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This volume of select papers from The Sixteenth Perspectives in Reading Conference addresses itself to the theme of the conference, "Reading, Children's Books, and Our Pluralistic Society." The speakers themselves represented a wide range of professional functioning. The papers discuss how children's literature dealing with minority groups can provide memorable characters with whom minority children can identify, enable children to gain insights into the lives and culture of persons superficially different from themselves, and dispel stereotypes about minority groups. The papers also provide rationales and suggestions for presenting minority literature, samples of such literature, and discussions relating to the field of minority children's literature. (WR)

Fifty-nine inmates, men and women, from two correctional institutions were randomly assigned to eight groups to test the effect of book discussion on attitudes. The four experimental groups read and discussed weekly a series of six titles during the 12-week program. The four control groups met three times to participate in a reading interest survey. Each leader team, composed of two librarians, led one experimental and one control group. Pretest and posttest scores on Socialization Scale of the "Personal Values Abstract" and on a "Semantic Differential" test of attitudes related to persons and behaviors were subjected to analysis of covariance and the F test. Covariance analyses revealed that the experimental groups were less accepting of Dope Addiction and Stealing, the two behavioral concepts, than were the control groups, while no significant difference was found on attitudes toward concepts relating to persons. Analysis of interactions showed that those in the experimental groups who had served more time, had more time to serve, or were Black were affected more positively by bibliotherapy than their fellows. Conclusions: For those inmates who wish to participate and can read and comprehend, the group discussion form of bibliotherapy may supplement the correctional program: (1) by improving attitudes related to behavior for all groups, (2) by additionally improving attitudes related to persons for certain groups, and (3) when conducted by librarians working with small inmate groups. (Author)

The annotated bibliography lists fiction and nonfiction (bibliographies and autobiographies) books dealing with various handicaps or with physical problems such as overweight and extremes of stature. A code identifies books concerning the following handicaps: deaf, deaf blind, blind, limited vision, orthopedic handicap, chronic disease, and self-image handicap. Also indicated is whether the book is intended for primary, intermediate, junior high, or senior high students. The purpose of the bibliography is to provide a source list of books which can help handicapped children improve their self image and help nonhandicapped children better accept their handicapped peers. (KW)

This annotated bibliography on bibliotherapy is an updated version of the 1967 International Reading Association publication of the same title. It contains 165 citations ranging in date from 1936 to 1970. Its subject, bibliotherapy, is based on the belief that individuals are affected by what they read and that materials selected especially for individuals can profitably influence their attitudes and behavior. Listings are arranged alphabetically according to author under the general divisions of books, periodicals, and unpublished materials. Entries pertaining to the reader, the reading material, and the response of the reader are included. Research reports are emphasized, and items relating to specific books and techniques for use in bibliotherapy are provided. (This document previously announced as ED 047 908.) (MS)

The librarian working in a hospital or institution with patients and the therapy staff must go beyond conventional library service. With many kinds of resources available the library becomes an integral part of the remedial and rehabilitative program. Strong and sustained motivation is necessary because the institution is an artificial environment in which regression is likely to occur, and an assessment of the complex circumstances which brought the individual to the institution call for remediation. The librarian must develop an active program which is therapeutic in nature, and which will also support the therapy staff in its activities. Bibliotherapy, the application of reading programs to solve individual problems, may be carried out independently or in groups. Based on psychological principles and a broad understanding of literature, this technique can be a strong motivating factor. The present tendency of shifting treatment programs to the community rather than the institution calls for greater coordination by local agencies. The public library will be called upon to extend its services to the handicapped in greater measure than in the past. (Author)

A series of institutes for adult service librarians was conducted by the Library School of the University of Wisconsin. This volume contains selected papers from each of the three Institutes: Reading Guidance, Library Services for New Literates, and Serving Readers through Hospital and Institution Libraries. The topics of these selected papers are: Reading Guidance as a Basic Library Service, Anthropological Perspectives on Reading, The Art of Reading Guidance, The Bold New Approach, Reader Services and Bibliotherapy, Counseling and Bibliotherapy for the General Reader, Bibliotheraputic Aspects of Public Library Services to Patients in Hospitals and Institutions, Role of the Librarian on the Interdisciplinary Team, Role of the Public and Institution Libraries in Helping the Patient Transfer from Institution to the Community, and An Inmate Tells About Library Service. (SJ)

The author begins with a broad discussion of the background and historical development of bibliotherapy. Through the study of theories, observations, personal opinions and comments, it is concluded that the field of bibliotherapy is a very subjective one. It is recommended that libraries increase their bibliotherapeutic role. (SG)

Approximately 270 short stories, plays and prose excerpts which have been used successfully during the four years of the Agnews State Bibliotherapy Project from 1968-1973 are cited in this bibliography. The entries are arranged alphabetically by subject area. Some of the main topics covered are: adolescence, alcoholism, anger, compassion, courtship, family, fear, identity, justice, life and death, loneliness, love, marriage, parent-child, reality, revenge and self-concept. For most of the entries author, title, place of publication, publisher, date and a few words of annotation are given. The publication dates range from about 1925 to 1971. At the end of the bibliography is a selected list of poems and their sources. (JG)

To cause a patient to relate personally to literature is the goal of bibliotherapy, but just how this goal is attained is one of the most significant differences between bibliotherapy and other forms of group therapy. Agnews State Hospital has conducted bibliotherapy for three years as a rehabilitation service. During July 1970-June 1971, a total of 477 bibliotherapy sessions have been held with an average attendance of 12 patients. Feedback from the bibliotherapist, as well as from the patients, has aided the ward teams in evaluating and planning ongoing treatment. The program has resulted in an increase in attention span, self-disclosure, emotional stability, and many other positive effects. In addition to its therapeutic value to the patients, the bibliotherapy program has provided a training experience to social work students in field training at Agnews over the past years. (CH)

The Bibliotherapy Project is historically reviewed in connection with the staff personnel, main activities and achievements. Two Bibliotherapists present their views of the group sessions. They discuss physical facilities, therapeutic procedures and atmosphere, roles of therapist, group interaction, and other factors conducive to successful therapy. The presentation of therapeutic episodes shows the subtle psychological processes underlying the bibliotherapy. Suggestions are made in terms of the selecting of short stories, poetry and plays and conducting discussion groups. Finally, the program is evaluated by the librarian who has occupied the position of resource person and consultant to the program from its inception. (CH)

The Bibliotherapy Project, originally located at Agnews State Hospital, was transferred to the Santa Clara County Library in 1972 since the state of California announced the closing of the Hospital to the mentally ill. Most patients were returned to the community, where the County would provide the services formerly provided by the state. The new setting was different from the hospital situation; there was a wide variety in the type of the clientele and facility served. The use of a greater variety of materials, more frequent coordinating efforts, and a prolonged contact with the same clientele were necessary measures to readjust the program to the changed conditions. The emotionally disturbed patients in the community were located through the various agencies and assisted through the use of various library materials and discussion groups. The success of the program was reflected not only by the response of the clientele but also by the support of the community to continue the program under County Revenue Sharing Funds. (CH)

Theories behind the presence and absence of libraries in correctional institutions can be deduced from information on their history, their proponents, and their budgets. Theories range from punitive to religious, humanitarian, educational and legalistic. The therapeutic theory of library access for inmates would further advance library service, but it is as yet unaccepted. The history of prison libraries up to 1950 shows that the punitive, religious, humanitarian and educational theories variously held sway. In the late 1950's and early 1960's, although some encouraging events took place, only three successful library programs were reported; all other projects were in the form of surveys, speeches and plans. More recently, the prison law library has become a hot issue, and it has introduced a new basis for library access to inmates--that of legal right. The basis of library service to prisoners should be changed from legal necessity to rehabilitation. One must refer to the literature of bibliotherapy to find an explanation of how books can be therapeutic and to find suggestions of programs and methods. There are significant projects for correctional institutions that demonstrate that bibliotherapy is one means to a truly rehabilitative phase of correctional library theory. (JB)

Excerpts from the addresses of 14 symposium contributors are presented. Relevant to the theme "Reading and the Individual," the necessity for encouraging creativity in learning and in teaching was stressed in three articles, and the threat to the individual's freedoms posed by today's society was discussed in one article. Creativity in writing and language use was particularly encouraged. Ways of using the everyday experiences and current interests of young people to stimulate intellectual inquiry and language activity are described in another article. Various instructional programs and activities are described, including bibliotherapy, a simplified phonemic alphabet, creative pupil construction, physical training, vocabulary enrichment, and basal readers in grade 1. Proposals for the role of reading specialists, reading centers, and reading committees in each school were suggested as the directions the field will take toward improved reading instruction in the coming decade. (CM)

Bibliotherapy, identifying with a storybook character, is one of the best ways for a child to gain insight into himself and to have a better understanding of himself and others. To begin this technique, it is necessary for the teacher to become well-acquainted with children's books so that he may be able to give capsule summaries of appropriate stories when the right time comes. The teacher might also categorize books for easy access according to children's problems and needs. Such categories might include problems of (1) appearance; (2) physical handicaps; (3) siblings, place in family, new baby; (4) acceptance by peer group or by oneself; (5) atypical unhappy home situation; (6) economic insecurity and unsettled living; (7) foreign or different backgrounds; and (8) need for diversion. Group guidance sessions are one of the best ways to introduce bibliotherapy. Examples of books corresponding to children's needs and problems and references are included. (CL)

The possibility that many English teachers take their subject too seriously should be considered. The assumption that literature can to any degree either improve or adversely affect students is doubtful, but the exclusive study of "great literature" in our secondary schools may invite basic reflections too early: a year's steady diet of "King Lear,""Heart of Darkness," and "Lord of the Flies" may turn a student away from literature toward more optimistic pursuits. The stressing of form, techniques, and literary merit before such considerations matter to the student may also remove his delight in literature. To counteract these tendencies, study should not be restricted to great literature; instead, it should include books which speak to the child and, while offering him stimulation, do not force him beyond his present capabilities: most children, like adults, read to satisfy fantasy needs. Because the arts seem one of the chances for overcoming the universal boredom and violence which menace Western society, literature must be made a more natural part of more people's lives, and any distortion of the natural growth of artistic perception through misguided literature teaching should be avoided. (LH)

A SURVEY OF THE PRESENT STATE OF BIBLIOTHERAPY INDICATES THAT MORE RESEARCH IS NEEDED BEFORE THIS DISCIPLINE CAN DEVELOP INTO A MORE EXACT SCIENCE. DEFINITIONS OF BIBLIOTHERAPY VARY FROM SIMPLY "THE USE OF READING IN THE TREATMENT OF THE SICK" TO DETAILED DESCRIPTIONS OF THE ROLE OF THE LIBRARIAN AND HIS RELATIONSHIP TO THE DOCTOR AND PATIENT. RESEARCHERS IN THE FIELD AGREE, HOWEVER, THAT READING, AS PART OF AN INDIVIDUAL'S PAST LIFE, AFFECTS HIS PERSONALITY AND HIS PRESENT OUTLOOK, AND THAT CONTROLLED READING AS VICARIOUS EXPERIENCE MAY HELP HIM MODIFY OR ACCEPT HIS ATTITUDES TOWARD LIFE. ALTHOUGH AVAILABLE STUDIES ARE INADEQUATE FOR DECISIVE CONCLUSIONS, BIBLIOTHERAPY COULD BECOME A VALUABLE TOOL WHEN RESEARCH HAS BEEN CARRIED OUT IN SUCH AREAS AS (1) THE EFFECTS OF SPECIFIC BOOKS ON CERTAIN TYPES OF PATIENTS, (2) THE RELATION BETWEEN INDIVIDUAL READING BACKGROUND AND PERSONALITY ADJUSTMENT, (3) THE METHODS OF MEASURING BEHAVIORAL CHANGE EFFECTED BY BIBLIOTHERAPY, AND (4) THE FEASIBILITY OF WRITING BOOKS FOR SPECIFIC TYPES OF PATIENTS. (THIS ARTICLE APPEARED IN "THE ENGLISH TEACHER," VOL. 7 (DECEMBER 1967), 21-24.) (LH)

To determine if a link exists between academic progress and the correctional process in the reformatory classroom, this study considers the effect of bibliotherapy on the academic achievement and the personality of inmates of the Oklahoma State Reformatory enrolled in a biology course for a total of four, 10-week semesters. Becauses classes were organized according to inmates' work schedules, groups had to be established by statistical comparison. Chi-square and t-tests were applied to the results of the California Test of Mental Maturity, the Nelson Biology Test (NBT) and the Minnesota Multiphasic Personality Inventory (MMPI). It was found that the eight initial groups were equal, and they were therefore combined into two groups, experimental and control. Both groups received Lecture-Demonstration-Laboratory instruction three hours a day. The experimental groups spent one hour a day discussing mental hygiene and personal problems. Bibliotherapy stresses the textbook, with general reading of predominantly psychiatric-sociological articles and books. Discussion and modified role playing as well as other resources were also integrated into class work. Alternate forms of the source tests administered earlier were given at the conclusion of the program. It was found that the difference in mean gains, for biological knowledge, was in favor of the experimental group. (NG)

FIFTEEN MASTER'S THESES ON READING AND 13 ON THE EDUCATION OF THE MENTALLY HANDICAPPED, COMPLETED AT THE CARDINAL STRITCH COLLEGE, MILWAUKEE, WISCONSIN, IN 1965 ARE SUMMARIZED IN VOLUME 7 IN A SERIES OF RESEARCH ABSTRACTS. THE READING STUDIES--DEALING WITH KINDERGARTEN, ELEMENTARY, SECONDARY, AND COLLEGE STUDENTS--ARE FOCUSED ON BIBLIOTHERAPY, READING SKILLS, INDIVIDUAL DIFFERENCES, READING HABITS OF PARENTS, ABILITY GROUPING, READING ACHIEVEMENT, STUDENT AND TEACHER ATTITUDES, THE TEACHING OF READING, CURRICULUM, READING AND LANGUAGE SKILLS, READING CLINICS, READING PROGRAMS, READING TEACHERS, AND VOCABULARY DEVELOPMENT. THE STUDIES ON THE MENTALLY HANDICAPPED ARE CONCERNED WITH ADJUSTMENT, AND INSTITUTIONS, SOCIAL TRAINING, VOCABULARY, VOCATION REHABILITATION, TEACHING MATERIALS, AND PARENTS OF MENTALLY HANDICAPPED CHILDREN. A CUMULATIVE SUBJECT INDEX FOR THE ABSTRACT SERIES IS INCLUDED. (LS)

THE QUALITIES WHICH MAKE STORYBOOKS AND PICTURE BOOKS APPEALING TO PRESCHOOL CHILDREN AND THOSE WHICH HELP THEM UNDERSTAND AND MASTER THE USES OF LANGUAGE ARE DISCUSSED BRIEFLY. DIFFERENT TYPES OF BOOKS THAT APPEAL TO PRESCHOOL CHILDREN ARE PRESENTED--BOOKS THAT ENCOURAGE THE HEALTHY EXPRESSION OF EMOTIONS, BOOKS THAT ENABLE THEM TO PARTICIPATE, BOOKS THAT PRESENT THE CONFLICTS AND FEELINGS CHILDREN EXPERIENCE AS THEY GROW, BOOKS THAT CONFIRM FOR THEM DAILY EXPERIENCES AND THEIR KNOWLEDGE OF THINGS, AND BOOKS LOVED BY YOUNG CHILDREN FROM ALL SOCIOECONOMIC LEVELS. A SPECIAL TYPE OF BOOK IS ONE THE TEACHER MAKES FOR OR WITH HER CHILDREN ABOUT ONE OF THEIR OWN CLASSROOM EXPERIENCES. THIS EXPERIENCE HELPS CHILDREN UNDERSTAND WHAT A BOOK IS AND HOW IT IS MADE AND THAT WORDS RELATE TO PEOPLE AND EVENTS. BIBLIOGRAPHIC DATA FOR THE BOOKS DISCUSSED ARE PROVIDED. THIS PAPER WAS PRESENTED AT THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH CONFERENCE (HONOLULU, NOVEMBER 23-25, 1967). (NS)

This eighth edition of Dr. George Spache's book contains several hundred previously unlisted books for poor readers. The first four chapters deal with book selection practices of children and of adults for children with bibliotherapy and with readability. The remaining ten chapters are extensive annotated listings of children's books, reading materials, teaching guides, and instructional materials arranged by type: trade books, textbooks and games, series books, programmed materials, and so on. Resources for teachers of the disadvantaged and on auditory and visual perception are also listed. The appendix includes a full description of the Spache Readability Formula, an author and a title index, and a publishers' directory. (TO)

This volume is an attempt to provide literature that will enhance through vicarious experience and emotional involvement the adult's understanding of the principles of child development. The selections are organized into categories and cross-indexed with most of the standard texts in child development and psychology. It is divided into ten major sections: (1) Early Development, (2) Personality Development, (3) Emotional Development, (4) Intellectual Development, (5) Communication, (6) The Meaning of Play, (7) The Handicapped Child, (8) Home Influences, (9) School Influences, and (10) Societal Influences. (CK)

The effect of reading works of a literary nature on the modification of certain attitudes toward Negroes of a selected white urban high school population was investigated. Nine books were selected as prescribed reading; the books were of mixed genre: six fiction, two non-fiction, and one photographic essay. Attitude scales administered to the subjects consisted of the Bogardus Social Distance Scale, the Hinckley Scale of Attitudes toward the Negro, the Thurstone Scale of Attitude toward Negroes, and the Triandis Behavioral Differential. Standardized tests administered were the English Cooperative Test: Reading Comprehension, and the Otis Quick-Scoring Mental Ability Test: New Edition, Gamma Test. Results indicate: (1) The reading of selected works of a literary nature about the Negro changed the subjects' attitude in a direction favorable to the Negro; (2) The boys seemed to have experienced greater improvement than the girls; (3) The girls showed some gain; however, the change was not statistically significant; (4) There was a significant positive correlation at the .01 level for the boys between IQ and attitude toward the Negro; (5) There was no signification relationship between IQ and attitudes of the girls or of the group; and (6) There was a significant positive relationship at the .01 level for the boys between reading comprehension and attitude toward the Negro found in the correlation of reading comprehension with the pre-test. (Author/CK)

In this day of change and upheavel, the basic purpose of the library remains unchanged. What is necessary is a change in our thinking, a re-evaluation of our activities and how they meet and fulfill that purpose and goal. Simply put: the library has a vested responsibility to society, namely, the whole man and to culture. The contributions of the library today should be to help relieve and perhaps even help in solving the problems of society, whatever they may be, to support all efforts to help improve and educate the citizen. Its resources should be used widely and with imagination. The realm of using the principles of bibliotherapy opens new directions and forces for librarians. We librarians who have been working in hospitals and institutions have long been involved in programing for the rehabilitation and welfare of readers. We use ourselves, our library and its resources as means in therapy. All librarians have not only the opportunity, but also a duty to define and then to assume their roles more aggressively in the continuing education in any milieu. The most important thing is to know your clientele, and know where your priorities lie. (Author/SJ)

This study tested the effectiveness of bibliocounseling, group counseling using books as an adjunct, on 48 fourth-grade boys whose third-grade reading scores fell two or more stanines below their third-grade IQ scores. The Gates MacGinitie Reading Test, Survey D; the San Diego County Inventory of Reading Attitude; and the Self-Concept and Motivation Inventory were administered as pretests and as immediate six-month posttests. For ten weeks, the boys in the two experimental subgroups and the two control Group Two subgroups attended twice-weekly bibliocounseling sessions conducted by the investigator. The boys read orally for 20 minutes from nine award-winning children's trade books featuring a young male protagonist and/or a theme of adventure, humor, or sports. They then discussed the stories according to a procedure adapted from "Reading Ladders for Human Relations," fourth edition, by Crosby. In both posttest administrations, the groups receiving bibliocounseling had significantly higher reading comprehension scores, closely approached the level of significance in vocabulary, and experienced highly significant improvement in their attitude toward reading and their reading self-concept. (Author/TO)

The purpose of this study is to investigate bibliotherapy relative to changes in the ethnocentrism of four groups of adult, white college students at the University of Louisville. The study seeks to establish the extent of prejudice exhibited by the selected subjects, and with the use of bibliotherapeutic techniques as an input to the selected subjects, the study seeks to determine changes in ethnocentrism. Two groups read and discussed additional material; one group read but did not discuss the materials; and a control group read no additional material. Data were obtained from Personal Data Sheets and the results of the Adorno Ethnocentrism (E) Scale. Attitude change was a difference score determined by subtracting the post treatment score from the initial score on the Adorno E Scale. The major findings are that significant reduction in ethnocentrism was produced in both the Reading-Discussion and Reading-Only groups, and that their post-treatment attitude gains had been retained when tested one month later. The control group showed little change in all three tests. (Author/DB)

A program designed for teaching composition to students in grades seven through twelve is presented in this book. The approach advocated attempts to promote the student's awareness of self, his ability to relate positively to others, and his ability to translate his values into meaningful actions through guided activities of reading and writing. Chapters address themselves to such issues as composition, identity, interpersonal relations, values into action, personal growth, implementing the "composition for personal growth" approach, general techniques and activities, ongoing activities, and personal-growth activities for teachers. Also included is a list of suggested readings for the teacher. Although the book was originally intended for use in English classes, the program has been used effectively by teachers in drug education programs, group counselors, social studies teachers, religious educators, foreign language teachers, and leaders in youth programs. (LL)

Poetry therapy is becoming a recognized psychotherapeutic modality in the healing program of a number of institutions, evidenced by the fact that there are presently over four hundred staffed and salaried poetry therapists. Contained in this book are the following essays on the healing power of poetry: "Poetry in a Cage: Therapy in a Correctional Setting" by Bill J. Barkley, Ph.D.;"Poetry: A Therapeutic Tool in the Treatment of Drug Abuse" by Ruth Lisa Schechter; "Emily Dickinson and Poetry Therapy; The Art of Peace" by Cynthia Chaliff, Ph.D.; "Exploring the Unconscious Through Nonsense Poetry" by Anthony Pietropinto, M.D.; "A Defense of Poetry Therapy" by Morris Robert Morrison, M.A., A.B.D.; "Poetry and Psychotherapy: Kinships and Contrasts" by Albert Rothenberg, M.D.;"Shamans, Witch Doctors, Medicine Men and Poetry" by Abraham Blinderman, Ph.D.; "Opening New Worlds to the Deaf and the Disturbed" by Lucien Buck, Ph.D., and Aaron Kramer, Ph.D.; "Self-Discovery for Teacher and Youngster Through Poetry" by Art Berger, M.A.; and "The Psychodynamics of Poetry by Patients" by E. Mansell Pattison, M.D. (LL)

This study tested whether bibliotherapy could positively change suburban school children's attitudes toward American Negroes. Secondary purposes were to determine if attitudes toward American Indians and Puerto Ricans would also change as a result of attitude changes toward Negroes and whether bibliotherapy was a feasible technique for the typical classroom teacher. The subjects of the study were three classes of sixth graders in a Philadelphia school. The control group had an informal reading program unconnected to bibliotherapy. Experimental group 1 read but did not discuss novels with a Negro theme; experimental group 2 read and discussed the same novels. Each child filled out a form when he finished a book. Attitudes toward the three minority groups were measured over four time periods. Among the conclusions reached were that group 2 showed a continual rise in attitude change toward Negroes over the testing period; there was also a continual rise in attitude change for group 1 but it was less than for Group 2; and the control group had a less favorable attitude toward Negroes at the end than at the beginning of the study. Detailed results concerning the other minority groups are also presented. In general, it was found that this study sustained the claims made for bibliotherapy. (Author/DI)

Twenty-two papers by different authors consider poetry therapy as treatment for persons with emotional disorders. Its use with the following is described: a psychotic patient, hospitalized schizophrenics, psychoneurotics in a mental health center, and disturbed adolescents. Also discussed are poetry as therapy and as a therapeutic art, principles of poetry therapy, the validation of poetry as a group therapy technique, and poetry as communication is psychotherapy. The use of poetry in individual psychotherapy and in a private mental hospital is described, as are poetry therapy in a self help group, in a specialized school for the disturbed, and in a counseling center. Further topics include poetry as a way to fuller awareness, metamessages and self discovery, the Psalms as psychological and allegorical poems, the universal language of rhythm, the patient's sense of the poem, and a curriculum proposal for training poetry therapists. A tribute to Eli Greifer, a pioneer in therapeutic poetry, is included, as is an appendix listing poems suitable for use in therapy poetry. (LE)

Designed to fill the need for a continuing series to provide scholarly reviews of the reapidly changing field of librarianship, this book presents critical articles and surveys based on the published literature, research in progress, and developments in libraries of all types. The eleven subject areas covered are: (1) "The Machine and Cataloging" by George Piternick; (2) "Mechanization of Acquisitions Processes" by Connie R. Dunlap; (3) "Mechanization and Library Filing Rules" by Kelley L. Cartwright; (4) "Standards for Technical Service Cost Studies" by Helen Welch Tuttle; (5) "The Undergraduate Library Trend at Large Universities" by Robert H. Muller; (6) "The Changing School Library: An Instructional Media Center" by Chase Dane; (7) "Reference Service to Children--Past, Present, and Future" by Lillian K. Orsini; (8) "Progress in Bibliotherapy" by Ruth M. Tews; (9) "Effectiveness in Cooperation and Consolidation in Public Libraries" by Ralph Blasingame and Ernest R. DeProspo, Jr.; (10) "Library Planning: The Challenge of Change" by Robert E. Kemper and (11) "Acceleration of Library Development in Developing Countries" by Carl M. White. A subject index is provided. (NH)

The central concern of this book is the effect of reading from the perspective of Holbook Jackson's reference to "the reader as artist". Part One, Literary Backgrounds, establishes the literary and psychological framework central to the book. The second part, Research Backgrounds, focuses on (1) investigating the reading process and specific factors influencing personal response and (2) synthesizing and interpreting empirical research and authoritative data on the effects of reading. The final section, Three Applications, has as its initial focus the application of the earlier discussion to curriculum development. A second focus, growing out of the first, deals with an overview of literary programs and experiences for young people through college age. This text should be of value to upper-division and graduate students of reading and literature. It should also serve as a resource for teachers of teachers and scholars who are constantly concerned with the impact and effects of reading. (Author/DH)

As part of the program for developing library services in Ohio state institutions, a conference was held to consult institution administrators and specialists. Specific purposes of the conference were: to discuss the value of library services with superintendents or designated representatives; to show how library services contribute to the rehabilitative, correctional, medical and other purposes of correctional institutions, mental hygiene institutions, Youth Commission agencies and camps; to show how the State Library can help state institution libraries through resources, federal aid and consultant services; and to challenge the group to set goals for divisional and institutional action toward development or improvement of library services. This report includes papers given on these topics: rehabilitation of alcoholics, including the use of books; how library service can advance an institution's goals; the State Library and institution library service; and the current status of Ohio institution libraries. (Author/JB)

This annotated bibliography contains 73 citations ranging in date from 1940 to 1966. However, lists compiled more than 15 years ago were eliminated unless they had unusual depth and merit, and current lists which included only a few scattered items were omitted. Citations include graded lists of fiction and nonfiction tradebooks and textbooks; lists for special interest groups, subject areas, and ag" levels (primary through adult); and suggestions for other instructional materials, such as workbooks, magazines, and films for poor readers. Several articles discuss the use of bibliotherapy techniques. (CM)

THE EXTENT TO WHICH A PLANNED PROGRAM OF READING COULD SIGNIFICANTLY INFLUENCE THE BEHAVIOR OF A SELECTED GROUP OF ADOLESCENTS WAS STUDIED. EFFORTS WERE MADE TO DESIGN THE STUDY IN SUCH A WAY THAT THE INVESTIGATORS COULD DETERMINE WHETHER SIGNIFICANT DIFFERENCES EXISTED IN THE AREAS OF PERSONALITY, PERSONAL PROBLEMS, ACHIEVEMENT, ATTENDANCE, AND DISCIPLINE BETWEEN TWO GROUPS OF STUDENTS, ONE OF WHICH HAD BEEN SUBJECTED TO BIBLIOTHERAPY WHILE THE OTHER HAD SERVED AS A CONTROL GROUP. THE DEGREE OF CHANGE BETWEEN THE EXPERIMENTAL GROUP AND THE CONTROL GROUP IN PERSONALITY WAS ASSESSED BY ADMINISTERING PRE- AND POST-TESTS OF THE JUNIOR-SENIOR HIGH SCHOOL PERSONALITY QUESTIONNAIRE, IN ACHIEVEMENT BY SRA ACHIEVEMENT SERIES, IN PERSONAL AND SOCIAL PROBLEMS BY THE MOONEY PROBLEM CHECK LIST, AND IN BEHAVIORAL PROBLEMS BY THE HAGGERTY-OLSON-WICKMAN BEHAVIOR RATING SCHEDULES. SIGNIFICANT CHANGE WAS EVIDENCED IN ACHIEVEMENT BETWEEN STUDENTS WHO RECEIVED BIBLIOTHERAPY AND THOSE STUDENTS WHO DID NOT. A LONGITUDINAL STUDY WAS PROPOSED. (GD)

SCHOOL ACTIVITIES WHICH DESCRIBE SPECIFIC STEPS AND PROCEDURES AIMED AT IMPROVING READING ACHIEVEMENT OF PUPILS IN THE SEVEN DETROIT GREAT CITIES PROJECT EXPERIMENTAL SCHOOLS ARE PRESENTED. EACH PUPIL SHOULD BE HELPED TO FORM A BETTER SELF-IMAGE SO THAT HIS MOTIVATION AND SELF-DIRECTION CAN BE IMPROVED. ALSO, THE CHILD SHOULD BE ENCOURAGED TO READ FOR PLEASURE. THE APPROACH TO BIBLIOTHERAPY CAN BE USED, IN WHICH THE MESSAGE OF THE MATERIALS REINFORCES POSITIVE ATTITUDES TOWARD READING AND SELF. AT ONE JUNIOR HIGH SCHOOL THE COACHING TEACHER CONDUCTS DEVELOPMENTAL READING CLASSES IN ALL SEVENTH-GRADE HOMEROOMS. REGULAR TEACHERS ARE PRESENT TO LEARN THE TECHNIQUES. MORE INSERVICE TRAINING SHOULD BE CONDUCTED SINCE FEW JUNIOR HIGH SCHOOL TEACHERS HAVE HAD READING COURSES. IN THE OTHER JUNIOR HIGH SCHOOL THE ASSISTANCE OF THE READING CONSULTANT HAS BEEN SOUGHT, AND ALL MATERIALS ARE BEING EVALUATED FOR THEIR USE IN DEVELOPING READING. A READING CLUB HAS BEEN ORGANIZED, CLASSROOM LIBRARIES ARE BEING ENLARGED, AND POCKET BOOKS WILL BE SOLD. PROGRAMS IN THE FOUR ELEMENTARY SCHOOLS INCLUDE A PHONICS SURVEY TO DISCOVER SPECIFIC WEAKNESSES IN READING SKILLS, AFTER SCHOOL AND SUMMER ACTIVITIES, INSERVICE TRAINING AND WORKSHOPS WITH THE ASSISTANCE OF THE READING CONSULTANT, DEVELOPMENT AND USE OF NEW MATERIALS, ENRICHMENT EXPERIENCES, AND IMPROVED LIBRARY ACTIVITIES. THE HIGH SCHOOL HAS DEVELOPED AN EXPERIMENTAL PROGRAM FOR COLLEGE PREPARATORY SOPHOMORES, AND A COMMUNICATION SKILLS COURSE FOR GENERAL CURRICULUM STUDENTS. TESTS WILL BE ADMINISTERED TO DETERMINE READING LEVEL, ON THE BASIS OF WHICH STUDENTS WILL BE ASSIGNED TO SPECIAL CLASSES. PAPERBACK CLASSROOM LIBRARIES HAVE STIMULATED INTEREST IN READING.

Paper presented at the Workshop on Areas of Library Services of Concern to Hospital and Institutional Libraries (Kansas City, June 23, 1968).

Lecture given before the Annual Conference and Course on Reading (23d, University of Pittsburgh, Pittsburgh, Pa., July 10-21, 1967).

Reports the work of a two-year demonstration project. (JW)

A psychological interpretation of the character development of David, in Ester Wier's The Loner," and a suggestion that study of this novel might enhance an adolescent's self-image. (RD)