🔙 Quay lại trang tải sách pdf ebook Đọc hiểu tiếng Anh ngành thư viện thông tin Ebooks Nhóm Zalo ( | g | i k u u NG đ ạ i h ọ c Vă n h o á h à n ộ i DƯƠNG THỊ THU HÀ ĐỌC HIỂU TIẾNG ANH t NHÀ XUẤT BẢN ĐẠI HỌC QUỐC GIA HÀ NỘI DƯƠNG THỊ THU HÀ DỌC HIỂU TIẾNG ANH NGÀNH THƯ VIỆN - THÔNG TIN LIBRARY A N D INFORMATION SCIENCE: ENGLISH READING MATERIALS (Giáo trình dành cho sinh viên đợi học và cao đắng ngành Thư viện - Thông tin) NHÀ XUẤT BẢN ĐẠI HỌC QUỐC GIA HÀ NỘI C O N T E N T S Page number F orew ord ..................................................................................................... 5 Section One: Introduction to Library and Inform ation Science U nit 1 The Role o f the Library in Society......................................... 9 U nit 2 Careers in Library W ork ........................................................31 U nit 3 Education and Training o f L ibrarians..................................51 U nit 4 Library and Inform ation M arketing................................... 68 Unit 5 Service in the L ibrary............................................................. 92 Section Two: Types o f Libraries Unit 6 Public L ibraries................................................................... 108 Unit 7 School Libraries ................................................................. 126 Unit 8 A cadem ic L ib ra rie s............................................................. 144 Unit 9 Special L ibraries................................................................... 160 Section Three: T echnical Processing Unit 10 C atalogs.................................................................................. 176 Unit 11 Bibliosrapliic Descriptions o f Library M aterials....... 195 Unit 12 C lassification S y stem s...................................................... 218 U nit 13 Preservation o f L ibrary M a te ria ls........................................243 Section Four: L ibrary and Inform ation T ech n ology U nit 14 A utom ation in the L ib ra r y ..................................................... 263 U nit 15 R etrieval and R eference W o rk ..............................................286 R e fe r e n c e s.........................................................................................................307 V ocab ulary R e fe r e n c e ................................................................................ 310 4 L Ờ I N Ó I Đ À U G iáo trình Đ ọc hiểu tiếng Anh ngành Thu' viện - Thông tin được biên soạn cho sinh viên các trường đại học và cao đăng thuộc lĩnh vực có liên quan. N goài ra. giáo trình cũng rất bô ích đôi vói các cán bộ đang công tác trong cơ quan Thông lin-Thư viện. G iáo trình giúp cho sinh viên rèn luyện các kỹ năng đọc hiêu. trong đó chú trọng kỹ năng đọc đê tìm thông tin, nhăm phát triển khả năng đọc hiểu tài liệu liếng Anh ngành Thư viện-Thông tin. Mặt khác, giáo trinh còn cung cấp. bồ sung và nân” cao kiên thức về ngũ' pháp và từ vựiiíỉ cùa ticna Anh nói chung và tiếng Anh ngành T hư viện-Thôtm tin nói ricnsỉ cho sinh viên. Giáo trình được biên soạn để dùníí trong lớp học có ttiáo vicn lurớns dẫn. Níioài ra. tỉiáo trinh còn có thể được dùníi làm lài liệu tự học. G iáo trình đuực biên soạn theo các nội dunu khác nhau cùa naành T hư v iện -T h ô n s tin uồm 15 bài học. Mỗi bài học ứni> với m ột nội d u n s cụ the cùa nsỉành. cồm các mục lớn dưới đây: * P rc -rc a d in g : N lũnm câu hoi cua phần này Ilham tập trune sự chú V cùa 1111 ười học vào chủ do cùa bài. khuyến khích nmrời học chia sè với nhau nhừníi kiên thức có liên quan trục tiêp đcn chủ đè đổ bày tỏ ý kiến theo suy níìhĩ cùa mình. * R ead in g : M ỗi bài đọc hiêu đê cập đèn một nội du nu cua nuành T hư viộn-Thôim tin nhàm uiúp sinh viên làm quen với chu đề của bài học. Cline cấp thôntỉ tin. nuữ liệu và phát triên các kỹ năng đọc hiểu cho sinh viên. 5 * W o rk in g w ith v ocab u lary: Mục đích của các dạng Dai tạp luyện từ vự n g được th iết ke tro n g giáo trình này nhăm g iú p sinh v iên ghi n h ớ số lư ợ nc từ đã học v à phát triển ch ú n g tro n g ngữ cảnh m ới. * U n d ersta n d in g the reading: Phần này được thiệt kê dưới các d ạn g bài tập như: Bài tập “ đú n g /sai” và câu hỏi kiêm tra đọc hiểu. C ác d ạn g bài tập này giúp sinh viên khăc sâu kiên thức cùa bài đọc hiểu vừ a học và ôn lại nhữ ng ý chính củ a bài đọc. * F u rth er practice: Phần này được thiết kế dưới hai dạng bài tập: câu hỏi thảo luận và viết bài luận. Hai dạng bài tập này íỉiúp sinh viên có cơ hội sừ dụng n gữ liệu đã học cùng với ngữ liệu trong bài học để m ở rộng kiến thứ c bài đọc hiểu trên cơ sờ nam chác bài học và liên hệ với thực tế (cụ thể là thự c tế về th ư viện ờ V iệt N am ). * F u rth er reading: M ỗi bài học đều có m ột bài đọc thêm nhằm cu n g cấp n h ữ n s th ô n í tin có liên quan đến các nội d u n s mà bài học đề cập đến. * L a n g u a g e focus: giúp sinh viên cùng cố và nâns cao liiêu biết về k iến thức n gữ pháp và phát triển vốn từ VỤT12 cùa họ. Một số bài tập gồm : tạo từ b a n s cách sử dụ n g tiền tồ, hậu tố. điền giới từ. m ạo từ , d ạn a đ ú n a của đ ộ n e từ v v ... * B u ild in g v o cab u lary skills: "Ồm có hai loại bài tập: " ôn lại từ v ụ n g " v à “ đoán từ dựa theo n a ữ cảnh". Hai d ạn a bài tập nàv nhăm g iú p sinh viên ôn lại từ cùa các hài học trước, phát triên khá năng đoán nu h ĩa củ a từ theo n e ũ cảnh. C uôi sách là danh m ục từ v ự n s được liệt kê theo tìrn s bài học. Tác già hi vọng rằng giáo trình Đ ọc hiểu tiến g A nil ngành T h ư v iệ n -T h ô n g tin sẽ m ang lại nhiều bổ ích cho sinh viên. Chúc các bạn th àn h công. T ác già xin chân thành cám ơn PG S. T S. -Trần Đ ức N gôn, 6 T hS. N guyễn Tiến Hiển, ThS. Vũ Dương Thúy Ngà, TS. Lê Văn Viết, ThS. N guyễn Huy Chương, TS. Nguyễn H oà và TS. Tô Thị Thu H ương về những ý kiến đóng góp rất quí báu cho việc biên soạn giáo trình này. T ác giả cũng xin bày tỏ lời cám ơn chân thành tới ông John F D rennan, Trường Đại học Tổng hợp M elbourne, A ustralia, người đã đọc và sửa giáo trình. T rong quá trình biên soạn chắc chắn còn nhiều thiếu sót, tác giả rất m ong nhận được sự chi giáo từ những người quan tâm. T hS. D ư o tig T h ị T hu Hà SECTION ONE INTRODUCTION TO LIBRARY AND INFORMATION SCIENCE UNIT 1 THE ROLE OF THE LIBRARY IN SOCIETY ♦ Pre-reading 1. W hat do you understand by the w ords ‘aim ' and ‘objective"? 2. W hat do you know about libraries? 3. Can you nam e som e different kinds o f libraries? ♦ Reading A IM S A N D O BJECTIV ES OF LIBRARIES A library (institution) is a collection o f books and other inform ational m aterials made available to people for reading, study, or reference. The w ord library comes from liber, the Latin w ord for "book". H ow ever, library collections have alm ost always contained a variety o f m aterials. M odern libraries maintain collections that include not onlv w ritten m aterials such as m anuscripts, books, new spapers, and m agazines, but also art reproductions, film s, sound and video recordings, maps, photographs, m icrofiches. CD-RO M s, com puter softw are, online 9 databases, and other m edia. In addition 10 m am iain in a collections w ithin library buildings, m odem libraries often feature telecom m unication links that provide users w ith access to inform ation at rem ote sites. T he central m ission o f a library is to collect, organize, preserve, and provide access to know ledge and inform ation. In fulfilling th is m ission, libraries preserve a valuable record of culture th at can be passed dow n to su cceedina senerations. L ibraries are an essential link in this com m unication between the past, present, and future. W hether the cultural record is contained in books or in electronic form ats, libraries ensure that the record is preserved and m ade available for later use. Libraries provide people w ith access to the inform ation they need to work, play, learn, and govern. P eople in m any professions use library resources to assist them in th eir w ork. P eople also use library resources to gain information ab o u t personal interests o r to obtain recreational m aterials such as film s and novels. S tudents use libraries to supplem ent and enhance th eir classro o m experiences, to learn skills in locating sources of in fo rm atio n , ariu to d evelop good reading and study habits. Public o fficials use libraries to research legislation and public policy issues. O ne o f the m ost valued o f all cultural institutions, the library provides inform ation and services that are essential to learning and progress. A nv org an izatio n w hich is w ell m anaged w ill have defined aim s o r goals to w ard s w hich all its activities and the energies of its personnel are directed. A library m a n ase r has therefore an o b ligation to spell out the aim s o f his library in relation to the asp iratio n s o r the role o f the parent bodv in society. For a public 11 b rar\ system , its aim s m ust be d eriv ed from the long-term stỄte 10 goals particularly in education, inform ation and culture. For exam ple, its aim s might be form ulated as follows: To support formal education, i.e. providing for the needs o f those pursuing prim ary and secondary education. To contribute to non-form al education, i.e. providing for literacy program s, vocational training and professional education. To encourage reading for know ledge and information. To cultivate reading habits and to sustain literacy in society etc. T he aim s o f a university library, a college library, a school library o r a special library should be defined on the basis o f what the library m ust do to further the w ork o f the organization o f which it is a part. The prim e goals o f a university library, for instance, are to contribute to the teaching role o f a university, to support learning and research activities, and to stim ulate creativity and intellectual developm ent am ong staff and students. It is not enough, how ever, only to define the aim s o f a library. All the sta'T should know the aim s so that :hey may relate their w ork and devote their tim e to the fulfilm ent o f those aims. F urtherm ore, the m anager m ust involve sen io r staff in setting the objectives or targets o f their ow n departm ents in the light o f stated aim s o f the entire library. The objectives o f a departm ent such as the lending departm ent arise directly from the aim s. O bjectives are the basis o f the day-to-day operations o f a departm ent and a m easure o f its perform ance. A t this juncture it is im portant to distinguish between “aim s” and “ objectives” . We w ould-define “aim s” or “goals” as statem ents about the purpose or the m ission o f an organization or statem ents 11 w hich spell out the business an O igam /.auun 1Ĩ> engaged in. “ O bjectives” sp rin g from “ aim s” and they are the targets and tasks o f an organization or part o f it; they are. to an extent, a m easure of an o rg an izatio n 's effectiveness in the fulfilm ent o f its aim s. T he task o f the cataloging departm ent w ould be to catalog a certain num ber o f books w ithin a short tim e and to producc catalogs useful to readers. The objectives o f the lending department w ould be to provide reading m aterials to the lib rary 's user groups: to m aintain efficient catalogs and stocks; to prepare statistics of usaue regularly; to educate readers on the use o f the library, etc1 1 ♦ W orking with vocabulary A. F ocu s on th e reading C hoose the best w ord or phrase for each sentence. Use each word o r phrase only once. If you need help, look at the reading again. T he w ords are in black er letters in the reading passage. collection devote produce own provide sta ff distinguish m aterials m anage basis relate spring from senior 1. A library (institution) is a ___________ o f books and other inform ational m aterials m ade av ailable to people for read in g , study, or reference. 2. In ad d itio n to m ain tain in g collections w ithin librar) buildings, m odern libraries often feature telecom m uni- ( ’ ) Adapted fro m R itchie, s. I 19X2) M o d e rn lib ra ry p ra c tic e , pp. I -9 12 cation links that__________users with access to inform a tion at rem ote sites. 3. The aim s o f a university library, a college library, a school library or a special library should be defined on the __________ o f w hat the library must do to further the w ork o f the organization o f w hich it is a part. 4. All the ______________ should know the aims so that they m ay____________their work a n d ___________ their tim e to the fulfilm ent o f those aims. 5. The m anager m ust involve__________ staff in setting the objectives or targets o f th e ir__________departm ents in the light o f stated aim s o f the entire library. 6. It is im portant to _between “aim s” and “objectives” . 7. "Objectives” ____________ "aims”. 8. The task o f the cataloging departm ent would be to catalog a certain num ber o f books within a short tim e and to catalogs useful to readers. B. Focus on New C ontexts In this exercise the w ords are in a different context. They are in different sentences but they mean the same as in the reading passage. collections provided distinguish basis produced staff ow n related change devoted senior spring from 13 1. 1 here are tw o _____________ a day from this m ailbox. 2. The firm h a s _______________________ him w ith a car. 3. R ates o f w ork are calculated on a w e e k ly ___________. 4. H ow m uch i s ___________depends on how hard w e work. 5. T h e _______________in this shop are very helpful. 6. W ealth is se ld o m _____________ to happiness. 7. H e ______________ his life to ed u catin s children. 8. H e 's ____________ to m e. because he jo in ed the firm before me. 9. He saw it w ith h e r _____________ eyes. 10. P eople w ho c a n n o t_____________ betw een colours are said to be colour-blind. 1 I . H er a c tio n s ____________ goodw ill. c . C o n tex t clu es Y ou can often understand the m eaning o f a new w ord from other w ords in the sen ten ce o r from nearby sentences. The other words that help you understand new w ords are called c o n te x t clues. Practise usin g co n tex t clues. C hoose the nearest equivalent w o rd /p h rase to each w ord in b o ld print from a, b, c and d. These w ords are from the read in g passage. (D o not use your dictionary.) I. A library (in stitu tio n ) is a collection o f books and other inform ational m aterials m a d e a v a ila b le to people for reading, study o r reference. a. provided b. paid for c. im proved d. eaten 14 The w ord library com es from ‘lib e r', the L atin word for "book". a. a m odern language b. a country in South Am erica c. an ancient language d. a kind o f book In addition to maintaining collections within library buildings, m odern libraries often feature lelecom m uni-cation links that provide users w ith access to inform ation at rem ote sites, a. spectacles b. pictures c. countries d. places A ny organization w hich is well m anaced will have defined aim s or goals tow ards which all its activities and the energies o f its personnel are directed. a. good b. useful c. put into precise w oiJs d. refined A library m anager has therefore an obligation to spell out the aim s o f his library in relation to the aspirations or the role o f the parent bod\ in societv. a. w rite each letter correctly b. take a rest c. explain carefully I l i e a i m s VJI CL U I I M V U I I ; ■ I I / I U I ' T . w v n v s j v , | W | U | ; * ** - J V I I U UI Iibran or a special library should be defined on the basis of what the library m ust do to f u r th e r the w ork o f the organization o f w hich it is part. a. to prom ote/encourage b. to m ove to a distant place c. to explain d. to define The prim e so als o f a university library. ... are .... and to stimulate creativity and intellectu al d evelop m en t am ong staff and students. a. im provem ent to thinking b. aathering inform ation c. m em ory train in s d. creativity Furtherm ore, the m anager m ust involve senior staff in setting the o b jectiv es or ta rg e ts o f th eir ow n departm ents in th e lig h t o f the stated aim s o f the entire library, objectives/targets a. things b. b elo n sin ss c. goals that depend on aim s d. results in the light o f a. throw ing light on b. follow ing the evidence provided by c. in the daytim e d. clearly . 9. The objectives o f the lending departm ent would be to provide reading m aterials to the library's reading groups; to m aintain efficient catalogs and stocks ... efficient a. w orking well b. cheap c. full d. m arine stocks a. kind o f soup b. an instrum ent o f punishm ent c. holdings d. flow ers ♦ Understanding the reading A . C om prehension: T rue/False W rite T if the sentence is true and F if the sentence is false. 1. A m odern library does m uch m ore than simply collects books and m anuscripts. 2. The w ord 'library' com es from an ancient Latin word m eaning 'collection'. 3. A public library should aim to support both formal and inform al education. 4. Based on the aim s o f a library, objectives are concerned w ith day-to-day operations o f each aspect or departm ent o f a library. 17 I IK’ dHTii OI a I i u i a i ' a i c uabcu em m e u o j e t m e s or the lihrar>. 6 T h eo n K role o f a universitN !ibrar> is to further the teaching role o f the u n i\e r s it\. The w ord 'library' com es from an ancient Latin word m eaninn 'book'. S. C D -R O M s, photographs and m aps can often be found in m odern libraries. 9. A lib ra n 's aim s should be form ulated and m ade known b\ the library's m anaser. 10. O ne o f the aim s o f a university libran. should be that of stim ulating creativitN am ona students and staff. B. C om prehension questions A nsw er the questions about the readina. 1. In broad term s, w hat m o kinds o f education should public libraries aim to support or contribute to? 2. N am e one kind o f librar> that has. as one o f its prim e aims, that o f supporting research activities. 3. w hy is it im portant that all m em b ers o f sta ff in a librarx should know the aim s o f their library? 4. On the basis ot w hat criteria can the success o f the da\-to d a\ operations of a library he m easured? 5. W hich ot the follow inn are best described as 'aim s' and w hich are best described as 'objectiv es'? a. C ataloging at least 500 books each w eek: IS b. To provide userui maieriaiij 1UI IUUI 101.0, c. To encourage reading amoniỉ the com m unity; d. To keep statistical records; e. To teach readers how to care for books; f. To provide adequate lighting; g. To provide reading materials for education o f all main kinds and at different levels. 6. W ho has the responsibility o f spelling out the aim s o f a library? ♦ Further practice A. D iscussion 1. N am e som e function room s in a library. 2. N am e som e divisions (or departments) within a large library. 3. W ork out the tasks and functions o f each room or division. B. G uided w riting C om position topic: D escribe the kinds o f books you like to read !. M ake a list o f at least ten different kinds o f books, e.g. history books, novels. 2. W rite one sentence describing six o f these. E.g. History books tell the story o f people in the past, as individuals and in society, and they try to find explanations for the events o f the past. 19 3 G ive tw o reasons w hy you like one particular kind o f book. E ơ I like history books because (i) I can im agine m yself living at a different tim e in history and taking p a n in the events o f that tim e; (ii) history tries to explain why the w orld has come to be the w ay it is today. 4. G ive two reasons w hy you dislike one particular kind of book. E.g. In history there are so m any dates that I find it confusing; (ii) I prefer to read about the present rather than the past. 5. N ow , write a short com position on the above topic, making use o f the w ords and sentences you have ju s t w ritten. ♦ Further reading U N ESC O PU BLIC LIB RA R Y M A N IF E S T O (1994) A gatew ay to know ledge Freedom , Prosperity and the D evelopm ent o f society and individuals are fundam ental hum an values. T hev w ill only be attained through the ability o f w ell-inform ed citizens to exercise their dem ocratic rights and to play an active role in society. C onstructive participation and the d ev elopm ent o f democracy depend on satisfactory education as w ell as on free and unlimited access to know ledge, thought, culture and inform ation. The public library, the local gatew ay to know ledge, provides a basic condition for lifelona learning, independent decision-m aking and cultural developm ent o f the individual and social eroups. 20 T his M anifesto proclaim s U N ESC O ’s belief in the public library as a living force for education, culture and inform ation, and as an essential agent for the fostering o f peace and spiritual welfare through the m inds o f men and women. U NESCO therefore encourages national and local governm ents to support and actively engage in the developm ent o f public libraries. The Public Library The Public Library is the local centre o f inform ation, making all kinds o f know ledge and information readily available to its users. The services o f the public library are provided on the basis o f equality o f access for all, regardless o f age. race, sex, religion, nationality, language or social status. Specific services and m aterials m ust be provided for those who cannot, for w hatever reason, use the regular services and m aterials, for example linguistic m inorities, people w ith disabilities or people in hospital or prison. All age groups m ust find material relevant to their needs. C ollections and services have to include all types o f appropriate m edia and m odern technologies as well as traditional materials. High quality and relevance to local needs and conditions are fundam ental. M aterial must reflect current trends and the evolution o f society, as w ell as the mem ory o f hum an endeavor and 5 im agination. C ollections and services should not be subject to any - form o f ideological, political or relisious censorship, nor • com m ercial pressure. M issions o f the Public Library The follow ing key m issions w hich relate to inform ation, literacy, education and culture should be at the core o f public 1 library services: 21 1 creating and strenathenm g reading habits in children at an early age; 2. supporting both individual and se lf conducted education as well as form al education at all level; 3. providing opportunities for personal creative developm ent; 4. stim ulating the im agination and creativ ity o f children and youniz people: 5. prom oting aw areness o f cultural heritage, appreciation o f the arts, scientific achievem ents and innovations; 6. providing access to cultural expressions o f all perform ing arts; 7. fostering inter-cultural dialogue and favoring cultural diversity; 8. supporting the oral tradition; 9. ensuring access for citizens to all sorts o f com m unity inform ation; 10. providing adequate inform ation services to local enterprises, associations and interest groups; 11. facilitating the developm ent o f inform ation and com puter literacy skills; 12. supporting and participating in literacy activ ities and program m es for all age groups, and initiating such activities if necessary. Funding, legislation and n etw orks The public Library shall in principle be free o f charge. The public library is the responsibility o f local and national authorities. It m ust be supported by specific legislation and financed bv 22 national and local governm ents. It has to be an essential com ponent o f any long-term strategy for culture, information provision, literacy and education. To ensure nationwide library coordination and cooperation, legislation and strategic plans must also define and prom ote a national library network based on agreed standards o f service. The public network must be designed in relation to national, regional, research and specific libraries as well as libraries in schools, colleges and universities. O peration and m anagem ent A clear policy must be form ulated, defining objectives, priorities and services in relation to the local com m unity needs. The public library has to be oreanized effectively and professional standards o f operation m ust be maintained. C ooperation w ith relevant partners - for example, user groups and other professionals at local, regional, national as well as international level - has to be ensured. Services have to be physically accessible to all mem bers o f the com m unity. This requires w ell situated library buildings, sood reading and study facilities, as w ell as relevant technoloaies and sufficient opening hours convenient to the users. It equally implies outreach services for those unable to visit the library. The library services m ust be adapted to the different needs o f com m unities in rural and urban areas. The librarian is an active interm ediary betw een users and resources. Professional and continuing education o f the librarian is indispensable to ensure adequate services. O utreach and user education program m es have to be provided to help users benefit from all the resources.1 1 (*) http://www.unesco.ora 23 L A N G U A G E F O C U S A. W ord forms: Nouns Suffixes The suffixes -sh ip , -a g e , -ation , -ion, -sion or -tio n can be added to the end o f som e w ords. W hen you add these suffixes to a word, the new w ord becom es a noun. Practise making nouns by adding the suffixes -ship, -a g e . -ation, - ion, -sio n or - tio n to the follow ing w ords, then fill the gaps in the sentences below . V erb N oun describe ________ discuss ________ elect ________ inform ________ ex plode ________ invent ________ educate ________ invite ________ m arry pronounce ________ N oun N oun m ile ________ post o w n er ________ cham pion ________ I. W ho do you th in k w ill w in the next __________ - the C onservatives o r the L abor party? 24 2. He knew a lot o f grammar and vocabulary, but h is _____ was so bad that no one could understand a word he was saying. 3. The ___________ o f the com puter has had an enorm ous im pact on people's lives. 4. You get very good _ _ _ _ _ _ from this car - at least 40 m iles to the gallon. 5. Large public libraries em ploy professional reference librarians w ho assist users in fin d in g___________. 6. T h e ____________o f the land is disputed. 7. T his is his se c o n d _____________ His first wife died in a car crash three years ago. 8. There was a very lively on TV last night about the proposed introduction o f identity cards in Britain. 9. It is now confirm ed that three people died in yesterday’s __________ _ in a restaurant in Soho. This is the third IRA bom bing in London this month. 10. Have you had a n _______ _ to Jill’s w edding yet? 11. The police asked the w itness for a ____________ o f the arm ed robber. 12. The book costs $15 plus $2 __________ . 13. The school library is a w orking tool o f _____________. 14. My sister w on the world sw im m ing _ _ _ _ _ _ _ _ last year. B . A r tic le s : The articles a and the • a is used to indicate one: 1 'v e got tw o bikes and a car H e 's a lawyer 25 • the is used: a) w hen a w ord is used the second tim e: He nave me a bowl and a spoon. T h e spoon is dirty b) w hen only one object exists: the earth; the sun; the River Thames • a or th e is not used before countries and tow ns: I live in Paris He w ent to Italy * But note: som e geoaraphical locations include th e in the name: a. Certain countries: th e U SA ; th e U nited K ingdom ; the Philippines: th e USSR; th e N etherlands. b. M ajor points on the earth: th e N orth Pole; th e South Pole; th e Equator. c. Plurals o f islands, lakes, and m ountains: th e Canary Islands; th e G reat lakes; th e H im alaya M ountains. d. O ceans, seas, rivers, canals, deserts: th e Pacific Ocean; th e B ering Sea. th e M ississippi R iver: th e Suez C anal: the S ahara Desert. W rite a, th e. or no article to com plete these sentences. 1. We w ent t o ______V enice and then t o _______Rom e. 2. ______sun is shinina. 3. Have you g o t______double room ? 4. W e w ent t o ______Paris and s a w _______Palace o f V ersailles. 26 5. He gave me a lighter and some cigarettes. _____ lighter d id n 't work. 6. She took _____ sandwich and _____ piece o f cake, but d id n ’t eat cake. 7. They had six cats and _ dog. I really liked ___ dog. 8. Have you been t o _____ USA? 9. H e 's ______teacher. H e's from 10. Have you m et Sally?. S h e 's___ c. Adjective + Preposition _ Netherlands, friend o f mine. Read out the beginning o f the sentence and try to find how it ends. The second h a lf alw ays beains with a preposition. Make a note, w hen you have finished, o f all the adjective + preposition phrases. 1. 1 m u sn ’t be late - otherw ise M um and Dad will be really annoyed 2. It's one o ’clock in the m orning. I w as getting w orried 3. M argaret w as very disappointed 4. L et's not go to an Indian restaurant. I’m not keen 5. M y boss w as very a. b. d. e. f. 2. with the service in the hotel. o f this region, so NO hamburgers! at how expensive Britain is. by the news o f the traaic accident. to their custom ers, but the fo o d ’s excellent, with her exam results, w ith me w hen I get home. 27 im pressed h. about \o u . w here have 6. The w aiters here are you been? never polite i. on hot sp ic\ food. 7. N one o f the uuests w ere j w ith the w ork 1 had done satisfied for her. 8. All o f us w ere deepK shocked 9. It w a sn 't a cheap holiday. We w ere surprised 10 . 1 w ant to eat food th a t's typical ♦ Building Vocabulary Skills C on text clues Y ou can often understand the m eaning o f a new w ord from other w ords in the sentence or from nearbv sentences. T he o th er words that help vou understand new w ords are called co n tex t clues. P ractise using context clues. C h o o se the nearest equivalent w ord/phrase to each w ord in bold print from a. b. c and d. These w ords are from unit 2. (D o not use yo u r d ic tio n a rv ) 1. T hese m en w ork p art-tim e at the factory. a. only for a short tim e b. less than full-tim e c. in the evening d. nol very w ell 28 I 2. England and W ales together with Scotland and Northern Ireland constitute Great Britain. a. make up b. are oppose to c. are near d. rule 3. Tom is a professional actor. a. very good b. very experienced c. specially trained as an actor, and he normally gets paid for acting d. he teaches acting to other people 4. A house in M elbourne costs at least $150,000. a. approxim ately b. not less than c. som etim es d. very often 5. Leonardo da Vinci was a man o f many talents. a. wishes or desires b. abilities c. friends d. places 6. It is im portant for the governm ent to maintain good co m m u n icatio n w ith the people. ; a. fundine/providing money b. equity c. trust d. connection (in passing on and receiving ideas, etc.) 7. The head person in an English university is referred to as the Chancellor. a. subject to b. known c. sent to d. asked 29 8. Parents are resp o n sib le for bringing up their children. a. (have) the duty o f b. asked about c. paid d. tauaht 9. The V ice-C hancellor actually has m ore resp on sib ility than the C hancellor for the running o f a university. a. need b. pay c. that w hich is required o f him d. tim e 10. Rules and regulations v a ry from one institution to another. a. increase b. are very dem anding/strict c. are required d. change/are different 30 UNIT 2 CAREERS IN LIBRARY WORK ♦ Pre-reading 1. W hat do we call a person who works in a library? 2. W hat do we call those who work in a library? 3. N am e as many positions as possible in a library? 4. W hat do you think these people do in their job? ♦ Reading LIB R A R IA N S AND LIBRARY STAFF The typical library staff consists o f three levels o f em ployees: professional librarians, support staff, and part-tim e assistants. The proportion o f each o f these in any given institution depends on the type o f library, its budget, and the types o f users it serves. Professional librarians usually constitute the sm allest num ber o f a library’s em ployees. M ost professional librarians have earned a t least a m aster's dearee in library science or inform ation science, the study o f inform ation and the m anner in w hich it is generated, recorded, stored, retrieved, transm itted, and used. Some professional librarians have earned additional graduate degrees as well. Professional librarians require a wide range o f skills and 31 talen ts. They must have solid bibliographic and technological skills as well as strona c o m m u n ic atio n and interpersonal abilities. A dvances in library technolosies haYe also led to a high demand for professional skills such as database searching and competence in usins the Internet and other com puter netw orks and system s. The librarian in charge o f adm inistering the entire institution is usually referred to as the director. O ther professional librarians typically adm inister the lib rary 's various departm ents. In small libraries, however, the director may be solely responsible for m anaging all o f the library's departm ents. In addition to their m anaaerial work, professional librarians assum e primary responsibility for providing reference assistance, developing and m anaging the collections, and overseeing cataloging. N on-professional support sta ff com m only assum e m ost o f the responsibility for directly servins library users. Their activities include essential functions such as inputting, coding, and verifying bibliosraphic and other data: ordering library m aterials; assistinc w ith catalog developm ent; perform ina circulation d uties such as checking out books to users; and perform ing oth er services vital to the library 's daily operation. M ost libraries em ploy part-tim e staff m em bers in addition to full-tim e professional and support staff. Part-tim e sta ff members typically shelve books, perform low -level clerical duties, and carrv out other relatively sim ple but essential tasks. In academ ic libraries, large num bers o f part-tim e student-assistants play an im portant role in the d a\-to -d a y functioning o f the library. Public libraries also hire so-called library pages to help perform task s that require no professional training, such as shelving books and periodicals. In addition, many public libraries m ake use o f com m u n ity volunteers to assist library sta tf in sim ple tasks. M any professional librarians 32 " V I C H I M a u i a u i e u LU l i l t * p i u i C b b i u n W i l l i e U I C V VV C I C u u i M H i ; a s library assistants, paacs. or volunteers. In sm all libraries, librarians might perform a ranae o f tasks, w ith one or tw o librarians and possibly a clerk handling all o f the activities o f the library. Because o f the small size o f the staff, a single librarian miiiht combine clerical and professional tasks. In large libraries, the support staff have taken on many o f the tasks prev iously perform ed by professionals. Much o f this transfer o f responsibility has been made possible by the introduction o f relatively sim ple and efficient com puter technology, which has perm itted support staff to accom plish larae portions o f cataloging that w ere once done by professionals. Additionally, while professional librarians usually m anaae library functions such as circulation and acquisition, support staff or part-tim e w orkers often perform the bulk o f the actual tasks in these departm ents. The patterns o f library staffing v ary from country to country. In general, libraries in more developed countries distinguish clearly betw een the tasks done by professional and non-professional staff. In less developed countries, the sm aller size o f staffs and a lack o f new . efficient com puter technology have made this separation more difficult. (,) ♦ W orking with vocabulary A. Focus on the reading Choose the best w ord or phrase for each sentence. Use each word or phrase only once. They are in sentences from the reading passaae. (*) Extracted from Libraiy titistiiulion). Microsoft© Encarta® Online Encyclopedia, 2004 33 part-tim e com m unication responsibiliụ em ployee responsible constitute at least Professional vary talents referred to 1. The typical library staff consists o f three levels of em ployees: professional librarians, support staff, and assistants. 2. _______________ librarians usually _______________ the sm allest num ber o f a library’s em ployees. 3. M ost professional librarians have earned _____________ a m aster's degree in library science or inform ation science. 4. Professional librarians require a w ide range o f skills and _____________ . They m ust have solid b ibliosraphic and technological skills, as w ell as strong ______________ and interpersonal abilities. 5. The librarian in charge o f adm inistering the entire institution is u su a lly ______________ as the director. 6. In sm all libraries, the director m ay be solely for m anaging all o f the lib rary 's departm ents. 7. N on-professional support staff com m only assum e most of the ________________for directly serving library users. 8. 1 he patterns o f library staffing froin country to country. 34 B. Focus on New Contexts C hoose the best word or phrase for each sentence. Use each word or phrase only once. These w ords are in different sentences. refer to responsible responsibility varies com m unication at least part-time professional constitute talent 1. D o n 't______________ the m atter again. 2. A fter he won the am ateur championship, he turned 3. T w e lv e m o n th s______________ a year. 4. All pilots a r e ______________ for their passengers' safety. 5. It's y o u r______________ to drive carefully. 6. She's looking for a _____________job. 7. To join the ar>iy. you have to b e ____________ eighteen years old. 8. My father is a m an o f a re a t__________________ . 9. Being d eaf and dum b m a k e s____ very difficult. 10. This e d it io n _____________ a little from the first one. ♦ Understanding the reading A. C om prehension: T rue/False W rite T if the sentence is true and F if the sentence is false. 35 1 Usuallv a library has few er professional librarians than other em ployees. 2. The task o f checking out books to users is often performed by non-professional support staff. 3. A library usuallv has em ployees belonging to four different levels. 4. The use o f com puters has m ade it possible for support staff to perform som e tasks w hich w ere previously only perform ed by professional librarians. 5. M ost em ployees in a typical library are professional librarians. 6. The c h ie f librarian is usually called the dictator. 7. In universities, students are often em ployed as part-time library assistants. 8. Verv few libraries em ploy part-tim e sta ff m em bers. 9. In larse libraries, a single librarian m ight com bine both professional and clerical tasks. 10. It is m ainly in developed countries that the distinction betw een professional and non-professional library staff is less clear than elsew here. 11. The director o f a library needs a v ariety o f skills, including the ability to com m unicate w ith others and com petence with the Internet. 12. Low level task in libraries, e.g. putting books back on their shelves, are often perform ed by part-tim e support staff. 36 B. C om prehension questions A nsw er the questions about the reading. 1. In w hat area o f study do most professional librarians have a specialist degree? 2. N am e tw o specific tasks performed by non-qualified part tim e staff. 3. In a typical library, how many levels o f em ployees are there? 4. W hy is it that, in large libraries, support staff can now do m any o f the tasks that only professional staff could do in the past? 5. N am e four kinds o f staff mem bers whom you m ight find in a large library. 6. W hich o f these groups is usually the sm allest in num ber? 7. W hat do we call the ch ief librarian in a library, i.e. the top adm inistrator? ♦ Further practice A. D iscussion 1. W hat do you know about staff organization in libraries in V ietnam ? 2. G ive exam ples o f som e tvpes o f libraries w hose staff have been classified? B. G uided w riting C om position topic: D escribe the kind o f career you w ould like to follow. 37 1. M ake a list o f ten different careers, e.g. school teacher, civil servant, librarian. 2. For five o f these careers, w rite one sentence describing what w ork it involves. E.i>. a civil servant w orks in a government departm ent and im plem ents the g o v ern m en t's policies for the benefit o f the citizens. 3. For the sam e five careers, m ention one aspect you like about it and one aspect you dislike. 4. N ow w rite a short com position explaining y our choice of career and w hy you prefer it to som e other possible careers. ♦ Further reading TH E IN T ER N A T IO N A L F E D E R A T IO N O F LIBRARY A SSO C IA T IO N S A N D IN S T IT U T IO N S (IFL A ) The International F ederation o f Library A ssociations and Institutions (IFLA ) is the leading international bodv representing the interests o f library and inform ation services and th eir users. It is the global voice o f the library and inform ation profession. IFLA was founded in E dinburgh. S cotland, in 1927 at an international conference. It now has over 1700 M em bers in 155 countries around the w orld. 1FLA w as registered in the N eth erlan d s in 1971. The Royal Library, the national library o f the N etherlands, in The H ague, generously provides the facilities for o u r headquarters. IFLA is an independent, international, non-governm ental, not for-profit organization. Its aim s are to: 38 prom ote hiíỉh standards o f provision and delivery o f library and inform ation services encourage widespread understanding o f the value o f good library & information services represent the interests o f our m em bers throughout the world. In pursuing these aim s IFLA embraces the following core values: the endorsem ent o f the principles o f freedom o f access to inform ation, ideas and w orks o f im agination and freedom o f expression as embodied in Article 19 o f the Universal D eclaration o f Human Rights the b elief that people, com m unities and organizations need universal and equitable access to inform ation, ideas and w orks o f im agination for their social, educational, cultural, dem ocratic and econom ic w ell-being the conviction that delivery o f high quality library and inform ation services helps guarantee that access the com m itm ent to enable all M em bers o f the Federation to engage in. and benefit from, its activities w ithout regard to citizenship, disability, ethnic origin, gender, geographical location, language, political philosophy, race or religion. M ore than 25 corporations in the inform ation industry have form ed a w orking relationship w ith [FLA under its scheme. In return for financial and 'in kind' support, thev receive a range o f benefits including opportunities to present their products and services to its w orldw ide m em bership. IFLA has established eood w orking relations w ith a variety o f other bodies w ith sim ilar interests, providing an opportunity for a regular exchange o f inform ation and view s on issues o f mutual concern. It has Form al A ssociate Relations w ith UNESCO. 39 observer status w ith the U nited N ations, associate status w ith the International Council o f Scientific U nions (IC S U ) and observer status w ith the W orld Intellectual Property O rganization (WIPO) and the International O rganization for Standardization (ISO). In 1999. it established observer status w ith the W orld Trade O rganization (W TO ). Ill turn, it has offered consultative status to a num ber o f non-uovem m ental organizations operating in related fields, including the International Publishers A ssociation (IPA). IF L A 's confcrcnce is held in A ugust or early Septem ber in a different city each year. M ore then three thousand delegates meet to exchange experience, debate professional issues, see the latest products o f the inform ation industry, conduct the business o f IFLA and experience som ethin” o f the culture ol the host country. A ranee o f professional m eetinss. sem inars and w orkshops are held around the w orld by IF L A ’s professional izroups and Core A ctivities. The G eneral C ouncil o f M em bers is the suprem e soverning b o d \. consisting o f delegates o f voting M em bers. It norm ally meets every year during the annual conference. It elects the President and m em bers o f the G overning Board. It also considers general and professional resolutions w hich, if approved, are usually passed to the Executive C om m ittee and the P rofessional C om m ittee for action as appropriate. The governing board is responsible for the m anagerial and professional direction o f I FLA w ithin guidelines approved bv Council. The Board consists o f the President, the President-elect. 10 directly elected m em bers (by postal an d /o r electronic ballot, ev e n 2 years) and 9 indirectly elected m em b ers o f the Professional C om m ittee (b \ the professional groups throuiih the sections and divisions); up to 3 m em bers m ay be co-opted. 40 I The G overning Board meets at least twice per year, once at the tim e and place o f the annual World Library and Information Congress. The executive com m ittee has executive responsibility delegated by the G overning Board to oversee the direction o f 1FLA betw een meetings o f this Board within the policies established by the Board. The Com m ittee consists o f the President, President elect, the Treasurer, the C hair o f the Professional Com m ittee. 2 m em bers o f the G overning Board, elected every 2 vears by m em bers o f the Board from am ong its elected mem bers, and IFLA 's Secretary G eneral, ex-officio. It is the duty o f the professional committee to ensure coordination o f the w ork o f all the IFLA units responsible for professional activities, policies and programs. The Comm ittee consists o f a chair, elected by the outgoing Comm ittee, an officer o f each o f [FLA's 8 D ivisions plus 3 members o f the G overning Board, elected bv that Board from am ong its members. The Professional C om m ittee meets at least twice per vear. once at the tim e and place o f the annual IFLA General Conference. Issues com m on to library and information services around the world are the concern o f the IFLA core activities. Directed by the Professional C om m ittee, the objectives and projects o f the Core A ctivities relate to the Federation's Program and the priorities o f the D ivisions and Sections. O ne. ALP (Action for Developm ent through Libraries Program ) has very wide scope, concentrating on the broad range o f concerns specific to the developing world. The others cover current, internationally im portant issues: Preservation and C onservation (PA C ). I FLA - C D N L A lliance for Bibliographic S tandards (ICA B S) and IFLA U NIM ARC. 41 Sections are the prim ars focus for the Federation's w ork in a particular t\p e o f library and inform ation service, in an aspect of librar> and inform ation science or in a region. All IFLA Members are entitled to register for Sections o f their choice. O nce registered, votirm M em bers have the right to nom inate specialists for the Standirm C om m ittee o f the Sections for w hich they are registered. The Stand ill” C om m ittee is the key group o f professionals who develop and m onitor the proeram o f the Section. Sections are grouped into eiiiht divisions. Three Rcuional Sections (A frica. A sia and O ceania, and Latin A m erica and the C aribbean) m ake up the D ivision o f Regional A ctivities (D ivision 8). They are concerned w ith all aspects of librarv and inform ation services in th eir regions. Thev promote 1FLA activities and w ork closely w ith the IFLA R esional Offices, located in D akar. Senegal. B angkok. T hailand, and Sao Paulo. Brazil. L A N G U A G E F O C U S A . Word forms: Nouns Suffixes Add the suffixes -e r . or. -ian. -an t or -ist to the follow ing words 10 make nouns, then fill the gaps in the sentences below . M ake the nouns plural if necessarv. I s") http: '■ « « » .ifla.orc 42 Verb Noun Noun Noun direct collect m anase own survive w rite read use assist apply art electric suitar library politics terror 1. If you need to find a particular book, th e ______________will help you. 2. She w as the only ______________ o f the plane crash. Everyone else w as killed. 3. 'W ould the _____________ o f the blue Volvo, registration num ber F679 DEP. please move it, as it is blocking the entrance.’ 4. There are very few people who have never heard o f the Dutch _____________ Vincent van Gough. 5. A lfred H itchcock is the film ___________ I adm ire most. 6. He had alw ays w anted to be a ___________ , so we w eren 't a bit surprised to hear that he had published a novel. 43 /. M any people consider M argaret T hatcher to be the best B ritish _____________ o f this century. 8. She could play several m usical instrum ents, but it w as as a ____________ that she becam e fam ous. 9. To prevent a ______ attack, there is alw ays very tight security at international airports. 10. She has been a s ta m p ____________ since she w as a child. 1 1. M y son is training to be a n ______________ . T hat should be handy for us w hen w e rew ire our new house. 12. O ne o f the m ost difficult jo b s in the w orld m ust be that of ______________ o f a top football club-especiallv when the team is playing badly. 13. His job is a sh o p ______________ . 14. A s the w ages w ere low , there w ere f e w _____________ for the job. 15. A m ajor aim o f library service to young people is to attract and keep them as_____________ o f books a n d _______ _______________o f libraries in adult life. * B. P rep osition sron , in, of • U se the preposition on : to tell the location o f som ething that is touchins som ething else: The book is on the desk. w ith days and dates: The class party is on M ay 15. 44 to talk about the radio and TV: There is a good film on television tonight. • Use the preposition in: to tell that som ething is inside som ething else: My keys are in my pocket to show a certain tim e period (such as times o f day. m onths, years, or seasons): Julie was born in 1980. to tell when som ething will happen: M iguel will be here in one hour. • Use the preposition of: to show that som ething belongs to som ething else: Jack put his coat on the back o f the chair, w ith numbers: Two o f the students in my class are from Japan, w ith definite and indefinite am ounts o f things: A m ericans eat a lot o f hamburgers, to show a relationship between tw o nouns: Jazz is a kind of music. C om plete each sentence w ith in, on or at. 1. Peter will return to his co u n try ______July. 2. I saw a program about new shopping c e n te rs_____ television yesterday. 3. Shopping centers are usually _____residential areas. 4. There are many kinds o f sto re s_____ shopping malls. 45 5. We will h a w a test in c la s s ______ three w eeks. 6 The dishes a r c _____ the table, and the clothes a r e ______ the closet. 7. I'll meet > o u _____ the lib ra ry _________ noon. 8. We spent the da> _____ the beach. 9. We la n d e d _____ Istanbul airport at 5 o 'clo ck in the morning. 10. D on't p a rk ______the grass. c . Sequencing A rrange the folio w in” sentences in a w ay th at sounds logical. THE LIBRA RY M A N A G E R 'S W O RK a. The w ork o f a m anager is to set aim s and objecti\es. organize, com m unicate, m otivate and to d e \e lo p people. b. M anagerial effectiveness should be defined in terms of output rather than input, that is. by w hat a manager achiev es rather than bv w hat he does. c. These are not the only functions but it is true that a m an ag er's m ain responsibilities have som ethin^ to do with the organization and hum an aspects o f m anagem ent. d. E ffecti\en ess is the extent to w hich a m anager achieves the output requirem ents o f his position. e. An effective organization is the one w hich fulfils its purposes in society adequateK and co n tin u es to m eet the changing needs ot that society as best as possible. 46 f. It is quite possible for a m anager to work efficiently and still rem ain ineffective. ♦ Building Vocabulary Skills A. V ocabulary review M atch the w ords in colum n A w ith their meanings in colum n B. A B 1. m anuscript a. sheet o f microfilm 2 collect b. collection o f information 3. m icrofiche show n in numbers 4. m edia c. com m unications by satellite. 5. telecom m unication cable, telegraph, telephone, radio or TV 6. new spaperd. printed publication, issued 7. m aeazine usuallydaily or weekly with 8. rem ote news, advertisements, articles 9. operation on various subjects, etc. 10. statistics e. thing written by hand; not 11. aoal typed or printed 12. mission f. far away from other taskcom m unities, houses, etc 13.0 h. i. object o f one's effort m eans o f mass com m unica tion. e.g. TV. radio, new spapers paper-covered periodical, etc. 47 usually w eekly or rnonthK . w ith articles, stories, etc bv various w riters j. bring or izather so m eth in ” together k. activity, often involving several people an d 'o r spread over a period o f time. I. piece o f (especially hard or unpleasant) w ork that has to be done m. particular task or duty undertaken by an individual or a group B. C ontext clues Practise using context clues. C hoose the nearest equivalent w ord/phrase to each w ord in bold print from a. b, c and d. These w ords are from unit 3. (D o not use your dictionary.) 1. This institution is open to the m em bers o f the public. a. people w ho pay b. all the people c. poor people d. subscribers 2. A ustralia has a very good m ail service. a. system that helps or benefits people b. fleet o f vehicles 48 c. em ployees d. system o f paying its employees A ndrew travelled both in India and in China. a. never b. everyw here in c. w ith a friend or relative d. in the two o f The British Council tries to p ro m o te the study o f English, a. enforce b. encourage c. prohibit d. teach Each in d iv id u a l is a bit different from every other one. a. student b. unusual person c. anim al d. one (or single) person Cold w eather m ean s a need for more heating. a. costs b. leads to c. is the sam e as d. prevents C ustom s officials at the airport have to follow certain procedures. a. w ays o f doing things b. enforcem ents c. searches d. penalties 8. Students often m ake m istakes w hen doing their exam inations. a. aood m arks b. low m arks c. errors d. lines 9. C lear instructions in a users' m anual se rv e to enable m otor-cvcle ow ner to use his m otor-cycle efficiently. a. add b. prevent c. rew ard d. have the effect 10. L earning how to think logically is an in tegral part o f education. a. one o f m any b. essential and inseparable c. ethically desirable d. optional UNIT 3 EDUCATION AND TRAINING OF LIBRARIANS ♦ Pre-reading 1. W hat do you understand by the w ords ‘library education’? 2. W hat do you understand by the w ords ‘library training’? 3. How im portant do you think the training function in libraries is? 4. W hat are the advantages o f a w ell-trained staff? ♦ Reading THE TRA IN IN G FUNCTION IN LIBRARIES All libraries aim to have efficient staff in order to provide a good library service to the public they hope to serve, w hether that readership is using a public, university, school or private library. Training, therefore, is o f the utm ost im portance in the library field although each library organization m ust decide for itself what it m eans by a desired state o f efficiency, as requirem ents will alter from library to library and country to country. However, the training should be designed to ensure efficient perform ance to the dual benefit o f the library system and o f the users. Training o f staff is crucial, b o th in developed and developing countries. It is appropriate in an extremely sophisticated library system using the m ost up-to-date com puter methods and equally appropriate in a 51 library svstem that has only recently been established. Both kinds o f library need to get value for the m oney expended on staff salaries, and it is clearly m ore advantageous to em ploy well instructed and trained staff regardless o f the location o f the library. An effective and inform ed staff w ill m ean an efficient service to the public and w ill also p ro m o te a good library im age. When considerina training in libraries there are tw o factors to take into consideration. The first is the need o f the organization to provide a oood service and the second the needs o f the in d iv id u a l member of staff. A trained staff able to exploit the book stock m ean s a more satisfied readership at all levels. The readers m ust be able to feel confidence in the m em ber o f staff w ho m ay be dealing w ith them. T his confidence m eans that readers w ill return again to borrow books and to ask for inform ation from the library staff. Here the know ledge o f the individual staff m em ber plays an im portant part, for the staff, even if they have only a basic education, must be know ledgeable about the tasks they perform on a daily basis and m ust have a sound understanding o f the o rganization in w hich they are w orking. T raining w ill enable them to participate more intelligently in the w ork o f the library. T hey m ust know why they are asked to operate certain proced u res and w hat w ill happen if they make m istakes. G ood, w ell-trained staff, at w hatever level, w ill only serve to enhance the reputation o f the library service. T raining, therefore, m ust be an in te g ra l part o f the library m a n ag e m en t's plans. It is not enough to have a m arvellously stocked library that remains under-exploited because o f poorly trained staff. t*) (*) Extracted from Library (institution), Microsoft® Encana® Online Encyclopedia. 2004 ♦ Working with vocabulary A. Focus on the reading C hoose the best word or phrase for each sentence. Use each word or phrase only once. They are in sentences from the reading passage. service prom ote public integral m istakes procedures ensure both serve individual private means 1. All libraries aim to have efficient staff in order to provide a good lib ra ry ______________ to t h e ___________ they hope to serve, w hether that readership is using a public, university, school or private library. 2. Training o f staff is cru cia l,_____________in developed and developing countries. 3. An effective and inform ed staff will mean an efficient service to the public and will also ______________ a good library image. 4. W hen considering training in libraries, there are tw o factors to take into consideration. The first is the need o f the organization to provide a good service and the second the needs o f th e ______________ m em ber o f staff. 5. A trained sta ff able to exploit the book s to c k __________ a m ore satisfied readership at all levels. 6. T raining w ill enable librarians to participate more intelligently in the w ork o f the library. They m ust know why they are asked to operate c e rta in _____________ and what will happen if they m a k e _____________ . 7. G ood, w ell-trained staff, at w hatever level, will onlv ______________ to enhance the reputation o f the library service. 8. T raining m ust be an ________________ part o f the library m anagem ent’s plans. B. Focus on N ew C ontexts C hoose the best w ord or phrase for each sentence. U se each word or phrase only once. T hese w ords are in different sentences. service both prom ote procedure m ean individual integral served m istake public private 1. The food is good at this hotel, but t h e ___________is poor. 2. T h e _________ is/are not allow ed to enter the court room. 3. She lo s t___________her m oney and her passport. 4. These w o rd s____________ _ nothing. 5. The organization w orks to ___________ friendship between nations. 6. O btaining a refund from the com pany is a complicated 7. The arm s and legs are parts o f the human body. 8. My father has 9. Each arrangem ents. ______ in the army for nearly 20 years. person is responsible for his own 10. It w as a b ig _ to leave my um brella at home. ♦ Understanding the reading A. C om prehension: True/False W rite T if the sentence is true and F if the sentence is false. 1. T raining o f sta ff is very im portant both for large libraries and for sm aller ones. 2. The precise kind o f training needed for librarians is the same for all libraries. 3. T raining should be for the b e n e ft both o f the library system and o f the library's users. 4. T raining o f librarians is not concerned w ith a library’s image in the eyes o f readers. 5. R eaders need to be confident o f the librarians' know ledge and skill. 6. The reputation o f a library will be enhanced by w ell-trained staff. 7. Even those sta ff m em bers w ho have little general education need to be trained in regard to the library’s organization and to their specific duties. 55 B. C om prehension questions A nsw er the questions about the reading. 1. W hat tw o m ain factors should determ ine w hat kind of training is to be provided in a particular library? 2. A re the training needs the sam e for all kinds o f libraries? 3. Is training for librarians needed only for those who will w ork in academ ic libraries and large public libraries? 4. Is it desirable that library sta ff be adequately trained, irrespective o f the kind o f library and the kind o f country in w hich it is situated? 5. W hat sort o f attitude should readers have tow ards librarians? ♦ Further practice A. D iscussion 1. W hat form s do you think library ed u catio n and training can take? 2. D escribe in detail som e form s o f library education and trainina that you have known. B. G uided w riting ]. M ake a list o f four or m ore differen t form s o f training for librarians, e.g. short courses, w ork sh o p s, talks. 2. Choose two o f the forms that you have listed and write two short com positions to d escribe them in detail. Thev should include the follow ing co m p o n en ts: field o f training, aim. length, duration, and a short d escrip tio n o f the curriculum . 56 ♦ Further reading M O DERN LIBRARY EDUCATION PROGRAM S IN THE UNITED STATES The skills and specialized knowledge dem anded o f librarians have continued to increase, and schools o f library science have adjusted their curriculums accordingly. Most schools o f librarianship have responded to the heightened use o f technology by increasing the num ber o f courses in information science. Information science com bines aspects o f librarianship with technical elem ents such as com puter program m ing, telecomm unications, database management, and com puter graphics. It also includes the study o f ways in which hum ans process information and ways in which people interact with m achines. Information science programs integrate study from the fields o f com m unication, com puter science, cognitive psychology, irtificial intelligence, m athematics, philosophy, engineerins, business, and others. This interdisciplinary background gives graduates a broad knowledge o f library autom ation, systems, Dudgets, online searching, research, and cataloging. Since the 1980s. no st schools o f library science have become schools o f library and nform ation science or simply schools o f information science. M any schools perm it or require students to gain som e practical raining in a library before applying for their first jo b as a librarian. \ grow ing num ber o f schools also require courses in research nethods. To have sufficient tim e to teach the new skills needed bv ibrarians w ithout sacrificing any o f the traditional bibliographic kills, a num ber o f schools have increased the am ount o f class lours required for a degree. 57 All program s to educate librarians share certain characteristics. They provide courses in cataloging and classification, reference, m anagem ent, and collections developm ent. Program s typically offer courses in the history o f books and librarianship to give students a background in the p ro fessio n 's past. S tudents in most schools o f library and inform ation science have the opportunity to develop at least som e degree o f specialization. Som e m ay take advanced courses in a particular library' function, such as reference w ork, w hile others may take courses related to a p articu lar type o f library, such as a course in m edical librarianship o r public librarianship. Few four-year colleges and universities offer program s specifically for the training o f library support staff. B ecause the range o f w ork done by support sta ff varies so greatly, there is no uniform educational system for these nonprofessional positions. M any support staff have a four-year college degree, and som e have graduate decrees. O thers have only a hiẹh school education or a tw o-year associate degree from a com m unity college. Library support staff often have no training specifically designed to prepare them for w ork in a library except for the training they receive on the jo b . In the U nited States and C anada, som e library support staff are graduates o f form al library training program s offered by two year com m unity colleges. Library em ployees at every level benefit from o n g o in a study in continuing education program s. A t one tim e it w as p o ssib le for new em ployees to com e to the jo b know ing alm ost ev ery th in g they w ould need for a lifetim e o f em ploym ent, but that is not the case today. All library system s are continually ch anging, and em ployees need to update their education and training to keep ab reast o f these developm ents. M ost schools o f library and in fo rm atio n science 58 offer a range o f continuing education courses designed for library em ployees who wish to m odernize or expand their skills. In addition, various professional associations offer continuing education courses for library em ployees.1 ' LA N G U A G E FOCUS A. Reading How should you read? This question has different answers. Sometimes you have to read slowly and carefully. A t other tim es, you read fast, and at still other tim es, you read at regular speed. How would you read these things? Use these answer: a. slowly and carefully b. at a regular speed c. fast (Students may have different answ ers.) 1. The reading passage o f these units 2. A train tim etable 3. A ne.vspaper advertism ent for jo b s 4. A telephone directory 5. A new spaper 6. A legal docum ent 7. An exam ination question 8. A popular novel 9. A letter from a friend (*) Extracted from Library (institution), Microsoft® Encarta® Online Encyclopedia, 2004 59 10. A sim ple recipe Som e students like to read the w hole text quickly for the general idea. O thers like to start at the beginning and read sentence by sentence carefully. Y ou can choose the best w ay for you to Stan reading a lesson. Y ou probably need to read the lesson more than one tim e. W hen you com e to a w ord th at you d o n ’t know , read the sentence again and again to help you rem em ber the word. It is no! necessary to m em orize sentences or paragraphs. T hat is not the wav to study reading. If the text is very difficult for you, read the first paragraph two o r three tim es, then the second, and so on. Then read the whole text from beginning to end. T hen you m ight read it all again if you want. B. Word forms: A djectives S u ffix es T he suffixes - iv e , -ou s, or - a l can be added to the end of some w ords. W hen you add these suffixes to a word, the new word becom es an adjective. P ractise m ak in g adjectiv es b_, adding the suffixes -iv e , -ous, or-al to the follow ing w ords, then fill the gaps in the sentences below. V erb A d jective N oun Adjective co -o p erate __________ accident _________ prevent __________ centre ------------- create __________ courage attract --------------- fam e m usic _________ politics _________ t;n coast mystery nation danger 1. A s libraries grow continually in size and com plexity, hum an relations, staff consultation and participation w ill be a sure m eans o f securing a m ore contented a n d ________________staff. 2. Som e special libraries in Africa serve governm ent officials i n ______________capacities. 3. Los A ngeles is a _________________city. 4. Baseball is the ______________ sport in the United States. 5. C A R E and O xfam think th a t.__________ m edicine is better than helping people after they are sick. 6. Late at night w e heard a ___________ noise outside the w indow . 7. O ur parents w o u ld n ’t let us go rock-clim bing. They thought it w as to o _______ and that we m ight kill ourselves. 8. W e caught our train at th e _____________station. 9. ‘W hat sort o f a jo b are you looking for?’. ‘O h, som eth in g______________ - you know, w orking in film s, television, design, advertising- that sort o f thing.’ 10. It w a s _____________ ! I d id n ’t drop the vase on purpose. It ju st slipped out o f my hand. 61 11. The Beatles are one o f the m o s t _____________ pop groups o f all tim e.V erv few people have never heard of them . 12. M ozart developed his ______________ talents at a very young age. 13. T he troops w ere extrem ely ______________ during the battle. 14. ‘W h at’s the new boss like?’ ‘S h e’s tall, dark and v e r y ______________ . She looks m ore like a film star than a bank m an ag er.’ c . A r t ic le s : The articles a and the • a is used: a) to indicate cost, speed, or frequency: thirty pence a kilo three tim es a day b) for certain num bers: a hundred; a th ousand; a cou p le; a dozen • th e is used: a) w hen talking about a know n object: I'v e ju s t w ashed th e m otorbike (= our m otorbike, or th is m otorbike) W h ere's th e cat? (= our cat. or the cat that is usually here) b) in a general sense, w ith m usical instrum ents: Can you play th e guitar? I like listening to th e piano. 62 * But note: I’ve ju st bought a guitar and a piano. • Usually, no article is used: a) with abstract nouns (life, beauty, love. etc), languages, and academ ic subjects (history, latin. etc): Life isn’t always easy. Latin is a difficult language to learn. b) w ith materials (wine, coal, sugar, etc) when they are considered in a general sense: Glass is a difficult material to cut. Gold is very expensive at the moment. * N ote the difference between: They w ere looking for gold. (= anv gold) They found the gold. (= the gold they were looking for) c) before school, home, work, church, bed, and hospital in certain expressions: We went to church She’s at home W rite a. the. or no article to com plete these sentences 1. I d o n 't see him often, only once or tw ic e ______month. 2. M ary 's not a t _______office. I think she’s g o n e _______ home. 3. W h e re 's _______dog? I w ant to go out f o r _______ walk. 4. The m achine is made o f _______copper a n d _______ steel. 5. W ould you m ind w a iting f o r _______LUUJJIC UI m inutes. 6. I th in k _______ piano is one o f the easiest instrum ents to play. 7. Do you lik e ________ w ine? N o, I d o n ’t d r in k _________ alcohol. 8. Coal is sixty d o lla rs_________ ton at the m om ent. 9. I lik e ________ tea w ith __________ m ilk in it. 10. W hen he w as nineteen, he jo in e d ________ arm y. ♦ B u ild in g V o ca b u la ry Skills A. V ocabulary review M atch the w ords in colum n A w ith their m eanings in colum n B. A B 1. full-tim e a. ability 2. retrieve b. person w ho w orks for som ebody or for 3. skill a com pany in return for w ages 4. em ployee c. find again or extract (stored 5. em ployer inform ation) 6. com petence d. ability to do som ething well 7, bulk e. person w ho helps 8. circulation f. for or during the w hole o f the working assistantday or w eek 9. 10. volunteer g h. i. 64 person or com pany that em ploys others person w ho offers to do som ething w ithout being com pelled or paid great quantity j. passing o f som ething from one person or place to another B. C ontext clues Practise using context clues. C hoose the nearest equivalent w ord/phrase to each w ord in bold print from a, b, c and d. These w ords are from unit 4. (Do not use your dictionary.) 1. The existence o f life on the planet Venus is debated. a. nature b. value c. presence/actuality d. product 2. Some experim ents have dem onstrated that in a vacuum light objects fall ju st as fast as heavy ones. a. proved/show ed b. disproved c. m arched in the street waving banners d. voted in favour o f 3. C ongruence is a concept used in Geometry. a. p ro o f c. procedure b. idea d. conclusion 4. We anticipate a heavy dem and for higher education in the near future. , a. hope for b. prepare for c. predict/foresee 65 d. already know about 5. These books will satisfy the know ledge-requirem ents o f this subject. a. fulfil c. help b. be pleasant d. prom ote 6. The education o f children is not com p lete if it does not take into account their physical needs. a. good c. quite full b. excellent d. athletic 7. D iscussion w ith other students is regarded as an integral part o f higher education. a. believed to be b. hoped for c. prom oted d. grow n 8. The o v e ra ll appearance o f A ndrew 's garden is very pleasant. a. a garm ent w orn by the gardener b. the upper part c. entire/general d. day-tim e/under the sun 9. There are se v e ra l universities in M elbourne. a. a few /m ore than one b. m any/a large num ber c. not m any/very few d. seven 66 10. Six plus tw o plus tw elve make a total o f twenty. a. num ber c. aggregate b. conclusion d. answer 11. A ndrew's loan from the bank is overdue. a. expensive b. for a very large amount c. past the date it should be repaid d. able to be renewed 67 U N IT 4 LIBRARY AND INFORMATION MARKETING ♦ Pre-reading 1. W hat do you understand by the w ord ‘m ark etin g ’? 2. G ive exam ples that illustrate this concept. 3. W hat do you understand by the w ord 'm ark etin g ' in term s o f librarianship and inform ation? 4. G i\e exam ples that illustrate this concept. ♦ Reading In the current econom ic clim ate, libraries and information services, as well as the aeneral business com m unity, are facing a m ajor problem -surv ival. Justifying th eir ex isten ce and d e m o n s tra tin g that the w ork they do is useful and essential for the success o f an organization in a com petitive environm ent, feature high on the list o f priorities o f library- and inform ation unit m anagers. M anagers m ust devise strategic plans w hich take into account all the factors influencing their survival. A t the center o f the strategic plan is the issue o f the service offered to the users or custom ers. T his is w here the concept of m arketing features in the library m an ag em en t strategy. Since no service is effective if the potential cu sto m er does not use it. it is essential to m ake use o f the m arketing c o n c e p t to encourage users. This has not alw ays been obvious, how ever. Traditionally. 68 librarians have not needed m arkelina stratesies because the\ seem ed inappropriate in what was essentially a service industry. People used libraries as a matter o f course, because the need was there. It never occurred to librarians that potential users were everyw here, to be tempted and enticed into the library. M arketing as a concept is increasingly popular with inform ation professionals. But is this ju st a fad? Or will it be taken abroad and com bined with the m anagem ent practice o f libraries and inform ation units? Hopefully it will becom e an essential feature o f every inform ation-centered course. W hat is m arketing? B efore we actually exam ine the concepts o f marketing in the m anagem ent o f a library and inform ation service, we must define m arketing. The Chartered Institute o f M arketing defines it as follow s: M arketing is the m anagem ent process responsible for identifying, anticipating and satisfying custom er requirem ents profitably. A rthur Sterngold defines it for a library and information service environm ent: M arketing is a planned approach to identifvins. serving and gaining the support o f specific user groups in a m anner that furthers the coal o f specific user sroups in a m anner that furthers the coal o f the inform ation service and the organization. Perceptions o f m arketing differ. It is often thought o f as selling or adxertisinc or prom otion o f services and products, although not often as a co m p lete concept. Som etim es it is even considered sinister, exploitative and m anipulative, conning people into buying things that they do not actually need. M arketing is actu ally m ade up o f fo u r basic fu n ctio n s. This m arketing m ix is often know n by m ark eters as "th e fo u r Ps”. T hese are: Product Price Prom otion Place (or distribution) R elating this to an inform ation and library service is not too difficult. We can all see that the product is the service that is offered, w hilst the price m ay be an actual cost to users if it is a service w hich charges or perhaps the cost to a com pany to maintain its inform ation service. N ew sletters, leaflets and persuading the d irector m ay all be regarded as prom otion, and the place is the actual location and the distribution o f the service offered. T he m arketing m ix form s the basis o f the m arketing strategy of an organization w ith relevant attention being paid to an area o f the m ix to ensure the balance is correct for a p articu lar marketing scenario. M ark etin g planning The m arketing plan is an essential part o f a corporate plan, and thus w hen form ulating this plan w e have to address the direction or o v e ra ll strategy o f the organization. E ffective planning for m arketing requires very specific objectives or goals. These o bjectives and goals m ust be developed in o rd er to m eet targets. All objectives m ust be specific and m easurable and have a time lim it. A m arketing plan is a program to achieve objectives. For exam ple, a library could set the goal o f increasing usage from 400 inquiries per m onth to 600 p er m onth by the end o f the year. T he m arket analysis A m arket is a group, w hether internal or external, to whom the library or information service w ould like to offer a service for some kind o f “exchange” . Since m arketing is basically an activity which is concerned with the satisfaction o f needs and wants, it is necessary to understand the needs, and offer the services or products w hich satisfy those needs. But m arketing does not end there; it is also necessary to inform the target market o f the needs and som etim es create a desire for the need. Libraries operate in several m arkets, but since it would be im possible to serve everyone, libraries have to target particular sections o f the total m arket. In other w ords libraries have to “ segm ent” the m arket and aim at a particular segment, offering “differentiated” services to this group. By carrying out market research and analyzing the size and type o f market, user characteristics and factors influencing information about the m arket can be learned. A nalyzing the m arkets will reveal many opportunities open to the library or inform ation unit. A SW O T (strengths, w eaknesses, opportunities and threats) analysis, will identify all external factors, as well as internal factors, w hich can affect the success o f the organization. W hen the strategic m arketing decisions have been made and objectives have been set. the next stage is to apply the tools and techniques o f the m arketing mix to the m arketing o f the service. P roduct W hat is a product? A product is anything w hich can m eet a need, dem and or w ant. A service is also a product. In a library or an 71 inform ation unit, one could argue that the product is ultim ately inform ation, although it could be presented in m any different form ats. Products provide a m eans to satisfy needs. A nd so the im portance o f m arket analysis is now clearly evident. Since needs change over a period o f tim e, products need to be developed to satisfy the changing needs. A ll products pass through successive stages, and this is known as the product life cvcle. The stages are divided into four sections, know n as introduction, grow th, m aturity and decline. By identifying the particular stage the product is in, decisions can be m ade on w hether to introduce new products. Price U ntil recently, the issue o f price did not affect m anv libraries, apart from m aking peripheral charges for o v e rd u e books, or for photocopying. M ore recently it has becom e m uch m ore common for libraries o f all descriptions to m ake charges, including back charging to departm ents in th eir com pany. T hus the issue o f price is far m ore relevant than it appears to be at first. P rom otion P rom otion is probably the m ost visible part o f m arketing, and indeed m any people think that prom otion IS m arketing. Essentially, the purpose o f prom otion is to com m unicate. A library or inform ation unit m ay have m any publics, w hich w ill include external and internal influences on the library. T hey can be users, governm ents, associations, suppliers, su p p o rters or em ployees. T he prim ary target for the prom otion cam paign o f a library will alw ays be its users and potential users. T he aim is to encourage 72 usage, and for those who already use the service to keep on using it. O ther objectives m ay include influencing professional standards and regulations and increasing funding. There are various techniques and tools which can be used in a prom otional plan, know n as the prom otion mix: advertising, sales prom otion, persona! (direct) selling, direct marketing, exhibitions, publicity and public relations. The prom otion plan Som e fundam ental questions need to be asked before form ulating the prom otion plan: 1. W ho are the present users or influencers? 2. W ho are the potential users? 3. W hat are their needs or w hat do they think their needs are? 4. W here are they located? 5. How do we reach them ? W hat is the best medium to use? 6. W hat are we going to say? 7. W hy should they use our service and not that o f the com petition? Place/distribution This is the process o f getting the products or services to the users or potential users. T his includes the actual library or inform ation unit location and other services such as m ailing the inform ation, faxing, telephone query handling and providing an online database. A lot o f decisions in this function are influenced by the funding available and charges levied for the services.1 ' (*) Adapted from Jobber. D. (1998) Principles and Practice of Marketing (2nd ed.). London: McGraw-Hill Publishing 73 ♦ W orking with vocabulary A. F ocus on the reading C hoose the best w ord or phrase for each sentence. U se each word or phrase only once. They are in sentences passage. existence concept dem onstrating satisfying com plete overall several total overdue potential anticipating regarded advertising 1. Justifying their ______________ and _____________ that the w ork they do, is useful and essential for the success o f an organization in a com petitive environm ent, feature high on the list o f priorities o f library and inform ation unit m anagers. 2. Since no service is effective if the potential custom er does not use it, it is essential to m ake use o f the marketing to encourage users. 3. M arketing is the m anagem ent process responsible for identifying, ______________ and _____________ customer requirem ents profitably. 4. P erceptions o f m arketing differ. It is often thought o f as selling or advertising o r prom otion o f services and products, although not often as a _____________ concept. 5. N ew sletters, leaflets and persuading th e d irecto r m av all be ____________ as prom otion, and the place is the actual location and the distribution o f the service offered. 74 6. The m arketing plan is an essential part o f a corporate plan, and thus when form ulating this plan we have to address the direction or _____________ strategy o f the organization. 7. Libraries operate in ______________ markets, but since it w ould be im possible to serve everyone, libraries have to target particular sections o f th e _____________market. 8. Until recently, the issue o f price did not affect many libraries except to make peripheral charges f o r ___________ books, or for photocopying. B. Focus on New C ontexts C hoose the best w ord or phrase for each sentence. Use each word or phrase only once. These w ords are in different sentences. com plete several concepts overall total anticipates overdue existence dem onstrated late satisfies regard 1. Do you believe in th e ______________ o f ghosts? 2. The assistant _________ custom ers. the w ashing-m achine to 3. He can't grasp the b a sic ______________ o f mathem atics. 4. N o th in g ______________ him : He's alw ays com plaining. 5. W e _____________ your action as a crim e/as criminal. 6. W hen will the w ork b e _______________________? 7. T here's been a n ________ 8. T w ilight m erges into im provem ent recently, darkness. 75 9. S h e ____________ 10. T here have been all her m other's needs. ______retirem ents in m y office recently. 11. These bills a r e _______________ ♦ Understanding the reading A. C om prehension: T rue/F alse W rite T if the sentence is true and F if the sentence is false. 1. The four Ps o f the m arketing m ix are: Product. Policy, Prom otion. Place. 2. The w ord 'm arketing' m eans m uch m ore than advertising alone. Experts in m arketing often speak o f 'the marketing m ix' or 'the four Ps: Product, Price, Prom otion and Place (or D istribution)'. 3. O ne reason w hy m arketing is im portant for libraries is that w ithout it they m ay not even survive. 4. Survival is a m inor problem for libraries. 5. It is not the aim o f m arketing to sell som ething to people w ho do not need it and do not w ant it. Instead, one o f the aim s is to find out w hat people need and w ant, then to provide those needs and w ants and inform the people how to access them . 6. M arketing is not a m anagem ent process. 7. To be effective, the objectives o r goals o f planning for m arketing should be very general. 8. The C hartered Institute o f M arketing has defined marketing as "the m anagem ent process responsible for identifying. 76 anticipating and satisfying custom er requirem ents profitably'. 9. In order to work out the w ay forward for a library (or any other organization), som etim es a 'SW OT' test is done - strengths, w eaknesses, opportunities and threats. 10. 'Product life cycle' has four stages: introduction, grow th, m aturity and decline. 11. The acronym SW O T stands for "system, weakness, opportunities and threats". 12. The "product life cycle" consists o f three stages. 13. The m atter o f Place (D istribution) refers to such m atters as: w here the library is situated, where its users live, w ork or study; and w hat problem s they might have in accessing the library. B. C om prehension questions A nsw er the questions about the reading. 1. W hat m ajor problem does the w riter o f this passage m ention in connection w ith libraries and with business generally? 2. W hat are "the four Ps" o f m arketing? 3. W ho or w hat bears the main cost o f public libraries? 4. W hy is it im portant to encourage people to use libraries? 5. A ccording to the C hartered Institute o f Accountants, and also A rthur Sterngold, does m arketing serve the institution or does it serve the client/custom er? 77 6. W hich o f the follow ing item s m ight have a central place in a list o f objectives in a library m arketing plan? (a) To encourage reading am ong the general population. (b) To increase actual usage by 25% w ithin the follow ing six m onths. (c) To com pose, print and distribute a prom otional leaflet to all households w ithin the city before 30 Septem ber. (d) To im prove the appearance o f the library. (e) To install 20 operating com puter term inals before 15 O ctober. (f) To m easure client expectations. (g) By the use o f a questionnaire distributed to all local residents before 31 A ugust, to gauge the level o f interest in the library and their specific ex p ectatio n s and desires in term s o f types o f books etc. and o f library facilities. (h) To liaise regularly w ith local co uncillors regarding funding. 7. W hat kind o f "product" is provided by a library? 8. N am e any four o f the "publics" o f libraries. ♦ Further practice A. D iscussion 1. W hat do you think about m ark etin g for librarianship and inform ation in V ietnam ? 2. G ive exam ples that illustrate your opinion. 78