Libraries: The people's university

College Research Libraries, 1956

1988

Under government sponsorship are-encouraged to express freely judgment' udgment' hi profeisional-and technical matters. Points of view or opinions do not, therefore, necessarily represent official U.S. Department Of Education position_orpofley. Title VI of the Civil 'Rights Aet-of 1964:-states: "No-person in the United States shaX on-the grOunds of race, Coldr, or national origin, be excluded from :partieipation in, be denied the benefits-of or-be.-subjected to discrimination under any program or activity receiving federal-financial assistance." Title IX of the EducatiOn Amendments. of 1971 states: "No person in-.the United Stites shall, on the basis Of sex, be exCluded from partieipation .be denied the benefits of, or be-subjected to iliscrimination under-any education program or activity receiving federal financial assistanee." The ERIC Clearinghouse project, like every program oi. activity. receiving financial assistance from the U.S.-Departhient of Education, must be operated in= compliance with these laws.

Library trends, 1986

IN1888,TWENTY-TWO students of the first library school class graduated from the New York State Library School.' They were the first of almost 200,000 who would complete a year of successful study at one of the leading library schools in the United States during the next century. This paper considers those students-their numbers, their qualifications, and their changing characteristics. It relies, by necessity, primarily upon published information: i.e., studies by C.C. Williamson,' J. Periam Danton and LeRoy C. Merritt,3 Eugene Wilson: and Louis Round Wilson: the directory of the New York State Library School: the reports of ALA's Board of Education for Librarianship' and Committee on Accreditation: and reports of the Association for Library and Informa tion Science Education.' To the extent that these publications do not adequately represent the facts about students, this article will require revision in the comprehensive study that so evidently needs to be done. Anyone who undertakes such a study will be frustrated, of course, by the gaps but also will be impressed by the richness of information that cries out to be analyzed. I am indebted to Denise Anton for her help in organizing the facts about the students at Albany. Readers should note the caveats detailed in the next section that are important to keep in mind when using the information and conclusions in this article.

… Libraries) Conference, Technical University of Crete …, 1999

portal: Libraries and the Academy, 2006

Library Trends, 1980

American Library Association, Committee on Literacy, 2002

This chronology highlights milestones for libraries and adult lifelong learning and literacy from 1924-2001, including the following events: William S. Learned's "The American Public Library and the Diffusion of Knowledge" is published (1924); establishment of the ALA (American Library Association) Adult Education Section (1946); the "Great Issues" program adult discussion group launched at ALA (1948); funding of the America Heritage Project (1951); funding of the ALA Office of Adult Education (1952) ; the ALA Adult Services Division (ASD) established (1957); the Adult Education Act (1966); adoption of the "Library Rights of Adults" (1970); merger of ASD and RSD (Reference Services Division) (1972); White House Conference on Library and Information Services (1979); founding of the National Coalition for Literacy (1981) ; Adult Services in the Eighties project (1983-1990) ; Library Literacy Program (1986-1995); ALA Literacy Assembly convenes (1989) ; White House Conference on Libraries and Information Services (1991); ALA Office for Literacy and Outreach Services changes name (1995) ; ALA adopts literacy as one of five key action areas (1998); development of a national literacy agenda with focus on the role of libraries (1999); National Literacy Summit (2000); and ALA Standing Committee on Literacy established (2001) . Reports on related issues are listed throughout. (Contains 48 references.)

Alberto Petrucciani, Librarianship, university, education, profession, «AIB studi», 53 (2013) n. 2, http://aibstudi.aib.it/article/view/9038/8227. Disponibile anche in italiano: http://aibstudi.aib.it/article/view/9038/8226

2010

With roots stretching back some four hundred years to the religious instruction, vocational apprenticeships, and common schools of the original thirteen colonies and to the first federal involvement in adult literacy education during the Revolutionary War, the AELS experienced a huge growth spurt just some thirty-six years ago with the passage of the Economic Opportunity Act of 1964. This act, which provided federal laws and funding for adult basic education (ABE), was followed by the Adult Education Act of 1966, which moved ABE from the poverty programs of the Economic Opportunity Act to the education programs of the U.S. Department of Education (DOE) (Rose, 1991, pp. 14-18). Today the AELS is an adult education delivery system funded in part by federal monies appropriated by the U.S. Congress and in larger part by the states and localities. In 1998, the DOE estimated that of some four thousand federal grant recipients, 59 percent were local education agencies (public schools), 15 percent were postsecondary institutions (mainly community colleges), 14 percent were communitybased organizations, 4 percent were correctional institutions, and 8 percent were "others" (including libraries, literacy councils, private industry councils, and sheltered workshops) (U.S. Department of Education, 1998). This chapter provides a broad-brush history of the emergence of the presentday AELS in the United States over the last four hundred years. 3 Exhibit 2.1 provides some historical signposts for keeping track of the four-century span of the chapter. The first column presents important dates associated with the historical events listed in the second column, which are those events traditionally given as critical in general,

Intervention à la 33e conférence générale annuelle de la Ligue des bibliothèques européennes de recherche (Liber).