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From owner-pubyac@nysernet.org Thu Jun 11 00:04:02 1998
From: VASILIK@palsplus.org
Subject: Re: Parental Confusion About Summer Reading Programs
To Monica, Kris, and other interested -
We began to have the same confusion a few years ago, and I think part
of the confusion is just what Monica suggested. So many kids are so
"scheduled"
that the idea of a flexible program is becoming very rare. In my city in
northern New Jersey, I also think some of the confusion is the recent number
of new immigrants. We also began to get a large number of parents thinking
that the reading club and storyhours as well were either all-day-every-day
programs or that they were programs to help children directly with there
reading skills.
I got so tired of telling parents that the Library did not tutor
children in reading skills, that instead of continuing to say no, we statred
a volunteer program called Reading Partners. We match an elementary school
age child with an adult or young adult volunteer to read to each other in
the library for an hour a week. This will be our second summer - last year
we had over 60 people respond to our call for volunteers, and about 80 children
participate for at least some weeks of the program. We have modified the
program this year (Learned from last year's mistakes) and are just beginning
it again. It was very, very well received. Now we still say no to the all
day every day programs, and direct them to the other local agencies that
provide that, but we can say yes to reading help. If anyone wants to know
more about our tutoring programs, I can send you a small brochure and some
of the forms we use.
Pat Vasilik
Children's Coordinator
Clifton Public Library
Clifton, NJ 07011
973-772-5500 x 3007
vasilik@palsplus.org
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 00:09:31 1998
From: gwiseman <gwiseman@mail.ci.waco.tx.us>
Subject: Re: Accelerated Reader Books
Hi Kate, and everybody:
We have decided to come down firmly on the non-labeling side of the AR
craze. We also have dozens of schools in our community with different
disks, plus one school which uses Electronic Bookshelf (I think it's
called!) instead.
The craze shows no sign of dying down. In fact a year ago the
homeschoolers wanted to know if we could provide THEM with AR access. We
offered to supply the space to set up a computer with AR programs on it,
if the local homeschool organization wanted to buy the
software/hardware. Once they looked at the catalogs, that subject was
quickly dropped.
We do keep copies (some fairly recent, some a couple of years old) of
many school AR lists here and at our community libraries. They are
photocopies of lists that parents or librarians have printed out for us.
We staple them into labeled folders, and keep the whole mess of them in
a magazine-holder behind the information desk. People just ask for the
school they want, we give them the list, and they locate the books for
themselves. At least this way the kids or their parents have to use the
computer and understand how the books are shelved.
I do have some real problems with AR, as you mentioned, because many
fine books are being ignored. Does anybody have a solution to that
problem?
Gillian Wiseman
YA Librarian
Waco TX
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 00:17:19 1998
From: schachtc@lcm.macomb.lib.mi.us
Subject: Interviews
PU>I have an interview for a post as a Childrens Librarian. Although I
PU>have been a Primary School Teacher I have not worked in a Childrens
PU>Library. Could anyone give me some tips about what I might need to know
PU>for the interview and the job. Also could anyone suggest useful
PU>information sources about being a Childrens Librarian.
PU>Thanks
I am trying very hard not to be harsh or disrespectful here - you are
probably a fine person who was a good teacher and could well have the
potential to someday be a fine Children's Librarian - but what makes you
think that at this point you are qualified to be one if you have no
specific training/background for the job? This career, like most
others, requires not just desire and willingness to work hard but quite
a bit of intensive preperation before one can successfully attempt it.
If the position for which you are interviewing requires no background or
training in the field, there is much about this whole situation that is
sad and perplexing; how can they expect you to do a reasonable job if
you have no training? It sounds as though perhaps their main concern is
paying someone as little as possible, rather than paying a reasonable
wage to get someone qualified and able to do the job well. PLEASE
think very seriously about FIRST learning what you need to know and
>then< going job hunting; everyone involved will be better served by
this approach, including you, who will be better able to find a position
where you are respected and not taken advantage of.
Chuck Schacht
Romeo District Lilbrary
Romeo, MI.
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 00:17:55 1998
From: Kirsten Edwards <kirstedw@kcls.org>
Subject: Re: Syllogisms
ack! ack! ack! ::sound of Kirsten stuttering with impatience:::
Jerri! Say it ain't so! I don't expect some folks to know how to construct
a syllogism, but in order for the conclusion of any argument to be true (in
this case the final line of a syllogism) All items in the argument must
themselves be true AND (very important) each must follow logically from
the next (hence the term "non sequiter")
Hence, your syllogism should read:
Some public libraries provide phone books.
The phone numbers of psychics often may be found in phone books.
Therefore you can often find the phone numbers of psychics in some
public libraries.
QED.
Do you see the difference? If an argument is properly constructed, it is
*true* Part of the reason that the David Burts of the world are so
persuasive is that neither they nor those they agitate for can perform
logical reasoning. Call attention to their lack of skill! Don't blame the
tool!
Kirsten :::rant mode off::: :-)
kirstedw@kcls.org
On Mon, 8 Jun 1998, Jerri Garretson wrote:
> On June 7 Dvid Burt wrote:
> >But this is really just mental gymnastics. It's a pretty simple and
> >straightforward syllogism, actually:
> >
> >The library provides Internet access.
> >Pornography is part of the Internet.
> >Therefore, the library provides pornography.
> -----------------------------------------------------------
>
> Logical syllogisms can be stated and manipulated to make
"logical" sense
> even if they don't make practical sense. I'll bet we can all make similar
> syllogisms. Try this one (and I state upfront that I do NOT believe this
> is true):
>
> The library provides phone books and public telephones.
> Phone numbers of psychics are part of the phone books.
> Therefore, the library provides psychic readings.
>
> 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
>
>
>
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 00:19:55 1998
From: "Siti, Beverly" <siti8537@rowan.edu>
Subject: Homeschooling Responses
Hello!
A few months ago, I asked for suggestions for helping families in
my community that homeschool their children. I received many
responses for which I'm very grateful. I've already implemented a
few of the suggestions I received, and more are in the planning
stages. Several people asked that I summarize the responses I
received to the entire listserve group. Sorry it's taken me so long
to get around to it, but here goes:
-Offering older books that have been withdrawn for space purposes to
homeschool parents for curriculum purposes. Circulation is for six
months.
-Including _Practical Homeschooling_ and _Home Education_ as well
as books on homeschooling in the Educational Materials Center.
Labels can be placed on book spines for easy access.
-Maintaining a vertical file on homeschooling issues
Contents: catalogs from small presses who address
the educational goals of homeschooling families;
numbers for local group contacts; legal/school board
rules and regulations and sample forms for compliance;
newspaper/magazine articles related to homeschooling;
URLs for interesting homeschooling sites on the web;
sample newsletters
-Preparing a list of local organizations to which staff refer
detailed, technical questions.
-Offering programs that orient families to the library's resources
(both print and electronic) and how to use them. Programs can be
held for parents or kids or both.
-Providing space for monthly resource sharing meetings, special
events such as science fairs or art displays, information tables run
by parents, and study/research sessions.
-Special storyhours, academic programs, or craft hours held during
regular schoolhours.
-Workshops for older homeschooled kids on how to do research.
-Sending news releases about library programs to homeschooling
groups to publicize in their newsletters.
-Offering to speak as a resource person at homeschooling support
group meetings.
-Designating a homeschool coordinator who updates the vertical file,
seaches out and recommends items to add to collection, and keeps
abreast of trends and needs in the area.
-Inservice training for library staff members so that they have a
clearer understanding of the homeschooling family and its goals.
This "consciousness raising" can go a long way in ensuring equitable
service to homeschooling patrons.
Most of the respondees to my original message emphasized the
importance of developing rapport with homeschooling families. This
may involve devoting time and energy into understanding what they do
and why, and developing a respect for their value system. The extra
effort pays off in the long run when policy, censorship, budgeting,
etc. issues come into play.
I hope these responses are helpful to all interested parties. I
give full credit and thanks to those dedicated librarians around the
country who wrote in answer to my plea for help!
Beverly Siti
Siti8537@Rowan.edu
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 00:21:25 1998
From: "kscalley" <kscalley@capecod.net>
Subject: Re: Compiled list of Dog and Cat resources for storytime
I have sent this once and did not see it posted. If this a repeat, I
apologize.
I had a number of people who E Mailed me to post the list on this
listserv.
Thank you to everyone who shared their wonderful ideas<BG>.
Please excuse my cut & paste job. What a GREAT resource this
listserv is...
Cat & Dog Ideas
BOOKS:
I love to use *Old Mother Hubbard* by the Hawkins. It's a lift the flap
book. I'm not sure if it is still in print or not as it is an older
title.
the McDuff books by Rosemary Wells
Raining Cats and Dogs by Jane Yolen
Michael and the Cats by Abercrombie
Leo the Magnificat by Ann M. Martin
Puppy Love by Dick King-Smith
Cat Heaven by Cynthia Rylant
Dog Heaven by Cynthia Rylant
Read the story "Pretzel" and make & bake your own pretzels - maybe
make
their initials out of the dough.
Daisy Thinks She Is A Baby by Lisa Kopper There is also a follow up book.
This one gets a gold star.
I Want A Cat by Tony Ross
Six Dinner Sid by ???
Fun story to tell: The Fat Cat (I like the Jack Kent picture book version,
but its op and you might have trouble getting your hands on a copy) The
gist of the story is that the cat eats everyone in sight until a
woodcutter cuts the cat's belly open and everyone walks out whole. Sounds
dumb, but it's really fun with repetitive phrases, and the sense of
anticipation. Also, you could make it interactive by pointing to a kid to
be the character, and then when the child is "eaten" they could grab
hold
of your waist (ala congo line style) and the chain will get bigger and
bigger until all the characters are eaten.
Ezra Jack Keats' _Kitten for a day_ would just fill the bill! It follows
the adventures of a puppy that tries being a kitten for an afternoon. I
can't remember the author, but my all-time favorite dog book is _Boodil, my
dog_ (I have it at home. It is a wonder of exaggeration and misdirection
between text and pictures. My two-year-old loves it.) Sing "How much is
that doggie in the window?" Show the kids where to insert the "woof,
woofs"
at the end of each line, if they don't want to/can't learn the lyrics in the
time allotted. Make decorated "doggy bags" for the kids to take home
treats
GAMES,SONGS & FLANNELBOARD IDEAS:
How about doing "Bingo" and have the children wear signs or shirts
that have
the 5 letters of the song on them. They can turn around or sit down when
their letter is "clapped."
Sing "The Cat goes Fiddle-i-Fee" as you put the corresponding animal
figures
on the flannelboard.
I did a display once - "Are a cat person or a dog person?" and then
had
paper bag dog and cat puppets. Well, the kids in the library asked where
they were supposed to vote! I mean, it was just a display, not a vote.
But, if you think that it wouldn't cause war to break out, you could do a
vote. And make a paper bag puppet (easy and cheap)
As for songs, I like "Do Your Ears Hang Low"
Long ago when I subbed at a preschool, there was a pet day and I was
amazed at how calmly a basset hound who came to visit coped with the
fawning he received from children eager to meet him ( and his long ears).
RESOURCES:
free materials from the American Kennel Club (bookmarks,coloring books @ a
booklet "BeforeYou Buy a Dog"). You might not have enough time to get
the
materials
but the phone # is 919-233-9767.
GAME POOR KITTY
Have children sit in circle. One person is the kitty. The kitty crawls
around
circle to each person and meows and purs. Person must pat kitty on head and
say, "Poor kitty, poor kitty, poor kitty" WITHOUT laughing or smiling.
If
they
smile or laugh, they trade places with the kitty.
FINGERPLAYS
Soft Kitty, warm kitty,
Little ball of fur (form fist with one hand)
Pretty kitty, sleepy kitty
Purr, Purr, Purr (stroke fist with other hand)
FIVE LITTLE KITTENS
(hold up fingers, one at a time)
Five little kittens sleeping on a chair,
One rolled off, leaving four there.
Four little kittens, one climbed a tree
To Look in a bird's nest, and that left three
Three little kittens, wondered what to do,
One ran after a mouse and that left two
Two little kittens playing near a wall
One little kitten chased a red ball.
One little little kitten with fur soft as silk
Left all alone to drink a dish of milk.
DOG COLLARS
Use colored cord to braid collar.
Sing B-I-N-G-O
ORIGAMI DOGS/CATS
cut 4" x 4" square of paper diagonally to form two triangles. Fold
tips of
triangle down to form ears. Add eyes and nose with crayons
Build a dog house of cardboard boxes.
Cut dog ears (or cat ears) from felt or paper. Attach to headbands.
GAME: Doggie doggie where's your bone
Sit in circle with hands in lap. Doggie sits in center with block (bone)
under
chair, eyes closed. One child is chosen to sneak up and take bone and sit
back down with
bone hidden under him. Then all say: "Doggie, doggie, where's your bone?
Hurry up and bring it home." Doggie uncovers eyes and has 2 guesses to
find
bone.
FINGERPLAYS
I had a little puppy, her coat was silver gray (hold up fist)
One day I thought I'd bathe her to wash the dirt away.
I washed my little puppy, then dried her with a towel (rub and pat fist)
My puppy seemed to like her bath, She didn't even growl.
Five little puppy dogs by the kennel door
One left the crowd, then there were four.
Four little puppy dogs running round a tree
Mother called one home, then there wer three
Three little puppy dogs playing with a shoe
One ran after a cat, then there were two
Two little puppy dogs having so much fun
One went to find a bone then there was one
One little puppy dog sitting in the sun,
She went in the kennel then there were none
Here is a storytime plan I used this winter plus ideas for another
storytime:
NEW PETS
Family Drop-In Storyhour #3
PUPPETS: Cat & puppy
DISCUSS: Topic today is a surprise, because the first book is Surprise!
STORY: Noll. Surprise. (St.hr./E/NOL)
DISCUSS: Who has pets?
RHYMES: Pussy Cat.where have you been? (Opie)
Hey diddle, diddle (Opie)
Old Mother Hubbard (Wegman)
FINGERPLAY: The Puppy & the Kitty (use puppets)
Here is a little puppy.
Here is a kitty cat.
Puppy goes to sleep, Curled up on his mat.
Kitty creep softly, Tickles puppy's chin.
Puppy wakes up quickly,
See the chase begin! (roll hands around each other)
STORY: Pringle. Naming the Cat (E/PRI)
ROLEPLAY: (use cat puppet)
Little kittens softly say, meow, meow, meow
Mother cats with love say, m,m,m
Big tom cats cry out, m,m,m
And wild cats scream about, m,m,m
FINGERPLAY: My hands upon my head.
STORY: Harper. Our New Puppy (E/HAR)
FINGERPLAY: Two little hands.
GAME: The Farmer in the Dell
FILMSTRIP: A Rose for Pinkerton (J/KEL)
Additional for older children:
STORY: Gag. Millions of Cats (E/GAG)
Used 2/23/98
DOGS & CATS
STORIES: Lidz. The One-Of-A-Kind Dog (E/LID
Trapani. How Much Is That Doggie in the Window? (E/TRA)
Brown. Mucky Pup. (E/BRO)
Macken. Cats on Judy (E/MAC)
Baker. Cat Tricks (E/BAK)
Wilson. The Long Wait. (E/WIL
Canadian story. Cat runs away and is found again. Age 4-7.
DOGS DOING SPECIAL THINGS
Meddaugh. Martha Speaks (E/MED & JVC/MED)
Rathmann. Officer Buckle and Gloria (E/RAT) (Weston Woods video
on order)
Thanks again to all who shared!!
Ann Scalley
kscalley@capecod.net
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:46:26 1998
From: Filtering Facts <burt@northwest.com>
ubject: Re: Public Library Sued for NOT Filtering
At 4:55 PM -0700 6/8/98, Kirsten Edwards wrote:
>>On Sun, 7 Jun 1998, Filtering Facts wrote:
>>>
>>> But this is really just mental gymnastics. It's a pretty simple and
>>> straightforward syllogism, actually:
>>>
>>> The library provides Internet access.
>>> Pornography is part of the Internet.
>>> Therefore, the library provides pornography.
>>>
>>Ahem. Further point of information. The last line must read
>>"Therefore the library provides acess to pornography." in
order to
>>be a valid argument. (I.e. for a conclusion to be true, each step must
>>also be true *and* valid). Which, BTW, was exactly the point I
>>was making. Access is an option: Choose to make use of it - or
>>don't, but don't blame others when your choices (or those of your
>>children) are unpleasant.
>>
My point is that there is no meaningful distinction between "provison"
and
"access": in practical terms, they amount to the same thing. You're
just
engaging in hair-splitting.
Is this really the argument you are going to make:
Mrs. Jones sees here 8-year-old son looking at www.bestiality.com at the
King County Public Library (Which, btw, one librarian recently resigned from
rather than provide children with pornography). When the mother walks over
to complain Kristen is going to say, "Look, Mrs. Jones, you have to
understand that we don't *provide* pornography. We only provide *access to
pornography*. You have to understand the important difference here. There,
now that we straightened that out, I'm sure you feel much better."
If "access" involves choice, how is that different from
"provision"?
"Provision" involves choice, does it not? Does the library provide
books or
only access to books. After all, the reader chooses to pull the book off
the shelf, does he not? Does "provide" mean it is forced upon the
user?
Please define "provision" versus "access" in the context of
information
sources within a library, and how one differs from another.
*****************************************************************************
David Burt President, Filtering Facts
Website: http://www.filteringfacts.org
E-Mail: David_Burt@filteringfacts.org
Phone/Fax: 503 635-7048
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:48:30 1998
From: Judy T Nelson <judynels@kcls.org>
Subject: Accelerated Reader Discussion
With regards to the comments that have been posted about
Accelerated Reader programs and "requests" to have separate
collections
etc., you might want to read the article in the October 1996 School
Library Journal by Dr. Betty Carter enitled "Hold the Applause! Do
Accelerated Reader and Electronic Bookshelf Send the Right Message".
Dr. Carter questions the value of these programs and the role of
librarians as supporters. This article caused alot of very negative
letters to SLJ yet I see comments from PUBYAC members that agree with some
of her concerns.
As a public children's librarian I am willing to have copies of
the lists and the books, but this is not a new way to shelf books, and I
have grave concerns about how books are chosen for these lists.
Judy T Nelson
Bellevue Regional Library
King County Library System
Bellevue, Wa
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:50:26 1998
From: bwilliams@brdgprtpl.lib.ct.us (Bina Williams)
Subject: RE: Security signals survey
I worked in a two person bookstore and we came up with an idea for when
there was a problem customer and we wanted to be sure that the other person
was forewarned. We would just start to talk about artichoke recipes. There
was one lady in particular who must have thought that all we did all day
long was to eat and discuss artichokes! A very spicy artichoke recipe for
her! This code was carried on to my next job in another bookstore...
This earned me a postcard and souvenir artichoke from Castorville, CA, the
artichoke capital of the country, if not the world. (I suppose if you used
the artichoke ruse in a library, you could say something about "your aunt
in Castorville" when a 911 call was needed...)
Bina Williams
Bridgeport Public Library
----------
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:50:58 1998
From: "Michael Chunn" <Chunndaddy@worldnet.att.net>
Subject: Riddle me this!
I am enjoying my first summer as a children's librarian in a small public
library. We had a successful first storytime this week. I made stick
dinosaur puppets and attached riddles to the back and the children took
turns reading the riddles. I was pleasantly surprised that they loved it!
They didn't show the least bit of shyness...I even had young children that
could not yet read come up.. We read them together.. Now the problem.
The theme changes each week as we are traveling in a time machine. I can
not find riddles for Knights, castles, etc.., Cowboys,or pirates! If you
could share one or two of yours with me I would be very grateful, so would
the children who now expect it.
Thanks,
Roni
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:51:18 1998
From: Nicholas Berry <nberry@spl.org>
Subject: Re: Public Library Sued for NOT Filtering
On Sun, 7 Jun 1998, Filtering Facts wrote:
> But this is really just mental gymnastics. It's a pretty simple and
> straightforward syllogism, actually:
>
> The library provides Internet access.
> Pornography is part of the Internet.
> Therefore, the library provides pornography.
The library provides access to career resources.
Employers are career resources.
Therefore, the library provides careers?!?!
The issue remains ACCESS. It is one's personal choice whether or not to
access the resources which the library provides. It should not be
omitted for those who want it. We don't try to push videos on the blind;
neither should we withhold, say, nude portraits from the artist. Who is
the final authority? Our constitution says the individual is. Who is
hiding behind "Filtering Facts"?
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:51:33 1998
From: Walter Minkel <walterm@nethost.multnomah.lib.or.us>
Subject: "Ask Jeeves for Kids"
Folks-- I'm preparing for a talk I'm giving at ALA. (If you're going to be
in DC, please come! It'll be Sunday 28 June, 2-4 pm at the Hyatt, as part
of a panel on Web Reference Services for Kids & YAs.) Anyway, I've long
been discontented with Yahooligans as a search tool for kids. I feel it's
become increasingly commercial-oriented, and often doesn't find good sites
on the things kids are interested in.
Recently I found the tool "Ask Jeeves for Kids," which is filtered
through
SurfWatch (yeah, yeah, I know, but in this context I think that's all
right), at http://www.ajkids.com . Kids can phrase searches in natural
language, like "How hot is the sun?" & get site-ations that are
actually
to kids. It's not perfect, but I like it anyway.
My question: I'd like to hear from PUBYACkers whether they feel it's a
worthwhile search tool for kids. If any of you have a reaction to it, pro
or con, I'd like to hear about it, because to me it seems worthy of a
recommendation right now, particularly for young people under eighth grade
doing Web searches. If you want to see how I've set up the search box on
our site, go to http://www.multnomah.lib.or.us/lib/kids/ & scroll to about
two-thirds down the index page.
I'll appreciate hearing from you; please send me your comments privately.
10-Q, W
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
==============
("Rats...") "Oh, Web pupil, _refer_! Lip up! Be who? Star!"
--Palindrome
of the Month
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:52:00 1998
From: PIKLY@aol.com
Subject: Re: Evening Storytimes?
Just my two cents,
We have had Wednesday storytimes for the past 12 years. When I first
started, we had poor attendance, but the best attendance began during Daylight
Savings Time and continued through the summer. Now we get around 40-50 kids
and lots of parents, including a few singing Dads! We do not have
registration; it is drop-in. We sing songs and read an average 4 books on a
theme, and finish with a simple craft. Wednesday works much better than
Monday or Thursday nights, but in some communities Wednesday is also a
"church" night. But NOW is the perfect time to start an evening
storytime
with the summer sun and no school!
Good luck, Penny Peck
Pikly@aol.com
San Leandro Public Library, CA
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:52:27 1998
From: Filtering Facts <burt@northwest.com>
ubject: Re: syllogism
Kristen Edwards wrote:
>It's not your fault Mr. Burt can't construct a simple syllogism.
It's only silly if you except your silly notion that in practical terms
there is some great distinction between "providing access" and
"providing".
Why don't you explain it? I understand the fact that "the user makes a
choice" has something to do with it. So are we not providing books, since
users choose what books to look at, but only "providing access to"
books?
Or are books forced on people?
Better still, lets look at this in practical terms. A mother, Mrs. Jones
walks up to you and says "You are providing my son with pornography!"
You
walk over and see that little Jimmy is looking at www.hardcoresex.com. You
turn and explain to the mother, "You see Mrs. Jones, we don't *provide*
your
son with pornography, we provide your son with *access to pornography*.
There's a big difference. You have to understand that. Now, don't you feel
better now."
It should also be noted that at the library Kristen works at, the King
County Public Library, a librarian of 10 years, Heidi Bolton, resigned
recently because she was forced to provide children with pornography. The
turning point for Heidi was when a child *called her and asked her if he
could obtain pornography at the library*. One can only speculate on what
Kristen's reaction to the departure of her ideologically impure colleague
was, but I bet Kristen didn't shed any tears.
*****************************************************************************
David Burt President, Filtering Facts
Website: http://www.filteringfacts.org
E-Mail: David_Burt@filteringfacts.org
Phone/Fax: 503 635-7048
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:53:09 1998
From: Nuala Teevan <N.Teevan@swancoll.ac.uk>
Subject: Interviews
First of all I would like to thank all those who provided me with very
useful information about working as a Childrens Librarian. I found all
of your responses helpful and appreciate that you took the time out to
be helpful and supportive.
A couple of messages that I received however showed that some people
were making an assumption about me who they know nothing about, so I
would like to just clear up a misunderstanding. I am not a Teacher who
left the profession thinking that I could just walk into a Library and
be a Librarian. I completed a postgraduate qualification in Library and
Information Management a year ago and have been working in an academic
library since.
Nuala
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:53:31 1998
From: Susanna Holstein <pkb00700@alpha.wvup.wvnet.edu>
Subject: Evening storytimes
It sounds like there are quite a few successful evening programs out
three, and that the key to success for most of these is simiar to what I
also found workable: a very relaxed atmosphere, open to all ages.
Last summer I began a series of Family Storytimes--open to all ages,
very relaxed, a mix of storytelling, reading, flannelboards, reader
theater, puppets--for me it was an experimental time. i tried out new
stories, new techniques with this group, and they knew it and enjoyed
it.Sometimes we did crafts, sometimes we had refreshments, sometimes a
guest storyteller.
The format was not set, so there was a lot of freedom for me in planning
these programs. We averaged attendance of 20, and this is very good for
my size branch library, and for a system in which evening program
attendance is not usually good.
We liked the series so much that I continued it throughout the year, one
Tuesday evening a month from 6:30-7:30pm. Attendnace continued to be
satisfactory until the last in the series in April, when competition
from ball practice hit. We are continuing the series this summer, and
are looking forward to it.
Susanna Holstein
Elk Valley Branch Library
Charleston, WV
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:53:45 1998
From: Susanna Holstein <pkb00700@alpha.wvup.wvnet.edu>
Subject: Older siblings at storytimes
We tried something for the first time yesterday, and i am curious if
other libraries have done anything similar.
Like most of you, we do preschool storytimes for the 3-5 year olds.
Every summer the problem of what parents can do with older children
during the program comes up. Take them into the storytime? Leave them
upstairs alone? Leave the younger child alone in storytime, and stay
upstairs with the older? Get a sitter?
We decided to have a simple activity ready upstairs for the older
children. The storytime registration is full, and our space is small, so
having them in the room during the storytime would be difficult.
we selected a simple cut-and-color activity, and simple origami patterns
for the older of this "older" group.
It was very successful. Eight children remained upstairs to do this
activity and to be read to by our Volunteens, if they wanted. (The Teens
ended up doing the origami!) No demand on staff except to lay out the
materials after the storytime group went downstairs, and to be sure it
was cleaned up before they returned. The parents loved it, and were
relieved that they didn't have to figure out what to do with thier
children once again.
We plan to continue this throughout summer reading. It is not an
advertised activity, as this is experimental.
Is anyone else doing something similar?
Susanna Holstein
Elk Valley Branch Library
Charleston WV
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:54:05 1998
From: bf455@cleveland.Freenet.Edu (Bonita Kale)
Subject: summer reading
We call it a Summer Reading Program, but sometimes we slip and call it a
club by mistake!
As for kids who already read a lot not joining, what's wrong with that? If
they want to, I don't see anything wrong with it, but if they don't want
to--that seems fine, too. I've never quite understood the point of summer
reading programs anyway, maybe because I didn't go to library school, but
the parents seem to like them, and the kids like them, and they keep
librarians off the streets. So I guess they're not bad.
Bonita
--
Bonita Kale
bf455@cleveland.freenet.edu
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:54:15 1998
From: stories@bullyproof.org (liz mangual/bob kanegis)
ubject: Re: evening story programs
For those considering evening storytimes, please consider the possibility of
orienting your programs to families, not just children .There is tremendous
power in programs that mix stories for children and adults. Of
course,adults enjoy watching their kids enjoy stories that are age
appropriate for them...At the same time and perhaps less noted, is that if
the program is well put together, children can engage with multilayered
stories appropriate for adults... even the youngest connect with the sound,
movement, and most importantly the conviviality of the occasion. This is
what 'village storytelling' was was and sometimes still is all about. These
interage gatherings can also provide a great opportunity to share and
encourage family storytelling.
Bob Kanegis
Tales & Trails
Santa Fe New Mexico
(for a complimentary copy of the Endangered Stories Act send a 32c
SASE to Tales & Trails, 105 Camino Teresa, Santa FE NM 87505)
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:54:21 1998
From: Mary St Cavish <mls@bc.seflin.org>
ubject: discussion group
I am considering offering a book discussion group for 9-12 year olds
inthe fall. Currently there is no program forthat age as they are too
"cool" for storytime and too young for teen programs. My first
challenge
is when to schedule this. If you have had any experience with this would
you let me know? we are trying to decide whether the weekday or weekend
would be better. We live in a highly sports oriented community so I
hesitate about weekends but am also thinking that this program might give
the sports-challenged kid something to do. TIA for input.
mls@bc.seflin.org
Mary St. Cavish
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:54:22 1998
From: "Kimberly Bears" <kimbat@hotmail.com>
Subject: Evening Storytimes
Hi All,
Just this year I started offering evening story times. I did it a
little bit different than what I've been reading, but it was fun none
the less.
-I offered only one story time a month and I switched the focus from
toddlers (2 yrs. 6 mos. - 3 yrs) to preschoolers (4 yrs. - 5 yrs) each
month. What I noticed was that the siblings of these toddlers and
preschoolers had to come with them anyway, so next year I am going to go
the route of a Family Story Time, and I will probably offer it twice a
month.
-Attendance was great at each of the programs. I had anywhere from
10-40 people (including children, parents, and some grandparents). I
did have a registration as my area will only accomodate so many people.
I may try a drop-in, I'm not sure. The public has become accustomed to
registering for programs.
-My story time runs 6:30-7:00, but I may change that, too. It seems
like 7:00 is a good time for all involved, though my attendance didn't
seem to be hurt by the 6:30 time, and it gives the parents time to
browse and checkout books before our closing at 8:00. Maybe I won't.
-I offer 3-4 stories, fingerplays, an occassional draw-and-tell or
cut-and-tell, and I send home a coloring page that coinsides with the
theme of the evening. Since I am not a singer (believe me they would
NEVER come back) I will often use a song from a cassette and sing-along
with that, too.
-As far as publicity...I advertise in the local paper, on the cable
channel, my monthly newsletter, and post flyers. They seem to work well
for me.
I enjoy that story time as it gives me a chance to meet some of the Dads
and even Moms that tend to work all day long. Oh, I always wear my
bunny slippers, too (and yes, the children are forever petting them as I
tend to constantly shake my foot) Most important, have fun!
Kim Bears
************************************************************
Kim Bears Phone: (603) 432-1127
Head of Children's Services Fax: (603) 437-6610
Leach Library E-mail: kimbat@hotmail.com
276 Mammoth Road
Londonderry, NH 03053
______________________________________________________
Get Your Private, Free Email at http://www.hotmail.com
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:55:09 1998
From: "REBECCA HIGGERSON" <RHIGGERSON@sacramento.lib.ca.us>
Subject: Boys and Sex, which edition?
I've been following the discussion about Pomeroy's _Boys and Sex_ and wondering
which edition has the error. We own both Boys and Girls 1991 eds. and I can't
find that misleading sentence. Thanks!
**************************************************
R.A. Higgerson
Youth Services Librarian
Sacramento (CA) Public Library
rhiggerson@sacramento.lib.ca.us
**************************************************
R.A. Higgerson
Youth Services Librarian
Sacramento (CA) Public Library
rhiggerson@sacramento.lib.ca.us
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:56:08 1998
From: Carol Leeson <cleeson@nslsilus.org>
ubject: Re: AR Blues
Last night I had an interesting interaction with a young lady. She
needed help finding "The Voyages of Doctor Dolittle". I found that we
had two paperback copies on the shelf and all other copies were checked
out. Since our paperbacks are rough sorted and we have an extensive
collection it took us a while to find the book. While we looked I said
that I thought this was a good bood to enjoy over the summer. She
commented that it was long. I said that it was a good thing that our srp
allowed for counting hours instead of titles so that she could enjoy a
long book and not be penalized for spending so much time with it. I also
pointed out that I really enjoyed getting into a nice long read that
allowed me to spend more time with the characters. She agreed that that
made reading more fun. I felt good about our conversation and this young
lady's enjoyment of reading. As she and her mother left the room with
the book, I heard her mother comment ,"Good that will be worth 20 points
next year on AR." Well I can still hope that that young lady will enjoy
the experience of reading.
By the way, we keep the AR lists from the schools who will give us a copy
of theirs (most of them). When we have time we try to check the list for
our holdings and provide call numbers, this is not a high priority task.
We do not base our selection on these lists, however we do respond by
buying more copies of books in high demand and often those books are on
the lists. We also have been asked to have AR computers in our library.
We have no room for them and I feel the logistics would make it hard to
do. We did have one school ask if they could put their own equipment
here at the library for the summer. They normally provide access at the
school during the summer, but this summer the building will be closed so
that they can wire for Internet access. We did consider this request
carefully, but again had to say no due to space and logisitics. I agree
that it would not be a part of the library's mission or role to provide
this service, but we considered this for a temporary solution to a
construction caused problem.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Carol Leeson
Head of Youth Services
Mount Prospect Public Library
10 S. Emerson
Mt. Prospect, Il 60056
(847)253-5675
cleeson@mppl.org
The opinions expressed here are my own and do not reflect those of the Library.
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:56:26 1998
From: Anna Wall <awall@connect.bedlib.org>
Subject: Bedtime Storyhour
I am in the process of planning a story time for 3-5 YEAR OLDS. I know we
have been discussing how to attract patron to the library. I would like
to have some good suggestions for books and activities. I am using the
theme of "Getting ready for bed". I plan on using Bread an Jam for
Frances and Also Bedtime for Frances. We will of course of small
sandwiches of bread and jam.
Thanks,
Anna Wall
awall@bedlib.org
Bedford Public Library
Bedford, IN
x
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:57:11 1998
From: Terrell Young <tyoung@tricity.wsu.edu>
ubject: Re: pubyac V1 #336
Can any of you help the following individual?
Dear Readers:
Our school district is planning to downsize the libraries and is
reducing the amount of time certificated Librarians are on duty in the
schools.
If you have any research or references to research that I might
access easily, please send it post-haste.
Our Education Assoc. is gathering info to spread to our School
Board and the Community to curb this horror!
Anything in relation to the fiasco in California when then
downsized libraries, and resulting reading scores would be especially
helpful.
Thanks for you help in this matter.
Jan George
Chattaroy, WA
jkjorge@juno.com (Jan K George)
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:57:16 1998
From: darcy stainton <darcysta@vpl.vancouver.bc.ca>
Subject: Re: pubyac V1 #337
> > Another skewed library syllogism could read...
> >
> > The library provides access to heavy books.
> > A heavy book may be used as a weapon to hit somebody on the head (or
> > deliver a nasty paper cut).
> > Therefore, the library provides access to weapons.
>
> Oh Darcy! Your first syllogism is fine, but the second should read:
> "Therefore, the library provides access to items which may be used as
> weopons or deliver a nasty paper cut."
>
> Mr. Burt simply didn't know how to structure a syllogism. Let's not throw
> the baby out with the bath! Logical reasoning is such a wonderful thing!
>
> Kirsten Edwards
> kirstedw@kcls.org
>
Of course, I agree entirely...(I agree with almost all of your postings
-- I'm sort of a fan)...but please note my use of the adjective
"skewed." I should have added an appropriate
emoticon after the last syllogism (it is _meant_ to be faulty to convey
a point -- i.e. illogical reasoning, stated in the form of a logical
argument, is still illogical).
...oh, curse this faceless, voiceless form of communication! :P
BTW -- I am a big fan of logic, too, (studied it as part of my undergrad
and _loved_ it), and enjoy statistics, and hence become really irked when
the two are abused. Sorry if this was not conveyed in my first post, and I
hope it is now! :-)
D'Arcy Stainton
Children's Librarian
Britannia Branch
Vancouver Public Library
British Columbia, Canada
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:57:38 1998
From: Stephanie Loney <sloney@libris.chulavista.lib.ca.us>
Subject: Re: Interviews
Regarding the request for interview advice from a person with teaching
experience.
Obviously, in a perfect world, we would all have the "correct"
qualifications when we apply for positions, but the fact is sometimes
people from different backgrounds educationally make good job
applicants. If an employer has considered this person suitable for
interview, who are we to assume they lack skills? Surely the interview
process is what weeds the good from the bad? Also, if a person needs
experience, how are they to get it if they don't try for positions in
that field? I would suggest that instead of advertising this individuals
"shortcomings" to the listserv, replies like this should be made
directly to the person. Then perhaps, it would sink in that this person
is actually applying for a position in the UNITED KINGDOM! Judging from
the messages posted on pubyac, I'd have to say that most members are
"stateside" and probably lacking in experience and knowledge as far as
the UK job climate goes.
There is a range of qualifications in the UK which qualify people to
work as librarians - and we don't know enough about this individuals
educational background to comment.
It's good that we protect our profession but in this case we should
stick to handing out friendly advice only.
Stephanie Loney
Chula Vista PL
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 18:58:24 1998
From: Guarria <cguarria@suffolk.lib.ny.us>
Subject: Re: Pornographic Websites
Just a point of information. Depending on the way a particular filter
works, pornographic websites may still be brought up by an unsuspecting
patron looking for another site, filter or no. My husband, while looking
for ESPN's website, inadvertantly entered a similar but wrong site address
and, lo and behold, up came a pornographic site. (Unfortunately, he
was attempting to show his boss the sports network's web site at the
time!) He, of course, immediately crossed himself, averted his eyes and
exited, never to visit that site again.
Nothing is foolproof.
Carrie
cguarria@suffolk.lib.ny.us
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 20:05:20 1998
From: "Eric Bodwell, STM/Eline Children's LA"
<BODWELL@louisville.lib.ky.us>
Subject: teen advisory board
hi
we are starting a teen advisory board group in the louisville public library
system. everything is going wonderful except we need a name! could anyone out
there e-mail back with their suggestions of names that they have heard for teen
advisory groups or any epiphanies that might have occured while reading this
e-mail. Or perhaps that come to you in the next week. i would be eternally
grateful!!!!!
thank you
eric bodwell
children's library assistant
St. Matthew/Eline Library
Louisville KY
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 21:05:00 1998
From: katherine heylman <kheylman@apk.net>
Subject: Re: pubyac V1 #337
Chickens have two legs.
Socrates has two legs.
Ergo, Socrates is a chicken.
Marian Drabkin states that for a syllogism to be accurate, the premises
must be correct. True enough, but in her example above, both premises
are certainly correct. I think -- and I certainly wouldn't swear to it
-- that this is the fallacy of the excluded middle. Maybe someone else
can enlighten us. Kay Heylman
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 21:17:12 1998
From: Bobbi Ludwig <BJ.Ludwig@marquette.edu>
ubject: Question but not really a stumper!
I have been reading PUBYAC for several months now and though I am not a
children's librarian, I find it very interesting . . . I am in library
school and also work full time in a university science library. I have
saved many posts, especially bibliographies, that I hope will help me with
a Library Services for Children and Young Adults class I will be taking in
the fall.
My real point to this post, however, is to ask for your collective help
and wisdom . . . I am always amazed at the knowledge of children's books
presented on this list, and I hope this question is not out of line or to
be taken in a way that makes me seem lazy . . . I tried to search the
archives but am not sure what words to use because the topic I would like
help on is sort of difficult to pinpoint. Anyway, on to my question!
I am living with two young boys and their father. Last night, in talking
to the younger (he's 5) one, I think I may have hit upon an underlying fear
that is contributing to his problems with potty training, eating, etc. It
seems that he is afraid to grow up because he thinks his parents, mom
especially, won't love him anymore. He won't be "bitty-bits" or the
baby
anymore . . . I'm sure there's got to be *something* out there that I could
read to him that may at least help a little bit . . . but I'm not sure how
to phrase searches . . . any suggestions, either of titles, places to look,
or search words would be most welcome and helpful!
Thank you!
Bobbi-Jean Ludwig
Science Library, Day Supervisor
Marquette University
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 21:17:20 1998
From: "Marianne Vandenbergen" <Mvandenbergen@acpl.lib.in.us>
Subject: Children's Librarian Position Open
June 10, 1998
POSITION AVAILABLE
Children's Librarian (full-time)
Children's Services
Allen County Public Library
RESPONSIBILITIES: Assist patrons in locating materials and
information. Provide readers' advisory to both children and adults.
Develop, plan, and actively carry out a program of activities for
children, including storytelling, puppetry, craft sessions, and other
events to support the library's mission. Assist in collection
development. Lead other staff in providing a warm and energetic
program of services for children and adults. Visit schools to talk
about programs available at the library. Encourage participation in
the summer reading program and provide library tours and special
programs or classes tailored to visiting groups of children. Serve on
system-wide committees.
MINIMUM QUALIFICATIONS: ALA/MLS degree and one year's library
experience. Strong interpersonal communication skills for working
with both children and adults. Strong interest in and knowledge of
children's literature. Keen ability to listen actively to patrons and
interpret their questions in such a way that they receive what they
need. Genuine liking and understanding of children and the general
public served. Basic knowledge of computer fundamentals (Windows and
Mac) and CD-ROM products. Analytical ability sufficient for analyzing
the community's information and material needs and planning to meet
those needs with programs, materials, and reference service. Ability
to work day, evening and weekend hours. Friendliness, enthusiasm,
energy, initiative, resourcefulness, tact, good judgment and a sense
of humor.
COMPENSATION: Range minimum is $28,121. Library-paid single
membership HMO program, dental insurance, life insurance, and
long-term disability plan. Cumulative sick leave. Library-paid
retirement fund. Personal business leave. Four weeks vacation.
Deferred compensation plan. Federal credit union. Free parking.
Employee assistance program. Relocation allowance. Optional term life
insurance, flexible spending account, or accident/sickness disability
insurance. Long-term care insurance.
APPLICATION: Letter of qualifications, resume, and the names of three
work references to Human Resources, at 900 Webster Street, Fort
Wayne, IN 46802, or e-mail to cholly@acpl.lib.in.us. Further
information is available on our homepage: http://www.acpl.lib.in.us
Equal Opportunity Employer
This announcement is intended as a general descriptive recruitment
guide and is subject to change. It does not constitute either an
expressed or implied contract.
Marianne H. Vandenbergen
Secretary/Receptionist
Human Resources
Allen County Public Library
900 Webster Street
Fort Wayne, IN 46802
(219) 421-1230
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 21:17:05 1998
From: mellifur@tiac.net
Subject: Stumper: Woman Planting Flowers
A patron came in tonight asking about the following book. She got some
information from our children's librarian and some information from
Amazon.com. This is what she told me:
She's looking for a picture book that is probably from about the 1940's.
She had a feeling it was a post-war book meant to encourage peace, etc. The
basic plot involves a woman who travels all around, planting flowers
everywhere she goes. When she dies, these flowers are the legacy she's left
behind.
Amazon.com told her it was probably called "The Lupine Lady", and that
it's
out of print. Can anyone confirm that title, or perhaps come up with an
alternate? Can anyone supply more information, such as author or publishing
date? Does your library own a copy (I think she'd like to ILL it, even if
she has to go out of state) or have an idea of a used bookstore that might
carry it? She's tried a few online sources and come up dry. We couldn't
find it in any Connecticut libraries.
Thank you,
Miriam Neiman
M. Neiman
mellifur@tiac.net
Welles-Turner Memorial Library
Glastonbury, CT
The opinions expressed do not necessarily reflect those of my organization.
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 21:17:07 1998
From: "Alicia Ahlvers - Children's Librarian/CAS"
<MA_ALICIA@kcpl.lib.mo.us>
Subject: The Literate Preschooler: Libraries and the Emergent Reader
Please forgive any crossposting:
Librarians interested in facilitating the development of emergent literacy are
invited to attend a program session in Washington DC this summer entitled
"The
Literate Preschooler: Libraries and the Emergent Reader." Scheduled for
Saturday, June 24th from 2 - 4 PM, the program features William H. Teale,
prominent scholar and researcher from the University of Illinois, and
author/illustrator Rosemary Wells. The speakers will explore the concept of
emergent literacy and discuss how librarians support literacy development in
the very young. Teale begins the session with an informed and broad-based
description of emergent literacy. Wells, whose creative efforts are responsible
for the national "Read to Your Bunny" campaign, follows with remarks
on her
personal efforts at fostering emergent literacy. ALSC's Preschool Services
and Parent Education Committee is hosting the program during ALA's annual
conference.
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 21:19:15 1998
From: Karen Knudson <kknudson@timber20.timberland.lib.wa.us>
Subject: poems for Father's Day
Pubyac came through again, with poem suggestions for Father's Day. My
thanks to Mel, Faith, Nancy, and Linda. Our own Central Reference
librarians in Timberland also chewed on this question for me. In the event
that others
will also need to find poems for small children to recite in honor of
fathers, here are some suggestions:
poems by Edward Guest
"My Daddy" in the book "Nathaniel Talking" by Eloise
Greenfield Black
Butterfly Children's Books, New York: 1988
The title poem by Folami Abiade of the book "In Daddy's Arms I Am
Tall"
illustrated by Javaka Steptoe Lee and Low Books, New York: 1997
"My Father" by Charlotte Zolotow in her book "Everything Glistens
and
Everything Sings" Harcourt Brace Jovanovich, New York: 1987
"My Role Model, My Dad" by Lauren Jacobs in Children's Digest, March
1997
"My Dad" by Nicole Bennet in Children's Digest Jan-Feb. 1994 p. 19
"Mister Mustache Man" by Jaclyn Cole in Children's Playmate, Dec 1995
p.
21
"Louder Than a Huge Dog Barking" by Karen Baral in Child Life Sep 1996
p.
19
Again, Many Thanks.
------------------------------------------------------------------------
Karen Knudson
Library Associate
Olympia Timberland Library Voice: 360-352-0595
313 8th Ave. S.E. FAX: 360-586-3207
Olympia, WA 98501-1307 e-mail: kknudson@timberland.lib.wa.us
------------------------------------------------------------------------
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 21:19:14 1998
From: hartmanm@VMSVAX.SIMMONS.EDU
ubject: Stumper: Juvenile fantasy
A Patron is looking for a series of books he read as a child
(approximately 30 years ago) in which hippopotamus-like characters called
Zemulins play a central role.
We've checked all the usual places.
Thanks in advance.
Maureen Hartman
Simmons College GSLIS (and library-in-training)
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 21:19:53 1998
From: Rebecca Connor <rconnor@spokpl.lib.wa.us>
ubject: Stumper
I have a patron who is looking for a book. In this story, an older woman
(perhaps a grandmother) has a girl (8-9 yrs. old) hang a rope above her
bed. Each time the girl does something good or nice, she is to tie a knot
in the rope. Eventually, the girl realizes how much good she has done and
feels better about herself. It might be a tale with Hawaiian or Indian
characters; the setting could also be Hawaiian or Indian.
Please respond directly to me at: rconnor@spokpl.lib.wa.us
Thanks in advance,
Rebecca Connor
Rebecca Connor - Children's Librarian
Spokane Public Library - Downtown Branch
906 West Main Avenue
Spokane, WA 99201-0976
e-mail: rconnor@spokpl.lib.wa.us
Phone: (509) 444-5345
Visit our Kids Home page at http://www.spokpl.lib.wa.us/kids/kids-home.html
---------------------
From owner-pubyac@nysernet.org Thu Jun 11 21:46:41 1998
From: Claudia Livolsi <clivolsi@www.biblio.org>
ubject: Re: Parental Confusion About Summer Reading Programs
We word our flyer as an independent reading program. The IRP is one
paragraph on a flyer which describes all our story times and special
programs. We too experience confusion among the parents. They think that
the independent reading program is limited to a certain number of
participants; it is not. They want to know how long it will take to sign
up. Basically, they have a hard time grasping that the program is meant to
be fun, no pressure, go at your own pace and sign up whenever you want.
Claudia Livolsi
Children's Librarian
Monroe Public Library
Monroe, CT
clivolsi@biblio.org
---------------------
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