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From owner-pubyac@nysernet.org Sat Nov 1 11:32:01 1997
From: Carolyn Caywood <carolyn@infi.net>
Subject: Re: Fairy Tale classification
I replied privately, but I am concerned that we're missing the point.
Classification systems, e.g. Dewey, can classify anything. Dewey puts
fiction in the 800s. We librarians take it back out. (Not all
libraries do, and even those that do may leave some of the more
"literary" fiction classed.
By the same token, some libraries pull biographies out of the 900s.
You can do the same with fairy tales if it meets your users' needs.
There's fiction in the 745s as well.
Classification systems exist to serve the reader in finding all
applicable books/etc. Dewey tends to organize by geography, sometimes
that helps, sometimes not. We don't tend to want fiction by Norwegian
authors, but we may want folktales from Norway. (Read _The Name of the
Rose_ for a really Byzantine classification system.)
So, the apparent paradox is created by us when we oversimplify by
calling the classed materials "non-fiction."
Carolyn Caywood % Save the time of the Reader %
carolyn@infi.net % --Ranganathan's 4th Law %
http://www6.pilot.infi.net/~carolyn/ FAX:757-464-6741
936 Independence Blvd. Virginia Beach, VA 23455 757-460-7519
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:32:47 1997
From: "Cindi Ellen O'Connor" <cindio@reg.seresc.k12.nh.us>
Subject: Re: Mass Assignments/Impossible Questions
On Thu, 30 Oct 1997, marykchelton wrote:
> 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?
>From what goes on in my library and from what I've heard from other public
librarians, it seems that we are trying a number of creative and
supportive reponses to kids (and parents picking up information for
kids) caught in this situation. When books on the subject are gone,we
guide kids to encyclopedia that can be checked out, hunt down alternative
sources that contain the information in magazines, on CD-Roms, through the
internet. Our Standard Operating Proceedure for mass assignments is to
ask if the parent or student if we can copy the assignment and then we
search for alternate sources to help kids locate resources to complete the
assignment. I tend to think that most children's librarians and
children's departments do as much as they can, often going at least an
extra mile or so to help kids coming to the library for assignment related
information. When I was researching Assignment Alert forms, the best
advice I got was from someone who said that they didn't really ever get
very many back from teachers, but it helped to have library staff fill
them out as we learned about the assignment so we could alert staff coming
up on the next shift. And I must say that using the Assignment Alert
forms in that way has been helpful so far this school year.
> 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,
I don't think we are asking for advance notice of every possible
assignment, but for the assignments that have a significant library
research component involved in the completion of the assignment. There is
a large grey areas between the notification we actually recieve and *every
possible assignment* When we do receive notification, we can search the
collection for a number of different resources that can be used to help
kids find the info. But, more important, we could maybe understand what
the kids (and parents) actually want to find.
since that seems to be the communal fantasy among public library youth
services people?
So what are library schools doing to prepare future children's librarians
for coping with this very real part of the work of a practicing librarian?
Do library educators make the teacher educators aware of this issue? What
are the actions we can take together to improve this situation? I don't
think the discussion is a communal fantasy, but a discussion among those
"working in the trenches" trying to figure out how to make it work
better
or even work at all.
Cindi Ellen O'Connor
Bedford (NH) Public Library
cindio@bedford.lib.nh.us
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:33:03 1997
From: Janet Oslund <joslund@colosys.net>
ubject: Re: Fairy Tale classification
>t 08:39 AM 10/29/97 -0500, you 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!
Yes!
The Dewey Decimal Classification system (DDC) was designed to encompass ALL
subjects, not just non-fiction. Originally, all literature was assigned a
Dewey number. Most literature fell within the 800's class. The scheme
works something like this: "8" stands for literature; the second
number
stands for the country or language of the literature (for example, a
"1"
indicates "American" literature; a "2" = British lit;
"3" = German; "4" =
France, etc.). ( The Dewey system is heavily biased towards US, European,
and classical manners, topics, and customs. Thus, you have everything else
often lumped into an "Other" category. In the 800s class, the
"9" stands
for "other." So, anything NOT written in a classical or European
language
gets relegated to the 890s!) The third number before the decimal point
indicates the literary form: for example, a "1" in the third column
stands
for "poetry." Thus, 811 is the number for poetry written by someone in
the
US. (Thus, you get "811 Sil" for Shel Silverstein's stuff.) A
"2" stands
for drama, a "3" is for fiction (813 = Faulkner, for example). Numbers
*after* the decimal point indicate the time period in which the writing was
done. Thus, a smaller decimal number would be assigned Hawthorne than would
be given to a modern American fiction writer. (Smaller libraries using the
Abridged Dewey scheme don't bother with all the decimal numbers, which
serve to make further distinctions among the literature, hence, in a large
collection, help in the sorting process.)
Public libraries early on began to eschew this complex scheme in favor of
"pulling out" works of fiction and placing them in a separate
collection so
that patrons could more easily find them. In some ways, this is
unfortunate, in other ways, helpful. Originally, the works written by a
particular author (belles lettres), as well as literary criticisms and
biographies of that author, were given complex Cutter numbers that
resulted in all the books *by and about* that particular author being
shelved together, so that a reader could not only find the literary work
itself, but would automatically be able to find criticism and other
information about the author by simply browsing nearby on the shelves. Neat,
huh?
As for folklore and fairy tales, they are treated by Dewey as part of the
cultural legacy of civilizations and are thus assigned numbers within the
300s class, just as various holidays from different cultures are classified
in the 390s. Another example of a literary form of fiction being given a
"non-fiction Dewey number" is the 745.1class. (I think that is the
correct
number, but I am at home and don't have my DDC handy!) Comic art is a
literary form, not a subject, which is classified by Dewey in the 740s. It
can be blatantly fictional, such as Garfield books, _Who the Hell is She,
Anyway!_, and such. But because it falls into the category of "comic
art,"
it will be given a 741.5 number by most catalogers. YOU, of course, can put
it wherever you want to in your own collection! If you want it in the
Fiction collection, for example, go ahead and do it! (J Fic Dav).
This is probably more than you ever wanted to know about DDC and
classification, but at least you will have a better understanding of how the
Dewey scheme works. In short, it is helpful to think of the DDC as a
comprehensive classification scheme encompassing all possible subjects and
literary forms rather than thinking of it as only a scheme for NON-FICTION.
Cheers,
Janet L. Oslund, MLS
Youth Services Librarian
Montrose Library District
434 S. First
Montrose, CO 81401
joslund@colosys.net
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:34:03 1997
From: Melody Allen <melodyan@dsl.rhilinet.gov>
Subject: RE: Unanswerable questions/instructional partners
This situation seems to go on endlessly despite all efforts. What I would like
to stop hearing is sympathy for the poor busy teachers who have so little time.
Reading about Cindi's responsibilities can only bring home the reality that
librarians are also busy people. A lot of their time is wasted on ridiculous
school assignments. And for what educational objective? Face it, there are good
teachers and librarians and teachers and librarians who just put in the hours
and that's it. It would be nice if everyone could focus on activities that would
be meaningful for the kids, but I'm not holding my breath.
Melody Allen
Melodyan@dsl.rhilinet.gov
----------
From: Cindi Ellen O'Connor
Sent: Thursday, October 30, 1997 3:20 AM
To: PUBYAC
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. <snip>
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:34:47 1997
From: "Mary Moody" <mmoody@vigo.lib.in.us>
Subject: Lost address for Internet materials
Greetings,
Last week I promised someone on the list that I would send
them the some of the handouts I used in the Internet workshop I
did for children. Oops! I went through my files and accidentally
deleted the message. So I'm not sure who I promised to send the
information. I was collecting everything to send and realized I had
no address, the address also include a fax number. I'm sorry for
the inconvenience, but I hope whoever wrote would reply and I'll
send it. Email me privately.
Thanks,
Mary Moody
\o/ \o/ \o/ "Let everything that hath breath Praise the Lord!"
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:35:27 1997
From: "Peggy (Mary) M. Morgan" <pmorgan@tln.lib.mi.us>
Subject: ready-made flannel board stories (fwd)
Date: Fri, 31 Oct 1997 14:37:09 +0000 (GMT)
From: "Peggy (Mary) M. Morgan" <pmorgan@tln.lib.mi.us>
To: amclanah@freenet.columbus.oh.us
Subject: ready-made flannel board stories
Hi, Amy. Yes, here's some folks to contact:
The Storyboard
Route 2, Box 345
Bishop, CA 93514
1-760-387-2747
(Excellent source. high quality)
The Storyteller
1-800-801-6860
(haven't used, but their catalog is impressive)
Beulah's Creations
Beulah Martinkus
2112 Churchill Rd.
Ft. Smith, AR 72901
1-501-783-5741
(nice, but not as nice as the Storyboard)
Hope this helps!
Peggy Morgan
Youth and Young Adult Materials Specialist
The Library Network
13331 Reeck Rd.
Southgate, MI 48195
313-281-3830, ext. 131
(area 734 in December)
pmorgan@tln.lib.mi.us
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:35:56 1997
From: Susan McGowan <smcgowan@nslsilus.org>
ubject: YA paperback preference
Dear PUBYACers:
I'm one of two librarians here selecting books for our small YA
collection. Both of us agree that YA paperbacks beat hardcovers hands down
in circulation (publishers, are you listening?). So, we would like to buy
paperbacks almost exclusively. The problem for us is that we don't know a
good way to find paperback versions of titles that get good reviews. I
suspect that publishers would rather get the bigger bucks for hardcovers,
and don't release paperback rights until much later - and only for big
sellers. Can anyone give us any clues about how to locate YA ppbks in a
more timely manner? TIA!
Susan McGowan
smcgowan@mgk.nslsilus.org
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:36:02 1997
From: Barbara Stringer - Rochester Hills <stringeb@metronet.lib.mi.us>
Subject: sports stars in library programs
Hello again. We are still formultating plans for a Young Adult summer
program and have a new question. Have any of you utilized big name sports
stars (such as football players, basketball players etc) in your summer
reading programs and how have you used them? Please send replies to Barb
Stringer at stringeb@metronet.lib.mi.us
Thanks! Barb
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:36:33 1997
From: Claire Isaac <cisaac@rpl.regina.sk.ca>
Subject: Mass Assignments Again
Mary K. Chelton's question about what would we do if all teachers did
inform us of all assigments got me thinking. (Thanks Mary Chelton for
making me do this. It's always a good idea and of course the mark of a
great teacher!)
1. We could inform the teacher ahead of time that are no resources on
this topic at the appropriate level, giving the teacher the option of
revising the assignment to allow a more positive outcome for the students
and avoiding lots of frustation for child, parents and library staff.
2. By having the exact assignment on hand we could avoid all the problems
associated with garbled and incomplete information on the assignment from
child and parent.
3. We could think about it ahead of time and start to find sources
instead of having to come to it "cold" 10 minutes before closing.
4. We could, if it fit our library's policies, plan how we would allocate
scarce resources e.g limit number of items, shorten loan periods, change
to reference status temporarily.
5. We could more easily document for administration and funding bodies
exactly how much and what kind of work we do that is directly school
related.
6. We could show teachers the wealth and breadth of resources which are
available in areas they may never have considered such as folklore,
cookbooks, novels, crafts, architecture, picture books, videos. This is
what we do when the teachers do inform us of projects or come in ahead of
time.
I'm sure other people have more ideas.
Claire Isaac
Regina Public Library
Regina, Saskatchewan
cisaac@rpl.regina.sk.ca
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:37:22 1997
From: SHERYL BAILEY <BAILEYS@charleston.lib.sc.us>
Subject: RE: Mass Assignments/Impossible Questions
On Oct. 30, Mary K, wrote:
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?
Why the assumption that the children aren't getting "generous help"?
I know that my staff and I work hard to help these children find the
materials or answers they need. As for the children not learning, we
try to include some basic bibliographic instruction, even in those
nearly impossible situations where you have to know the answer in
order to find the answer. However, all of our good efforts cannot
counteract a poorly-designed assignment.
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?
I don't think any of us want or expect every teacher to tell us in
advance about every possible assignment, but giving us some notice
about large or new assignments, or even coming into the library
themselves to do a trial run on the assignment really isn't too much
to ask - and would be in the best interest of the children, wouldn't
it?
Sheryl Bailey
Charleston County (SC) Library
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:37:38 1997
From: "Ginnie Hoover - Okolona Asst. Branch Mgr/Children's Librarian"
Subject: Looking for Craft Ideas
I am looking for craft ideas for two upcoming programs.
I need a fairly simple craft for preschool children for our storytime on
"Families".
Also I am looking for several craft ideas for a Thanksgiving program for
children of all ages.
If you have any favorites that you have seen or used for these themes, please
send them along to me! I will post to the list if requested.
Thanks!!
Ginnie Hoover
Louisville Free Public Library
ginnie@louisville.lib.ky.us
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:37:53 1997
From: "Steven" <Steven@westlinn.lib.or.us>
Subject: Toddlers & Puppets
I always use at least one puppet in my Toddler Times...I'd be lost
without them. As a tall, male librarian trying to make contact with
ones and twos who can be shy, worried, or outright scared around
strange grownups, I've found that a puppet will sometimes bridge the
gap. I have a puppet on my hand before storytime and kids can talk to
it, pet it, or sometimes just look at it. I use the puppet to help
tell at least one of the stories, and as a "partner" for lap jogs,
tickles, etc. After storytime is over, I invite the kids to come and
greet it again if they want to. I'm convinced that I get to know a
lot of these kids, especially the shyer ones, because puppets broke
the ice. Obviously, Mr. Wolf, who has such a good time with
preschoolers, stays in the closet for Toddler Time; and if it's "bug
day," Ladybug gets the nod over Spider. As long as you stick with
the cute and cuddly ones, I think puppets can really enhance a
Toddler Time...
-Steven Engelfried, West Linn Public Library
1595 Burns Street West Linn, OR USA 97068
ph: 503-656-7857 fax: 503-656-2746
e-mail: steven@westlinn.lib.or.us
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:38:37 1997
From: Charlotte Lesser <clesser@keene.edu>
Subject: Re: Mass Assignments/Impossible Questions
Well,
I've been reading (with a bit of impatience I must admit) at the ongoing
discussion about "impossible assignments". I've been a children's
librarian for 20 years and it's been an ongoing problem. I must admit
that I do like Mary K.'s slant on this issues:
On Thu, 30 Oct 1997, marykchelton wrote:
> 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?
>
> 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?
>
I think we "punish" the children when it's often not their fault.
So, when I get one of those terrible/impossible questions I try to take a
deep breath before answering the child(or parent) and remind myself that
they didn't make up the assignment, the teacher did. After trying to
figure out what it is exactly that the child needs my next question is -
has this been assigned to your whole class/cluster/grade level?
We have set up a way of dealing with group assignments. We put
books/materials on "temporary reference" and keep them at our desk
and/or
on a "homework" table. We mark the bib record in our on-line system so
that it reflects that the book is on temp. ref. We have a "homework"
notebook at the Youth Dept. desk. We fill out a sheet of where we found
answers/information. We keep these sheets because often teachers will
repeat their assignments year to year. We work in conjunction with our
adult ref. dept and often seek their assistance in finding obscure/odd
information.
We developed a "homework assignment sheet" and send it each year with
a
cover letter to all teachers at the middle school (the biggest offender
for large group assignments). We actually have pretty good luck in
getting them back. If we do get one back, we do our "homework" and
pull
materials, and put them on temp. ref. These sheets also go into our
"homework notebook".
We quite honestly have also beefed up our collection in areas that we
know the curriculum covers, things that are assigned year after year.
Duplication of service? probably - but the kids leave with what they
need and in my opinion that's worth it's weight in gold.
Just my "two cents"!
Happy Halloween
Charlotte Lesser
******************************************************************************
Charlotte Lesser Phone (603) 352-0157
Head of Youth & Community Services Fax (603) 352-1101
Keene Public Library email clesser@keene.edu
60 Winter St.
Keene NH 03431
Check out the Youth Dept. Home page on the World Wide Web at:
http://www.ci.keene.nh.us/library/jyouth.htm
******************************************************************************
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:38:41 1997
From: mgross@ucla.edu (Melissa Gross)
ubject: Handling school assignemnts
Hello PUBYAC,
I am a children's librarian at the Beverly Hills public library and a Ph.D.
Candidate in library and information science at UCLA. I have been
following the discussion on school assignments with keen interest becasue
it relates directly to my research on a form of information seeking
behavior I call the imposed query. Imposed queries are questions, like
school assignments, that are thought up by one person but then transacted
by another. I have found the many examples and strategies discusssed very
interesting. I am also interested however, in what we do with the child
(or other user) in this situation. For anyone who would like to share
their experiences with me, I would like to know how what you do at the
reference desk differs when you are negotiating an imposed query versus a
self-generated (personal interest) question. What strategies, if any, do
you use to try to get the real question/assignment? What do you think are
the biggest stumbling blocks for the children? (Yes often it is the
assignment as given by the teacher, but there are other troubles they have
too.) Finally, if you have any forms you routinely use in your library for
this problem that you are willing to share I would like to see them too.
Thank you in advance for your time and assistance. Please reply directly
to me.
Melissa Gross
Melissa Gross
Mgross@ucla.edu
"always the beautiful answer
who asks a more beautiful question"
e. e. cummings
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:39:44 1997
From: wteale@uic.edu (William Teale)
ubject: Libraries in CA
I am not a librarian so I don't, in the normal course of thing,s hear about
what is happening these days with respect to funding of public libraries
(and if anyone on this list knows about it, school libraries) in
California. Can someone bring me up to date on the general state of things
or refer me to an article or other source that would give an accurate
picture of trends over the 1990s? Please reply diretly to me. Thanks.
William H. Teale
College of Education
The University of Illinois at Chicago
1040 West Harrison Street
Chicago, IL 60607-7133
(312) 996 4669 office
(312) 413 8083 FAX
From: wteale@uic.edu (William Teale)
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:40:58 1997
From: bwilliams@brdgprtpl.lib.ct.us (Bina Williams)
Subject: RE: Mass Assignments/Impossible Questions
Hey, I'm with Mary Chelton on this one. As annoying as the bad =
assignments are, it is not the kid's fault most of the time. Yes, the =
kid who comes in without the paper the teacher gave him or her, or who =
is not really interested in learning anything can be problematic. We =
need to figure out how to help the kids anyway, and make them library =
lovers. Taking our frustrations about the assignment on them or their =
parents who often have to do scouting expeditions is only going to =
backfire on us! I know this sounds preachy, but we do need to remind =
ourselves to offer the best customer (patron) service we can. If we have =
a form that the kids can take back with them that explains why the child =
could not complete the assignment at our library, that helps.=20
We had a doozy with a Spanish class where the kids (8th or 9th grade) =
had to report in Spanish about states. There are few books in Spanish =
about states and the assigned ones were not among them. Hispanica =
encyclopedia doesn't have the individual states either. Therefore, the =
kid has to read in English, figure out what to say and then translate it =
into Spanish.... Yikes!
In answer to what I'd do with the assignments, I'd keep a file or =
notebook of them, with notes attached of what sources to recommend and =
then keep them so that next fall when XYZ assignment returns, I'll know =
where to begin, and maybe have purchased needed materials if it is =
appropriate to do so.
So, hang in there guys and keep sharing these ideas and combat stories! =
Bina Williams
----------
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:41:01 1997
From: StoryPage@aol.com
Subject: Re: pvc puppet stage
In a message dated 97-10-30 19:47:44 EST, you write:
<< Those frames are hard for a short person to lug around, to put up,
and to take down. >>
Not if they are appropriately proportioned for the short person.
Most people don't like elaborate setups for their portable stages. The stage
isn't the key to a good show. It is only a setting for it. It is the
material, the puppetry, and the puppets that make for a good show. Also, if
you are visiting many sites on a single day, you want quick and easy setup.
Out of curiosity, what is the setup time for your pvc stage? Personally, I
prefer to have my stage set up before the audience arrives. More magical
that way.
--Jim Maroon
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:42:32 1997
From: "Linda M. Dick" <mogwa@eagle.cc.ukans.edu>
ubject: Re: Impossible Questions
I've been reading with interest all the comments on public school teachers
vs. librarians for several weeks now. As a public school teacher studying to
become a librarian, it is difficult for me to come to terms with the complaints.
From: "Linda M. Dick" <mogwa@eagle.cc.ukans.edu>
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:43:25 1997
From: "Jane M. Whiteside" <jmwhiteside@starbase1.htls.lib.il.us>
Subject: Re: Unanswerable questions/instructional partners
Monica, you have proovided excellant reasons why in your situation you can
not pull books for a special shelf per teacher requests. At Fountaindale
we do have a special assignment shelf and set books aside if teachers
request or if the demand for that topic is great enough (African American
History, States as examples) Our library serves six elementary schools,
all within the same district. It is beneficial to us to put books aside
for requested class assignments when teachers request this service. It
saves wear and tear on the staff rather than having them run around the
library helping twenty different kids find the same materials. It allows
more students access to limited titles. Sometimes a teacher requests
that all the planet books for instance be pulled. In this case, we would
not because they are all in the same location. We might put a sign on the
shelf, letting customers know that these are the books appropriate for the
teacher's assignment. I remember a specific example of one school that
had a read-a-thon and required that the students read books from a
specific list for each grade level over a several month period. Then
students were "tested" on what they read. Students and parents flocked
to
the library to get the books, even though the school also provided some
copies and held a book fair where books could be purchased. The principal
insisted that this should be a library use exercise for the students.
Problem was we had parents coming during the day to get the books and just
standing there naming the titles and getting angry if you tried to tell
them they were all located in alphabetical order by the authors last name
in the picture book section. Anyway the next year, we labeled and pulled
theonto a special shelf at the entrance to our department, and staff and
parents were much happier. All patrons still had access to the books even
if they did not attend that school.
Thanks for listening; that's how it works for us.
Jane M. Whiteside
Head of Children's Services
Fountaindale Public Library District
Bolingbrook, IL
jmwhiteside@starbase1.htls.lib.il.us
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:43:39 1997
From: "Jane M. Whiteside" <jmwhiteside@starbase1.htls.lib.il.us>
Subject: Re:Toddlers scared of costumes
One method that some performers use is to let the audience see them get
made up as the clown, or monster, etc. or put on their costume. It is
very reassuring to young ones.
Jane M. Whiteside
Head of Children's Services
Fountaindale Public Library District
Bolingbrook, IL
jmwhiteside@starbase1.htls.lib.il.us
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:43:56 1997
From: $CHILD_M@jill.sannet.gov
Subject: Collection Development Policies
Hello, everyone.
Our department, Children's Room is currently revising our collection
development policies for our YA Collection and Non-English Language
Collection.
We want to ask for some input from PUBYAC subscribers on anything
about these collection development policies. Or maybe, if you can
possibly e-mail/fax/snail mail us your existing policies, so much the
better. Or maybe, you can refer us to someone who is also currently
doing this or has done this in the past?
You can send your comments/suggestions to:
Marina Claudio-Perez, Young Adult Librarian
San Diego Public Library
820 E Street
San Diego, CA 92101-6478
(619) 236-5833/ Fax (619) 236-5878
e-mail: $CHILD_M@library.sannet.gov
Thank you very much. We look forward to hearing from you soon.
Rina Perez/Maria Rios
Children's Room, San Diego Public Library
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:44:06 1997
From: "Jane M. Whiteside" <jmwhiteside@starbase1.htls.lib.il.us>
Subject: Re: Mass Assignments/Impossible Questions
Thank you Mary K. for bringing us back to a reality check. In my
library we would be inundated with assignment alerts from teachers, run
around and do lots of work, and very possibly have no students come in
to make use of what was prepared.
I would also like to throw out a question about library skills in
relation to some of these impossible questions. Whose responsiblity is
it to equip children which the skills necessary to attempt some of these
questions? Is it the teachers? The Librarians (when the teacher hasn't
notified us of the assignment?) Or is it the public librarian's job to
simply provide the materials that should or might have the answer?
Jane M. Whiteside
Head of Children's Services
Fountaindale Public Library District
Bolingbrook, IL
jmwhiteside@starbase1.htls.lib.il.us
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:45:24 1997
From: andrew or anne <paradis@jorsm.com>
ubject: Re: Mass Assignments/Impossible Questions
At 02:53 PM 10/30/97 -0600, you wrote:
>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.
>
Sadly, there are no easy answers to this vexed thread. Several techniques
which have been partially useful at the 4 systems I have worked in are: the
card for the child togive the teacher saying the material was unavailable
with a check-off why; *asking* the first child if this is a class
assignment, how long it lasts, etc. and photocopying the assignment if
possible- you can then set "desk reserve" aside, order extra copies,
use a
shorter loan period, etc.. If you have some ongoing contact with the
teachers and school librarians through school visitation, it helps, although
the school librarians often have no more idea of assignments in advance than
the public ones. The poster who said this needs to begin in education
classes may have had the right idea!
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 Sat Nov 1 11:45:46 1997
From: Donna Scanlon <dscanlon@lancaster.lib.pa.us>
ubject: Re: impossible questions
I have a theory about why so many assignments seem so impossible. I think
that there are lots of teachers out there with reasonable, well planned
assgnments, but we don't get to see them. Why? Because they're the
assgnments where the child comes in and asks a simple directional question,
such as "Where are the books on sea mammals?" and often doesn't need
further
help.
I saw one of these assignments by accident! I think the student dropped his
paper, and when I picked it up, I was thrilled to read the careful,
thoughtful directions the teacher gave for the students to follow.
- They had to pick a part of the body or a system (eg respiratory system) --
but he told them to choose by finding a book in the school or public library
first. (Thus, he eliminated the
carved-in-stone-you-shall-do-only-the-topic-you-picked syndrome.) He gave
general Dewey ranges for the school library and reminded students that they
might be a little different in the public library.
- He wanted them to look up the part or system in the encyclopedia.
- He wanted them to look up a magazine article. (They were fifth graders,
at the right point in the curriculum where they learned to use Reader's Guide.)
-He gave them the structure of the paper -- what he wanted on the title
page, the format he wanted them to use for a bibliography (many teachers
tell their students to write a bibliography but don't tell them what format
to use!), what points to be sure to cover.
Essentially, the assignment took the students through the process of
researching a topic and writing their paper, step by step, in a positive and
productive way.
The instructions were clear, and it was obvious that the kids understood
them -- and it was a joy to watch them work!
I also met the teacher one day when he brought his class to the library. I
told him how much I had liked his assignment, and he told me that he has
only one goal for each fifth grade he teaches: to get them organized.
Usually, he succeeds. I wish him a long and healthy career. His work shows
in his students.
Donna
------------------------------------------------------------------------
Donna L. Scanlon / dscanlon@lancaster.lib.pa.us / 717-396-9313 x137
Lancaster County Library 125 N. Duke St. Lancaster PA 17602
------------------------------------------------------------------------
"Changing the world should be fun." Jim Wallis
------------------------------------------------------------------------
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:45:56 1997
From: Lesley Gaudrea <lesley@sealib.org>
Subject: Re: Thanks for YA area names
Hi all,
A VERY belated Thank you to everyone who sent me responses to my
question about names for YA areas & collections. A great majority said
they use something other than YA or Young Adult in displays, signs,
publicity etc. & stick with the YA title only in behind-the-scenes or
professional applications.
Teen was the alternative that everyone who wrote offered, some suggested
"Teen Scene", "Teen Fiction", or "Teen World."
For the moment, my area is labeled "Teen Scene" but I'll probably
change
it every so often. I've even considered stealing Building 19's slogan :
"Good Stuff Cheap"...
Thanks again for all the encouraging messages!
lesley
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Education...has produced a vast population able to read
but unable to distinguish what is worth reading.
-- G.M. Trevelyan
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
Lesley Gaudreau
YA/REF Seabrook Library
Seabrook, NH
lesley@sealib.org
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 11:44:51 1997
From: Caes <caes@pacificrim.net>
ubject: PVC Theater Design
Several people asked about the design of my PVC theater, so I'm sending this
to the group. It is the answer I gave the person who originated this
thread, but I've thought it out a bit more and made additions and changes.
In making a PVC theater, you don't have to be confined by other people's
plans. You can adapt any theater design you like, even if the original is
made out of other materials. Or you can make up your own. PVC pipe makes
it possible to design a puppet stage that exactly fits your needs. How tall
are you? Make the playboard a comfortable height. How will you be using
the theater? Alone? With a group? Make the stage no wider than your reach
if you're working alone, or wide enough to fit a whole group back there.
You see what I mean? Really think about what you'd like, and put it in.
PVC is endlessly versatile.
A few years ago, I saw photographs of a terrific wooden puppet theater in
the children's non-fiction book, "Puppeteer," and said to our resident
creative genius, Paul Krippner, "Make me a puppet theater like this, only
out of pvc pipe."
Puppeteer by Kathryn Lasky ; photographs by Christopher Knight.
New York : Macmillan, 1985.
Text and photographs follow Paul Vincent Davis, a
professional hand puppeteer,
as he mounts a production of Aladdin and His Wonderful Lamp.
Paul Krippner looked at the photos and began putting pipe together. Where
he needed verticals, horizontals, or angles, he put in appropriate
connectors. Where things wobbled, he put in angled braces, all made out of
pipe.
Now that I've seen it done, I realize anyone could do it. You need a photo
or drawing, but you can create your own plan from there. There are just a
few things that might be helpful to know..
Building anything out of pvc pipe is relatively easy. All it takes is
connectors that go in the directions you need them. If you need a
fitting that doesn't exist, you can cut a hole in an existing one, chop
the piece you need off another one, and insert it with a good crazy glue or
hot glue gun. . The jerry-rigged connector you need for a puppet theater
is one that has a base made of a pair of connectors at right angles to one
another, and a vertical connector going up from there. Evidently, no
plumbing arrangements come in from those three directions. In some parts of
the theater, you might be able to cheat by having a corner connector for
your base, and then a piece of pipe only a few inches long, and then a
vertical connector for your upright. Your base corner is thus in front of
your upright corner, but it might be possible to hide this fact, depending
on where you're using it.
| |
|_ _|
_________ | |_________
|____ |___|_____|________ In this inadequate diagram (curse e-mail!)
the first segment at the left is the corner connector, which I didn't make
look like a corner because I didn't want to confuse the picture. Just
assume it has a right angle that we can't see because this isn't in
perspective. The next segment is a short piece of pipe. The third segment
is the vertical connector with a pipe in it. I think this might be a more
wobbly arrangement than just creating the three-way connector, though.
A pvc pipe puppet theater also needs a wooden playboard, and a wooden shelf
for holding puppets and props. This is the way Paul designed mine:
Left and right front uprights go from the base to the height desired for
the prop shelf. Cap these uprights with connectors. Fit a pair of vertical
pipes into the connectors, right and left. These added pipes should bring
the total height of the front up to playboard level.
Now drill big, pipe-sized holes in the each end of your shelf. The holes
allow the shelf to fit down over the pipes, and rest on the connectors.
(My prop shelf has a back made of 1/4" plywood, to keep props from
falling into the audience, and it has hooks underneath its whole length,
so that puppets can hang in proper upside-down position.)
Cap the pipes with a pair of removable connectors. These final, top,
connectors will probably be the ones that also have right-angled connections
for the front and sides of the theater. On my theater, the sides are low in
the playing area, then go up to backdrop height in the middle, then up to
ceiling height at back. The low sides in the playing area allow for good
audience sightlines.
If your sides are going to be low in front, top the final connectors with
a pair of very short pipes. These last pipes are just long enough to fit
through holes in the playboard and stick up about a half inch above its
surface.
The nice thing about pvc is that if you need to change the height of the
playboard for any reason -- to accomodate children, for example, you can
simply put in different lengths of pipe.
The wooden shelf and playboard add a lot of stability to the theater. On my
theater, there's also a second level, where the rod that holds the backdrop
curtain would normally go. I velcro my backdrop to it. Paul used a 1X2, I
think, for this. It also adds stability. Since it's narrow, it rolls up
with the pipe for carrying.
|
| ______
| |
|______|____
| | |
| | |
This pitiful diagram, which is not at all in proportion, is meant to
represent a side view of the upper part of the theater. In back, you have a
pipe reaching to the ceiling. In the middle, you have a pipe as high as you
want for your second level/ backdrop. In front is the height of the
playboard. Use an appropriate connector everywhere verticals and horizontals
meet.
You also need cross bracing everywhere. ( In a proper plan, the lower left
space on my diagram would have a diagonal slash through it to show where the
brace would go.) A long rectangular space (such as the front, and the far
back) needs an X of crossed pipes through the middle of it. This is
accomplished in front by adding a pair of readily-available angled
connectors to the left and right front uprights, and another pair, at
reverse angles, to horizonal base pipe at the appropriate distance to make
the angles work. By this I really mean use 3 pipes for the base. Glue
them together to make the front span of the base: Pipe. Angled
Connector. Pipe. Reverse Angled Connector. Pipe. Measure your distances
to make sure the angles work out correctly to allow the cross brace pipes
to fit easily into their connectors at both ends.
For the far back, you put the lower angled connectors on the uprights, and
the upper angled connectors on the horizontal top pipe, and make a pipe X
brace that the puppeteer can easily walk or duck under to get into the
theater. (I walk. Others duck.)
A short space needs just one cross brace, which can be made by adding an
angled connector to the top of one upright, and, reversed, to the bottom
of another. Again, measure the distance to make sure the angles work.
The drapes and curtains that hide the puppeteers can be attached with
velcro. I find it best to go all the way around the pipe and attach fabric
to fabric, or to attach, say, a back drape to a side one. Velcro doesn't
stick well to round plastic pipe, but it does attach to wood. It can be
glued and then nailed to the playboard with tiny brads along the front edge.
The front drape can be velcroed directly onto it. I have a full, gathered
drape in front, made of beautiful, satiny, twilight blue fabric, backed by
a heavy cotton lining. It velcroes around three sides of the playboard.
The sides of the theater are made of flat navy blue corduroy, not gathered.
I wanted all attention on the front, so I tried to make the sides fade to
obscurity.
I make wings out of pieces of painted plywood. They stand on either side of
the stage, facing the audience. The prop shelf has a strip of velcro on it,
left and right, and the bottom edge of the each wing has a matching piece.
The inner edge of the playboard has a strip of velcro on it, left and right,
and each wing has velcro at the height of the playboard. Each wing has a
notch on it to fit over the side pipe, so that the wing can stick out to the
side farther than the theater does. This is an important visual effect.
The wings stand on the prop shelf and lean against the playboard, held
securely by the velcro and partly supported by the side pipe. (The prop
shelf is entirely inside the theater, while the playboard thrusts out
toward the audience. The prop shelf is therefore wider inside the theater
than the playboard is. That's why this works.)
Wings give puppets graceful entrances and exits, and if I want to leave
my backdrop curtain plain, I can put all my set design into the wings. I
can also paint both sides, and reverse them for scene changes. And if I
want lights, this is where I attach them. (Lights placed there do
eliminate the possibility of simple reversable scene changes, though.)
Finally, if a PVC theater is going to be moved often, some of the joints
need to be glued in place and others to be removable, and you need all
pieces clearly marked. The ones you want glued are the ones in a straight
line. The ones you want removable are where angles occur. But you also
want to leave pipe unglued if you think you'll be changing the length.
Also, be sure to leave some of the front upright unglued so that you can
put on the prop shelf and the playboard. Other than that, you basically
want to design it so that you have a set of straight pipe to carry around.
(Try to use consistent logic when gluing connectors to pipe. Do it exactly
the same way on mirror pieces, and make choices that will be easy to
remember. )
I use a large fabric rectangle for my carrying case. Once packed, I wind
it tightly around the pipe and pin it closed with big safety pins, but I've
always intended to add velcro for a more professional closure. I open it
wide and flat to pack so that I can lay it on the floor and throw pieces of
theater at it from a distance. The only danger is that helpers often pick
it up, fold it neatly, and put it away before I can throw the first pipe.
Hope this is helpful. If you have any questions, I will try to answer them.
Now, anyone else have a design to share?
Catherine
caes@pacificrim.net
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 12:20:05 1997
From: PUBYAC Moderator <pyowner@pallasinc.com>
Subject: Past bibliographies
There was a question about where you could find past bibliographies for
children's and YA.
I can tell you generally where the past ones for PUBYAC are kept, although
there might be others out there in Internetland I don't know about.
All postings for PUBYAC are archived at NYSERnet in New York. They
automatically go onto the Gopher server there (or they're supposed
to--there have been a few problems lately with new postings going in). So
technically they are not on the Web, although you can use your web browser
to get to the archives. Then you use the search engine to find your bib.
Please note the search engine is a simplistic one--can't handle more than
one term very well.
The URL or gopher address is:
gopher://nysernet.org/11/ftp/listserv/pubyac
Even if you are webbing in, you have to type gopher (not www) into your
URL location space.
Please also note that I've tried to be consistent over the years with the
subject heading, and for *finished* bibliographies have added BIB: to
the beginning of the subject line. So you might try to search on the
string BIB: and hopefully all of that year's finished bibs will pop up.
Someone mentioned having trouble getting into the PUBYAC website, and I
have also. I've heard the webmaster at that site is at a conference in
Germany, although I don't think that's a very good excuse. There is a
link to the gopher archive from that page when it comes alive again. The
PUBYAC Web site is: http://www.pallasinc.com/pubyac
I would suggest bookmarking both addresses, the web site and the archive
site, if you use them a lot.
Shannon VanHemert
PUBYAC Moderator
pyowner@pallasinc.com
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 12:22:00 1997
From: Caes <caes@pacificrim.net>
ubject: Source found -- Pot that never knew sorrow
Thank you, everyone who answered with the information. I called my friend
Carol and she instantly recognized the correct title, "The Bedouin's
Gazelle,"( "I knew it had a gazelle in it somewhere," she said)
which is
found in Jane Yolen's "Favorite Folktales from Around the World." I am
looking forward to hearing Carol tell it.
Catherine
caes@pacificrim.net
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 12:22:03 1997
From: CV Childrens <cvjuve@oplin.lib.oh.us>
ubject: STUMPER - John Peterson
Dear All:
The school district has called me for help (yay!). They want to know as
much as they can about John Peterson, the author of the "Littles" book
series. So far I have only been able to find a short interview from
Amazon.com, which included a little biographical info and his e-mail
address. They would like more information. I have looked in all the
appropriate places I can think of (Something About the Author, Contemporary
Authors, Internet searches, etc.) and can find nothing else. Does anyone
know of another source of biographical information about this author? Thank
you for your help!
Marsha Rakestraw
Young Adult Specialist
Washington-Centerville Public Library
Centerville, OH
rakestma@oplin.lib.oh.us
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 12:22:17 1997
From: "Peggy (Mary) M. Morgan" <pmorgan@tln.lib.mi.us>
Subject: African-American Romance YA fiction
Thanks very much to everyone who responded to my query. Below is a summary
of the responses.
There is
a series (9 titles) called 18 Pine St. It's not so much dating as a focus
on a group of high school friends and their goings-on. Back cover staes:
18 Pine Street "is the hot new hangout whereSarah, Cindy, Dave....meet to
talk about their friends, dating, and life at Murphy High." Unfortunately
only 3 of the 9 titles are still in print. They are:
Johnson, Stacie
Skyman, Bantam, 1993, 0553297236, $3.50
Kwame's girl, 1994, 0553563130, Bantam, $3.50
Myers, Walter D.
Fashion by Tasha, Bantam, 1993, 0553297244, $3.50
Other series: Sister/Sister and Moesha (both TV-tie ins. Both from Pocket)
Individual titles to try:
Hamilton, Virginia
A White Romance
Harcourt '89
$4.00
Lester, Julius
This Strange New Feeling
Scholastic '85
paperback (Sorry, neglected to get the price)
Myers, Walter D.
Motown and Did
Bantam '87
0440957621
$3.99
Other titles were suggested, but they are all either out of print or out
of stock indefinetly.
Also Publishers Weekly published an issue on romance fiction sometime in
the last year. It included an entire African-American series which may be
appropriate for teens.
Peggy Morgan
Youth and Young Adult Materials Specialist
The Library Network
13331 Reeck Rd.
Southgate, MI 48195
313-281-3830, ext. 131
(area 734 in December)
pmorgan@tln.lib.mi.us
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 12:22:18 1997
From: Monica Anderson <mand@vlc.lib.mi.us>
Subject: Stumper: Doll who comes to life
A patron is looking for a picture book series she remembers from the
early 70's. It is about a doll (named Becky?) who comes to life. She
thinks there was a farm connection. It is not Dare Wright's "Edith" --
she remembers the pictures being in color.
TIA --
Monica Anderson
mand@vlc.lib.mi.us
++++++++++++++++++++++++++++
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 12:23:14 1997
From: Sue Becker <beckersu@oplin.lib.oh.us>
Subject: Math Fiction
Hi everyone!
Afterschool science programs have become very popular at our library.
Now we are considering offering afterschool math programs as well. We
are in the process of gathering titles that would support this type of
programming. We are specifically interested in fiction with a math theme
that could be used with 4th - 6th graders. This could include picture
books as well as novels. (Something we could share with them or they
could read on their own.) I would also be interested in titles for the
younger set as well. You may reply directly to me and I will gladly
share the entire list with the members of the listserv.
THANKS!!
Sue
From: Sue Becker <beckersu@oplin.lib.oh.us>
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 12:23:30 1997
From: LWilli0316 <LWilli0316@aol.com>
Subject: STUMPER: Cinderella
Hi Pubyackers,
While reviewing my folklore collection the other day, I pulled out 3 copies
of Cinderella. One attributed it to Charles Perrault, one to the Grimm
brothers, and one (Galdone's, I think) just gave it "Folklore --
France." The
story also appeared in a collection of Grimm's tales.
Hmmmmm. WHO is really responsible for this tale? Does anyone know? My guess
would be Perrault, but then why is it attributed to Grimm? How do you go about
finding who is the first responsible party for a folktale, anyway?
Thanks in advance for your collective wisdom!
Linda Williams
Children's Librarian
Coventry, CT
---------------------
From owner-pubyac@nysernet.org Sat Nov 1 12:23:22 1997
From: torrie@ci.burlington.wa.us (Torrie Hodgson, Children's Librarian)
ubject: STUMPER solution: boy horse moon
Thanks to everyone who suggested _Moonhorse_ by Mary Pope Osborne.
We will order it for the patron.
Torrie Hodgson 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
---------------------
|