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Date: Wed, 8 Jul 1998 16:38:49 -0400 (EDT)
To: pubyac-digest@nysernet.org
Subject: pubyac V1 #371
----------------------------------------------------------------------
Date: Tue, 7 Jul 1998 14:38:29 -0400 (EDT)
From: cp804@cleveland.Freenet.edu (Kara J. Cervelli)
Subject: Re: SR Ponderings
Our system has no limits - 10 books, 10 hours , 100 pages....We count time
read. For each 1/2 hour read (or read to or listening to books on tape...)
a child fills in one box on a "ticket" each ticket has four boxes (2
hours). When all four are filled in, the child fills out the back (name,
grade, etc.) and drops it in a prize tin. We give out ramdom prizes weekly
- - each tin (decorated coffee can) is for a different prize (book, fancy
pen, frisbee, etc.). If a child's name is drawn, they win the prize.
We have participants from toddlers through grade 5 - they can read whatever
they want (books, magazines, sports page, cereal box...) for as much as
they want. No contracts, no limits, no pressure. We don't have to worry
about "cheaters" reading below their level - and there is no need for
different programs for different ages - 1/2 an hour is 1/2 an hour for a
preschooler or a fourth grader.
This system works great for us as we are a small library and the children's
room is often staffed by only one person - this is a totally self-service
program - the kids pick up more reading "tickets" as they need them,
and
drop them in the cans when they are filled in. We do no registration - we
count all the tickets at the end to get our statistics.
We like to spend our energy in the summer on programs (storytimes, guest
visitors, crafts, activities,etc.) and not on record keeping!
To help circ, we give bonus entries (instant entries for the weekly
drawings) for checking out at least five books. I also hand out bonuses
for good behavior in the library, and attendance of programs.
I haven't counted yet, but my guesstimate is that this will be our best
summer yet!
Hope this helps! Good luck!
Kara
- --
Kara Cervelli - Children's Librarian
Perry Public Library
3753 Main St. Perry, OH 44081
cp804@cleveland.freenet.edu
------------------------------
Date: Tue, 07 Jul 1998 12:11:56 PDT
From: "Kimberly Bears" <kimbat@hotmail.com>
Subject: Toddler and Preschool Storytimes
Hi Jan,
Here in Londonderry, NH, we do both toddler and preschool storytimes
throughout the year. Toddler storytime is for children who are 2 yrs. 6
mos. - 3 yrs. old, and Preschool storytime is for children between the
ages of 4-5 yrs.
As far as the actual storytime goes, Toddler lasts for 30 minutes and
the child must have a parent/adult with them throughout the program.
Preschool storytime lasts for 45 minutes and the children do not have a
parent/adult stay with them for the program.
I tend to use the same "theme" within the week for both Toddlers and
Preschoolers, however, I do change the books to coincide with the level
of the children. Also, I tend to use the same fingerplays with both
groups (the adults who attend the toddler program receive a sheet with
all the names of the books and fingerplays written out on them for
further use at home), as well as the same craft with both groups because
a toddler has the adult present to help with the project. Please keep
in mind my craft projects are SIMPLE (I mean glue the flowers into the
window box) as I try not to have them be the focus of the program, but
an extension of the books.
I have to say I love working with both the toddlers and the
preschoolers. It's so nice to have your toddlers move into your
preschool group and leave their parent behind without any fears. They
get to know you with their parent present in Toddler storytime, and the
difference is amazing! Good luck with your group! If you need any more
help feel free to contact me. Have a great day!
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
------------------------------
Date: Tue, 07 Jul 1998 18:44:08
From: ckindt@usa.net
Subject: wishbone program
Hello,
For our SRP we have been presenting programs based on popular series books,
Bailey School, Arthur, Am. Girls, Wishbone... We just completed the Wishbone
program and had a blast!! I called the publisher, Lyric, and asked for promo
materials. They have a booklet for libraries and one for bookstores. Do the
bookstore one. They have fun reproducibles, an EASY play to put on with the
kids, and a tape of Wishbone giving an intro. It is based on Treasure Island so
all the kids are dressed like pirates and they make treasure maps. The
"treasure" at the end was candy/gum "coins", and "puppy
chow" courtesy of Wishbone! It was a big success, we were lucky enough to
have a couple of older (6th gr.) boys to play the parts and they did great. I
can't wait to do it again. I would recommend it for Wishbone fans.
Clare Kindt
Brown County Library
Green Bay, WI
ckindt@usa.net
____________________________________________________________________
Get free e-mail and a permanent address at http://www.netaddress.com/?N=1
------------------------------
Date: Tue, 7 Jul 1998 08:06:27 -0700 (MST)
From: Marijo Kist <mkist@lib.ci.phoenix.az.us>
Subject: Re: Toddler and preschool storytimes
I also do the same theme and sometimes even a few of the same books for
the toddlers as I do the older kids. But my Toddler time usually has only
three books and more fingerplays, songs and interactive activities such as
flannelboards than the older group. It is also only 15 mins, maybe 20 if
we do a craft, which I try to do once a month. My older group is 30 mins,
includes up to 4 or 5 books with a fingerplay song or interactive between
each book. Sometimes the same kids attend both, because of a sibling. But
I try talk to that older one about "spilling" the story. This usually
makes them feel oh so proud and older. On the rare occasions I have a
parent complain about the older child getting the same story twice I just
explain tactfully that I am one person planning several storytimes a week,
and that by hearing the story again, an older child often picks up
something new and different. If they still look skeptical, I tactfully
ask how many times their child has seen Little Mermaid this week. ;-)
Marijo Kist mkist@lib.ci.phoenix.az.us
Acacia Branch Library
(602) 262-6224
------------------------------
Date: Tue, 7 Jul 1998 13:49:20 -0500
From: schachtc@lcm.macomb.lib.mi.us
Subject: proper C.S. Lewis/Narnia order
We have been hearing rumours that the chronological order of the Narnia
books has been revised by some supposedly in the know person; can
someone fill us in on the most current version of what follows what
here? We need the order that they occur in, not the order in which they
were written. TIA-
Chuck Schacht
Romeo District Library
Romeo, MI.
------------------------------
Date: Tue, 7 Jul 1998 09:25:00 -0700 (PDT)
From: Kate Carter <katec@nethost.multnomah.lib.or.us>
Subject: Re: Formal Training for Chil. Librarians
Before I name the library school which I attended, I would like to say
that there were classes which were good. My ya literature class was very
good, I think. The professor had us reading a book for each of several
genres and then sharing titles and opinions with the entire class. I
liked that she included series books like Sweet Valley High as one 'genre'
so we would know what teens were reading. In other classes (e.g., library
evaluation or online searching methods), I usually focused any papers or
talks on youth services in order to help myself learn more about that
aspect of librarianship.
So, the Univ. of Michigan was the school which I attended. I received my
degree about 6 years ago, so I don't know the current course offerings. I
don't think Michigan is alone in its neglect of youth services and youth
services classes were not the only ones dropped due to budget constraints
at the time. I am sorry that youth services don't always get their due.
Also, I do not think that only future children's librarians should do an
internship -- an internship would benefit all future librarians whether
they plan on working in public, academic or special libraries.
Kate Carter, Youth Librarian
Multnomah County Library (503)248-5235 (v)
801 SW 10th (503)248-8000 (f)
Portland, OR 97205 katec@nethost.multnomah.lib.or.us
------------------------------
Date: Tue, 7 Jul 1998 13:39:22 -0400
From: Cameron Metcalf <CMETCALF@ogh.on.ca>
Subject: volunteers/pages research
Hey all,
Have you read any good review articles about volunteers' contribution to the
library?
I've located a number of articles linked from the ALA page, but I'm also looking
for *negative* elements associated with volunteerism. A lot of the literature
revolving around public libraries seems very positive (and why shouldn't it be?
volunteers are essential to the daily activity of all libraries).
I'm writing to PUBYAC, though, because of the thread that arose a year ago: the
problem with shelvers who shirked their duties, because they were socializing
with other pages. Great insight and advice was gleaned from that session and now
I'm looking for more.
I'm looking for information in that grey area: where the job tasks of
librarians, technicians, staff, and volunteers can get muddled, and the
potential havoc that can arise from these circumstances.
Thanks a bunch.
Cameron
Cameron Metcalf
Librarian, Ottawa Hospital - General Site
<cmetcalf@ogh.on.ca>
613-737-8530
------------------------------
Date: Tue, 7 Jul 1998 10:14:18 -0500
From: schachtc@lcm.macomb.lib.mi.us
Subject: SR ponderings
We have switched to astraight TIME format this summer and it seems to be
working fine and quite popular with parents and kids; to complete, you
either read to yourself or someone else, or somebody else reads to you
for 20 hours. Period. We don't feel as though half an hour a day or so
is too much to ask, and so far people seem to be agreeing. If parents
truly do not have that kind of time to read to their small children,
older children and grandparents etc. can often help out. We also have a
couple of very nice donated prizes that people become eligable to win
once they've completed, and this helps keep them motivated and
perservering too. It's SUCH a relief to not have to worry about numbers
of books read anymore!
Chuck Schacht
Romeo District Library
Romeo, MI.
------------------------------
Date: Tue, 07 Jul 1998 11:51:22 EDT
From: "Lisa Prolman" <lprolman@hotmail.com>
Subject: Re: SR ponderings
In our library we do 10 books or 10 hours, explaining to the older kids
that we understand they *LIKE* to read bigger books and that we don't
want to penalize them. For the most part when they realize they can
read 1 or 2 Star Wars books and complete the program, they get excited.
We do have a few who (I don't want to say cheat, but...) choose to read
picture books or easy readers instead of chapter books, but generally,
they like having what one patron calls "the big kid option."
Lisa Prolman
Assistant Children's Librarian "All things considered,
Greenfield Public Library insanity may be the only
Greenfield, MA reasonable alternative."
(413)772-1590
lprolman@hotmail.com
______________________________________________________
Get Your Private, Free Email at http://www.hotmail.com
------------------------------
Date: Tue, 7 Jul 1998 11:11:56 PST
From: "Steven" <Steven@westlinn.lib.or.us>
Subject: Summer reading: one size fits all
At our library we have kids set their own goal for the number of
books they thing they can read. So if you're going to tackle
Treasure Island this summer and it'll take you all summer, set your
goal at one, and if you reach it you've succeeded. If you're plowing
through 20 easy readers a week, your goal may be 150. Either way,
we recognize everyone the same way: a free book and a
certificate if they reach their goal. We'll even let them "adjust"
their goal midway if it turns out they overestimated at the
beginning, as long as they're obviously making an effort. I like
this way because it really respects the different reading choices
kids make. We're basically saying, read what you would read anyway,
just include a goal, keep track, and maybe try to stretch a bit. We
don't have the 12 year olds coming in and reading 100 picturebooks in
a week to get a prize, because it's just as easy (and lots more fun)
to just set a goal that fits your reading choices. I prefer this
over the counting minutes method. Maybe I'm just being picky, but
somehow the idea of checking the clock as you read takes the fun out
of it to me. If you're reading and enjoying it (which is what we're
trying to promote through all this), you should actually be losing
track of the time. So I like it when it's tied to completion of a
book, however many, which is where the real reading satisfaction
comes in. Of course our way only works if you have one reward at the
end. If you're giving out incentives for various levels of
participation, the "set your own goal" way wouldn't work I guess.
- --------------------------------------------------------
Steven Engelfried, West Linn Public Library
1595 Burns Streeet West Linn, OR 97068
ph: 503-656-7857 fax: 503-656-2746
e-mail: steven@westlinn.lib.or.us
- --------------------------------------------------------
------------------------------
Date: Tue, 7 Jul 1998 17:18:06 -0700 (PDT)
From: Susan LaFantasie <susanlaf@pcl1.pcl.lib.wa.us>
Subject: Re: SR ponderings
We give a sticker for each book or each fifteen minutes a child reads or
is read to . . . I haven't heard any complaints. It's on the honor system.
Susan LaFantasie, MLS
susanlaf@pcl.lib.wa.us
------------------------------
Date: Wed, 8 Jul 1998 10:09:45 -0400 (EDT)
From: Staufer <lystaufe@suffolk.lib.ny.us>
Subject: latchkey children in the library
Hello there,
I am looking for information on how other libraries handle latchkey
children. Do you have programs? How did you get it started? Who maintains
and organizes it?
Thank You for your suggestions in advance.
------------------------------
Date: Tue, 7 Jul 1998 16:26:15 -0400 (EDT)
From: Staff - Otsego County Library <otsego2@northland.lib.mi.us>
Subject: Indoor Library Scavenger Hunt Help
Our library is using an Ancient Egyptian theme for our summer reading
adventure (program) this year, and we need help on ideas for an indoor
library scavenger hunt (with the Egyptian theme). Any ideas out there
from those of you who have had experience with scavenger hunts (with or
without an Egyptian theme). This will be for age level 9 to 12 years.
All help most GRATEFULLY appreciated. Please respond to me at the address
listed below. TIA
Jean Brown
Childrens Services Coordinator
Otsego County Library e-mail: otsego2@northland.lib.mi.us
700 South Otsego phone: 517-732-5841
Gaylord, MI 49735 fax: 517-732-9401
------------------------------
Date: Tue, 07 Jul 1998 17:08:52
From: andrew or anne <paradis@jorsm.com>
Subject: Re: SR ponderings
At 08:05 PM 7/6/98 -0500, you wrote:
>>Or do I have to let go of the notion of "fairness" and
designing a
>>"cheat-proof" program?
I don't suppose there *is* a cheat-proof program- since I have worked
here, we have always asked that patrons read or listen to books on their
level. We are giving out "library tokens" this year- 5 books earns one
token. 15 books earns a certificate- a medal on a ribbon if one is an
award winner. The tokens may be redeemed before or after SRP activity days.
Anne
"'You have no business wearing white to the Middle Ages,'
he'd said, `It will only get dirty.'"
Connie Willis
*Doomsday Book*
Andy or Anne -- Andrew Paradise, Information/Reference Librarian, Medical
Librarian, and Children's Librarian by marriage: Anne Paradise, Children's
Librarian, mystery reader!
Gary Public Library andrew@gary.lib.in.us work
220 West 5th St. paradis@jorsm.com home
Gary, IN 46402 anne@gary.lib.in.us Anne
http://www.jorsm.com/~paradis/
------------------------------
Date: Tue, 07 Jul 1998 23:40:51 -0500
From: Karen Wendt <bewendt@facstaff.wisc.edu>
Subject: web site
I don't claim to have a noteworthy web site but I am enjoying the summer library
program and how fun it is to put pictures of kids on the web page. (We did get
verbal parent permission) If you want to, take a look at it. I hope to add a few
more pics. I'd love to have a picture of my KIDS AS STORYTELLERS and Junior
Volunteers groups, also the Reader of the Week kids.
I thought an online photo album could be fun if your community is small enough
so that people would be seeing friends and acquaintances rather than scrolling
through pictures of people they don't know. A local restaurant has a photo album
at:http://www.bevs.com/cgi-bin/customers.cgi
It's pretty slow going so don't go there if you don't have time. Anyone have
something like this for their library?
Karen
http://www.scls.lib.wi.us/monona/summer.html#Tuesday
http://www.scls.lib.wi.us/monona/links/children.html
Karen M. Wendt <<kmwendt@scls.lib.wi.us>
Youth Services Coordinator
Monona Public Library
1000 Nichols Road, Monona, WI 53716 USA
<smaller>http://www.scls.lib.wi.us/monona/youth.html
</smaller>
------------------------------
Date: Tue, 07 Jul 1998 22:55:48 -0500
From: Karen Wendt <bewendt@facstaff.wisc.edu>
Subject: Re: pubyac famous!
re: LIAR by Jan Burke
I don't usually read mysteries, actually I find it difficult to find time to
read many "adult" books at all, spending the bulk of my fiction
reading time on young adult, juvenile fiction, and picture books. But, I read
about the use of PUBYAC in the book LIAR, so I read it. Just finished. I agree
that it was a fun mystery, not as goolish as I thought it might get, especially
based on the cover photo. My kids were curious about why it was taking me longer
than one night to read a book. They aren't use to that at all.
Karen
At 07:37 PM 7/6/98 -0700, you wrote:
> Imagine my surprise to discover that PUBYAC was used to forward the plot
>in a mystery I was reading the other day! If anyone is curious to follow
>this up, it was a good mystery!: LIAR by Jan Burke.
> Gayle Richardson Seattle PUblic Library
>
>
>
Karen M. Wendt <<kmwendt@scls.lib.wi.us>
Youth Services Coordinator
Monona Public Library
1000 Nichols Road, Monona, WI 53716 USA
<smaller>http://www.scls.lib.wi.us/monona/youth.html
</smaller>
------------------------------
Date: Tue, 7 Jul 1998 13:36:38 -0700 (PDT)
From: jwall@norby.latah.lib.id.us (Jan Wall)
Subject: More SR ponderings
Many thanks to all who have responded - I have lots of food for thought! I'm
saving all of your responses and will use them when I evaluate this year's
program and when I start thinking about next year.
Now for the question for those of you who are using *days* read:
We are giving small prizes for every 7 days that the child reads/is read to
at least 10 minutes every day. But we have people who sign up late in July
and are (or will be!) disgruntled because they can't win every prize. (There
are 6 prizes, and we stop giving them out early in August.) Do you provide
an alternate way to get prizes - or just say "oh well" (or some
variation of
the phrase?)
Keep in mind these are not major prizes, but some people seem to feel
cheated if they miss out on 1 unnecessary plastic item...
BTW, the 5 hour prize is a PB. These smaller prizes are meant to encourage a
daily habit of reading.
Thanks again -
Jan Wall
Youth Services
Latah County Library
110 South Jefferson
Moscow ID 83843
Phone: 208-882-3925 Fax 208-882-5098
email: jwall@norby.latah.lib.id.us
------------------------------
Date: Tue, 07 Jul 1998 20:31:28 -0500
From: Susanna Holstein <pkb00700@alpha.wvup.wvnet.edu>
Subject: Toddler/storytime crossovers
What struck me when reading the discussion on this issue is that this is
yet another good argument for multi-age programming. Families come in
all ages, yet we try to subdivide them into neat little age groups. At
PLA in March, I attended a session on multi-age programming which
offered much food for thought. I have been doing a good bit of this kind
of programming already, and my patrons are pleased--they no longer have
to try to figure out what to do with one child while another is in
storytime.
I agree with the poster who said be flexible, willing to adjust your
program plans to suit the ages of those who attend. Have much more than
you need ready to use.
It may be worthwhile to examine the reasons for your programming: what
goal are you striving for? what community needs are you trying to meet?
And, of course, who is it you are trying to serve? I sometimes feel that
libraries are in truth serving their own needs with the programming they
offer (by being too restrictive in who can attend, what they are willing
to do in the way of programs, programming only to increase the number of
users or circulation stats) and ignoring the needs of patrons they
expect to attend these programs (such as times programs are offered, not
taking programs to childcare sites or schools, need to include wider age
ranges to accommodate families, etc).
(Just my thoughts and opinions, not my library's)
Susanna Holstein
------------------------------
Date: Tue, 7 Jul 1998 16:32:16 -0400 (EDT)
From: Gail Roberts <groberts@sailsinc.org>
Subject: Re: Toddler and preschool storytimes
We have two branches that do both preschool and toddler storytimes, and
all five locations in our system do a preschool storytime. I make up the
plans for them all. We have three ten-week sessions, with two-week breaks
in between for us all to catch our breaths. Pre-registration is required,
so that we have some idea how many are coming to the programs, and we
also state that residents have first priority, non-residents will be
placed on a waiting list and called later. I do plan different story
times for preschoolers than for toddlers, and different crafts, too.
Toddlers have shorter attention spans, and need shorter books, with more
colors, less text, maybe a lift-the-flap book or some other interactive
book. We have used the same books for both groups, but rarely have any
complaints, as kids do like to hear the same story over again. We also
have used the same crafts for both, but do more prep work for the
toddlers. Parents or caregivers are required to stay with the toddlers,
but are not included in the preschool story times until craft time. I
find that preschoolers are more inclined to act up if their parent is in
the room. I like having themes, it helps keep organized, but flexibility
helps, too. I usually send branch staff a list of 10-15 books, a
fingerplay, and three crafts to choose from, per theme. This gives them a
variety to chose from.
"We can't all and some of us don't. That's all there is to it."
Eeyore
Gail E. Roberts
Coordinator of Youth Services
New Bedford Free Public Library
New Bedford, MA
groberts@sailsinc.org
------------------------------
Date: Wed, 8 Jul 1998 10:08:07 -0400 (EDT)
From: Pulliam <pulliaml@sls.lib.il.us>
Subject: SR Requirements
Hi everyone,
I just wanted to add another option to the titles, minutes, pages
methods of recording summer reading. This summer we are weighing books
and the program has caught fire. After reading and before checking their
books in, children record the titles on a booklog, then weigh in. We write the
lbs. and ounces on a label and stick it on their booklogs. After reading
6 lbs. the children may choose a paperback book as a prize. For each lb.
read they may write their name and phone no. on a slip to enter a grand
prize drawing.
This method of keeping track has many benefits. Kids actually look for the
heaviest books to check out. My paperback series are on the shelf while
my weighty hardbacks are going out like crazy.
The average picture book and the average hardcover chapter book weigh about the
same, so the 6 lb. requirement is
fair to everyone.
For some reason that I can't explain this program appeals to older kids
as well as the young ones. I have YAs in the kids program because they
like weighing their books.
Kids come in every week. My circulation is way up, because the
kids are coming in every week to weigh in and check out more books.
I have offered prize books and other incentives in the past and have
never seen a response like this.
This may not work for large libraries with huge summer reading
enrollments unless you have several weigh stations. We have around 600
in our SRP and things are running smoothly with one scale (mine is
a large kitchen scale and weighs up to 25 lbs.).
Also, I set a low minimum requirement so more kids
could accomplish the goal. Most kids have gone way beyond
the 6 lb. minimum and even though they have already received a prize keep
reading for the fun of it.
Lori Pulliam
Children's Librarian
River Forest Public Library
735 Lathrop Ave.
River Forest, IL 60305
pulliaml@sls.lib.il.us
------------------------------
Date: Tue, 7 Jul 1998 18:03:12 -0500 (CDT)
From: Sue Ridnour <sridnour@metro.lib.ci.carrollton.tx.us>
Subject: Re: SR ponderings
Without getting into the whole fairness/cheating/challening issue, I'd
just like to put in a plug for what our Youth Services department has come
up with to try to address some of these issues. We took the Rick Nelson
"Garden Party" approach: "you can't please everyone, so you gotta
please
yourself" and it seems to be working fairly well in its second year.
Although Jan was hoping to avoid the tiered system, we find it works
fairly well if you approach it as "Read to Me" vs.
"Readers." This
approach takes the library staff out of the "my three-year-old is reading
on a third-grade level" debate. The "Read to Me"s get a log with
pictures
they color for every book read. We tell the parents to adapt to their
preference -- if they'd rather count time, or count a longer books as more
than one unit, that's fine. The "Readers" get a "Bingo" card
with
categories of books listed -- Award winner, Mystery, Non-fiction, Book on
Tape, Any Series Book, etc. etc. We also tell them to substitute if
necessary. This way, they are given a gentle nudge to expand their
horizons, and many of them do, but for those inevitable middle-schoolers
who still read five short picture books and demand their prize, we have
decided it's just not our problem -- we don't check. Cheat sheets
with detailed instructions are prepared for the volunteers -- they seem to
be able to follow them. I'd be happy to send out a sample of the Bingo
card and other materials if anyone is interested.
Sue
********************************************************************************
Sue Ridnour sridnour@metro.lib.ci.carrollton.tx.us
Public Services Manager Voice 972.466.4811
Carrollton Libraries Fax 972.394.2877
3030 N. Josey Lane, #130
Carrollton, Texas 75007-5341
********************************************************************************
On Fri, 3 Jul 1998, Jan Wall wrote:
> So, now the question. How do other libraries balance the needs and
> abilitites of older kids and the pre or beginning readers? I don't want to
> do a 2 tiered program. Our SR desk is staffed almost entirely with
> volunteers, and it can't be too complicated. (Plus the patrons get
confused,
> and who can blame them?)
>
> How does the it work for those of you who have EITHER 10 hours OR 10 books
> OR 1000 pages? I can see the loopholes in that - the 5th or 6th grader who
> opts for the 10 books and sits down and reads 10 picture books in an
> afternoon (in an hour!) Plus - is 10 picture books (which some preschooler
> parents will choose) really equivalent to 10 hours or 1000 pages?
>
> Or do I have to let go of the notion of "fairness" and designing
a
> "cheat-proof" program?
>
> Thanks for hearing me out!
>
> Jan Wall
> Latah County Library District
> Moscow Idaho
>
>
>
------------------------------
Date: Tue, 7 Jul 1998 16:23:06 -0700 (PDT)
From: Bobbie Daniel <bdaniel@spl.lib.wa.us>
Subject: Re: teens in libraries
When this problem was first posted to the list, I received two forwards
from fellow staff of it. Interested, I joined the list a day or so later.
I also wrote Carrie privately with a promise to send an accounting of our
experiences this past year just as soon as I had time.
Then I thought I'd share it with you all. I am enjoying this list very
much! Just needed a prod to join, I guess!
Bobbie
Carrie -- I am sorry I am so late with my promised information! I have
been swamped at work AND at home and stuff just got away from me! <ulp>
Here's the situation we deal with: this branch is located in a
neighborhood of Seattle that is about 1/3 African-American, 1/3 Asian and
1/3 Caucsian. Almost half of the kids in Seattle live in this quadrant of
the city. 1/2 block away is a middle school. Across the street is a high
school. There are 4 elementaries within a short distance.
When school is dismissed for the day at 2:30, the middle school empties
and anywhere from 100-150 kids enter the library. Fortunately for us, the
M.S. kids wear blue and white colors (a uniform) so we are able to at
least know they are from that particular school. And it is those early
teens that cause about 90% of the problems here. This library is 17 years
old and is set up so that the stacks are in the middle with lovely
"quiet"
areas for study, etc. around the outside. Naturally, with this age group,
these areas are beacons for groups of friends to sit together and do what
teens do: roughhouse, laugh, play fight, snack, make out...you know the
picture. Additionally, we are dealing with an "open concept" style
middle
school, where the walls are only 4 feet tall and to be heard you have to
shout. So, their kids -- full of energy and high spirits and used to a
noisy atmosphere -- enter the library....every day.
There is another wrinkle. Parents LOVE it that their kids are at the
library "studying". They feel the kids are safe and occupied in a
positive
manner. We both know the truth.
Anyway, we have had this situation for all the years we've been open, but
this past school year was the absolute worst I have ever experienced.
There were ongoing discipline problems I won't get into (basically a
family of 3 who spent many hours here every day and which had to be
redirected because the kids were causing major discipline problems, and
then threats to me by the parents when I tried to talk to them) Another
group of teenage girls who had a parent who defended their RIGHT to talk
- -- even if it disturbed others.
Every day, three librarians and all staff would basically spend 2:30-6:30
doing what we wryly referred to as playground duty. Trying to keep
control. Trying to simply keep the library under control, with an
acceptable level of noise. NOT silent! We understand kids cannot be QUIET.
But there had to be a balance. Groups of kids would roam throughout the
library, gathering in large groups at the entrance, in the restrooms, in
the stacks. A lot of theft -- often of the keepaway kind. So many kids
patrons -- especially elderly ones -- were being jostled trying to get
inside and/or look for books. This made the community extremely upset with
the problems here. Adults would not use nor bring young children after
school. Reference work was impossible to complete. I cannot tell you how
many time I had to leave a patron to deal with a problem...
Kids out of control. With lots of problems around that: backpacks being
stolen, kids being hit, fights, prank calls to 911. The Police would get
calls from us that were legit and also a number of prank calls. They got
so they would call us back before sending out officers... They also had
problems in the blocks around the Middle School. They sent the bicycle
patrol over after school, which helped as long as they were actually
physically in the library. Sort of like oil on water, to quote a staff
member. But the minute they left...
Also, the kids would not cooperate when dealing with problems. I would
often be given fake names and/or incorrect phone numbers. As with most
teenagers, these kids are great when dealing with them one-on-one, but
in a group, mob mentality and peer pressure are the driving forces and
this causes behavorial problems as well.
Staff used to vent about the stress involved in this environment. My
favorite was the phrase one person came up with "I feel a strong urge to
stand up on the table and yell SHUT THE F*** UP! at the top of my
lungs!!!". There were many days when we were guilty of contemplating this
very action!
The Police came to us and offered to do a problem solving workshop. This
was a wonderful opportunity to start working out problems. We came out of
the w.s. with a list of ideas. I was able to put many of the ideas into a
viable, workable plan. And did so.
The top ones were: get the school involved, get a really clear procedure
for behavior, including posted rules AND a system for keeping track, and
get names and phone numbers and follow through with parents. Also, get
staff CONSISTANT with how they deal with the kids. Each of these were
implemented.
We contacted the princpal of the M.S. We set up a meeting and prepared
what we had to tell her (no need to look like whiners). She was WONDERFUL!
She offered support and followed through with it. Out of that meeting we
got: color pictures (we paid for color photocopying of these) of the kids
and their names so we can identify them; the ability to call the
Vice-Principal with a problem and get an instant phone number of the
parent and cooperation with discipline from the M.S.; and a library hosted
teacher orientation at the library set for August. She got the offer of my
staff to teach catlog skills this fall to interested teachers and classes.
Directly after this meeting, spring break hit and things were quiet for
about a week. One Monday, several 8th graders were in the library being
very rowdy and one threatened the librarian when she told him he was out
for the day. She identified him using the roster from the M.S. and I went
outside to get him (they were hanging around, proud of themselves). I
called him by all his names, including the junior! He was appalled! He
couldn't believe we knew his name! I got him in my office and read him
out. Remember, he threatened a staff member, which crossed the line from
good kids goofing off. I expelled him for 2 weeks, I think. THen I called
his grandmother's WORK voice mail (which the school generously provided)
and left a very long, detailed message. The result was that he and his
friends didn't hang out here after that. Oh, they still came in; they just
didn't come in a group and actually did homework. The other benefit was
word got out. All of a sudden, the kids here started behaving themselves
better. And the library began to become peaceful and industrious.
We revamped behavior rules and posted them and kept a
notebook of kids who had to be kicked out. We also went to a "no
Tolerance" policy which basically said, "you guys know better, and we
know you know better, so if you can't behave, you're out". The No
Tolerance phrase sounds great and is clear but leaves you lots of ability
for negotiation. Which we always do. Sometimes kids just need a quiet
reminder. But sometimes they push the envelope. And we were finding each
one of us would be warning a rowdy group a couple of times. Which simply
caused the rowdy group to ignore ALL of us. So, we put in place a system
that allowed us to note the info so we can keep track of the problem.
Also, standing together really helps.
As spring went on, things improved. Until a group of our regular
semi-rowdy kids (3 girls, 2 boys) came in with a kid who had been kicked
out of the M.S. some months previously. This group was showing off to the
kid and being exceptionally noisy, so they were eventually asked to leave.
On the way out of the door, the kid cleaned about 200 items off the
shelves, cussing and swearing and threatening the staff escorting him out
of the door. He stopped outside and peed on a bush, then went around the
front and threw a rock through the window, breaking it, and nearly hitting
a patron sitting underneath. Police were called. He is being prosecuted.
Because we had names we were able to talk to all of the parents of this
group. And this enabled us to have some positive interactions with
parents. Interestingly some were totally supportive and some were totally
uninterested in what their child had done. (I didn't go into great detail
above but the kids were showing off for this boy, including letting the
boys look down blouses, feeling up, making out, swearing, cussing,
playfighting, etc. All the stuff on our list of rules, I think!).
That was our last big problem. The rest of spring was peaceful and
industrious. I am NOT saying it was quiet! But the large numbers of kids
roving through ended. And the noise level dropped. And kids still came in,
we were plenty busy! But it was reference work and homework help that
kept us hopping! What a concept!
An example of a positive result was a 13 year old whom I caught trying to
light a lighter, showing off for his friends. This kid was known to us and
immediately was wisked into my office for a session. When I spoke to his
mother, she was TOTALLY supportive. But instead of expelling him, I
proposed he spend several hours cleaning the picture books for us. He
liked working for us so much he volunteered SEVERAL more times! We made a
connection, he and the staff here, that will live on positively all his
life. Just as his mother told me a story about how her brother was
creatively punished for a similar act - and what an impact that made on
her - so will this kid and his siblings tell the story as adults. And
remember us as humane and caring and in a positive light.
This summer, we are replacing carpet and aligning the shelving so that
those wonderful hidden corners are gone. This will make a big difference
once September gets here.
And I am eternally grateful to the Police who saw an opportunity to help
and did so. My institution was not unsupportive, but the unusual severity
of the problem, plus the fact this is a branch far away from the
administration were factors.
Hope this helps!
Bobbie Daniel
Branch Manager
Rainier Beach/Holly Park
Seattle Public Library
bdaniel@spl.lib.wa.us
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