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<title> vol6no2</title>
<H1><img ALIGN=TOP
src="GIF/fondren_logo.gif">News From
Fondren</H1><H3>A
Library
Newsletter to the Rice University Community</H3><p>
<h4>volume 6, number
2 Winter
1997</H4><p> <hr><hr>
<h3>In This Issue</h3>
<ul>
<li><a href="#vision">The Library at Rice
University: Toward a Strategic Vision</a><br>
<li><a href="#nobel">An Interview with Nobel Laureates Curl and Smalley</a><br>
<li><a
href="#dbm">Behind the Scenes: Database Management</a><br>
<li><a
href="#cders">Collection Development Specialists<br>
<li><a
href="#webweek">Fondren Library To Take Part in Web Week<br>
<li><a
href="#symonds">Symonds Laboratory Offers Multimedia Environment on the Rice
Campus<br>
<li><a href="#dyk">Did You Know..
.<br>
<li><a href="#statistics">Association of Research Libraries
1994-95 Statistics</a>
</ul><p>
<hr><hr>
<h3><a name="vision"> The
Library at Rice University: Toward a Strategic Vision</h3></a>
Dr.
Charles Henry, Vice Provost and University
Librarian<br>
chhenry@rice.edu
<p>
<i>This address was presented by Dr. Henry at the fall 1996
meeting of the Rice University Fund Council.</i>
<p>
The library at Rice
University, like any academic library in the late twentieth century, is a complex
phenomenon that is subject to a variety of analytical perspectives. Rather than
try to approach this from a broadly philosophical view-the idea of a library-it is
more practical and illuminating to ask two related questions specifically of Rice
University: (1) what are the issues and problems that confront Fondren Library in
the late twentieth century, and (2) how might Rice address these issues in a
productive and effective way that also embodies the great strength of the
institution?
<p>
The problems and issues, which are many and often obvious, can be
divided roughly into two categories: internal challenges and external influences
(or, those which are local and those that originate beyond the hedges).
<h4>Internal Challenges</h4>
Most of the 'local' problems are readily apparent.
They include a shortage of space, the need for improved services, the necessity of
a more vigorous collection development program, recalculated budgets, and
increased staffing, with concomitant enhancement of professional development
opportunities.
<p>
When you walk into the library today, it is not without some
difficulty that you orient yourself to a service point; where the books and
journals are is not at first certain; special collections are at the end of a drab
hallway and poorly marked; interlibrary loan, an increasingly vital service, is in
the basement; and the new electronic text center is all but hidden in a corner on
the sixth floor.
<p>
This is not in any way meant to disparage the enormous
effort that has gone into the renovations in the late 1980s and the promising
opening of new spaces that is planned for next year, or to diminish the great
efforts my staff take daily to make Fondren Library as friendly and accessible as
possible. The fundamental problem is the absence of necessary space to expand
and, more importantly, to be creative in the way we do business.
<h4>External
Forces</h4>
At the same time there exists a variety of external forces that,
unlike those of times past, entail enormous budget, organization, and program
implications. These influences, frequently played out beyond the hedges,
nonetheless can and will powerfully determine the development and longer-term
strength of the libraries at Rice University.
<p>
To name a few: copyright law and
intellectual property issues have now become a global concern. Although they are
little discussed in the popular press or on the campus of most universities, these
issues have many ramifications for libraries and higher education.
<p>
Related to
this are recent telecommunications policies. Most of us are familiar with the
recent 1996 Telecommunications Act because of its approach to online obscenity.
What is not so often discussed is the conflation of content providers with cable
providers in this bill. One way to see it is that the old distinction of a cable
company leasing a line and HBO providing content is lost. A company can control
both cable and content in the new law, and the profits could be enormous. The
current state of affairs is often compared to the 'robber barons' at the turn of
the century, when one company owned the railroads as well as the contents being
shipped.
<p>
This bill is presently being discussed. Where are libraries in this
legislation, where are universities, where are the arguments for universal access
to educative materials online? Almost nowhere-another major concern for a library
and a university as this century closes.
<p>
Other issues include computer
corporations' susceptibility to the temptation of taking fewer risks in a volatile,
decreasingly competitive marketplace; the slow metamorphosis of the academic
publishing industry; and the historical tendency to drive technological
advancement more in terms of a commodity, rather than a creative tool for
educational enrichment.
<p>
Those of us charged with steering the library
through this complex era-librarians, faculty, administrators, the board, and
students-must also confront recent dynamics within the academic culture at large
that will similarly influence and reconceptualize Fondren Library. These include
the changing nature of authority and authorship; the reorganization of knowledge;
and the intensification of questions that focus on the ways students actually
learn, and who is teaching them, in a multimedia era.
<p>
The issue of budgets and
costs permeates all of these phenomena. A typical research library which has been
given an annual increase of 5% to its collections' budgets over the last fifteen
years actually, today, has a decrease of 28% spending power compared to 1980.
Fewer books and journals can be purchased despite the increased base, in large
part due to enormous increases in journal costs, the unexpected dependencies on
technology, and the obsolescence of computers and software that drive up
amortization costs. With growing frequency, questions on the sustainability of a
research university and a research library can be heard.
<h4>Steps for the
Future</h4>
What should we do? What can Rice University accomplish in the face of
these pressures and influences? As far as the local problems-space, collections,
services enhancement-that is perhaps the easier of the two categories to address.
We can add space, build collections, incorporate new technology, and hire staff
for an improved response to campus needs. But this is just a part of the problem,
and all of these concerns are contextualized by the forces and influences beyond
Rice.
<p>
Fondren Library for many years has remained marginalized from the more
formative activities and planning processes at Rice, a rather passive institution
within a top-ranked university. It can remain so in the coming decade, content to
listen to the debates that range the world and simply react to the prognostic
legal, cultural, and social transformations as it scrambles to oblige each new and
disruptive surprise.
<p>
More appropriately, I think, Fondren Library should shed
much of its past and correlate its vision with the aspirations and talent of the
university. The library should take on the responsibility of understanding,
promulgating, and influencing those determining forces that currently render its
future so ambiguous. Fondren Library should take on this responsibility as it
takes on the local challenges of space, collections, staff, and budgets.
<h4>A New Vision</h4>
There is no reason that this library cannot become, given
the rank and status of Rice University, a national beacon, a place where these
issues are routinely discussed, analyzed, and brought to the attention of a wider
public. Fondren Library can and should become a catalyst for a much-needed
organized voice in higher education and academic libraries that could better
articulate the complex needs of teaching and learning communities as integral to
the national good.
<p>
To shoulder this task, the next phase of Fondren Library
should include appropriate instructional space; meeting places for visiting
scholars and students; programs for lectureships, workshops, and interdisciplinary
seminars that provide forums for intellectual exploration of these themes; a
program of internships for foreign librarians; the integration of advanced
technologies for archiving and disseminating the results of these programs; and
means of strengthening ties to business and industry, to political organizations,
to the government, to prominent libraries and institutes in the United States and
abroad, including national libraries.
<p>
Such new emphasis could have a
profoundly positive effect on the quality of staff, who should embody these
aspirations, and the quality of services in support of the library's primary
mission to the Rice community. We need to bring in the outside world to strengthen
what we have to offer internally and to assure a more predictable future.
<p>
I
was struck, when first coming to campus for my interview last February, by a small
and unassuming poster for some program at Rice. This flier made the following
point: "Rice has a commitment to honor William Marsh Rice's covenant to produce
quality leaders ... leaders that the world will grow increasingly to depend on
through our changing times." What an assured and powerful vision that simple
sentence evokes! I thought at the time, and continue to think, that if you ask and
expect this of your students, why not ask and expect it of the library as well.
<p>
It is exciting and reasonable to believe that Fondren Library could become an
elegant and flexible laboratory for its own evolution, a place where the idea of a
library is studied, enriched, and ultimately transcended.
<p>
<hr>
<p>
<hr>
<a name="nobel"><h3>An Interview with Nobel Laureates Curl and Smalley</h3></a>
<i>On
December 10, 1996, Rice University's Robert Curl and Richard Smalley,
along with Harold Kroto of the University of Sussex in England, were
awarded the Nobel Prize in Chemistry fo
r the discovery of Carbon 60, or buckminsterfullerene, the third form of
carbon.
<p>
Robert Sabin, Fondren Library's collection development
librarian for chemistry, recently talked to Nobel prizewinners Robert
Curl and Richard Smalley about libraries and
about some of their experiences after winning the Nobel Prize in
Chemistry. </i>
<p><img src="GIF/nobel.gif">
<br><b>Nobel laureates Harold Kroto, Robert Curl,
and Richard Smalley display their Nobel Prize medals.</b>
<p>
<b>Sabin</b>: What
role has the library played in your teaching and research?<br>
<b>Curl</b>: With
respect to teaching, I have always relied very heavily on the Reserve Room, both
for keeping homework keys and exam keys and for having extra books students might
want to refer to.<br>
<b>Smalley</b>: For undergraduate courses you rarely need
any more than that, except for a nice quiet place [to study]. Of course,
scientists and graduate students who are doing research mostly use the library for
access to the research journals. We wonder how many years in the future that will
continue to be the case. <br>
<b>Curl</b>: One of the things we probably don't
do enough of is teach our undergraduates how to use the library for research-how
to track down references and use various kinds of bibliographic tools that a
professionally trained person really needs to know.<br>
<b>Smalley</b>: Actually,
most of that you can do now on the Web. You go over to Fondren when you really
want to find an article or go up and browse in the stacks, which all of us sort of
viscerally enjoy. We like the smell of it and the feel of it-just the wandering
around up there. I've spent hundreds of hours in the library over the twenty years
I've been here. It's been a very essential entity. Unlike other larger
universities, where departments usually have small libraries, here we all go over
to Fondren, and generally the holdings are really quite good.<br>
<b>Curl</b>:
With me it sort of comes in spurts. Generally when I'm writing papers or writing a
proposal, I spend lots of time in the library. We're in the middle of a big
technological change, and no one understands where it's going or what's going to
happen.<br>
<b>Smalley</b>: It seems pretty clear to me where it's going. The
question is how long it takes to get there. In principle, you ought to be able to
hold something in your hand that has all the visual detail of the finest printed
book but [contains] every book that was ever written, [with] access to
everything-all the entire human history in all languages. At that point, libraries
would become different things. The question is, "How many decades will it take
until we get there?"
<p>
<b>Sabin</b>: What would you like to see in a new
library or a new library addition besides just the traditional print materials?
<br>
<b>Curl</b>: I haven't thought of anything qualitatively different.<br>
<b>Smalley</b>: I think having the stacks easier to walk through and [making it]
easier to find things and having better places to sit and read throughout the
library [would be improvements. For] a time while we're still building up, the
library will get bigger and bigger. Then, at some point, stuff will increasingly
be available on the Web, and [the library] will shrink back. [It] could be another
twenty years before it shrinks back.
<p>
<b>Sabin</b>: How do you see scholarly
research and publishing changing in your fields?<br>
<b>Curl</b>: Most journals
are beginning to have [an] electronic as well as a paper version.<br>
<b>Smalley</b>: The question [is to what extent] refereed archival journals are
going to be the way things are published. I think most of us agree we don't have
enough time to read the archived journals, let alone the trash things out there on
the Web. To find anything that's relevant, you have to do a search, and those
articles that are published in the premier journals-the ones that are hardest to
get into-are the most interesting. Normally, you don't really need to look at
anything else. But it's when you sit down to write a paper in this field or you're
doing research for one reason or another that you have to dig down deeper. I can
imagine we may end up having a reduction in the number of journals at some
point.<br>
<b>Curl</b>: I think libraries are getting a little bit more resistant
to buying the journals.<br>
<b>Smalley</b>: In scientific circles we're getting
closer and closer to the time when you just don't need a piece of paper. It used
to be that graphics were a big problem; you could get the text, but not the
graphics. Now you can get [both].<p>
<b>Sabin</b>: How do you see the library
aiding your future research or the research of future Nobel prizewinners?<br>
<b>Smalley</b>: As long as you can't sit at a good-quality screen [with] good
access and good image quality of every paper ever published and get a
printout-which is certainly not true now-you have to go to the library to find it.
I see it mostly as the place where the paper stuff is held, and you go and find
it.
<p>
<b>Sabin</b>: We have a few questions about winning the Nobel Prize. What
is the most surprising thing that has happened as a result of winning the Nobel Prize?
<br>
<b>Smalley</b>: I'm surprised that people think that you've won the Nobel
Peace Prize. Even in the local Houston stations when they announced it a third of
them actually said, "They got the Nobel Peace Prize (or the Nobel Peace Prize in
Chemistry)." [When] you've been in science for thirty-some-odd years, of course
you know the Nobel Prize.<br>
Another surprise was: I expected that after I won
this prize every time I walked through the airport or any other public place,
there'd be this hush. Frankly, I actually went out and got somebody to [have]
buttons made that said, "Ask me about the Nobel Prize." It isn't as big a deal as
it seems.<br>
<b>Curl</b>: I don't know why I was surprised about it, [but] it
seemed to me that people were really genuinely happy about it. <br>
<b>Smalley</b>: I don't recall any time in the past three months that I've
encountered anybody who sees a negative about it. It just makes you smile.
<p>
<b>Sabin</b>: What would you say was the highlight of your stay in Stockholm?<br>
<b>Smalley</b>: Getting on the airplane to come home.<br>
<b>Curl</b>: We were
awfully tired when we got back. I certainly found myself most nervous in the
ceremony, which was the strangest aspect of all, because all you had to do was not
to fall down. It really wasn't a tough role to play, but I just found myself
incredibly nervous.
<p>
<b>Sabin</b>: What did you enjoy most and least about
winning the prize?<br>
<b>Curl</b>: I enjoyed the recognition the most. I guess
the thing I enjoyed the least: you have a fear that no faults, no booboos, no
screwups, no human things that you do are going to go unnoticed and
unpunished.<br>
<b>Smalley</b>: The thing I enjoyed the most was seeing how much
the Rice community enjoyed it. This is really a wonderful event in the history of
Rice University. I feel good to have played a part in having that happen.<br>
And
to me the part I liked least was the day after the Nobel Prize ceremony when CNN
had us on for an hour and a half for "Nobel Minds." The whole concept of "Nobel
minds" bothers me-these brains that are especially good, guaranteed to be the
biggest geniuses around. And you sit there and you're not allowed to talk about
your research. So for an hour and a half, [on] live TV, all through Europe,
recorded broadcast around the world, they give you these big softball questions
about the frontier of your field-science in general. They didn't ask us about
world politics, but we probably would have said something stupid if they had.
This, I found, was really distasteful.<br>
<b>Curl</b>: I don't know how to handle
those big softball questions. I still don't know the answer to the question I was
asked by [one] gentleman. That's the sort of question where, if you really knew
the answer, you'd be working on it.
<p>
<b>Sabin</B>: What effect will the Nobel
prize have on your future work?<br>
<b>Curl</b>: One of the questions is, "Will
there be any future work?" [Winning the Nobel Prize] does consume a fair fraction
of one's time. The other aspect I can see is it ought to be a spur to try to make
sure the work you're doing is good, that it's not incomplete or a falloff from
what you did before. It does provide sort of an incentive to examine what you're
doing and try to come up with something better.<br>
<b>Smalley</b>: That tendency
could actually completely freeze you. Last night I was reading a book about
running. [The author was talking] about how he had enjoyed learning to write. [He]
said one of the things that will stop you from writing is [that] you become such a
critic of yourself: you can't get a sentence out, because it's never good enough.
You just completely freeze. Now, with word processors, you can get in and edit
that sentence endlessly. You may never be satisfied with any piece of research;
it's just not up to that level. You may not want to put your name on it.
Obviously, you need to kill that particular bug because it will keep you from ever
doing anything.<br>
<b>Curl</b>: I hope that [the Nobel Prize] somehow helps Rice.
I think that it will.<br>
<b>Smalley</b>: [to Curl] Have you donated one of your
replicas [of the Nobel Prize medal] to the university?<br>
<b>Curl</b>: Yes.<br>
<b>Smalley</b>: The university will always have two of these medals-Bob's and mine.<br>
<b>Sabin</b>: Thank you very much-for the medals and for the interview.
<p>
<hr>
<p>
<a name="dbm"><h3>Behind the Scenes: Database Management</h3></a>
by
Elizabeth Baber, Head, Database Management<br>
baber@rice.edu
<p>
With
nine staff members, Database
Management is the third of the three sections that comprise the
Technical Services Department of the library. Although this section
originally dealt mainly with online data (hence its name), it now
includes four separate units: a Database Management
Unit, a Materials Labeling Unit, a Binding Unit, and an In-House Repair
Unit.
<p>
The Database Management Unit is staffed by three people
(including the head of the section). Besides han
dling all of the corrections to the online catalog, this unit works to
ensure that only one form of author, subject, series, and, in certain
instances, title (called a uniform title) is found on cataloging
records. For example, works on medieval literatu
re are listed under "Literature, Medieval" and all works by or about
Vincent van Gogh are listed under "Gogh, Vincent van, 1853-1890."
<p>
<img src="GIF/baber.gif"><br>
<b>Elizabeth Baber</b>
<p>
To keep track of
decisions made on forms of headings, we make
"authority records," listing the correct form of a heading and any
variant forms under which people may look for that heading. References are put in
our catalog under variant forms of headings to direct people to the form of
heading chosen as the authoritative form. Nationally maintained files of names,
subjects, series, and uniform titles are consulted to establish the authoritative
forms used in our catalog. If no form has been established in national files, the
correct form of heading is established locally.
<p>
The Database Management Unit
is also responsible for resolving call number conflicts, converting manual
bibliographic records to machine-readable form, changing locations of materials,
replacing pages lost to mutilation, and withdrawing materials. In addition, the
change to a new automated library system has necessitated many cleanup projects in
which the unit has been involved.
<p>
Two persons make up the Materials Labeling
Unit, preparing call number labels for all new materials added to the library.
Items are also stamped with ownership and other stamps, and date slips (for
checking out materials) are inserted where needed. When call numbers of old books
become hard to read or when books are moved to new locations, new labels are
prepared.
<p>
<img src="GIF/binding_staff.gif"><br>
<b>Helen Gibbs, Preservation
Specialist Rita Marsales, and Lisa McLean handle all commercial
binding.</b>
<p>
The Binding Unit, with three people, is responsible for
sending unbound materials to a commercial bindery l
ocated out of state. Journal issues in the Current Periodicals area are
regularly gathered up for binding when a volume is complete. Some new
monographs, as well as older volumes that have seen hard use, are also
sent for commercial binding. Volumes se
nt to the bindery are out of the library for a month; pre-shipment
preparation and post-shipment checks lengthen the period of time that
items are off the shelves to six weeks. The unit binds about 10,000
volumes per year.
<p>
The In-House Repair Unit con
sists of one person, plus student help. Books that are damaged through
use or mutilation are repaired here, unless commercial rebinding is
necessary. Paperbound books which are not commercially bound have a
protective plastic coating applied to them. S
ome new paperbound items, especially music, are inserted in cardboard
covers, while older, more fragile items are frequently protected in
boxes. In fiscal year 1996 this unit handled over 12,656 items.
<p>
<img src="GIF/eudey.gif"><br>
<b>Garry Eudey repairs
a damaged book.</b>
<p>
Fondren Library's Preservation Coordinator, who
is charged with educating the library staff and the public about preservation
issues, is also part of Database Management. In addition to other preservation
duties, the coordinator has direct supervision of the Binding and In-House Repair
units.
<p>
<hr>
<p>
<a name="cders"><h3>Collection Development Specialists</h3></a>
Kerry Keck,
Coordinator, Collection Development & Electronic Information Resources<br>
keckker@rice.edu
<p>
<i>News From Fondren is beginning a series of profiles of
library staff members who specialize in collection development for specific
subject areas.</i>
<p>
<h4>John Hunter</h4>
John Hunter has been an enduring
member of Fondren Library's Reference Department, watching the changes in the
library and in Rice University for almost two decades. Currently John is
responsible for collection development for six academic disciplines: civil
engineering, computational mathematics, computer science, electrical engineering,
geology, and mechanical engineering. In addition, he provides
research assistance at the Reference Desk and upon appointment.
<p>
John, an East Texas native from the Piney Woods, holds a bachelor's
degree in biology and a professional master's d
egree in library and information science. He is also certified as a
teacher for grades 7 through 12 and credits his ability to communicate
effectively with individuals of varying academic skills to this
experience. John has worked in health science, law
, and public libraries, as well as in several academic institutions
(Virginia Polytechnic, University of Texas, Houston Community College,
Prairie View A&M, and Rice).
<p>
John left Rice briefly in the late
'80s. His decision to return to Fondren Librar
y was based on the collegiality of Rice and the potential he perceived
for affecting the institution's direction.
<p>
<img
src="GIF/hunter-n-figg.gif"><br>
<b>John Hunter and Milton Figg check a
bibliographic source.</b>
<h4>Milton Figg</h4>
Although Milton
Figg has been a member of the Fondren Library team for a little less
than a year, he brings a wealth of experience with him, having worked in
academic libraries for almost fifteen years before coming to Rice. At the
University of South Mississippi and the University of Tennessee, he assisted
library users with information needs and worked toward implementing electronic
products. Milton also had responsibility for collection development for a wide
range of disciplines, especially the humanities.
<p>
At Fondren Library, Milton is
responsible for collection development in classics, history (including most of the
area studies), philosophy, and religious studies. Milton's academic background is
in history, with a particular interest in late 19th-century Germany. Besides his
master's degree in history, Milton has also earned a professional master's degree
in library and information science.
<p>
A goal of Milton's first year at Rice has
been to establish strong working relationships with the faculty. Besides
providing regular assistance at the Reference Desk, he also helped in the baseline
analysis of the library's collections. Milton is looking forward to expanding his
involvement with Fondren Library's growing collection of electronic resources.
<p>
<hr>
<p>
<a name="webweek"><h3>Fondren Library To Take Part in Web Web</h3></a>
The library will be participating in Information Technology's Web Week, a
celebration of Rice's achievements on the World Wide Web. Web Week will span
March 17 to March 21. <p>
The week's events open on March 17 with the Fondren
Library/Information Technology Lecture Series. Ed Fox, of Virginia
Tech, will speak at 4 P.M. in the Kyle Morrow Room of the library.
Other special events will include a College Bowl, a Technology F
air, and a series of workshops and lectures highlighting some of Rice's
most impressive Web pages.
<p>
The library will also sponsor special
sessions on Internet searching strategies, Internet resources in the
sciences and fine arts, government document
s online, and rare books and manuscripts on the Internet. In addition,
Fondren Library is planning some new online resources, such as a
selection of speeches presented at the recent Economic Summit and an
exhibit of Rice memorabilia.
<p>
For more informa
tion E-mail Pamela Pavliscak at: pamelamp@rice.edu.
<p>
<hr>
<p>
<a
name="symonds"><h3>Symonds Laboratory Offers Multimedia
Environment on
the Rice Campus</h3></a>
Doralyn H. Edwards, Data Librarian<br>
doralyn@rice.edu
<p>
Located on the second floo
r of Fondren Library, the Gardiner Symonds Teaching Laboratory is a new
multimedia classroom used by a variety of groups on the Rice campus.
The Center for Technology in Teaching and Learning (CTTL) manages the
facility and receives support from Fondren
Library and User Services. This classroom, which opened in the spring
of 1996, houses full-time classes, presentations, and workshops from
many academic disciplines.
<p>
<img src="GIF/d_edwards.gif"><br>
<b>Doralyn
Edwards prepares for a class in Symonds Laboratory.</b>
<p>
The purpose
of the Symonds Laboratory is to develop
and evaluate innovative educational methods using the unique
architectural and multimedia environment. The multimedia sources
available in the space enable instructors and students to
use richer and more individualized information in the classroom,
including the World Wide Web, online databases, diverse communication
systems, and a wealth of imagery, music, and oral materials. In
addition, the architectural design of the space and fur
niture promotes small group discussions and collaborative student work,
reflecting international trends in academia and professional
organizations.
<p>
Through a grant from the Culpepper Foundation, both a
librarian and a psychologist manage most of the d
aily activities of the lab. The librarian, Doralyn H. Edwards, works
with faculty in the lab to find and develop a variety of Web, print, and
multimedia resources for use in class. In addition, Doralyn teaches
Internet searching techniques and strategie
s to many of the classes in the lab. She has been particularly active
in working with a Physics and Astronomy Foundations course, in which she
maintained the resources sections of their Web pages and taught students
how to find electronic and print infor
mation. Janice Bordeaux, the psychologist in the Symonds Laboratory,
observes and surveys the students and faculty in the classroom to find
ways to improve teaching in such facilities.
<p>
Although Fondren
Library does not manage the Symonds Laboratory,
there are a number of projects on which library staff members
collaborate. Recently, workshops have been taught by Fondren Library
staff for local school librarians, as well as for other library staff
members. In the spring semester, there will be even
more professional development workshops and collaborative CTTL/Fondren
Library projects. To learn more about the facility, visit the Symonds
Laboratory homepage on the Web at: <a href="http://cttl.rice.edu/projects/Symonds
">http://cttl.rice.edu/projects/Symonds</a>.
<p>
<hr>
<p>
<a name="dyk"><h3>Did
You Know...</h3></a>
<table><tr><td width=90><img align=top
src="GIF/fondren_bullet.gif"></td><td><a
href="http://riceinfo.rice.edu/Fondren/Indexes/abc.html#ril"><i>RILM
Abstracts of Music Literature</I></a> has been added to
<b>RiceInfo</b>. <i>RILM</i> includes two hundred
thousand citations on international music, with coverage from 1967 to
the present.
</td></tr></table>
<p>
<p>
<table><tr><td width=140><img align=top
src="GIF/fondren_bullet.gif"></td><td>Another addition to
<b>RiceInfo</b> is <a
href="http://riceinfo.rice.edu/Fondren/Indexes/abc.html#lib"><i>Library
Literature</i></a>. This publication indexes more than two hundred
library and information science periodicals published internationally,
as well as more than six hundred books per year. Coverage is from
December 1984 to the present.
</td></tr></table>
<p>
<p>
<table><tr><td width=130><img align=top
src="GIF/fondren_bullet.gif"></td><td>The
<a href="http://riceinfo.rice.edu/Fondren/Indexes/abc.html#lif"> <i>Life
Sciences Collection</i></a>, published by Cambridge Scientific
Abstracts, Inc., has also been added to <b>RiceInfo</b>. This
collection offers over 1.7 million citations and abstracts to the
world's literature in twenty life science disciplines.
Coverage begins in 1982. </td></tr></table>
<p>
<p>
<table><tr><td
width=190><img align=top
src="GIF/fondren_bullet.gif"></td><td>The CD-ROM
collection at the Reference Desk has been enriched by the addition of
<i>Global Newsbank</i>. This resource contains full-text newspaper
articles on current issues and events, selected from over one hundred
American and Canadian newspapers. In addition, <i>Global Newsbank</i>
includes articles selected from American and international news wires.
</td></tr></table>
<p>
<p>
<table><tr><td width=120><img align=top
src="GIF/fondren_bullet.gif"></td><td>Also available on CD-ROM at the
Reference Desk is <i>Arts and Humanities Citation Index</i>. This
multidisciplinary index contains entries from approximately sixty-one hundred
journals. Coverage is from 1975 to the present. </td></tr></table>
<p>
<hr>
<p>
<a name="statistics"><h3>Association of Research Libraries 1994-95 Statistics:
Selected Comparison</h3></a>
Statistics compiled by Jean Caswell, Assistant
University Librarian, Technical Services<br>
caswell@rice.edu
<p>
<TABLE>
<TR>
<Th>University</th><th> Volumes in
library</th> <th>Materials expenditures</th> <th>Total Library
expenditures </th><th>Total staff FTE</th> <th>Full-time students</th>
<th >Full-time faculty</th><th>Materials % expend </th></TR>
<TR><td>Rice </td><td> 1,864,335</td><td> $4,562,526
</td><td> $9,120,875 </td><td>119 </td><td> 3,988
</td><td> 449</td><td>
50.0%</td></TR><TR><td>Brown </td><td> 2,762,196</td><td>
$4,303,622 </td><td> $13,029,954 </td><td> 252</td><td>
7,261 </td><td> 529 </td><td> 33.0%</td></TR>
<TR><td>Duke </td><td> 4,415,525</td><td> $7,485,402
</td><td> $20,450,617 </TD><td>337 </td><td> 10,742
</td><td> 1,044 </td><td> 36.6%</td></TR>
<TR><td>Emory
</td><td> 2,183,942 </td><td> $6,578,513 </td><td>
$17,198,062 </td><td>274 </td><td> 9,336 </td><td>
674 </td><td> 38.3%</td></TR>
<TR><td>Harvard </td><td>
13,143,330</td><td>$14,979,412 </td><td> $68,417,472
</td><td>1,116 </td><td>17,390 </td><td> 1,708 </td><td>
21.9%</td></TR>
<TR><td>Princeton </td><td> 5,292,949</TD><td>
$8,728,953 </td><td> $24,212,986 </td><td>395 </td><td>
4,524 </td><td> 734 </td><td> 36.1%</td></TR>
<TR><td>Stanford </td><td> 6,549,725</td><td> $12,783,018 </td><td>
$39,616,529 </td><td>544 </td><td>12,622 </td>
<td> 1,428 </td><td> 32.3%</td></TR>
<tr><TD>Vanderbilt
</td><td> 2,335,725</td><td> $4,932,979</td><td> $13,171,893
</td><td>298 </td><td> 9,491 </td><td> 1,581 </td><td> 37.5%
</td></tr>
<tr><td>U. Houston</td><td>1,846,757</td><td> $4,529,065
</td><td> $11,473,203</td><td> 216</td><td> 18,824
</td><td> 1,437 </td> <td> 39.5%</td> </tr></TABLE><p><TABLE>
<TR>
<Th>University</th><th>Expenditure</th><th>per faculty</th> <th>Per
faculty</th> <th>Expenditure</th><th> per student </th><th> Per
student</th></tr><tr><th></th> <th>materials</th> <th >total
library</th><th>vols added</th> <th>materials</th> <th >total
library</th> <th>vols added</th> </TR>
<tr><td>Rice</td><td> </td<td>
$10,162 </td><td>$20,314 </td><td> 118.56</td> <td>$1,144</td><td>
$2,287 </td><td>13.35</td></tr>
<tr><td>Brown </td><td> $8,135
</td><td>$24,631 </td><td> 104.08</td><td> $593 </td><td> $1,795
</td><td> 7.58</td></tr><tr><td>Duke </td><td> $7,170
</td><td>$19,589</td><td> 134.70</td><td> $697 </td><td> $1,904
</td><td> 13.09</td></tr>
<tr><td>Emory </td><td> $9,760 </td><td>
$25,516 </td><td> 71.70</td><td> $705 </td><td>$1,842 </td><td>
5.18</td></tr>
<tr><td>Harvard </td><td> $8,770 </td><td> $40,057
</td><td> 162.28</td><td> $861 </td><td>$3,934</td><td>
15.94</td></tr>
<tr><td>Princeton</td><td> $11,892 </td><td> $32,988
</td><td> 169.00</td><td>$1,929 </td><td> $5,352 </td><td>
27.42</td></tr>
<tr><td>Stanford</td><td> $8,952 </td><td> $27,743
</td><td> 103.59 </td><td>$1,013 </td><td> $3,139 </td><td>
11.72</td></tr><tr><td>Vanderbilt </td><td> $3,120 </td><td>
$8,331 </td><td> 42.17</td><td> $520 </td><td>$1,388 </td><td>
7.02</td></tr><tr><td>U. Houston </td><td> $3,152 </td><td> $7,984
</td><td> 32.53</td><td> $241 </td><td> $609 </td><td>
2.48</td></tr></table><p>
<hr><hr>
<h2>News From Fondren</h2>
<h3>Vol.6 no.2,
Winter 1997
Fondren Library, Rice University, P.O. Box 1892, Houston, TX,
77251-1892,
713-527-4022</h3>
<p>
Published three times a year, in the Spring,
Fall and Winter.
<p>
Editor: Elizabeth Baber (baber@rice.edu).<br>
Proofing: Jean
Caswell, Joe Hatfield<br>
Newsletter Committee: Jean Caswell, Esther Crawford,
Jennifer Geran, Saima Kadir, Kerry Keck<br>
Publications Coordinator: Barbara
Kile<br>
Desktop Publishing: Ruth Lancaster<br>
Photographer: Shirley Wetzel
<p>
<i>News From Fondren</i> is a copyrighted publication of the Fondren
Library, Rice
University. All or part of
<i>News From Fondren</i> may be redistributed, with
appropriate credit.
<p>
Statements of fact and opinion appearing in <i>News From
Fondren</i> are
the responsibility of the authors and do not imply the endorsement
of Rice
<hr>
Click here to get the file
