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From owner-pubyac@nysernet.org Sat Mar 7 11:34:10 1998
From: SANDY <"furrs@furrs"@localline.com>
Subject: Automation, barcodes and date due devices
Dear Pubyakers:
I have been reading Pubyak for awhile and have pages of lists and such
saved from it. We are at the point in automating where we have to
decide where to the put barcodes on items. I have looked around locally
and have found no prominent pattern. It seems like everyone does it
their own way. I really want to start right and not wish we had done it
a different way down the road. So, I decided to take a survey of
Pubyakers.
Where do you put the barcode and why?
Would you have done it differently?
How do you let the patron know the due date? (receipt, date card etc.)
Does it work well?
Thanks in advance. Please reply directly to me at home. If anyone
wants the results let me know.
Sandy Furr, Children's Librarian/Technology Coordinator/Outreach
Benton County Public Library
Fowler, IN
furrs@localline.com
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:34:10 1998
From: "Roudman, Leonard" <lroudman@mail.contra-costa.lib.ca.us>
Subject: SRP hours vs books
Thank you for all your suggestions about Summer Reading Program hours read
v. number of books read. Here are your comments.
Leonard Roudman
San Ramon Library
We let our participants choose whether they want to read by books,
hours, or a combination. We use a system of 1 book or 1 hour of
reading, so that older kids who want to read Star Wars books or the like
don't get penalized for only reading 3 books when they've been reading 3
BIG books rather than 3 easy readers or picture books.
It seems to work well for us and them.
Lisa Prolman
Assistant Children's Librarian "Why make something simple
Greenfield Public Library and efficient when it can
Greenfield, MA complex and wonderful!"
(413)772-1590
lprolman@hotmail.com
Leonard --
For the past few years, I have been using a time based reading program in
my library, due to my philosophy that quantity of books reward good
readers and penalizes poor readers; it also can encourage children to
read below their level just to get more books done. I would rather see a
child read one challenging book over the entire summer than 20 below
their ablility just to get a prize.
It has taken a few years to find a system that works -- in fact, if
1997's program hadn't been a success, I was seriously considering going
against my better judgement and returning to quantity -- but it did work.
As each child came in to sign up, I gave them a simple booklet I had
designed and printed on the computer. It was folded so there was one
"page" for each of the six weeks of summer reading. The booklets were
designed so that time spent reading each day could be recorded in them.
When the child signed up, I spoke to him/her and a parent, and together
we decided on a goal for how much time the child would try to spend
reading each week. Some were more ambitious than others, but the vast
majority were reasonable. If I felt a goal was too low, I tried to
encourage them to try for just a little more, but I never forced a number
on anyone. Each week, if the goal was met, the child would come in and
get a sticker to put in their record booklet; in addition, I had a chart
on the wall with everyone's name, and they got to place a little sticker
after it for every week completed. This public recognition of progress
seemed to work in a very positive way. Finally, for each week completed,
they could fill out a raffle ticket for a drawing at the party at the
end. I believe I gave out about 15 prizes (most of which were books) at
the party, which meant that about one in six or seven of our participans
won one. But that was ok -- the stickers and recognition along the way
seemed to prove enough of an incentive.
Having rambled long enough, I'm finished. I hope this helps -- feel free
to write if you have any specific questions I can answer.
-- Norm Bagley, M.L.S.
Children's Librarian
Waterford (NY) Public Library
bagleyn@crisny.org
Hi!
I'm sending this message directly to you rather than to pubyac in
general, I hope that's O.K.
At the Lexington Public Library system (KY), we do count hours rather
than books. We switched for a number of reasons. Counting hours
benefits the older reader who needs more time to read one book, as
opposed to a younger reader who can read several books in the same
time period. This also eliminates the problem of kids comimg in on
the second day of summer reading with their list of 10 books that they
have already "read" so that they can get their prizes. Now, since you
require readers to read different types of books, these may be
problems that you didn't have (?). As far as prizes, each of our
branches gives away 15-18 books at the end of summer reading. After
every 5 hours read (all summer), each reader gets to enter the drawing
for the book of his/her choice (of the 15-18 books that we are giving
away). After 15 hours, they get a variety of "prizes", basically, a
packet of coupons to local attractions. Readers each receive a
"reading log" to keep track of time spent reading.
I think that we are planning some changes in this system for this
summer (what they are, I don't know yet). I know that this is an
imperfect system (now the "read-to me's" get shortchanged).
Personally speaking though, I like the idea of counting hours because
it emphasizes the idea of quality reading over quantity, as well as
taking into account that everyone reads at different levels, speeds,
etc.
I am interested in how you conduct your SRP, i.e., reading different
TYPES of books to get credit. I had thought about doing that (in our
branch only) in the form of "book bingo". If you get the chance,
could you let me know how you work that aspect of your reading
program? I realize that you may not have the opportunity to respond.
Hope this helps!
Tracey Dittoe
Lexington Public Library
Although I have worked in our children's dept. for 9 yrs. We have always
gone with books read.I guess the reason is my own personal experience. My
daughter was one of those children who had a book with her at all time .
She would read while waiting even the shortest amount of time. If I had had
to count minutes read I would have had 1minute here, 3 minutes there, etc..
It would have made me NUTS!
Just My Opinion.
Linda Peterson
Bloomfield, IN.
lpeterson@bloomfield.lib.in.us
Hi Leonard:
It sounds like your SRP is somewhat different from our, but I'm still
glad to offer my two cents worth. From the beginning, our programs have
simply been based on the children reading anything: books, magazines,
newspapers, assigned school summer reading - anything! So, when we
changed to minutes read a few years ago, it was a fairly easy transition.
The first summer, ages 3-7 had to read 15 minutes to check off a block
on the reading record and ages 8-12 had to read 30 minutes to check off a
block. After they read 20 blocks worth, they got a prize. This proved to
be too confusing, plus parents complained that their older children
couldnt't get enough (yadda, yadda). So, the next year it was much easier
(and this has worked for 3 years now), all children participating must
read 20 minutes to check off a block on the reading record. After they
read 20 hours worth, they got a reading medal. We had very few that did
not finish this (of course the preschool age could be read to). I o.k.ed
for parents who knew their children would not finish in time, to go ahead
and check off the blocks on their child's reading record and simply hold
onto their medal until the child finished. This only happened for about 5
of them. We also have a cut off date of early August. Otherwise, we
spend oodles of money giving out prizes year round!
My goal in Summer Reading is simply to encourage the love of reading.
I could possibly scroung up one of our old reading records if interested,
send me a fax # or snail mail address.
Julie G. Shatterly
Children's Department Manager
York County Library
P.O. Box 10032
Rock Hill, SC 29731
PH: (803)324-7588
FAX: (803)328-9290
julies@lyon.york.lib.sc.us
Views represented are strictly personal and do not necessarily represent
those of the York County Library.
We do minutes rather than number of books. This way the child who
reads a very long book is not penalized and the child who tries to
read under his/her grade level is not rewarded. We are very loose
about our summer program, and do not have any set amount of reading
required. We let children set their own goal, with our general goa
'as reading 20 minutes per day.
---------------------------------------------------------------------
Elizabeth Coughlin | Swampscott Public Library
Childrens Librarian | Swampscott, Massachusetts
coughlin@noblenet.org | *North of Boston Library Exchange*
This past summer I designed the Summer Reading Program at Joseph-Beth (last
year's Independent Bookseller of the year--and a LARGE one at that). It was
the
first time we used time instead of titles as the unit of measure. It was my
idea to give it a try, I'd heard that a library in Paducah (Western
Kentucky)
had done so. My reasoning was: 1) slower readers will not be disadvantaged;
2)
participants would not choose shorter below-their-level books to satisfy
requirements; and 3) parents reading to the young ones would be encouraged
to
spend more time with their children.
It was moderately successful. We had the fewest number of children sign up
of
any of the three years I was invlived...and thus the smallest number
complete
the program. {This might be due to the fact that there was NO advanced
advertisement this year...the children's manager who was responsible for the
SRP was new & her store was in trouble...I mentioned the new idea & was
given
a
couple weeks to run with it..it was scary--but good experience} However, all
comments I heard from parents and children was positive.
We gave participants eight weeks to read 30 hrs. That's a little over a half
hour a day. We had 30 boxes on the "score card" with four lines each.
Each
line
was 15 minutes & the child checked each line after fifteen minutes reading.
The
program's theme was "African American Firsts" in honor of the 50th
anniversary
of Jackie Robinson being the first African American to play major league
baseball. We listed suggestions for each age group (rather than have
categories). We had a secondary contest for those completing the first in
which
we challenged them to watch videos & listen to books on tape. If they did
ten
of these, they "Completed the Circle." The score card looked like a
game
board..a line of boxes snaking its way across three sheets with pictures and
facts about certain African American Firsts filling the empty spaces.
I can elaborate if you need me to. Hope this answers some of your questions.
Timothy Capehart
tdcape0@pop.uky.edu
(Children's Librarian in training)
Dear Leonard,
Here at Amherst Public Library were have done our SRC based on the =
amount of time spent reading NOT the number of books read for the last 5 =
years. The response has been fantastic!! Parents and teachers say that =
the biggest plus is that now kids of all ages read books appropriate to =
their reading level. Our reading logs are set-up with 20 15-minute =
blocks to equal 5 hours of reading.
We do not require specific types of books to be read. We encourage =
reading of both fiction and nonfiction that relates to the summer's =
theme. So far the totals are the same for all ages, those with younger =
children can break the 15 minute blocks into say 5 minute ones to acount =
for shorter attention spans and smaller books.
I hope you find this information helpful. If you have any questions,
=
please let me know.
Paula M. Shadle
Youth Services Librarian
Date: Sun, 01 Feb 1998 11:33:56 -0600 (CST)
From: lochwouters@axp.winnefox.org
Subject: Re: SRP - Changing from books read to hours read
We've been using minutes read for the past 8 years or so. We encourage
kids to read (or be read to) 15 minutes or more a day. We give the kids
a series of small quarter sheets as time records and they mark off 15
minutes per day with each sheet totalling 1 1/2 hours (after which they
can get a small incentive prize). I've also seen libraries use small
clocks for the kids to mark off.
We LOVE the minutes read method. It equalizes the program for strong
and
weak readers, and young and old readers. Research has consistently
shown
that the importance in summer reading programs for maintaining kids
reading skills is that kids read continuously so this method seems to
best fit our needs. It also put to bed forever the competitive aspects
of
the program that we weren't comfortable with in the past.
We have no difference in totals for younger and older kids (although our
YA program requires 20 minutes). We also encourge the kids to read
anything
they want (books, newspapers, cereal boxes, magazines, books from home
or
the library) since our goal is to see kids enjoying AND reading. To
offset initial circ slow-down when we went to this, we instituted a
simple drawing that kids who check out 5 or more books can enter for a
grand prize (Packer football, lunch with local celebrity magician, etc)
It seems that if you want to encourage kids to read in different genres,
you can give them a free time-increment mark-off (or 2 or 3 or whatever
seems right). We do that for kids who review one of our books for us
(Book Testrs) or come to a program. That way you can be flexible enough
to incorporate your genre theme in the new scheme.
If you'd like to see a copy of our recording sheets packet, just let me
know.
- -------------------------------------------------------------------------
Marge Loch-Wouters | Email: lochwouters@winnefox.org
Menasha's Public Library lochwout@athenet.net
Elisha D. Smith Public Library | Phone: (920)751-5165
Menasha, WI 54952-3191 | Fax: (920)751-5159
Date: Mon, 02 Feb 1998 16:30:36 -0500
From: oburg_libjuv@InfoAve.Net
Subject: Re: Summer Reading incentive systems
At our library, we changed the summer reading program to reward children not
for books or hours they read but simply for making the library a regular
part of their summer. We ask children to set their own reading goal (they
sign a contract, which we keep at the library). Then each time they come in
to the library, they get a stamp on their contract. Three stamps = a small
prize. Four stamps = a somewhat larger prize. Five stamps = an even larger
prize. Then, every child who meets his goal (regardless of how many times
he/she has come to the library) gets their contract put in a large box for a
grand prize drawing at the end of the summer. We draw three winners from
the main branch and one winner from each smaller branch.
Each week, we also have a guessing contest. We fill a jar with an item and
allow children enrolled in summer reading to make a guess. The one who
comes closest wins a prize....this is a great way to encourage repeat visits
by your children enrolled in summer reading.
This worked beautifully last year, and we are anticipating an increase in
our enrollment this summer.
At 02:53 PM 1/26/98 -0600, you wrote:
>Greetings,
> I know that summer reading programs, and the pros and cons of
>incentive systems, have been discussed in the past. I have just
>finished searching the PUBYAC archives from 1997 for th information that
>I need, to little avail.
Date: Mon, 2 Feb 1998 18:07:01 -0500 (EST)
From: bf455@cleveland.Freenet.Edu (Bonita Kale)
Subject: summer reading minutes
We count half-hours. Twenty half-hours fills your card. We don't care
what they read; the whole idea of it is that they can read picture books or
big fat books or cereal boxes; it doesn't matter; just how many hours
matters.
They are supposed to x off a square for every half-hour, and we rubber
stamp over the x when they bring their sheets in. A lot of them do many
cards.
Bonita
- --
Bonita Kale
bf455@cleveland.freenet.edu
We do have reading/listening folders and we do time increments (color
in a shape for every 30 minutes of reading. At 6 hours they get a
McDonald's cone, for 12 hours they get donuts, for 18 hrs a hamburger,
24 hrs a free book.) The folder/record is set up like a track
with the 30 min blocks themematically (SP?) the hour
increments(above) are larger and tell the kids to come into the
library for a coupon.This works great. Good Luck
Bridgett Johnson,Youth Services Librarian
Lewistown Public Library, 701 W. Main, Lewistown, Montana 59457
(406) 538 - 8559 bridgett@lewis-carnegie-lib.org
Hi Sean and Leonard,
Hope you don't mind my answering this jointly but your requests were
pretty similar. I've been in children's services for 14 years and have
watched our Summer Reading Program develolp and change drastically
over the years.
When I orginally began we counted books - 10 was the summer program. I
disliked it from the
beginning as it tended to be more competitive (at one time patrons
received more stickers or whatever the more books they read) and kids
spent a lot of time looking for "easy books." We found
parents who took great pride in saying "my child read 100 books this
summer" and often times the kids would look for the shortest book, not
necessarily one they wanted to read. In the mid-eighties I went back
to school for a masters in reading. The United States was in the midst of
lots of reading research and I began to get the information that justified
how
I was feeling about the summer program. I took almost three years to
convince staff that time was better than books and we had a really
rocky time for a couple of years till we developed a simple way of
keeping track of time. The first year we attempted we had a calendar
to record minutes read for each day and by the end both parents and staff
was
rounding off and estimating
minutes so quickly that it was kind of funny. It was terrible but we
learned. Patrons also had a choice of recording books. The second year after
a heated discussion
we just went with time. We can't imagine going back to books ever
again.
Insights from my reading degreee:
Kids learn to read by reading - anything. By allowing time we
encourage everyone to read even the RELUCTANT READERS who often times
were overwhelmed by the thought of 10 books. Summer programs tended
to attract those kids who were already confirmed good readers. We've even
had special ed kids in the program. We allow listening or reading time and
strongly
encourage family reading time - parent and child or
children, grandparents, babysitter, older reading to younger, two same
age children reading together etc. Kids listening vocabulary is
usually four years above their reading vocabulary and the greatest way
to increase vocabulary is by being read aloud to.
Competition has been eliminated because kids choose what they want to
read. Some commented the first year that they could now read the long
book they had always wanted to read, even if took most of the
program to accomplish. Kids spend more time browsing and actually
selecting books that interest them - we check out lots of non-fiction.
They can count time spend with a cookbook, a craft book, learning a
card game or trick (reading and following directions), reading the
newspaper, or a magazine. We don't do any policing - we take them at their
honor.
We've tried to design the program so that everyone feels successful -
another important element in reading success. The more kids succeed at
what they do the more they do it. Staff has been very pleased by the
number of kids who continue to read after the program is over and look
forward to the program from year to year. They like being able to read
what they want in the summer, not something that they have to report
on.
We been especially pleased with the number of new readers we get, who
get the whole family reading including siblings in preschool. The
newer readers do some reading and some listening. Our participation
has grown from a relatively small program to a massive one involving close
to
4000 kids.
Public Libraries of Saginaw is a main library with 4 branches serving
a very diverse population. We are planning on offering some outreach
sites this summer in an attempt to attract kids in the poorer economic
areas where participation has not grown as much. 3/4 of the enrollment
comes from 2 branches! We consistly fine tune and try new things and
have found that for the children's people to handle the sheer volume
of people in the summer that we need to be as streamlined as
possible.
We do offer incentive/prizes, a compromise of samantics. We prefer
incentive as it indicates something earned versus prize which one
wins. Our PR person thinks the kids (and adults) don't understand the
work incentive hence the combined word. (There is lots of discussion
and compromising here as we have a very vocal and passionate group).
I hope this helps - give time a fair try (at least 2 years). People,
including staff, are very resistant to change and often need to be
eased in gently. This staff really did a turn around but it didn't
happen over night. Try to honor but ignore the "but we always have
done it this way" people.
I would be happy to send you samples of our materials if your interested.
Good luck.
Sincerely,
Martha
Martha Albosta
Coordinator of Children's Services
Public Libraries of Saginaw
505 Janes St.
Saginaw, MI 48607
malb.@vlc.lib.mi.us
(517) 755-0904
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:34:57 1998
From: PFD Susan Erhardt <pfdse@lakeland.lib.mi.us>
Subject: popular materials v. quality
Chuck wrote:
One hopes that there is a little bit more to selection criteria than
this; if not, a great many of us wasted a great many hours in library
school. I like to think that when I spend tax dollars it behooves me to
spend them on things that have a passing resemblance to quality as well
as having popularity potential. Is it elitist to think that we are
capable of identifying quality? Possibly. Aren't I ashamed of being an
elitist? Nah.
------------
I was not stating that popularity was my only selection criteria -- nor do
I spend my entire budget on copies of _Franklin Rides a Bike_. I simply
feel that a library is pretty useless if it's full of quality books that
no one wants to check out. I purchase one copy of books like the Coretta
Scott King honor books which, for the most part, (in my library anyway)
are shelf sitters. I purchase many copies of books like _Disney's Winnie
the Pooh_ which are never on the shelf. Believe me, I sigh every time I
have to write out an order slip for the newest "Mary-Kate and Ashley"
drivel.
Susan Erhardt
Youth Services
Kent District Library
Grand Rapids, Michigan, U.S.A.
pfdse@lakeland.lib.mi.us
*opinions are entirely my own and may not reflect those of the library!*
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:34:13 1998
From: Jan Van De Carr <jvandcar@park-ridge.lib.il.us>
Subject: Library Behavior in the Children's Department
We have a very busy and crowded department and it is frequently very noisy. We
do not try to keep things quite, it would be impossible and luckily we are in a
separate area so we don't disturb the rest of the library. We do discourage
yelling but in our case, there are so many people that it is just noisy overall
and not easy to attribute to one or two people. It is hard on the staff and
sometimes difficult to hear the person on the other end of the phone line, but
we are happy that so many people like to use the library. And, during the week
we try to have staff on the desk for only half of the day, this doesn't always
work.
As for the toys, I think you should only have as many as you are willing to pick
up from time to time. Our picutre book area can look like a disaster and we do
pick up several times a day, but we don't see any way around it if we are going
to have toys. Frequently one group gets the toys out, another group joins them
and then the first group leaves. This flow conintues so that the third of four
group to play with them didn't take them out and sees no responsibility for
putting them away.
Our department is one of the most popular places in town, and our staff has a
reputation for being helpful and friendly, we think that is more important than
a neat area and besides, anyone with young children in used to a mess of toys.
Janet Van De Carr
Opinions are my own.
Park Ridge Public Library
Park Ridge, IL
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:34:12 1998
From: Walter Minkel <walterm@nethost.multnomah.lib.or.us>
Subject: Re: Library behavior in the Children's Department
Just my opinion (and I know it's an opinion with which many others
disagree), but why does a library need to be a playroom? I had toys in one
of the libraries in which I worked when I began working there, and I got
tired of the constant crying & fighting over them, and kids & adults
both
tripping over them even though the pages kept picking them up. So I got
rid of 90% of them. Our circulation didn't decrease one bit, as many
parents applauded as complained, and things really quieted down and became
more manageable for those who were there to use the library for the
purpose for which it was intended. Grumpily (but very truly) yours, W
8-{)>
On Thu, 5 Mar 1998, Peggy Becksvoort wrote:
> Sue,
> Sadly some young parents do not have a strong distinction between library
> public space and Micky D's public space. Perhaps you need to go back to
> your architect to see why the noise is so great. Could you try, in your
> story hour time, introducing good behavior by using puppets? Could you
> rearrange your floor plan to discourage noisy groups?
> Good luck,
> Peg
>
>
> Peg Becksvoort
> Falmouth Middle School Library
> 52 Woodville Rd.
> Falmouth, ME 04105
>
>
>
>
Walter Minkel, School Corps Technology Trainer
Multnomah County Library, 205 NE Russell St., Portland, OR 97212
Voice (503)736-6002; fax (503)248-5441; walterm@nethost.multnomah.lib.or.us
==============
"Oo, goo." (Drowsy baby's word.) "Oo! goo." --Palindrome of
the Month
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:34:36 1998
From: "Michael Dennison" <msdennison@hotmail.com>
Subject: Re: Library movies and copyright
A decent video for you to watch on copyright law is called "COPYRIGHT
LAW: WHAT EVERY SCHOOL. COLLEGE AND PUBLIC LIBRARY SHOULD KNOW. c1987,
A.I.M.E. 312-940-1260. An excellent book published by Linworth
Publishing, Inc. of the professional Growth Series is called "COPYRIGHT
FOR SCHOOLS a PRACTICAL GUIDE 2nd Edition. by Carol Mann Simpson call
the following number...1-800-786-5017 or write...Professional Growth
Series 480 E. Wilson Bridge Road, Suite L, Worthington, OH 43085-2372.
Hope this will help. I personally would not show any video without
permission. I went to a workshop in New Brunswick last Fall at Rutgers
University on the topic of the Law and Copyright. Lots of legal issues
and lawsuits. Just do not charge addmission!
Michael D.
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:34:13 1998
From: Naughyde <Naughyde@aol.com>
Subject: RE: Reader's Advisory and YA Programming
RPHUD@aol.com wrote:
<Hoped to get some ideas from all of you regarding successful ways you've
handled reader's advisory. What resources have proved especially helpful in
this area? >
There's a big section on readers' advisory in the new edition of Connecting
Young Adults and Libraries including a list of the best tools, some strategies
for providing this service, and a list of "Big Ones" ; books you can
recommend
to most YA patrons. Some of this info is available on the Connecting Young
Adults and Libraries web page at: http://members.aol.com/naughyde/connecting/
For me, the best tool isn't a book, but a skilled staff members who can
interact with teens, learn their responses to books, and match the responses
with reading material. Another simple method is to use your readers: ask
avid readers to make you a list of their favorite books that they would
recommend to a friend to help you begin to develop your own "core
collection"
of books to read/recommend.
<My second question focuses on YA programming. I'm working with a Youth
Advisory Committee and was hoping for some good ideas to pursue with our kids.
What programs have proved really successful, and what programs bombed when you
thought they'd be successful? <
In the Feb 1998 issue VOYA there was a programming round-up with lots of short
information plugs on successful programs. You've already got one of the
elements of success which is youth participation. One notion is to expand
your idea of programming from something that happens on a particular date and
time. Yes, those can still work, but I would look at more flexible and
interactive such a contests, online activities, creating publications, and
short term reading programs.
Those set date/time programs should be best inspired by your collection: what
is moving, what is being asked for; etc. For example, we did scary story
programs using primarly urban legends (Note: see Wilson-Lingbloom's Hangin'
Out a Rocky Creek) and King stories to tie-in with the popularity of horror
among youngish YAs.
Patrick Jones
http://members.aol.com/naughyde/connecting/
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:34:11 1998
From: Melissa Karnosh <emmelisa@bc.seflin.org>
ubject: Timidity/Censorship
I'm rather grateful to Gordon for starting such a nice, juicy topic.
I am fortunate to work for a system with good support of intellectual
freedom, most particularly in the case of children's books. And really,
that can make all the difference. All of us would like to think that we
would be strong enough in ourselves to stand up for any book we felt
should be in the collection, regardless of circumstances, and no doubt
many of us are that strong. But it is easier to be strong when you have
the backup from your administration than when there is only you as the lone
voice of reason in a rabid crowd.
Luckily, librarians can do a lot to create that support for themselves,
first by making sure there are good, clear materials selection and
intellectual freedom policies and procedures in place. Second, by
keeping up on reading journals and reviews. (The book you don't really
know anything about is the book you can't really defend as well as it
may deserve.) Third, by informing staff, co-workers, Trustees,
administrators and anyone else around them of the importance of
intellectual freedom, not just as a concept, but as something important
to the profession and to themselves as individuals.
Being thus prepared is the best thing you can do for yourself. If you
know just how the situation is supposed to be handled, you won't waste
your mental and emotional energies racing around wondering, "What do I
do? What do I do?" Instead, you can rely on your knowledge and speak
calmly to the patron who is trying to censor the material. It's
surprising how often this calm approach disarms a patron who is angry;
and those patrons who aren't angry but are sincerely concerned about the
content of an item are reassured that they are speaking with someone who
truly wants to listen to them.
As for personal experiences with censorship; well, as I say, my system is
quite supportive, which does make things much easier for me. I have
handled complaints about "Daddy's Roommate" and "Heather Has Two
Mommies", as well as a patron who wanted Crutcher's "Athletic
Shorts"
removed from the collection because the character Angus Bethune had gay
parents. I defended these and other works with enthusiasm.
I make a special point of checking my collection periodically to make
sure that we still have copies of controversial books on the
shelves--censorship doesn't always take the shape of formal complaints.
Often the patrons "censor" our collection by simply removing those
items
they feel uncomfortable about. I willingly re-order as often as
necessary; we need to have these books in our collection. After all, how
will everyone else know what the fuss is all about if they can't read the
books for themselves?
Melissa Karnosh
Head of Youth Services
Broward County South Regional/BCC Library
Broward County, FL
*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*
If Immanuel Kant, what makes you think Genghis Khan?
*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*
emmelisa@bc.seflin.org
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:34:42 1998
From: Susan Withee <susanwv@tcpl.lib.in.us>
ubject: Young adult/adult SRC ideas
I need to tap PUBYAC's collective wisdom. It's my first time creating an
SRC program for YAs/adults. We're adapting the children's SRC theme of
"Books tell Tall Tales" for use with our young adult and adult SRCs as
well. The outcome is (tentatively)"Tall Tales, Urban Myths, and Internet
Hoaxes". We hope to keep the SRC simple and straitforward, no cutesy hoops
to jump through, no nightmarish bureaucracy of forms -- just reading books
for neat prizes and some fun programming. We're a middle sized Midwest
town loaded with history, legends, and longstanding rumor, so grand prize
may be given to the person who researches the locale and creates the best
original legend of the Lafayette area. Other program ideas include
presenters on local mysteries, the meaning of myths and legends, the
Internet as a medium for modern myths/hoaxes, movies (Star Wars) as the new
mythology, etc.
Does anyone have book title suggestions appropriate for young adults/adults
on modern tall tales, interesting Internet rumors, urban legends, or
anything else in this very broad vein. Many thanks for any suggestions,
improvements, comments.
Susan Withee
Reference/YA Librarian
Tippecanoe County Public Library
Lafayette, Indiana
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:34:08 1998
From: "Alison Hendon" <ahendon@dorsai.org>
Subject: Re: cataloging Disney books
> I am currently Assistant Head of Youth Services at Central Arkansas
> Library System in Little Rock. We are having a lengthy debate over where
> to place the Disney books that are text heavy but the text is
> written right over the - straight from the movie - animated picture. It
> has come down to a public services vs. tech services viewpoint so my
> supervisor asked me to get some feedback from pubyac. Do you have these
> books in the picture book section and if so, are they under Disney or the
> adaptor's names? Do you put Cinderella and Beauty and the Beast in the
> 398's with their fairytale counterparts? I'd appreciate hearing the
> decisions others have made and possibly the reasons/arguments behind them.
> Thanks in advance.
Terry, our Walt Disney's are cataloged as J-E (picture book). They
are actually shelved with a W on the spine. They are also given a
color-coded dot (green for fairy/folk tales). We have a tiny set-off
section of the fairytale books where they live when they're in (in a
Princeton file). None of these decisions were mine. I would
certainly prefer D to W, for starters.
Hope this helps.
Alison Hendon
Brooklyn Public LIbrary
speaking only for herself
Alison Hendon
ahendon@amanda.dorsai.org
"Though my soul may set in darkness,
It will rise in perfect light,
I have loved the stars too fondly
To be fearful of the night...."
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:34:11 1998
From: "Lorie J. O'Donnell" <odonnell@borg.com>
Subject: Re: abridged classics
Chuck, you wrote:
> One hopes that there is a little bit more to selection criteria than
this; if not, a great many of us wasted a great many hours in library
school. I like to think that when I spend tax dollars it behooves me
to spend them on things that have a passing resemblance to quality as
well as having popularity potential. Is it elitist to think that we are
capable of identifying quality? Possibly. Aren't I
>ashamed of being an elitist? Nah.
Yes, we are trained in selection, and probably 95% of the selection
decisions I make are based on the criteria I learned to use, and my own
judgement on quality, accuracy, currence (and many others). But it is
foolish to think we shouldn't buy something many patrons want, just
because we don't approve. I personally do not like Harlequins, but we
would have a real fight on our hands if the adult side suddenly
discarded them and told the readers they were junk!
I would love to buy only those books I thought "worthy" of the
tax-payers money, not to mention the limited shelf space and processing
time. However, we must be realistic if we are going to work in the
public arena. We are here to help people, and part of that is giving
them what they want, whether we approve or not.
And on a side note, if the books will get just one more child reading
than before, then I consider it money well spent!
Lorie
--
**************************************************
Lorie J. O'Donnell
odonnell@borg.com
http://www.borg.com/~odonnell/index.html
"I hope we never lose sight of one thing.
That this was all started by a mouse" Walt Disney
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:34:14 1998
From: rgwd@sprynet.com
Subject: Gordon Riley
Coem on!! I just had to respond to Gordon Riley's statement on 3/4 that
"jlibrarians who are rather timid souls to begin with" are not willing
to risk their jobs to stand up to censorship. What a flame! Mr. Riley
does not know the same youth services people that I do. We are NOT "J"
librarians and we are NOT timid. Who else would try to booktalk to a
class of 6th grade boys? Most youth services people DO stand up very
forcefully against censorship, but maybe we live or work in more
reasonable areas where our jobs are not at risk. Or maybe we work at
libraries whose mission statements, policies, Friends, and Board support
our views.
Robin Davis
Children's Services Librarian
Arlington, TX
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:37:01 1998
From: Becky Tatar <bltata@aurora.lib.il.us>
ubject: Re: noisy children
May I add an anecdote regarding noisy/misbehaving children in the library?
Last summer, in our children's department, a three year old child bit
another toddler. The department head found both parent's and took them into
her office for the calming down, the speech about watching your children,
etc. The mother of the bitten child was fine, she wasn't too upset or
anything, considering. However, the mother of the biter rang a peal over
the librarian. How was she, the mother, help her older child find material
for a school report if she had to keep her eye on her other children. This
whole episode was our fault for not providing a containment field (the
mother's wording, not ours!) for toddler children to stay in, while their
parents were in the library. This parent even wrote 2 letters to the Board
about this. Of course, our lunch hours for the next few days, were filled
with speculation about containment fields, toxic materials, locations, etc.
This still causes us chuckles. And no, we haven't installed a containment
field. We don't know where we would put it. Hang it from the ceiling, maybe?
-----------------------------------
Becky Tatar
Unit Head, Periodicals/Audio-Visual
Aurora Public Library
1 E. Benton Street
Aurora, IL 60505
Phone: 630/264-4100, x4116
FAX: 630/896-3209
e-mail: bltata@aurora.lib.il.us
Opinions are my own.
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:37:11 1998
From: Tasha Saecker <saecker@axp.winnefox.org>
ubject: Re: censorship
Lorie J. O'Donnell wrote:
>
> Gordon Riley wrote:
>
> > The fact is that since parents can get particularly volatile for what
can objectively called ridiculous reasons, Jlibrarians (often already rather
timid souls to begin with) don't find it to be worth risking their jobs to
uphold professional ideals.
>
> <SNIP> I feel
> strongly about the "professional ideals" that you seem so blase
about.
> I hope I am not the only one left!
>
> Lorie
>
No Lorie, you are not the only one left, but sometimes it can feel like
you are. I have talked with other professional librarians and they have
seemed shocked that I was willing to risk a job to defend a book. I
also took exception to being called a "timid soul." Timid souls could
not do what I do for a living, trust me. Most children's librarians and
librarians in general are far from timid and some of us border on brash
and loud! :)
Tasha Saecker
Caestecker Public Library
Green Lake, WI
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:37:06 1998
From: "Karen Brown" <BrownK@ci.monterey.ca.us>
Subject: Animorphs
I am breaking the rules by responding to the entire list, but since the
Animorphs are best sellers, I'm sure others will be interested.
I just did a program which I called "Animorphs Fan Club". I have done
many programs like this one -- programs which focus on kids' interest in a
series and then try to move them on to other books. I decorated the room with
pages from the scholastic, Neil Shusterman's page, and one other good web page.
For the first 5 minutes or so, kids milled around critiquing the illustrations
which had been submitted to the Scholastic web page and talking among themselves
about the books and their future on Nickelodeon. We offered refreshments based
on the books -- M&M's, popcorn (Ax's favorites) and Fig Newtons (K.A.
Applegate's favorite. First we talked about why the books were popular, then
which are our favorite characters, scenes, books, what animals we would like to
morphs, etc. That took almost 45 minutes-- the kids love to talk about the
books.
When I could make the connection with their discussion, I did booktalking with a
big hunk of it at the end. I especially recommended:
Could you Survive? Wonderful (out of print, of course) books published by Ideals
that are like choose your own adventures, but with real animals and shelved in
nonfiction. More nonfiction which focused on what it was like to be the animals.
Realistic animal fiction, like Rabbit Hill, Poppy, etc. The closest match tho
are books where kids live with the animals or are changed, like Music of the
Dolphins, Julie of the Wolves (and sequels), Foxspell, Incident at Hawk's Hill,
Shoebag (and sequel) and of course the book which Shoebag came from,
Metamorphasis. City Under the Backsteps would also be great if anyone still has
a copy. I also talked about alien books. The closest matches here are the Star
Kaat series and Bruce Coville's series where the kids also need to save the
world.
I closed the program with a door prize drawing, items which I got from inside
the books. I had no luck getting phone interviews with the author or
screenwriter or getting giveaways from the publisher. Of course, I read all the
books before doing the program. I really recommend this kind of program as a way
to connect with kids. If anyone wants any more info, please feel free to contact
me. Karen Brown Monterey Public Library
brownk@ci.monterey.ca.us
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:37:16 1998
From: Nicholas Berry <nberry@spl.org>
Subject: re:censorship
I think the reason I fit in @ libraries is because I'm way too outspoken
and uncensored for the private sector. All of my librarian friends and
colleagues, while perhaps not as activist as myself, uphold through
collection development, reader's advisory, and individual confrontation
the tenets of the library bill of rights quite adequately, as this is our
true "job" in the profession. Please don't perpetuate the negative
stereotype.
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:39:29 1998
From: csp@jcls.org (Christine Perkins)
ubject: Internet Bookmarks and Criteria
Wow! Due to the overwhelming response to my offer, I will be posting
information regarding Internet Bookmarks and criteria directly to PUBYAC
rather than responding to
each person individually. Thanks for your interest.
The following is a list of website selection criteria used by children's
librarians at Medford Library, Jackson County Library Services, Medford,
Oregon. Please note: this is not an official addition to our collection
development / selection policies. Rather, this list of criteria is used to
help us narrow down the range of possible sites to bookmark.
Website Selection Criteria for Medford Children's Department:
1) Age-appropriate content -OR- content for parents or educators of children.
2) No sex, violence, profanity or hate messages; no obvious links to sites
with sex, violence, profanity or hate messages.
3) Non-commercial sites are preferred over commercial ones.
4) Site must provide actual information -OR- site provides multiple links to
other relevant sites (meta-site).
5) Site covers broad subject area -OR- Site provides specific content
relevant to our patrons' needs. Ex: Animals, NOT flamingos; Native
Americans of Southern Oregon, NOT Native Americans of Georgia.
Other things to consider:
+ Organize bookmarks into folders with "kid-friendly" labels.
+ Consider re-naming bookmarks to keep names short. Long titles are cut off
on Netscape.
+ Limit the number of folders and bookmarks within folders so that they fit
on one screen; don't let them get too overwhelming / cumbersome.
+ Remove bookmarks that are not useful to you. If you do remove a bookmark,
be sure to keep a copy of the URL in case a patron wants to find a specific
site again.
+ Periodically update URLs by running the "What's New" function in
Netscape
bookmarks.
+ Keep a paper copy of your bookmarks next to the Internet terminal(s) in
case they are in use and you'd like to refer another patron to them.
These are just some helpful hints that we have had to learn the hard way.
I hope these criteria are useful to you. I will be forwarding our list of
Children's Bookmarks to PUBYAC some time next week, as an .htm attachment.
That way, you will be able to view them using your Internet browser.
--Christine Perkins
............................................
Christine Perkins
Reference Librarian
Jackson County Library Services
413 W. Main St. Medford, OR 97501
(541) 776-7281 csp@jcls.org
............................................
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:40:05 1998
From: "James B. Casey" <jimcasey@lib.oak-lawn.il.us>
Subject: YA Punishment Zone = the School Library.
Did any librarians "out there" see the Tuesday, March 3, episode
of "Dawson's Creek"? While I would ordinarily never even think of
watching that show, I was drawn to the one hour program by the
promo that two teen boys and three girls were to be held for Saturday
detention for horrid behavior during the previous week. Naturally,
I remembered the "Breakfast Club" movie of years ago and wondered
if the place of incarceration and punishment for this tv serial
(soap opera for teens) would again be the high school library.
And, YEP! It was.
Not only was the High School Library the place of punishment, but it
was the school librarian who was the "wicked witch" who served as
prison mistress. The school librarian -- a scolding bureaucrat with
thick glasses, a 1940's outfit -- watched soap opera videos in her
Office instead of doing the "work" which she said would prevent her
from sitting with the teens in the closed, locked and "totally boring"
school library. When the bored and miserable teens escaped from their
place of detention (punishment) for a frolic, the school librarian
caught them in the act. As punishment, she dumped a drawer of the
card catalog on the floor and forced the unfortunated teens to sort
out the cards by 5 PM or face yet another hideous Saturday of
incarceration in the High School Library.
"Dawson's Creek" is a TV show, designed for teens and probably
watched by millions of YA viewers every week.
What do you think that YAs who watch such a program think about
libraries and librarians?
The sad reality is that this image of the school library as a
locked up, inaccessible facility used occasionally as a place of
oppression and control may not be far from the truth. High School
Libraries are closed on evenings and weekends. They are used only
under strict supervision and when classes are in session (or a few
minutes before and after the bell goes off.) They are often used as
punishment centers with librarians stationed as "guards". School
libraries and school librarians are relegated to the "bottom of
the totem pole". Education and library service are considered to
be mutually exclusive -- as are library service and meaningful,
enjoyable work.
Unless school librarians take a stand for keeping their libraries
open and accessible and user-friendly, I can't see any hope that
the diminutive, marginal and insulting role forced upon them --
and indirectly upon all of us -- by the public education
establishment will ever be lifted.
James B. Casey -- My own observations as a public librarian and ALA
Council Member.
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:40:08 1998
From: "Siti, Beverly" <siti8537@rowan.edu>
Subject: Jr./Sr. High Series
I work in a Jr./Sr. high library, and we find that the few series we
have are very popular with our students. We would like to invest in
a few more for next year, but want to choose ones that our
students will like. Does anyone have any suggestions for popular
series titles besides "Goosebumps" and "Sweet Valley High"
that have
won favor with kids at this age level?
Thanks in advance!
Beverly Siti
Siti8537@Rowan.edu
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:41:48 1998
From: Pamela Sieving <pcsievin@umich.edu>
Subject: Dawson's Creek
I saw only the initial "sentencing." My two teen-aged sons and their
friends know enough to joke about the stereotypes, so they shared my
sense of an opportunity lost.
I wonder how other teens saw it. Any others out there?
Pam Sieving.
******************************************************************************
Pamela C. Sieving, MA, MS
Director of Library Services
W.K. Kellogg Eye Center
University of Michigan
1000 Wall Street
Ann Arbor, Michigan 48105
734 763-9468 voice
734 936-9050 fax
pcsievin@umich.edu
http://www.med.umich.edu/kec/
******************************************************************************
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:42:06 1998
From: "Schwartz, Ginger J." <GJS8126a@co.prince-william.va.us>
Subject: Re: Costumed Characters
Thanks to everyone who responded so quickly about how to get a costumed
character. The majority of the responses referred me to:
COSTUME SPECIALISTS
211 North Fifth Street
Columbus, OH 43125
1-800-596-9357
Ask for Brett Chenault (x303)
The cost is $90 for one week (for shipping and handling)
Library Media & PR has a "Tips & Tricks" for Literary Costume
Bookings
including other sources, besides Costume Specialists available at...
http://www.ssdesign.com/librarypr/content/p121697a.shtml#tips
A few have also suggested that I contact my local bookstores to see if
we can share a costume for a few days.
As always, PUBYAC is an excellent source of information.
Ginger J. Schwartz
Children's Librarian
Potomac Community Library
2201 Opitz Blvd.
Woodbridge, VA 22191
(703) 494 - 8126
gjs8126a@co.prince-william.va.us
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:42:10 1998
From: Susan Price-Stephens
<susan.price-stephens@treasure.lpl.london.on.ca>
Subject: cataloging Disney books -Reply
We put our Disney fairy tales in the 398's.
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 11:42:21 1998
From: Mary K Chelton <mchelton@cadvantage.com>
ubject: Help please
Hi Everybody!
Through total stupidity, I thought I had backed up files when I hadn't and
lost them when I reinitialized my hard disk last week. What I need help
with is examples of real-life collection, staffing, and services problems
related to young adults that I can share with my YA classes as real-life
examples. If you have any you've been sitting on, or kept any from prior
postings, please share them. I delete personal names and places before
handing them out.
Thanks,
Mary K.
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 12:14:41 1998
From: Rae Kozloff <alib2@sos.net>
Subject: Combined children's and adult nonfiction
We're in beginning stages of planning for a new library and would like
to survey some
libraries our size on a particular matter. Currently, we have a
separate children's room
containing all children's nonfiction and reference books (not YA,
however). All children's
materials are checked out at the main circulation desk in the adult part
of the library.
Projected population in service area of new library - 18-20,000
Collection size projected to grow to 100,000 items.
If you work in a library of this size, we'd appreciate your
answers/comments to the
following questions:
1. Do you have your children's nonfiction collection merged with the
adult?
If yes, do you still have an "easy" nonfiction section in the
children's
room? At what
age/level do you draw the line for location decisions?
2. Is your children's reference collection merged with the adult
reference?
If yes, who is primarily responsible for children's reference service
(Reference librarians or children's
library staff?)
3. Do you have a check-out desk in the children's library?
Please respond to me directly. All comments will be appreciated; thank
you for your time!
Rae Kozloff
Anacortes Public Library (WA)
alib2@sos.net
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 13:14:41 1998
From: LOREE Givonetti <loree@nsu.acast.nova.edu>
Subject: Re: Library behavior in the children's dept.
I know many would disagree with me on this but you really need to get rid
of the toys. Trust me on this. I used to teach pre-K and everyday before
storytime I learned that if I didn't shake the kids down ["o.k. you, up
against the wall...spread em!"] and remove all of the toys from their
possesion, there would be no storytime. Who decided that toys were
supposed to be part of a library collection anyway?
At our local public library [I work at the local university library] we
have a boat. Oh, it's a lovely boat. Theoretically, it's supposed to be a
reading boat....kids sitting quietly on the boat, sailing away to
storyland. HA! The poor librarians have closed the boat and cast bainful
glances in it's direction. The boat has been closed for a long time now.
There's a neighborhood myth going around now that a child hurled themself
off or the top of the boat and, well, isn't with us anymore. I think this
myth was probably started by the librarians. Personally, I'm glad the damn
thing is closed. It was a huge distraction! I couldn't GET my girls to
look at books while that "thing" was in operation.
Basically what it all comes down to is the fact that we as a society don't
know how to just sit down, shut up, and relax and read a book. No, we've
got to have the toys and the noise or we're not happy. And that's what
we're teaching our kids. Listen you want some advice? Gear your library toward
reading...READING. Who knows, you might start a new trend.
**************************************************************************
Loree Davis Givonetti * Before I run I'll have to take a
Einstein Library * fall. And when I pick myself up so
Nova Southeastern University * slowly, I'll devour every one of
Fort Lauderdale, FL * those books in the
loree@nsu.acast.nova.edu * Tower of Knowledge.
*
* 10,000 Maniacs
*
*
*
*
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 16:18:38 1998
From: "Matthew Gilmore - DC Pub. Lib" <mgilmore@capcon.net>
Subject: job posting--DC Public Library--branch head, children's, adult
Branch Librarian [Branch Head]
(DS-1410-12)
Master's Degree in Library Science and minimum of one (1) year's experience
at the DS-1410-12 (supervisory) level or equivalent experience in the
1410 (Librarian) series.
The applicant's work experience must have been of a quality and sciope
sufficient to enable him or her to perform satisfactorily those
assignments typical of the position. Emphasis is placed upon
administrative skills, including the ability to organize and develop
effective programs of library service. Weekends and nights are required.
All applicants must present a combination of experience, education,
skills, self-development, and expertise to perform the duties and
responsibilities of the position.
________________________________________________________________________
Adult and Children's Librarians
The District of Columbia Library, a thriving urban library system is
seeking adult and children's librarians (full time).
MLS Degree from an ALA accredited school is required. Urban public
library experience preferred.
Salary:
Librarian I, starting at $29,500.00
Librarian II, starting at $35,560.00
Positions require some evenings and Saturdays. Benefits in accordance
with D.C. civil service regulations.
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
To apply: Submit SF-171 Form or D.C. Government Employment Application
Form to:
Personnel Department,
Room 423
Martin Luther King Memorial Library
901 G Street NW
Washington DC 20001
Matthew
Gilmore: mgilmore@capcon.net
Washingtoniana Division and the Washington Star Collection
District of Columbia Newspaper Project
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 16:18:40 1998
From: Chris Harbison <SML_CHRIS@chstls.org>
Subject: stumper: Robin Robin Redbreast
Don't know if anyone out there will be able to solve this one,
but I thought it would be worth a try:
I have a local author who wants to use this phrase in a
piece she is writing but doesn't know it's source:
"Robin Robin Redbreast, bring me good luck"
She remembers chanting this as a child while turning around,
possibly part of a game but that's all she can recall.
I have checked all my sources here on children's poetry, games,
chants and songs and cannot come up with any specific phrase
of this sort. I've also tried a keyword search in our DRA
system. Our adult librarians have checked their sources as
well as the internet. Has anyone out there ever heard of
this phrase? Any information or search suggestions will
be appreciated. This woman has been coming in every day
asking if I have found anything yet!
Chris Harbison: sml_chris@chstls.org
Head of Youth Services
Steele Memorial Library
Elmira, NY 14901
fax 607-733-9176
**********
"We read to know we're not alone" C.S.Lewis
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 16:18:42 1998
From: Patricia Yocum <hzz006@mail.connect.more.net>
ubject: STUMPER: he he he...
I had a patron in today who is looking for a book she read over 20 years
ago to her daughters. The only thing she can remember is there is a little
Japanese (?) woman who says "he he he" throughout the story. Her
daughters
loved the book and now she wants to read it to her granddaughter. If you
have any ideas... TIA.
Patricia Yocum Children's Librarian, Joplin Public Library
300 S. Main St. Email hzz006@mail.connect.more.net
Joplin, MO 64801-2384 (417)623-7953 phone, (417)624-5217 fax
---------------------
From owner-pubyac@nysernet.org Sat Mar 7 16:18:55 1998
From: "Midge Winkel" <mwinkel@mountlaurel.k12.nj.us>
Subject: censorship/banned books
This is the first time I am using the pubyac list serv. I am a graduate
student taking a young adult lit course and need information on banned
books. Does anyone know some of the latest books "banned" in your
libraries? So far, I've had the chance to read other messages that I've
found useful and would appreciate the input of all you pubyac users!!!
Thanks!
Liz (my address is mwinkel@mountlaurel.k12.nj.us)
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From owner-pubyac@nysernet.org Sat Mar 7 16:19:32 1998
From: Angela Christianson <achristi@alexia.lis.uiuc.edu>
Subject: YA titles with adoption theme
Hello -
I am a second semester MLS student at the University of Illinois
and am working on a final research paper for my Library Materials for YA's
class. I am interested in researching how adoption s portrayed within YA
literature. I have located several works from _Bookfinder_ and _What do
Young Adults Read Next_ as well as amazon.com but am having trouble
determining their quality. Do any of you know quality YA titles with
adoption themes off hand? Any suggestions would be appreciated and I will
try to compile the info and post to the list if there are sufficient
responses. Please reply to achristi@alexia.lis.uiuc.edu
Angela Christianson
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Angela R. Christianson Master's Student
Graduate School of Library and Information Science
University of Illinois at Urbana-Champaign
Information Desk and Reference Graduate Assistant
Community Networking Initiative Graduate Assistant
achristi@alexia.lis.uiuc.edu
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