363 students representing 29 countries registered for the Graduate School and Theological Seminary. Of this total, 171 were on-campus students and 192 students studied at Distance Learning Centers (DLC). If you want to experience an advanced education with an international flavor in an enchanting Oriental setting, come to AIIAS. Anyone visiting AIIAS will notice that the Library is the center of activities in the campus on a typical school day. To accommodate the needs of the students, the Library remains open during evenings, noon breaks, and Sundays.
A Glimpse of the Past
The Library is fortunate to enjoy strong support from the past and present administrations of AIIAS. When the present campus was still on the drawing board, the previous administration under Dr. Werner Vyhmeister placed high priority on the Library. Dr. Vyhmeister and his wife, Dr. Nancy Vyhmeister who was consultant to the Library, worked tirelessly to ensure that the Library received its rightful place and attention.
A look at the layout of the present AIIAS campus will show that the Library building is strategically located making it accessible from every part of the school.
Aside from being one of the largest buildings on the campus, the three-story Library is representative of the regional culture. Its Malay-type roof blends aesthetically with its Asian setting.
As years rolled by, the Library dreamed of automating its services. Numerous discussions and explorations have been made toward library automation. However, problems haunted every attempt to move forward. Dr. David Birkenstock, AIIAS president, discussed with the librarians, Felipe Tan and Annette Melgosa, the feasibility of an integrated library system for AIIAS. This led to a formal proposal drafted by Melgosa to the GC. Thanks to the gentle persuasion of Dr. Birkenstock, the Annual Council of the GC in 1998 approved funding for the proposal. The AIIAS administration threw its full support into the implementation of the automation project.
At the time of this writing, the hardware infrastructure of the computer network has been laid. The automation software is in the process of being fine tuned. Please read the description of this project in the article "AIIAS Automates" written by Annette Melgosa, coordinator of this project.
The Present
Today, the library collection stands at about 41,000 volumes of books and 200 journal subscriptions. The Library of Congress Classification Scheme is employed. The library collection also includes non-print materials housed at the Media Resources Center (MRC). This includes video tapes, CD-ROMs, slides, and kits. In addition, the MRC provides computers for Internet research. Library facilities also include eight cubicles for students.
One interesting development in AIIAS is the introduction of a library education program. In the summer of 1998, the Graduate School opened the Master of Arts in Education with emphasis on Library Administration. The courses are offered during the summer. Tan and Melgosa are coordinating the program. This is a response to the need of developing the librarians and libraries of educational institutions, initially, within the Southern Asia Pacific Division. At present, we have 24 students in the new program. These students are already working as teachers and/or librarians.
The students have formed an Association of Library Students (ALS) for the purpose of promoting professional growth and cooperation among Adventist librarians. Last summer, the members of the Association held elections. Officials were elected to various posts. Donna Lou Aragon, Librarian of Central Philippine Adventist College, was voted as president. In December 1999, the Association released the maiden issue of its newsletter. A general meeting for the Association will be held this summer. Some of the members of ALS have become members of ASDAL. One interesting possibility would be to affiliate the ALS with ASDAL. This needs discussion and study with ASDAL leadership.
The Challenge
The Library at AIIAS faces enormous challenges. First, we need to meet the growing research needs of our faculty and students. The doctoral programs require more and more materials for our users. Second, the Library is serving as a training school for present and potential librarians in the Southern Asia Pacific Division and beyond. The need for professionally upgrading librarians and developing the libraries of our schools is great.
Felipe Tan is Librarian at the Adventist International
Institute of Advanced Studies, Cavite, Philippines.
(ftanjr@aiias.edu)
Using the Internet as a Homework Helper
By Bob DuBose
The Internet is an amazing study tool. I certainly wish I had been able to use this powerful resource back in the 60's when I was a high school student! There are wonderful sites that can really help students and their parents. There are also sites which will allow students to try to avoid learning the material needed for positive educational experiences and a successful life.
Academic dishonesty takes place when students attempt to take credit for work or learning that they have not actually accomplished. When students participate in group learning experiences or assignments and each person does a part, enjoyable and profitable learning takes place. When students simply borrow a homework assignment and recopy their own names at the top, those students have not learned the material and are basically lying to the teacher and stealing the credits from the student/s whose papers they copied from. Students who allow their work to be copied are also guilty of dishonesty in allowing other students to copy from them.
Plagiarism is a form of cheating committed when creative work or a portion of a work is copied word for word and another person's name is attached as the author of the borrowed work. There are many sites on the Internet that openly sell reports and term papers which dishonest students could then submit as their own work. The site www.superior-termpapers.com advertises that it can "help you with all your term paper needs from kindergarten through graduate school." Imagine that the physician doing your laser eye surgery used a plagiarized term paper when taking Laser Techniques 101 back in medical school! This may help to put the emphasis on good grades rather than learning into perspective.
Fortunately there are dozens of excellent homework help Web pages which provide valuable tools and offer legitimate learning resources to parents and students. There are also several anti-plagiarism Web sites that can be used to help determine if a paper has been plagiarized. In fact www.plagiarism.org was started by graduate teaching assistants who were disgusted by the plagiarism that they saw in their department. The site has become so successful that many major private and public schools, colleges, and universities are subscribing to the services offered by this non-profit anti-plagiarism organization. University of California - Berkeley is testing the service now and may sign a contract for their entire campus. The service costs about $20.00 per course.
Parents, teachers, and librarians can discourage plagiarism by emphasizing the importance of real learning and not just getting good grades. It is also important to follow your students' progress when they are working on term papers and reports and to emphasize the ethical and Christian principles of being honest in all activities. Talk to students about plagiarism and help them to know the difference between an excellent homework help site and a dishonest site that encourages plagiarism. Students should be aware that their parents, teachers, and library professionals know all about the sites that sell reports and term papers.
On January 11, 2000, The Los Angeles Times had an article by Jeff Gotlieb with the headline "College Plagiarists Get Caught in the Web." Donald L. McCabe, a plagiarism expert at Rutgers University in New Jersey was quoted as saying, "The biggest issue is that students don't know what is public information. Their attitude is, it's on the Internet, so it's public information, and we don't have to cite it." McCabe believes that the best approach is "teaching students not to cheat, rather than catching them afterward."
I recently attended the Classroom Connect Conference, the world's largest K-12 educational Internet convention. Patti Tjomsland of Mark Morris High School in Longview, Washington has become a vocal supporter of anti-plagiarism education. Her seminar urged parents and teachers to question the students about their research and to make sure each one is aware of what plagiarism is and the consequences for the student who is caught plagiarizing. Tjomsland also advised teachers to "talk about the cheat sites and let the students know you are aware and show them how poorly written many of the term papers are." She strongly encouraged that all students be taught how to rewrite material so that is in their own words and reflects their own understanding.
Here is a list of some of the better known, legitimate homework help and anti-plagiarism pages and "cheat sites." I must give credit again to Tjomsland for making me aware of some of these sites.
Cheater.com
http://www.cheater.com/
Evil House of Cheat
http://www.cheathouse.com/
Homework World
http://www.saulie.demon.co.uk/
Paper Masters
http://netessays.net/
School Sucks
http://www.schoolsucks.com/
Superior Term Papers
http://www.superior-termpapers.com/
Thousands of Papers
http://www.termpapers-on-file.com/
12,000 Papers.com
http://www.12000papers.com/
"Preventing, Detecting, and Tracking On-line Plagiarism"
http://alexia.lis.uiuc.edu/~janicke/plagiary.htm/
"Plagiarism: What it is and How to Recognize and Avoid it"
http://www.indiana.edu/~wts/wts/plagiarism.html/
Plagiarism.org
http://www.plagiarism.org/
Integrigard.com
http://www.integridard.com/
Homework Central.com
http://www.homeworkcentral.com/
Schoolwork, Ugh!
http://www.schoolwork.org
B.J. Pinchbeck's Homework Helper
http://www.bjpinchbeck.com/
Info Please.com
http://www.infoplease.com/
Multnomah County Library Homework Ctr.
http://www.multnomah.lib.or.us/lib/homework/index.html
The Library Spot
http://www.libraryspot.com
Internet Public Library Ready Reference Collection
http://www.ipl.org/ref/RR/
These lists are not exhaustive. They contain the names of some of the most popular sites. Do your searches in a directory like yahoo.com or a search engine like altavista.com. Search for words like "homework" or "term papers."
Coordinated by Nancy Kim, Librarian at Redlands
Junior Academy, Redlands, California.
(rja@deltanet.com)
Bob DuBose is Director of Learning Resources at Loma Linda Academy, Loma
Linda, California.
(rdubose@lla.org)
Blake, Chris. Searching for a God to Love. Nampa, ID: Pacific Press Publishing Association, 1999. 256 p.
This is a book written both for the "believing unbeliever" and the "unbelieving believer," i.e. those who say there is no God but act as though there is, and religionists who believe in Him but live as though they don't. It is a book for those who are honest enough to question preconceived ideas and stop putting God in a box.
According to Blake, God is an awesome being whom we can never fully comprehend but who longs to connect with each one of us intimately. He is "more a poet than a police officer...more an acrobat than an accountant, more a midwife than an anesthetist." God is a right-brained, passionate being with a great sense of humor.
To portray the immensity and the various facets of God, the author quotes every imaginable source from Forrest Gump, C.S. Lewis, Scott Adams, Huckleberry Finn, Sir Thomas More, T.S. Eliot to Ellen White and Jesus Christ. I have never read a book drawing quotes and metaphors from such a wide variety of sources presented in so riveting a manner. Evidences of God can be found anywhere and everywhere.
The highlight of the book was the recounting of the passion week one day at a time. Blake makes it come to life in a vivid way. The book ends with an incisive indictment of the "worst lie ever told" (eternal burning hell), the real reasons for observing the Sabbath, and the joys of the new earth.
If you are interested in a fresh way of looking at truth and willing to re-examine preconceived ideas about God, read this book. If you have friends who are not sure if they believe in God, share it with them, too. It is an experience you will not soon forget.
By Carol Morse, Serials
Librarian, Walla Walla College, College Place, Washington.
(morsca@wwc.edu)
* * *
Mattingly, J.C. My Daze in the Congo. Cloverdale, IN: Step by Step Publications, 1997. 270 p. (There is a slightly revised edition printed in 1998 by Remnant Publications).
John Charles Mattingly's autobiographical book on the days he and his family spent in central African countries (Rwanda and Congo, today called Zaire) as Seventh-day Adventist missionaries is honest and informative but perplexing.
Instead of attempting to give answers to all the questions that are raised, the author tries to do justice to times past by presenting the events truthfully and objectively. It does not come as a surprise, therefore, to find that certain parts of the book might be hard to swallow for some because of its boldness and tenacity when exposing incongruous habits dealing with tribal, racial, or internal church problems.
The book covers the period from the early fifties to the late sixties. This is a transition period since the colonial powers were withdrawing and many African countries were gaining their independence. To be caught there as a missionary was nothing but easy. In addition to the problems with the colonial powers, there were long-standing tribal differences and feuds which missionaries had to face in order to preach the gospel and run a mission. For instance, the book informs the reader that the mid-90s bloody conflict in Rwanda had its long-lasting origins. The minority Tutsi tribe (20% of population) owned most of the land while the majority Hutu tribe (80% of population) was by and large their discontented servant hoping to gain some economic and political power.
The reader also learns about different kinds of tribal hatred. While there is tribal hatred between the nationals, there is also "tribal" hatred between missionaries. Those who come from one part of the world (Belgium in this instance) claimed frivolously to be better and more needed than some others. The reckoning that "[t]ribal hatred is deep-seated with most people" (p. 82) comes naturally after such an experience.
Moreover, the author is flabbergasted when he learns that the pastor who serves as president of a local mission dares to quote the Bible in support of his prejudiced racist argument (p. 136). When the same person is also found to be improperly using the church funds, one can hardly believe that he is being promoted on account of the fact that he "has a bigger percent of converts than anyone in the whole world field" (p. 85). The whole concept of loving God and loving the neighbor as the underlying principle to go to the mission field must have been shaken after this kind of experience.
Positive experiences, such as the impartiality of another Seventh-day Adventist mission president who helped and rescued people regardless of their nation, race, or belief (p. 177), are there to re-affirm the need to serve others by going to the mission field. All this intertwined with descriptions of dazzling African countryside makes this a book worth reading not only for those who want to learn more about overseas missions and missionaries but for a wider public as well.
By Josip Mocnik, Catalog
Librarian, Andrews University, Berrien Springs, Michigan.
(jmocnik@andrews.edu)
* * *
Stoll, Clifford. High-Tech Heretic: Why Computers Don't Belong In The Classroom and Other Reflections By A Computer Contrarian. New York: Doubleday, 1999. 221p.
One of the most disappointing books I've ever read in my life was The Lore of the Unicorn by Odell Shepard. Here was a book about one of my favorite animals, real or fanciful. Shepard's tone throughout the book, however, was so condescending and his demythologizing so relentless that what I had started in anticipation bogged down in joylessness. To this day I've never finished the book.
I had pretty much the same reaction to Clifford Stoll's High-Tech Heretic. A follow-up to his earlier Silicon Snake Oil, it is a collection of essays more or less chronicling one man's view of the downside of the information age.
The key to reading this book is offered in the subtitle where Stoll refers to himself as "a computer contrarian." Having said that, the reader will not be surprised to find that he telegraphs every punch. After all, to be a contrarian all one need do is take a stand against something. And while Stoll may protest at the outset that "Computers don't bother me...Rather, the culture that enshrines computers gives me the heebie-jeebies" (p. xi), he is determined not to give any quarter or take any prisoners. Literally from beginning to end (he may have thought it good fun to call the Index to the book "Index With An Attitude") the chances of running into any serious scholarship on the subject of the impact of computer culture are going to be slim at best.
Two consecutive paragraphs in his essay "The Connected Library" speak volumes as to how serious about the subject Stoll is:
Ever hear of a bookshelf that has stopped working? I've witnessed it. To save space, my library [at the University of California at Berkeley] put its shelves on rollers, called compact shelving. To get to a book, you turn a wheel and roll several bookshelves, in order to open up an aisle to reach your volume. Nice idea, so long as the mechanism works. When a wheel gets jammed, you can't move the shelves, so your book's out of reach. If several people want books, they wait in line for an aisle to open up. Wait in an aisle next to a bookshelf and nobody can get to any other shelf. It's a storage system designed to provide only the book you're hunting for, nothing else.
Library administrators love compact shelving; open shelves take up more space than rolling bookcases. Combined with offsite warehousing of books, research libraries are becoming systems which will deliver only the book which you request...a fiendish way to prevent both browsing and serendipitous research. (pp. 157-158)
Where to begin? Stoll writes as if the closed stack was invented at about the same time as the Web. When I worked in Chicago doing document delivery throughout the 1980s, I found that a number of libraries had a system designed to "deliver only the book which you request" in operation for quite some time. These included the Center For Research Libraries, the Regenstein Library on the campus of the University of Chicago, and the John Crerar Library after its move from the campus of the Illinois Institute of Technology. Whatever purposes they may serve, closed stacks did not spring up overnight as part of a strategy to frustrate casual browsers.
I would also challenge Stoll's claim that "Library administrators love compact shelving." I don't know that administrators necessarily love compact shelving. They may have learned to live with it because of some harsh realities that Stoll conveniently ignores. Library shelf space cannot be created out of thin air. Like the empty space in a cup which is defined by the cup itself, shelf space is defined by a number of increasingly costly commodities: land and concrete and steel and glass and lighting and heating and air conditioning and the labor to put it all together. Stoll can't be bothered to answer the tough questions of how one handles to everyone's satisfaction a collection that grows arithmetically (or, in the case of journals, geometrically) each year.
Even when he makes a valid point Stoll sabotages it by overkill. He claims that a "well-cataloged collection of books, magazines, and newspapers" will better serve the public than "two dozen high-tech Internet workstations, complete with multimedia software" (p. 161). It never seems to have occurred to Stoll that those workstations could one day become the catalogue. He states that "Rapid obsolescence hits libraries hard" (ibid.) and seems to think it only applies to computer hardware. Yet one of the first lessons I learned in graduate school is that as soon as any reference book goes to press, some information in it is already outdated.
Stoll is an entertaining writer, so it's not as if his rants have no merit per se. Still, you have to wonder why he chooses to spend four pages of a six-page essay on the impact of television watching describing his climbing to the top of an abandoned grain elevator in Lackawanna, New York. The point of the essay, I think, is for a need to balance television with actual interpersonal interaction, but going on for four pages about what he himself described as "the seventh stupidest thing I ever did" (p. 71) may not be the best way to get the point across. One wonders whether he hadn't simply fallen in love with his own prose at some point.
High-Tech Heretic appears to have been written with the low-tech or no-tech audience in mind. It was not meant to take a studied look at the changes in the way people handle information, relying instead on breezy prose and anecdotal nuggets to take the place of serious discussion. The book could serve as a possible antidote to mere intoxication with computers, to wishing to be one of "the first by whom the new is tried." But you can achieve the same results by renting a copy of the Marx Brothers movie "Horse Feathers" and listening to Groucho as Professor Quigley Wagstaff sing "Whatever it is, I'm against it!" You get pretty much the same results as you would reading Stoll's book.
By Daniel J. Drazen,
Editor, Seventh-day Adventist Periodical Index, Berrien Springs, Michigan.
(drazen@andrews.edu)
By Marilyn Crane
Balbach, A. The history of the Seventh Day Adventist Reform Movement. Roanoke: Seventh Day Adventist Reform Movement, 1999. 664 p. $40.00. (Contact: Reformation Herald Pub. Association, 5240 Hollins Road, VA 24019).
A doomsday reader: prophets, predictors, and hucksters of salvation. Edited by Ted Daniels. New York: New York University Press, 1999. 253 p. ISBN: 0814719090 pbk.) $19.00. Includes a chapter on the Branch Davidians. The topics covered are done from the context of millennial thought. Sections of particular interest: Enlightenment and Secular Millenarianism; Millennial Evil; and Well-known Contemporary Movements.
Gane, Barry. Building youth ministry; a foundational guide. Riverside, CA: Hancock Center Publications, a division of La Sierra University Press, 1997. 312 p. ISBN: 0944450318. Sections included are: a brief history of Adventist youth work; understanding, organizing, maximizing, balancing youth ministry; and exploring issues.
Hasel, Michael G. Domination and resistance: Egyptian military activity in the southern Levant, ca. 1300-1185 B.C. Leiden; Boston: Brill, 1998. 372 p. (Probleme der agyptologie ; Bd. 11) ISBN: 9004109846. $118.00. Dr. Hasel teaches at Southern University. This book is based on his dissertation from the University of Arizona at Tucson.
Katz, David S. and Richard H. Popkin. Messianic revolution: radical religious politics to the end of the second millennium. New York: Hill and Wang, 1999. 303 p. ISBN: 0809068850. $25.00. The intent of the book, according to the authors, is to trace the roots of messianic revolution from the late Middle Ages and to show the "evolution of this concept." Waco and David Koresh are included.
The Seventh-day Adventist elder's guide. [Silver Springs, MD]: General Conference of Seventh-day Adventists Ministerial Association, c1998. 226 p. $25.00. ". . . to provide elders with a tool that will help them lead the congregation to expand the blessings of worship through service."
Wojcik, Daniel. The end of the world as we know it: faith, fatalism, and apocalypse in America. New York: New York University Press, 1997. 281 p. ISBN: 0814792839. Mentions Seventh-day Adventists, William Miller, Millerites, and Branch Davidians.
Note: This column lists titles published outside the major publishing houses of the Seventh-day Adventist Church.
Marilyn Crane is Special
Collections Cataloger at Loma Linda University, Loma Linda, California.
(mcrane@dwebb.llu.edu)
The Care of Leather Bindings
By Randy Butler
While the bulk of library collections are composed of paper, cloth, and card stock, there are always a few and usually older volumes with full or partial leather bindings. In archives and special collections, these volumes may amount to a significant percentage of the holdings. From time to time, I have been asked about the proper care and cleaning of leather bindings. These questions usually arise after the discovery of leather flaking and/or breaking down into "red rot" (reddish-brown powder). Unfortunately, when these signs of deterioration appear there is little or nothing that can be done to restore the leather. Prompt action can retard the process of degradation. Good ongoing preventive measures can help avoid the problem of "red rot" when applied before the symptoms become apparent.
Leather is organic and therefore susceptible to the same degradation processes as paper. The manufacturing process, preparation process, temperature, humidity, and handling all contribute to the ultimate deterioration of the material. Leather has been used for covering books from the third century or even earlier up to this day. When properly tanned, stored, and maintained, it is still probably the most permanent covering material known at this time. Virtually every conceivable type of skin has been used in Europe and the United States-calf, deer, goat, pig, sheepskin, and horsehide, just to name a few. A note on vellum and parchment is in order here. Vellum and parchment are very thin translucent or opaque unhaired leathers. Vellum is usually made from calfskin while parchment is traditionally made from lamb or kid skins.
Aside from the age of the animal which determines the thickness, problems with leather permanence begin with the tanning process. Alum-tanned skins often contain acidic residues that can increase embrittlement of the skin over time. Today, most skins in Europe and the United States are vegetable-tanned. The use of vegetable tannins, which dates as far back as 5000 B.C. in Egypt, results in a soft drape or texture and produces more permanent leather. The use of urine or acid, which is commonly done in Mexico, should be avoided. Acids damage molecular bonds; they also act as a catalyst for chemical degradation if they are not properly removed during the curing and tanning process. As with paper, this reactive process is speeded by high humidity and temperature along with air pollutants including ozone and various sulfurs.
One often hears that beeswax, lanolin-based leather dressings, or Neats'- foot oil should be used every few years to keep the leather flexible and porous. The truth is that while these dressings may preserve and to some extent restore the flexibility of the leather, they cannot prevent chemical decay nor restore leather that has been decayed due to chemical influences. Conservators do not use beeswax or lanolin alone. They formulate leather dressings based on an analysis of the leather and the extent of the degradation to produce the best results. Formulated leather dressings should be prepared and applied only by a conservator. Obviously the cost of such treatment limits the application to only those that are truly rare or unique volumes in the collection.
If you are determined to take action but cannot afford formal conservation techniques, I can recommend one product: Cellugel. This is available from University Products, Inc., 517 Main St., P. O. Box 101, Holyoke, Massachusetts, U.S.A. 01041-0101; phone number 1-800-628-1912 or 413-532-3372. Applying Cellugel with a soft sponge on the leather and allowing it to dry helps keep the "red rot" powder or dust from coming off the leather. However, this will not stop the chemical degradation of leather or prevent "red rot" when applied before the powder appears. It does help to stabilize deteriorating leather.
Keeping shelving and books clean and within a moderate temperature (68-72 degrees) and humidity (45-55%) and away from unfiltered outside air, interior mechanical rooms, and copy machines are among the best preventive measures that can be taken. Dry air (under 30%) will cause leather to either dry or crack and moist air (over 55%) will speed chemical degradation. Dust traps oils and pollutants as well as abrades book covers. Leather bindings can best be protected by placing the volumes in acid-free phase boxes or Mylar bags. Once "red rot" appears, try using Cellugel every couple of years on the affected volume/s and monitor the item/s periodically. Never use lanolin or Neats'-foot dressings, lacquer, or any wax products on leather bound books because you may cause irreparable damage. Proper handling includes the use of white cotton or acrylic gloves to prevent the transfer of dirt and oils from the hands to the binding. Consult a conservator for best results.
For more information on this topic, please refer to:
Horton, Carolyn. Cleaning and Preserving Bindings and Related Materials. Chicago: Library Technology Program, American Library Association, 1978.
Morrow, Carolyn Clark. Conservation Treatment Procedures: A Manual of Step-by-Step Procedures for the Maintenance and Repair of Library Materials. 2nd ed. Littleton Colorado: Libraries Unlimited, 1986.
Ritzenthaler, Mary Lynn. Preserving Archives and Manuscripts. Chicago: Society of American Archivists, 1993.
Randy Butler is Library Director at Southwestern Adventist University, Keene, Texas. For preservation questions email Butlerr@swau.edu
Andrews University
Lower Floor Renovation
As the Fall Quarter raced to an end, the staff of James White Library donned work clothes to assist in the move of nearly 140,000 volumes of periodicals on the lower floor. Purpose of the moving project was to vacate an area of approximately 5,000 square feet for expansion of the Adventist Heritage Center. By Christmas the move was completed, and on December 27 the wrecking crew arrived to remove walls, rip up carpet, and begin the long awaited renovation project. By summer we should have an attractive and spacious new Center accommodating both the Adventist Heritage Center and the Ellen White Research Center, which have occupied separate territories up to this time.
This will open the way for stage two of lower floor renovation which will involve installation of high density mobile shelving units for the entire periodicals collection. There will also be renovated space for the Periodicals Department and 15 additional closed carrels for doctoral students.
Keith Clouten (clouten@andrews.edu)
Reunion of All Library Personnel
A reunion of all former staff members and student assistants of the James White Library is planned for Alumni Weekend, April 28-30, 2000. For more information contact Rebecca Twomley (twomley@andrews.edu) or visit the library Web site at www.andrews.edu/library under "Events/Workshops."
Jess Oliver (oliver@andrews.edu)
* * *
Loma Linda University
Marissa Smith, Reference/Interlibrary Loan Librarian, and her husband, James, are the proud parents of their first child, James Jedediah "Jed" Smith, born November 17, 1999. He weighed 7 pounds, 7 ounces at birth. James has accepted a teaching post in North Carolina, so we are in the process of bidding farewell to Marissa.
With additional financial support from the school deans, we are subscribing to the Web of Science produced by the Institute for Scientific Information. Of the three possible components, our subscription includes Science Citation Index Expanded and Social Sciences Citation Index. The subscription covers the current year with access to the back files from 1980-1999.
David Rios (drios@dwebb.llu.edu)
* * *
Oakwood College
One of the scheduled events of the African American Family Conference in November 1999 was a tour of Oakwood College (OC) and its museum. Greeted by Minneola Dixon, archivist, and Joyce Williams, administrative assistant, the 45 tourists were given a briefing of OC history which left each visitor asking for more information and wishing they had more time to spend on our campus.
Annually, the museum honors their student assistants and volunteers in a banquet. Twelve volunteers received certificates of appreciation and small gifts. Based on their evaluations, the following student assistants received honors: Rhodeanith Dormer, Erika Hollingsworth, Tabitha Miller, Regrick Howard, and K'Hari Bryant.
Credits for the sumptuous dinner go to the following volunteers: Elizabeth Rice, Mandy Martin, Morna Battle, Ola Emmerson, Dorothy McLeod, Margaret Dowdy, Clinton Williams, D. J. Dixon, and Effie Lewis.
Minneola Dixon
* * *
Pacific Union College
The accrediting body in this region, Western Association of Schools and Colleges (WASC), sent a seven-member team to visit Pacific Union College (PUC) for reaccreditation between Nov. 30 and Dec. 3, 1999. The Steering Committee in charge of the self-study chose teaching, learning, and resources as the main themes and addressed the nine WASC standards around these three themes. Needless to say, we were very busy attending meetings and answering questions during this time.
When WASC came to PUC in 1990, it had indicated that building a new library or expanding the current library was "top priority." Well, there is no new library or expansion as of this writing and WASC revisited the issue this time with more intensity. Hopefully, PUC will have a new library some day. There is wide spread support for a new library and the capital campaign is underway. If PUC manages to raise the needed cash, we will have a new library in the next five to six years.
Adu Worku (aworku@puc.edu)
* * *
Southern Adventist University
The Instructional Media Department at Southern Adventist University (SAU) has now been moved into the Library. Frank DiMemmo, formerly the Director, has come to the library as the Media Librarian. The move took place just prior to Christmas break, so you can imagine the disarray and clutter.
Loranne Grace has been elected president of the Chattanooga Area Library Association, and Ann Greer has completed class work for her PhD. Ann is full speed ahead on the dissertation and hopes to complete it by this summer.
After expending a lot of time cleaning up our computer programs, SAU came through Y2K with flying colors, as did most of the world it seems! Happy New Year from the SAU staff!
Peg Bennett (pbennett@southern.edu)
* * *
Walla Walla College
Terri (Theresa) Alekel has joined the Peterson Memorial Library staff as Library Office Manager. She comes to us from the Pacific Press Publishing Association. She replaces Jeanne Munson who moved to the Bay Area in October.
Joining us in the new, full-time position of Library Systems Technician is Gary Benton. He has been a Computer Technology Instructor at Walla Walla Community College and an Assistant Engineer for Adventist World Radio in Guam.
Welcome Terri and Gary.
Carolyn Gaskell (GaskCa@wwc.edu)
* * *
ASDAL Action Back Files
The official files of ASDAL Action do not have a single copy of Volumes 3-7, 1983-1988. If you have original issues to spare, please send them to:
Cynthia Helms, Editor
ASDAL Action
James White Library
Andrews University
Berrien Springs, MI 49104-1400
If original copies are no longer available, I will have to accept photocopies. Please notify me by e-mail before sending them.
Cynthia Helms (helmsc@andrews)
* * *
ASDAL Omitted in American Libraries Article
The Association of Seventh-day Adventist Libraries was omitted from the article "Keeping the Faith: Religion in the Professional Sense" by Ron Chepesiuk in the American Libraries (Aug. 1999, pp. 48-50). Maynard Lowry sent a letter to the editor which was published in the "Readers Forum," October 1999 (p. 38) issue of American Libraries. His letter called attention to the omission of ASDAL, its worldwide membership, and its contribution to bibliography and librarianship through association support of the SDA Periodical Index and the Library of Congress supplemental BX6151-6158 schedule. At least one inquiry about the LC class schedule has resulted from the publication of this letter.
Maynard Lowry (mlowry@lasierra.edu)
* * *
Correction
Please make a correction on the list of ASDAL Committees: Chair of ALICE is Carolyn Gaskell.
Violet Maynard-Reid (maynvi@wwc.edu)
* * *
Hilts Scholarship
ASDAL is taking applications for the $1,000 D. Glenn Hilts Scholarship until May 15, 2000. To quality, applicants must be accepted into a library science program accredited by the American Library Association and must expect to complete their degree within the next two years. For information and application forms, contact Paulette Johnson, Chair, ASDAL Scholarship and Awards Committee, Pacific Union College Library, One Angwin Ave., Angwin, CA 94508-9705; e-mail: pjohnson@puc.edu
Jess Oliver (oliver@andrews.edu)
* * *
SDA-Librarian Listserv
SDA-Librarian provides a discussion for SDA Librarians and for anyone interested in Adventist library issues. Any items of interest to SDA librarians and libraries are welcome. There are currently 60 subscribers to the listserv. It is an unmoderated listserv and currently has low levels of traffic.
You are encouraged to join the SDA Librarians listserv by sending an e-mail to listserv@andrews.edu with no subject entry and a message of "subscribe sda-librarian".
Steve Sowder (sowder@andrews.edu)
ANDREWS UNIVERSITY LIBRARY ADVANCEMENT WORKSHOPS
| DAY | 8:00-10:00 a.m. | 10:00-12:00 a.m. | 1:00-3:00 p.m. | 3:00-5:00 p.m. |
|---|---|---|---|---|
| Monday July 17, 2000 |
Planning Your Library's Future (K. Clouten) |
Introduction to HTML (S. Pusey & S. Sowder) |
Visual Communication (K. Demsky) |
Intro. To Music Materials (L. Mack) |
| Issues in Collecting & Preserving SDA Materials (J. Ford) |
Simple Cataloging (L. Matacio) |
Managing Student Employees in Libraries (C. Helms) |
||
| Tuesday July 18, 2000 |
Planning Your Library's Future (K. Clouten) |
Introduction to HTML (S. Pusey & S. Sowder) |
Visual Communication (K. Demsky) |
Intro. To Music Materials (L. Mack) |
| Issues in Collecting & Preserving SDA Materials (J. Ford) |
Simple Cataloging (L. Matacio) |
Managing Student Employees in Libraries (C. Helms) |
||
| Wednesday July 19, 2000 |
Planning Your Library's Future (K. Clouten) |
Introduction to HTML (S. Pusey & S. Sowder) | User Needs Assessment Tools & Methods (C. Helms & T. Robertson) |
Creative Management for the Librarian (L. Mack) |
| Growing a Small Seminary Collection (W. Johns) |
Simple Cataloging (L. Matacio) |
|||
| Thursday July 20, 2000 |
Planning Your Library's Future (K. Clouten) |
Introduction to HTML (S. Pusey & S. Sowder) |
User Needs Assessment Tools & Methods (C. Helms & T. Robertson) |
Creative Management for the Librarian (L. Mack) |
| Growing a Small Seminary Collection (W. Johns) |
Simple Cataloging (L. Matacio) |
|||
| Friday July 21, 2000 |
Planning Your Library's Future (K. Clouten) |
Introduction to HTML (S. Pusey & S. Sowder) |
ADVANCE REGISTRATION
ASDAL TWENTIETH ANNUAL CONFERENCE
Andrews University - Berrien Springs, Michigan
July 9 - 16, 2000
(Please Print or Type) NAME: Last________________________________ First__________________ Middle_____________ ADDRESS:_______________________________________________________________________________ CITY/STATE/ZIP_________________________________________________________________________ TELEPHONE Day (____)____________ Evening (____)___________ Fax (____)_______________ E-MAIL_________________________________________________________________________________ In case of emergency on campus, please notify:_________________________________________ _______________________________________________________________________________________ (Name/Address/Telephone#)
SECTION A
CONFERENCE FEES: PRE-CONFERENCE FEE: Member, before May 15 $45.00 Adventist Resources Section $10.00 Member, after May 15 $55.00 Non-member $55.00 Student/Retiree $20.00 Conference Fees = $____________
SECTION B
CAMPUS HOUSING
Circle the nights needed for lodging:
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
July 9 July 10 July 11 July 12 July 13 July 14 July 15
Indicate any additional nights needed here: __________________________________
Check your lodging preference
( ) Plan A: Double occupancy, air-conditioned, semi-private bath, $31 per night
Name of roommate:_____________________________________________________
( ) Plan B: Single occupancy, air-conditioned, semi-private bath, $25 per night
( ) Plan C: Double occupancy, non-air-conditioned, community bath, $23 per night
Name of roommate:_____________________________________________________
( ) Plan D: Single occupancy, non-air-conditioned, community bath, $17 per night
Calculate total housing charges:
___________ x _________ - ______________________________________= _____________________
# of nights rate 10% discount if paid and reserved Total housing charges
by June 9, 2000
SECTION C
MEALS
( ) Plan A: Meal ticket: I wish to purchase a campus meal ticket for Terrace Café.
Families and friends can use one meal ticket. We suggest an average price of $5.50
per adult meal to calculate dollar amount needed on ticket. No refund is available
for unused portion of meal tickets. Minimum purchase of $10.
Name on ticket:_______________________________ Face value desired: $____________
( ) Plan B: I prefer to eat off-campus or purchase individual meals in the
Terrace Café.
SECTION D
SPECIAL EVENTS
ALA Transportation Sun, July 9 ____________ X $15 = $____________
(# of persons)
Mon, July 10 ____________ = $____________
Tues, July 11 ____________ = $____________
Additional Banquet Tickets ____________ X $20 = $____________
(one ticket included in (# of add. guests)
Conference Registration)
Local Libraries/St Joseph Tour, Fri, July 14____________ X $10 = $____________
Battle Creek Tour, Sabbath, July 15 ____________ X $30 = $____________
(includes box lunch + buffet supper)
Dearborn Tour, Sun, July 16 ____________ X $40 = $____________
box breakfast ____________ X $ 6 = $____________
box lunch ____________ X $ 6 = $____________
SECTION E
TOTAL COSTS
Reservation Deadline: This form and accompanying payment in full
must be postmarked by June 9, 2000 to receive the 10% housing
discount. After this date, regular rates will apply.*
Conference Fees (See Section A) = $____________
Campus Housing Fee (See Section B) = $____________
Meals (See Section C) = $____________
Special Events (See Section D) = $____________
*Late registrants may phone to see if space is available*
GRAND TOTAL = $____________
METHOD OF PAYMENT (Please Check One)
( ) My check or money order payable to Andrews University is enclosed.
( ) Please charge my: ( )Visa ( )Mastercard ( )American Express ( )Discover
Card number:____________________________Expiration date:___________________________
SIGNATURE:_________________________________________________________________________
Mail form to:
CONVENTION SERVICES
ANDREWS UNIVERSITY
BERRIEN SPRINGS, MI 49104-1000
or
Register online: http://www.andrews.edu/services/asdalr.html
For further information regarding the conference, visit the conference web
site at
http://www.andrews.edu/library/screens/asdal2000.html
Answers to housing or meal questions not covered in the information section can
be obtained by writing to
services@andrews.edu, writing to the address above.
|
ASDAL OFFICERS, 1999-2000 President: Christina Cicchetti President-elect: Maynard Lowry, LSU Past President: Randall Butler, SWAU Secretary: Violet Maynard-Reid, WWC Treasurer: Lee Marie Wisel, CUC ASDAL Action Editor: Cynthia Mae Helms, AU For membership and other general information, write: ASDAL, Columbia Union College Library, 7600 Flower Ave., Takoma Park, MD 20912. |
Editor: Cynthia Mae Helms Assistant Editor: Lauren Matacio Editorial Secretary: Ericca Erhard ASDAL Action is the official publication of the Association of Seventh-day Adventist Librarians. Its purpose is to keep members abreast with the association's activities, the collection development projects and activities related to SDA materials, and the progress of SDA libraries throughout the world. It includes book reviews, bibliographies, and articles that keep SDA librarians up to date with the profession. It is published three times a year: fall, winter, and spring. Deadlines are Oct. 15, Jan. 15, and April 15. Subscription is part of the ASDAL membership fee. Non-members pay $10.00 per year. |