Đọc hiểu tiếng anh ngành thư viện thông tin

G iáo trình dành cho sinh viên đợi học và ca o đắng ngành Thư viện - Thông tin NHÀ XUẤT BẢN ĐẠI HỌC QUỐC GIA HÀ NỘI... tỉiáo trin h còn có thể đư ợc dùníi làm lài liệu tự học.. khuyến kh

( | g | i k u uNG đ ạ i h ọ c Vă n h o á h à n ộ i

DƯƠNG THỊ THU HÀ

(G iáo trình dành cho sinh viên đợi học và ca o đắng

ngành Thư viện - Thông tin)

NHÀ XUẤT BẢN ĐẠI HỌC QUỐC GIA HÀ NỘI

C O N T E N T S

Page num ber

F o r e w o r d 5

S ectio n O ne: In trod u ction to L ibrary and In fo rm a tio n S cien ce U n it 1 T he R ole o f the L ibrary in S o ciety 9

U nit 2 C areers in Library W ork 31

U nit 3 E ducation and T raining o f L ib ra ria n s 51

U nit 4 L ibrary and Inform ation M a rk e tin g 68

U nit 5 Service in the L ib ra ry 92

Section T w o: T ypes o f L ibraries U nit 6 Public L ib ra rie s 108

U nit 7 School L ibraries 126

U nit 8 A cadem ic L ib r a r ie s 144

U nit 9 Special L ib ra rie s 160

Section T hree: T ech n ical P rocessing U nit 10 C atalo g s 176

U nit 11 B ibliosrapliic D escriptions o f Library M a te ria ls 195

U nit 12 C lassificatio n S y s te m s 218

U n it 13 P re se rv a tio n o f L ib ra ry M a te r ia ls 243

S e c tio n F ou r: L ib r a r y a n d In fo r m a tio n T e c h n o lo g y U n it 14 A u to m a tio n in th e L i b r a r y 263

U n it 15 R etriev al and R e fe re n c e W o r k 286

R e f e r e n c e s 307

V o c a b u la r y R e f e r e n c e 310

4

L Ờ I N Ó I Đ À U

G iáo trìn h Đ ọ c hiểu tiến g A nh ngành Thu' viện - T h ô n g tin

đư ợc biên soạn ch o sin h viên các trư ờ n g đại học và cao đ ăn g thuộc lĩnh vự c có liên q u an N goài ra giáo trình cũng rất bô ích đôi vói các cán bộ đ a n g c ô n g tác trong cơ quan Thông lin -T h ư viện

G iá o trìn h g iú p cho sinh viên rèn luyện các kỹ năng đọc hiêu

tro n g đó ch ú trọ n g kỹ n ăn g đọc đê tìm thông tin, nhăm phát triển

kh ả n ăn g đ ọ c hiểu tài liệu liến g Anh ngành T h ư v iện -T h ô n g tin

M ặt khác, g iáo trin h cò n cu n g cấp bồ sung và n ân ” cao kiên thức

về ngũ' p h áp và từ vựiiíỉ cù a tic n a A nh nói c h u n g và tiến g A nh

n g àn h T h ư v iệ n -T h ô tm tin nói ricnsỉ cho sinh viên G iáo trình được biên soạn để d ù n íí tro n g lớp học có ttiáo vicn lu rớ n s dẫn N íioài ra tỉiáo trin h còn có thể đư ợc dùníi làm lài liệu tự học

G iá o trìn h đ u ự c b iên soạn theo các nội dunu khác nhau cùa

n aàn h T h ư v iệ n - T h ô n s tin uồm 15 bài học M ỗi bài học ứni> với

m ộ t nội d u n s cụ the cù a nsỉành cồm các mục lớn dưới đây:

chú V cù a 1111 ười học vào chủ do cùa bài khuyến khích nmrời học chia sè với nhau n h ừ n íi kiên thứ c có liên quan trụ c tiêp đcn chủ đè

đổ bày tỏ ý kiến th eo suy níìhĩ cùa mình

* R e a d in g : M ỗi bài đọc hiêu đê cập đèn m ột nội du nu cua

n uành T h ư v iộ n -T h ô im tin nhàm uiúp sinh viên làm quen với chu

đ ề củ a bài học Cline cấp thôntỉ tin n u ữ liệu và phát triên các kỹ năng đ ọ c h iể u ch o sin h viên

5

* W o r k in g w ith v o c a b u la r y : M ục đích của các dạng Dai tạp

lu y ệ n từ v ự n g đ ư ợ c th iế t ke tro n g g iá o trìn h này n h ă m g iú p sinh

v iê n ghi n h ớ số lư ợ n c từ đ ã h ọ c v à p h á t tr iể n c h ú n g tr o n g ngữ

c ả n h m ớ i

* U n d e r s ta n d in g th e rea d in g : Phần này được thiệt kê dưới

các d ạ n g bài tậ p như : B ài tậ p “ đ ú n g /s a i” v à câ u hỏi k iê m tra đọc

h iểu C ác d ạ n g bài tậ p n ày g iú p sin h v iên k h ă c sâu k iê n th ứ c cùa bài đ ọ c h iể u v ừ a h ọ c v à ô n lại n h ữ n g ý c h ín h c ủ a bài đ ọ c

* F u r th e r p ractice: Phần này được thiết kế dưới hai dạng bài

tập: câu hỏi th ả o lu ận và v iế t bài luận H ai d ạ n g bài tậ p này íỉiúp sinh

v iên có c ơ hội sừ d ụ n g n g ữ liệu đã h ọ c c ù n g với n g ữ liệu tro n g bài học đ ể m ở rộ n g k iế n th ứ c bài đ ọ c h iểu trê n c ơ sờ nam ch ác bài học

v à liên h ệ v ớ i th ự c tế (cụ th ể là th ự c tế về th ư v iện ờ V iệt N am )

* F u r th e r r e a d in g : M ỗi bài học đ ều c ó m ộ t bài đọc thêm

n h ằ m c u n g c ấ p n h ữ n s t h ô n í tin có liên q u an đ ến các nội d u n s mà bài h ọ c đ ề c ậ p đ ến

* L a n g u a g e fo cu s: giúp sinh v iên cù n g cố và nâns cao liiêu

b iế t v ề k iế n th ứ c n g ữ p h á p v à p h át triể n v ố n từ VỤT12 cù a họ Một

số bài tậ p g ồ m : tạ o từ b a n s c á c h sử d ụ n g tiề n tồ , h ậ u tố đ iền giới

C u ô i sá c h là d a n h m ụ c từ v ự n s đ ư ợ c liệt kê th eo tìrn s bài học

Tác già hi v ọ n g rằng g iá o trìn h Đ ọ c hiểu tiế n g A n il ngành

T h ư v iệ n - T h ô n g tin sẽ m a n g lại n h iề u bổ ích c h o sin h v iê n Chúc các b ạn th à n h c ô n g

T á c g ià x in ch â n th à n h cá m ơ n P G S T S -T rần Đ ứ c N gôn,6

T h S N g u y ễn T iến H iển, ThS Vũ D ương T húy N gà, TS Lê Văn

V iết, T hS N g u y ễn H uy C hương, TS N guyễn H oà và TS T ô Thị

T h u H ư ơ n g về n hữ ng ý kiến đóng góp rất quí báu cho việc biên

so ạn g iáo trình này

T ác g iả cũ n g xin bày tỏ lời cám ơn chân thành tới ông John

F D ren n an , T rư ờ n g Đ ại học T ổng hợp M elbourne, A ustralia, người

đã đ ọ c và sử a giáo trình

T ro n g q u á trìn h biên soạn chắc chắn còn nhiều thiếu sót, tác

g iả rất m o n g nhận đư ợc sự chi giáo từ nhữ ng người quan tâm

T h S D ư o tig T h ị T h u H à

S E C T I O N O N E INTRODUCTION TO LIBRARY AND INFORMATION SCIENCE

U N IT 1

THE ROLE OF THE LIBRARY IN SOCIETY

♦ P r e - r e a d i n g

♦ R e a d i n g

A IM S A N D O B JE C T IV E S O F L IB R A R IE S

study, o r referen ce T h e w ord library com es from liber, the Latin

w o rd fo r "b o o k " H o w e v e r, library co llectio n s have alm ost alw ays

c o n tain ed a v ariety o f m aterials M odern libraries m aintain

c o lle c tio n s that in clu d e not onlv w ritten m aterials such as

m a n u scrip ts, b o o k s, new sp ap ers, and m ag azin es, but also art

p h o to g rap h s, m ic ro fic h e s C D -R O M s, co m p u ter softw are, online

9

d a ta b a se s, and o th e r m ed ia In ad d itio n 10 m am iain in a collections

te le c o m m u n ic a tio n links th a t p ro v id e u se rs w ith a c c e ss to

in fo rm a tio n at rem o te sites

T h e c en tral m issio n o f a lib rary is to c o lle c t, organize,

p re s e rv e , an d p ro v id e access to k n o w le d g e an d in fo rm atio n In

fu lfillin g th is m issio n , lib raries p re se rv e a v a lu a b le record of

c u ltu re th a t c a n be p assed d o w n to s u c c e e d in a senerations

L ib ra rie s a re an e ss e n tia l link in th is c o m m u n ic a tio n betw een the

p a st, p re s e n t, and fu tu re W h eth e r th e cu ltu ral reco rd is contained

in b o o k s o r in e le c tro n ic fo rm a ts, lib ra rie s e n su re th at the record is

p re s e rv e d an d m a d e a v a ila b le fo r later use L ibraries provide

p e o p le w ith a c c e ss to th e in fo rm a tio n th ey n eed to w ork, play,

le a rn , a n d g o v e rn

P e o p le in m a n y p ro fe ssio n s use lib rary reso u rces to assist them

in th e ir w o rk P e o p le also use lib rary re s o u rc e s to gain inform ation

a b o u t p e rs o n a l in te re sts o r to o b ta in re c re a tio n a l m aterials such as film s an d n o v e ls S tu d e n ts use lib ra rie s to su p p lem en t an d enhance

th e ir c la s s ro o m e x p e rie n c e s , to learn sk ills in locating sources of

in f o rm a tio n , ariu to d e v e lo p g o o d read in g an d stu d y h ab its Public

o ff ic ia ls u se lib ra rie s to re s e a rc h le g isla tio n and public policy

is su e s O n e o f th e m o st v a lu e d o f all c u ltu ra l in stitu tio n s, the lib ra ry p ro v id e s in fo rm a tio n an d se rv ic e s th at are essential to

le a rn in g a n d p ro g re ss

a im s o r g o a ls to w a rd s w h ic h all its a c tiv itie s an d th e en e rg ie s of its p e rs o n n e l are d ire c te d A lib ra ry m a n a s e r has th e re fo re an

o b lig a tio n to sp ell o u t th e a im s o f h is lib ra ry in re la tio n to the

a s p ira tio n s o r the ro le o f th e p a re n t b o d v in so c ie ty F o r a public

11 b ra r\ sy stem , its aim s m ust be d e riv e d from the lo ng-term stỄte10

g o als p articu larly in education, inform ation and culture For

e x a m p le , its aim s m ight be form ulated as follow s:

T o su p p o rt form al education, i.e p roviding for the needs o f

th o se pursu in g prim ary and secondary education

T o co n trib u te to n on-form al ed u catio n , i.e providing for literacy p ro g ram s, vocational train in g and professional

ed u catio n

T o en co u rag e reading for k now ledge and inform ation

T o cu ltiv ate reading habits and to sustain literacy in society etc

T h e aim s o f a university library, a co lleg e library, a school lib rary o r a special library should be defined on the b asis o f w hat

th e lib rary m u st do to furth er the w ork o f the organization o f w hich

it is a part T he p rim e goals o f a university library, for instance, are

to c o n trib u te to the teach in g role o f a university, to support learning and research activ ities, and to stim u late creativity and intellectual

d e v e lo p m e n t a m o n g s ta ff and students

It is not e n o u g h , h o w ev er, only to d efin e th e aim s o f a library

A ll th e sta'T should kn o w the aim s so th at :hey m ay relate their

w o rk an d d ev o te th e ir tim e to the fu lfilm en t o f those aim s

F u rth e rm o re , the m an ag e r m ust involve s e n io r s ta ff in setting the

o b je c tiv e s o r targ ets o f th eir o w n dep artm en ts in th e light o f stated

a im s o f the en tire library T h e o b jectiv es o f a d ep artm en t such as

th e len d in g d ep artm en t arise directly from th e aim s O bjectives are

th e b asis o f the d ay -to -d ay o p eratio n s o f a d ep artm en t and a

m e a s u re o f its p erform ance

A t th is ju n c tu re it is im p o rtan t to d istin g u ish b etw een “ aim s”

an d “ o b je c tiv e s” W e w ould-define “a im s” o r “ g o a ls” as statem ents

a b o u t the purp o se o r the m issio n o f an o rg a n iz a tio n or statem ents

w h ic h spell o u t th e b u sin e ss an O ig am /.au u n 1Ĩ> engaged in

“ O b je c tiv e s ” sp r in g fro m “ a im s” a n d th e y are the ta rg e ts and tasks

o f an o rg a n iz a tio n o r p art o f it; th e y are to an e x te n t, a m easure of

an o rg a n iz a tio n 's e ffe c tiv e n e s s in th e fu lfilm e n t o f its aim s

T h e ta s k o f th e c a ta lo g in g d e p a rtm e n t w o u ld be to catalog a

c e rta in n u m b e r o f b o o k s w ith in a sh o rt tim e an d to producc

c a ta lo g s u sefu l to re a d e rs T h e o b je c tiv e s o f the le n d in g department

w o u ld be to p ro v id e re a d in g m a te ria ls to th e lib ra ry 's u ser groups:

to m a in ta in e ffic ie n t c a ta lo g s an d sto c k s; to p rep are statistics of

u sau e re g u la rly ; to e d u c a te re a d e rs on th e u se o f the lib rary , etc1 1

♦ W o r k i n g w i t h v o c a b u l a r y

A F o c u s on th e re a d in g

C h o o se th e b est w o rd o r p h ra s e fo r each sen ten ce U se each word

o r p h ra s e o n ly o n c e I f y o u n eed h elp , lo o k at the reading again

T h e w o rd s are in b la c k e r le tte rs in th e re a d in g passage

se n io r

1 A lib ra ry (in s titu tio n ) is a _ o f b o o k s an d other

in fo rm a tio n a l m a te ria ls m ad e a v a ila b le to p eo p le for

re a d in g , s tu d y , o r re fe re n c e

2 In a d d itio n to m a in ta in in g c o lle c tio n s w ith in lib rar)

b u ild in g s , m o d e rn lib ra rie s o fte n fe a tu re te le c o m m u n

i-( ’ ) A d a p t e d f r o m R i t c h i e , s I 19 X 2 ) M o d e rn lib r a r y p ra c tic e , pp I -9

catio n links th a t users w ith access to inform a­tion at rem o te sites.

3 T he aim s o f a u n iv ersity library, a college library, a school library o r a special library should be defined on the o f w h at th e library m ust do to further the w ork o fthe o rg an izatio n o f w hich it is a part

4 A ll the sh ould know the aim s so that they

m ay th e ir w ork a n d _ their tim e to the

fu lfilm en t o f th o se aim s

5 T he m an ag er m ust in v o lv e sta ff in setting the

o b jectiv es o r targ ets o f t h e i r departm ents inthe light o f stated aim s o f the entire library

“ o b je c tiv e s”

7 "O bjectives” "aim s”.

8 T he task o f th e c a ta lo g in g d ep artm en t w ould be to catalog a certain n u m b er o f b o o k s w ithin a short tim e and to

c a ta lo g s useful to readers

B F ocu s on N ew C o n tex ts

In th is ex ercise the w o rd s are in a different context T hey are in

d ifferen t sen ten ces but th ey m ean the sam e as in the readingpassage

13

1 1 here are t w o _ a day from th is m ailb o x

2 T h e firm h a s _ him w ith a car

3 R ates o f w o rk are c alc u lated on a w e e k l y _

4 H o w m u c h i s _d ep e n d s o n h o w h a rd w e w ork

6 W ealth is s e ld o m _ to happiness.

P ra c tise u s in g c o n te x t c lu e s C h o o se th e n earest equivalent

w o rd /p h r a s e to e a c h w o rd in b o ld p rin t from a, b, c and d These

w o rd s a re from th e re a d in g p a ssa g e (D o not use y o u r d ictio n ary )

in fo rm a tio n a l m a te ria ls m a d e a v a il a b le to p eo p le for

re a d in g , stu d y o r re fe re n c e

T he w ord library com es from ‘li b e r ', the L a tin w ord for

In addition to m aintaining collections w ithin library buildings,

m o d ern lib raries often feature leleco m m u n i-catio n links that

p ro v id e u sers w ith access to inform ation at rem ote sites,

a w rite each letter correctly

b take a rest

c e x p la in carefully

Iib ra n o r a special library sh o u ld be d e fin e d o n th e basis of

w hat the library m u st do to f u r t h e r th e w o rk o f the

T he p rim e s o a ls o f a u n iv e rsity lib rary are an d to

stim ulate creativity and in te lle c tu a l d e v e lo p m e n t

th e lig h t o f the stated a im s o f th e e n tire lib rary ,

c in the daytim e

d clearly

9 The o b jectiv es o f the lending d ep artm en t w ould be to

p ro v id e reading m aterials to th e library's reading groups; to

m ain tain efficien t catalo g s and sto ck s

A C o m p reh en sio n : T ru e/F a lse

W rite T i f th e sen ten ce is true and F i f the sentence is false

1 A m o d ern lib rary d o e s m uch m o re than sim ply collects

b o o k s and m an u scrip ts

m ean in g 'co llectio n '

3 A public lib rary sh o u ld aim to su p p o rt both form al and inform al ed u catio n

w ith d ay -to -d ay o p e ra tio n s o f each a sp ect o r d ep artm en t 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

S C D -R O M s, p h o to g ra p h s an d m a p s can o fte n be found in

m odern lib raries

the lib rary 's m a n a s e r

10 O ne o f th e aim s o f a u n iv e rsity lib ran sh o u ld be that of stim u la tin g creativitN a m o n a s tu d e n ts a n d staff

B C o m p r e h e n sio n q u estio n s

A n sw e r the q u e stio n s ab o u t the re a d in a

lib raries aim to su p p o rt o r c o n trib u te to?

2 N a m e o n e kin d o f librar> th a t h a s as o n e o f its p rim e aims, that o f su p p o rtin g re s e a rc h a c tiv itie s

should know th e a im s o f th e ir lib ra ry ?

4 O n the b a sis o t w h a t c rite ria c a n th e s u c c e s s o f th e

da\-to-d a \ o p e ra tio n s o f a lib rary he m e a s u re da\-to-d ?

w hich are best d e sc rib e d as 'o b je c tiv e s '?

a C a ta lo g in g at least 50 0 b o o k s e a c h w e e k :

IS

b T o p rovide userui maieriaiij 1UI IUUI 1.0,

m ain kinds and a t different levels

6 W ho has the resp o n sib ility o f spelling out th e aim s o f a library?

♦ F u r t h e r p r a c tic e

A D iscu ssion

1 N am e som e function ro o m s in a library

2 N am e som e d iv isio n s (o r departm ents) w ithin a large library

3 W ork out the task s an d functions o f each room o r division

B G u id ed w r itin g

C o m p o sitio n topic: D escrib e the kinds o f books you like to read

! M ake a list o f at least ten different kinds o f b o o k s, e.g

h istory bo o k s, novels

2 W rite on e se n ten ce d escrib in g six o f these E.g H istory

b o o k s tell the sto ry o f people in the past, as ind iv id u als and

in so ciety , and they try to find explanations for th e e v en ts o f the past

19

3 G iv e tw o reaso n s w hy y o u like o n e p a rtic u la r kin d o f book

E ơ I like h isto ry b o o k s b e c a u se (i) I can im a g in e m yself living at a d ifferen t tim e in h isto ry and ta k in g p a n in the

ev en ts o f that tim e; (ii) h isto ry trie s to e x p la in w hy the

w o rld has com e to be th e w ay it is today

4 G ive tw o reasons w hy y o u d is lik e o n e p a rtic u la r kind of book E.g In history th ere a re so m an y d a te s th a t I find it

co n fu sin g ; (ii) I p refer to read a b o u t th e p re s e n t ra th e r than the past

5 N o w , w rite a short c o m p o s itio n on th e a b o v e to p ic , making use o f the w ords and se n te n c e s y o u h av e ju s t w ritten

♦ F u r t h e r r e a d in g

U N E S C O P U B L IC L IB R A R Y M A N IF E S T O (19 9 4 )

A g a tew a y to k n o w led g e

F reed o m , P ro sp erity an d th e D e v e lo p m e n t o f so c ie ty and

in d iv id u als are fu n d am en tal h u m a n v alu es T h e v w ill only be

attain ed th ro u g h th e ab ility o f w e ll-in fo rm e d citiz e n s to exercise

th e ir d e m o c ra tic rig h ts an d to p lay an a c tiv e ro le in society

C o n stru c tiv e p a rtic ip a tio n an d th e d e v e lo p m e n t o f democracy dep en d on satisfacto ry e d u c a tio n as w ell as on free an d unlimited

a c c e ss to k n o w led g e, th o u g h t, c u ltu re an d in fo rm a tio n

T he p u b lic library, th e local g a te w a y to k n o w le d g e , provides a

b asic c o n d itio n for life lo n a le a rn in g , in d e p e n d e n t d ecision-m aking and cu ltu ral d e v e lo p m e n t o f the in d iv id u a l a n d so cial e ro u p s

20

T h is M anifesto proclaim s U N E S C O ’s b e lie f in the public library as a living force for education, culture and inform ation, and

as an essen tial agent for the fostering o f peace and spiritual w elfare

th ro u g h the m in d s o f m en and w om en U N E S C O therefore

en c o u ra g e s national and local governm ents to support and actively

en g a g e in the d ev elo p m en t o f public libraries

T h e P u b lic L ib rary

T he P ublic L ibrary is the local centre o f inform ation, m aking all k in d s o f k n o w led g e and inform ation readily av ailab le to its users T h e serv ices o f the public library are provided on the basis o f

e q u ality o f a ccess for all, regardless o f age race, sex, religion,

n atio n ality , lan g u ag e o r social status Specific serv ices and

m a te ria ls m ust be provided for those w ho can n o t, for w hatever reaso n , use the reg u lar services and m aterials, for exam ple lin g u istic m in o rities, people w ith disabilities o r people in hospital

o r prison

A ll age g ro u p s m ust find m aterial relevant to th eir needs

C o lle c tio n s an d serv ices have to include all types o f appropriate

m ed ia and m o d ern tech n o lo g ies as well as trad itio n al m aterials

H igh q u a lity an d relev an ce to local n eed s an d co n d itio n s are

fu n d am en tal M aterial m ust reflect current trends and the evolution

o f so ciety , as w ell as the m em ory o f hum an en d eav o r and

5 im ag in atio n C o lle c tio n s and services should not be su b ject to any

• co m m ercial pressu re

M issio n s o f th e P u b lic Library

T h e fo llo w in g key m issio n s w hich relate to inform ation, literacy, e d u c a tio n and cu ltu re should be at the co re o f public

1 library services:

21

1 creatin g and stre n a th e n m g re a d in g h ab its in c h ild re n a t an early age;

2 su p p o rtin g both in d iv id u al and s e lf c o n d u c te d e d u c a tio n as well as form al e d u catio n at all level;

3 p ro v id in g o p p o rtu n itie s fo r p erso n al c re a tiv e d ev elo p m en t;

4 stim u la tin g the im ag in atio n an d creativ ity o f c h ild re n and youniz people:

5 p ro m o tin g a w aren ess o f c u ltu ra l h e rita g e , a p p re c ia tio n o f the arts, scien tific ach ie v e m e n ts an d in n o v a tio n s ;

7 fo sterin g in ter-cu ltu ral d ia lo g u e an d fa v o rin g cu ltu ral

d iv ersity ;

8 su p p o rtin g the oral tra d itio n ;

9 e n su rin g a ccess fo r c itiz e n s to all so rts o f c o m m u n ity

12 su p p o rtin g and p a rtic ip a tin g in literacy a c tiv itie s an d

p ro g ra m m e s fo r all ag e g ro u p s , a n d in itia tin g su c h activities

if necessary

F u n d in g , leg isla tio n an d n e tw o r k s

T he p u b lic L ib rary sh all in p rin c ip le be free o f c h a rg e The public lib rary is th e re s p o n sib ility o f local a n d n a tio n a l au th o rities

It m u st be su p p o rte d by sp e c ific le g isla tio n an d fin a n c e d bv

22

n atio n al and local g overnm ents It has to be an essential com ponent

o f any long-term strategy for culture, inform ation provision, literacy and education

To ensure nationw ide library co o rd in atio n and cooperation, leg islatio n and strategic p lan s m ust also define and prom ote a

n atio n al library netw ork based on agreed standards o f service.The public netw ork m ust be designed in relation to national, reg io n al, research and specific libraries as w ell as libraries in sch o o ls, colleges and universities

O p era tio n and m an agem en t

A clea r policy m ust be form ulated, defining objectives,

p rio ritie s and services in relatio n to the local com m unity needs

T h e p u b lic library has to be o rean ized effectively and professional sta n d a rd s o f o p eratio n m ust be m aintained

C o o p eratio n w ith relev an t p artners - for exam ple, user groups

an d o th e r p ro fessio n als at local, regional, national as w ell as

in tern atio n al level - has to be ensured

S ervices have to be p h y sically accessib le to all m em bers o f the

co m m u n ity T h is req u ires w ell situated library buildings, so o d

re a d in g and study facilities, as w ell as relevant tech n o lo aies and

su ffic ie n t op en in g h o u rs c o n v en ie n t to the users It equally im plies

o u tre a c h serv ices fo r those unable to visit the library

T h e library serv ices m u st be adapted to the different needs o f

c o m m u n itie s in rural and u rban areas T he librarian is an active

in term ed iary b etw een u sers and resources Professional and

c o n tin u in g ed u catio n o f the librarian is indispensable to ensure

ad eq u ate services O u treach and u ser ed u catio n program m es have

to be p ro v id ed to h elp u sers b en efit from all th e reso u rces.1 1

(*) http://www.unesco.ora

23

L A N G U A G E F O C U S

A W o r d fo r m s: Nouns

S u ffix e s

The su ffix es -s h ip , - a g e , -a tio n , -io n , -sio n or - t i o n can be added

to the en d o f so m e w o rd s W h e n y o u ad d th e se su ffix e s to a word,

th e n e w w o rd b e c o m e s a noun

Practise m aking nouns by adding the su ffix es -sh ip , - a g e -ation , -

io n , -s io n o r - t i o n to th e fo llo w in g w o rd s, th en fill th e g ap s in the

2 He knew a lot o f gram m ar and vocabulary, but h i s _ was

so bad that no one could understand a word he was saying

3 T he _ o f the com puter has had an en orm ous

im pact on p e o p le 's lives

4 Y ou get very good _ _ _ _ _ _ from this car - at least 40

m iles to th e gallon

5 L arge public libraries em ploy professional reference

lib rarian s w ho assist users in fin d in g _

6 T h e o f the land is disputed

7 T h is is his s e c o n d _ H is first w ife died in a carcrash three y ears ago

8 T h ere w as a very lively _on TV last night

about the p ro p o sed introduction o f identity cards in B ritain

9 It is n ow c o n firm e d th at three people died in y e ste rd a y ’s _ in a restaurant in Soho T his is th e third IRA

b o m b in g in L ondon this m onth

11 T he p o lice a sk ed th e w itness for a o f thearm ed robber

13 T he school lib rary is a w orking tool o f _

14 M y siste r w o n the w orld sw im m ing _ _ _ _ _ _ _ _ last year

B A r t i c l e 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 law yer

25

• th e is used:

a) w hen a w o rd is used the seco n d tim e:

H e nave m e a bow l and a sp o o n T h e spoon

is dirty

b) w hen only o n e o b je c t ex ists:

th e earth; th e sun; th e River Tham es

• a o r th e is not used b efo re c o u n trie s an d to w n s:

I live in P aris

H e w en t to Italy

nam e:

a C ertain co u n tries: th e U S A ; th e U n ite d K in g d o m ; th e

P h ilip p in es: th e U S S R ; th e N e th e rla n d s

b M ajo r p o in ts on the earth : th e N o rth P o le; th e S o u th Pole;

th e E quator

c P lu rals o f islands, lakes, an d m o u n ta in s : th e C anary Islands; th e G reat lakes; t h e H im a la y a M o u n ta in s

d O c ean s, seas, rivers, c an als, d e se rts: th e P acific O cean;

th e B erin g S ea th e M ississip p i R iv er: t h e S u e z C an al: the

5 He gave m e a lighter and som e cigarettes _ lighter

d id n 't w ork

6 She took _ sandw ich and _ piece o f cake, but

7 T hey had six cats and _

8 H ave you been t o _ U SA?

10 H ave you m et Sally? S h e 's _

dog I really liked _ dog

_ N etherlands, friend o f mine

c A d j e c t i v e + Prep osition

R ead o u t th e b e g in n in g o f the sentence and try to find how it ends

T h e seco n d h a lf a lw ay s b eain s w ith a preposition M ake a note,

w h en y o u h ave finished, o f all the adjective + p reposition phrases

at h ow ex p en siv e B ritain is

by th e new s o f th e traaic accident

to th e ir c u sto m ers, but the fo o d ’s excellent,

w ith her exam results,

w ith m e w hen I get hom e

27

im p ressed h. a b o u t \o u w h ere have

P ra c tise u sin g c o n te x t c lu e s C h o o s e th e n e a re s t equ iv alen t

w o rd /p h ra se to each w o rd in b o ld p rin t from a b c a n d d These

2 England and W ales to g eth er w ith Scotland and N orthern

Ireland con stitu te G reat Britain.

3 Tom is a p rofession al actor.

5 Leonardo da V inci w as a man o f many talents.

6 It is im portant for the g overnm ent to m aintain good

c o m m u n ic a tio n w ith the people

b equity

c trust

d co n n ectio n (in passing on and receiving ideas, etc.)

7 The head p erson in an English university is referred to as

the C hancellor

29

8 P aren ts are re s p o n s ib le for b rin g in g up th e ir c h ild re n

a (h a v e ) th e du ty o f

b a sk ed ab o u t

c paid

d ta u a h t

9 T he V ic e -C h a n c e llo r a ctu a lly has m o re r e s p o n s ib ility than

the C h a n c e llo r fo r th e ru n n in g o f a u n iv ersity

b are v ery d e m a n d in g /s tric t

c are req u ired

d c h a n g e /a re d ifferen t

30

U N IT 2

CAREERS IN LIBRARY WORK

♦ P r e - r e a d in g

2 W hat do w e call th o se w ho w ork in a library?

3 N a m e as m any p ositions as possible in a library?

4 W hat do you th in k th ese people do in their jo b ?

♦ R e a d in g

L IB R A R IA N S A N D LIBRA RY ST A FF

T he typical library s ta ff co n sists o f three levels o f em ployees:

professional lib rarian s, support staff, and part-tim e assistants The

p ro p o rtio n o f each o f th ese in any given institution d ep en d s on the type o f library, its bu d g et, and the types o f users it serves

P ro fessio n al lib rarian s usually con stitu te the sm allest n um ber

o f a lib ra ry ’s e m p lo y ees M o st professional librarians have earned

a t le a s t a m a s te r's d e a re e in library science o r inform ation science, the study o f in fo rm a tio n and the m anner in w hich it is gen erated ,

p rofessional lib rarian s have earned additional g raduate d eg rees as

w ell P rofessional lib rarian s require a w ide range o f skills and

31

ta le n ts T hey m ust h ave so lid b ib lio g ra p h ic an d technological skills as w ell as stro n a c o m m u n ic a tio n and in terp erso n al abilities

A d v an ces in library te c h n o lo sie s haYe a lso led to a hig h dem and for p rofessional sk ills such as d atab a se se a rc h in g and com petence

in u s in s the Internet and o th e r c o m p u te r n e tw o rk s and sy stem s

T h e librarian in ch arg e o f a d m in is te rin g th e e n tire in stitu tio n is usually referred to as the d irecto r O th e r p ro fe ssio n a l librarians

ty p ically a d m in iste r the lib ra ry 's v a rio u s d e p a rtm e n ts In small

libraries, how ever, the director may be so le ly r e sp o n s ib le for

m an ag in g all o f the lib ra ry 's d e p a rtm e n ts In a d d itio n to their

resp o n sib ility for p ro v id in g re fe re n c e a s s ista n c e , d e v e lo p in g and

m a n ag in g the co llectio n s, and o v e rs e e in g c a ta lo g in g

N o n -p ro fe ssio n a l su p p o rt s ta f f c o m m o n ly a ss u m e m o s t o f the

resp o n sib ility for d irectly serv in s lib rary u sers Their activities

include essential fu n ctio n s such as in p u ttin g , c o d in g , an d verifying

b ib lio s ra p h ic and o th e r data: o rd e rin g lib ra ry m a te ria ls ; assistinc

w ith cata lo g d ev e lo p m e n t; p e rfo rm in a c irc u la tio n d u tie s such as

c h e c k in g out b o o k s to u sers; and p e rfo rm in g o th e r s e rv ic e s vital to the library 's daily o p eratio n

M o st lib raries em p lo y p a rt-tim e s ta ff m e m b e rs in ad d itio n to

fu ll-tim e p ro fessio n al an d su p p o rt staff P a rt-tim e s ta f f mem bers

ty p ic a lly sh elv e bo o k s, p erfo rm lo w -lev el cle ric a l d u tie s, an d carrv out o th e r re la tiv e ly sim p le but e ss e n tia l task s In a c a d e m ic libraries, large n u m b ers o f p a rt-tim e stu d e n t-a s s is ta n ts p lay an im p o rta n t role

in th e d a \- to -d a y fu n c tio n in g o f th e lib ra ry P u b lic lib ra rie s also hire so -calle d library p ag es to h elp p e rfo rm ta s k s th a t req u ire no

p ro fessio n al train in g , such as sh e lv in g b o o k s a n d p e rio d ic a ls In

a d d itio n , m any public lib ra rie s m ak e use o f c o m m u n ity volunteers

to assist library s t a tf in sim p le task s M an y p ro fe s s io n a l librarians

32

library assistan ts, paacs o r volunteers.

In sm all libraries, librarians m ight perform a ranae o f tasks,

w ith one or tw o librarians and possibly a clerk handling all o f the activ ities o f the library B ecause o f the sm all size o f the staff, a single librarian m iiiht com bine clerical and professional tasks In large lib raries, th e support sta ff have taken on m any o f the tasks prev iously perfo rm ed by professionals M uch o f this transfer o f resp o n sib ility has been m ade possible by the introduction o f relativ ely sim ple and efficient co m p u ter technology, w hich has

p erm itted sup p o rt s ta ff to accom plish larae portions o f cataloging

th a t w ere o nce done by professionals A dditionally, w hile

p ro fessio n al librarians usually m anaae library functions such as

c irc u la tio n and acquisition, support sta ff o r part-tim e w orkers often perfo rm the bulk o f the actual tasks in these departm ents

T he p attern s o f library staffing v a ry from country to country

In g en eral, lib raries in m ore developed countries distinguish clearly

b etw een the task s done by professional and non-professional staff

In less d ev elo p e d co u n tries, the sm aller size o f staffs and a lack o f

n ew efficien t co m p u ter technology have m ade th is separation more

d ifficu lt (,)

♦ W o r k i n g w ith v o c a b u la r y

A F ocu s on th e read in g

C hoose the best w o rd or phrase for each sentence U se each w ord

o r phrase only once They are in sentences from the reading passaae

(*) Extracted from Libraiy titistiiulion). Microsoft© Encarta® Online

Encyclopedia, 2004

33

p art-tim e c o m m u n ic a tio n re s p o n s ib iliụ

assistan ts

sm allest n um ber o f a lib ra ry ’s em p lo y e e s

m a s te r's deg ree in library sc ien ce o r in fo rm a tio n science

_ T hey m u st h ave so lid b ib lio s ra p h ic andtech n o lo g ical sk ills, as w ell as stro n g and

in terp erso n al abilities

5 T he librarian in ch arg e o f a d m in is te rin g the e n tire institution

is u s u a lly as th e d irecto r

fo r m a n ag in g all o f the lib ra ry 's d e p a rtm e n ts

7 N o n -p ro fe s sio n a l su p p o rt s ta ff c o m m o n ly a ss u m e m ost ofthe fo r d ire c tly se rv in g lib ra ry users

to country

34

B F ocus on N ew C on texts

C hoose the best w ord or phrase for each sentence Use each w ord

o r phrase only once T hese w ords are in different sentences

professionalconstitutetalent

1 D o n 't the m atter again

2 A fter he w on the a m ateu r cham pionship, 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

7 To jo in the ar>iy you have to b e eighteen

y ears old

8 M y father is a m an o f a r e a t

9 B eing d e a f and d u m b m a k e s very difficult

10 T his e d i t i o n _ a little from the first one

♦ U n d e r s t a n d i n g th e r e a d in g

A C o m p reh en sio n : T ru e/F a lse

W rite T i f the se n ten ce is tru e and F i f the sentence is false

35

1 U suallv a lib rary h as few er p ro fessio n al lib ra ria n s th an other

e m p lo y ees

2 T he task o f c h e c k in g o u t b o o k s to u se rs is o ften perform ed

by n o n -p ro fe ssio n a l su p p o rt staff

3 A library u su a llv h as e m p lo y e e s b e lo n g in g to fo u r different levels

4 T he use o f c o m p u te rs has m ad e it p o ss ib le fo r su p p o rt staff

to p erfo rm so m e ta sk s w h ic h w e re p re v io u sly only

p erfo rm ed by p ro fe ssio n a l lib rarian s

5 M ost e m p lo y e e s in a ty p ical lib ra ry are professional lib rarian s

6 T he c h ie f lib ra ria n is u su ally called th e d ictato r

7 In u n iv e rsitie s , stu d e n ts are o ften e m p lo y e d as part-time library a ssista n ts

8 V erv few lib ra rie s e m p lo y p a rt-tim e s ta f f m em b ers

p ro fessio n al an d cle ric a l task s

12 Low level ta s k in lib ra rie s, e.g p u ttin g b o o k s b a c k on their

sh elv es, are o ften p e rfo rm e d by p a rt-tim e s u p p o rt staff

36

B C o m p reh en sio n q uestions

A n sw er the q u estio n s about the reading

4 W hy is it th at, in large libraries, support s ta ff can n ow do

m an y o f the task s that only professional sta ff could do in the past?

5 N a m e fo u r k in d s o f s ta ff m em bers w hom you m ig h t find in

a large library

6 W hich o f th ese g ro u p s is usually the sm allest in num ber?

1 M ake a list o f ten d iffe re n t c a re e rs, e.g sch o o l te a c h e r, civil serv an t, librarian.

2 F or five o f th ese c a re e rs, w rite o n e se n ten ce d e s c rib in g what

w o rk it involves E.i> a civil s e rv a n t w o rk s in a governm ent

d e p a rtm e n t and im p le m e n ts th e g o v e rn m e n t's p o licies for the b en efit o f the citizen s

3 F o r the sam e five c a re e rs, m e n tio n o n e a sp e c t y o u like about

it and one a sp ect y o u d islik e

4 N o w w rite a sh o rt c o m p o s itio n e x p la in in g y o u r choice of

ca re e r an d w hy you p re fe r it to so m e o th e r p o ss ib le careers

♦ F u r t h e r r e a d in g

T H E IN T E R N A T IO N A L F E D E R A T IO N O F LIB R A R Y

A S S O C IA T IO N S A N D IN S T IT U T IO N S (IF L A )

T h e In tern atio n al F e d e ra tio n o f L ib rary A sso c ia tio n s and

In stitu tio n s (IF L A ) is the lead in g in te rn a tio n a l b o d v representing

th e in te re sts o f lib rary an d in fo rm a tio n s e rv ic e s an d th e ir users It

is th e global v o ic e o f the lib ra ry an d in fo rm a tio n p ro fe ssio n IFLA

w as fo u n d ed in E d in b u rg h S c o tla n d , in 1927 at an international

c o n fe re n c e It n o w has o v e r 1700 M e m b e rs in 155 c o u n trie s around

th e w o rld 1FLA w as re g iste re d in th e N e th e rla n d s in 1971 The

R oyal Library, th e n atio n al lib ra ry o f th e N e th e rla n d s, in The

H ag u e, g e n e ro u s ly p ro v id e s th e fa c ilitie s fo r o u r h e a d q u a rte rs.IFL A is an in d e p e n d e n t, in te rn a tio n a l, n o n -g o v e rn m e n ta l, not-

fo r-p ro fit o rg a n iz a tio n Its a im s are to:

38