a in a group oi high-school · 2 unit costs in 1914,w. p.cutter.5reportingon atime studrmadein his...
TRANSCRIPT
Unit CostsIN A SELECTED GROUP
oi HIGH-SCHOOL4
LIBRARIES
By Mary Evalyn Crookston
[AMERICAN LIBRARY ASSOCIATION FELLOW, 1940-411
Library Service Division
BULLETIN 1941, No. 11
APFederal Security Agency Paul V. McNutt, Administrator
Office of Education John W. Studebaker, Commissioner
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Contents
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PageFOREWORD
V
I NTHODUCI'ION1
METHODS AND PROCEDURE 5
FINDINGS 11
SUMMARY AND CONCLUSIONS 22
BIBLIOGRAPHY 24
APPENDIX 27
Time sheet 27
Manual of instruction 28Statistics sheet 34
Questionnaire 36UI
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Foreword
THE U.. S. Office of Education undertook this study at the re-quest of State supervisors of school libraries for data to aid
school administrators and librarians in determining the cost ofoperating libraries.
The work on this study of twit costs in high-school libraries wasmade possible by the American Library Association Committee- on.Fellowships and Scholarships which assigned one of its 1940-41 fel-lows to the Library Service Division of the U. SI Office of Education.
The findings of this exploratory study have been gathered from alimited sampling of a group of selected high-schopl libraries. It ishoped that they will be of some value in (1) establishing quantitativecosts of school library operation and (2) indicating a method whichmay be used as a basis for future studies.
Appreciation is expressed to the participating schools for keepingtime records and other statistical data; to the specialists in librarian-ship who acted as consultapts; to the two schools which made apreliminary trial of the time sheets; and to Walter Crosby Eells formaking available the data on the Cooperative Study of Secondary .
Nehool Standard8, which serVed as a basis for selecting the schools.The planning and execution of this study were done under the
supervision of Nora Beust, Specialist in School Libraries, and RalphM. Dunbar, Chief of the Library Service Division.
BEM GOODYKOONTZ,
Amixtant Ti. S. OM missioner of Education.
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Unit*Costs in a Selected Group oF
High-School librariesIntroduction
THE INCREASING frequency with which school administratorsand fiscal officials who administer 'public °funds are asking the
question about the cost of school library operation shows the urgentneed for a unit cost study in the,field of school libraries. In her book,The Library in the School, Lucile Fargo says:
Accurate data are bard to find, even when they exist. We know howmuch certain pieces of equipment cost; usable estimates on the cost ofbooks are available; we htiove some data on salaries. But few publicschool systems . . . have gone to the trouble to segregate and to allo-cate on an accurate cost accounting basis their expenditures for particulardepartments or services. . . . It is no doubt because of the book-keeping involved tbat so few statistical data are available to the studentof 'school library finance . . or the board (tf education which verynaturally asks, "How much is school library seriviee going to cost us?"'
Historical Background
The need for. inaugurating cost accounting methods in libraryadministration has b5ten recognized by leaders in the field for manyyears. The earliest efforts in this line were almost entirely in thefield of cataloging. Sporadic attempts, beginning in 1877 and con-tinuing to the present day, have been made to establish the cost ofcataloging a book.
In 1877 Charles A. Cutter 2 estimated the ciost of cataloging a boókat 50 cents per volume. Whitney a in 1885 made another -estimateIlased on a study made in the Boston Public Library of 85% centsper volume. William Warner Bishop,4 discussing the cost of cata-loging in 1905, ¡give a roSsumé of tilt subject and quoted estimateswhich ranged from .5 to 60 cents per volume. It will be noted thatthese were all estimates. No attempt was made to analyze the workand tp study the time element involved.
Fargo, Lucile P. The library in tbe school. ad. ed. Chicago, American Library Asso-ciation, 1939. p. 491-92.
9Cutter, Charles A. Dr. Hagen's letter ,on cataloging. Library Journal, 1 : 216-20Feb. 28, 1877.
s Whitney, James L. On the cost of catalogues. Library journal, 10:214-16, Septem-ber-October 1885.
Bis hop, William Warner. Some considerations on the cost of cataloging. Libraryjournal, 30: 10-14, January 1905.
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2 UNIT COSTS
In 1914, W. P. Cutter.5 reporting on a time studrmade in hislibrary, discovered the astonishing fact that his library staff spent$65 per year of the nstitution's money in walking to and from thewater cooler! In'this report we find tite first mention of a "timestudy" in relation to cost analysis.
As a result of this report, a test was undertaken in a group flibraries in which they selected 100 titles
. . . representing the overage degree of difficulty for the class of booksusually handled, the time of the various operations connected with thecataloging, classification, shelf-listing, revision and checking, preparationof the cards for the catalogs an heir filing, to be carefully noted andthe.cost of each operation to, bj estimated on the basis of the salary ofthe asistant concerned.'
The ultimate failure Of this test grew out of the fact that the studybecame an "endurance test" rather than a typical sampling. No ex.-traneous elements were tAken into* consideration and only actual timespent in pataloging work was recordpd.
The first approach to a "time and cost" study conducted over aperiod of time was made in the University of California library in1927. Reporting on it. Miss Hand says,
We have found out a great many things from our survey, and manyof them we shall be hble to turn to good account. If any librarian findslife becoming dull. it is recommended that he initiate an investigation ofthis kind in his own library: he may anticipate plenty of excitement, if noother result. But there ought to be other results, especially if severalinstitutions of the same kind would conduct t4eir surveys in the stun'.way and woulli cdmpare their findings.'
The first actual cost accounting reporied in connection with librarywork was done by Fremont Rider in the Olin Memorial Library atWesleyan University.8 In his study, Rider adapted to library usemethods already standardized by industrial cost accountants. Hissurvey, covering a period of 3 years, took into consideration all phasesof college library work and, in addition, raw Materials, building over-head, depreciation, and rent.
The next cost accounting study of which a report has been pub-lished was done by Robert A. Miller.° This was a 'study of the labor
Josephson, Aksel G. S. Committee on cost and method of cataloging. Library journal,39: 598-99, August 1914.
Hanson, J. C. M. The cataloging test in the University of Chicago library.Journal, 40 : 399, June 1915.
I Hand, Elinor. A cost survey in a university library. Library journal, 55 : 780, Oct.1, 1930.
Rider, Fremont. Library cost accounting. Library quarterly, 6 481-81, October1986.
Miller, Robert A. Cost accounting for libraries : A technique for determining thelabor cost of acquisition and cataloging work. Unpublished thesis, University of Chicago,1986. 193 p. ms.
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costs of acquisition and catakging work in a university librtir.y.
cataloging and acquisition.Although it took into 'consideration only two phases of library work,
Miller's study was based on sound industrial cost accounting practices.
HIGH SCH001, LIBRARIES 3
Perhaps the most extensive undertaking in this Oeld to date wasthe one completed by the Committee for the Study of Coo AccountingIn Public Libraries under a grant from the Carnegie Corporation."In this project 37 public libraPies4, as participators-in-aid, coopehted
ith the Committee in submitting time and cost data.An evidence of the Federal Government's interest in cost accounting
is noted in the annual report of the Librarian of the U. S. Depart-ment of Agriculture for the Meal year ending June 30, 1940, whichdescribes the cost-accounting study made Of tibrary operations.Quoting the budget officer, the report states:
The essenUal purpose of this kind of data is to relate expenditures toservices performed or results achieved and thus provide an opportunityfor an Intelligent and informed review of the erpenditure proposals!'
These efforts. beginning with the first organized meeting oflibrarians in America. to discover the costs. per unit, f the s.ervieesnindered by the library indicate the need for such figures and theneed for standardized metlieods of library cost accounting.
Louis Round ilson in 1936 sounded the keynote for this need,in his forecast for the next 50 years:
Libraries do not have devices at iiresent by viiirib they can accuratelymeasure their administrative effevtiveness or social significance. The nextten years will witness thellevelopment of a body of costs and measurelnentsfor various types of library service which will meet these adverse criticismsfind enable the library to justify its support upon a basis of substantial filets,rather than of unpnwen assumptions."
The results of this present study should help to develop this "bodyof costs and measurements" in the field bf- school libraries.
At a conference of State School Library Supervisors held in theV. S. Office of Education in March 1939. the need for a unit coststudy ill school libraries was expressed. The present project is inpawn outgrowth of this suggestion.
Purpose
. The purpose of this study is to determine the costs per unit bfthe various activities ciTried on in the school libraries selected in
4
b) Baldwin, kmma V and Marcus, William E. Library costs and budgets : A study ofcost accounting i public libraries. New York, R. R. Bowker Co.. 1941. 196 p."U. S. tjaThnent of Agriculture. Report of the librarian, 1940. By Clad** R.Barnett. VabIngton, T . S. Government Printing Office. 1940. p. 25. .
u Wilson, Louis R. The next fifty years. Library journal, 61 : 217. Apr. 1, 1936.
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4 UNIT COSTS
orcrer to obtain data which might be helpful in establishing a standardcost of operation for school libraries in general.
Unit costs in industry and in governmental agencies are determined.,by the process known as "cost accounting." As defined in Webster'sdictionary cost accounting is:
Any system of accounts which reveals the cost elements f. . . incidentto the production and distribution of a commodity or the rendering of aservice. .
A definition, developed for governmental cost accounting in whichlibrary cost accounting is usually included, will perh s explain moreclearly the use of the term in this connection:
oCost accounting is that method of accounting which, providés for search-
ing out and recording all of the elements of cost incurred, to attain a pur-pose, to carry on an *activity ór operation, *or to complete a unit of workor a specific job.'
As these definitions indicate, cOst accopting is concerned with thedetermining of the cosh of one activity or one unit of work. Onceit is possible to standardize these costs, when they have been brokendown into units, they can be used as a basis for comparing costs ofoperation in institutions of varying size.
Scope
The pres.ent study has been limited to direct labor costs only. Con-sideration was given to the matter of including the cost of materialsand supplies and an effort wa made to collect the necessary financialdata. However, it was found that this information is practicallyimpossible to obtain since the librarian usually keeps no record, Ofthe .coO, of supplies and miterials which are generally purchased-Torthe entire saool and distributed as the need arises. .
With the library housed in the school building, the computationof building overhead, which:includes such items as rent, heat and light.janitorial labor, jainitorial supplies, and repairs, involved certain datawhich were not obtainable within the limits of the project. Rent,whether actual or nominal, would have had to be computed as itwould not have been paid out hi actual cash; heat and light wouldhave had to be estimated; and janitorial supplies, like library sup-
*
plies, are distributed from a central agency and not allocated bydepartments.
According to public-school practice 14 library books, as1 well asequipment, are considered as capital outlay, and as such should notbe included in a study concerned with costs of units of service.
Tiller, Carl W. Governmental cost accounting: a study prepared for the Committeeon cost accounting. Chicago, Municipal Finance Officers Association, 1940. p. 1. ;
14 I.. El. Office of education. Financial accounting for public school.. By Emery M.Foster. (In preparation.)
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Furtherm9re, in a study which attempts to compare costs of serv-kice in several institutions, costs in terms o direct labor time are morenearly comparable than costs in units o coney, principally becauseof the variation in the staff salary schedules. ,Wncet the stress in.this study is on units of labor time rather than' on twits of money,and all the elements, other than labor, contributing to the cost in
I money of a function have been eliminated.
Unit Costs
Before the study was undertaken several questions in regard tóunit costs in a school library were formulated which it was hopedthe completed study would be able tp answer. These questions willindicate the unitg of service which were to be measured:
1. How much does it cost to answer a reference or information question?2. How much does it cost to prepare a bibliography?3. How much does it cost to instruct a class for one period in the use of the
library?4. How much does it cost to give advisory service to a person?5. How much does it eost to *circulate a book?6. How much does it cost to acquire a title?7. How much does it cost to check in and care for a periodical?s. How much does it cost" to classify and catalog a title?Q. How much does it cost to, classify and catalog a unit of nonbook material?
Methods and ProcedureSeleding the Schools
The first problem was to select the schools iliwhich the data wereto) be collected. After some consideration it was decided that theschools to be sampled should be 4-year public high schools with acentralized library. The former qualification was necessary in orderthat the schools chosen should be as uniform as possible, the latterbecause of the difficulty in making -a time' study in a decentralizedlibrary. Other lactors which were considered essential were: .
1. A trálned full-time librarian.2. A book budget.3. A collection cataloged and classified by an accepted system.4. Availability of financial data 'and statistical records.
The basis for inviting qualified schools to participate was foundin the data made available by the Cooperative Study of SecondarySchool Standards." This project, coordinated by Walter Crosby
Is Cooperative study of secondary schools : General report. WasbIngtoìÇooperaUveStud of Secondary School Stahdards, 1939. P. 93-114.
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UNIT COSTS
Eel ls, was undertaken by the regional associations of colleges andsecondary schools to study existing standards and procedures 'forevaluating secondary schools and to develop new and/or revised pro-cedures on the 1;asis of all standards ihrough° careful -experimenta-tion. In order to carry on their investigations the committee for theCooperative Study of Secondary School Standards selected 200 schoolsto be evaluated. 1 5 of which were accredited by their region4dagencies. and 25 wet nonaccredited.
The geographic, jiistribution was on a Nation-wide proportionalbasis. Each regio4 was represented in the study by a number ofaccredited and nonalccredite,1 schools proportionate to the total num-ber of such schools in that region. Thus New England, with 10 per-cent of the accredited schools of the country was given 10 percentof the 175 accredited schools in the sampling.
The 17 schools that were invited to participate in the project werethose whose libraries met the criteria of the present study and re-ceived a score of 85 percent or above in the CoZverative Study ofSecondary School Standards. Of these, 11 accepted the invitationand submitted all the data necessary for the compilation of thefigures.
These schools are located in cities and towns throughout the UnitedStates, the grgraphic distribution being as follows: New England, 1;North Atlantic, 3 ;,South Atlantic, 1; North Central, 3; Mountain, 1:Pacific, 2. The population of the cities varies from 1,744 to 1,623,42.
The schools represent a wide range of types and show a greatvariance in size and organization. Because of the nature of the datapresented herein the identity of nobe of the schools is revealed; theytire designated by letters rather than, by name.
Table 1 giving a brief description of the individual libraries isincluded here in the hope that this information will be helpful ininterpieting the figures. This description includes such items aspopulation of the city in which the school is located,'school enroll-ment, dimensions of the library room. School library procedurevaries to a certain extent as the individual schools vary in organiza-
. lion. It is highly essential, therefore, that these factors be consid-ered in making deductions from the figures presented here.
Analysis oF Activities
The first step in dévelopinethe forms to obtain the essential datafor the survey was an analysis of the activities of school librarywork. The list was formulated' after consultation with specialistsin school library work and reference to Fargo's two books on the
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school, library." The chapter on the Functions of the School Li-brarian in Prfparation !Pr School Library Work was párticularlyuseful.
After careful consideration, the school librarian's duties were sub-divided into the following 17 main categories:
1. Reference work(a) Information and reference service(b) Compiling lists and bibliographies; making special indexes
2. Instruction and book advisory services(a) Teaching classes in the use of books and libraries(b)-(f) Other
8. Circulation work4. Care of room and collection5. Acquisition of books, etc. (new titles)6. Acquisition of books, etc. (duplicfttes and replacements)7. Acquisition and care of periodicait%8. Cataloging and classification (new titles)9. Cataloging and classification (duplicates and repiacements)
10. Cataloging and classifiing material other than bookse 11. Administrative duties
12. General office work13. Public relations14. School routine15. Keeping the time record16. Unproductive time (time for which librarian was paid when she did
not work)17. Special duties
These 17 headings were then further broken down into the separateactivities included under.each. A brief description of each activitywas drawn up in order to clarify them and to make the interpreta-tions of the categories by the various librarians as uniform as pos-sible. These amplifications of the categories were subsequently com-bined into a Manual of Instruction which was sent with the timesheets to the participating libraries. (See Appendix.)
Time Sheets
The next step was the development of the form for the time sheetsto be used in keepizig the daily time records of the individual staffmembers. This sheet (see Appendix) Was finally decided upon aftera tentative draft had been tried out, together with the manual, intwo well-administered high-school libraries. The librarians of thpseschools submitted criticisms and suggestions for the revlsion of thetime sheet and manual.
" Fargo, Lucile IN The library in the school. ad. ed. Chicago, Americas LibraryAssociation, 1939, 12 p.
. preparatau for school library work. New York, Columbia University, Press,1980. 190 p.
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HIGH SCHOOL LIBRARIES 9
At the same time that the try-outs were beifig conducted tlie sheetsand manual were submitted for criticism to 'a group of consultants.These were chosen because of their special qualifications in the fielt4-of library work to which this study was related. On the basis oftheir criticisms, the forms were revised and the final draft of thetime sheets and manual formulated.-
A form ,for the necessary statistical data was prepared to accom-pany the time sheets. This included the unit count of activities andthe unit count of materials used, together with their cost. As witsexplained in the discussion of the scope of the study it did notfeasible to try to include figures for the cost of materials and thatpart of the report was omitted from the completed study. The sta-tistics sheet was designed to cover the 4 weeks' period during whichthe study was conducted in each semester.
At the conclusion of the second period of the sampling a supple-mentary questionnaire was sent to the participating libraries to as-certain miscellaneous informatión not available in the Eel ls study 17
or fróm the previous forms in the unit cost study. The need forthese data cazne txf light only as the study progressed; hence thequestions were not included in the statistics shelt.
After the final draft of the forms had been prepared they weresent to the participating schools for a preliminary try-out. Thistry-out wit conducted over a period of 2 days and was for the do4b1epurpose of detecting flaws in the forms and of checking the differentinterpretations of the categories made by the various librarians. Idone school the try-out was conducted under the suliervision of amember of the U. S. Office of Education staff.
The periods selected for the sampling were November 18Decem-ber 13 and March 3-28. These periods of 4 weeks each were assumedto be typical of the normal school term. They covered the schoolsat a time when they were not affected by abnormal situations suchas semester examinations, opening or closing of school, or schoolholidays, with the exception of Thanksgiving.
Miller's study was conducted for 8 weeks, March 9 to May 2,1 andthe study by the Committee for the Study of Cost bAccouhting inPublic Libraries was conducted over a 'period of 4 months, April,May, October, -and November.
Collecting the Data
The study represents an aggregate of 15,460 labor hours ,refiortedby 542 staff members. During the 2 periods 6,860 individual timesheets were tabulated.
" Cooperative study of secondary schools. Op. cit.
421810*---42-1-4
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10 UNIT COSTS
The sheas were sent to the participating schools with the requestthat they return them at the end of each week. This procedure wasfollowed in order to detect any misinterpietations as soon as possi-ble. The librarians were urged to discuss problems involved in therecord keeping and to ask questions in 'their letters. In this con-nection 84 letters and 2 telegrams were receied and 209 letters sentto the participating libraries. Among the questions discussed andanswered were such ones as where to record time spent in selectingbooks for book trucks to be sent to classrooms, or time spent ingrading pupils' book reports, or what to do about the time of WPA,workers who were making pamphlet boxes. Every effort was madein this way to clarify and interpret the definitions of the categoriesand to keep them uniform.At the end of each week the time sheets were sent to the Library
Service 'Division where the figures were tabulated and checked forany a.pparent discrepancies with the figures from previous weeks inthe same library.At the end of the,first sampling the percentage distributions ofdirect hibor time were compiled for each participating library andsent with the avérage percentage distribution to each library.Unit aists for the first sampling were also computed and in caseswhere there was great deviation from the average these deviations
were ,,liscussed with the librarian before the beginning of the secondsamiiing. It was pointed out to the cooperating librarians that thedeviations were being mentioned simply to check on possible rpisin-terpretations of instructions and with no thought of suggesting thatchanges be made in the practices in the various libraries.
The second sampling, March 3-28, was conducted in the samemanner as the first and at the end of this period detailed tables werecompiled for each participating library.
Method of Computing the Figures
The figures from theldaily time sheets were totaled each week andposted according to salary gr ;wage scale,. For eximple, the,time inmiriutes spent by' the librarian in each activity was posted andtotaled; the time for the assistaht librarian was likewise %listed andtotaled, as 'Was that of WPA and NYA helpers, paid student staff,and volunteer help. Grand totals of the time spent in each activitywére then compiled for each school. At the end of each samplingperiod the weekly totals for each salary group were totaled* andgrand totals made for each activity.
The unit ot direct labor time for each activity- was ocimputed bydividing the total number of minutes devoted by the staff to oneactivity by the unit count of that activity, For example, if the staffof one library spent 7,682 minutes in circulation activities and circu-
.
.
e
HIGH SCHOOL LIBRARIES
lated 8,841 books, the unit of direct labor time would be 2 minutes.Salary rates wäre computed on an actual working day and hour
basis; thus a librarian making $2,400 a year in a school which was insession 200 days during the year would earn $12 per day. If sheworked 8 hdurs per day (excluding her lunch period) she wouldearn $1.50 per hour and 21/2 cents per minute. Wage rates forassistants being paid by the hour need only be divided by 60 for therate per minute; thus NYA workers being paid 30 cents per hour(limed 1/2 cent per minute. To ascertain the unit cost of an activitythe number of minutes spent in each activity by persons in the same sal-ary class was multiplied by the salary rate per minute in that class. Forexample, if the librarian worked 870 minutes at one activity (refer-ence) and was paid at a rate of 21/2 cents per minute, the total in thatsalary range would be $21.75. These totals, in dollars, were thenadded for each activity and the total divided by the unit count of thatactivity. For example: the librarian's time in reference serviceamounted to $21.75; the assistant librarian's, to $10.80; and NYA, to$3.65; making a total of $38.20. If 724 reference questions wereanswered during this period, the unit cost tor answering suCh a ques-tion would be 5 cents.
Percentage distribution was computed by dividing the number ofminutes spent in one activity by the total number of minutes spentin all activities, adjusted to three decimals; thus in a school whichspent 7,490 minutes in reference service and 57,560 minutes in all theacti-vities listed, the percent of time spent in reference work wouldbe 13.012.
'Findings
The completed tabulations of the data collected reveal somesignificant facts regarding the direct labor time per unit of libraryactivity has well as the direct labor cost. In addition, they show thepercentage distribution of direct labor time in each activity and thepercentage distribution by class of position.
Unit Costs
Cost accounting, as has beer) explained above, is "that method ofaccounting which provides for searching out and recording all theelements of 4, incurred to attain a purpose, to carry on an activity,or operation, r to complete a unit of work or a specific job."
The result of cost accounting is, of course, the unit cost. Unit costis defined as "the cost of a unit of product or service." " In library..cost accounting, unit costs are always concerned with units of service.
38 Chatters, Carl H. and Tenner, Irving. Milnieinal and governmental accounting. New,York, Prentice-Ilan, Inc" 1940. 1). 547.
.
._ . . .
. . t_
a
i
fasoo lima
Tab
le 2
.--D
irec
t la
bor
time_
per
unit
of li
brar
y ac
tivity
(In
min
utes
) T
able
2
show
s th
e un
it of
dir
ect
labo
r tim
e in
eac
h sc
hool
lib
rary
act
ivity
lis
ted
In
vert
icil
colu
mn
1.
The
11
part
icip
atin
g sc
hool
s ar
e in
dica
ted
by t
be l
ette
rs A
to
K,
incl
usiv
e, i
n co
lum
ns 2
to
12 w
ith t
he u
nit
time
for
each
ac
tivity
of
th
e in
divi
dual
sch
ool.
For
exam
ple,
in
scho
ol
D i
t re
quir
ed 2
.5
min
utes
to
circ
ulat
e a
book
and
in
scho
ol H
it
requ
ired
2 m
inut
es.
The
ave
rage
for
thi
s ac
tivity
is
2.6
min
utes
. 's
at
t;
Uni
t of
libra
ry a
ctiv
ity
A
B
D
E
F 0
H
J ,
K
Ave
rage
M
edia
n 1
s s
4 I
S 7
_ e
I.
LI
LI
IS
ld
Ans
wer
ing
an in
form
atio
n or
refe
renc
e qu
estio
n C
om
a lis
t or
bibl
iogr
aphy
__ _ _
cl
ass
Ren
deri
ng a
n ad
viso
ry s
ervi
ce_
____
_ .
_
Cir
cula
ting
a bo
ok
Acq
uiri
ng a
title
C
arin
g fo
r a
peri
odic
al
Cat
alog
ing
a tit
le.
_ .
__
_ C
atal
ogin
g a
unit
Of n
on&
-a m
ater
ial.
.w
1. 0
40
. 7
49 0
(I
) 1.
2
M. 7
1.
9
11. 3
(9
10. 5
27
5. 0
45
0
& 0
4.
8
27. 9
3.
7
I 36
. 7
27. 0
2. 3
25
0. 0
19
4
2. 3
4.
1
25. 0
. 3
.
(I)
2. 9
3. 0
46
. 6
12. 5
3.
8
2. 5
15
. 9
3. 0
29
. 6
1. 8
"
0. 9
10
1. 0
82
.0
. 6
1. 9
17
. 3
& 1
38
. 5
15.
0
(1)
19 0
(1)
4. 5
10
. 7
(1)
23.
3 (9
9. 8
U
K 0
12
5 0
2. 2
3.
9
18.
3 19
. 8
31.
7 &
9
2.
35.
25 0
.
2.
10. 3.
14. .
8 0 7 0 9 6 6 a
(1)
32. 5
3 g.
6
. 8
11. 0
2.
4
18.
1
1. 7
2. i
80. 9
62
. 5
. 3
1. 2
7.
5
14.
4 40
. 0
0 )
_
L 9
17
. 5
30. 0
2.
4
1. 5
4
13.
0 13
. 3
29.
1
& 0
& 6
98
. 5
41. 9
2.
6
2. 6
17
. 0
& 3
27
. 3
7. 7
..ir.
-....
.
I 3
63 4
31
. 0
2. 3
2.
0
15.
9 3.
4
4. 5
-
I N
o da
ta.
Sec
ond
sam
plin
g on
ly.
s D
one
by p
ublic
libr
ary.
a ai
ftir
.
I .0
-.
......
._...
-g
ot
I .
. .
I .
ing
a
a-
_
ts5
i
____
_ _
.
as.
HIGH SCHOOL LIBRARIES 13
'fable 2 shows the direct labor time in minutes per unit' of libraryactivity; thus in school A it required 1 minute to answer a referenceor information question'and in school K it required 1.9 ininutes. Itmay be well to repeat here that these units, in time, are more suscep-tible to comparison than the units in money because of the variationin saláry schedulei.
Table 3 shows the direct labor cost, in dollars, per unit of libraryactivity. From this table it may be seen that in school A it costa3 cents to answer a reference or information question and in schoolK it costs 2 cen0.
Any time study must 'necessarily be complicated and difficult tomaintain accurately. With this fact in mind an effort was madeto heep the time analysis part of the study as simple as possible andto Icillow Rider's advice that "the less that is attempted at first themore likely it is that the results obtained will be accurate."
For --''s reason, groupings were made in some categories 'whichcoulorhave been broken down with much more detail. Some thoughtwas given also to the school librarian in many cases trying to Performall of the professional duties in connection with her library and inaddition many of the clerical duties. Consequently, it seemed almosttoo much to isk that she differentiate between a reference question oran information question or that she be .expected to allocate the timeshe spent in the separate activities connected with cataloging a book.
Reference and information services were therefore grouped to-gether. These services included answer g reference and informa-tion questions which involve the use of t e card catilog, or books,)eriodicals, vertical files, and biblio hi and the inter retation
of material. The time in minutes necessary to answer such a questionranged from 0.9 to 10.5. The average was 3.6; the median, 2.8. Thecost in cents ranged from 2 cents to 19 cents. The average was 5vents; the median, 8 cents.
Compiling lists and bibliographies included assembling the ma-terial, evaluating it, and typing the lists. The time required forpreparing a bibliography ranged from 17.5 minutes lt° 275. Theaverage was 98.5 and the median 63.4. The average cost was $1.59;the median, $0.98; the range, from $0.19 to$6.11.
Teaching or assisting with teaching classes in the use of books andthe library 'included 'preparation for the class and grading papersas well as time spent in actual teaching. Ten schools reported con-ducting such classes. The average time for the work in connectionwith a class was 41.9; the median, 81 minhtes. The range was from12.5 to 125 minutes. The average cost for one class period was93 cents; the median cost, 86 cents. The average class attendancewas 26.
.
flA
V.
e
Tab
le 8
show
sT
he11
par
ticip
atin
gea
chac
tivity
of
the
mat
ion
ques
tion
and
Tab
le3.
----
Dir
oct
labo
rco
stpe
r un
it of
libr
ary
activ
ity (
Iado
llars
)th
e un
itof
dir
ect
labo
rco
st I
n ea
chsc
hool
libra
ryac
tivity
liste
din
vert
ical
colu
mn
1.sc
hool
sar
e in
dica
ted
by th
ele
tters
A to
Illo
cilu
sive
,in
col
umns
2-12
with
the
unit
cost
for
indi
vidu
alsc
hool
.Fo
rex
ampl
e,in
sch
ooit
cost
$0.
03to
answ
er a
ref
eren
ceor
info
r-in
sch
ool
D it
cost
$0.
04.
The
aver
age
for
the
grou
p is
$0.
05.
g
Uni
t of l
ibra
ryac
tivity
Ans
wer
ing
an in
form
atio
nor
refe
r-io
na
list o
r bi
blio
grap
hy..
advi
sory
..in
ga
clas
s_R
ende
ring
anse
rvic
e_
Circ
ulat
ing
a bo
okA
cqui
ring
a tit
leC
arin
gfo
ra
perio
dica
l.C
atal
ogin
ga
title
Ca=
ing
a un
it of
non
book
ma-
A
00. 1
9&
25
1. 0
8.03
.03
.37
1.2a
.57
4 (8) .
07
7
.14
(I)
o $0. 1. 1
92.
13
.03
.02
.18
.12
.31
.12
111 .
76.
55.02
.02
.19
.os
.n
.01
i.11
1
No
data
.tB
eoun
dsa
mpl
ing
only
.
KA
vera
geM
edia
n
$1).
03
111
02.76
.19
1. 1
8.aa
.02
.00
7.
12.
12.
15.06
.02
.21
.06
Oa
061.
59
.93
.64
.02
.31
.07
.34
.13
-
II D
one
by p
ublic
libra
ry.
.
BC
DIC
78
IJ
I1 ; ,
1.
.
I$
14
$e
1II
13;
14
enoe
._
Com
pilin
g.
. ...
... _
._
.
.,k
.g.
r.,.
OM
03
1. 3
31.
640)
. .54
.03
.26
.
.oa
10.0
6&
11
.41
.06 O
A1.
13
SO
.04
.65 20
.04
.01
.17 .03
.40
.02
%
$0. 0
21.
22
1. 1
4.92
.01
.29 .23
.12
.
(1) ...
.
30. 6
30)
.06.
.16
(1) .
14
0603
(I)
$0. 4
0
1, 1
0.01
.13
-. (
13 .12
.02
.003
0)
:
SO
.O
S.ge , 6
6.03
-02
.11
1
404
.29 .06
0.
I
. ____
.
. .00
5
s
HIGH SCHOOL LIBRARIES 15Advisory services included guidance and advice on the selectionof books for pupils, teachers, and parents. The unit used in calcu-lating the cost of advisory service was the person given advice. Two
schools were not able to supply, this part of the statistical record.In those reporting, according to table 3, the range in minutes for anitdvisory service was from 0.3 to 8.5; the average was 2.6; the median,2.3. The cost range was from 1/2 of a cent to 10 cents. The averagewas 4 cents; the median, 3 cents.
Under circulation work are included all the activities connectedwith circulating a book such as: Charging and discharging, checkingout books for classroom rollections4 sending overdue notices, renew-ing Woks, putting books on reserve, caring for interlibrary loans andaudio-visual aids, keeping circulation statistical ivcords and registra-tion. The range of time in Circulating a book was from 0.8 to 4.8
...minutes. The average was 2.6; the median, 2 minutes. According totable 3, the cost range was from 3/4 of a cent to 5 cents; the averagejnd median, both 2 cents.Acquisition of books, pamphlets, and other nonbook material in-cludes selection, ordering. checking invoices, accessioning, shelf listing,and preparation for the shelves. Acquisition and care of periodicalsincludes checking receipt, preparation for circulation, following upon delayed or missing numbers, and accelqiioning and preparing forthe shelves bound volumes. Preparing periodicals for the binderyis included ur)der care of room and collection. ,,fhe range of timefor acquiring a title was from 7.5 to 29.7 minutes. The average was17; the median, 15.9.
Care was taken in the preliminary instructions to make clear thedifference between a title and a volume and to differentiate betweennew titles and duplicates. A title was defined as a publication in-cluded under one title page, regardless of the number of volumes intowhich it is divided. A volume was defined as a mass of materialincluded between two covers, e. g., the Encyclopedia Britannica isconsidered as one title, although it is in 24 volumes. In the computa-tion of unit costs for cataloging and acquisition the title was usedas the unit.(1
Acquisition and care of periodicals, per unit, ranged from 0.3 to19.8 minutes. The average was 6.3; the median, 3.4. The averagecost was 7 cents; the median, 4 cents.Cataloging and classification of books includes assigning classifica-tion numbers and subject headings, preparing unit cards and secon-dary cards, adapting printed cards, filing, typing, and revising.Cataloging ana classification of nonbook material includes classifyingand assigning subject headings to pamphlets, clippings, pictures; maps,records, etc., and filing this material.
Om.
,
16 UNIT COSTS
The range in time for cataloging a tide was from 11.3 to 40 min-utes; the average, 27.3; the median, 29.4. According to table 3 therange in the cost of cataloging tetitle was from 12 cents to 72 cents;the average, 34 cents; the median, 29 cents.
Cataloging and classifying nonbook material (pamphlets, clippings,audio-visual aids, etc.) per unit, ranged from 0.5 to 27 minutes. Theaverage was 7.7; the median, 4.5. The average cost was 13 cents;the median, 6 cents.
clakificatio'nThe following indicates the groupings of categorieswhich were made after investigating the practicality of allocatingthe librarian's time:Reference, instruction, and book
advisory serxices.Circulation
(1)(2)(3)(4)
Acquisition and ca724ing..--- (5)(6)
Administration and public recta-, Hons.
School routine______Unproductive time
MEIN.
(7)(8)(9)
(10)
(11)(12)(13)(14)(15)416)
(17)
Referente work.Instruction and book Rohl:miry service&Circulation.Care of room and collections.Acquisition of books, etc. (New titles).Acquisition of books, etc. (Duplicates and
replacements).Acquisition and care of periodicals.Cataloging and classification (new titles).Cataloging and classification Ippikates
and replacements).Cataloging and classifying material other
than books.Administrative duties.General office work.Public relations.School mutine.Keeping the time record.Unproductive tittle (time for which libra-
rian wap paid when she did not work).Special duties.
Caution in Interpreting Unit Costs
O It must be emphasized that unit cosis should be%terpreted withcaution. Many qualitative elements, not,. as jet susceptiblé to arith-metical measurement, enter into library work and the fact that costsin one school are higher than those in another school should not beconsidered as a justification for reducing the expenditures in thatschool. Expenditures should not be altered until a careful analysisiE made of the qualitative elements involved in effective library service,in relation to the general school program. 0.
Percentage Distribution 9.1 Prect Labor Time
The cost in terms of time, as has been stated previously, in astudy which attempts to compare unit costs in several institutionswith a variation in salary schedules. is more' significant than thecost in money. In the preparation of tables showing the units of
AMP
44
6
HIGH SCHOOk LIBRARIES 17direct labor time? it 'was possible to show the percentage distribution()fall direct labor time reported and the percentage distribution by
'Of the total labor time in the 11 schools rerting, 10 percent wasspent in reference, instruction, and book advisory services. Thesecategories include answering information and reference questions,compiling lists and bibliographies, making special inClexes, givingbook advisory service to pupils, teachers, afid parents, and teachingclasses in the use of books and the library.CirCulation and c"are 'of collection consumed 53 percent of the totaltime. Care of room and collection includes shelving antdbooks from shelves, shelf reading, mending, mounting pictures, etc.,preparing books and periodicals AOIr the bindery, discarding books,taking inventory, and -arranging exhiats, bulletin boards, flower's,etc.
Acquisitidn, cataloging and classifiCktion of books, tether with itperiodicals, pamphlets and other nonbook material took 11 percentof-the time reported. Eleven percent seems an unusually lo.w per-ventage for this phase of school library work. This is explained inpart by the fact that in school libraries this work is usually seasonal,being done before or immediately after the opening of school in thefall or in the spring before school closes. Work done in either ofthese periods would not show in this -study. Another reason forfie low figure may be the fact that the catakiging for one school inthe study is done by the public library.Administration, public relations, and general office routine tookalmost 9 percent of the time. Administrative duties were those
)performed by the librarian in connection with the on ofthe work of others and in her 'capacity as a member of the faculty.These included preparing work schtAilles. conducting staff meetings,attending professional library and educational meetings and facultymeetings, and preparing reports. Public relations included workdone by the librarian rith outside agencies such as the public library,mothers' clubs, parenirteacher groups, etc., or with individuals notdirectly connected with the school, such as parents, visitors, etc.General office work includes general correspondence, ordering andcare of supplies, and bookkeeping.Thirteen percent of the total time was spent in school routine.By school routine is meant any activity of the librarian or staff
which relates to the functioning of the school but has no immediateimplicaiionsl for the library. This includes disciplinary duties,checking attendance records, distribution and collection of free text-books, hall duty, conducting "home rooms." etc.
Miscellaneous tasks not easily classified in the categories listed,tbgether with unproductive time took Si percent of the total time.
4
class.
.
"."411_.
; :
1_
rt
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r
i, !
...111M111.
A
. . P90Farlale`. . t4 so, ri P3
63 cm to wibeb a. cb - ce ci " 0) /4 co
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AL
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111.
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v.v.
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P A
.:
faR
WIN
AM
LIM
MO
SISI
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NFM
ILIN
ME
RIF
IX-.
1"
Tab
le
40-P
erce
ntag
e di
stri
butio
n of
lab
or t
int*
Tab
le 4
sho
ws
the
perc
enta
ge d
istr
ibut
ion
of t
he g
r oss
lab
or t
ime
repo
rted
for
eac
h sc
hool
lib
rary
act
ivity
in
the
11
part
icip
atin
g sc
hool
s an
d th
e av
erag
e pe
rcen
tag
e di
stri
butio
n fo
r th
e gr
oup.
T
he a
ctiv
ities
are
lis
ted
in
vert
ical
col
umn
1.
The
11
pirt
icip
atin
g sc
hool
s ar
e in
dica
ted
by t
he l
ette
rs A
to
1K
, in
clus
ive,
in
colu
mns
2-4
2,
with
the
per
cent
age
dist
ribu
tion
of l
abor
tim
e fo
r ea
f.!:
activ
ity o
f th
e in
divi
dual
sch
ool..
Fo
r ex
ampl
e, s
choo
l A
sp
ent
13 p
erce
nt o
f its
gro
ss l
abor
tim
e In
inf
o lb
tio
n an
d re
fere
nce
serv
ice
and
16.6
per
cent
of
its t
ime
in
circ
ulat
ion.
. S
choo
l lib
rary
act
iviti
es
A
. 13
C
D
IC
F
G
11
I
.. J
K
Ave
rage
...
, -
I I
s 4.
5
'
8 7
8 9
11
Is
u
Info
rmat
ion
and
refe
renc
e 13
. 0
2. 4
5.
6
6. 9
&
5
10. 4
2.
4
0. 8
3.
2
4. 8
5.
2
Lis
ts a
nd b
iblio
grap
hies
cl
asse
s ,
. 5
1 3
. 7 1
1. 1
4 L
4 2.
2
. 4 5
L 5 5
1. 2
6
. 8
Is
5. 5
2.
3
. 7
. 1
1. 2
1.
0
grer
biav
ia01
7 t
. -
. 3
. 6
_.,
. 3.
2
4. 1
1.
4
2. 0
1.
5
12. 6
. 5
4. 6
2.
3
(*ro
gatio
n >
16
. 6
17.
1 33
. 9
18.
1 33
. 0
34. 7
38
. 5
14.
8 33
. 2
W. 9
C
ure
of ro
om a
nd c
olle
ctio
n 22
. 5
39. 0
16.
7 22
. 9
21. 3
29.
5 23
. 3
16.
3 17
. 5
28.
8 26
. 4
Acq
uisi
tion
4 7.
5
1. 3
3.
4
3. 4
4.
1
4 1-
8
4. 5
6.
0
1. 3
3.
5
2. 9
Acq
uisi
tion
and
care
of
. 9
. 5
3. 0
3.
7
L 0
5. 8
1.
2
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.
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. 3
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2.
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Off
ice
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k 2.
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. 6
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Pub
lic r
elat
ions
.
. 4
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. 8
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ough
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. 1
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. 3
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. 3
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. 6
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. 2
. a
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time
. 4
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HIGH SCHOOL LIBRARIES 19
Unproductive time is considered as being that time for which thelibrarian was paid when she did not work. For instance, timewhen the librarian was away owing to illness orsiinilar. causes on a(lay on which she was scheduled to work was aiunted as unproduc-t ive time, as was also thhe'spent in activities not concerned with thelibrary or the school. In this study the time was computed on abasis of actual working days and hours. Saturdays and Sundays,chool vacations and national holidays, therefore, were not included
in this category.Keeping the time record consumed 8 percent of the total time.
Percentage Distribution oF Labor Time by Clan oF Position
The gos labor time was next broken down into time spent: inthe rarfous categories by the staff members graded by class of posi-,tion. Table 5 shows these percentages and in this table the per-centages are of the class total only and not of the gross total. Forexample, 10.4 percent of the total time of professional workers wasspent in information"and Feferenke service, and 82.8 percent of thetotal volunteer student time was spent in care of room andcollection.
Table 5.---Ptrceisiage distribution of labor tint by cloud positibnTable 5 shows the percentage distribution of direct labor time by class of
position under each school library Activity. Vertical column indicates theseactivities and dolumns 2 to 8 indicate the classes of position. These percentagesare of the class total only and not 'of the gross total; thus 10.4 percent of thetime of professional staff was spent in reference and information service and6 percent in cataloging. The horizontal column at the bottom indicates thepercentale of the total time which was included under each class of position.
...
School library activities Probe-alone!
Sub-Prok.'sional
C
..
WPA NYAPaidstu-
dents
Vo lun-teesstu-
dents_. .__.
1
,
I 8 4_...... .....
I 6 7 8
Information and referentsLists and b i b l io g r a ph ie sTeaching classes___ ..Other advisoryCirculatkmCare of room and collectionAcquisition_ i .Acquisition and aiii of periodicals_ _ _ . _ _ .....CatalogingCa (DonboO1)tidminMice work ,Public relationskhool routineKeeping the time retard[In i I 1 active time3pecW duties -%.
10. 4I. 9& 1& 8
19 912. 36. 91. a& 0& 0& 32.6& 89.6& 91 1
40 dill. 41.
___ . ____................._....._..._ .. ....
IMO
....._ _ _
ILO1 3
2. 020.8
.4./ 4
. 3_-_____
& 321.4
9. 731013
. 8
1 1. 3
1. 110.23044. 14. 1
* & 17. 11. 3
11311:09.3-4.31 3S. 0
LlL 6
1. 13144119
4:37 7
. 8
. 1LO
. 211313.4
1.1
2.8J. 1
. 3216
7
1.5LO
.312
. 117.23.3
. _ ..i
..........&O.4. 1. 3
37.332.8
1. 91. 1
. 71.41.9. 2
14.716
... _ .... ,. 3
TotalPercentage el total time
IMO310
IMO.11
1010LI1
1010 100. 09.6 11$
.
100. 016
100.0.316
r*
.
1
.
..._
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.
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k
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%
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.
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mr
......
20 UNIT COSTS1r
In the preparation of the table showing the distribution of labortime by class of position the qualifications set up by the AmericanLibrary Association in its Statistical Report for Junior and SeniorHigh School Librarie8 in Public School Systems were used.
These qualifications are as follows:
A professional assistant is a member of the staff performing work of a
professional grade which requires training and skill in the theoretical orscientific parts of library work as distinct from its merely mechanical parts.
To be classed as a professional assistant, the persoù should have:
(A) At least a bachelor's degree which includes 1 year of professionallibrary education iti the 4 years which lead to the bachelor's degree;or
(b) An informal education considered as the real equivalent of 4 yearsof college work plus 5 years' experience in a library of recognizedprofessional standing. (This provision .is to take care of thosealready in the profession who are performing duties which require
a knowledge of books and library technique as taught in a library
school.)
A subprofessional assistant is a person who performs under themediate supervision of professional staff members, work largely concerned
with the higher routine processes which are peculiar to library work andwhich require some knowledge of library procedure. (No assistant paidon an hourly basis should be included here.)
A Subprofessional assistant should have had at least brief elementary
trainitig as taught in a library summer session or a training class.A clerical assistant is a person such as typist, etc., who performs, under
immediate supervision, processes mbich may require experience, speed,
accuracy, and clerical ability of a high order, but do not require knowledge
of the theoretical or scientific aspects of library work.High-school graduation is presupposed for this classification.
The work of the professional staff accounted for 33 percent of
the gross labor time. In six schools this was "made up of thelibrarian alone.
Six s.chools have assistant librarians although one of them is in
the clerical grade. Four schools have one professionally trained
assistant librarian and one school has two.According to the findings, the professional staffs considered in
the aggregate spent 21 percent of theit time in reference, instruc-
tional, and book advisory service; 16 percent in acquisition and
cataloging; and 15, in administration and public relations. In themore or less clerical activities they spent 32 percent of their timein circulation and care of collection and 10 perCent in school routine.
All of the time spentiby the subprofessional staff was reported
under school routine. Only one school recorded such time. Itshould be noted that teachers who performed library duties, were
classified arbitrarily as subprofessional since it was assumed that
they were, not trained librarian&
.u
z
im-
I
.
$
. HIGH SCHOOL LIBRARIES 21
Only one school reported clerical help other than WPA. Thisstaff member was listed as assistant librarian but was untrained.Most of her time was reported under three categories: Circulation,general office work, and school routine.
Four schools repc;rted WPA help. These workers reported timein all categories except teaching classes, but 63 percent of their timewas reported under circulation, care of collection, office work, andschool routine.
Nine schools had NYA helpers. In most cases these were high-school students but one school reported two college' students on theirNYA staff. They, too, reported some time spent in every categoryexcept teaching, but 77 percent of the total NYA time was spent in cir-culation, care of collection, and school routine.
Three schools reported paid' student help other than NYA. Hereagain most of their time (82 percent) was spent in circulation, careof collection, and school routine.
Forty percent of all the time reported for the entire survey wasrecorded for volunteer student assistants. Every school reportingused unpaid student help, varying from 1 student, second semesteronly, in 1 school to 182 students in another school. This groiipreported time in every category but time reported alder unproductivewas deleted because they were not being paid. Seventy percent oftheir time was spent in circulation and care of collection and 15percent in school routine.
This percentage diseribution is shown in the accompanying graphwhich shows the distribution for all workers and the distributionby class of position in the six large grotips.. For convenience, inthis graph, WPA workers are classed with clerical workers and allstudents including NITA, paid student help, and volunteer stud6tsare grouped together.
Salary Schedules
The variation in salary schedules different schools has been men-tioned as a factor in rendering unit,' ts difficult of comparison. Inthis study *the salaries of tibraiianti varied from $1,000 in a smalltown in the Pacific group to $3,114 in a city in the North Centralgroup. The average for this grolip was $1,969; the median $1,800.Salaries for trained assistant libririans ranged from $1,000 to $2,800,with the average $1,758, and the iiiedian $1,700.
In the; four schools reporting WPA help, the rate per hour variedfrom 87 cents to 88 cents. The average was 58 cents; the medisufi*48 cents.
The NYA rate varied from 20 to 80 cents pér hour. In five schoolsit was 80 cents; in two schools the rate for high-school students was e
22 UNIT COSTS
25 cents and in the school reporting college students on the staff, therate was 25 cents. In this school and in one other the rate forhigh-school students was 20 cents an hour.
Two schools with paid student help paid them at the rate of 30cents per hour and one school paid 25 cents.
An arbitrary rate of 20 cents per hour was assigned to unpaidstudent help in order that the cost of their time in money couldbe computed. The preceding salary and wage rates must be takeninto consideration in interpreting the unit costs.
' 1, .*Y1011°. $4f foI e,'. lo o
.16,,f*,..-0
e.eA*Aa.4,it.10,ey,
Information, reference, instructional and book advisory 9.7%
"Ilee 11111111110.a,4'
# * it 0
a .0 00 * AO at'. % 4,0**4-e 0.14% 0 O..... I I II ISIS"."
.
' f,e,,', o_o_o...., .
.4% 0 t %Vow* ' °.o..-o ° to 0 0III# 0.°,0 .' I 0.0... IMIERIN=
Aso***-- mom.EMMAGINIMM41%.***6411.1,1%..4,
III400taI
°.,1114f$O asnammimp
=Maio1 II
Profossioad
Circulation and care of collectionIIIM
Acquisition and cataloging 11.1%
Administration, relations, and office routine 601
School routine 12.6%
Unproductive tines, keeping the dine sassed, and special duties 5%
Sub-profossienai MI Clerical Student
Percentage distribution of direct labor time by activity and by class of position
Summary and Conclusions
As stated at the outset, the purpose of the stud; was to determinethe cost pee-unit of certain activities carried ,on in a selected groupof school libraries. In order to make thiA aim specific, nine questionswere formulated which it was hoped the completed study would beable to answer. The answers to these questions, as derived from thefigures submitted by the 11 participating libraries, are; presented herein averages of both time and money :
1. To answer a reference or information question required 8.6 minutes andcost 5 cents.
2. To prepare a bibliography required 98.5 minutes and cost $1.59.8. To instruct a class (average enrollment 26) for one period in the use
of books and the library required 41.9 minutes and cost 93 cents.I4. To give advisory service to a person required 2.6 minutes and cost
4 cents.5. To circulate a book required 2.6 minutia; and cost 2 cents.6. To acquire a title required 17 minutes and cost 81 cents.7. To check in 'and care for a periodliml required 6.8 minutes find cost
7 cents.a To catalog and &waif), a title required WS minutes and cost 34 cents.9. To catalog and classify a unit of nonbopk material (pamphlets, clippings,
audio-visual aids, etc.) required 7.7 minutes and cost n cents.
%1
4
4
.*
0, ,
,°I. ==o 0.0 ,*-, t
,
%I'. 4111102a0.4 ea*f 00 .
41 # 6 6
* . ". s I 0 4 e
* 'I
%
: : ;1;
41
I . "7-1:gtk
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.
OLSEN=man-Mat a
ram
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ti'dt I '''
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.%.
1 . ; , .
*-----,--,--'-- -------------'1- - ". 2 .4... ,.,,_ ,_:..__,........_.-- _, ... ... .
, ..,_iki,:.:.,:i`.eLSe--.)
, , .. ...-; !,...
8
'o t 'o ",
. .
f
HIGH SCHOOL LIBRARIES 23
In addition to unit costs for the activities in a school library whichit was possible to break down into units, the study shows the per-centage distribution of direct labor time in all the categories andthe-percentage distribution by class of position including professional,
. .subprofessional, clerical, WPA, NYA, paid student help, and volun-teer student help. The average percentage distribution of total labortime, all classes of positions included, for the 11 participating schoolsis as follows:
PercentSchobl library actirities of total
1. Reference, instruction, and book advisory services 9. 72. Circulation and care of collection 52. 83. Acquisition and cataloging Mg IN ow 11. 14. Administration, public relations, and office routine__________ 8. 85. School routine 12. 66. Unproductive time, time spent in keeping the time re.cord, and
special duties 5. 0
The average percentage distribution of direct labor time for pro-fessional staff only is as follows:
PercentSchool library activities* of total
1. Reference, instruction, arid book advisory service 21. 22. Circulation and care of collection 32. 23. Acquisition and cataloging 16. 44. Administration, public relations, and office routine ...______ 14.65. School routine 9. 66. Unproductive time, time spent in keeping the time record, and
special duties. 6. 0
Only 10 percent of the total time in these selected schools, under the'present organiiation, vAispent in reference, instr.uctional, and bookadvisory services whicht aim at giving the student an appreciation"of books and a knowledge of their use, the ultimate objective ofschool-library work. On the other hand, 90 percent of the totaltime was spent in technical processes which are generally recognizedmerely as the necessary means for effective teacher-pupil use of thelibrary's resources and services. These technical processes includecirculation ancNiire of colléction which consumed 52.8 percent of thetotal time, and school routine which consumed 12.6 percent of thetotal time.
Of the total time reported by all the participating schools, 88.2percent was for professional and subprofessional staff; 11.4 percentfor clerical and WPA help, and 55.4 percent for student help whichincludes NYA and paid and volunteer students.
These figures seem to-rindicate that more paid clerical help isneeded in school libraries in order to release the professional stafffor the more important duties connected with reference, instructional,and book advisory services.
is
.....
24 UNIT COSTS
:This study has obtained cost data which may be helpful t6 schooladministrators and has suggested a technique for conducting like
(studies for comparison and verification. In addition, it has disclosedthe need for more detailed investigation into some phases of schoollibrary,costs.
The following are suggestions for further study in connection withunit costs in shool libraries:
1. A study by a controlled demonstration, to determine unit cost of adequatereference service.
2. A study, by a controlled demonstration, to determine unit cost of raiders'advisory service adequate to meet the needs of the curriculum.
3: A study to investigate technical processes of routine school library pro-cedure such as circulation, care of collection.
4. A more detailed study of cataloging costs over a longer period of time.5. A study to investigate the techniques of sctiZ)ol routines performed by
the library staff, such as checking attendance, issuing iwrmit slips, etc.
Bibliography
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CATALOG SECTION. Proceedings. Plan for an investigation into andreport on the cost of cataloging.' A. L. A. bulletin,. 19.: 278-86, July 1925.
General session. A. L. A. Bulletin, 18: 300-1, August 1934.ComarrEz OF THE COLLEGE AND Rienumwm SECTION. College and ref-
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EXIEUTIVZ BOARD. Report of committee on cost and method of cata-loging. A. L A. bulletin, 8: 182-84, July 1914.
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Tbe A. L A. cataloging test at Yale and Columbia. LiOrary journal, 42: 110-12,February 1917.
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BISHOP, WILLIAM W. Further notes on the number of cards for a book. Li-brary )(Await : 270-71, June 1906.
Practical handbook of modern library cataloging. 24. ed. Baltimore,WWiams, 1924. p. 58-60.- Some considerations on the cost of catalogin urns", 110:10-14, January 1905.
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31)
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.-"--aikr.
HIGH SCHOOL LIBRARIES 25CALWORNIA. DIPARTURI4T OF EDUCATION. The secondary school library in Cali-
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Evaluation of secondary schools: general report. Washington, Coop-erative Study of Secondary School Standards, 1939. 526 p.
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ELDER, VERA. Budgets for school libraries. L L A. bulletin, 31: 14-20, Jan-uary 1937.
FARGO, Lucnx F. The library in the school. 3d. ed. Chicago, American LibraryAssociation, 1939. 552 p.
Preparation for achool library work. New York, Columbia UniversityPress, 1936. 190 p.
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026 UNIT COWS
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or
e
ins.
WITINER,
.
/C.fie61;itiu,
. -Ni % 4;
11k .* , .-dwo 7..
.
AppendixFedora& %entity *oat
W. a °MCI 111111CATION
'ambit/tea
Sam batePosition beetrailesiva dates et orsbael pat
O
TOTAL
a
4_ 1
Aortal gaietyR. per beer if westiagpert -it ins
Stellar% assistants sot betas.paid
AL_ 1111 11
011001101111100191I111
011
el
CATEGORIESFor further explanation see Manual of Instruction1. Reference work
(a) Information and reference* service(b) Compiling lists and biblfbgraphies ; ,making special iildezes
2. Instruction and book advisory services(a) Teaching classes in the use of books and libraries(b)-(f) Other
3. Circulation work4. Care of room and collection5. Acquisition of books, etc. (new titles)O. Acquisition of books, etc. (duplicates and replacements)7. Acquisition ird care of periodicals8. Cataloging and classification (new titles)9. Catalpging and classification (duplicates and replacements)
lit Cataloging and classifying material other than booksH. Administrative duties
.12. General office Work18. Public* relations14. School routine15. Keeping the time record16. Unproductive time (time for which librarian was paid when she did
not work)17. Special duties (Plow )ist) 27
OW
L.
.
.
.
28 UNIT COWS
Peden) Security Agency
U. S. OFFICE OF EDUcATION
Washington
INVESTIGATION OF UNIT COSTS OF SCHOOL LIBRARIEs
Manual of Instruction
The purpose of the study is to ascertain the average costs per unit of thevarious activities carried on in a typical high-school library, and from theseto establish a basis for estimating costs in any high-school library.
The first and most important step in such a study is .to establish labor costsand this can be done only by making an analysis of the time spent by eachstaff member during a working day. With this in view, the accompanyingtime sheet has been developed.
Each staff member is asked to keep a record of all of his scheduled workingtime each day. Time should be recorded in minutes (to the nearest 5) and incase a duty takes 15 minutes or more, the squares may be marked with an Xto indicate that whole quarter hours were occupied with one activity. Forexample, the hour from 8 to V as indicated on the accompanying daily timesheet was occupied by one staff member with the following duties: 4 minutesin checking attendance, 11 minutes in charging books, 30 minutes in advisoryservice, 6 minutes in answering information and reference questions, and 9minutes in shelving books.
Time spent by the librarian or staff members in actual library work outside ofworking hours may be entered in the proper columns and labeled "overtime."An additional time sheet may be need as the sheets are made to rtcord onlytime 'spent in a normal working day.
The categories listed on the time sheet are abbreviations or those includedwith the Definitions end Amplifications. These definitions should be studiedcarefully and referred to, until the meaning of the categoritts is well in mind.It is important to follow flied* definitions in order to maintain the uniformity,without which the study would have no value.
All persons' working in the library should keep time records even thoughthey are not on the library pay roll. This would include WPA and NYA work-ers and student assistants, whether being paid in money, in academic credit,or merely .working for tbeleasure and experience.
In order that we may compute the unit costa of various activities, it will benecessary for each library to furnisb statistics in addition to the time shetts.Refer to De1In4tions end Amplifications for explanations of the terms used. Thestatistics should be for the period during which the study is betng made,exclusive of the period o( 2 days during which the try-out was made. Thmestatistics are to be entered on the accompanying flatboats Sheet
This study is an undertaking In which every member of the staff can havea real Interest and an active pail_ Ways at Improving methods 01 work, 'orsuggestions for short cuts in routine will undoubtedly result from realisationof the time which is now spent hi the performance of these activities.
Time *beets and statistical records are to be sent to tits Library ServiceDivision of the U. S. Office of Education at the end of each week during theperiod of the sampling. Olvernment tranks.ire enclosed for maim
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HIGH SCHOOL LIBRARIES
DEFINITIONS AND AMPLIFICATIONS e7
Terminology
29
Actirity: A specific line of work carried on by a library in order -to perform itsfunctions, e, g., cataloging is an activity which is carried on by the libraryto fulfill the flinction of making books readily available to pupils. Note: Toavoid confusion the word activity has been used in this study to include suchterms as operations, processes, routines, services, etc.
Cost amounting: That 'method of accounting which provides for the assembligiand recording of all the elements of cost incurred to accomplish a purpose,to carry on an activity or operation, or to complete a unit at work orspecific job.
Function: A group of services ahnp at accomillshing a certain purpose orend, e. g., making books readily a
Unit cost: The cost of unit of product or service.Nara: Definitions of the above terms have been adapted from those
reproduced in Municipal and Governmental Accounting, by CarlH. Chatters apd Irving Tenner, New York, Prentice-Hall, 1940.
Amplificaiions of the CategoriesI. Rs:n=4m Woax.
(a) information service Includes:(1) Helping pupils and teachers to make use of the card catalog.(2) Answering questions as to the location of hooks by subject.(3) Whether the library has a particular book, etc.(4) Checking lists with the catalog.
Answering reference questions involves:(1) Consultation of books, periodicals, catalogs, vertical tiles and
bibliographies, and the interpretation of material.(b) Compiling lists and bibliographies.
(1) In answer to specific inquiries and to anticipate demands atpupils, teachers, or administrators (includes assembling materialfor consultation).
Making and keeping up-to-date weskit West*, such as localhistory, etc.
Inwratrcorion AND BOOK ADVISORY Eicancins.( a) Teaching or assisting with teach classes in tbe use or books and
libraries.(b) Advisory services.
To pupils:(1) Guidance in selecting books to suit environment, age, reading
ability, and Interests of individual pupil (casual conversationTivith pupils).
(2) Assistance in evaluating material and establishing standar& ofappreciation and critical Judgment.
(8) Advice and brief lists for personal nadir* in special fields orfor recreational resting and building personal libraries.
(4) Location cif material for debaters and assistance In the preparations of debate bibliographies.(5) Diagnods of sped& I. and prescribed reading for reading
deviates,
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30 UNIT COSTS
(8) Ouldance program."In common educational parlance, a guidance program is takesto mean some special arrangement whereby more or less experthelp in tbe solution of problems is made available to students,eitber individually or in groups. . . . ln the/secondary level theylie in the area ot individual daptation to life situationsthestudent's family, his educational program, or his prospectivevocation."
'1`0 teachers:(1) Observing, correcting and reporting poor reading and study habits;suggestions for remedial reading.(2) Personal conferences with teaching staff regarding school reading'problems.(3) Introducing teachers to books for enrichment of pupils' background.(4) Keeping teachers advised of new material received for classroomand professional reading; routing new books and magazines todifferent departments.
(c) Integrated planning and selection of curriculum material, includingpersonal and group conferences in the library and in the classroom.(d) Giving book talks to groups in tbe library, classroom, or auditorium(e) Organizing and conducting book clubs for pupils and teachers.(f) Keeping records of pupils' reading habits.3. CIRCULATION WORK.
(a ) Charging includes:(11 Preparation of the desk for the day; changing dates, etc.(2):the actual process of charging hooks (routines vary In different
libraries but it Is believed that the operations are easilyidentified).(3) Sorting, counting, and filing book cards for books issued during theday.(4) Recording number of books, pamphlets, pictures, etc. loaned for
home use each day.(5) Rewriting book cards.Discharging includes:(1) Receiving books returned.(2) Examining the date to ascertain whether or not .book is overdue.(8) Computation and collection of fines.(4) Recording receipt of fines and making change.(5) "Carding," I. e., replacing book card in book, examining conditionof book.(6) Straightening out snags, e., misplaced book cards, books onshelves without cards, etc.
(b) Checking out books for "period" loam to classrooms; for class depositsand department loans, including making loan records.(c) Overdue and lost books includes searching shelves to make sure bookhas not been returned; making out and sending overdue notices;making records of overdue'.(d) Checking health recorda for cases of contagious ¡Mosaic(6) Renewals.(f) Putting books on, reserve ineludes -assembling material
reserve; making tempora reserTe slips; arrangingserve shelf ; checking out reserve btboks for use in thehome use overnight.
to be put Onbooks on re-
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HIGH SCHOOL LIBRARIES 31
( g ) Interlibrary lows, includes correspondence relating to loans, packingand unpacking books being borrowed or lent.
(h) Borrowing audio-visual aids from central' supply or outside agencyinvolves corresponsience concerning loaits, packing and unpacking,and distributing to classrooms.
(i) Keeping circulation tatistkal records.(j) Registration (if used) includes taking of applications and reregistra-
tion of borrowers; verifying applications and asuing borrowers'cards; changing addresses in records; lost cards, replacing oldcards; tiling applications for new and reregistered borrowers andfiling borrowers' cards; weeding out expired applications and card&. CARL OW ROOM AND COLLIDCTION .
(a) Shelving and resheiving books, periodicals, etc., including shiftingin\bketo room. . .,
(b) Getting ooks from shelves.(c) Keeping room and shelves in order including wystematic I j reading.((I) Mending and cleaning books.(e) Mounting pictures, clipping newspapers and magazines, preps maps
ir-for use.(f) Preparing books and magazines for the bindery, includes collating,
preparation of records, instructions to binder, checking books re-turned from bindery, checking bill, preparing for use by insertingbook pocket, book-plate, date slip, etc., and marking or lettering.
(g) Discarding worn out or obsolete books, pamphlets, etc., includes *re-moving marks et ownership and stamping to indicate discfird;chening entries in accession book, shelf list and catalog, anddisposition of book.
( h) Taking inventory includes checking the book collection with theshelf list to ascertain missing books; marking book or shelf cardto indicate that book ham been found; checking and recheckingrecords and searching for missing books; writing up inventoryrecord.
(i) Setting stage for desirable reading atmosphere, arranging exhibits,bulletin boards, flowers, lighting, etc.
a. AcvularnoN OW BOOKS, PAMP il IZTS:. AND OTHER NONBOOK MATERIAL ( Newtitles).
A title is to be considered as a publication included under one title pageregardless of the number of-volumes into which it is divided. A volumeis considered as the mass of material included between two covers, e. g.,the lincyclopedie Britannica is considered as one title, although it is-in 24Volumes. A new edition is to be treated as a new title if it requirescataloging.(a) Selecting books for purchase involves checking bibliographies, reviews,
and publisher's announcements and consultations with principal andteachers; preparing a consideration Ale and editions Ale; interview-ing book agents.
(b) Searching catalogs, shelf-lists, order filet etc., to check the order.(e) Ordering or requisitioning for .order includes writing orders, com-
piling bibliographic' information, making direct purchases.(d) Packing and unpacking books.(e) Checking invoices Involves verifying items, comparison with order,
ndicati.ng receipt of book, etc.
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32 UNIT COSTSe
4
#.(f) Handling gift* includes solicitation of free pamphlet material, record.ing and acknowledging receipt of gifts, sorting, discarding anddisposing of inappropriate material.(g) Accessioning and shelf -listing includes entering in accession book
or numbering with duplicating machine; entering on shelf cards;assigning book numbers.
(h) Preparing for shelves includes indicating library ownership; insertingbook pockets; book-plates, date slips and boOk cards; collating and
. cutting- leaves; numbering or letterinng.6. Acquieroopt OF BOOKS, PAMPHIXTS, AND OTHIS Nosnoox MATERIAL ( Dupli-
cates and replacements) .
Headings same as 5, (b)-(h).7. ACQUISITION AND CANE OF PERIODICALS.
(a) Checking receipt, indicating library ownership.(b) Preparation for circulation by inserting in binders or folders, etc.(c) Following up delayed' or- missing numbers; getting title page, Rnd
indexes.(d) Bound volumes: Accessionihg and preparing for shelves (enter time
spent in preparing periodicals for bindery under 4f).& CAW/MING AND CLASSIFICATION ( New titles)., See definitions under &
(a) ClassifiCation of books.(b) Assigning subject headings and keeping record of subject headings
up to date.(c) Cataloging includes preparation of 'unit cards, verification of authors'
names, etc. (including typing).(d) Making secondary cards (including typing).(e) Ordering and adapting printed. cards (inviuding typing).(f) Making and checking reference cards.(g) Filing cards in the catalcig.(h) Revision of typing. and filing.
9. CATALOGING AND CLASSIFICATION I Duplicates and replacements).(a) Adding necessary information to catalog cards; edition numbersi, copy
humbers, etc.(b) Refiling cards in catalog.
10. CATALOGING AND CLASSIFYING MATZILIAL (»WM THAN BOOKS.(a), (b), and (c). This includes classifying and assigning subject headings
to pamphlets, clippings, pictures, maps, records, etc., and filing thismaterial.
11. ADMINISTRATIVIC DUTIES.(a) Preparing work schedules and supervising,work of others. This is a
type of 'work to be performed by, one in charge of the library andincludes only general administrative work which cannot be distilledelsewhere. Revision ird supervision of work in the different cate-gories listed berehi should be charged to the task in question findnot to adminigtiation, evinvt4hongli the supervinift is done( by the beadlibrarian, for eiainple: *iheirrIbe; librarian discusses the schedulewith her assistant librirlim,p04appeds thne In arranging the Feinting:the time should ip charged to: id/ministration. But, when all revisescatalog cards*. ; a ibtidit assistant the time ;should be cliargedto cataloging. .-;`
(b) Conducting or atteidlint pktff.msetings.(e) Examining flew bOok#i and Oofeisio41 periodicals (during working
hoirs).
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HIGH SCHOOL LIBRARIES 33(d) Attending professional library and educational meetings and committee
conferences.(e) Attending faculty meetings and conference with school officers to de-
termine policies for administration of the school library.(f) Preparing regular and special reports* Material for board of edu-
cation meetings, faculty meetings, bIget hearings, etc.; answeringquestionnaires.
12. GENERAL OFFICE WORK.(a) General correspondence including giving and taking dictation, tratiscrib-
ing, typing, and filing correspondence.'r(b) Ordering, distributing, and recording pie use of supplies.
(c) Bookkeeping and keeping financial. records.13. Mimic RELATIONS.
(a ) Preparing reading lists, articles for the school paper and other noticesof library iesources for publication or distribution outside the library.
(b) Advisory service to parents: Individual conferences with parents inregard to pupil's reading.
(c) Giving book talks to teacher groups, clubs, etc., outside the school orover the radio, incluaing time spent in preparati4n as well as delivery.
(d) Arranging library exhibits, etc., outside the school.(e) Making contacts wigs individuals and groups, such as Mothers' clubs,
and Parent-Teacher groups, including attendance at meetings (duringworking bouts).
(f) Acting as officer between school and public library.(g) Entertaining includes showing visitors through the library, library en-
tertainnients, library school visits, preparation for library associationmeetings, teas, etc.
14. SCHOOL ROUTINE.
(a) Checking attendance records, signing attendance slips, conducting "homécooing," etc.
(b) Disciplinary duties, including acting as study hall supervisor to keeppupils at work on lesson assignments ; supervising pupils' studyhabits.
(c) Hall ¿sty.(d) Activities involved in the distribution and collection of free textbooks.(e) Fire drills.f ) Other school routines not listed herein.
15. Korn& THE TIMM RECORD.(a ) Time spent in checking the daily time sheets.
16. UNPOODUCTIVE TIME (Wine for which librarlin was paid when she did notwork
(a) Vacations sad holidays: Scheduled time on which holidays and vaca-tions fell and for which the librarian was paid.
(b) Excused absence : Illness or any time to be deducted from scheduledtime and not "made up."
(c) Personal visits and telephone calls not on library Mildness.(d) Unaccounted for; I. e., tile difference between the time recorded on the
daily time *beet and tbe .total amount of time In. the scheduledworking day.
17. &SOUL Mims.Other activities of the staff not listed on these sheets (Please list).
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Washington
INVESTIGATION OF UNIT COSTS OF SCHOOL LIBRARIES
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Period covered
Unit Count of Activities:Number of :
Statistics Sheet
Total enrollment
Information and reference questions answered mla OIMMI MD MI We
Lists and bibliographies madeClasses instructed in thesuse of the library _
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volumes
Duplicates acquired : Titles volumes ..... e MINP
Periodicals and newspapers checked in (number of issues received, includingduplicate copies)
New books cataloged : Titles volumesDuplicate cataloged : Titles volumesPieces other than books ystaloged and classified
Unit Count of Materials fixed: CountOverdue notices__ _
INDIMIResetve
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Whore the word "volume" is used la connection with circulation it should be under-stood as applying to 'pamphlets, periodicals, and odor printed matirial as well ae books.I Please indicate *whether costs lipted are unlit costs; I. 4., cost per item or total cost ofunits doomed.
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Count Costs
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