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From owner-pubyac@nysernet.org Tue Mar 10 10:54:20 1998
From: "kscalley" <kscalley@capecod.net>
Subject: Re: Compiled List Interactive Flannelboard Stories
Thank you to everyone who responded to my request for interactive
flannelboard ideas.
Here is the list:
*Too Much Noise by McGovern (kids make all the animal sounds and
hold their hands to ears on the refrain "It's Too Noisy" which gets
progressively louder each time.
*The very busy spider by Carle (animal sounds again and
refrain...best for 2-4s)
*The very hungry caterpillar by Carle (kids identify and count each
food and say the refrain)
*The old lady who swallowed a fly
*The Fat Cat by Jack Kent (hilarious, kids remember the name of
each character who gets eaten by the cat, as well as cat's refrain as he
eats them)
*Sometimes It Looked Like Spilt Milk
*Brown Bear, Brown Bear, What Do You See?-As you mention each animal, the
child comes up with the piece.
*The Great Big Enormous Turnip
*Mama's Going To Buy You a Mockingbird
*Goldilocks and the Three Bears
*The Three Billy Goats Gruff
*The Gingerbread Man
*Old MacDonald Had a Farm
*There Was An Old Lady Who Swallowed a Fly-. We just bought the new Old
Lady swallowing
puppet that is just now available from Demco. She is really great!
*Old McDonald had a Farm-We do this on a clothesline. All of the
animals are strung on the line, one at a time as the song is sung. This
makes it easy for the children to remember which animal is next in the song.
We also use the same animals to sing Cat Goes Fiddle I Fee.
*Stone Soup- is great for interactive involvement. Pass out vegetables and
let each child
bring up a vegetable as it is mentioned for the soup.
*Who took the farmers hat? by Nodset or real name
Joan M. Lexau. The refrain I use(I think it is in the book but I have
told it so long it may have changed) is "Farmer Brown had a hat. Oh how
Farmer Brown loved that old brown hat....Have you seen my old brown hat?
and...Farmer Brown looked here, he looked there, he looked everywhere
(moving the farmer character from corner to corner and around the board)
but he (and here the children always join in) but he Could not find his
old brown hat.mm
*The Mitten by Tresselt or Brett-One of the stories we used to use as a
winter time theme was mittens. We made up pairs of mittens, using various
colors of felt. We would give each
child one mitten and put the mate on the board. Then, we would let each
child take a turn at coming up and putting her tape next to its mate on the
board
*Little Mouse, Red ripe Strawberry and the Big Hungry
Bear by Woods-I made flannel pieces of the mouse, a strawberry you can
cut in half, different disguises for the strawberry, etc.. It is a big hit
with the kids. Also, brown bear, brown bear by Martin.
*M+M's Counting Book
*The Little Old Lady who wasn't afraid of anything, etc.. - Virtually any
book with
repetition and numberous things or characters can be made into a flannel
board.
* Cookie Jar People- and it is found in book one of Paul
Anderson's Flannelboard book:
The Cookie Jar People hopped out one night,
When the cookie jar lid wasn't on tight!
The gingerbread man opened his raisin eyes
And looked about with great surprise!
The coconut lamb jumped up so high,
Her little white tail nearly touched the sky!
The frosted bunny twinkled her nose
And danced around on her cookie toes!
The sugary duck began to quack
And shake the sugar off her back!
The cinnamon bear could only grunt.
(He was to fat to do any stunts)
They were all so happy to be at play
That they danced and they danced and they danced away.
They danced away so very far
That they never came back to the cookie jar.
Thank you again
Ann Scalley
kscalley@capecod.net
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 10:54:18 1998
From: Linda Conroy <lpconroy@panama.phoenix.net>
ubject: Re: censorship
Mary Ann Gilpatrick wrote:
No one has ever in my life called me a timid soul. And
the bunned, bespectacled founders of our profession whose image is much
maligned, weren't either.
I couldn't resist adding a divergent note here: a wonderful (adult) book about
one facet of the history of librarianship is:
Cultural Crusaders : Women Librarians in the American West, 1900-1917
by Joanne E. Passet
Much of it reads like a good novel!
Linda Conroy
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Linda & Paul Conroy
lpconroy@panama.phoenix.net
Panama -- where spotting a four-foot long iguana
crossing the road and hearing the chatter of monkeys
makes us feel at home!
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 10:54:16 1998
From: fmuller@saturn.planet.net
Subject: Re: YA Punishment Zone = the School Library.
I make it a big point not to allow detention for sending the kids to
the library for punishment - it sets up the wrong image. So far I
have been supported in this by the administration
***
Frederick Muller
fmuller@planet.net Halsted Middle School Library
(973) 383-7440 ext.228 59 Halsted Street
FAX (973) 383-7432 Newton, NJ 07860
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 10:54:16 1998
From: Mary Driscoll <driscoll@scls.lib.wi.us>
ubject: Parenting Collection
We will be moving to a new library within the next year and would like to
start a parenting collection. Does anyone have any helpful hints on
starting a collection from scratch? email me, and I'll share the
collective wisdom with pubyac. Many thanks!
Mary
driscoll@scls.lib.wi.us
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 10:54:19 1998
From: Storylady1 <Storylady1@aol.com>
Subject: Re: Public CDROM stations to try out library CDROMS
We have recently set up our CDROM station in the Youth Service area. We have
six drives that house our newest CDs. The public is able to access these six
CDs whenever they want. They may sign up at youth desk for 30 minute time
slots. The older CDs circulate 1 week check out, and limit of one per card.
If a certain CD is on the shelf a patron can request to use that one. For
this purpose we have one drive that is kept empty, only to be used for this
type of brief CD use. We try to change the new CD in the locked drive every
two weeks or as new CD's arrive. Our most popular CD's include Titanic
explorer, and Oregon Trail! We have had excellent luck with this set up and
the CDROM station is busy all day. Kids can sign up in advance based on how
busy we are. If you have any questions, please email me!!!
Storylady1@aol.com
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 10:54:18 1998
From: Bonnie Wright <bwright@aldus.northnet.org>
Subject: toys in children's room
When I took over as children's librarian, there were LOTS of toys
in the kids room! Since the toys had preceeded my coming, I decided
to "go with the flow". A year later, the board wanted to paint and
re-model the children's room. I asked the director if I could move
bookshelves, etc. and he said OK. As a result, the toys are now
in a little alcove in the kids room-I call it the "toy corner".
It is away from the books, and on the opposite side from the reference
area. I think moving furniture and re-organizing working space goes
a long way towards solving the "toy problem". The toys are now in
a happy place, and away from the bookshelves.
I also think toys are great for toddlers who might be visiting the
children's room for the first time, while big brother or sister looks
for books. Keeps 'em occupied.
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 10:54:18 1998
From: Andrea Johnson <ajohnson@alexia.lis.uiuc.edu>
Subject: Re:Dawson's Creek
Not only that, but the librarian was a frumpy, humorless woman who spent
the day doing "important work" (watching taped soap operas) in the
media
room, and dumped out a drawer of catalog cards for the students to
re-alphabetize as punishment (no mention of filing rules there :) ), and
was just a generally all-around nasty person, every bit the stereotype.
Just my $.02
Andrea Johnson, MS Student
Graduate School of Library and Information Science
University of Illinois
> - ----------
> From: James B. Casey
> Sent: Friday, March 06, 1998 7:34 PM
> 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.
> <snip>
>
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 10:54:18 1998
From: RichardGuy@aol.com
Subject: Re: RE: YA Punishment Zone = the School Library.
>>>> Buffy-the-V.S. has a very important and YA friendly character
in the
form of the school librarian named Giles......
Friendly? You really should watch a show. A couple of kids walked into the
library the other day and were almost attacked because the slayer group was
about the serious business of fighting the occult terrors and these kids just
wanted to use the library.
I am a faithful fan of Buffy the Vampire Slayer, in part because it is a male
librarian with knowledge and standards who will not yield to evil, and in
part because the show is shot at Torrance High School, where I was librarian
for 18 years, so I am Giles.
Librarians are a mixed bag -- some are the very image of the tyrant in
Dawson's Creek, others are saints who guide children to new lives. Just like
every other profession. I had to fight to keep my new library from being
used for punishment through detention or study hall.
My standard for a show is whether I am entertained. Buffy entertains me with
its wit. Dawson bores me with its angst. But my daughter and her boyfriend
love it. And they are seniors ranked #1 and #2 in their high school class --
so who am I to argue with them?
Richard K. Moore, Librarian
Bolsa Grande High School
Garden Grove, CA
Email: RichardGuy@AOL.COM
*********************************************
Any opinion expressed here should be the opinion of any
right thinking individual, especially my employer.
*********************************************
Wouldn't it be great if we lived in a world where insecurity and desperation
made us more attractive? - Albert Brooks, Broadcast News
*********************************************
( ( Listened to a good book lately?
( (
( ( <(0)>
( ( \\
( ( \\__/_/
( ( ( ( ( ( ( ( ( ( (
*********************************************
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 10:54:16 1998
From: Erin Gallagher <gallaghe@noblenet.org>
Subject: Re: YA Punishment Zone = the School Library.
Dear James and list,
As a teen, I thoroughly enjoyed the Breakfast Club, and had not thought
about the fact that the library was the "prison" for the kids. As a
kid,
it seemed perfectly normal to me, and I can probably count on one hand the
number of times I visited the high school library in four years. I did
think of it as an oppressive place: constantly being shushed and warned,
even though I barely spoke at a whisper, constantly being hovered over to
make sure I was doing my homework. They were always miserable experiences.
I believe things have changed a lot since then (about 14 years ago), but
the people that write the movies may have memories similar to my own.
Perhaps we librarians need to start our own good PR campaign. Can anyone
think of any shows or movies that portray librarians in a good light?
Erin
--------------------------------------------------------------------
Erin Gallagher | Peabody Institute Library
Head of Children's Services | Peabody, Massachusetts
gallagher@noblenet.org | *North of Boston Library Exchange*
---------------------------------------------------------------------
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 10:54:18 1998
From: zendo@tiac.net (Labadorf)
ubject: Toys and storytime
We have toys in our children's department but they are in a small enough
area that I can cover them all with a blanket before storytime. We have a
ritual of putting the toys to bed right before storytime, lullabye and all,
and then after storytime, we wake them up! I also have a small special
collection which our Friends bought a couple years ago that I bring out
only after storytime.
The toys are very popular and I like them better than computer games. With
the toys, many of the children play cooperatively or at least have the
chance to try playing cooperatively.
I think they can co-exist with books with careful planning.
Kathy
Kathleen Labadorf
MLS/ISDP candidate, Syracuse University
Children's Librarian, Saxton B. Little Free Library, Columbia, CT
Home: zendo@tiac.net
Library: libsbl0@neca.com
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 10:54:26 1998
From: bf455@cleveland.Freenet.Edu (Bonita Kale)
Subject: Checking out non-book items
>Date: Sat, 7 Mar 1998 15:43:13 EST
>From: Somerd <Somerd@aol.com>
>Subject: Non-book checkout
>
>How do you check out non-book materials? We are specifically interested in
>ideas for checking out "backpacks" or kits that contain several
items around a
>theme: books, CD-ROMs, videos, puzzles, other manipulatives, etc. These will
>be family kits so they may contain items from the children's and adult areas
>of the library.
Basically,we bar-code the -bags-, not the items. Our kits are on an
order-in-advance and choose-what-you-want basis, so we can't have the toys,
etc., marked to go with the bags. We do give each patron a copy of the
list of what we actually put in the bag (sometimes we substitute for what
they asked for).
Each item is numbered and lettered, basically in the order we bought
them in. Most of them are in bags that say what they contain, and we put
"Euclid Public Library" stickers on everything big enough to hold
them.
When the bags come back, circ checks them in and we collate them and call
the borrower if something's missing.
We have an index-card file for the items, and move them to "in" or
"out" as
they go. With a standard kit, I know all this would be easier. I saw a
library that had these, and each came with a laminated list of what was in
it.
Bonita
--
Bonita Kale
bf455@cleveland.freenet.edu
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 10:58:07 1998
From: aftrtht@accesscom.net
Subject: Summer Reading Incentive Programs
I apologize for the delay in posting these responses back to the list.
Shortly after my original request, I had a minor life event that took
the majority of my time (I got married), and then I was out of town for
a week. Now that I am back at work, I would like to express my sincer
thanks for the many responses I received. The branch supervisors in my
system have decided to change both the structure of the program and the
nature of the incentives that we give. This summer we will be counting
time spent reading, and will be giving certificates and medals for the
two levels of acheivement that we established.
Here are the actual responses I received:
Date: Tue, 03 Feb 1998 14:47:49
From: Jerri Garretson <jerri@spooky.manhattan.lib.ks.us>
Subject: Summer reading incentives
For the past five years we have had a system that allows children to
choose between counting titles and counting pages toward prizes. We
have a large program and the prizes are very inexpensive, but they also
get a choice of at least two prizes at each level. Prizes can be earned
for 5, 10, 15, or 20 books, or for 500, 1000, 1500, and 2000 pages. The
first summer we offered this plan, our summer participation rose 60%.
We got a lot of
the older kids that wanted to read books like Jurassic Park but didn't
want to read 20 books of that length.
We also found that the choice of prizes and the ability to set their own
goals and "save up" their certificates was a big hit.
We still have kids who really want a challenge who will do titles even
when they are reading long novels. And, of course, we still have some
kids who prefer to read simple things just to fill up their chart. We
make no attempt to control reading levels; in a large library, we have
no idea what they are anyway. Kids can read magazines, newspapers,
comic books, even online materials, and none of them have to be checked
out from the library. (They love trading books and magazines with
friends.) It has not hurt
our circulation at all.
Those who read more than 20 titles or 2000 pages get a "slip" for each
additional 5 titles or 500 pages that goes into a box for their age. At
the end of the program, we pick one slip from each box for an additional
prize. Lots of kids seem to get a kick out of seeing how many slips
they can get as chances toward that additional prize.
Each week, all kids who have read and put something on their reading
chart that week get a chance to win a book. We draw one name for each
age for 8 weeks. This is also very popular.
In addition to this independent reading program, we have a family
reading program for children 6 and under who aren't yet reading on their
own. Families can sign up and when they have read 24 books, each child
gets a small prize and both the children and the parent get ice cream
cones.
Jerri
^^^^^^^^^^^^^^^^^^^^^^^^^^
Jerri Garretson "Persist"
Head of Children's Services
Manhattan Public Library & North Central Kansas Libraries System
629 Poyntz Avenue
Manhattan KS 66502-6086
Email: jerri@manhattan.lib.ks.us
_____
Wed, 4 Feb 1998 11:50:49 -0800 (PST)
From: Irene Gavasso <ireneg@linknet.kitsap.lib.wa.us>
To: aftrtht@accesscom.net
We changed to time read (10 hours) a couple of years ago and have found
it very successful. Parents are now able to read to their preschoolers,
kids can read their comic, newspapers, magazines, etc and teenagers can
read books with hundreds of pages. We no longer are getting fourth and
fifth graders reading picture books so they can get their prize sooner.
We're happier with the results and apparently.
We've done away with the certificates for the most part. We have some
on hand and if the parent or child ask we'll give them one, but most
don't bother. We've offered prizes in the past but the year we offered
paperbacks our sign-ups and number finising was sky high. Two years
later, due to limited funds we went back to offering a prize and the
difference in numbers were staggering. We've gone back to offering the
paperbacks. We now get our funding from the library foundation,and the
Friends groups of our different branches. We have purchased pb's from
Scholastic in genre groups and have been satisfied with the selection.
And the price is right.
Irene
*****************************************************************
Irene Gavasso ireneg@linknet.kitsap.lib.wa.us
Kitsap Regional Library Young Peoples Department
1301 Sylvan Way Bremerton, Wa. 98310
(360)415-6720
*********
_____
Wed, 4 Feb 1998 14:10:53 -0500 (EST)
From: Monica Anderson <mand@vlc.lib.mi.us>
To: "Sean P. S. George" <aftrtht@accesscom.net>
Sean --
Sorry it's taken me so long to respond to your message. I wasn't sure
how valuable my comments would be but since I'm interested in knowing
the results of the "awards vs. prizes" method, I thought the least I
could do was respond to the "books vs. minutes" debate.
I work for 2 different library systems, one of which has their SRP based
exclusively on minutes. We create a reading log with footprints or
something (this year our theme "Reading is Dino-Mite" so we will be
using dinosaur footprints, but we did have alternating boys-girls one
year). There are 60 footprints each representing at least 10 minutes
for readers or 5 minutes for listeners. Children MAY choose to increase
the time for each footprint if they'd like a bigger challenge. (Last
year one girl chose each footprint to equal 2 hours!) Every twelfth
footprint (which would equal 2 hours of time) was flagged as a prize
level. Thus we gave out 5 prizes and required children to read for at
least 12 hours to finish the program. This system has seemed to work
quite well -- I haven't heard any complaints (except about the prizes of
course!).
The other library used to be exclusively based on number of books read.
They tried one year to go to time, and felt the program was complicated
and their number of participants declined sharply. Many of the
librarians felt that was because there are many parents in this area who
will not take the time to read with their children or help them in any
way and the kids who couldn't tell time were locked out completely.
Other kids would forget to mark down their time when they started and
complained that it was easier to remember how many books they had read,
so the library went back to books as a criteria. However last year one
girl wanted to read _Little Women_ and knew it would take her many
weeks, possibly the whole summer, to do it. She complained that she
would never be able to read nine other books as well (can't make
everyone happy!).
So this year we're trying something new. On the back of the reading log
we have 10 big dinosaurs (yes, same theme). Above them we have 2
choices:
______ I promise to read _____ books (number must be 10 or higher).
Color in one dinosaur for every book you read.
______ I promise to read for _____ hours (number must be 10 or more).
Color in one dinosaur for every hour you spend reading.
There are 20 smaller dinosaurs in case the kids want to read more than
10 books/hours, but at least 10 is required for both readers and
listeners. They get prizes only when they finish.
Hope this helps (and is understandable!). Please post to the list what
you decide to do, and especially any information on using ribbons and
certificates.
Thanks!
Monica Anderson
mand@vlc.lib.mi.us
++++++++++++++++++++++++++++
_____
Tue, 03 Feb 1998 16:43:53 -0600
From: Nancee Dahms-Stinson <ndahmsst@mail.sos.state.mo.us>
To: aftrtht@accesscom.net
Sean: It is a slow and sometimes frustrating process to change SRPs
(especially when you hope to make them less competitive and more
"kid-friendly.") When I was in Tennessee, one of the things we did was
to offer two ways to "count" progress over the summer. Our reading
logs
had spaces where they could list the titles of books they read (counting
books) or the number of minutes they read (which seemed like a much
fairer way, especially if kids were poor readers or were reading longer
books). Kids liked this, and librarians set a goal (i.e., 10 books or
10 hours) In North Carolina, we allowed kids to set their own goals
(parents of three year olds would set goals to read 100 books, while 10
year olds would set goals to read 2 or 3 books). This took a bit more
work, to encourage kids to set realistic goals. In both cases, we used
drawings as incentives (for book store gift certificates, paperback
books, totebags), and set the standards for allowing participation in
the drawings quite low, so as to decrease the competitive nature of the
program. Good luck in restructuring your program. Sounds like it will
be more fun for the kids. Hope you get lots of good advice.
Nancee
_____
Mon, 2 Feb 1998 09:48:59 -0500 (EST)
From: Graham <grahamka@sls.lib.il.us>
To: aftrtht@accesscom.net
Dear Sean,
For the past 2 years I've recorded minutes read as opposed to books
read, and it's worked out really well. Everyone, especially parents,
are much happier, as they (and I) think this is a much fairer way. What
I have done for incentives is give 1 coupon for each 10 minutes they
read. The 1st year it was "Frequent Reader Miles" last year was
"All-Star Bucks" to go along w/the respective themes. The kids saved
these coupons 'til the end when I had a huge "sale". I collected any
stuff publishers sent, ie: Goosebumps trading cards, American Girls
paper dolls, Berenstain Bears stuffed animals, etc. I also purchased
things from $1 stores and things (junk) by the gross from Oriental
Trader,etc. w/ money donated by local businesses. There were also
donations from local sports teams. On the last day of the program, the
kids took their coupons and were able to buy whatever. It really worked
out great! If you do this, a word of warning---have a lot of really
junky things and price them quite reasonably. The kids definitely go
for quantity as opposed to quality!
Good luck! Kathy
----------------------------------------------------------------- Kathy
Graham 2226 S. 16th Ave.
Youth Services Broadview, Il 60153
Broadview Public Library 1-708-345-1325
grahamka@sls.lib.il.us FAX 1-708-345-0302
_____
From: "Lisa Prolman" <lprolman@hotmail.com>
To: aftrtht@accesscom.net
We do a combination of your first suggestion. We have our kids read 1
book or for 1 hour (depending on the child's reading level and the size
of the book). For each 10 books or 10 hours of reading, they get
coupons (supplied by the state) for local attractions -- reduced or free
admission with an adult type of thing -- and their name on a decoration
for the room. At the end of the summer, we take down all the
decorations, put them in a box, and draw names for about 15-20
"prizes"
donated by local business. Each child gets a certificate at the end of
the program for participating.
Good luck with the changes you want to do.
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
----------
Date: Sat, 31 Jan 1998 08:43:34 -0700
To: aftrtht@accesscom.net
From: rdukelow@colosys.net (Rosemary Dukelow)
Hi Sean,
Here's my take on the situation. I've been doing summer reading programs
for about 10 years.
> 1. using time spent reading, rather than the number of books read,
>as the basis for the incentive system.
Counting time spent reading is much more fair and accomplishes our goals
(getting kids to read more during the summer) much more effectively than
counting number of books. It also takes into consideration time spent
reading newspapers, computer screens, etc.
>
> 2. using awards (i.e., ribbons, certificates, etc.) rather than
>"prizes" (i.e., cheap toys, etc.) as the incentives to give out.
>
I don't see the difference. If what you're trying to do is get away from
a reward system, which, I think, is an admirable endeavor, then do it.
Just tell the kids, "Good job!". But count on having a drop in
participants. On the other hand, if you're going to give rewards or
prizes, you might as well give the kids something they actually like.
Hope this helps.
Rosemary
rdukelow@colosys.net
----------
Date: Sat, 31 Jan 1998 10:24:03 -0600 (CST)
From: Trudy Terry <tterry@sparc.hpl.lib.tx.us>
To: aftrtht@accesscom.net
Hi neighbor, I was new last year at Port Arthur Public Library. I made
reading logs with a space for each day of the program. The children
recorded the time they were read to or read themselves each day. At the
end they recieved a certificate if they read ten hours (30 minutes for 6
weeks) They had to compute their time. It was great for staff here,
kids and parents but the inflated figures of past years when books were
checked out but not neccessarily read were gone so while our program
attendance increased our circulation actually went down. My director
was not as interested in numbers as in program quality so this was not a
problem for him. We had more children finish the program than in past
years.
We gave no prizes. Trudy Terry Children's Librarian Port Arthur Public
Library
----------
Date: Sat, 31 Jan 1998 12:00:17 -0600
From: Rebecca Rich-Wulfmeyer <rwulfm@ci.temple.tx.us>
To: aftrtht@accesscom.net
Your 2 suggestions are the way I like to do it. I have experience with
the other ways, as well, but I think these two elements are the best.
1. using time spent reading, rather than the number of books read, as
the basis for the incentive system.
- Reading is about quality, not quantity.
- If kids get in to the habit of reading 20 minutes per day, their lives
will be vastly improved forever.
- Some people read short books; some long. Some people read fast; some
slow. Why punish people for reading longer books or for being
different?
- I think that basing the program on # of books read makes the program
too competitive and the point is lost. Plus, I think it encourages
students to lie about the # of books read.
2. using awards (i.e., ribbons, certificates, etc.) rather
than"prizes"
(i.e., cheap toys, etc.) as the incentives to give out.
- Using a prize box confuses children about the purpose of coming to the
library and reading.
- Although the prizes are inexpensive, to buy enough for every child to
have 1 thing each week is expensive in total. I don't think the cheap
prizes are worth it. I think it is better to spend that money on an
extra activity during the year or on fun bookmarks or one good prize at
the end...anything else is better than those poor-quality, uneducational
toys.
- Reading is its own reward.
- This year we are only using local merchant coupons (e.g., bowling,
snow-cones, fast food) and theme-related bookmarks as prizes. Each
reading log will be validated once per week with a fun, theme-related
sticker. At the end of the program each child who participated will get
a certificate, no matter how many times his/her log was validated.
Those who participate for the full 6 weeks will get a gold seal on the
outside of their reading log.
- The reading log itself is a prize and a souvenir.
Becky Rich-Wulfmeyer
Children's Librarian
Temple Public Library
rwulfm@ci.temple.tx.us
----------
Date: Sat, 31 Jan 1998 11:20:05 -0800
From: Norm Bagley <bagleyn@crisny.org>
To: aftrtht@accesscom.net
Sean --
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
----------
Date: Sat, 31 Jan 1998 11:28:53 -0800
From: Nancy Collins-Warner <youthser@neill-lib.org>
To: aftrtht@accesscom.net
Sean,
I read your inquiry on Pubyac. We have a special tradition here at
Neill Public Library (Pullman, WA) where the community supports NOT
using prizes as reading incentives, but the reading itself as its own
reward. In their reading logs, kids get stamps or stickers as they go
along, and then at the end they are given a reading-related recognition
of their achievement: the younger kids get a paperback book (ordered in
bulk thru Scholastic) and the older kids get a $5 gift certificate for a
book of their choice at our local bookstore (bookstore contributes half
value/Friends pay other half). Then we have a big party for all the
kids who make their reading goal, which is a great celebration event.
We give kids the option of reading either numbers of books, hours OR
numbers of pages - we set a minimum of 15 books, 15 hours or 1500 pages.
Kids like having this option, and choose for themselves what is best
challenge...idea with Summer Reading in this community is FUN &
sustaining reading skills...we don't "judge" them on whether their
challenge is age appropriate, but we do tease older kids who want to
come in and read 15 picture books in an hour and be done...I am grateful
to work in a community where reading rather than prizes remains the
point of our activities.
nancy collins-warner, youth services librarian
----------
Date: Sat, 31 Jan 1998 16:40:37 -0800 (PST)
From: Natalie Shilling <natalies@nethost.multnomah.lib.or.us>
To: aftrtht@accesscom.net
I am the chair of the Multnomah County Library (Portland Oregon) summer
reading committee. We have had programs in the past where all we gave
was a certificate for participating. Our turnout was terrible and even
our
most avid readers were less than impressed with the program that year.
We have found that when we give prizes throughout the program, more kids
sign up. Almost all of the participants complete the first level and
receive a prize.
We use minutes to keep track of reading. The Read To Me groups colors
in a square for every 15 minutes they listen to stories. The Read On My
Own group reads for 30 minutes, and the Young Adults read for 45
minutes. The fast readers can do bonus levels if they want. The slow
and poorer readers have a better chance of achieving the grand prize
level and don't get so discouraged. Counting minutes appears to create
a more "level playing field."
This year's game board will have four main levels. Each level has 10
spaces in it. After they complete the 10 squares, the are eligible to
select a prize. After the fourth level they will receive a summer
reading t-shirt or a coupon for a book from a bookstore, and they can
enter in the grand prize drawing.
I hope this makes sense to you. Feel free to contact me if you have any
questions.
Natalie Shilling
Youth Librarian
Gresham Regional Library
------------
Date: Sun, 01 Feb 1998 10:37:03 -0600 (CST)
From: lochwouters@AXP.WINNEFOX.ORG
To: "Sean P. S. George" <aftrtht@accesscom.net>
Hi Sean,
We went from books recorded to time recorded in our SRP, oh, about 8
years ago, & haven't regretted it for even one nanosecond. We found kids
got alot more discouraged with numbers of books (that always worked
really well for Preschool kids & beginning readers who could devour
books; but failed miserably as kids started reading longer & more
difficult books). We had done contracts with the kids & they had a
really difficult time making transitions between how many they could
read as 2nd grader & how few as 3 rd grader.
Anyway, we went to minutes. We ask kids to try to read 15 minutes a day
(more is great; if they skip days no big deal). The research really
points to the importance of reading steadily over the summer, rather
than reading all at once and then "being finished" and stopping their
reading. Parents were REALLY grateful they no longer had to write down
all those titles (though for the first 2-3 transitional years when we
went to this program, we made title sheets available for those families
who wanted to continue). And of course, for folks who still want to
list all titles, we invite them to do so & share with the kids' teachers
in fall.
Our circ did go down when we did this which we remedied by instituting a
grand prize drawing for a big prize at the end of the summer (Packer
football; lunch with local celebrity magician, etc) if they checked out
5 or more books in a week. Kids LOVE it & naturally go for 5 or more
books now which solved circ problems (altho our shelvers haven't thanked
us )
We still bribe 'em with prizes. Haven't tried certificates. Look
forward to your report on what people say. PS Staff and administration
were initially QUITE resistant to the changes; I did one change per SRP
for about threee years and lobbied with stats, data and anecdotal stuff
(kids are competing too much; # of books is really unfair to older kids;
etc etc).
Best of luck! Marge L-W
------------------------------------------------------------------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: Sun, 1 Feb 1998 15:46:10 -0500 (EST)
From: Elizabeth Coughlin <coughlin@noblenet.org>
To: "Sean P. S. George" <aftrtht@accesscom.net>
We have been using the "time" method for the past few years. It was a
bit confusing at first, but it is fairer as kids do not get penalized
for reading a long book, nor can they "cheat" by reading lower level
books. We never gave out little prizes, always certificats at the end.
We also have a weekly contest--guess how much candy in a jar. You must
be a Reading Club member to guess, and the prize is the contents of the
jar. Hope this helps you decide which way to go.
-----------------------------------------------------------------
Elizabeth Coughlin | Swampscott Public Library
Childrens Librarian | Swampscott, Massachusetts
coughlin@noblenet.org | *North of Boston Library Exchange*
-----------------------------------------------------------------
----------
From: Tim Capehart <tdcape0@pop.uky.edu>
To: "'aftrtht@accesscom.net'" <aftrtht@accesscom.net>
Date: Mon, 2 Feb 1998 10:32:24 -0500
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...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 used prizes rather than ribbons.So I'll be no help there ( if any of
this
was a help at all :) )
Timothy Capehart
tdcape0@pop.uky.edu
(Children's librarian in training)
----------
From: Sally Warburton <swarburt@vsla.edu>
To: aftrtht@accesscom.net
Date: Mon, 2 Feb 1998 11:08:06 -0500 (EST)
Dear Sean,
We use time spent reading rather than number of books read for our
elementary aged program. The kids like it because they can read
anything they want including magazines, comic books, fiction, and
nonfiction without getting into the how many chapters/pages etc.
questions. We tell them to aproximate the time spent reading - it
doesn't have to be down to the minute, and most of the kids seem to be
able to keep up with the number of hours they read with a little help
from parents. Most people
recognize the fairness of this record keeping method and everyone
is rewarded for an hour's reading no matter what they read or
their proficiency of reading. We still use the books read record
keeping in our preschool program as parents would rather count the
number of storybooks they read than keep track of the time.
Have a happy program. I'm ready for summer!
Sally
----------
Date: Mon, 2 Feb 1998 09:12:49 -0700 (MST)
From: Marijo Kist <mkist@lib.ci.phoenix.az.us>
To: "Sean P. S. George" <aftrtht@accesscom.net>
We at Phoenix Public have used time for several years now and it works
so much better! It is more fair, especially for the struggling along 1st
grader, or 2nd grader that is starting longer books, but not yet
clicking pages off the list. We also encourage family read aloud and
allow kids to count time spent listening, no matter how old they are..
The only ones who don't like the time appraoch are the parents who are
reading picture books to little ones. I never figured out what their
gripes are about, but they do whine about it.
This year we got very novel and allowed the kids and their parents to
*choose* the method. They could count pages or books or time. It was
confusing as hell.
Marijo Kist mkist@lib.ci.phoenix.az.us
Acacia Branch Library
(602) 262-6224
__________
From: Paula Shadle <shadlepa@oplin.lib.oh.us>
To: "'aftrtht@accesscom.net'" <aftrtht@accesscom.net>
Date: Mon, 2 Feb 1998 14:51:01 -0500
Dear Sean,
Here at Amherst Public Library we hve 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 the
reading level. Our reading logs are set-up with 20 15 minute blocks
equal to 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 one to account
for shorter attention spans and smaller books.
We still use "cheap prizes" because they seem to provide the best
motivation. We also give "raffle tickets" with completed reading logs
and the tickets are used for a drawing held at the end of SRC for
"Better prizes".
I hope you find this information helpful. If you have any questions,
please let me know.
Paula M. Shadle
Youth Services Librarian
----------
Date: Mon, 2 Feb 1998 17:31:38 -0800 (PST)
From: Kate Carter <katec@linknet.kitsap.lib.wa.us>
To: "Sean P. S. George" <aftrtht@accesscom.net>
We use the system of time spent reading rather than number of books
read. This allows a child to get the same amount of credit for reading
a 100-page book as a child who reads several books in the same amount of
time. This system means a 5th grader won't necessarily be reading 20
picture books just to get the incentive. Those who can't read may be
read to. When one child reads to another (such as an older sibling
reading to their younger sibling), both get to count the time (always a
good selling point/incentive to share a book--and practive reading! I
know 2nd graders who are very proud of their reading ability and love to
read to their younger sibling.
Our incentive is a free paperback book for reading for 10 hours. Each
child may receive only one book for the summer, but for each additional
10 hours of reading they can add stickers by their names on the sign-up
posters. Some children finish in a week and some take all summer to
finish their 10 hours. I like paperbacks as an incentive because it
rewards reading with more reading. Of course, this was a big debate
about this as well on pubyac a well ago. Anyway, everyone who
participates also receives a certificate.
Kate Carter
Young People's Librarian email: katec@linknet.kitsap.lib.wa.us
Kitsap Regional Library phone: (360)405-9107
1301 Sylvan Way fax: (360)405-9128
Bremerton, WA 98310
//////////////////////////////////////////////////////////////////
----------
Date: Mon, 02 Feb 1998 16:30:36 -0500
From: oburg_libjuv@InfoAve.Net
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.
-------------
Date: Mon, 2 Feb 1998 15:42:16 -0500
From: "Strickland, Tammy" <stricklt@co.york.va.us>
I am looking for suggestions for incentives for summer reading. This is
my second year to plan for summer reading. Last year we gave prizes
based on the number of books read. We had some comments about that not
being a fair system for the kids reading "chapter books" The library
has
used a system based on the time (minutes, hours) spent reading but that
system was not well liked either. I know we can't please everyone, but
does anyone have any suggestions of things that have worked in the past.
Thanks
------------------------------
Date: Mon, 2 Feb 1998 18:07:01 -0500 (EST)
From: bf455@cleveland.Freenet.Edu (Bonita Kale)
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
------------------------------
Date: Mon, 2 Feb 1998 18:36:30 -0600
From: MARIEN@ALCON.ALC.ORG
For a LONG time, we have resisted offering prizes other than random
drawing type for participation in our SRC. However, we finally caved in
last year in an attempt to boost stats. (and it did)
Rather than reward the kids for number of books read or time spent
reading (which is our preferred method), we took a slightly different
approach. We made a tally for each child. On it were different
activities or tasks that they could do to earn a point. There were 9
spaces for "Visit the Library," 9 spaces for "Attend a special
program,"
a space for "enter the bookmark design contest," a space for
"get your
own card (or show librarian your card)," a space for "Write a review
for
the Jr. Reviewers' Box," and one for "Reach your reading goal."
(the
reading goal is set by each child when they sign up)
The cards were marked by staff when the children visited the library.
For every 4 points, the child received a prize (inexpensive ones from a
carnival supply company.) The first prize was a smiley button, the
biggest prize was a 10-color ink pen or a small stuffed dinosaur.
Overall, we were pleased with the results. I would not say that the
incentives were the only reason, but our stats doubled over last
summer's. We also think that we accomplished our goals of increasing
visits to the library, attendance in programs, and trying to get cards
into the kids' hands. In doing it this way, we also eliminated the
problem of trying to equate a child reading 50 picture books and another
reading 1 long chapter book.
(You realize that no matter what you attempt, you will get a few
complaints from someone.)
==================================================================Marie
Noe (915) 676-6067
Librarian II Abilene Public Library
Abilene, TX
marie.noe@alcon.alc.org
==================================================================
----------
Date: Wed, 4 Mar 1998 12:40:13 -0500 (EST)
From: Martha Albosta <malb@vlc.lib.mi.us>
To: aftrtht@accesscom.net, lroudman@mail.contra-costa.lib.ca.us
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’ve 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
--
<><><><><><><><><><><><><><><><><><><><><>
Sean P.S. George
(aka AfterThought)
Youth Services Coordinator
St. Charles Parish (LA) Library
aftrtht@accesscom.net
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 10:57:47 1998
From: JUDY SHERIFF <JSHERIFF@duluth.lib.mn.us>
Subject: RE: Noisy children and library behavior
Whether or not a particular library should have a play area for children
certainly depends on that library's mission and roles. Like a couple other
people who posted, I inherited this play area when I came to Duluth
fourteen years ago. While we have cut back on the space a bit (in part
to make room for all those new computers . . .) and have made better
decisions about what toys to provide, I believe that a play area is
important to have for *this* library.
It fits into our vision of ourselves as a gathering place. Yes, I know a
playground can be that, too. But it's a different kind of gathering. It's
common for grandparents or parents to sit and visit with each other -
indoors, where it's warm and dry! Many share parenting tips and book
recommendations. They watch each other's children, leaving the adults
free to take turns seeking out their own materials. In addition, it makes it
far easier to occupy toddlers for longer periods of time than books alone
can, leaving other family members with more time to seek out their own
reading materials. (And, no, toddlers can't stay in the play area alone!)
Problem-free, heck no. But, to us, valuable. We receive many positive
comments from our own customers as well as visitors to the area.
I do have to say that I might feel differently if we were holding storytimes
right in the play area. Instead, we hold storytimes in a separate meeting
room.
Also, as penance for responding to the whole list the first time, rather
than to Sue Erdman who posed the original question: I will be happy to
send to anyone who requests them a copy of the behavior guidelines we
developed for our library. That packet would include a bookmark, a staff
tip sheet, and a tip sheet for teachers and group leaders. (If you've
already e-mailed me, it's already in the mail - or will be tomorrow!)
Judy Sheriff, Youth Services Manager
Duluth Public Library
520 West Superior Street
Duluth, MN 55802
218/723-3817, fax 218/723-3822
jsheriff@duluth.lib.mn.us
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 10:57:38 1998
From: cindio@bedford.lib.nh.us
Subject: Summer Reading on the Internet
We are thinking about ways to use the internet in our summer
reading program. We've thought about making a web site just for
summer reading, an electronic book discussion or an online
scavenger hunt. I'm sure that others on this list have done
something like this or may be planning something for this
summer as well. Any ideas to share, pitfalls to avoid, sites
still up I can explore?
---------------------------------------------------------------
Cindi Ellen O'Connor | "It's the same story
Director of Children's Services | the crow told me,
Bedford (NH) Public Library | It's the only one I know."
3 Meetinghouse Road | -R. Hunter
Bedford, NH 03110
603-472-2300, FAX 603-472-2978
E-mail: cindio@bedford.lib.nh.us
--------------------------------------------------------------
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 10:57:47 1998
From: "Norma Humphrey (ywl )" <nhumphre@wlsmail.wls.lib.ny.us>
Subject: TV Turnoff Announcement
To Committee: I think you are sending the WRONG message with the
"Turnoff" term. We want the youth to be selective not to be robots and
power them to do as we say. To think and be imaginative, not
non-thinking creatures. There are exceptions during a certain week in
any year and especially this week: Earth Day,,,Nat'l Library Week, and
part of Nat'l Poetry month, etc, etc. Norma Humphrey Yonkers Public
Library, Yonkers, NY (sub of NYC)
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 10:57:34 1998
From: torrie@ci.burlington.wa.us (Torrie Hodgson Children's Librarian)
ubject: Re: Automation, barcodes and date due devices
>Where do you put the barcode and why?
On the back of the book, top middle. Our director and staff felt it would
have been unattractive on the front, and top middle seems least likely to
obscure pictures and text. (If it does, patrons peel them off and we have
to fine them.)
>Would you have done it differently?
Personally, I would have affixed it to the front, sideways next to the spine
on top. We wouldn't have to flip over the stacks of books when they come to
checkout, and doing inventory would only involve tipping the book a little
bit out of the shelf to scan the barcode.
>How do you let the patron know the due date? (receipt, date card etc.)
>Does it work well?
We both have an automatic receipt printer, and we stamp each book. On the
back lower left corner we affix a 1 X 3 inch sticker for date due stamping.
We currently do not ding patrons for peeling this off. When it's full we put
another on top. When too many are on there, we peel them off.
It seems to work very well for us. Those patrons who check out huge stacks
of books are usually more interested in the listed receipt, and will often
let us off stamping each book.
>Thanks in advance. Please reply directly to me at home. If anyone
>wants the results let me know.
Hope this helps!
Torrie Hodgson 8)
Torrie Hodgson, Children's Librarian, System Administrator, and everything else!
Burlington Public Library
900 East Fairhaven Ave
Burlington, WA 98233
Phone (360) 755-0760 Fax (360) 755-0717
torrie@ci.burlington.wa.us
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 11:09:37 1998
From: Sarah Dentan <sdentan@scfl.lib.ca.us>
Subject: Buffy, Dawson, and trivia...
I hesitate to post this to the list, as it's really fairly fluffy, but I
found it interesting...
DAWSON'S CREEK, the show mentioned recently on this list for it's icky
portrayal of a school librarian, is written/produced/done by Joss Whedon
(it's a fictionalized version of his adolescence). Whedon also wrote the
screenplay for the movie BUFFY THE VAMPIRE SLAYER, on which the TV show
is based (if you haven't seen it, do... Luke Perry *and* Pee Wee
Herman!). He's also listed as the creator of the TV show, meaning he's
also responsible for the GOOD librarian, Giles...
And for further pop culture points, Whedon also wrote the
screenplay for ALIEN:RESURRECTION.
And I am once again able to write off my Entertainment Weekly as a business
expense!
Forgive the indulgence, sd
Sarah Dentan Stanislaus County (CA) Library
Young Adult Librarian 1500 I Street / Modesto, CA 95354
sdentan@scfl.lib.ca.us voice: 209/558-5207 fax: 209/529-4779
et you kicked out of the library.
7. Toys can allow older brothers and sisters to do homework in peace and can
allow mom or dad to sit and read something themselves for a while or pick
out books for their children without chasing them down all the time. More
books go out when they can do this.
8. The library is not a playground but I have seen small children enticed by
the toys who end up playing with the hundreds of board books stored next to
the toys.
I like having a small number of toys in the library. We have a Giant bear
that is much beloved and two riding animals that dance everywhere. I have
seen and enjoyed the great battles of the stuffed animals fought on Saturday
and Sunday in our small area. I have seen great and beautiful structures
appear from blocks. I have seen children struggle to put a puzzle together
and bring it to me proudly when finshed. Maybe none of these things are the
mission of the library but anything that brings children in and makes them
feel welcome or makes it easier for part of the family to actually work in
the library is worth it. We just installed a Board Book Center with a large
endowment and it is wonderful the children play look at board books and
enjoy themselves. It has made the children's room more attractive and seems
to be attracting smaller children than we have seen before more regularly.
Perhaps the key is a small number of toys carefully chosen.
good luck
--------------------------------------------------------
Name: Sandy Farmer
E-mail: Sandy Farmer <sfarmer@hpl.lib.tx.us>
Houston Public Library
Date: 03/09/98
Time: 18:25:41
This message was sent by Z-Mail Pro - from NetManage
NetManage - delivers Standards Based IntraNet Solutions
--------------------------------------------------------
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 11:09:42 1998
From: Sarah Dentan <sdentan@scfl.lib.ca.us>
Subject: Buffy, Dawson, and trivia...
I hesitate to post this to the list, as it's really fairly fluffy, but I
found it interesting...
DAWSON'S CREEK, the show mentioned recently on this list for it's icky
portrayal of a school librarian, is written/produced/done by Joss Whedon
(it's a fictionalized version of his adolescence). Whedon also wrote the
screenplay for the movie BUFFY THE VAMPIRE SLAYER, on which the TV show
is based (if you haven't seen it, do... Luke Perry *and* Pee Wee
Herman!). He's also listed as the creator of the TV show, meaning he's
also responsible for the GOOD librarian, Giles...
And for further pop culture points, Whedon also wrote the
screenplay for ALIEN:RESURRECTION.
And I am once again able to write off my Entertainment Weekly as a business
expense!
Forgive the indulgence, sd
Sarah Dentan Stanislaus County (CA) Library
Young Adult Librarian 1500 I Street / Modesto, CA 95354
sdentan@scfl.lib.ca.us voice: 209/558-5207 fax: 209/529-4779
et you kicked out of the library.
7. Toys can allow older brothers and sisters to do homework in peace and can
allow mom or dad to sit and read something themselves for a while or pick
out books for their children without chasing them down all the time. More
books go out when they can do this.
8. The library is not a playground but I have seen small children enticed by
the toys who end up playing with the hundreds of board books stored next to
the toys.
I like having a small number of toys in the library. We have a Giant bear
that is much beloved and two riding animals that dance everywhere. I have
seen and enjoyed the great battles of the stuffed animals fought on Saturday
and Sunday in our small area. I have seen great and beautiful structures
appear from blocks. I have seen children struggle to put a puzzle together
and bring it to me proudly when finshed. Maybe none of these things are the
mission of the library but anything that brings children in and makes them
feel welcome or makes it easier for part of the family to actually work in
the library is worth it. We just installed a Board Book Center with a large
endowment and it is wonderful the children play look at board books and
enjoy themselves. It has made the children's room more attractive and seems
to be attracting smaller children than we have seen before more regularly.
Perhaps the key is a small number of toys carefully chosen.
good luck
--------------------------------------------------------
Name: Sandy Farmer
E-mail: Sandy Farmer <sfarmer@hpl.lib.tx.us>
Houston Public Library
Date: 03/09/98
Time: 18:25:41
This message was sent by Z-Mail Pro - from NetManage
NetManage - delivers Standards Based IntraNet Solutions
--------------------------------------------------------
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 11:19:45 1998
From: bf455@cleveland.Freenet.Edu (Bonita Kale)
Subject: medieval src
The medieval SRC was "Court a Summer Adventure" several years back.
Bonita
--
Bonita Kale
bf455@cleveland.freenet.edu
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 12:18:58 1998
From: Susan Price-Stephens
<susan.price-stephens@treasure.lpl.london.on.ca>
Subject: Non-book checkout -Reply
We put them in a multimedia kit bag (plastic bag with handle). We
list the contents on the bag and have one barcode for the entire kit.
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 13:07:31 1998
From: Karen Sonderman <sonderka@oplin.lib.oh.us>
Subject: Monday a.m. "stumper"
Hello! Here is a Monday morning stumper for you all:
"Who writes Dr. Seuss?"
Honest-this was a patron question this a.m! Thought you all would enjoy
it! And HEY, we knew the answer!!! Even on a Monday!
Karen Sonderman
Taylor Memorial Public Library
Cuyahoga Falls, OH
sonderka@oplin.lib.oh.us
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 13:23:09 1998
From: jcummins@nypl.org (jcummins)
ubject: Fractured FairyTales
Without sounding like I'm tooting my own horn, the article I wrote on
Fractured Fairy Tales in the October '97 issue of School Library
Journal spells out a definition and gives examples of the different
ways fairy tales are fractured. I did a lot of research on the topic
and believe this is the one published source at this time.
Julie Cummins
jcummins@nypl.org
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 14:14:25 1998
From: Nancy Schutz <nschutz@timberland.lib.wa.us>
Subject: Book for depressed preschooler
I would appreciate it very much if anyone "out there" could let me
know if
any good picture books exist on depression for a four-year old. This is
depression that the preschooler is experiencing and not depression of a
parent, etc. I've already checked "A to Zoo" and our catalog under
depression, emotions, feelings, unhappiness, and sadness.
Reply to me at nschutz@timberland.lib.wa.us
------------------------------------------------------------------------
Nancy Schutz
Youth Services Associate
Lacey Timberland Library Voice: 360-491-3860
500 College St. S.E. FAX: 360-459-6714
Lacey, WA 98503-1240 e-mail: nschutz@timberland.lib.wa.us
------------------------------------------------------------------------
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 14:12:26 1998
From: Pfeiffer <JPFEIFFER@mail.mpl.lib.oh.us>
Subject: Stumper solved - ballet story
Thanks to those who responded to my stumper about the doll dancer. The story we
were looking for was The Jewel Heart by Barbara Helen Berger. A nice love story
fancied by many little girls form the sound of it (and the condition our copy
was in when I found it!)
Thanks again
Julie Pfeiffer
Middletown Public Library
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 14:12:33 1998
From: Patricia Yocum <hzz006@mail.connect.more.net>
ubject: Stumper Answer: he he he
I want to thank everyone who answered my Stumper about the little Japanese
woman who says he he he throughout the book. It is indeed "The Funny
Little Woman" by Mosel. Fortunately, this title came to me shortly after I
sent the original stumper to PUBYAC. I want to thank everyone again for
being much more on your toes than I was at the time...
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 Tue Mar 10 14:12:25 1998
From: Pat Feehan <PFEEHAN@VM.SC.EDU>
ubject: Re: pubyac V1 #231
FYI - May Hill Arbuthnot Honor Lecture - 1998
You are invited to attend the 1998 Arbuthnot Lecture featuring Susan
Hirschman - Senior Vice-President of William Morrow Co. and Editor-in-Chief
of Greenwillow Books in NY. Susan will speak on "Instead of a Lecture"
on Friday, May 15, 1998 - 7:00-9:00 p.m. (Eastern Standard Time). This
Lecture will be broadcast via C-band satellite FREE of charge. It will
originate from the University of South Carolina in Columbia, SC.
The lecture is co-sponsored by the College of Library and Information Science
at USC and the Richland County Public Library with supporting partners:
South Carolina State Library, Lexington County Public Library, Richland
School Districts #1 and #2, Lexington School Districts #2 and #5, the Writing
Improvement Network and the SCAEYC.
The lecture will be held in conjunction with the Twelfth Annual A(ugusta)
Baker's Dozen-Celebration of Stories - which will be held Friday, May 15 and
Saturday, May 16, 1998. Susan Hirschman is a member of the advisory board
of A Baker's Dozen. A reception and exhibit of arts and manuscripts from
Greenwillow artists and authors will be held at the Richland County Public
Library.
You are invited to attend the Lecture in Columbia and to the reception in
honor of Susan Hirschman. For tickets please contact: Ginger Shuler at
Richland County Public Library - GShuler@rcpl3.richland.lib.sc.us or
call 803-929-3474.
For information on becoming a teleconferencing site for the Lecture, please
contact: Pat Feehan at the College of Library and Information Science,
PatFeehan@sc.edu or call 803-777-2381.
Patricia E. Feehan
College of Library and Information Science
University of South Carolina, Columbia SC 29208
Phone: 803-777-2381 Fax: 803-777-7938
INTERNET: PATFEEHAN@SCAROLINA.EDU BITNET: PFEEHAN@UNIVSCVM
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 14:12:21 1998
From: "Ellen Eifert" <eeifert@mailexcite.com>
Subject: Stumper answer: Girl in Swing
Thanks to everyone who answered my stumper question about the time traveling
girl
on a swing.
Jane Langton is the author of a series that includes "The Swing in the
Summerhouse,"
"The Diamond in the Window," and "The Fledgling"--which
seems to have the 81 cents
episode on page 70. (Isn't it incredible that I even got a page cite with my
answer!?!)
I also received a response that it could be in a series by Edward Eager.
If any of you are fantasy fans, these two authors come highly recommended by
fellow
Pubyaccers.
My patron thanks you and I thank you! Ellen Eifert, Children's Librarian at
---
Pennsauken Library, Pennsauken, NJ 08110 eeifert@mailexcite.com
Free web-based email, Forever, From anywhere!
http://www.mailexcite.com
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 14:14:14 1998
From: "David T. Terry" <dterry@uts.cc.utexas.edu>
ubject: Cont.Ed.: ILL in School Libraries (please post)
CROSS-POSTED
One Day Continuing Education Seminar
sponsored by The University of Texas at Austin, Graduate
School of Library and Information Science.
"ESTABLISHING INTERLIBRARY LOAN SERVICES IN SCHOOL LIBRARIES"
Saturday, April 18, 1998, 9:00am - 5:00pm Cost: $50.00
The University of Texas at Austin, Thompson Conference Center
Speaker:
Judy Pezzulo, district technology coordinator at Greenville
Area School District (PA)
ILL Program Issues:
1) Why borrow and why lend?
2) Establishing partners.
3) Deciding delivery procedures.
4) Developing policies.
5) Collection development and ILL.
6) Serials collection and ILL.
7) Media and software loans.
For information or to register: mail, fax, phone, or email to
David Terry, Continuing Education, GSLIS, Sanchez Bldg 564,
The University of Texas at Austin, Austin, TX 78712-1276,
<dterry@uts.cc.utexas.edu>, (512) 471-8806, fax (512) 471-3971.
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 14:13:39 1998
From: Angela Christianson <achristi@alexia.lis.uiuc.edu>
Subject: YA titles with adoption theme suggestions
Dear PubYacers-
Thank you to all who responded to my question of YA titles with
the theme of adoption. I have plenty to work with now and the challenge
remains narrowing the list to five for the final paper. When the paper
is completed, I will post it to my webpage and forward the URL to PubYac
so that those who helped can see what I did with the paper. Thanks again
to all who forwarded suggestions to me. I have compiled the responses and
have listed them below. Thanks again.
Angela Christianson
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&7
Find a Stranger, Say Goodbye by Lois Lowry
Betty Jean Lifton's JOURNEY OF THE ADOPTED SELF
"The Snake-Stone" by Berlie Doherty
Susan G. Miles' ADOPTION LITERATURE FOR
CHILDREN AND YOUNG ADULTS (Greenwood Press, 1991)
Cheryl Foggo. ONE THING THAT'S TRUE. Kids Can Press, 1998 (March)
Alane Ferguson. SECRETS. Simon & Schuster, 1997.
Molly by Any Other Name by Jean Davies Okimoto
THE WINDOW by Jeanette Ingold.
Great Gilly Hopkins, Katherine Patterson
_Youn Hee and Me_
Don't Think Twice,
I See the Moon,
Won't Know Till I Get There
Visiting Miss Pierce.
_Face on the Milk Carton_ by Caroline B.
Cooney.
_Only Child_ by Jesse Osburn
Some journals which do
varying quality of book reviews are Booklist, Voya(very good for young
adults), Library Journal, Horn Book, School Library Journal and others.
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
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
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 14:12:20 1998
From: Kim Lennox <klennox@jefferson.lib.co.us>
Subject: stumper - traveling doll
Dear pubbers: a patron is looking for a book she read 7-10
years ago. it is about a doll who is lost in the city (or
her family moves) and the doll travels home to the little
girl - takes the train, etc.
i checked A to Zoo and Best Books for Children to no avail.
please respond to be at klennox@jefferson.lib.co.us
Thanks in advance!
kim
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 14:14:40 1998
From: "David T. Terry" <dterry@uts.cc.utexas.edu>
ubject: CE: Brain Research/Infant Literacy (please post)
CROSS-POSTED
One Day Continuing Education Seminar
sponsored by The University of Texas at Austin, Graduate
School of Library and Information Science.
Friday, May 8, 1998, 9:00am - 4:00pm, in Austin, Texas:
RAISING LITERATE CHILDREN BEGINS AT BIRTH: What the New
Brain Research Tells Us
This seminar is designed for anyone interested in brain
development research, child development, library programming
for infants, library outreach programs, or those interested
in public library service to the youngest patrons of the
community -- infants.
The speaker is Sue McCleaf Nespeca, deputy director and
youth services coordinator for NOLA Regional Library
System. Ms. Nespeca has Master's degrees in library science
and early childhood education.
OBJECTIVES
o To inform participants of the latest research on brain
development.
o To present development characteristics of infants and
toddlers.
o To share good books for infants and toddlers explaining
why they are good choices and giving tips on how to
share books.
o To provide information that will allow attendees to work
comfortably with parents of newborns.
o To share information on the national award-winning
program "Born to Read."
o To discuss various ways librarians can do outreach to
parents of newborns.
o To share various program formats/activities librarians
can do when programming to parents of infants/toddlers.
REGISTRATION INFO:
Fee is $60.00. Seminar will be held at The University of
Texas at Austin, Bass Lecture Hall (in Sid Richardson Hall).
Map will be sent to participants. For more information or
to register, contact David Terry <dterry@uts.cc.utexas.edu>,
(512) 471-8806, fax (512) 471-3971, Continuing Education,
GSLIS Sanchez Building 564, The University of Texas at Austin,
Austin, TX 78712-1276.
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 14:36:15 1998
From: Donna Scott <scottd@scfn.thpl.lib.fl.us>
Subject: Child Behavior--Anecdote
Hello, all--Just to add a humorous(?)
note to the discussion of children's
behavior--OUr library had several
children, with moms, playing in the
children's area--as things grew
progressively louder, the librarian
at the reference desk went over and
asked that they be a little more
quiet, which they did--sort of. Then,
as they were leaving, one of the moms
complained about this to the circulation
desk staff, who tried to explain about
keeping noise down so that others could
study, read, etc. The mom said--if
they want to read, they should go
somewhere else! THis does make me
wonder what we are here for.
Donna Scott
Tampa-Hillsborough Public Library
TAmpa, Fl
scottd@scfn.thpl.lib.fl.us
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 14:38:43 1998
From: Erin Gallagher <gallaghe@noblenet.org>
Subject: Re: Library behavior in the children's dept.
Dear Loree, and group,
Yes, I would love to get rid of the toys. We have cut down quite a bit.
(The pegboards, for instance, with hundreds of tiny pegs were the first to
go!) However, if I got rid of the toys and the puppets, and the puppet
theatre, the kids would be running around with no sense of direction.
Many are here after school for two to three hours, every day. I
suggest reading a book or magazine, and they try very hard for maybe ten
minutes, but then they're running around again. That's when I bring out
the big guns, and suggest a board game, which holds their attention a bit
longer. Kids have very little attention span these days. The toys can be
a pain, but are necessary evil.
Erin
--------------------------------------------------------------------
Erin Gallagher | Peabody Institute Library
Head of Children's Services | Peabody, Massachusetts
gallagher@noblenet.org | *North of Boston Library Exchange*
---------------------------------------------------------------------
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 15:24:09 1998
From: csp@jcls.org (Christine Perkins)
ubject: Internet Bookmarks
Fellow PUBYAC-ers:
Thank you again for your interest in our Children's Internet bookmarks.
Because it is not possible to send attachments to PUBYAC, I have sent
individual e-mails to each person who asked me for a copy of our list. If
you have not received a copy and you requested one, please let me know.
A few quick credits:
When compiling our bookmarks, we made very liberal use of sites recommended
by Multnomah County Library <http://www.multnomah.lib.or.us/lib/kids/>,
Seattle Public Library <http://www.spl.lib.wa.us/children/juvhome.html>
and
ALA's 700+ Great Sites
<http://www.ssdesign.com/parentspage/greatsites/amazing.html>. ALA's page
lists many other excellent Children's Department web pages which may also be
helpful to you. THANKS to all the librarians whose cyber-surfing turned up
all those wonderful children's sites.
Our public terminal bookmarks change monthly. We've just added a folder
"Spanish/Espanol" for children's sites in Spanish, since we have
Spanish-speaking families in our community.
I hope all this information helps you. We'd love to hear about other great
sites or receive suggestions for using bookmarks.
--Christine Perkins, Children's Librarian
............................................
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 Tue Mar 10 16:21:29 1998
From: Rhonda Belyea <rbelyea@hq.crrl.org>
Subject: Lap-sit books
One of my co-workers is having a ball in this new area of programming for
the lap-sit age group, defined as "pre-walkers". She is looking for
titles that would work well with this age group in a storytime setting.
Examples of previous success: _Baby's Boat_ by Titherington, and
_Everything has a place_ by Lillie.
If you have any other titles you'd like to recommend, please write to me:
rbelyea@hq.crrl.org.
If I get a nice list together from your suggestions, I'll post them.
Thanks in advance!
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 17:13:31 1998
From: roger hall <rdhall@iclub.org>
ubject: Stumper: Tall Tale & Little Nell
I have a parent who reads weekly to fourth graders who remembers a man who
told tall tales by using the names of children and always ends with Little
Nell. He apolgises for the scarcity of information. Any help will be
greatly appreciated. (He wants to locate the story to read to the
students). Thank you all very much. Anne
Anne Hall
& Roger Hall
Kentucky
rdhall@iclub.org
---------------------
From owner-pubyac@nysernet.org Tue Mar 10 17:20:16 1998
From: SWeisenber <SWeisenber@aol.com>
Subject: Recent Multicultural Books Request
I'm a MLS and school library media specialist student looking for really good
books which exhibit some kind of multicultural theme for children (up to, but
not including Young Adult titles) and which have been published in the last
4-5 years.
I would appreciate any of you who have found one or two books which are
especially well-done, popular, or useful at your library, to send the titles
to me. Also I would like a couple of sentences about why you think they are
so effective/appealing, etc. and how you may have used them in programs (if
you have).
Thanks a lot -- and I'll be glad to post results to the list if there is
interest.
Please send titles to: SWeisenber@aol.com
Susan Weisenberger
School of Library and Information Management
Emporia State University
---------------------
|