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From owner-pubyac@nysernet.org Thu Oct 30 19:40:27 1997
From: Becky Smith <bsmith@inter.state.lib.ut.us>
Subject: Re: Fairy Tale classification
oburg_libjuv@InfoAve.Net wrote:
>
> Can anyone out there tell me why fairy tales are classified in nonfiction?
> This is a question I've encountered often, and I just do not have an
> iron-clad answer to give to people. It seems to be very confusing to
> patrons....and it's the same for me!
> HELP!
The simple answer is that they're not. Both the Dewey Decimal
and the Library of Congress systems classify ALL materials,
non-fiction and fiction inclusive. The vast majority of
libraries, however, choose not to shelve fiction in the 800's
or in the "P's" (or wherever) in order to make it more easily
accessible to patrons.
Just tell people that it's not a *non-fiction* classification
system, it's just a classification system!
Becky Smith
Children's Librarian
Logan (UT) Library
bsmith@inter.state.lib.ut.us
---------------------
From owner-pubyac@nysernet.org Thu Oct 30 19:40:28 1997
From: "Alison Hendon" <ahendon@dorsai.org>
Subject: Re: Impossible Questions
> Hi Pubyackers,
> Usually I respond directly the poster. But as this is an issue I feel so
> strongly about, I am electing to post to the list.
> From the "RE: Impossible Questions" post that I read this
morning:
> >many teachers are trying their best with extremely limited
resources<
> I do wonder... are the school's resources so limited that they do not have
> telephones????
Actually, yes. Many many teachers I know do not have phones in their
classrooms; there may be only one or two phones in the school.
Alison Hendon
Brooklyn Public LIbrary
Alison Hendon
ahendon@amanda.dorsai.org
"Though my soul may set in darkness,
It will rise in perfect light,
I have loved the stars too fondly
To be fearful of the night...."
---------------------
From owner-pubyac@nysernet.org Thu Oct 30 19:40:28 1997
From: Wally Bubelis <wallyb@halcyon.com>
Subject: Re: Fairy Tale classification
I've always believed it's because there is no single author; rather, they
are created in an oral tradition where fiction is not the creation of a
single author but a group of people over a long span of time. You might
look into the Dewey class schemes at the 398s for more insight (I don't
have them handy, or I'd do it myself).
wally bubelis
On Wed, 29 Oct 1997 oburg_libjuv@InfoAve.Net wrote:
> Can anyone out there tell me why fairy tales are classified in nonfiction?
> This is a question I've encountered often, and I just do not have an
> iron-clad answer to give to people. It seems to be very confusing to
> patrons....and it's the same for me!
> HELP!
>
>
>
"The universe is made of stories, not atoms." --Muriel Rukeyeser
---------------------
From owner-pubyac@nysernet.org Thu Oct 30 19:40:28 1997
From: Walter Minkel <walterm@nethost.multnomah.lib.or.us>
Subject: Re:Toddler time
Yes! Although I have used puppets in preschool storytime for many years, I
would only recommend using them with toddlers if they're introduced slowly
& quietly. I'm always amazed how many parents will bring 18-month-olds to
library puppet shows, & then if there's a puppet that scares the toddler
(like a Big Bad Wolf or some such), the toddler will begin shrieking. &
then I would sometimes find the parent coming up to me with the fearful
child after the show, asking to have me show the toddler that the Wolf was
"only a puppet." Against my better judgment, I would remove the puppet
from my hand & let it hang upside down (letting the Wolf stay on my hand
&
bringing it up close was always a bad idea). A few times it worked, but,
um, most of the time it didn't. Puppets are--as a general rule--best for
ages 3-8. --W
On Wed, 29 Oct 1997, Linda Peterson wrote:
> I too did a toddler time for the first time this year. I recieved lots of
> helpful advice from other librarians. One word of caution. I have seen
> several suggestions on using puppets, and my group had a couple of children
> that were terribly afraid of them and would only come back if there parents
> checked ahead to see if there would be puppets that day. Sometimes we
> forget that what is neat to a 4yr. old is scary to a 2yr. old.
>
>
>
Walter Minkel, School Corps Technology Trainer
Multnomah County Library, 205 NE Russell St., Portland, OR 97212
Voice (503)736-6002; fax (503)248-5441; walterm@nethost.multnomah.lib.or.us
==============
O gnats--tango! --Palindrome-of-the-month Club
---------------------
From owner-pubyac@nysernet.org Thu Oct 30 19:40:28 1997
From: HOKE@crpl.cedar-rapids.lib.ia.us
Subject: RE: Fairy Tale classification
> Can anyone out there tell me why fairy tales are classified in nonfiction?
> This is a question I've encountered often, and I just do not have an
> iron-clad answer to give to people. It seems to be very confusing to
> patrons....and it's the same for me!
> HELP!
Actually all books belong in the Dewey classification system. We have just
separated out the fiction from the literature section (800's). My
understanding is that folk tales and fairy tales are related to culture and
society and therefore in the 300's.
Carol Hoke
Cedar Rapids Public Library
Hoke@crpl.cedar-rapids.lib.ia.us
---------------------
From owner-pubyac@nysernet.org Thu Oct 30 19:40:53 1997
From: andrew or anne <paradis@jorsm.com>
ubject: Re: Fairy Tale classification
At 08:39 AM 10/29/97 -0500, you wrote:
I was taught that it comes under the Dewey classification for sociology-
also just before language- there is a progression of thought and complexity
in each 100 area; from mathematics to human biology in the 500's for example.
Anne
"`You have no business wearing white to the Middle
Ages,' he'd said, `It will only get dirty.'"
Connie Willis
*Doomsday Book*
Andy or Anne -- Andrew Paradise, Information/Reference Librarian, Medical
Librarian, and Children's Librarian by marriage: Anne Paradise, Children's
Librarian, mystery reader!
Gary Public Library andrew@gary.lib.in.us work
220 West 5th St. paradis@jorsm.com home
Gary, IN 46402 anne@gary.lib.in.us Anne
---------------------
From owner-pubyac@nysernet.org Thu Oct 30 19:42:24 1997
From: Caes <caes@pacificrim.net>
ubject: Re: pvc puppet stage
<snip>. The only advantage to a PVC stage is that they are lightweight and
can be compacted into an
>extremely small area. <snap>
>--Jim Maroon
>(also veteran of several thousand shows.) :-)
The only advantage? The ONLY advantage? Whoooeee! For a relatively tall,
long-armed person, maybe there isn't much toting difference between a PVC
stage and one made of those awful, ghastly wooden frames. For someone 5'2"
tall, all right, 5' 1 and 3/4" like me, there's a world of difference. I
had a wooden frame theater exactly like the one you describe and used it for
many unhappy years. Now I have a wonderful PVC theater and I would never
go back. Those frames are hard for a short person to lug around, to put up,
and to take down. I used to kill my back taking them out of the car. PVC
pipe is a snap. It rolls into a tidy tube that can be carried under one
arm, leaving the other free to carry the wooden playboard and the wooden
prop shelf. It doesn't have to go into the car first. At the end of the
show, local staff can help carry other things to the car while I'm taking
down the theater. It will slide in beside everything else.
But in fact, and contrary to Jim's belief, that isn't the only advantage.
In addition to the superior toting qualities of the pipe theater, it is also
far more versatile than wood. My current theater is almost ceiling height
at its tallest. I never could have managed wooden frames that big. My
theater is modeled on the one pictured in the children's non-fiction book,
Puppeteer. Frames never allowed me such complexity. It has a stage area
that thrusts out toward the audience with low sides for premium sightlines.
It has two playing levels, which I use often. Characters can "go
upstairs." A puppet narrator or an eavesdropper can come on at the higher
level, and the main action take place down below. The theater also has a
tall back (ceiling high, as I said). This acts as the backdrop for the
higher playing level and in general blocks out high bulletin boards and
other distractions.
I don't always have to use the theater in that form, though. Do I want
to do a children's performance, and need the playboard to be lower? I just
substitute shorter pipe. Do I want to let the kids make their own show after
my performance is over? I pull off the playboard and the top layer of pipe,
and let the kids use the lower prop shelf as a stage. Do I need a
different configuration altogether? I just pull in a few different
connectors, saw some pipe, and presto! It's anything I want it to be. And
when I'm doing a show that needs the theater in its original glory, presto
again! It's easily restored.
Finally, there's the entertainment value. Everyone is fascinated with
watching a PVC theater go up and come down. When you have two shows in one
afternoon, scheduled close together in time and far apart in driving miles,
it's useful to have a theater that's entertaining to watch go up. The
early-arriving audience at the second show have a good time watching a
skinny tube transform into an immense, elaborate stage.
When it's all over, it's useful to have a theater that's entertaining to
take down. Kids LOVE helping. I always have a swarm of them busily
popping things apart. (Do they break it, lose parts, or otherwise cause
chaos and destruction? No. They just delight and energize me for what used
to feel like weary drudgery.)
As for the complexity of it, if you have some of your joints glued in place,
and you know how your theater looks when it's all together, you're working
with logical essentials. After a couple of setups, you simply know which
piece goes where. Having all the pieces clearly marked would be a big plus,
of course, but in my case, some of the parts were scavenged from an
entirely different, much less satisfactory, but more clearly marked,
theater. (It was built by someone who used a frame theater as a model.) So
the front base says "Back" on it, and the backdrop supports say,
"Front" and
the top right piece says, "Bottom Left." It makes no difference. I
know
where they belong. My one concession to rational marking is the bright
yellow tape that I wrapped around each of my three base pieces so that I can
grab them quickly out of the jumble at the beginning. After that, the thing
practically builds itself. (I'm not recommending unmarked or wrongly marked
pieces, you understand. I'm just saying that even under the worst of
conditions, putting a PVC theater together is not hard.)
It's nice that you like your horrible wooden frames, Jim, but for any short
person looking for the perfect portable theater, in my opinion, PVC is the
way to go.
Catherine
(also veteran, etc...)
caes@pacificrim.net
---------------------
From owner-pubyac@nysernet.org Thu Oct 30 19:43:16 1997
From: "Cindi Ellen O'Connor" <cindio@reg.seresc.k12.nh.us>
Subject: Re: Unanswerable questions/instructional partners
It is the end of the first marking period and the library has been filled
with students trying to complete assignments. So this thread has hit home
hard. This school year I revised our Tips for Teachers flyer and
distributed it during teacher preparation week. I spoke to faculty on the
importance of notification. Mounted and publicized an online assignment
alert form (and our local schools have great internet access and hardware)
and had a special session with my staff on dealing with refernce related
to school assignments. My contacts with the school were in cooperation
with the LMS. I have had one case of any notice and that was garbled. The
areas the LMS told me about never materialized as information needs in the
public lbrary.
And on my drive home I started thinking, I'm only one
person (w/4 part time staff) trying to develop interdepartmental
relationships with 3 principals, 2 LMS's and 80 teachers. This is in
addition to presenting 10-12 programs per week, collection development,
staff development, preparing jusitifications for next years budget and
coordinating volunteers. I really need someone to serve as a school
liaision, where that is their primary job focus. How many libraries have
someone who just does that? Would you be willing to share a copy of the
job description? Or do most of us just add that on to our other duties?
I know it is different for larger libraries with larger staff, but I
wonder, how may hours a week should I be setting aside just for
school-library liaision work?
It is very frustrating.
Cindi Ellen O'Connor
Bedford (NH) Public Library
cindio@bedford.lib.nh.us
---------------------
From owner-pubyac@nysernet.org Thu Oct 30 19:43:51 1997
From: carrie guarria <cguarria@suffolk.lib.ny.us>
Subject: Re: Fairy Tale classification
Could it be because fairy tales are closely related to folktales, and folk
tales are stories that were orally passed down from one generation to
another which were considered to be "true" at one time? Just a
thought.
Carrie Guarria
cguarria@suffolk.lib.ny.us
---------------------
From owner-pubyac@nysernet.org Thu Oct 30 19:44:21 1997
From: Holly Willett <willett@rowan.edu>
ubject: Re: Fairy Tale classification
I've always believed that _folktales_, as opposed to literary tales whose
authors we know, are classed in the Social Science numbers (300s in DDC),
because they are the products of groups rather than individuals and are
collected, one hopes, under the principles of a social science, folklore.
We do not know who first composed Snow White, Cinderella, etc., nor are we
ever going to know the individual. This is a personal rationale, and a
real cataloger out there may be better able to explain it.
And, by the way, just because it's in Dewey doesn't mean it's nonfiction.
Dewey also contains #s for fiction! But because fiction is such a large
collection, it's more reasonable to make it a separate collection and
shelve in alpha order by authors' surnames. Note that jokes, plays, poems,
and other such forms are also in Dewey, and thinking of them as nonfiction
or information is problematical, at least for me! Personally, I prefer to
place literary fairytales with the fiction; others make different
decisions. Often in classification there really are choices rather than a
single correct placement.
Holly Willett
---------------------
From owner-pubyac@nysernet.org Thu Oct 30 19:44:30 1997
From: Holly Willett <willett@rowan.edu>
ubject: Re:Toddler time
Yes, small children can be scared by puppets. IT's also good to remember
that even 3s and 4s may not like to see people they know dressed in
costume. The first year that I was a children's librarian, the staff
produced the mummer's play for Christmas, and I was the Terrible Turk,
complete with turban and large fake mustache. I went up to 2 of my
preschoolers to say hello. They were terrified and grabbed each others'
hands. I asked "Don't you know me?" and they shook their heads no,
being
too scared to speak. So I had to take off my costume to reassure them.
Holly
---------------------
From owner-pubyac@nysernet.org Thu Oct 30 19:45:56 1997
From: Monica Anderson <mand@vlc.lib.mi.us>
Subject: Re: Unanswerable questions/instructional partners
While I, too, have had impossible/ridiculous assignments I wasn't
planning on adding to this thread until I saw this post:
On Wed, 29 Oct 1997, Scates wrote:
> I did utilize public libraries to pull
> resources for my
> lessons on occasion and once even asked if the materials I had pulled could
> be set aside or
> grouped together in one location so that the students (first graders doing
> first "report")
> could find them easily. This request was not met with enthusiasm, though
> they did honor
> the request for four days. I did not ask again, which meant the librarians
> got to help each
> child track down their materials.
>
>
I don't mean to start another thread, but I do see from this post that
teachers and public librarians often look at a situation in completely
different ways. As a teacher, Ms. Scates thought it would be helpful to
have all the materials her students would need grouped in one area for
them to find easily. As a librarian, I would not have met this
suggestion with enthusiasm either. Although it may be different for
other libraries, my library is the only public library for the county.
We have dozens of public and private schools who use our library, and we
make a real effort not to provide services for one school that we
wouldn't be able to provide for others. If we separated out materials
for one class, then we would most assuredly be expected to do that for
others, until our library was divided more into classroom assignments
than Dewey call numbers. (We get TONS of inquiries as to why we don't
identify Accelerated Reader books for a particular school. Until we
point it out to them, the parents/child requesting this hasn't realized
how many schools we serve and how impossible that task would be.) By NOT
separating out classroom assignments, we can accomplish several things:
-- we can keep our materials available for everyone, not just the
students for one particular class
-- we can keep our services equitable for all the schools we serve
-- we can help the child learn his/her way around our library
The assignments we have the most success with are the ones where the
teacher comes into the library and talks about what resources are
available BEFORE making the assignment. We recently had a very
successful assignment with the 4th grade students at a charter school who
were working with maps and doing a travel plan. The school librarian
called in advance, and set up a meeting with us. Then we tried to
identify materials before she came, and when she did, we had a list of
sources (including Internet sites) that might be helpful. She went
through them all, gave us feedback on what wasn't needed, identified more
areas that needed information, and in the end created a bibliography of
sources for the students to bring with them to the library. It was
wonderful -- and I'd love to find a way to encourage all teachers to work
with us like this!
Monica Anderson
mand@vlc.lib.mi.us
++++++++++++++++++++
---------------------
From owner-pubyac@nysernet.org Thu Oct 30 19:46:44 1997
From: JUDY SHERIFF <JSHERIFF@duluth.lib.mn.us>
Subject: A to Zoo
I don't think anyone has mentioned this yet . . .
Bowker's 1997-1998 catalog indicates a new edition (5th) of A to Zoo by
Carolyn W. and John A. Lima in 1997 (no month given).
0-8352-3916-0 $65.00
Judy Sheriff, Youth Services Manager
Duluth Public Library
520 West Superior Street
Duluth, MN 55802
218/723-3817, fax 218/723-3822
jsheriff@duluth.lib.mn.us
---------------------
From owner-pubyac@nysernet.org Thu Oct 30 19:47:21 1997
From: Cathy Sullivan Seblonka <cathys@uproc.lib.mi.us>
Subject: Re: potluck answers
Hello. For Victoria Kozich: I don't have a bib listing Asian authors and
their stories but there is a wonderful catalog I use as a collection
development tool for books and other materials about Asia. It's
Asia for Kids
Master Communications, Inc.
4480 Lake Forest Dr., Suite 302
Cincinnati, OH 45242-3726
513-563-3100
513-563-3105 fax
http://www.afk.com
For Samantha Yeung re: Library Teen Newsletter. Our library does not do
an ongoing library newsletter for teens. However, for three years as part
of our summer reading/listening program we had one for the teens. Each
year we had a core group of about 12 teens who faithfully met for 1 1/2
hours on Thursday afternoons for 8 weeks. Week one we discussed
newspapers--their whys and hows. The kids choose either a newspaper or
magazine format and their particular job for the 1st issue. Week 2 the
kids brought in their articles, poems, stories, crossword puzzles, comics,
ads (which they sold to make money for the pizza party on the 8th
week--selling and designing ads was the kids favorite part of the program
(oh, well)), etc. They edited (with help--although we didn't correct
everything), did the word processing, headlines, etc. After the kids left
we did the layout and had 100 copies printed. Week 3 the kids delivered
copies to the reference and YS desks and several businesses in town for
free circulation. They returned to the library and started the process
over for the 2nd issue and eventually the 3rd issue. It was a lot of fun
and work. The kids really enjoyed the program. I couldn't have done the
program without a colleague who knows how to do desktop publishing and who
can work with teens. If you have any questions you may contact me.
Address below.
For Monica Dzierzbicki re: sociology of librarianship. I'm not worried
about the future of the profession of public librarians, pl's and books.
Things do and will change; however, our work will always be there. After
5 years of providing materials and programs for kids, one thing is
sure--the kids love the library and want to come to play with toys, to
play on the computer, to hear stories, to look at books, to see puppet
shows, etc. (When we had guinea pigs the kids came in to see them.)
Parents love us because we provide services and a place for the littlest
kids to come and have fun. The moms or dads have a chance to meet others
who are doing the same important work they are: raising kids. We're
in the process of planning a move to a temporary location and have
closed our auditorium to the public so we can begin packing. This cut
down our programming schedule. What a disappointment this has been to
staff and parents, although it has been very revealing to learn how
important we are to others.
Older kids come for homework assignments, to play on the computers and to
wait for parents, etc. We set out brain teaser puzzles on the front table
which keeps many kids interested. We booktalk frequently and display
books at the entrance to the department. (We do lots of other things,
too.) In other words, the kids come and we have much work.
Everyone knows you have to read in order to use the computer. Youth
Services Departments continue to draw the children into the library
and make reading fun. Let kids graduate to the need for information
specialists but remember they all need us children's librarians first.
(And later they'll need us when they have kids.) We're free,
we're fun, we're inclusive. We give you something to hold in your hand,
something to sit with and ponder or share with someone you love. We're
invaluable, we're human, we read and we love kids.
Cathy Sullivan Seblonka
Youth Services Coordinator
Peter White Public Library
217 N. Front St.
Marquette, MI 49855
(906) 228-9510
fax (906) 228-7315
e-mail: cathys@uproc.lib.mi.us
---------------------
From owner-pubyac@nysernet.org Thu Oct 30 19:47:49 1997
From: bwilliams@brdgprtpl.lib.ct.us (Bina Williams)
Subject: Historical Books
I am asking for help on something that may have been discussed before I was on
the list. Our library has a large collection of old, wonderful children's books.
We don't quite know what to do with them or where to start in inventorying them.
How can we set up a special collection and are any valuable?
This is a project I am interesting in starting soon (even though it will take
eons...) and so would love any recommendations any of you may have.
Thanks in advance! Post to me privately and I will put in a post with these
suggestions.
Bina Williams, Children's Librarian, Bridgeport (CT) Public Library
Bwilliams@Brdgprtpl.lib.ct.us
---------------------
From owner-pubyac@nysernet.org Thu Oct 30 19:48:17 1997
From: "Cheney USD 268" <chenyhs1@horizon.hit.net>
ubject: Query
I am a 6-12 librarian in a public school. With the addition of the sixth
graders, I was asked to indicate appropriate books for this group by
placing a blue dot on the spine. I was not thrilled about doing this
because it does limit access to students. Some will not chose a book that
is not blue dotted. Mary Chelton, my professor at Emporia State University
suggested that I try it for a few months although she was uncomfortable
with it also. I thougt I would monitor for awhile and then discuss my
concerns with the administration. I would like to hear from anyone else
that has been confronted with this type of situation , and I need
suggestions on a better way of differentiating between 6- adult books.
Thank you, Theo Voth, Cheney High School.
---------------------
From owner-pubyac@nysernet.org Thu Oct 30 19:53:04 1997
From: schachtc@lcm.macomb.lib.mi.us
Subject: Bunny and shoe laces
Great job on making up a good version of the shoelace tying bunny, Marie
Noe; thought occurs that if one were to leave off your first Oh, and
simply start it "Dear , oh dear! What shall we do..." it would fit
very
nicely to the melody for ABCD... VOILA - the action rhyme becomes the
action song...
CBS
Romeo District Library
Romeo, MI.
---------------------
From owner-pubyac@nysernet.org Thu Oct 30 19:53:39 1997
From: cathy ryne <cryne@sierramadre.lib.ca.us>
ubject: Re: Dewey and folk tales
I asked our reference librarian of 30 years that question and here is what
she said. The Dewey Decimal is just a classification - it does not
necessarily mean that it has to be non-fiction. She pointed out that poetry
has a number and that, in fact, fiction does have a dewey decimal number 813
American Literature. So, to cap - everything has a number, we can choose to
use it or not. I hope that this helped you in someway. I am quoting
someone so I hope it is correct! Could you please post your answers to the
listserv?
Thank you.
Cathy Ryne
Children's Librarian
---------------------
From owner-pubyac@nysernet.org Thu Oct 30 19:54:27 1997
From: lbmeyers@co.douglas.or.us (Louise Meyers)
Subject: Re: impossible questions
The worst time I ever had with impossible research from teachers was
with a teacher in a gifted program who gave her students 5 trivia
questions to answer each week. They were taken from a book of trivia
questions, and only she had the book, and the answers. These were
questions that were almost impossible to answer unless you already knew
the answer! They were so obscure that we were hard pressed to even get
subject headings for the research. The 4th grade students were not able
to do the work, so their parents had to take over, which meant that the
librarians did the research. After the first year of this we asked the
teacher for the answers, so we coudl at least help the kids effectively.
She refused, and told us she did not want us to find the answers for
thes tudents--they were to do the work themselves! We saved copies of
the questions, and kept a file of the answers we did find, so we were
able to at least steer them in the right direction, but tried not to
actuall tell them the answer. This of course is very hard for a public
librarian, whose job it is to give answers. It was so difficult, the
parents began complaining to the principal and the teacher, and
eventually she stopped using the book. This was a case of a teacher not
only having expectations that were too high, but who refused to work
with the library. Most teachers are not that difficult, fortunately.
---------------------
From owner-pubyac@nysernet.org Thu Oct 30 19:55:30 1997
From: mchelton@cadvantage.com (marykchelton)
ubject: Mass Assignments/Impossible Questions
Instead of the inevitable scapegoating of teachers/librarians this issue
evokes, I would like to see some discussion of how librarians keep kids
from being caught in the middle of the two institutional non-communicators.
The real problem is not that this is a recurrent annoyance, but that kids
get punished this way. They don't learn nor do they find the materials they
want, nor do they get generous help from the adults they should expect it
from. Who's working on that problem?
I also think that "mass assignments," like the poor, will always be
with
us. If every teacher told you in advance about every possible assignment,
what would you do, since that seems to be the communal fantasy among public
library youth services people?
Mary K.
Mary K. Chelton, MLS, PhD
Assistant Professor
School of Library and Information Management
Emporia State University
1200 Commercial
Emporia, KS 66801
phone: (316) 341-5071 work
(316)342-9277 home
fax: (316) 342-6391 home
e-mail: mchelton@cadvantage.com
---------------------
From owner-pubyac@nysernet.org Thu Oct 30 19:55:31 1997
From: "kruger" <kruger@gezernet.co.il>
Subject: a convincing argument for funding
Hi. I coordinate a small, volunteer children's library in a small town.
The town has a poorly funded, poorly run public library. We are
negotiating to make our small library a second municipal library. In order
to equip the new facility, we have applied for funding from an outside
organization, but the local municipal administrators must be convinced of
its importance before the funding will be granted.
My question is this: If you had 5 minutes to convince a group of municipal
administrators of the value of an active, modern children's library, which
would include all of the wonderful services we all know are so important -
HOW WOULD YOU DO IT? WHAT WOULD YOU SAY, DO, OR SHOW?
This meeting is taking place in two days' time. Thanks for your time.
Tamar
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From owner-pubyac@nysernet.org Thu Oct 30 19:56:14 1997
From: Rita Hunt <rhunt@redrose.net>
Subject: Assignment alerts and building principals
I have really tried not to jump into this thread (I could easily get on
my soapbox and not get off), but I can't restrain myself any longer. I
DID go the building principals last year (my first year out of library
school) with my assigment alert program. They dutifully let me have 10
minutes at a faculty meeting but were careful to let me know that, "We
don't force our teachers to do anything." I wasn't asking anyone to be
forced to participate, just some friendly encouragement! This year I
sent forms and a cover letter stating that I was more than willing to
attend a faculty meeting, if so desired. I don't want to go where I'm
not wanted. I do, however, tell all my frustrated parents about
assigment alert and ask them to discuss it with their child's teacher.
Eventually, someone will get the message, I hope.
--
Rita Hunt
Hershey Public Library
rhunt@redrose.net
It is never too late to be what you might have been.
--George Eliot
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From owner-pubyac@nysernet.org Thu Oct 30 19:56:36 1997
From: rdukelow@colosys.net (Rosemary Dukelow)
Subject: YA Summer Program ideas
Nancy,
I suggest to get a feel for what the teens may like or be interested
in. I've found that the readers don't always come to programs that non
or reluctant readers may attend. It depends on the audience you want to
attract. We had an overnight in the library that was popular, even had
high school boys! Magic: the Gathering is also popular (a card role
playing game) and I have had a tournament for the last two summers and
ongoing Open Plays throughout the year.
I just started an YA Advisory Council, but it's good to know the
kids first before you attempt such a thing. Another popular program I
did was a Lip Synch Contest. But most of the popular ideas came either
directly or indirectly from the YA themselves. Good luck.
Amy Canadee
YA/Reference Librarian
Wadsworth Public Library, OH
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From owner-pubyac@nysernet.org Thu Oct 30 19:58:18 1997
From: druthgo@sonic.net (Dr. Ruth I. Gordon)
ubject: Strange letter
PUBBERS: In the PUBYAC I received today there was a very strange and
disturbing longish letter about job openings and job closings. One of the
statements--meant, I trust, to be humorous was that Jesus Christ wouldn't
be hired because if a Jew was on the hiring board and Jesus Christ applied
and even walked on water to be there, he wouldn't have the position. We
must read this to mean--a Jewish person would not hire him?????
I don't know why but (a) the implications were nasty and negative and (b)
of course, J.C. would be hired by his co-religionist IF he had the proper
training, degree, and a POSITIVE, AFFIRMING personality and showed an
ability to work with others.
The writer of that letter might be well served not to vent his fury via
public E-mail.
Big Grandma
==================
"You may not be able to change the world, but at least you can embarrass
the guilty." Jessica Mitford (1917-1996)
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From owner-pubyac@nysernet.org Thu Oct 30 21:30:14 1997
From: karen wendt <kmwendt@scls.lib.wi.us>
ubject: seasons stumper solved
Stefanie sent this message to the patron who was searching for the seasons book.
"After searching many books, our youth services coordinator posted the
question to one of her internet listserves. A librarian in Bolingbrook, IL
came up with the correct source."
John Burningham. _Seasons_. Bobbs-Merrill Company, Inc., 1969.
Thankyou Leslie, and all of you who sent a response! Remember, they have
been searching for this for many months. PUBYAC is great! Karen
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
kmwendt@scls.lib.wi.us
Karen M. Wendt, Children's and Young Adult Coordinator
Monona Public Library
1000 Nichols Road, Monona WI 53716
608-222-6127
....................................................................
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From owner-pubyac@nysernet.org Thu Oct 30 21:30:15 1997
From: Rebecca Rich-Wulfmeyer <rwulfm@ci.temple.tx.us>
Subject: Henry VIII stumper
A customer is going to dress as Henry VIII and read stories at a local
hospital. He would like to read stories appropriate to the time period
or character of Henry VIII. Any suggestions? Thanks.
From: Rebecca Rich-Wulfmeyer <rwulfm@ci.temple.tx.us>
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From owner-pubyac@nysernet.org Thu Oct 30 21:30:13 1997
From: klchild@mail.win.org (KL Children's)
ubject: stumper and video
Hi all.....Anyone familiar with a book about an eight-sided dollhouse made
of boxes with a birdcage for the cupola? It's a 4th or 5th grade book and
the patron read back in the late 1960's.
Also, we have a patron interested in a video she thinks she saw on the TV show,
Primetime Live...It's called Babies Can Read. I understand that it is for
the babies to watch? Anyone know who the producer is? I have not been able
to verify. I did serch the PrimeTime Live web site but couldn't find it from
that.
Any info. on the video would be appreciated.
Thanks in advance. pmolina@mail.win.org Patsy
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From owner-pubyac@nysernet.org Thu Oct 30 21:30:18 1997
From: torrie@ci.burlington.wa.us (Torrie Hodgson, Children's Librarian)
ubject: STUMPER: boy and horse and moon
I have a stumper from a patron, and cannot quite tease the title out
of my head. Please help.
It is a large picturebook, probably published within the last five
years. It features a child who is read to by his parents, possibly a
goodnight story. He then must ride a horse to the moon (?) and pursues
these adventures until he is unsure if it really happened or was a dream.
Please reply directly to me, and I will post the winner to the list.
TIA!
Torrie 8)
Torrie Hodgson, Children's Librarian, S.A., and everything else!
Burlington Public Library
900 East Fairhaven Ave
Burlington, WA 98233
Phone (360) 755-0760 Fax (360) 755-0717
torrie@ci.burlington.wa.us
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From owner-pubyac@nysernet.org Thu Oct 30 21:30:37 1997
From: Kathleen Oliver <olivers@midcoast.com>
ubject: SciFi for middle school
Hello to all. I've been a lurker on this list for some time and this is my
first post. Hoping your collective knowledge can help me out.
In our Middle School media center, we have a community member who is a
reviewer for sci-fi publications. He periodlically delivers boxes of books
to us as donations to our collection. My problem is that I need a list of
authors who write quality, appropriate fiction in this genre for a 6th to
8th grade group to which I can compare some of these novels. I would
appreciate all suggestions or lists you may submit to me as this is
definately not my area. Thanks much.
Kathleen Oliver
Troy Howard Middle School Library
Belfast, Maine
olivers@midcoast.com
Kathleen Oliver
RFD 2 Box 664
Lincolnville, Maine 04849
207-789-5244
olivers@midcoast.com
******************************************************************************
"The past is history, the future is a mystery,
and this moment is a gift. That is why this
moment is called "the present'."
******************************************************************************
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From owner-pubyac@nysernet.org Thu Oct 30 21:30:50 1997
From: Ruth Lufkin <lufkin@gti.net>
Subject: Stumper: Beverly Grey series?
This is one of those situations where the patron has just enough
information to pose a question, but not quite enough to direct us to a
response!
A patron came in this week with a query about the "Beverly Grey"
books, a
series of books she remembers fondly as "like Nancy Drew." Her
question,
"whatever happened to this series and/or its author?"
Neither I nor other members of staff know this one, and since we don't
have an author, hoped someone on the list would be able to send us in the
right direction.
Many, many, many thanks,
Ruth L.
--------------------------------------------
( Ruth Lufkin ) [lufkin@gti.net]
Acting Children's Librarian
Bernards Township Library, Basking Ridge, NJ
--------------------------------------------
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From owner-pubyac@nysernet.org Thu Oct 30 21:31:06 1997
From: BALIS Reference Center <bdragon@netcom.com>
ubject: Stumper: Halloween poem
Patron hopes to find this by tomorrow, 10/31 of course - a children's
poem beginning with the lines:
"It was the biggest pumpkin that you have ever seen.
It grew in Tommy's garden on the night of Halloween."
Among sources checked so far are: Granger's 1st - 9th eds, _Children's
index to poetry_, Poemfinder, _Index to children's poetry_ & 1st supp,
OCLC, & some children's poetry anthologies that cover Halloween.
Anyone recognize it? (Have cross-posted to Kidlit & Pubyac; apologies
for any duplication.)
TIA
Catherine Sylvia
BALIS Reference Center bdragon@netcom.com
San Francisco Public Library
100 Larkin Street
San Francisco, CA 94102
Tel: 415/552-5042 Fax: 415/552-5067
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From owner-pubyac@nysernet.org Thu Oct 30 21:33:03 1997
From: "PAT HAWKINS, HUMAN RESOURCES" <PATH@kcpl.lib.mo.us>
Subject: Position available
Branch Librarian (West Branch)
The Kansas City Public Library is seeking a community-minded Librarian
to operate a small neighborhood branch that serves a primarily Hispanic
community. Branch contains English and Spanish language materials. Re-
sponsible for program planning, collection maintenance and staff super-
vision. MLS degree and some library experience required. Must be English/
Spanish bilingual. Hiring salary: $29,242-33,628 annually. Resume and/or
application accepted through November 15, 1997 OR until filled. Applicants
will be required to complete a job assessment questionnaire as part of
application process. Submit to Ms. Pat Hawkins, H.R., Kansas City Public
Library, 311 E 12th St., Kansas City, MO. 64106 via mail or fax (816 421
7484). Equal Opportunity Employer Committed to Cultural Diversity
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From owner-pubyac@nysernet.org Thu Oct 30 21:33:34 1997
From: alaskaboy@earthlink.net
Subject: Stand Alone Automated Serials Control System
Sorry to bother the list about this, but I'm forwarding this message
from a colleague. Does anybody have any information recommendations on
a low-cost stand-alone automated serials control system?
I'm posting this request on other listservs, so sorry for any
duplication in your email boxes.
Please reply off the list and to me personally, if possible.
Doug Simpson alaskaboy@earthlink.net
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