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From owner-pubyac@nysernet.org Tue Nov 4 10:41:10 1997
From: Sarah Hudson <shudson@plcmc.lib.nc.us>
Subject: 18 Pine St.
I thought 18 Pine St. was no longer being updated. Can you still get copies
of the existing titles? I was really sorry to see the "end" of this
series, it
is extremely popular.
Sarah
Sarah Hudson
Information Specialist
Independence Regional Library
Public Library of Charlotte and Mecklenburg County
shudson@plcmc.lib.nc.us
These opinions are my own, and do not reflect those of PLCMC
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 10:41:09 1997
From: "Linda Peterson" <lpeterson@bloomfield.lib.in.us>
Subject: Re: Beary Merry Holiday Program
Where's My Teddy? by Alborough is great to read as a big book. We cut out
large and small bears and hide them in the room and search for "teddys".
We
let the kids take the bears home so they can rehide them for siblings or
parents to look for.
----------
> From: Vollrath, Elizabeth <evollrat@uwsp.edu>
> To: 'pubyac@nysernet.org'
> Subject: Beary Merry Holiday Program
> Date: Sunday, November 02, 1997 10:26 AM
>
> I want to have a "Beary Merry Holiday" program in December
featuring
> bears. I need some fresh ideas! We usually get preschoolers through
> age 8 and their parents at our family nights and from 25 to 150 people.
> I like to do stories, participation games, rhymes, crafts, etc. (We
> will be doing puppet shows at other times) It is hard to read a book
> for a large group unless I can find the right Big Book. Can anyone help
> me out with ideas for this program? I'll be happy to post results.
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 10:41:16 1997
From: "Georgean C. Johnson-Coffey" <GJOHNSONCOFFEY@everest.acpl.lib.in.us>
Subject: Volunteer Thanksgiving
I am interested in positive, short, stories/experiences any of you
may have demonstrating how volunteers have *really* made a
specific difference in your libraries.
Experiences which are heart-warming or illustrate tangible outcomes,
such as how a home delivery volunteer empowered a patron to remain
independent because of library materials delivered to her home or
how a student was able to earn a "B" on a test after being
assisted by a homework help or litercy volunteer are what I'm
looking for.
Thanks!
-Georgean
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Georgean C. Johnson-Coffey
Volunteer Services Manager "Don't play
Allen County Public Library what's there,
900 Webster PO Box 2270 play what's
Fort Wayne IN 46801-2270 there."
USA -Miles Davis
219) 421-1233
FAX: 219) 422-9688
E-MAIL: gjohnsoncoffey@acpl.lib.in.us
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Visit My Department's Home Page:
http://www.acpl.lib.in.us/Volunteer_Services/volunteer_services.html
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 10:41:10 1997
From: Catherine Williams <wcatheri@freenet.columbus.oh.us>
ubject: Re: Toddlers & Puppets
Well,
I use puppets all the time with my infants in Mother Goose Laptime, and
they love them! Maybe I am de-sensitizing them, or something, because we
use them each week in storytime, too, for toddlers and preschoolers.
Perhaps its partly because we use them all the time that they work well.
Perhaps its because we never get "in the face" of a kid, or perhaps
its
the demeanor of the toddler librarians (they are both very gentle and
nurturing), but it works with great success.
Cathy Williams
wcatheri@freenet.columbus.oh.us
Center for Discovery, Main, Columbus Metropolitan Library, OH
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 10:41:11 1997
From: "M. Neiman" <mellifur@tiac.net>
ubject: Re: Impossible assignments
>
>Date: Fri, 31 Oct 1997 19:10:27 -0600 (CST)
>From: "Jane M. Whiteside" <jmwhiteside@starbase1.htls.lib.il.us>
>Subject: Re: Mass Assignments/Impossible Questions
>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?
Okay, I guess it's time for me to toss in my two cents' worth. As a former
teacher (elementary and middle school) and a soon-to-be MLS, perhaps I can
join those who speak for both perspectives.
Whose responsibility is it to teach those skills? Teachers'. Librarians'.
Anyone who can help. It takes a village...
Schools start teaching library skills in the primary grades. In my town,
these skills were covered (in depth) in the students' English lessons and
reading series, as well as by the school librarian. In addition, even some
of the social studies workbooks focused on using library skills. Kids get
this kind of instruction throughout elementary school and into middle
school. In Connecticut, these skills also appear on our state mastery
tests. That's a lot of emphasis placed on library skills. Well, guess
what? By the time the kids get into middle school, many of them *still*
haven't absorbed what they've been taught. So they go to the public library
and tell you, the librarian, that they don't know how to use the card
catalogue (if you still have one), the OPAC, or an index. Sometimes the
kids really haven't gotten it yet. Sometimes they're too lazy or rushed to
use what they've been taught and supposedly learned. And sometimes they
simply can't make the transition from one situation or library to another.
(It might help to remember that many/most school libraries still aren't
automated, so that coming into a much larger library that is automated can
be daunting. That is especially true if they are used to a child-centered
library but head to the adult section to their research. I remember finding
that difference quite intimidating when I was a child.) So at this point,
it is time for the librarian to step in and reinforce (even though this may
amount to teaching) what the schools have been doing. As far as that's
concerned, it doesn't matter in the least if the librarians have been told
ahead of time what the assignment is. The job in this case is to help the
students get what they need and help them to transfer the skills they've
been learning so that they can do it on their own. That's just plain old
good customer service.
It really isn't all that different from teaching some of these same skills
to the adults who come into the library and don't have the foggiest idea of
how to begin their research. Customer service is customer service, despite
how we feel about what the backgrounds of our patrons should be or our
feelings about the circumstances surrounding their research.
And having said all that, I apologize retrospectively for any assignment I
may have given that sent kids rushing to the library without prior warning!
Miriam Neiman
M. Neiman
mellifur@tiac.net
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 10:41:20 1997
From: Sharon Grover <sgrover@leo.vsla.edu>
Subject: YA Redesign
This message is being cross-posted to both yalsa-l and pubyac:
The Young Adult Services Team of the Arlington County (VA)
Department of Libraries is currently undergoing a
reevaluation of
its method of service delivery to young adults, their
parents, and
those who work with them. The goal of this project is to
arrive at
the most effective and efficient model of providing
service to our
constituency.
Some of the questions we are asking are:
~How do we define customer need?
~What are the benchmarks for YA services?
~Where are young adults?
~Where do they gather?
~What attracts them?
~What information do they want and need?
~Who are they?
~Who else is trying to change the way they reach YAs?
~How does technology impact the services we provide?
~How can we determine what is wanted from us by our
clientele?
~Are we reaching the right audience?
~How can we best incorporate the County's initiative
on Youth
at Risk into our provision of service?
~Can we optimize the change that is occurring within
the
profession?
We are looking for the answers to these questions in
several
different places (literature searches, County statistics,
etc.), but
felt that there are certainly libraries and librarians who
are also
addressing similar issues in other places. We would
appreciate any
advice or information others have gleaned in their own
attempts at
providing the best possible service for young adults.
Please respond directly to me at the address listed
below. TIA!
Sharon Grover
Youth Services Selection Specialist
Arlington County Department of Libraries
1015 N. Quincy Street
Arlington, VA 22201
703/358-5980
sgrover@leo.vsla.edu
--
Sharon Grover
Arlington County (VA) Dept. of Libraries
sgrover@leo.vsla.edu
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 10:41:14 1997
From: druthgo@sonic.net (Dr. Ruth I. Gordon)
ubject: Those damned assignments
Pubbers: This will be a ramble, so tune out now if you don't have adequate
time for rambles.
I am about to admit one or two successes and more than a few failures and
moral failures concerning some of those assignments which teachers started
using when they were very young and never saw fit to change. Or--some of
those idiotic, non-productive trivial searches that they assign for reasons
unknown (sadistic impulses and shows of power?).
Successes: 1) When we had student teachers I ALWAYS insisted they spend
some time with me in the library. I inisisted their university directors
of practicum schedule time with me and have the interns schedule time with
me. If the "Boy, am I important" university ed. profs. didn't respond
to
my kind invitation, I literally grabbed the interns and invited them in for
coffee, tea, milk, or anything legal. Then, we went over some of their
lesson plans together and chatted about how they thought they could (a) use
the library, how many class hours, how to assign different and various
topics so that every source would not be depleted and (b) what was
practical and possible for the school library and for the public library.
Copies of all assignments were, please god, to be given to me and I would
distribute them to our public librarians. I am told that when the interns
went out and hired on as paid teachers, they treated school and public
librarians a great deal better. It was also much healthier for the
youngsters. And, by the way, for those university IMPORTANT people who
didn't pony up and visit with me---I wasn't shy and consulted the heads of
their departments--tattling, as 'twere. (Oh yes, copies of my letters also
went to the heads of departments at university).
2) When I directed student teaching practicum for a university I insisted
(read "forced") the interns to spend time with the librarian in their
practice school. I invited various model school and public librarians to
our seminars to speak with the interns. I am told that thoses student
teachers, when they went out into the real world, did well cooperating with
school and public librarians.
3) If teachers can be convinced to plan their lessons with librarians, all
things will be better for students--and thus, teachers.
4) School librarians must work closely with public librarians and it's a
two-way street. For years, I co-operated with the local and county public
libraries in my various capacities and only rarely was the co-operation
returned. But I'm stubborn and will someday write an article about being
rebuffed.
5) I always had a few kids who seemed to like me and I made them into
finques (also, finks). I asked them to give me their assignments (why are
so many people in education so secretive and nationalistic?) and I would
copy them. Copies of same went to local public library.
6) I spent a great deal of time in the faculty room and told enough dirty
jokes to be accepted as a faculty member despite my speciality and
non-normal school education and pushed teachers to involve the library in
their assignments--information of which was shipped to the public library.
Failures: Too many to be detailed but an immoral tale of how I managed to
run around the end of one or two teachers. One teacher had been giving her
sixth graders a so-called "research" assignment since Homer was a pup.
She
ALWAYS insisted that the youngsters use a minimum of twenty (20)
sources--no encyclopedias, of course. A few students could find 19 or 18,
but not 20. Twenty was the minimum. Those who know me know that I taught
the kids to, ahem, lie. We (well, I) made up the sources to flesh out the
nonsensical demand for 20.
2) So many assignments seemed daffy to me--useless, fairly useless, or
totally useless. For all the good it did, I tried to intervene with heads
of departments and principals on the side of the children. Alas, despite
the plethora of fine teachers, principals, so many of them card-carrying
members of the jockocracy, did not feel they could intervene on the side of
the children. Should a teacher receive even the slightest reprimand and
guidance, the teachers' association or union would call "Foul." And
that
is part of the bottom line: associations and unions defend the
indefensible. Schools of education often do not educate. "Teachers" in
schools of education have forgotten what life is like in the trenches and
few "teach"--and too many never taught. (Gadzooks, I am describing
what
were once called Schools of Librarianship.)
I remember one of the profs in library school (yes, library school, not
school of information science and management) boasting about how any
students he had failed in his course. I pointed out that it was his
failure to teach--not their failure to learn.
So--when does it end? When does it change? Who teaches anything practical
in schools of "information science and managment" and school of
education?
PRACTICAL: how to help children--and ourselves.
Our poor kids--too often they are faced with the impossible and no matter
how we want to help them, we and they are stymied. I wonder if the profs
of ed. and information science would care to respond and offer some
practical suggestions. In fact, may I make a modest suggestion that we all
write to our graduate schools and local "normal" schools and ask
"How?" We
will all, I am sure, be interested in practical, pragmatic, non-theoretical
responses--and share them with each other.
COURAGE.
Big Grandma
==================
"You may not be able to change the world, but at least you can embarrass
the guilty." Jessica Mitford (1917-1996)
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 10:41:26 1997
From: "Susan Moon" <moonsusa@hotmail.com>
Subject: math/science videos
Hello everyone -
My name is Susan Moon and I am a student in the School of Library and
Information Management at Emporia State University in Emporia, Kansas.
For a class assignment, I am compiling a list of math/science videos for
students in grades 7 - 12 that would be healthy additions to any public
or school library video collection. Any suggestions? Please responde
directly to me (moonsusa@hotmail.com). All suggestions will be greatly
appreciated.
Susan Moon
**********************************************************
The successful organization has one major
attribute that sets it apart from
unsuccessful organizations:
dynamic and effective leadership.
Paul Hersey and Kenneth H. Blanchard
**********************************************************
______________________________________________________
Get Your Private, Free Email at http://www.hotmail.com
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 10:42:07 1997
From: Holly Willett <willett@rowan.edu>
ubject: Re: STUMPER: Cinderella
>Hi Everyone--
I have just finished discussing Cinderella w my ch's lit class. It is
probably the longest-lived folktale type and the most frequently collected.
I believe that variants may number in the thousands, actually. The
author's note to _Yeh SHen_ indicates that the earliest Chinese textual
version dates from the T'ang dynasty (618-907 C.E.)--perhaps as much as a
thousand years before Perrault! The story is much older than that.
The Alan Dundes book mentioned by WAlly Bubelis contains some of the most
basic scholarly articles on Cinderella and is an excellent place to begin.
It is arranged more or less in chronological order, so it displays the
development of thought on the subject from many points of view: folklore,
psychoanalysis, etc.
There is also a collection of Cinderella stories from many places, compiled
by Neil Philip and published by Penguin. It's intriguing to read all those
variants.
My students enjoy discussing why this story is so pervasive and has had
such a long life, witness the revival of the Rodgers and Hammerstein
musical just last night, despite changes in women's lives. (we hope.)
HW
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 10:42:24 1997
From: Lesley Gaudrea <lesley@sealib.org>
Subject: Re: YA paperback preference
Susan McGowan wrote:
> Can anyone give us any clues about how to locate YA ppbks in a
> more timely manner? TIA!
Hi Susan -
I hope that you will post your responses to the list, as many of us are
struggling with this issue as well! I keep "cards" (usually the back
of
discarded catalog cards) on all the books I read reviews on that I would
like to order. I then keep checking to see if they have come out in
paper yet. We have B&Ts title CD (B& T link, I think it's called) &
I
just look up the titles in that to see if a paperback edition is in
print yet. As you say, this means that I don't get the books when they
are brand new, but my patrons don't seem to mind since it is new to them
whenever we get it. They don't seem to see or hear a lot of advertising
on new YA releases so they don't realize that by the time I get the PB
the hardcover has been available for 6 months or a year.
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 Tue Nov 4 10:42:26 1997
From: Kirsten Edwards <kirstedw@kcls.org>
Subject: Re: Impossible Questions
On Fri, 31 Oct 1997, Linda M. Dick wrote:
> 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>
>
Hoorah! A teacher in our midst! You can tell us then (from your viewpoint
of course)
(1) What to the teachers say about *us*
(2) What's *really* going on: i.e. why don't y'all pick up
the phone / fax / e-mail / name your communications
media <g> and TELL us when 30 (or more) kids are going
to have a major research assigment on whales.
Inquiring minds REALLY want to know...
Kirsten
kirstedw@kcls.org
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 10:42:49 1997
From: Holland <hollandd@sls.lib.il.us>
Subject: Re: Assignment alerts and building principals
"We don't force our teachers to do anything." Well,-- anyone who has
been
in the classroom knows that teachers are forced to do quite a few things,
that is, if they want to keep their jobs. What he really meant was: You
can't force us to do anything. That's a little different. I think he
really had a lot of nerve to respond like
that!
Dorothy
Elmwood Park Public Library
Youth Services
hollandd@sls.lib.il.us
On Thu, 30 Oct 1997, Rita Hunt wrote:
> 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
>
>
>
>
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 10:43:04 1997
From: Kirsten Edwards <kirstedw@kcls.org>
Subject: Re: YA paperback preference
On Fri, 31 Oct 1997, Susan McGowan wrote:
> 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!
>
Just two suggestions, that might help.
(1) I used to keep a file on "books to order" esp. for YA titles. When
I
came across a hardback title that I thought ought to be in the
collection but (reality check) I couldn't afford to buy, I'd place
the title, publisher and (very impt.) the date on a card. When
ordering titles I'd check my list. Turn around time is about 1
year from hard- to paper- back. When the time was "due" for this
book to be in pbk., I'd check Books In Print - 9 times out of 10
there it would be w/ISBN & everything & I could order it.
(2) A subscription to VOYA (Voice of Youth Advocates) would be a big help
- they review paperback titles - and have a wealth of useful info
for the librarian serving young adult (teen-age) clientele.
Kirsten Edwards E-mail to kirstedw@kcls.org
Young Adult Librarian Voice: 206-888-0554 (North Bend)
North Bend, Snoqualmie and Fax: 206-296-0216 (North Bend Library)
Fall City Libraries
KING COUNTY LIBRARY SYSTEM
115 East 4th Avenue
North Bend, WA 98045
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 10:43:08 1997
From: "Sparks Branch, Washoe County Library"
<sparks@powernet.net>
ubject: mission statements
Our Children's Services Dept. is working on its mission statement, goals
and objectives. We
were hoping to get some sample mission statements from various children's
depts around the
country - to help us with our wording and ideas. I'd appreciate it if any
of you could send
me yours. Send either by e-mail or snail mail to Barb Lentz, Sparks
Library, 1125 12th St.,
Sparks Nevada 89431. Thanks in advance - Barb Lentz
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Sparks Branch sparks@washoe.lib.nv.us
Washoe County Library
1125 - 12th St. (702) 352-3200
Sparks, NV 89431 fax: (702) 352-3207
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 10:43:36 1997
From: Maria Wegscheid <mwegsche@libby.rbls.lib.il.us>
Subject: Re: YA paperback preference
A good resource for paperback reviews is Kliatt. The review only
paperbacks and audiobooks for junior high on up.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Maria J. Wegscheid
Bettendorf (IA) Public Library
mwegsche@libby.rbls.lib.il.us
Views expressed by the author do not necessarily represent those of the
Bettendorf Public Library.
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 10:44:28 1997
From: Janet Oslund <joslund@colosys.net>
ubject: Specificity in subject lines
Colleagues,
If you are like me, you subscribe to more than one list. Sorting through
messages is greatly expedited if the subject lines are succinct.
In the case of job openings, I would like to request that people posting
them also include an abbreviation of the geographic location or institution
where the job opening occurs. Many job-seekers or opportunists like myself
know just where we would be willing to move to! Thus, some postings would
be of no interest to us. This is a great time-saver for email users.
Thanks,
Janet Oslund
Montrose Library District
Montrose CO
joslund@colosys.net
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 10:45:03 1997
From: Martha Hagerty <martha@gslis.utexas.edu>
Subject: HELP A GRAD STUDENT!
I am a graduate student in the department of library and information
science at the University of Texas at Austin. I am interested in the
field of children's librarianship, but as I am in my first semester I have
not committed to a particular concentration yet. I have been assigned to
interview someone in this field via e-mail on their career and views of
the future of the profession. This would entail answering around ten
questions in the next week or so, and maybe a couple of follow up
questions during the following week. If you are interested in helping a
naive student get to know the real issues in this profession, please
contact me personally by e-mail(martha@gslis.utexas.edu). Thank you for
your time.
Martha Hagerty
*******************************************************************************
Martha Hagerty @ The Graduate School of Library and Information Science,
University of Texas at Austin
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 10:46:09 1997
From: "Jane Williams" <jwilliams@brownsville.lib.tx.us>
ubject: Spanish Fingerplays
Many thanks to all who responded to my request for fingerplays in Spanish.
Here is the collective response!
· Sometimes the Magazine Lollipops has Spanish fingerplays.
· Some of the nursery rhymes in the usual collections can be used as
fingerplays: Mother Goose on the Rio Grande; Las nanas de Abuela, etc.
· My kids in Dallas liked the following, best done with clean hands:
Holding up you left hand, say:
Este nino hallo un huevo. (use your right hand to wiggle the left
pinkie and fold it down)
Este lo cocio. (wiggle the left ring finger and fold down)
Este lo pelo. (use your right thumb and index fingers to "peel" the
middle finger on your left hand)
Este le echo la sal. ("sprinkle" salt on the left index finger)
Y este gordito chaparrito (wiggle the left thumb)
Se lo comio todo (at the end, put your thumb in your mouth)
It always gets a big giggle 'cause we're not supposed to suck our
thumbs!
· There are eight, with English counterparts, in Louise Binder Scott's
_Rhymes for Fingers and Flannelboards_ (Mc-Graw-Hill, 1960.)
· PLAY IT IN SPANISH: SPANISH GAMES AND FOLK SONGS FOR CHILDREN, by
Mariana Beeching de Prieto. Pub. by John Day Co., 1973.--This one's old,
but I've used it on many occasions. There's a simple rhyme called "Dos y
dos son cuatro" that you can even translate and use with English-speaking
kids, and it isn't hard to learn.
· DE COLORES: AND OTHER LATIN AMERICAN FOLK SONGS FOR CHILDREN, by Jose
Luis Orozco. Pub. by Dutton, 1994. There's an easy one in here called "Los
Pollitos Dicen."
· There are some charming ones which I have used in programs in
"Tortillitas
Por Mama"- illus by Barbara Cooney- sorry, I don't remember the compiler.
· Lulu Delacre's Arroz con Leche, Sandoval, Ruben, Games, Games,
Games=Juegos,Juegos, Juegos or Dabcovich"s Keys to my kingdom might be
helpful for rhymes to adapt into fingerplays.
· I just purchased the 10th edition of a book of fingerplays published by the
Flint Public Library. Although the majority are in English, I would
estimate that about 25 are Spanish-language fingerplays. The work was
about $7.00, as I recall, and is 143 pp. long, with both a subject index and
an index of first lines. It is soft cover, spiral-bound.
Here is the ordering info:
Ti: Ring A Ring O'Roses: Finger Plays for Preschool Children
Au: Flint Public Library
ISBN: 0-9654589-0-3
Order from: Flint Public Library Business Office
1026 East Kearsley
Flint, Michigan 48502-1994
(810) 232-7111
D. Jane Williams 210/548-1055
Children's Librarian jwillliams@brownsville.lib.tx.us
Brownsville Public Library
2600 Central Blvd.
Brownsville, TX 78578
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 10:41:07 1997
From: Karen Ricketson <ricketso@northnet.org>
Subject: Stumper Thank you & Bookmobile Clip Art Question!
Hello fellow PUBYACER's,
I have attempted, several times, to send a thank you to all those
who responded to my Witch/Restaurant stumper question but every time
something weird happened to my message so I'm not sure if it was ever
received! I hope this one goes through ok!
I think we scored a few points with the Board President when he was
able to read The Old Black Witch by Wende Devlin to his niece, and it
was the same book he remembers reading years before. (He just could not
remember the title!) Thanks for all your speedy help!
Now my latest search is for some Bookmobile clip art. Does anyone
have a picture that they just love that could be used as a graphic on my
System Library's Bookmobile schedule? They are getting sick of their
current one of a bookmobile parked under a lamppost and a little girl
standing in a snow bank waiting to get on! (Can you tell we get a lot
of snow in the Adirondacks????)
Please respond to me directly (numbers & e-mail address below) and
I'll post results to the list.
Thanks I'm sure I'll get lots of great answers!
--
**************************************************************
Karen Ricketson
Head of Children's Services
Plattsburgh Public Library
Plattsburgh, NY
e-mail: ricketso@northnet.org
Voice: (518) 563-0921 (Children's Dept.)
Fax: (518) 563-1681
**************************************************************
It is better to ask a stupid question than fix a dumb
mistake!
**************************************************************
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 11:09:20 1997
From: SuLaun@aol.com
Subject: STUMPER: caterpillar hill
We are looking for what is probably a picture book written perhaps ten to
twenty years ago (although we are not certain) which features caterpillars
who pile up, fighting to get to the top. If anyone has a remote idea of the
book, would you please e-mail me directly at SuLaun@aol.com. Thank you very
much.
Susan Laun Brough
Portsmouth Public Library
SuLaun@aol.com
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 11:09:54 1997
From: Rebecca Rich-Wulfmeyer <rwulfm@ci.temple.tx.us>
Subject: BIB: Henry VIII stumper
A local children's health clinic has volunteers read to the patients as
they wait for their doctors appointments. This program is part of the
hospital's commitment to literacy and to ease the fear/stress of going
to the doctor. A faculty member from a college theatre department is
one of the volunteers. He has a Henry VIII costume which he is going to
wear during his storytime. In keeping with his character, he would like
to read stories which Henry VIII would have known, liked, etc.
I have received some good suggestions. Some are stories which were
contemporary with Henry VIII and some are stories which originated
before Henry VIII's time. Some are from the British Isles; some not.
Nonetheless, they were all good ideas. Here they are. Thanks for your
help!
EASIES
- Mother Goose (e.g., "Sing a Song of Sixpence" by Leonard B Lubin)
- Bible Stories
- "Englebert the Elephant" by Tom Paxton (right country, but later
time
period; fun, colorful illustations; set in a royal court)
JUNIOR
- Chaucer, especially "The Nun's Priest's Tale" and "The
Fox"
- King Arthur stories (Henry's older brother Arthur was named for this
legend)
- Folklore from Joseph Jacob's collection
- Welsh tales (to honor his Tudor ancestry)
- Robin Hood tales
- anything about the cultural legacy of Rome
- Renaissance writers like Dante, Petrarch, and Boccaccio
- other books set in the Renaissance/Middle Ages
- books about music (Henry VIII loved and wrote music)
- Bible stories
- stories about Long Meg (Long Meg by Rosemary Minard)
- Lais of Marie de France (e.g., Proud Knight, Fair Lady translated by
Naomi Lewis)
YOUNG ADULT
- Margaret Irwin's books on Queen Elizabeth (e.g. "Young Bess")
- "The Perilous Gard" by Elizabeth Pope
- Robin Hood tales
- King Arthur stories
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 11:10:06 1997
From: "Arlene R. Quaratiello" <arqinfo@shore.net>
Subject: How to be a Good Storyteller
I wanted to recommend a great resource for anyone on the list who
aspires to be a captivating storyteller for children in pre-K through
6th grade. It's "Len Cabral's Storytelling Book" (ISBN 1-55570-253-8)
published by Neal-Schuman. What I liked about the book was that it
teaches you to act out a story and interact with your audience rather
than just reading to them. The stories included in the collection range
from new versions of classic tales like "The Three Little Pigs" to
stories that answer age-old questions such as "Why a Rooster Crows at
Sunrise." There are quite a few African folktales and other stories
with multicultural themes. Most of the stories are accompanied by a
"Telling Guide" appearing in the right hand column of each page which
explains step-by-step how to tell the tale and a "Teaching Guide"
which
offers suggestions for related activities and ideas for discussion.
The book begins with some very simple tales and progresses in the level
of interactivity so you can move on to more advanced techniques as you
become more comfortable and experienced. If you run out of stories
(which will take a while given the fact that there are a couple dozen of
them) an extensive bibliography is also provided. This book is marvelous
for anyone who tells stories to children: parents, teachers, librarians,
etc. Neal-Schuman has a Website at http://www.neal-schuman.com so you
can order it online or get further info (select the "Virtual Catalog"
link).
Best wishes,
Bernadette Frances
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 11:10:52 1997
From: "Madison, Katherine" <katherine_madison@TEMPE.GOV>
Subject: Job Openings
New Job Opening Announced
LIBRARIAN I
(Community Services - Library/Youth Services)
Tempe Public Library
Tempe, AZ
OPENING DATE: October 13, 1997
CLOSING DATE: December 12, 1997
ANNUAL SALARY RANGE
$31,069 - $41,948
HOURS
40 hours per week, including some evenings and weekends.
MINIMUM QUALIFICATIONS
Requires a Master of Library Science degree from an ALA accredited
college or university. Some library experience is highly desirable.
ADDITIONAL REQUIREMENT
Successful completion of probationary period is contingent upon passing
an FBI background investigation.
REPRESENTATIVE ESSENTIAL FUNCTIONS
* Assist in the development, implementation, and evaluation of youth
programs and services; recommend program and procedure changes.
*Plan and present creative public programming for youth, including story
times, book talks, and special events.
*Advise and assist library users; demonstrate the use of library
catalogs and other user aids; refer patrons to other agencies if
appropriate.
*Assist library users in the use of computer hardware and software as
well as the retrieval of information from electronic resources (i.e.,
Internet, CD-ROM, etc.).
*Review new publications and collection materials and select materials
for acquisition and/or disposition, as appropriate.
*Serve at the Youth Services reference desk; research and respond to
reference questions; compile bibliographies; provide readers' advisory
services to library users.
*develop and evaluate Internet resources.
SELECTION CRITERIA
Applicants whose experience and training are most closely suited to the
needs of the City may be selected for further testing/interviews.
Criteria will be based on job-related knowledge, skills, and abilities.
For an application or more information, contact:
City of Tempe
20 East Sixth Street
Tempe, AZ 85281
602-350-8276
www.tempe.gov/
Kate O'Dell Madison
Youth Services Librarian
Tempe Public Library
katherine_madison@tempe.gov
____________________
You must do the thing you cannot do -----
Eleanor Roosevelt
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 11:10:54 1997
From: Maria Wegscheid <mwegsche@libby.rbls.lib.il.us>
Subject: STUMPER: alice and gretchen at witches school
I have a patron who is looking for a book about Alice and Gretchen, two
little girls who go to witches school. My patron heard about the book on
the Today show, a few days before Halloween. she thinks it's a newly
published picture book. Can anyone help us out?
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Maria J. Wegscheid
Bettendorf (IA) Public Library
mwegsche@libby.rbls.lib.il.us
Views expressed by the author do not necessarily represent those of the
Bettendorf Public Library.
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 11:10:56 1997
From: Maya_SPECTOR@CITY.PALO-ALTO.CA.US (Maya SPECTOR)
SUBJECT: Stumper
Our patron is looking for a book that's at least 35 - 40 years old.
She thinks it was titled A Treasury of Children's Stories. The cover
was yellow and had small illustrations all over it. Two stories in it
were "Rob Roy and Katherine Callahan" and "Down the Chipmunk
Hole."
I've checked Fiction, Folklore, Fantasy and Poetry for Children and do
not find it, and the stories aren't indexed in our old Short Stories
for Children index. I realize this is a long shot, but does anyone
recognize it?
Maya Spector
Palo Alto Children's Library
maya_spector@city.palo-alto.ca.us
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 11:11:37 1997
From: "Deborah Moore" <dlmoore@csn.net>
Subject: Old bib
It never fails. Once I throw something away, I need it.
I think it was here on PUBYAC that a list of picture books for YAs was
posted. If anyone out there knows of or has this list plz responde to me
personally.
Thx
Deborah Moore
IMC Coordinator and Media Specialist
Adams County School District 14
4451 E. 72nd Ave.
Commerce City, CO 80022
(303) 853-5419
fax (303) 288-5036
dlmoore@csn.org
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 11:11:53 1997
From: Kim Crowley <crowley@libsys.ci.fort-collins.co.us>
Subject: Position Announcement--Reference and Adult Services
Please pass this on to those in your organization who might be interested.
Please excuse cross-postings. Thanks!
FORT COLLINS PUBLIC LIBRARY
POSITION ANNOUNCEMENT
OPEN/PROMOTIONAL
Position Title: Lead Librarian - Reference & Adult Services - Job #97-128
Reference & Adult Services
Library
Salary Range: $2,188-$3,011 per month. Salaries are paid bi-weekly
Closing Date: November 14, 1997
Selection Process: Applications and resumes will be reviewed, and
selected candidates will be invited for an oral interview.
Description of General Responsibilities:
Under direction of Program Administrator for Information Services,
oversees and
promotes reference and adult services throughout the library system and
directly supervises Main Library reference staff.
Essential Duties:
Coordinates and participates in the provision of reference, information,
referral and reader=s advisory services to customers, utilizing print,
microform, CD-ROM and on-line products and services to this end.
Coordinates adult and young adult programming with staff and with
programming team and participates in provision of this programming.
Participates in the selection and ordering of library materials.
Contributes to long-range planning, problem solving, and policy and procedure
development for reference, adult, and young adult services.
Trains and provides work guidance to Reference & Adult Services staff and
provides regular staff performance reviews.
Makes recommendations to Program Administrator for Information Services
on hiring, termination and disciplinary matters.
Frequently performs the duties of employees supervised.
Performs other related duties as required.
Work Environment
Standard library work environment. The noise level in the work
environment is usually moderate.
Physical Demands:
While performing the duties of this job, the employee is regularly
required to use hands to finger, handle, or feel and talk or hear. The
employee frequently is required to stand, walk, sit, and reach with
hands and arms. The employee is occasionally required to climb or
balance and stoop, kneel, crouch or crawl. The employee must regularly
lift and/or move up to 10 pounds and occasionally lift and/or move up to
50 pounds.
Knowledge, Skills and Abilities:
Demonstrated knowledge of professional techniques, principles, method,
materials and practices used and in the operation of a public library.
Broad knowledge of public library reference materials and of professional
book selection tools and methods.
Excellent knowledge and experience in use of computers and computer
databases, including CD-ROM, WWW and a variety of other on-line
services. Other equipment to be used by incumbent may include telephone,
typewriter, fax machine, photocopier, overhead projector, VCR and sound
equipment.
Adult and/or young adult programming experience desirable.
Knowledge of supervisory principles.
Excellent logic and problem-solving skills.
Excellent written and verbal communication skills.
Ability to establish and maintain effective working relationships with
other employees and the public and the willingness and ability to serve
customers of all ages.
Ability to communicate in Spanish desirable.
Education and Experience:
Master=s degree from an ALA accredited institution. At least three years
of related library experience.
Valid Colorado driver's license.
The City of Fort Collins will make reasonable accommodations for access
to City services, programs and activities, and will make special
communication arrangements for persons with disabilities. Please call
221-6535 for assistance.
Please send applications to: City of Fort Collins, Human Resources
Department, Job #97-128, P.O. Box 580, 200 W. Mountain Avenue, Ft.
Collins, CO 80522. (970) 221-6535
THE CITY OF FORT COLLINS IS AN EQUAL OPPORTUNITY EMPLOYER
Kim Crowley, Systems Administrator
Fort Collins Public Library
201 Peterson Street phone: 970-221-6662
Fort Collins, CO 80524 fax: 970-224-6068
crowley@libsys.ci.fort-collins.co.us
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 11:12:27 1997
From: Kim Crowley <crowley@libsys.ci.fort-collins.co.us>
Subject: Posistion Announcement--Children's Services
Please pass this on to those in your organization who may be interested.
Please excuse the cross-postings, this is being sent to several lists.
Thanks!
CITY OF FORT COLLINS
POSITION ANNOUNCEMENT
OPEN/PROMOTIONAL
Position Title: Lead Librarian - Children's Services - Job #97-126
Library Children's Services
Salary Range: $2,188 - $3,011 per month. Salaries are paid bi-weekly.
Closing Date: November 14, 1997
Selection Process: Applications and resumes will be reviewed, and
selected candidates will be invited for an oral interview.
Description of General Responsibilities:
Under direction of Program Administrator for Information Services,
oversees and
promotes Children=s Services throughout the library system and directly
supervises Main Library children=s staff.
Essential Duties:
Coordinates and participates in the provision of reference, information,
referral and reader=s advisory services to customers, utilizing print,
microform, CD-ROM and on-line products and services to this end.
Coordinates Children=s programming with staff and with programming team
and
participates in provision of this programming.
Participates in the selection and ordering of library materials.
Contributes to long-range planning, problem solving, and policy and
procedure
development for Children=s services.
Trains and provides work guidance to Children=s services staff and
provides regular staff performance reviews.
Makes recommendations to Program Administrator for Information Services
on hiring, termination and disciplinary matters.
Frequently performs the functions of employees supervised.
Performs other related duties as required.
Work Environment
Standard library work environment. The noise level in the work
environment is usually moderate.
Physical Demands:
While performing the duties of this job, the employee is regularly
required to use hands to finger, handle, or feel and talk or hear. The
employee frequently is required to stand, walk, sit, and reach with
hands and arms. The employee is occasionally required to climb or
balance and stoop, kneel, crouch or crawl. The employee must regularly
lift and/or move up to 10 pounds and occasionally lift and/or move up to
50 pounds.
Knowledge, Skills and Abilities:
Demonstrated knowledge of professional techniques, principles, methods,
materials
and practices used in working with children and in the operation of a
public library.
Knowledge of supervisory principles.
Excellent logic and problem-solving skills.
Excellent written and verbal communication skills.
Ability to establish and maintain effective working relationships with
other employees and the public and the willingness and ability to serve
customers of all ages.
Knowledge and experience in use of computers and computer databases,
including CD-ROM, WWW experience. Other equipment to be used by
incumbent may include telephone, typewriter, fax machine, photocopier,
overhead projector, VCR and sound equipment.
Ability to communicate in Spanish desirable.
Education and Experience:
Master=s degree from an ALA accredited institution. At least three years
of appropriate library experience, including two years working with children.
Valid Colorado driver's license.
The City of Fort Collins will make reasonable accommodations for access
to City services, programs and activities, and will make special
communication arrangements for persons with disabilities. Please call
221-6535 for assistance.
Please send applications to: City of Fort Collins, Human Resources
Department, Job #97-126, P.O. Box 580, 200 W. Mountain Avenue, Ft.
Collins, CO 80522 (970)-221-6535
THE CITY OF FORT COLLINS IS AN EQUAL OPPORTUNITY EMPLOYER
Kim Crowley, Systems Administrator
Fort Collins Public Library
201 Peterson Street phone: 970-221-6662
Fort Collins, CO 80524 fax: 970-224-6068
crowley@libsys.ci.fort-collins.co.us
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 11:12:50 1997
From: Jeanine Asche <aschej@pls.lib.ca.us>
ubject: BIB: Sci Fi -bests
Thank you to all who emailed their favorite Sci Fi books for elementary
through middle school grades. Here is a compilation of those titles:
Bechard, M. STAR HATCHLING.
Brittain, Bill. SHAPE-CHANGER.
Chetwin, Grace. COLLIDESCOPE.
ON ALL HALLOWS' EVE.
Christopher, John. THE WHITE MOUNTAINS.
A DUSK OF DEMONS.
Coville, Bruce. ALIENS ATE MY HOMEWORK.
MY TEACHER FRIED MY BRAINS.
SPACE BRAT 4: PLANET OF THE DIPS.
DeWeese, Gene. BLACK SUITS FROM OUTTER SPACE.
Dexter, C. ALIEN GAME.
Farmer, Nancy. THE EAR, THE EYE, AND THE ARM.
Follett, K. POWER TWINS.
Gilden, Mel. THE PLANETOID OF AMAZEMENT.
PUMPKINS OF TIME.
Haddix, Margaret. RUNNING OUT OF TIME.
Hautman, Pete. MR. WAS.
Hesse, Karen. PHOENIX RISING.
Hoover, H. M. ONLY CHILD.
ORVIS.
WINDS OF MARS.
Howarth, Lesley. MAPHEAD.
Hughes, Monica. THE CRYSTAL DROP.
INVITATION TO THE GAME.
Jones, Diana Wynne. HEXWOOD.
Karl, Jean. BELOVED BENJAMIN IS WAITING.
STRANGE TOMORROW.
Kilworth, Garry. ELECTRIC KID.
Klause, Annette. ALIEN SECRETS.
Lawrence, Louise. CHILDREN OF THE DUST.
Leigh, Stephen. DINOSAUR PLANET.
L'Engle, Madeline. ACCEPTABLE TIME.
Levy, Robert. ESCAPE FROM EXILE.
Lowry, Lois. THE GIVER.
Lindberg, Anne. NICK OF TIME.
Lyons, George Ella. HERE AND THEN.
Mahy, Margaret. RAGING ROBOTS AND UNRULY UNCLES.
O'Brien, Robert C. Z FOR ZACHARIAH.
Oppel, Kenneth. DEAD WATER ZONE.
Paton-Walsh, Jill. THE GREEN BOOK.
Pace, Sue. THE LAST OASIS.
Service, Pamela F. STINKER FROM SPACE.
STINKER'S RETURN.
UNDER ALIEN STARS.
WEIRDOS OF THE UNIVERSE UNITE.
Sleator, William. DUPLICATE.
HOUSE OF STAIRS.
INTERSTELLAR PIG.
STRANGE ATTRACTORS.
Sobol, Donald J. "MY NAME IS AMELIA".
Teague, M. MOOG-MOOG, SPACE BARBER.
Thompson, Colin. THE TOWER TO THE SUN.
Ure, Jean. PLAGUE.
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 19:19:38 1997
From: "Karen C. Laird" <klaird@worthington.lib.oh.us>
Subject: re: toddlers & puppets
Greetings!
I have been extremely interested in the discussion about toddlers and
puppets. As a former professional puppeteer and current children's
librarian, I love to use puppets in my programs for all ages. We do a
lapsit program for babies from 6-24 months, and we have a shaggy sheep
dog puppet (about as big as my arm) that we use every week. While we
play some music in the background, the dog (Ralph) goes around to each
of the children individually. At the first session, most of the
children stay in the safety of their parent's lap. Some are scared, but
most are not. You learn to read the cues that the child gives you, and
if you see that they are apprehensive, you just don't go too near that
child with the puppet. By the last session in a series, I can hardly
walk around because they all want to come up and crowd around Ralph. I
think that you can, of course, have a perfectly wonderful program
without using puppets. But if you are really interested in using them,
I think the key to doing so effectively is learning to be sensitive to
what the children are telling you nonverbally before you even get close
to them.
Karen Laird
klaird@wothington.lib.oh.us
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 19:19:47 1997
From: Lynn Linton <llinton@ncsl.dcr.state.nc.us>
Subject: Storytime Kits
Baker & Taylor has a free monthly publication called Hot Pics which lists
ordering information and annotations for Adult, YA and Children's
paperbacks. Titles are not reviewed.
Another good source is a yearly catalog put out by The Bookmen
(1-800-328-8411) called Paperbacks for Young People. It is divided by age
range and includes non-fiction, big books, and Spanish-language books in
addition to standard paperbacks.
Lisa Smith
lsmith@suffolk.lib.ny.us
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 19:20:25 1997
From: Carol Scrimgeour <scrimgeo@lemming.uvm.edu>
Subject: toddlers and puppets
I have been using puppets with my Babies and Toddlers storytimes for
years and have never frightened a child yet. Perhaps it is what I do with
them. I bring about two dozen puppets in large canvas bags into storytime
and place them beside me on the floor. Our group of mothers, fathers and
babies sits in a large 3/4s circle with me at the head. During the
session the children are welcome to come up and retrieve the puppet of
their desire. As this is a storytime for children under three, I am using
the puppets as props for nursery rhymes and other songs, so the puppets
are fairly benign. Most of my puppets are from Folkmanis, which are
fantastic. I do have a full bodied cow, horse, chicken, but a fox, too,
which the children just love. The spider and the crows never seem to
disturb the children, either. The puppets circulate during the course of
the storytime, and are then gathered back into their bags at the end.
Some kids have their favorites, which they search out week after week.
I feel that the puppets, along with the books and the songs, are the
storytime, and I am just the facilitator. I couldn't imagine doing this
program without these puppets. They make for a very lively time!
Carol Scrimgeour
Fletcher Free Library,
Burlington, VT
802 865-7216
scrimgeo@lemming.uvm.edu
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 19:20:43 1997
From: Helen Kowalczyk <Kowalczyk@addison.lib.il.us>
Subject: Cinderella Stumper
Linda Williams asked: "WHO is really responsible for this tale?" about
Cinderella.
If you have a copy of The Oryx Multicultural Folktale Series book
Cinderella by Judy Sierra, (ISBN # 0897747275), you can read her
research in detail.
Basically the earliest recorded story is Egyptian about Rhodopis, an
historical account recorded around the birth of Christ. The Chinese
Cinderella version, "Yeh-hsien", is next in line, being over one
thousand years old.
Finally comes Perrault's version in 1697. Although it is not the
first, I personally agree with Judy Sierra that it is "the story most
people recognize as the real Cinderella".
For my library's collection of folk and fairy tales, I do try to place
the version of Cinderella in the appropriate country of origin.
However, most modern rewritings and newly illustrated versions are
placed on the shelf with Perrault's Cinderella.
Cinderella has been one of the most popular tales for a long time.
With Disney's remake of the musical recently, we've all seen a new
interest.
As an added note I wish Disney had identified all the book
illustrations used for the introduction of the Cinderella musical. I
was able to identify two of them, but didn't catch the others.
Helen Kowalczyk Phone: 630-543-3617
Head, Youth Services Fax: 630-543-7275
Addison Public Library e-mail: kowalczyk@addison.lib.il.us
235 N. Kennedy Drive Homepage: http://www.addison.lib.il.us
Addison, IL 60101
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 19:20:54 1997
From: pauls@sfpl.lib.ca.us (PAUL SIGNORELLI--DIRECTOR, VOLUNTEER SERVICES)
Subject: Volunteer Thanksgiving
You want stories; I've got stories...(actually, in this case, I'll send
"story").
When San Francisco's new Main Library opened on April 18, 1996 (the
anniversary of the 1906 earthquake), a quake of a different sort struck:
patronage temporarily jumped from an average of 2,500 per day in the old
building to approximately 13,000 per day in the new library.
Staff was overwhelmed with reshelving materials, so a group of volunteers
offered to help out by adopting the library for their "Make A Difference
Day" activity. Each of the 30 participating volunteers provided a
minimum of three hours of assistance in the new book area; by the end
of the day, they had reshelved all the materials in that one VERY popular
area, had shelf-read the area, and left a train of 11 empty carts near
the entrance to the area.
The real difference? An appreciative staff asked if these "Make A
Difference
Day" activities could be scheduled on a regular basis. Volunteers continue
to
work alongside the paid staff, where needed, and shelving/shelf-reading is now
being completed in a timely fashion.
--Paul Signorelli
Director, Volunteer Services
San Francisco Public Library
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 19:21:13 1997
From: Sarah Hudson <shudson@plcmc.lib.nc.us>
Subject: Coping Strategies for Mass Assignments-
Hello,
Mass assignments do cause problems for public Librarians for several reasons,
including: ridiculous assignment, student doesn't understand the assignment,
teacher doesn't understand what it is he/she has assigned, teacher and
parent lack of understanding of the public library.
In my experience, calling the teacher (s) involved has sometimes caused
the teacher to be defensive, and as a result, hostile towards me.
So here are some things I have done in the past within the policies of the
various libraries:
1. Ordered more circulating and reference books in repeat assignment areas.
2. Made photocopies of pages from circulating books to be kept at the
reference desk (not sure if this is against copyright policy or not, but this
is a definite coping mechanism. We don't give the photocopies away or make
copies for students. We just keep a copy on file for reference)
3. Photocopied the students' assignments and tried to attach a list
of sources to help answer the question.
4. We have a staff communications spiral notebook that we use to pass
information on to each other-I try and alert other staff members to the question
and some sources I've used to answer the question.
5. If alerted ahead of time, I've pulled books in a subject area to keep on
temporary reference.
6. Moved extra copies of circulating books to reference collection.
I think that we have to do what we can to cope with the assignment and help
the student. If we don't have the materials, there really isn't much we can
do. Our branch is lucky that we have internet access, and that has helped
with some "oddball" assignments, like the perennial poetry assignment.
"I need three examples of diamante poetry."
It seems this is part of an assignment in every town I've ever worked. Students
have to have so many examples of not so common poetry styles. I had to do this
in 10th grade, and I have never liked poetry since.
I get sick and tired of irate parents taking out their anger on me, so I will
work
with my colleagues to try and find solutions. This summer, the high school
across the street left an assignment with us. Students had to read a certain
number of articles from magazines or textbooks, and report on them. After
about the 3rd or 4th parent complaining about the assignment and the
cost of our copy machines, I finally started telling them: " We are
providing these as a courtesy to the school and the students. We do not
have any control over this assignment. I suggest you call the
school and talk to the teacher or the principal."
Hope my suggestions help, I'm right in there with the rest of ya'll. We ought
to have a contest on PUBYAC to see which librarian has had the wackiest
assignment.
Bye,
Sarah
Sarah Hudson
Information Specialist
Independence Regional Library
Public Library of Charlotte and Mecklenburg County
shudson@plcmc.lib.nc.us
These opinions are my own, and do not reflect those of PLCMC
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 19:22:28 1997
From: Caryn Sipos <carynsip@kcls.org>
Subject: Re: Using the library
Hi all,
I want to get my three cents in on Mary K.'s "thread" about who learns
and
who doesn't learn how to use us. Many people will never use the catalog,
not because they're stupid but because they can't. My Mom can only read
large print in good light. Yes, she knows how to use the catalog but she
also knows "her librarians" schedule and that's when she goes to the
library. When she's welcomed and helped, not taught! I always tell these
patrons I will beglad to help them - if everyone knew how to use the
library as I do, I would be out of a job. They appreciate not being
lectured and the touch of humor. Remember, we're here to help the patrons,
not just to earn the kitty food.
Caryn Sipos
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 19:22:48 1997
From: Lesley Gaudreau <lesley@sealib.org>
Subject: Re: worksheet for www beginners
** This message is being cross-posted to pubyac - please excuse any
duplication **
Hi all,
We are looking to change the format of the beginning internet
instruction we currently offer & would like to include a
"worksheet"
that would walk the user through some basic internet functions like
searching, looking at several different sites on a results list, using a
URL, etc. Does anyone out there use something like this, & would you be
willing to share yours? TIA!!
lesley
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
If we don't change direction soon, we'll end up where we're going.
-- Professor Irwin Corey
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
Lesley Gaudreau
YA/REF Seabrook Library
Seabrook, NH
lesley@sealib.org
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 19:23:00 1997
From: "James B. Casey" <jimcasey@lib.oak-lawn.il.us>
Subject: School Assignments
Several messages to PUBYAC reported serious problems faced by public
libraries having to provide resources to deal with the homework
assignments of kids from multiple school districts. One contributor
mentioned having 3 high schools, 4 middle schools and 16 elementary
schools in the public library's service area and thousands of students
requiring service.
Where are the school libraries and school librarians of those 23
schools? What are they doing to help?
Small wonder that public library resources are overwhelmed by the
demands of students when the public education systems in our country
don't provide library service beyond about 3 PM on weekday afternoons
during a 9 month school year filled with holidays and teacher workshops.
When the school library is closed and school librarians are content to
relax at home, the students have only the public library to support their
homework and study on evenings and weekends and over the many long and
short holidays of the school year. While academic libraries provide
library service on evenings and weekends to support the homework and
study of their student bodies, k-12 education effectively delegates that
responsibility to the public libraries without a moment of consideration
for the plight of the public libraries and their shoestring budgets.
If you want to get to the source of this problem simply take a look
at the amount and proportion of property taxes collected by the public
schools on a property tax bill and compare it with property taxes claimed
by the the public library in your community. When you wonder where all
of the money controlled by the public schools goes to and why they can't
provide library service to support the homework and study of their own
students, look at the salary scales of the public schools (teachers,
administrators, school librarians) and compare them with the salary
scales of your public library. The answers should be fairly obvious.
The money isn't going where the work is being done.
James B. Casey - My own views as a public librarian and ALA Councilor
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 19:23:28 1997
From: Leslie Hrejsa <lhrejsa@starbase1.htls.lib.il.us>
Subject: RE: Impossible Questions
I want to thank Susan for her recent reply to the teacher question, I
agree with her - frequently we get requests from students that are
completely distorted from the teacher's original request, and we also have
kids come in to do assignments that are due tomorrow and we can't believe
the teacher could have assigned such an unbelievable amount of work to do
in such a short time.
Just recently we had a teacher come in - every year she assigns her honors
5th grade a long term whale research project and we always can't believe
the amount of work she wants done. Well, this year she came in and spoke
with us and we found out how much time is given for the assignment - 18
hours of class time with over 40 books she owns plus 40 books she borrows
from school and public library. Yet year after year we get a few kids
that are in the library the day before its due - and they have barely
begun the assignment. True we only get three or four kids each year but
it was enough for us to suppose that one weekend might be all they were
given to do the assignment.
How many wacky assignments do we each really get? When you think of how
many assignments are being made...you can appreciate that the wacky ones
are really a small percentage, and that some of the reasons are those that
Susan listed - underfunded libraries, misinformed teachers or confused
students. I too, am glad that we are trying to improve communication
between schools and the library.
The students that we help today will grow up to be the tax payers that
support the library in the future.
Have a good day and may no strange assignments come your way.
Leslie
Fountaindale Library,
Bolingbrook, IL
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 19:24:15 1997
From: Elizabeth Thomsen <et@noblenet.org>
Subject: Knowing when the paperback comes out
Diana Tixier Herald wrote, "Keeping a list of great YA hardcovers and then
going into BIP or Amazon.com and looking them up a year later will turn
up the ones that have been published in pbk." Amazon can do even better
than this-- do a search on Amazon's catalog, and you'll see an option to
have e-mail sent when a new title matching your search enters the Amazon
catalog. You can do this if you want to make sure you know a new book by
a favorite author comes out, or if you want to be notified of any books on
a very specific or obscure subject, or, in this case, if you want to know
when a new edition (in this case, paperback) of a particular title comes
out. Just "register" hardcover titles that you want to buy in
paperback,
and eventually you'll get a message. Not fool-proof, but exceedingly
helpful.
This is a feature that I would love to see incorporated into all library
catalogs!
---------------------------------------------------------------------------
Elizabeth B. Thomsen | NOBLE : North of Boston Library Exchange
Member Services Manager | 26 Cherry Hill Drive
et@noblenet.org | Danvers, Mass. 01923
---------------------------------------------------------------------------
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 19:24:42 1997
From: Mary Ann Gilpatrick <magilpat@zelda.walnet.walla-walla.wa.us>
ubject: Re: Thanksgiving and Christmas fingerplays
Do you have access to Copycat magazine and/or P level Mailbox magazine??
They are chock-full of great great crafts and other stuff. Hopefully you
have a few sheets of yellow/brown/November-y paper. Your school system may
have them in their central library, if you do not have access to a large
central library.
Mary Ann Gilpatrick
Young Peoples' Librarian
Walla Walla Public Library
238 E. Alder
509-527-4550
fax: 509-527-3748
magilpat@walnet.walla-walla.wa.us
opinions my own, not WWPL, etc etc
---------------------
From owner-pubyac@nysernet.org Tue Nov 4 19:25:09 1997
From: Karen Ulric <ulric@interport.net>
Subject: Stumper - Fat Annette
A patron is looking for a book she remembers from the mid 1950s. It
involves a group of cows whose bells have different tones, creating a "cow
orchestra." One of the cows, probably the main character (maybe even the
title character) is named "Fat Annette." It's probably a picture book,
definitely some illustration.
Please send responses to me.
Thanks,
Karen Ulric
ulric@interport.net
---------------------
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