THE STATUS OF THE TEACHING OF CHILDRENS AND YA LITERATURE AND SERVICES IN SCHOOLS OF LIBRARY AND INFORMATION-SCIENCE

This paper cites the results from a questionnaire sent to all teachers of children's and YA literature and public library services in Americ an Library Association (ALA)-accredited schools of information and lib rary science and to the deans of those schools. Usable responses were received from 67 percent of the faculty and 74 percent of the deans or directors. Results came from the analysis of twenty-one questions dea ling with aspects of teaching (e.g., class size and course load), chil dren's services students in Ph.D. programs, and status, support, and n onteaching obligations of the faculty. Data were compared to those res ponses received from the deans and directors. Results varied considera bly and are too numerous to synopsize, but there are clearly some issu es, especially of status and support, that concern faculty teaching in this area and of which deans are not aware. And while some faculty ar e, indeed, content, others consider themselves overworked and underapp reciated, especially in the apparent move to technology in today's sch ools of information and library science.