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From owner-pubyac@nysernet.org Mon Jun 15 10:44:53 1998
From: Jennifer Yost <gyost@logical.net>
Subject: School/Public Library Combination Questionnaire
REQUEST FOR SURVEY RESPONSES
To: LM_Net@listserv.syr.edu
Subject: School/Public Library Combinations
June 12, 1998
Dear Colleagues:
As a graduate student in the School of Information Sciences and Policy
at the State University of New York at Albany, I have taken on a
research project that calls for your expertise. Recently, the district
I work in has decided to investigate the possibility of merging the town
library with the school libraries in the district. This poses many
issues for both agencies involved. My research has to do with the
feasibility of such a merge, and the success (or failure) rates of other
libraries that have gone through this type of transition.
IF YOU WORK IN A SCHOOL/PUBLIC LIBRARY SETTING, WOULD YOU PLEASE ANSWER
THE ATTACHED QUESTIONNAIRE AND E-MAIL IT BACK TO ME AT YOUR EARLIEST
CONVENIENCE? The results of my study depend on prompt responses from as
many colleagues as possible, so if you can possibly spare a few minutes
to respond it would be greatly appreciated (it's a summer course, so I
don't have much time to gather data). If you aren't able to respond
directly on the e-mailed questionnaire, you could print it out and FAX
it to me at 518.674.3275. Or, if you would like, please reply to this
e-mail and request that I FAX you the questionnaire, and you can then
FAX it back to me at the aforementioned FAX number.
I will post the results of this study on the listserve in the beginning
of July for all interested parties.
Thank you in advance for your participation - I know this is a busy time
of year for many of you and I greatly appreciate your professional
opinions.
Sincerely,
Jennifer Yost
Library Media Specialist
West Sand Lake Elementary
West Sand Lake, NY
JY7208@cnsvax.albany.edu
FAX: 518.674.3275
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
SCHOOL/LIBRARY COMIBINATION OPINION SURVEY
Type of library: ____ public ____ school (elem., middle, h.s.) circle
one
Location: ______________________________
Position held: ___________________________
Please check all that apply:
Our School/Public Libraries have merged:
____ within the last year ____ within the last five years ____
longer than five years
Our School/Public Library merged, but then separated again: ____ yes
____ no
Reason:
________________________________________________________________
Type of community: ____ rural (under 3,000) ____ urban (under
15,000)
____ urban over 15,000 ____ suburban
Our facilities combined and are located in:
____ an elem. school ____a high school ____ split between
elem. and high schools
____ in the public library
Staffing:
Did any library staff lose their jobs due to this merge? _____yes
_____ no
If yes, how many? _____
Were the lost positions voluntarily given up? ____ yes ____ no
Reason for lost positions:
____ change of operating hours ____ loss of administrative position
____ too many personnel ____ other:
_____________________________________
Were any library staff positions added due to this merge? ____ yes
____ no
If yes, how many? ____
Reason for added positions:
____ different/extra hours of operation
____ head librarian needed
____ more clerical time needed
____ other:
_____________________________________________________________
Library Administrators in Merged Library:
____ Coadministrators (1 public and 1 school)
____ Head librarian according to training and experience
____ School librarian
____ Public librarian
____ One librarian certified for both school and public library
Staff Assignments (check all that apply):
____ All personnel serve all patrons during school hours
____ School personnel serve students; public personnel serve public
patrons during school hours
____ School personnel serve patrons during school hours; public, after
school hours
____ All staff members share after school hours
____ School personnel serve when school is not in session
____ Public library personnel serve when school is not in session
____ All staff members share responsibility when school is not in
session
____ Paraprofessionals only, serve when school is not in session
____ Volunteers staff library when school is not in session
____ Other Staffing Configuration:
__________________________________________
_______________________________________________________________________
Hours of operation per week:
____ 15-30 hours ____ 30-40 hours ____40-50 hours ____ more than 50 hrs
Reasons for library merge: (Please number them in order of importance:
1=most important, 2=of some importance, 3=of little importance, 4=of
no importance)
____ Need for school library facility only
____ Need for public library facility only
____ Need for both school and public library facilities
____ Need for school librarian only
____ Need for public librarian only
____ Need for both a school and a public librarian
____ Need for both a facility and professional staff
____ Small size of community
____ New school with adequate facility to accommodate merger
____ Community budget constraints
____ School budget constraints
____ Other:
_____________________________________________________________
Who initiated the merge?
____ School personnel and/or board ____ Public library staff and/or
board
____ Financial grant from government ____ Town personnel and/or board
____ Cooperative effort of both school and public personnel and/or
boards
____ State-level library departments or library systems
____ Private donor
____ other:
_____________________________________________________________
Governing boards for merged libraries:
____ cooperating boards
____ separate boards, but hold joint meetings
____ separate boards with no joint meetings
____ merged board consisting of both town and school personnel
The transition from separate libraries to a combined library was:
____ Difficult and time-consuming ____ Relatively Smooth
____ Very Smooth
There was community involvement in the transfer: ____ yes ____ no
Planning phase lasted:
____ up to 1 year ____ 1-3 years ____ more than 3 years
Planning was adequate: ____ yes ____ no
Librarians were included in the feasibility study from the ground
level: ____ yes ____ no
Perceived Benefits of a School/Public Library Combination: (Please
number them in order of importance: 1=most important, 2=of some
importance, 3=of little importance, 4=of no importance)
____ Better and wider selection of materials for public and/or students
____ Made a library possible for public
____ Elimination of some duplication of materials
____ Better use of financial resources
____ Greater circulation of materials
____ Access to interlibrary loan to students
____ Better collection of reference and/or periodicals
____ Better physical facility
____ Better location of facility
____ Consolidation of housing and maintenance costs
____ More and better qualified staff
____ Better school/community relations
____ Increased hours of service
____ Expanded use of facilities due to evening
____ Wider utilization during summer months
____ Made library possible for elementary students
____ Increased possibilities of grants
____ Federal funding
____ Sharing of salary expenses
____ Sharing of budget expenditures
Other:
__________________________________________________________________
________________________________________________________________________
Perceived Problems/Weaknesses of a School/Public Library Combination:
(Please number them in order of importance: 1=most important, 2=of
some importance, 3=of little importance, 4=of no importance)
____ Governance and management related issues
____ Reluctance of adults to use facility during the school day because
of noise and confusion of school setting or because of students'
presence.
____ Inadequate facility
____ Location of library in the building for public patrons
____ Legal deterrents (state laws)
____ Inadequate budget for materials and equipment
____ Lack of adequate and well-lit parking for patrons
____ Inadequate budget for sufficient staffing
____ Limitations on student use
____ Inability to serve both groups adequately
____ Inadequate collection to serve both groups
____ Different circulation methods
____ Inability to communicate with public patrons that school library is
public library
____ Limitations on hours for adult use
____ Minor discipline problems because students do not view the library
as a function of school
____ Censorship of materials
Comments:
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 10:42:33 1998
From: Jean Marie Schmeisser <Schmeisser@ci.sat.tx.us>
Subject: Position opening Children's Librarian
June 13, 1998
POSITION AVAILABLE
Energetic, computer-savvy, customer-service oriented professionals are
sought for great opportunities. Texas has no state income tax and has
good weather (gets hot, but no snow). San Antonio is a historic,
bi-cultural city with a stable economy. Full benefits package for all
full-time positions. Ability to speak Spanish preferred, but not
required. See http://www.sat.lib.tx.us for Library information.
Librarian I (Full time), Central Library, Children's Unit
($25,536 - $29,366)
Responsible for reference, public service, and collection development.
Conduct story times, tours, other programs and assist with system-wide
events. Requires ALA/MLS, but no experience is required. An emphasis
on children's services preferred.
Send resume and cover letter to:
Martha Montemayor
San Antonio Public Library
Personnel Office
600 Soledad
email: martham@ci.sat.tx.us
=============================
Jean Schmeisser
San Antonio Public Library
Central Branch/Children's Unit
600 Soledad St.
San Antonio, TX 78205
Schmeisser@ci.sat.tx.us
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 10:44:47 1998
From: Kirsten Edwards <kirstedw@kcls.org>
Subject: Re: ya magazine for young men
On Fri, 12 Jun 1998, Susan LaFantasie wrote:
> I need a general magazine (not subject related) written for young adult
> males. Any favorites out there? TIA
> Susan LaFantasie, MLS
> Pierce County Library System
> susanlaf@pcl.lib.wa.us
>
TEEN PEOPLE claims to be, and its letter col.s support this. But it does
seem somewhat skewed to "girlstuff", as well.
Kirsten Edwards
kirstedw@kcls.org
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 10:42:21 1998
From: JBOGART@BPL.ORG
Subject: Stumper Cat-Leprechaun story
To all those who helped me out with my question thank you so much. The
library trustee who wasked was thrilled. 99.9% of you said the same
book, i got one different answer too which wasnt exactly the subject
but it was helpful anyway. THanks JBogart
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 10:42:20 1998
From: Janice Painter <Painter@princeton.lib.nj.us>
ubject: Job Posting : Youth Services Manager
Princeton Public Library -- Youth Services Manager
Organized, results-oriented, dynamic and resourceful manager with a
proven record of relevant experience sought. Plan, direct and evaluate
all aspects of library services to youth. Exciting opportunity to help
design a new youth services department in a new or expanded library.
Member of Library's Management Team.
Progressive, heavily-used and well-supported public library with a
tradition of excellence. Highly-educated, culturally-rich, diverse
community with high expectations located midway between New York City
and Philadelphia.
REQUIREMENTS: M.L.S. from an ALA-accredited library school. At least 5
years of youth services experience. Substantial supervisory experience.
Customer/child-centered public service approach. PC and Internet
literate Willing and able to integrate technology into all aspects of
departmental operations. Excellent organizational,decision-making and
communication skills. Outreach, marketing and community-partnering
orientation. Check out: http://www.princeton.lib.nj.us
Competitive salary commensurate with experience and qualifications.
Appointment Range: $47,000 - $53,000.
Excellent fringe benefits plus support for participation in ALA and
other relevant professional activities.
TO APPLY: Interviews can be arranged during ALA Annual via the
Conference Placement Office. You may also apply directly via mail by
sending your resume along with a letter of interest to:
Eric Greenfeldt, Assistant Director Princeton Public Library
65 Witherspoon Street
Princeton, NJ 08542
Position Open September 8, 1998. Review of applications will begin
immediately and continue until the position is filled. We are an Equal
Opportunity Employer.
============================================================
Janice Painter email:painter@princeton.lib.nj.us
Manager, Automated & Technical Services
Princeton Public Library, 65 Witherspoon St., Princeton, NJ 08542
phone:609-924-9529 x.36 fax:(609)924-7937
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 10:42:21 1998
From: LWilli0316@aol.com
Subject: Internet fiction
Dear Pubyackers,
I am looking for juvenile and young adult fiction which involves the
internet. Already on my list are: Jordan Cray's series "danger.com,"
the
"Internet Detectives" series, and "Cyberkidz." It seems
series books are the
only books to tackle this subject as yet. Does anyone out there know of any
other books I could add to my list?
Thanks in advance for your collective wisdom!
Linda Williams
Booth & Dimock Library
Coventry, CT
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 10:42:21 1998
From: "Marin Younker" <marin@CI.TIGARD.OR.US>
Subject: Tigard, OR: Youth Services Supervisor
The City of Tigard, Oregon, a progressive and growing community of
37,000 in the Portland metropolitan area, seeks an innovative
professional librarian to plan, supervise, and manage the youth
services program of the Tigard Public Library.
Duties Include: collection development, programming, and community
outreach activities. Must be familiar and comfortable with a broad
range of information technology including the Internet and CD-ROM.
Post graduate training in library science and considerable experience
in children's library service, including supervisory or lead
experience, required. MLS preferred.
Salary range: $2,642-3,542 monthly with excellent benefits package.
Request required application, by JUNE 19th, from: City of Tigard,
13125 SW Hall, Blvd., Tigard, OR 97223; 503-624-9471.
Deadline: 5:00 p.m., Friday, June 26.
The City of Tigard is an equal-opportunity employer. Women and
minorities are encouraged to apply.
^^^^^^^^^^^^^^^^^^^^^^^^^^^
J. Marin Younker
Youth Services Librarian
Tigard Public Library
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 10:42:23 1998
From: Elaine Williams <williael@oplin.lib.oh.us>
Subject: Making smoke
Dear Fellow Yakkers,
My patron wants to make smoke for a Vacation Bible School. She
has already rejected dry ice as too dangerous. She does not have a smoke
gun or smoke machine, nor are they going to build a fire, of course! I
have checked the following science project sources in search of a safe way
to make smoke: SCIENCE FOR KIDS: 39 EASY CHEMISTRY EXPERIMENTS, JANICE
VAN CLEAVE'S VOLCANOES, HOW TO MAKE A CHEMICAL VOLCANO, and CHEMISTRY
MAGIC. I am ashamed to say that we do not have access to SCIENCE
EXPERIMENT INDEX, but we are ordering it soon. Can anyone help? I
believe the patron is going to stage a rocket blast-off using the smoke.
Please reply directly to me before June 15, if possible. BTW, I also did
brief searches on AltaVista, Excite, and Webcrawler before getting too
busy with other patrons. I got a lot of sites on making smoke with
machines and cigarettes, but nothing she found useful. TIA!
Elaine Williams
Youth Librarian
Lynchburg, OH
williael@oplin.lib.oh.us
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 10:42:24 1998
From: Jennifer Pepper <Jennifer.Pepper@state.me.us>
Subject: Re: 4 Stumpers
I have been seeking four books which I read as a child in the 70's,
but can't find the titles or authors anywhere. I have done throrough
searches on OCLC and in Internet book search sites mxbookfinder and
abebooks. Can anyone help? My e-mail is jennifer.pepper@state.me.us
1. A boy who loves to send away for free things wins the services of
a butler for a number of months.
2. Some boys lose their football when they accidentally throw it into
the car of a man rushing his wife to the hospital in labor. They dig
up nightcrawlers for a neighbor who wants fishing bait in order to
earn money for a new ball.
3. A baseball-loving boy who has lived with his grandparents goes to
live with his father, who is a photographer. Toward the end of the
book, the boy is injured while out alone, and photographs an eagle
with a camera his father has given him while waiting to be rescued.
4. A boy (and maybe also a girl?) travel back in time to Colonial
America. (This is not TONY AND THE WONDERFUL DOOR or THE MAGIC DOOR)
Thanks!
From: Jennifer Pepper <Jennifer.Pepper@state.me.us>
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 10:42:23 1998
From: mellifur@tiac.net
Subject: Re: Stumper: Woman Planting Flowers
Well, even though I can't find my Stumper question in any of the digests I
received today, it obviously went through, because I've already gotten
several replies. Thank you to all of you who suggested I ask the patron if
Barbara Cooney's "Miss Rumphius" is the book she has in mind. My
library
does own a copy, so I will call her tomorrow to tell her about it.
And because it drives me nuts (doesn't take much to drive me nuts) to be
told the answer to a stumper but to get no recap of what the answer/title
refers to, I will add that the patron is looking for a book about a woman
who travels the world planting flowers (lupines, she thinks) so that she
can leave a legacy of beauty behind.
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 Mon Jun 15 18:43:27 1998
From: Karen Wendt <bewendt@facstaff.wisc.edu>
ubject: Re: Older siblings at storytimes
We have our storytime room and we have a small conference room. We booked both
rooms for Wednesday morning storytimes. I am fortunate to have a part time
assistant. She will do the storytimes for 3-5 year old children in one room and
at the same time, I will do a storytime program for children 5 to 9 years old in
the other room. Parents seem to really like the idea and have commented
positively about it. I don't know the reality of trying it this way yet as this
summer will be the first time I'm trying it and we don't start until next
Wednesday.
Karen
At 05:33 AM 6/11/98 -0500, you wrote:
>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?
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 18:43:31 1998
From: Saroj Ghoting <sghoting@capaccess.org>
Subject: Re: access vs. providing
Bonita Kale wrote:
>
>I do see a difference here, similar to what one person mentioned about the
>phone company. To take that a step further, our library has phones; are we
>providing phone sex? Are we providing access to phone sex? Are we
>providing call-and-buy-stuff services? That's even worse than phone sex,
>in my opinion. And worse yet, psychic services! Argh. But I don't feel
>responsible if children get this harmful stuff over the phone.
>
>Mind, I'm not at -all- sure it's a good idea for libraries to have internet
>access. We have it, and I think it's more trouble than it's worth. But if
>they do, I don't think filtering is the way to go.
>
>(Please Lord, make it that this is all moot in ten years' time. If everyone
>gets computers, having them at the library will be as useless as having tv
>sets there.)
>
Actually, the phone analogy is good one. To make it fit the Internet, let's
make it truly analogous. Imagine the library had a row of free public
telephones in the middle of the room. Then imagine letting people use them
for phone sex.
*****************************************************************************
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 Mon Jun 15 18:44:17 1998
From: schachtc@lcm.macomb.lib.mi.us
Subject: Syllogisms and netiquette
PU>Please enough of the syllogisms! I'm guessing the silent majority (of
PU>which I guess I'm no longer a member) of pubyac subscribers don't care
PU>about what constitutes a syllogism.
PU>Also, like Stephanie Loney, I agree that many responses should be sent to
PU>the original posters. The past rudeness (and yes, I do think it was rude)
PU>of Mary K. Chelton and Chuck Schact (sorry if I spelled the last name
PU>wrong) are inappropriate. If you think someone has shortcomings, don't
PU>let everyone else on pubyac know about it. Ignore the postings or respond
PU>personally. Before anyone flames me for pointing out the rudeness of
PU>fellow subscribers on pubyac rather than responding directly to them,
PU>please remember that these "shortcomings" have already been
brought up by
PU>others. I'm certainly not the first to point it out. And I'm afraid I
PU>won't be the last.
PU>Mary Rice | Phone: (248) 674-4831 Ext. 104
PU>Children's Librarian | Fax: (248) 674-1910
PU>Waterford Township Public Library | E-Mail:mrice@tln.lib.mi.us
PU>5168 Civic Center Dr.
PU>Waterford, MI 48329
Mary - regarding my recent posting which you refer to above, A. I first
bent over backwards to try to assure the party in question that I was
very much wanting NOT to be rude, and B. I addressed it to the list as a
whole because I considered it to be about a widespread problem of
general interest - employers wanting to spend as little as possible to
get someone to do as much as possible and so being willing to hire
people who are not yet well trained in the field to try and do
professional work anyway. Had the party in question indicated that she
had already received professional library training in another area of
the field I would have answered somewhat differently, but the basic
issue is still the same; people who are being hired to work as
Children's Librarians should first have been trained as Children's
Librarians. Woe be unto us all and to our publics if our profession
becomes viewed as one which can be picked up on the job.
Chuck Schacht
Romeo District Library
Romeo, MI.
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 18:44:22 1998
From: Guarria <cguarria@suffolk.lib.ny.us>
Subject: Re: discussion group
Mary,
About three years ago I offered a monthly book discussion for 4th and 5th
graders, first Sat. mornings and then switched to Wednesday afternoons
from 4 to 4:45. I also wanted to fill that gap between children's and
young adult. My discussions lasted for about a year and then had to be
cancelled because of the lack of turnout. When I suggested to my director
that perhaps offering snacks (potato chips, pretzels) would be an
enticement, she suggested that I offer food to coincide with the book's
subjects, preferably of a more healthy variety:
for example, offer peaches for _James and the Giant Peach_, etc. Although
I appreciated her suggestion I felt that it would limit my selection of
books too much. (What would I offer for _How to Eat Fried Worms_?!) I must
say that, even when I had kids attending (I think the most I had was 6), I
had a VERY hard time getting them involved in any kind of discussion. I
would ask a question and get shrugs, or "I don't know's". If I
attempted
to rephrase the question, leave more time for thought, or ask perhaps a
"simpler" question, I still wasn't successful. I felt I was using good
books, and even used_My Teacher is an Alien_ to see if the response would
be any better. It wasn't. There was only one discussion in which there was
a fairly steady response from the participants, and the boy who was the
most vocal unfortunately was the only one to sign up for the next
discussion which had to be cancelled. I came to my own conclusion that the
problem was in the maturity level of the children who most often attended
and a general lack of interest in book discussions (which tends to be the
case for any age group in my library for some reason). This isn't to say
that ALL 4th and 5th graders would be this way, that's just my experience.In
retrospect, I don't see that there was anything I could have done
differently to improve the situation, although I suppose it's always
possible. I wish you success, and please let me know how it works for you.
I'd love to know what, if anything, would have made my program more
successful.
Carrie
cguarria@suffolk.lib.ny.us
On Thu, 11 Jun 1998, Mary St Cavish wrote:
> 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...
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 18:49:55 1998
From: cedwards@mpls.lib.mn.us
Subject: Re: Pornographic Websites
I wasn't going to get into this, but Carrie makes such a good point.
Nothing is ever foolproof. I think we need to focus not on filters,
but on encouraging parents to be open to their kids questions and to
work with them in developing responsible habits and use of the
internet. Pornography is availablein the real world and has been for a long
time. Kids are going to run into it sometime. Somebody's Dad's Playboys
if nothing else. Parents need to be active participants in their
children's growing years, ready to honestly answer questions and deal
with surprises. This equips kids to function in the real world,
because there is no safe place anymore (Thank you, Richard Peck, for
The Last Safe Place on Earth, Delacorte 1995). I think we are far
more liable for lawsuits and outraged parents if we indicate that
filters are in place and that their kids are protected. Because
inevitably something will sneak through. OR be on the borderline and
offend one parent while being regarded as valuable info by others. If
parents understand they have to do their job and we are not going to
then we are sticking with that tried and true policy of refusing to
act "in loco parentis." And since sex is a natural part of life, and
we want kids to grow up to be knowledgeable sexually healthy adults
we are always going to have some information available in our
libraries. It doesn't mean we are going to do the parents job, but
that we will have materials for them to use. Distinguishing between
these and pornography probaably can't be done by a machine or a
computer program. Thus, filters are not the answer.
Perhaps the real problem is the availalility of pornography in
society and thus on the internet. Not a simple issue at all.
Carol Edwards
Minneapolis Public Library
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 18:50:03 1998
From: John Peters <cf071@FreeNet.Buffalo.EDU>
Subject: Re: Biographies
Ginny: At New York Public, the classmark is assigned according to the
philosophy of the moment, with little or no recataloging, so young patrons
looking for a bio of, say, Jackie Robinson or Georgia O'Keeffe have two
places to check, J-B (shelved alphabetically) and the appropriate dewey
number. Collective biographies are classed in J 920--with, naturally, a
few exceptions like Silverberg's oldie-but-goodie FOUR MEN WHO CHANGED THE
UNIVERSE, shelved with astronomy. My feeling, after twenty years of
children's work, is that nonfiction browsers will most often gravitate
toward subjects, so shelving bios that way would be a good idea, EXCEPT
that I don't recall ever having been asked for a biography by a reader who
wasn't assignment driven (bio of a president, of a woman, bio of a
scientist, bio ofa scientist of Asian descent, my favorite, a bio
that's 150 pages long, etc) and it's slightly more convenient to have
them concentrated in a single section.
Are there young people who read biographies for pleasure? I'm sure there
are, but here they keep a low profile, and seem to find what they're
looking for either browsing the J-B's or coming upon well-placed special
displays.
Cheers,
John Peters
New York Public Library
cf071@freenet.buffalo.edu
**My esteemed institution asserts its right to recoil from and deny the
above sentiments**
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 18:50:57 1998
From: "Roseville Public Library, Youth Services"
<libyouth@roseville.ca.us>
Subject: Update on Boys/Girls and Sex
Thanks to all of you who sent me information about how you have handled
the books. I heard from a handful of other libraries (10 or so), some
of whom had pulled the books from their collections, some of whom had
moved them into their YA or adult collections, and one who currently
shelves them in her youth nonfiction collection (as we do). I am
waiting to hear what our library board has to say, and really felt
supported by hearing from you.
The best piece of advice I received was from Mary K. Chelton, who
advised me to call the ALA Office for Intellectual Freedom. The office
FAXedme a lot of published information about the books (all three
editions), much more than I found by searching for proper book reviews.
Another librarian whose library has also received a challenge to the
books referred me to a web site that seems to be campaigning on a number
of issues, one of which is how Kinsey collected his data. Go to
http://www.cwfa.org and put in keyword Pomeroy in their search engine.
It brings up a Family Voice article about the Kinsey report. I am no
expert on Kinsey, but there appear to be at least two camps on the
methods used to collect Kinsey's data; this is only one of them. This
article appears to support an effort led by Judith Reisman to use the
child-abuse issue to rally others to the cause.
I was also very interested in the ensuing PUBYAC discussion about
reports of inaccuracies. The only reported inaccuracy that I could
verify in these third editions is a statement made by Pomeroy about
washing after intercourse. In the chapter on "The Real Thing" in Boys
and Sex, he says that after sex, "A boy should never feel that there's
anaything unclean about the secretions from his body or hers. Even so,
washing after intercourse is at least some precaution against AIDS."
Pomeroy says something very similar in Girls and Sex. Later in both
books, Pomeroy more fully presents what seem to be basic, known facts
about AIDS and AIDS prevention in the chapter on "Consequences of the
Real Thing." One librarian on PUBYAC reported that her books came with
errata slips that indicated that the publisher had indicated these
statements to be inaccurate and they will be ommitted from subsequent
editions. Our own Roseville copies of these books do not contain errata
slips. Do we remove the books because of this one very careless
statement?
I am also personnaly disappointed that Pomeroy continues to use Kinsey's
data to support his presentation, data which no one seems to dispute
came from interviews with an unusual sample group (including child
molesters, etc.). My point here is that the group may not represent a
true cross-section of sexuality, and Pomeroy uses these statistics to
reinforce his statements. In my opinion, they undermine an otherwise
very thorough, unabashed effort to tell the facts in detail.
Despite these flaws, the two books are especially unique how they relate
the perspective of the opposite sex, points of view that are not easily
found elsewhere. We plan to keep them, and I am polling local public
and school libraries, too.
Celia Dirks Hall
Roseville Public Library
Youth Services
libyouth@roseville.ca.us
--
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 18:51:09 1998
From: Tom Reynolds <tomnoir@seanet.com>
Subject: YA Brainstorming Update
To: For those of you who have asked
Re: An update on the Edmonds Library's project to get YA ideas for
changes in our YA Area, the YA Brainstorming Project.
The initial meetings of the YA Brainstorming Group are over. After an
organizational meeting, the actual brainstorming meeting was held on May
11. The YA's who attended contributed a number of great ideas.
The key to making this come off was getting the active participation of
our local high school Key Club. A member of the Key Club Board helped me
coordinate these 2 meetings, and frankly the meetings would not have
been successful without her help. Despite her best efforts, the YA Group
ended up being primarily 9th and 10th graders; although we did get three
middle school students at the first meeting (We had hoped to get a
somewhat larger mix of ages).
We intentially planned the meetings so they would be over before the
last month of school. We also hoped this would give us time to follow-up
on this group's ideas with some type of summer project.
BRAINSTORMING GROUP IDEAS:
The central concern that kept coming up in the Brainstorming Group
meetings was: That the YA Area needed to have a distinctive "look"
differentiating it from the areas around it--children's and reference.
They were less interested in moving the area, which is in a great corner
of the building with a fantastic view of Puget Sound, than in making the
area look distinctively "teenage". (Their word not mine).
At the first meeting, I gave out a question sheet for each participant
to take and I asked them to use it in brainstorming ideas between
meetings. I took pictures of the YA areas in two similar-sized libraries
in the area and brought these to the May 11 meeting for Group members to
look at and react to. This helped give a frame-of reference to group
discussion on certain topics, such as book shelving.
A number of ideas came out of the May 11 meeting. The group suggested
more comfortable seating and new book shelving to replace our old small
bookcases. But the two main (and most exciting) ideas were for (1) a
large YA bulletin board to display YA group projects
and information of on-going interest to teens, and (2) a YA decorating
project. This second idea has evolved from a project to paint bookcases
to one that would have a group of YA's create banners for the YA Area.
Now that the initial brainstorming meetings are over the ideas
generated by this group will need to be reviewed by building and
regional management. Edmonds building manager, Evie Wilson-Lingbloom,
has been instrumental in the success of this process. But there remain a
number of internal steps that have to be taken before we can proceed
further.
My hope is that whatever we implement will reflect the "spirit"
of the YA Brainstorming Group's recommendations. This means give the YA
Area a distinctive "teen look" and as part of that effort utilize YA's
(ideally a group of YA's) in the the actual decoration of the area.
Tom Reynolds
A/YA Librarian
Edmonds Library
edmref@sno-isle.org
tomnoir@seanet.com
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 18:51:15 1998
From: Heidi Estrin <estrinh@clpgh.org>
Subject: summer reading club web page
The summer reading club web page for western Pennsylvania is now open for
business! Following along with Pennsylvania's 1998 theme, "Click on
Adventure"
the web page features adventure books, adventurous links, a write-your-own
section, and info for parents. Take a look at http://www.clpgh.org/src/click/.
I'm also rather proud of how I've managed to customize this general web page
for use in my own branch by using frames. You can see this at
http://www.clpgh.org/clp/LV/srcframe.html
Happy Summer!
Heidi Estrin
estrinh@clpgh.org
Carnegie Library of Pittsburgh, Lawrenceville Branch
279 Fisk St.
Pittsburgh, PA 15201
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 18:51:20 1998
From: Phalbe Henriksen <phenriksen@earthlink.net>
ubject: Re: Parental Confusion About Summer Reading Programs
We are just beginning to have the same confusion with our summer program
this year. I noticed today that there is a privately-funded program in town
this summer to help children improve their reading skills. Three guesses
what it's called--Summer Reading Program!
Phalbe Henriksen
Director
Bradford County Public Library
Starke, FL
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 18:51:34 1998
From: dunlop@VMSVAX.SIMMONS.EDU
ubject: Re: Pornographic Websites
On Thu, 11 Jun 1998, Carrie Guarria wrote:
> > 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.
>
So far, the debate surrounding the whole filter/not filter issue has
concentrated on whether or not people (including minors) have the right to
seek out pornographic web-sites on the library's computers. This to me is
not the real issue because people seeking pornography just like people
seeking any other information or material have the right to do so at their
own discretion.
But what about the person who finds him/herself in the
situation described above? In the case of adults its not a big deal but
what about the 8 year old doing a report on beavers who does a keyword
search and... For some kids accessing a pornographic site by mistake is a
horrible, humiliating experience especially if an adult sees it happen and
assumes that it was done on purpose. This worries me because if a child is
humiliated in this manner, he/she will usually not revisit the place where
it happened (ie. the library).!)
I do not think that filtering is the answer, but I do think we
need to concentrate on improving search engines/strategies so that our
patron's searches don't dredge up 5,000+ web-sites with 4,998+ of those
hits totally unrelated to what the person is looking for. I know that
many libraries are "collecting" web-sites as a way to guide their
users.
I would like to hear more about what librarians plan to do to make the
Internet more manageable for their patrons and less about filtering.
Noelle Dunlop (MLS student)
dunlop@simmons.edu
No syllogisms please!
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 18:51:48 1998
From: NineTiger@aol.com
Subject: Re: Biographies
In a message dated 98-06-12 22:49:55 EDT, you write:
<< still find all the biographies they want to
fill their curosity? >>
At the Patrick Henry Library, we do it pretty much the way many libraries do:
JB Lastname
The kids find it easy, although it is hard to find short bios for the older
ones ;)
MG Petrino-Schaad
ninetiger@aol.com
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 18:51:41 1998
From: "Thornton, Anita" <AnitaT@ci.mount-vernon.wa.us>
Subject: Scottish crafts
Our city has an annual Scottish Highland Games event. This is the first
year the Library is planning to have a booth for children at the games.
I am looking for ideas on a simple craft that can be done at a festival
booth with hundreds of children who come periodically to the booth.
Easy origami seems quick and simple but not very Scottish! Does anyone
have any great ideas? I would really appreciate any help you can give!
Thanks in advance!
Anita Thornton
Youth Services Librarian
Mount Vernon City Library
315 Snoqualmie Street
Mount Vernon, WA 98273
e-mail: AnitaT@ci.mount-vernon.wa.us
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 18:52:51 1998
From: "James B. Casey" <jimcasey@lib.oak-lawn.il.us>
Subject: America Reads & Public Libraries
The "America Reads" program "calls on all Americans to support
teachers and help ensure that every American child can read well
and independently by the end of the third grade." Right now, our
public library is running a Summer Reading Program for what we
hope will be somewhere in the neighborhood of 2,000 kids from
pre-school age to grade 8 while the school libraries are closed
for 3 months. Practically every public library in the nation
is embarking on some kind of summer reading program and
millions of youngsters are heavily involved.
Yet, public librarians who are working with kids more hours per
year than teachers and whose libraries are open on evenings and
weekends throughout the school year, are being told that what
they are doing is not really "education" and therefore not entitled
to more than token sums of "education money".
In the AMERICA READS CHALLENGE - AN OVERVIEW
( http://www.ed.gov/inits/americareads/overview.html )
public libraries aren't even mentioned even in the section on
"Create more after-school, weekend and summer learning
opportunities". Public libraries are undertaking these
challenges right now with a miniscule fraction of the money
available to local public school districts.
According to most public school officials, all education of
any consequence is supposed to happen in the classroom.
That is supposedly why school libraries either close at 3 PM
on weekday afternoons during the 9 month school year or
are eliminated altogether in favor of more classroom space.
But apparently this emphasis on the classroom isn't working
in as much as reading skills are concerned.
Where are libraries in this program? Where is the money
libraries need to hire the professionals who will be required to
do this work? Yes! Teaching is a professional skill and is not
something which can be taught on "the fly" to volunteers with
any chance of success. What better place to teach and
promote reading than in public and school libraries? But
libraries will need MONEY to do this work not merely be
palmed off with "volunteer coordinator" responsibilities. If the
school libraries wish to become a part of this effort, they will
need to be willing to stay open much longer than the hours of
those classrooms (M-F, 8-3) where the work apparently
isn't getting done.
The America Reads program -- as it stands now --
doesn't seem to have enough understanding of the role
of libraries and enough commitment of resources to
address its challenge with any degree of effectiveness.
James B. Casey, Ph.D. -- My views as a public librarian
and ALA Council member.
> > AMERICA READS TRAINING CONFERENCES ANNOUNCED
> >
> > The U.S. Department of Education, in partnership with nine
> > regional education laboratories, is planning 16 America Reads
> > training conferences from July through September 1998. The
> > America Reads Challenge (http://www.ed.gov/inits/americareads/)
> > calls on all Americans to support teachers and help ensure that
> > every American child can read well and independently by the end
> > of 3rd grade.
> >
> > The Department is encouraging states and communities to develop
> > literacy partnerships among Federal Work-Study programs in
> > colleges and universities, schools and libraries, businesses and
> > public and private agencies and community organizations. Priority
> > registration will be given to teams of trainers and coordinators
> > from partnerships involved with or planning a tutoring program.
> >
>
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 20:02:29 1998
From: "Nancy Day MHA (978) 468-5577" <day@mvlc.lib.ma.us>
Subject: Internet dispute
This is my first time responding to the entire list. I usually do it to
the person asking the question. But I have to agree with the
others--enough already. I don't read this list to hear people flaming
others (I hear enough in a normal day). This is suppose to be where you
can get HELP or IDEAS. Please keep personalities out of the comments
and lets just end this discussion and move on. Nancy
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 21:03:55 1998
From: "Nancy J. Hackett" <njhackett@starbase1.htls.lib.il.us>
Subject: Re: Biographies
Hi Ginnie,
When I worked at the Enoch Pratt Library in Baltimore, they used the
private Pratt catalog system which separated biographies like Dewey.
Then changed to LC which interfiled biographies with the subject. This was
a nuisance for biography assignments, but wonderful when we had
assignments for anything on the Civil War, etc. The biographies were right
there with the other information. Biographies of sports stars are easier to
find with their sport than when the whole biography section had to be
searched.
At the branch libraries where I worked, we added colored dots (nail
polish) to the biographies to simplify searches when a biography was
needed.
Nancy J. Hackett
Fountaindale Public Library
Romeoville, IL 60446
njhackett@htls.lib.il.us
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 21:12:32 1998
From: Angela Christianson <achristi@prairienet.org>
ubject: Fourth of July preschool storyhour
Hello-
I was wondering if any had an creative ideas for a 4th of July
storyhour. I am leading a 1/2 hour storytime for 3-5 year olds and have
some ideas but not anything to shout about. Can anyone recommend
titles? What about using a birthday theme since the 4th is considered
the birthday of America? Any quality birthday titles? Please forgive my
ignorance of children's lit. I am working on my MLS and taking Library
Materials for Children in the fall.
Thanks in advance,
Angela Christianson
MLS student
achristi@prairienet.org
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
Angela R. Christianson
University of Illinois at Urbana-Champaign
achristi@prairienet.org
achristi@alexia.lis.uiuc.edu
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 21:58:50 1998
From: Lucia Khipple <lkhipple@rolling-meadows.lib.il.us>
Subject: preschool PCs
Does anyone do something like this? PCs sit at very low levels approximately six
inches off the floor for use by preschool kids or even toddlers. The PCs have
very limited access like they often do in children's museums, no access to the
CPU or keyboard, just a large mouse track ball. The PC would run one CD-ROM for
kids to play. I thought Philadelphia did something like this. Can anyone give me
some feedback on this, pro or con? I can see some real possibilites with a
set-up like this. Please respond to me directly and if there is any interest I
will post to the list. Thanks.
Lucia Khipple
Assistant Director, Youth Services
Rolling Meadows Library
3110 Martin Lane
Rolling Meadows, IL 60008
847-259-6050 ext. 140
lkhipple@rolling-meadows.lib.il.us
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 22:24:17 1998
From: Judy Rosenberg <jrosenbe@ascpl.lib.oh.us>
ubject: bios
Boy, do I agree with you! Biographies are a kind of "genre" in the way
people request them. When children need a biography for an assignment, they
rarely have an individual in mind. They just have to read a biography.
Or-- worse yet-- an autobiography. Sending them wandering through shelves
of books in hopes of finding a biography they like among zillions of other
non-fiction titles is not OK. Then there are those who read biographies for
fun. Ditto above "not OK" comment. We have used those biography
stickers
from Demco, so at least the patrons can keep their eye out for those, but
again, it is pretty lame as a solution. Our library is embarking on a major
building plan, which includes replacing or expanding 15 branches and our
Main library. We have been re-thinking what we do, why, and how we might
better serve our public. One of the first things on the table was
biographies. We have decided to rebel against Dewey (and his minions) and
re-catalog biographies as "B" and shelve them all together again, for
both
adults and children. We shall overcome.
-------------------------------------
Name: Judith Rosenberg
E-mail: Judith Rosenberg <jrosenbe@ascpl.lib.oh.us>
Date: 6/15/98
Time: 2:51:24 PM
This message was sent by Chameleon
-------------------------------------
Judith Campbell Rosenberg
Youth Services Coordinator
Akron-Summit Co. Public Library
55 S. Main St. Akron OH 44326
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 22:31:09 1998
From: "Louise Meyers" <lbmeyers@co.douglas.or.us>
Subject: Summer Reading Purpose
To Becky and others who question the reason for summer reading programs: of
course
the purpose is to get massive numbers of kids into the library in the summer! We
don't really care if kids read 20 books and get a prize for doing it! We sure
don't need all the extra work it takes to make the library an attractive place
for
kids and families to go to in the summmer. Kids are forced to study during the
school year, and many know that the library is the place you go to get
your
homework done with a parent who is stressed and impatient, and the experience is
often less than fun. Our reason for having a summer reading program at all
is to
encourage children to read and to enjoy books and libraries, to try to undo all
the negative stereotypes that others place on us. We are not here to teach, to
hold contests or to require book reports, but to hopefully make the idea of
recreational reading and library use a lifelong habit. Studies have shown that
children who read for recreation are more creative, successful, and do better in
school. Since many homes do not own books and do not have the reading habit
except
as a forced activity for grades, the library fills the need that parents and
schools fail to provide. Teachers make reading a chore, parents often turn it
into
a nightmare, and kids often hate the whole idea of reading. We should go as far
to
the opposite extreme as we can, by eliminating goals, requirements and
competition, providing all the children who come to the library with equal
opportunity for success. A certificate or other small reward for just returning
the reading log, even if there is only one book on it gets the child into
the
library twice, and if they come that many times, chances are they will come
again,
and will begin to change their perceptions of libraries and books. By providing
entertaining programs and fun activities, we make the library a place to go. And
the bottom line is--children who grow up using libraries will see them as
valuable
resources as voting, tax-paying adults, and they will be more willing to vote
for
library funding and support their local library. People who vote against
library
funding are the ones who do not use them and do not read. we don't always
articulate the long term goal of children's services in libraries, but there are
many of us who understand that it is not about kids, but about adults who
started
out as kids.
---------------------
From owner-pubyac@nysernet.org Mon Jun 15 23:03:39 1998
From: "Nadine Flores and Joel J. Rane" <expopkch@lapl.org>
Subject: Re: Public Library Sued for NOT Filtering
Is this the day for easy problems?
The other day a kid had an "inappropriate site" up and was trying
desperately
to make it go away.
I reached for the mouse, closed the window, and reopened it to the home page.
He said thank you and I said, "No sweat."
Our reaction is key.
The rules that are posted are ones that they created to solve problems as they
arose. They made homework and research priorities over games and chat,
because that's the way they want it when something is due.
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.
*********************************************
( ( Listened to a good book lately?
( (
( ( <(0)>
( ( \\
( ( \\__/_/
( ( ( ( ( ( ( ( ( ( (
*********************************************
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