The library-college concept, which has been partially or totally adopted by numerous academic institutions in the United States, is an experimental, institutionalized program in which independent study replaces classroom lectures, with the library functioning as the physical and metaphysical heart of the campus. Reviewed in this paper are articles and existing research directly concerned with the relationship of five specific structural components of the contemporary library-college: (1) the learning mode, (2) the library, (3) the faculty, (4) the curriculum, and (5) the organization. A bibliography is provided. (Author/JD)