UMD INFO College Mission, Strategic Plan, and History

The College of Information at the University of Maryland was founded in the 1960s with a mission to make information accessible to all individuals and communities, with the founding dean and faculty focused on the ways in which libraries and other information institutions could serve as agents of social responsibility and community good. The many innovative efforts to promote diversity, inclusion, and social justice had a significant impact on the profession of and education in library and information science.

The University of Maryland’s School of Library and Information Services (the original name of what is now the College of Information) began at its founding in 1965 with an agenda focused on bringing information to communities that were typically ignored by libraries and expanding the range of people who joined the library and information science professions. Paul Wasserman, the founding Dean of the School, and faculty members such as Mary Lee Bundy, James Welbourne, and Richard Moses focused the early years of the School on truly innovative – and in some cases audacious – projects to alter the ways in which libraries and information functioned in communities.

Many years later, reflecting on the daring of the School’s early years, the great F. William Summers identified the School as the first library and information science program to fully embrace the “social gospel” and focus on “identifying and addressing the manifold social needs of the community” as the heart of the education program. Or, as Wasserman summarized the goals of the School, faculty and students from the School “formed the vanguard of the activist movement [in librarianship] by demanding social responsibility from the American Library Association.”

Within the first few years of launching the School, the faculty had established three major initiatives to broaden the inclusiveness of library and information science education and practice.

1) The School created an office to recruit students and faculty from underrepresented populations in library and information fields. Several members of the faculty and staff of the School were drawn from urban library systems in the state of Maryland and the District of Columbia as a result of these efforts. The School also became the first library and information science program to have a scholarship program specifically for students from populations underrepresented in the field. Shortly after founding the School, Paul Wasserman wrote that the duty of the School was to “equip human beings who are both competent and committed to expanding the potential of man, of our culture and our society.” This belief was reflected in many courses focused on special populations – people with disabilities, prisoners, the urban poor – that were developed at the School in its early years and that influenced subsequent course offerings at many other library and information science programs.

2) The School designed an Urban Information Specialist Program specifically to prepare librarians to work in high poverty, urban areas. This Specialist Program was a 36-hour Master of Library Science (MLS) degree program entirely focused on the information needs of residents of urban areas. The majority of the students in the program were from traditionally disadvantaged backgrounds. Program design and financial support for the first students in the program came from a grant from the federal government.

3) A partnership was established with the Enoch Pratt Free Library of the City of Baltimore to create a “public information center” in the city to serve as a clearinghouse of information related to health, housing, education, police and emergency services, consumer affairs, employment, and government in general. The public information center was established in a high poverty area of Baltimore and featured large amounts of information related to daily life information needs and as well as telephone-based reference services.

Outside of the School itself, several members of the faculty founded a non-profit corporation to create materials for improving the conditions of the urban poor. Through this non-profit entity, faculty members created publications and provided training and consulting services to libraries and other organizations. Very much a do-it-yourself operation, the nonprofit nevertheless managed to produce a series of publications and kits and even ran conferences on the topic of improving equality for the urban poor.

In 1967, the School established its own public library as an experiment to see if a library could function as a resource and community center for a community with limited access to resources and information. The School established the High John Library in Fairmount Heights, a largely Black neighborhood with high levels of poverty and limited information and educational resources located in Prince George’s County, MD, less than ten miles from the UMD campus in College Park.

With Richard Moses and Mary Lee Bundy as its directors, the library was designed to serve the needs of the local community while also serving as a learning lab for students in the MLS program. For community members, the library provided information resources that were otherwise not easily available to them. For MLS students, the library was the ultimate field study experience. For the School’s faculty, the library was a chance to try out new ways to make the library services relevant in an urban community with a wealth of poverty and a dearth of resources.

The utterly unprecedented nature of the High John Library (named after an African American folk hero from the era of slavery) raised controversy in the field of librarianship, seen as a public challenge to the entire field. Critics at that time, when libraries were viewed as sanctified archives of literature and did not engage with their communities, attacked High John for overstepping the boundaries of the library profession. Some argued that libraries should not serve poor communities altogether and that library students certainly should not be educated specifically to work in such communities. The High John Library was even criticized for using language and terminology in its literature that was tailored to the community.

Pushback on the concept of the High John Library was also fueled by the bold activism of the faculty and students involved. They organized and staged a series of protests at the ALA conference to pressure the ALA to create the Social Responsibilities Roundtable (to bring greater field-wide attention to issues of equity, diversity, and inclusion) and drove around the South in a truck emblazoned with the High John Library logo to publicly shame libraries that still practiced de facto segregation.

Despite criticisms of the radical nature of the High John Library, students and faculty continued to use it as a test case for many new approaches to outreach and community services. The library held outdoor rock concerts, projected movies on the outside walls of the building, and used surrealist promotions – “Read 1,000 books and win an alligator!” – among many ways to creatively reach the community.

Contradictory to its goals, the library fundamentally failed to connect with the local community and struggled to maintain staffing and resources. In 1970, the High John Library was absorbed into the local public library system, ending its life as an experiment in library activism. Looking back, a major failure of the project was the lack of co-design with the local community. Services were based on expectations and assumptions about the community made by the experiment’s facilitators. The facilitators themselves were also predominantly white and did not reflect the diversity of those they aimed to support. Ultimately, the local residents did not embrace the library as a part of their community.

The High John Library remains the only attempt made by a library and information science program to run a public library as a central part of its educational and public service mission.

The College of Information at the University of Maryland and the Citizens for Maryland Libraries (CML) – a Maryland non-profit organization – jointly present the James Partridge Outstanding African American Information Professional Award each year. The award recognizes information professionals who exemplify the highest ideals of the library/information profession, including career-long dedicated service, leadership, and a commitment to the empowerment of those whom they serve. Established in 1997, the award has recognized nearly two dozen extraordinary pioneers in the field of library and information science. Click here to learn more and view past recipients of this award.

UMD Land Acknowledgement

Every community owes its existence and strength to the generations before them, around the world, who contributed their hopes, dreams, and energy into making the history that led to this moment. Some were brought here against their will, some were drawn to migrate from their homes in hope of a better life, and some have lived on this land for more generations than can be counted. Truth and acknowledgment are critical in building mutual respect and connections across all barriers of heritage and difference.

At the College of Information, we believe it is important to create dialogue to honor those that have been historically and systemically disenfranchised. So, we acknowledge the truth that is often buried: We are on the ancestral lands of the Piscataway People, who were among the first in the Western Hemisphere. We are on indigenous land that was stolen from the Piscataway People by European colonists. We pay respects to Piscataway elders and ancestors. Please take a moment to consider the many legacies of violence, displacement, migration, and settlement that bring us together here today.

The land acknowledgment we use was organized by Ghonva Ghauri from MICA and approved by Piscataway elders.

UMD Enslavement Acknowledgement

We, at the University of Maryland, recognize and honor the exploited labor of forcefully enslaved people upon which the foundations of the United States and our institution were built.

Enslaved people of African descent farmed, paved, maintained, and developed the land on which our university stands today. Through intergenerational resistance, leadership and a steadfast pursuit of freedom and justice, their descendants fought and continue to fight for a societal transformation in defiance of the profound injustices of the transatlantic trade, chattel slavery, convict leasing, Jim Crow laws, dehumanization and the caste system that permeates our existence. They desegregated and integrated our classrooms and now lead our university and Maryland Terps forward to achieving a better world.

We are forever indebted to the unwilling generational sacrifices and stolen labor of the enslaved Africans and their descendants. Together, we will strive to atone, heal and uplift the unbreakable spirit and beauty of Black Americans.