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 Front Cover
 Introduction
 Main
 Appendix A: Bibliography
 Appendix B: Copy of survey...
 Appendix C: Comments














Title: Preservation Planning Project: Report of the Resources and Instruction Task Force
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Title: Preservation Planning Project: Report of the Resources and Instruction Task Force
Physical Description: Book
Language: English
Creator: Primrack, Alice (Committee Chair)
Publisher: George A. Smathers Libraries
Place of Publication: Gainesville, FL
Publication Date: 1989
Copyright Date: 1989
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Bibliographic ID: UF00091484
Volume ID: VID00001
Source Institution: University of Florida
Holding Location: University of Florida
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Table of Contents
    Front Cover
        Front Cover
    Introduction
        Page 1
        Page 1a
    Main
        Page 2
        Page 3
        Page 3a
        Page 3b
        Page 3c
        Page 3d
        Page 4
        Page 5
        Page 5a
        Page 6
        Page 7
        Page 8
        Page 9
    Appendix A: Bibliography
        Page A-1
        Page A-2
        Page A-3
        Page A-4
        Page A-5
    Appendix B: Copy of survey form
        Page B-1
        Page B-2
        Page B-3
        Page B-4
        Page B-5
        Page B-6
    Appendix C: Comments
        Page C-1
        Page C-2
        Page C-3
Full Text







Preservation Planning Project




Report

of the

Resources and Instruction
Task Force


Alice Primack, Chair
Suzanne Brown
Stephanie Chase
Chris Hanson
Suzy Shaw







University of Florida Libraries
October 1989












INTRODUCTION


From its inception, the Resources and Instruction Task Force
recognized that an effective preservation program requires access to a
wide variety of information resources, an aware and knowledgeable
staff, and cooperation from library users. As its part of the planning for
a preservation program in the University of Florida Libraries, this task
force was given the following charges:

1. Identify preservation information, instructional materials,
services, and sources of expertise on local and national levels;

2. Identify and analyze current training, continuing education and
exposure of library staff to preservation issues;

3. Identify current patron education and awareness activities in the
UFL, and analyze them for inclusion of preservation concerns;

4. Determine information and instructional needs for staff and
users. Recommend programs for preservation education and
awareness.

PREPARATION

The Task Force began its work by reviewing the OMS
Preservation Planning Program Manual and Resource Notebook, and
the background report prepared by the UF Study Team. A literature
search was conducted. Appropriate items were copied and circulated
for each Task Force member to read. The resulting annotated
bibliography is included as Appendix A of this report. We viewed three
audio-visual sources: Care and Handling of Books (New Haven, Yale
University, 1980), Use or Abuse: The Role of Staff and Patrons in
Maintaining General Library Collections (Carbondale, Illinois
Cooperative Conservation Program, 1986), and Murder in the Stacks
(New York State Library and Columbia University, 1987). We read
reports of instruction activities being planned or in place in other
academic libraries.
Having reviewed existing information, the Task Force next
proceeded to compile a series of lists which addressed: 1) appropriate
preservation topics which could be included in instructional
programs, 2) the audience to whom particular preservation topics
should be taught and 3) forums and formats through which the
information could be presented. The ideas on the lists were compiled
into a "preservation training matrix" which summarizes the items to
be taught and to whom they might be targeted.(See Figure 1.)




Preservation Training Matrix


Figure 1


Faculty Students UF Spec. Off Site Public Tech Student Pres. Custodial Unit Bibliogs &
Staff Users Users Services Services Assts Staff Staff Supervisors Selectors
General Awareness X X X X X X X X X X X X
Food & Drink Rules X X X X X X X X X X X X
Borrower X X X X X X X
Responsibility
Shelving (On & Off X X
Shelf)
Opening New Books X X
Moving, eg Book X X
Trucks,
Processing X X
Good Housekeeping X X X
Alignment, etc. X
Care of Spec. Mtis & X X X X X X X X
Equip
Photocopying X X X X X X X X X X X X
Techniques
Recognizing Poor X X X X X X X X X X X X
Conditions
Exhibit Guidelines X
Binding X X
Use & Misuse of X X X X X
Bookdrops
Treatment of X X X X X
Personal Books





Preservation RTIF Report. 10/13/89. 3:09 PM


ASSESSMENT AND ANALYSIS OF LOCAL SITUATION

A survey was sent to 24 department chairs, branch and
collection heads, and office heads in the main campus libraries. (The
Legal Information Center and Health Science Center Library were
excluded.) The survey's purposes were:

A To identify current and planned library staff training in
preservation, as well as perceived needs for further
training,

B. To identify current bibliographic instruction programs in
the Libraries and determine preservation education
content of these programs, and

C To identify sources of expertise and aids for preservation
education.

It was suggested that the survey be completed on either the
departmental level or unit level, as appropriate. Completed surveys
were returned from 31 units. In some cases, this unit was a
department such as the Cataloging Department. In some cases, it was
part of a department such as Circulation in the Marston Science
Library. A copy of the survey is included in this report as Appendix B.

DEVELOPMENT OF RECOMMENDATIONS

The final step of the Task Force study was to develop
recommendations. In doing this, we utilized the information gained
from our preparation. From this perspective, we compared the lists of
ideas we had generated with our analysis of the present situation.
Recommendations are reported later in this report.

DESCRIPTION OF CURRENT PRESERVATION-RELATED
EDUCATIONAL EFFORTS: SURVEY RESULTS

There are varying levels of current educational programming in
preservation among various units of the UF Libraries. Erich Kesse,
with the support of the Administration, has both initiated the program
and seems the person best able to provide leadership in the future in
training and development of the program. The extremely high
percentage of questionnaires returned in our survey (over 90%) seems
to indicate a high interest in this type of instruction from all levels of
the library system. The Task Force has been able to pinpoint needs for
coordination of all training, for a standardized basic preservation
education program, and for preservation training in special formats.
These needs seem to be universal throughout the library system. Signs
of change that might lead to new needs include the ever-changing


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Preservation RITF Report. 10/13/89. 3:09 PM


technology in libraries, and the creation of new formats, as well as
special projects such as the renovation of Library East and the move of
the special collections.

STAFF TRAINING

One section of the survey dealt with staff training. Results are
detailed in a table (see Figure 2) and in the comments section (See
Comments, Appendix 3.) Of the 31 units surveyed, 25 (80.6%)
indicated that they are currently providing some training in
preservation: all are providing training in damaged materials and 21
(67.7%) are providing general preservation awareness and materials
handling training. Unique types of training occur in specific units: the
binding unit (Preservation) trains in commercial binding, the
reprographics unit (Preservation) stresses the handling of microfilm,
the General Office/Brittle Books unit (Preservation) covers insect and
mold infestations, as well as brittle book identification and processing.
The Gifts & Exchange unit (Acquisitions) also deals with bugs and
brittle books. Rare Books trains in climate control, cleaning bindings
and processing procedures for rare and fragile materials. Reference at
Library West trains in handling loose-leaf services.
Of the 25 units currently providing training, 22 (88%) provide it
is part of specific job training, 16 (64%) as part of orientation, 11
(44%) as part of library-wide sessions, 9 (36%) as part of written
procedures, 9 (36%) as part of staff meetings, 8 (32%) as part of
refresher training, and 7 (28%) as part of advanced training outside
the job. Units involved in outside training include AFA, Map Library,
Rare Books, Archives and Preservation. Judaica trains as problems
arise.
16 units indicated that they will be adding training. Of the 16,
13 (81%) will add general preservation awareness and recognizing
problem materials, 14 (87%) will add basic material handling. Four
units indicated training in other areas: Documents Library West in
binding and identification of problem areas, and the four Preservation
units will add appropriate training in binding procedures, more brittle
book procedures and micrographic and preservation photoduplication
procedures.
27 (87%) of the 31 units would schedule staff to attend sessions
offered outside the unit. 24 (88.8%) units would schedule for basic
materials handling, 25 (92.5%) for problem recognition and handling,
and 23 (85%) for advanced workshops. The Map library is particularly
interested in nonbook format training. Judaica in brittle book and
filming preparation. Preservation units indicated that the availability of
travel funds are a primary consideration in any outside training.
22 (70.9%) of the 31 units indicated that they handle special
formats and need special training appropriate to those formats. The
following numbers of units indicated the interests specified: Software -
12, Rare Books 13, Manuscripts 9, CD ROM 10, Microforms 17,
Equipment 12, Other 8. The "Other" category includes


page 3




Figure 2 A


CURRENT STAFF
TRAINING


FORMOFCURRENT
TRAINING


FUTURE TRAINING DESIRED TRAINING
IN UNIT OUTSIDE UNIT


TRAINING NEEDED
SPFCtIA FORMATS


Access Services 1 cc

Circulation professional X X X
Circulation
USPS X XX X X X X
student asst X X -- ---- -- --- --
student asst X X XX
professional
ILL X X X x x X


USPS
X X X X XX X XX ;. X X
student asset X X X
professional
Journalism US
USPS
student asset.
Acquisitions
professional X X X X
Gifts & approvals USPS X X X
student assL t ".

professional X X
USPS X X
Ordering
student assL
professional
Paying USPS -
student asst.L
professional
Receiving USPS X X X X X X X X
student asstl X X X X X
professional
Searching USPS
student asset
professional
studenta-------22------------------------------------__-C-^-_ _ ___ --X-_-------------- - -X -X -X -C -X

Catalog Dept. USPS X X
studentX X X Xasst. X X X y
student asset X X XXX -- ,z
_______________' x- x __ __ __ __ X __X X XX X_ __


I I I I I I I I I I I I a I I r 1 -S F O R -




Figure 2 B


CURRENTSTAFF
TRAINING


FORM OF CURRENT
TRAINING


FUTURE TRAINING DESIRED TRAINING
IN UNIT OUTSIDE UNIT


TRAINING NEEDED
SPECIAL FORMATS


professional X X X X X X X X X
Documents
(West) USPSX X X
student asst X
professional X X X X X X X X X X X X X

Map Library USPS X X X X X X X X
student asset X X X X X

MSL
professional X X X X X X X X X X X X X X

Circulation USPS X X X X X X X X X X X X X X
student assLt
professional X X X
Documents USPS X X X X X X X
student asst X X X X X X X
professional X X X X X X X X X X X

Reference/BI USPS X X X X X X X X X X
student asst
professional X X X X X X X

Serials/binding USPS X X X X X X X X
student asset X X X X X X X
professional

Stack maint. USPS X X X X X X X X X X
student asst x X X X X X X

Preservation Office
professional .

Binding USPS X X X X X X X X X X ..
student asst X X X X X X x.. X X
professional

Conservation USPS X X- X X X X X X X X X X X X
student asset X X X X X X X X X




Figure 2 C


FORMOFCURRENT
TRAINING


FUTURE TRAINING
IN UNIT


DESIRED TRAINING
OUTSIDE UNIT


TRAINING NEEDED
SPECIAL FORMATS


Preservation Office cont. g 0* __ P __ or I g _
professional X X X X X X X X X X X X X X X X X X X X
General -- -- - --
USPS XXX XXXXXX XXX XXX X XXXXX
studentasst X X X X X X X X X' X X X X X X X X X XX X
professional .
Reprography
USPS X X X X X X X X X X X X X

student asset. X X X X X X X X X X X
Reference
professional X X X X X X
SS &H USPS X X X X X X X X X X X X X X
student asset X X X X X X X X X X X
professional X
Arch/FA USPS X X X
student asst X X X X X X X X X X
professional X X X X X X X X X X
USPS X X X X X X X X X X X
Education student asst. X X X X X X X X X X

professional x X X X X X X X X X X
Music USPS X X X X X X X X X X
student asset X X X X X X X X
Special Collections
professional X X X X X X X X X X X X X X X X
Archives USPS X X X X X X X X X X X X X X X
student asst X X X X X XX X X X X X
/ professional FF ATPR S E A[D IA IE
Baldwin USPS N LED IN P S V T
student asset.
professional
Belknap USPS X X X X X X X X X
student asset X X X X X


CURRENT STAFF
TRAINING


I





Figure 2 D


CURRENT STAFF
TRAINING


FORMOFCURRENT
TRAINING


FUTURE TRAINING DESIRED TRAINING
IN UNIT OUTSIDE UNIT


TRAINING NEEDED
SPECIAL FORMATS


professional X x X X X X
FL History USPS X X X X X X X X X X X X X

student asst X X X X X X X X X X
professional
Judalca X X-
USPS X X X
student asset X X x X
professional X X _X X X X X X X
Latin America
LaAme USPS X X X X X X X X X

student asst
professional X X X X X
Rare Books USPS X X X X X

student asst X X X X X X X -
professional X X x X
Systems USPS X X X X
MRDF collection
student assL X X


cont.


I I I I a I II I


.,





Preservation RITF Report. 10/13/89. 3:09 PM


videocassettes/tapes, scrapbook preservation, film, photographs, maps
(2), magnetic tapes, mounted photos, architectural drawings, and
sound recordings in all formats.

BIBLIOGRAPHIC INSTRUCTION

The second section of the survey dealt with instructional
programs for patrons which are offered by the department or unit and
attempted to determine the extent to which these programs
incorporated preservation information. Respondents were asked to
describe the type of preservation information they taught.
Of the total 33 responding units, 17 (51.5%) have an ongoing BI
(Bibliographic Instruction)/public relations program, 13 (39.4%) do
not, and 3 (9.1%) did not respond.

Of the 17 units who have a program:
11 (64.7%) include a tour
13 (76.5%) include classroom presentation
12 (70.5%) include meeting with teaching faculty
15 (88.2%) include flyers, brochures, etc.
16 (94.1%) include instruction to patrons
10 (58.8%) include publicity in the local media
11 (64.7%) include posters
8 (47%) include other activities (See comments, Appendix
C.)
A question concerning the existence of public awareness
programs and/or willingness to participate in such programs elicited
the following responses:
17 (51.5%) did not have a program but would be willing to
participate
6 (16%) did not have a program and would not participate
10 (30.3%) did not respond, indicating that they did have
a program (with the exception of the Belknap
collection)

Units were asked if preservation was a regular part of their
programs and if so, to describe it. 17 (51.5%) indicated that it was, 13
(39.4%) indicated it was not and 3 (9.1%) did not respond.
Descriptions of programs are contained in the comments section. (See
Comments, Appendix C.)

INFORMATION RESOURCES, SERVICES, SOURCES OF EXPERTISE

The Preservation Training and Instruction Task Force identified
sources to assist its investigations and to serve as a reference list for
others in the future. In compiling the reference list, the committee
reviewed bibliographic vertical files in the UF Libraries' Preservation
Office and did a literature review of two bibliographic databases, LISA
and ERIC. The reference list (see appendix A: Bibliography) focuses on


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Preservation RITF Report. 10/13/89. 3:09 PM


the training of library staff and library collection users rather than the
training of the conservator (although some of the documents include
references to this technical training), and contains books, ERIC
Documents of preservation studies, and journal articles. The reference
list is arranged in the following sections: Background Reading,
Training and Instruction Ideas and Programs, Bibliographies, and
Videography.
Section C of the survey addressed the committee's charge to
identify sources of expertise and aids for preservation education. It
was designed to provide the Library with a local directory of
individuals who are interested in and/or have skills in preservation of
library materials and who are willing to share them with others The
compilation includes: person's name, library location, skills interests,
group affiliation, and learning aids This directory is formatted in
Microsoft File so that the Preservation Office will be able to keep it up-
to-date. (See Figure 3.)
Several additional sources of expertise in the area of
preservation training identified by the committee offer valuable
services to library organizations interested in further education. The
Preservation Office of the Southeastern Library Network, Inc.
(SOLINET), 400 Colony Square, Plaza Level, Atlanta, GA 30361-6301,
provides information and materials on all aspects of preservation.
Especially useful for training is the Audio-Visual Loan Service, a large
collection of slide/tape and videotape programs for staff and patron
education. SOLINET can also provide staff as speakers, workshop
leaders, and teachers for programs tailored to an organization's needs.
FEES: There is a small fee for A-V loans; fees for workshops, speakers,
etc., vary.
Library of Congress (L.C.). National Preservation Program Office,
LM G07, Washington, D. C. 20540, Telephone: (202) 287-1840,
provides Audio Visual loans, sales of publications (primarily leaflets),
and speakers, etc.; however, current resources are limited. After
October 1, 1989, the L.C. office will be called the Preservation
Information and Education Division. The L.C. Gift Shop handles the
following audiovisual sales: "Handling Books in General Collections" (79
slides, plus tape) and "Library Preservation: Fundamental Techniques"
(6 video cassettes). For more information on the availability of these
two titles, write or phone the Retail Marketing Office at the Library of
Congress: IJ G-107, Washington, D. C. 20540, phone: (202) 707-7715.
Contact Marrily Smith at the Preservation Information and Education
Division for information regarding speakers. A free newsletter,
National Preservation News highlighting cooperative preservation
efforts and reports on preservation activities at the Library of
Congress, is also available.
The Council on Library Resources, Commission on Preservation
and Access, 1785 Massachusetts Avenue, NW, Suite 313, Washington,
D. C. 20036, Telephone: (202) 483-7414, "is a private, nonprofit
organization which fosters, develops, and supports collaboration
among libraries and allied organizations in order to ensure the


page 5





Library Preserattlon Survey --Section C Respondents

NAME LOCATION SKILLS INTERESTS GROUP AFFILIATION LEARNING AIDS
1 Carpenter, Susan Acquisitions, Library Developing instructioral materials using
West Harvard Graphics for slides for
presentations

2 ClaMr, Mae Acquisitions, Library VIdeotape-'Use or Abuse: the role of stal
West and patrons In maintaining general library
collections"
3 Corwell, Robena Music Library Handling and care or sound recordings Faculty,staff, ard students of the
Music Dept.

4 Covey,Wiliari Systems, LibraryWest MRD Fhandlingandrmanagernent


5 DITrollo, Frank Collection Management, Chair of Collections Surey Task Force-can give Interested in giving presentations Huianitles bibliographer+ selector
Main presentations to faculty and staff

6 Freund, John Preservation Office Bookbinding and restoration, materials and Books and fl'ns In Preservation Office.
materials handling.equipment,disaster control Journals-AC Journal, Abbey Newsletter,
and response and RESTAURATOR. International Jour. fo
Preservation
7 Hope, Dot Catalog Doept. Interested in cataloging preservation
products

8 Iurff, Carrren R. Special Collections Cass in 1983 or, Library Preservation at Preservatlon issues dealing with rare
Coumabla Rare Book Summer school-has not books and manuscripts
kept current

SKemnp, Carla Library East, Room45. 0 Unlverstiy/Archivesand Records
Cournittee

to Kesse, Erch Preservation Office Preservaton OffcerforUF Libraries- Materials on preservationaallable In the
bookbinding, conservation, photographic Preseraton Office
processing, rare books Id and
_descriptionmicrographlcs,dlsaster control
I1 Leonard, Louise Catalog Dept. How to handle and preserve Maps and With LTA's on staff in Catalog Dept.,
materials fromArlca/Mld-East In and facuRyadvisorfora student
delicate or bad condition group

T2 Madden, Emily Documents Graphlcs & design media; archival material Learning about caring for books& maps
processing

13T PrnackAlice SL interested in leaching patrons about Physics Ilbrary cortnitee,
preservation Astroorny libraryconnitteeSigra
Kappa sorority Assoc. for Women
Faculty
14 scott, WendyL. circulation Interested in staff training and public Student eTplyees of Circ. Dept. O rientation materials for student
awareness of preservation Issues assistanls-willing to share materials on
order from Illinois Cooperative
Conservation Program
15 TalbirdJo Periodicals Has take Preservation class offered by FSU. Will help wherever needed Student assistants working in
Periodcals


Figure 3





Preservation RTIF Report. 10/13/89. 3:09 PM


preservation of the published and documentary record in all formats,
(and to) provide enhanced access to our intellectual and cultural
heritage". One of their well-known programs is the Preservation of the
Brittle Book. The Commission is concerned with "investigations into
education and training requirements needed to develop the necessary
skills for preservation activities at the local institutional level," and
attempts to "enhance preservation awareness and capabilities at the
institutional, regional, and state levels," coordinating national and
international preservation efforts. The commission's film, Slow Fires:
On the Preservation of the Human Record, (1987) enjoys wide national
distribution, airing on PBS stations. (Contact Pam Block at the
commission to arrange for a loan.) Publications include a newsletter,
and several reports, background papers, and pamphlets. The monthly
newsletter encourages communication between university
administrators, scholars, government officials, library directors and
key library staff members about the national preservation program.
News of reports, grants, technology, etc. are well covered in the two
to three page publication. The circulation of the newsletter is
controlled to keep costs down. Directors of libraries that are member
of the Association of Research Libraries receive two complimentary
copies of the newsletter to share with the institutional staff members.
Complimentary copies of nos. 8 16, January 1989 September 1989,
received by this task force will be routed to the UF Preservation Office.
For travel costs, the commission will provide a speaker, Maxine K.
Sitts, Program Officer, to speak on the need for preservation
awareness and education from the national perspective.
The American Library Association (A. L.A.), Association for
Library Collections and Technical Services, Preservation of Library
Materials Section organizes regional or preconference (A.L.A.)
seminars, for example: November 3-4, 1989, "New Directions in
Library Binding", Portland Oregon, and June 22, 1990, "Selection For
Preservation" in Chicago, Illinois.
The National Library Orientation-Instruction Exchange, LOEX
Library Instruction Clearinghouse, University Library, Eastern
Michigan University, Ypsilanti, Michigan 48197, Telephone: (313)
487-0168, is a source of printed and instructional materials for loan or
exchange. The quarterly newsletter, LOEX News, primarily a provider
of news and information sources on bibliographic instruction, could be
a vehicle for exchanging and sharing information in the area of
preservation education. A subscription is $50. a calendar year, and
includes membership with the LOEX Clearinghouse--full borrowing
privileges of sample instructional materials and information and
referral services. (Contact the UF Humanities and Social Sciences
Reference Department, Pam Pasak, BI Coordinator or the UF Marston
Science Library, Alice Primack, BI Coordinator, for access).
The Research Libraries Group (RLG), Jordan Quadrangle,
Stanford, California 94305, Telephone: (415) 328-0920, is interested
in forming a preservation training committee which would investigate
the possibility of developing training workshops, publications, and


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Preservation RITF Report. 10/13/89. 3:09 PM


materials. They have asked for ideas or needs in the area of
preservation which the committee could address.
Dr. John DePew, Florida State University (FSU) School of Library
and Information Science, Tallahassee, Florida 32306, Telephone:
(904) 644-5775, a faculty member of the School of Library and
Information Science, and a recognized state leader in the area of
preservation, teaches a course on preservation issues, and has served
as a leader in conducting state-wide workshops on preservation.
Eric Kesse, Preservation Officer, The University of Florida (UF)
Libraries, Preservation Office, Gainesville, FL 32611, Telephone: (904)
392-6962, keeps up-to-date on current preservation issues and
practices, and may serve as a consultant, provide literature on any
subject of preservation, and/or refer to other sources of information
and expertise. One such piece of information, a February 1989 "Useful
Addresses", published annually as a service to readers of the Abbey
Newsletter, (320 E. Center St., Provo, UT 84606), is a list of
organizations involved in preservation activities and publications of
preservation news.

RECOMMENDATIONS

The University of Florida acts as the major research institution
of the state. Its collections live in an environment already threatened
by heat and moisture and the accompanying proliferation of insects
and mold spores. It is of utmost importance that the people who use
materials at the university, whether they be faculty, staff, students, or
other readers, handle them properly. The goal of the Preservation
Instruction Task Force is to protect the collections from human
thoughtlessness, through a program of instruction and information.
If the Library is to take seriously the task of preserving the
collections, it is essential that the people who work there are trained
to be good stewards of the materials. The Task Force recommends
that all segments of the Library population receive training appropriate
to their functions.

Library Staf

1. As an introduction, there should be a basic materials-handling
component of the library-wide orientation program for both
professional and non-professional staff. The Task Force
recommends that this include a visit to the Preservation Office
and a showing of the video, Murder in the Stacks. For
administrators and staff who do not handle materials on a
consistent basis, this orientation may be sufficient.

2. There should be a basic materials-handling training program for
all professional and non-professional staff, including students,
who handle materials on a regular basis. Classes should be
designed by the Preservation Office, and interested staff should


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Preservation RITF Report. 10/13/89. 3:09 PM


be trained to teach them. Classes should be given in the Fall and
Spring terms, and students returning after a break of a semester
or more should be required to attend a "refresher."

3. The Preservation Office should offer or coordinate the offering of
one advanced course in the Fall term and one in the Spring
term. These courses might be on special materials handling, the
brittle book program, preparing materials for the bindery, or
what to do in case of disaster. The workshops should lead to an
assignment to speak about or perform the thing learned in
support of the Preservation Program.

Faculty, Students, and On-Campus Researchers

4. In addition to the faculty's being heavy users of the Library,
faculty attitudes influence the student behavior. In order to
entice faculty and students into good library preservation
behavior, and in order to bring library preservation issues to the
attention of other on-campus researchers, the Task Force
recommends that:

A Handouts be produced and added to any orientation packet
given to new faculty and students. This handout should be
added to library orientation packets and added to
information received by borrowers on creation or renewal
of library cards. A statement of University support for the
program should be sought and added to faculty and student
handbooks.
B The Preservation Office should produce a "Focus on..."
newsletter, and other newsletters and publications should
continue to be used to maintain awareness of the
University's preservation program.
C. The Library should establish a special yearly event to
heighten awareness of the program. This event might
include lectures, films, exhibitions, and/or the distribution
of novelty items such as pins, book bags, balloons, etc.
Support might be solicited from fast food restaurants near
campus for "Don't Eat In The Library Eat Here" coupons.
D. Preservation exhibitions should be mounted in Library
East, West, the Science Library, and the Branch Libraries,
on a rotating basis, throughout the school year.
E. The Preservation Office should visit Library and Academic
Department meetings to talk about the Preservation
Program. A script should be developed for use by other
library faculty and staff for presentation to outside
meetings.
F. All Bibliographic Instruction classes should contain a
reminder about materials handling and preservation, even
if it is no more than standard inclusion of handouts.


page 8





Preservation RITF Report. 10/13/89. 3:09 PM


Off-Campus Researchers

5. The University, as a major contributor to education throughout
the state, lends its materials to other libraries, as well as to
readers outside the university setting. In order to reach these
readers with the message that materials deserve good handling,
the Task Force recommends that:

A A bookmark be created and added to each item leaving the
University on interlibrary loan.
B The Library encourage individual staff members to
volunteer to speak on preservation issues in their public
and school libraries.
C The Librarian suggest that the Governor declare a Library
Preservation Week and/or suggest library preservation as a
theme for National Library Week. State-wide programs
designed and funded by the State Library for public
libraries would include active participation by UF.
D. The Library encourage the creation of a Gainesville Action
Council on the Preservation of the Book and include SFCC,
the Public Library, schools and museums in a joint
program to teach readers about book handling and
preservation.

Funding by the University Library will depend on the final
program and ranges from minimal outlays for the video Murder in the
Stacks and minimal exhibition supplies to major expenditures for full
programs. Printing costs will be high, if handouts, bookmarks, etc. are
used, but the major outlay for the Library will be in staff time. It is
foreseen that this program may eventually bring grant funding and that
it will serve as a national model for the teaching of preservation skills
and the involvement of staff in the process.


page 9








Appendix A: Bibliography


BACKGROUND READING

Journals:

Montori, Carla (1987, October/December). Library preservation in
1986: An annotated bibliography. Library Resources and
Technical Services, 31, 365-385.

Fox, Lisa (1988). The SOLINET preservation program: building a
preservation network in the southeast. The New Library Scene,
7(4), 1-9. (Pres. Office vertical file under "Library Binding Inst.").
Describes SOLINETs preservation program.

Merrill-Oldham, Jan (1985, December). Preservation comes of age.
American Libraries, 16, 770-772. (in Preservation Planning
Resource notebook, Reserve OMS 1001).

Books:

Office of Management Studies (1981). Basic preservation procedures,
OMS Spec Kit, 70.
Surveys procedures in academic libraries.

Bello, Susan E. (1986). Cooperative preservation efforts of academic
libraries. Champaign, III.,University of Illinois. (Pres.Office A
674/.I52/no. 174)
Describes programs in academic libraries.

Cunha, George Martin and Cunha, Dorothy (1971). Conservation of
library materials. Metuchen, New Jersey, Scarecrow. (Pres.Office
Z 701/.C782/v.1)
Introduction to various facts of conservation; references with each chapter;
appendix D lists research centers and professional associations which are doing
preservation work, and tells about their programs.

Cunha, George Martin and Cunha, Dorothy (1983). Library and archives
conservation: 1980s and beyond. Metuchen, New Jersey,
Scarecrow. (Pres.Office Z701/.C784/1984/v.1)
Gives history of conservation efforts upto 1980, and describes major
conservation programs of the early 1980s; includes references.





Appendix A. 10/10/89. 1:25 PM.


Morrow, Carolyn Clark (1983). The preservation challenge. White
Plains, New York, Knowledge Industry Publications (Pres.Office
Z701.M547/1983)
Introduction to preservation problems and solutions; includes bibliography.

Merrill-Oldham, Jan (1985). Preservation Education in ARL Libraries.
SPEC.Kit 113. Washington DC Office of Management Studies,
Association of Research Libraries. (ERIC Document Reproduc
tion Service No. ED 257 459).
Includes examples of programs, handouts, etc.

Swartzburg, Susan G. (1983). Conservation in the library: A handbook
of use and care of traditional and nontraditional materials.
Westport, Conn., Greenwood. (Pres.Office A 701/.C586/1983)
Chapters on general care and then on care of categories of materials, e.g. books,
photographs, microforms, videotapes, etc.; each chapter includes suggested
readings.

TRAINING AND INSTRUCTION IDEAS AND PROGRAMS

Journals:

Eldredge, John (1987, January). The final frontier. College and
Research Libraries News, 48(6), 322-25.
Describes a unified, graphic program to raise awareness of patrons about
preservation concerns.

Eldredge, John (1984, July/August). Bobcats infestation and a new
library. College and Research Libraries News, 45, 336-40.
Describes award-winning projects of patron awareness of preservation
concerns.

Books:

Merrill-Oldham, Jan (1984). Training and outreach in Conservation
and preservation of library materials: A program for the
university of Connecticut libraries. Storrs, Conn: University of
Connecticut Library (pp.49-54). (Z701.M38 1984)
Includes staff and patron training and awareness.

Morrow, Carolyn Clark (1979). Outreach in Occasional papers: A
conservation policy statement for research libraries No.139.
Champaign, IL: University of Illinois, Graduate School of Library
Science (pp.12-14). (Z674.152 no.139)

National Conservation Advisory Council (1976). Educating the users of
conservation services in conservation of cultural property in the


page 2





Appendix A. 10/10/89. 1:25 PM.


United States. Washington DC : Smithsonian Institution. (AM
141. N2651).

Stanford University Libraries (1980). User's guide to the conservation
of library materials. Stanford, CA. (Z 701 .U731 1980).

Center for Research Libraries (1985). Task force on preservation
resources report, 4. Center for Research Libraries.

Commission on preservation and access newsletter.

Sample instruction sections of preservation planning reports.

Boomgaarden, Wesley and others (1986). Preservation planning
program study report, final report. Ohio State University
Libraries, Washington DC: Office of Management Studies,
Association of Research Libraries. (ERIC Document Reproduc
Service No. ED 277 383).
Section on staff and user education.

Cook, Donald C. and others (1985). Preservation at Stony Brook in
Preservation planning program study report, final report.
Washington DC : Office of Management Studies, Association of
Research Libraries. (ERIC Document Reproduction Service No.
ED 267 809).
Staff education.

Galejs, John and others (1987). Preservation planning program, study
report, Iowa State University Research Library, final report.
Washington DC: Office of Management Studies, Association of
Research Libraries. (ERIC Document Reproduc tion Service No.
ED 286 503).
Recommendations on education for staff and patrons.

Pittsburgh University, PA.Libraries (1987). Preservation planning
project study Final report. (ERIC Document Repro duction
Service No. ED 297 737).
Section on instruction.

Northwestern University Library (1986). Recommendation 3.2 on
support for the educational program in Preservation planning
program study report. Chicago, IL (pp.20-21).


page 3





Appendix A. 10/10/89. 1:25 PM.


Gwinn, Nancy E. and others (1986). Preservation planning program,
final report of the study team. Smithsonian Institution Libraries,
Washington DC : Office of Management Studies, Association of
Research Studies. (ERIC Document Reproduction Service No. ED
274 373).
Section D: Staff training recommendations; Section G: Public awareness
recommendations.

Astle, Deana and others (1986). Preservation planning program study
report, final report. University of Missouri-Columbia. Washington
DC: Office of Management Studies, Association of Research
Libraries. (ERIC Document Reproduction Service No ED 277
384).
Charges, findings and recommendations of Task Force 5: Preservation education
and awareness.

University of Tennessee, Knoxville Library (1986). Preservation
planning program, final report. Washington DC: Office
Management Studies, Association of Research Libraries. (Eric
Document Reproduction Service No. ED 274 374).
Section VI Staff education and user awareness.

BIBLIOGRAPHIES

Journals:

Amodeo, Anthony J. (1988). A debt unpaid: The bibliographic
instruction librarian and library conservation. College &
Research Libraries, 49(9), 601-602.

Montori, Carla J. and Longstreth, Karl Eric (1987). Preservation of
Library materials, 1987: A review of the literature. Library
Resources & Technical Services, 32(3), 235-247.
Describes preservation activities of 1987, and has bibliography in categories
such as "education & training" with brief annotations.

Fox, Lisa L. (1986, July/September). A two-year perspective on library
preservation: An annotated bibliography. Library Resources &
Technical Services,_290-318.

Fox, Lisa (1986, July/September). Education and training: reports and
resources in A two-year perspective on library preservation: An
annotated bibliography. Library Resources and Technical
Services, 30, 299-300.

(1983, December). Audiovisual resources for preserving library and
archival materials. National Preservation Program Publication, 6,
(Page nos. n.a.)


page 4





Appendix A. 10/10/89. 1:25 PM.


Listing of audiovisual materials available for loan from the National Preservation
Program Office of the Library of Congress.

Montori, Carla J. (1987, October/December). Education and training
in Library preservation in 1986: An annotated bibliography
Library Resources and Technical Services, 31, 384-385.

VIDEOGRAPHY

Videos:

New York State Library and Columbia University (1987). Murder in the
Stacks. New York, NY.

Yale University (1980). Care and Handling of Books. New Haven, CT:
Yale University.

(1983). Preservation Technology 1980s. Washington DC: Library of
Congress, Motion Picture, Broadcasting and Recorded Sound
Division.

Illinois Cooperative Conservation Program, Southern Illinois University
(1986). Use or abuse? The role of staff and patrons in
maintaining general library collections. Carbondale, Illinois.

Sanders, Terry (1987). Slow fires: On the preservation of the human
record. Santa Monica, CA: American Film Foundation.

Slide/Tape:

Library of Congress, National Preservation Program office (1984).
Handling books in general collections: Guidelines for readers
and library staff members. Washington DC: LC.

Books:

Darling, Rev.Ed., Pamela W., (1987). Audiovisual Resources for
preserving library and archival materials in Preservation
planning program resource notebook. Library of Congress,
Preservation Leaflet no.6 in December,1983. Washington DC:
Office of Management Studies, Association of Research Libraries.


page 5








Appendix B: COPY OF SURVEY FORM


June 12, 1989

TO: Library Department Chairs. Branch. Collection and Office Heads

FROM: Preservation Study Team

SUBJECT: Surveys of preservation activities and training

In an effort to better assess where the University Libraries currently stand
in regard to preservation education, organization, and activities, we need
your help. Surveys prepared by two of the preservation task forces --
Resources and Instruction, and Organization and Procedures -- are enclosed.

Part 1 of the surveys is the Preservation Instructional Program Survey, and
Part 11 is the Preservation Staffing and Policies Survey.

Please read the introductory material and instructions for each survey. If
you have any questions about their completion, please ask Alice Primack
about Part 1 or Carla Kemp about part II. Note that each part may be
completed at either the departmental (or branch/collection/office) level or at
a sub-unit level. Do which ever you think is appropriate for your area.

We will appreciate your response no later than June 19. 1989. Please return
to Carla Kemp. Thank you.




Appendix B page 2


PART I

Preservation Instructional Program Survey

Department:

Unit:


SNumber of staff: Professionals


USPS _


SECTION A

Below are questions about training and preservation, accompanied
by a grid for Professional, USPS and Student staff. If your answer
is "yes" for any or all levels of staff, please check the appropriate
box(es). If your answer is "no," please leave all of the boxes for
that question blank.


Current Staff Training:

1) Does your unit currently train staff in:
General preservation awareness
How to handle materials
What to do if materials are damaged
Any other preservation training
Specify:


2 What for ies reserve n


Prof USPS Student


frnlnlna tisks*


Part of orientation
Part of specific job training
Written procedures
Periodic refresher training in the unit
Part of staff meetings
Part of library-wide sessions
Advanced training outside the job
Other training
Specify:


Student


6 .


TT .UpV *Wp* vY**. %



Appendix B page 3


Future Staff Training:
3. The unit will add training in:
General preservation awareness
Basic materials handling
Recognizing problem materials
Other training
Specify:


Prof USPS Student


4. The unit would schedule staff to attend
sessions offered outside the unit in:


Basic materials handling
Recognizing and dealing with problems
Advanced/specialized workshops
Other training
Specify:








5. The unit/department handles special


formats and need special training in:


Software
Rare Books
Manuscripts
CD ROM
Microform
Equipment
Other (specify):


~11




Appendix B page 4

SECTION B

The following questions are about your public relations/BI program.
These questions ask for yes/no responses and comments.

Public Relations/Bibliographic Instruction


6. The unit/department has an ongoing
public relations/BI program


( ) Yes (


If YES, what does this include? (check as applicable):


Tours and student orientation
Classroom presentations
Meeting with teaching faculty
Flyers, brochures, etc.
Instruction to patrons
Publicity in local media
Posters
Other (Specify):


7. The unit/department does not have a
public awareness program, but would
participate in one.


8. Preservation is a regular part of the
unit/department's program.
(Please describe):


( ) Yes ( ) No




( ) Yes ) No


Other Comments:


) No




Appendix B page 5

SECTION C


This questionnaire is part of a survey about preservation
training which was sent to your unit or department head.
This section is designed to provide the Library with
information about individuals who are interested in and/or
have skills in the preservation of library materials and
are willing to share them with others.

If you are interested in participating in this program,
please fill out the questionnaire and return it to:

ALICE PRIMACK
REFERENCE DEPARTMENT
MARSTON SCIENCE LIBRARY



Name:

Campus Address:

1. What special skills or interests in preservation do you have
which you are willing to share in an education program for staff or
patrons? Please describe these skills and/or interests for inclusion
in a resource directory:













2. Are you affiliated with groups of students ( ) Yes ( ) No
or faculty to which you could speak or for
which you might arrange a program on preservation?

If YES, please list or describe:




Appendix B page 6


3. Please list any sources of preservation education expertise or
learning aids from outside the University of Florida Libraries with
which you are familiar (on campus, local community, state,
national experts, films, traveling exhibitions, etc.):








Appendix C: COMMENTS


Some of the more interesting comments from the returned surveys
are transcribed below.

"Preservation matters are mentioned along with news of new
acquisitions, publications, etc. in twice-yearly newsletter that goes to
about 200 members of Howe Society, which is friends of rare book
collection."

[Flyers] "about hours, new acquisitions, etc., put out several
times a year"

"UF Libraries Newsletter, seminars for Howe Society or with
English Dept and Classics Dept, annual banquet with speaker for Howe
Society"

"Lists of special books and periodicals"

"Making slide show; making video"

"We frequently give educational tours to scholars and to the
public (school children, etc.) in which we stress the necessity for
climate control, mildew prevention, careful handling, etc."

"College ... emphasizes preservation and is very sensitive to these
issues, and so is the library staff."

"At least once a year (usually during summer break or Christmas
break) sometimes more often we vacuum volumes, clean shelves.
We regularly clean microfiche as it is refiled. We check shelves as
shelving and checking in for books in need of repair. We try to
maintain equipment in good repair & CRT screens cleaned."

"We photocopy brittle ephemera, especially newspapers, encase
other fragile materials in plastic sleeves, acid-free boxes and other
appropriate containers."

"We give verbal instruction to patrons in handling of materials.
We don't allow ink pens around manuscript or archival materials. We
discuss in office meetings plans for preservation. New student help is
given individual instruction on handling of books and other materials."

"Because of the nature of materials we collect and manage,
preservation is inherent in all we do."

"This unit has both microfilm and rare book resources -
preservation education is needed."





Appendix C. page 2


"Both the librarian and the LTA II have been guest speakers for
academic classes, where they have discussed preservation issues along
with a more general introduction to Rare Books. We also frequently
give preservation advice to people who phone us."

"We need to be doing more than we presently are and plan to
add as much training as possible and could benefit from "library-wide"
training programs."

"Maintaining a regular schedule is difficult in an ever-changing
work environment."

"An educational display was prepared for Circulation East last
year related to preservation."

"Shelving and proper handling of books is included in training,
as is identification of damaged materials."

"Though not a formal program, we have prepared an exhibit
during fall semester for the last 2 years in Library East lobby
encouraging patrons to handle books properly and to keep food and
drink out of the library."

"Have taken Erich's advice about not processing acidic paper
materials. If there's something I do want, I send to preservation to
photocopy onto acid-free paper."

"Over the last two years have already done a good deal of
weeding and rebinding of collection. New stuff gets sent to other
collections. Over the last 15 years much of the good stuff already
stolen."

"It would be a very good idea to have a flyer or some sort of book
band to urge our patrons and other libraries to handle the borrowed
materials with care."


About current staff training:

Access Services: Show students videocassette.

Preservation: Current "other" training includes insect and mold
infestations, brittle book identification and processing. (Limited
activity to date as we attempt to consolidate and define policy. We
train staff inside and outside the office.); handling microfilm; ongoing
training in all aspects of preservation including identification, repair,
materials; commercial binding. Forms of training include films,
primarily specialized reading and research (7% of everyone's job
description, even students, for job related reading); reading of both





Appendix C. page 3


selected literature and other journal articles; filling out commercial
binding slips and training other USPS in branches.

Rare Books: Current "other" training includes climate control;
cleaning bindings, etc.; processing procedures for rare and fragile
materials.

Judaica: Forms of training include reminders as problems are
identified.

SS&H Reference: Current "other" training includes looseleaf
services handling.

About future training:

Access Services: No specific plans now for in-unit training but
will gladly recommend if manageable; would certainly allow/encourage
staff at all levels to attend sessions that would heighten their
awareness and increase their skills in this area; training for special
formats is needed for video cassettes.

Preservation: Will add training in binding procedures, more
brittle books procedures, micrographics and preservation
photoduplication procedures, microfilming. As the unit develops and
new equipment is added and procedures change or are updated, the
unit will appropriately train the staff outside the unit. Training is
largely dependent upon availability of travel funds for unit and office
staff who require advanced and specialized training. Workshops are
held elsewhere. We'd probably be the presenters.

Belknap: Need specialized training in preserving scrapbooks.

Judaica: Would schedule staff to attend training outside unit in
brittle books and preparation for filming.

Documents (West): Unit will add training in binding and
identification of problem areas. Need training in maps.

Music: Need training in specialized formats of sound recordings
in all formats, and video.

AFA: Need specialized training in video tapes, architectural
drawings, and mounted photos.

Map Library: Mainly interested in non-book formats. Need
specialized training in film, photographs, maps.


Systems: Need specialized training in magnetic media.




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