|
Date: Thu, 11 Mar 1999 23:15:20 -0500 (EST)
To: pubyac-digest@nysernet.org
Subject: pubyac V1 #628
----------------------------------------------------------------------
Date: Thu, 11 Mar 1999 07:36:43 -0500 (EST)
From: bf455@cleveland.Freenet.Edu (Bonita Kale)
Subject: filtering
Mark, two points:
1. One thing that bothers me about the whole filtering mess is that no one
is saying, "Maybe internet access doesn't belong in the library."
Frankly,
I think the computer terminals are more trouble than they are worth, but
I'm working at a library that has the budget to do without them.
In a smaller library, I can see they might be a godsend. However, I still
think they are more useful as a home device, and am anxiously awaiting the
day when they're as common as VCRs, and the libraries can perhaps eliminate
them. (I probably should note that I'm not a techniphobe, and in fact,
enjoy the internet immensely.)
2. Of course pornography correlates with crime. So, probably, does
smoking, but it doesn't mean smoking -causes- crime. The strongest
predictors of crime appears to be age and sex--young men commit most
crimes. I wouldn't be surprised to hear that young men also indulge in the
most pornography. If there's a certain style of hat that young men wear, or
a certain kind of tv show they watch, that will -also- correlate with
crime. Go back and read "Innumeracy" again.
Bonita
- --
Bonita Kale
bf455@cleveland.freenet.edu
------------------------------
Date: Wed, 10 Mar 1999 23:11:00 -0500 (EST)
From: Carol Scrimgeour <scrimgeo@lemming.uvm.edu>
Subject: Re: Buying Harry Potter
It's a good idea as it's so hot right now. We are less than 100 miles
from Montreal, Quebec, and I was able to purchase the paperback edition of
the first Harry Potter in January while visiting there. Unfortunately, I
was told at that time that Canada did not yet have the rights to sell
Harry Potter #2.
Just wish they would have the same titles on both sides of the pond!
Carol Scrimgeour
Youth Services Librarian
Fletcher Free Library
235 College Street
Burlington Vermont 05401
802 865-7216
scrimgeo@lemming.uvm.edu
------------------------------
Date: Thu, 11 Mar 1999 07:21:13 -0500
From: kskellen@mail.gcpl.public.lib.ga.us (Kendra Skellen)
Subject: RE: Program planning
Vicky,
I think that an hour to two hours to plan a program is the norm around
here. When we plan a program though, it is repeated12 -16 times between
the branches and the outreach programs done at the headstarts and
sheltering Arms. Therefore it is well worth the time put into the program.
Do you include practice time into your planning time. You need to run
through the program at least once to make sure that it flows and you have
your material down.
I am responsible for the storytimes at three library branches and 6
headstarts. The planning is usually spread out over a period of time, not
all in one lump, but I would say that I average two hours planning per
program.
Kendra Skellen
Librarian II - Programming and Outreach
Gwinnett County Public Library
1001 Lawrenceville Hwy
Lawrenceville, GA 30025-4707
770-277-6011
(fax) 770-822-5379
kskellen@mail.gcpl.public.lib.ga.us
------------------------------
Date: Thu, 11 Mar 1999 23:54:08 +1100
From: "joseph mylee" <myleej@ozemail.com.au>
Subject: CD-ROM Networks for children
We are currently reworking our CD-ROM network for children in the =
library. In the short term we have only one machine in the children's =
library and two in the adult library which will be on the same network =
although in the longer term I think we'll have three in the children's =
library. =20
My idea is to replace the "vertical files" via information that is on
=
the network and so I'm putting encyclopedia type cdrom's into the =
stackers - particularly with an Australian focus (animals, birds, =
reptiles, encyclopedia of Australian history etc). =20
I'm interested to know:=20
a) what sort of collection guidelines/selection policies other =
libraries use when determining what to include in a CD-ROM network?
b) which cdroms are receiving the most use in your library?
regards, Mylee
Mylee Joseph
Manager, Outreach Services
Willoughby City Library
myleej@ozemail.com.au
------------------------------
Date: Thu, 11 Mar 1999 07:19:56 -0500 (EST)
From: bf455@cleveland.Freenet.Edu (Bonita Kale)
Subject: grade level
>
>Date: Mon, 8 Mar 1999 21:00:24 -0500
>From: "elaine" <elainem@worldnet.att.net>
>Subject: suggestions?
>
>hi there-
>i'm curious to know...do any of you label any of the books in your
>collection with "grade" designations (i.e. 1-2, 3-4, 5-6?) i'm
finding that
>parents often come in with their children and pull out a book and want to
>know if it is appropriate for their "2nd grader," for example.
Up to about ten years ago, we had the "F" books (first, second, and
third
grade) marked F-1, F-2, and F-3. Then our bosslady decided we weren't
grade-level reading experts, so why should we pretend to know?
Now we have F-Pr (primers), F (First Readers, grades 1-3, readers but
generally not in chapter form), J-EF (Easy Fiction: early chapter books and
advanced picture books, generally for 3rd and 4th grade), and J (4th
through 6th grade).
It's all a bit vague, and we do try to help people, but I for one am more
inclined to hold the book up to the kid and say, "Is this about your
speed?"
Also, as I keep pointing out to parents, if the -subject- is interesting, a
kid will read, or try to read, way above his normal level. With that in
mind, we have almost all the non-fiction shelved together, so that a kid
who wants something about trucks or kittens can find easy and advanced
books to take out, in the same place.
Bonita
- --
Bonita Kale
bf455@cleveland.freenet.edu
------------------------------
Date: Thu, 11 Mar 1999 08:42:48 -0500
From: Carol Kubala <carol.kubala@snet.net>
Subject: Grade level suggestions
At one time our library did give grade levels on juvenile fiction. We
stopped this practice about 2 years ago as we thought we might be
limiting the child to his own grade level. We also thought this might
work in reverse. The child who is in 5th grade say who is only reading
on a 2nd grade level might feel awful with the labeled book.On top of
this it is often very difficult to give a grade level. We labeled 1-3,
2-5, 2-4, 3-5, 3-6, 6-9, etc. You can see how it might be hard to choose
a level. We still get parents requesting this information and we just
steer them the best we can based on knowledge of the book and review
sources. Staff is much happier eliminating the grade level. Hope this
helps in your decision making process.
Carol Kubala
Columbia, CT/Saxton B. Little Free Library
------------------------------
Date: Thu, 11 Mar 1999 09:10:43 EST
From: LaceyDport@aol.com
Subject: Cataloging issues - children's books
I'm in the process of deciding on a paper topic for my cataloging class and
would be most grateful for any suggestions that you librarians in the real
world might like to provide. I'd be happy to hear any and all comments,
problems, annoyances, dilemmas, weaknesses that come up when you
catalog/organize/use your collections.
For example, with picture books, does everyone rely primarily on "A to
Zoo"
for finding books on a given subject rather than consulting the subject
headings in their OPACs? Are there any particular subject heading issues you'd
like to comment on? (Do you ever find that the LOC hasn't selected as many
subject headings as might be appropriate? I'm still surprised that "Mirette
on
the High Wire" doesn't have "Fear" as one of its subject
headings..but then,
I'm still learning this business.)
What makes you decide to disregard the Dewey Decimal classification in a
picture book and shelve it with picture books instead? For example, where do
you shelve your "Magic Schoolbus" or the Anno math/logic books and
what is the
rationale?
On the side, I'm wondering if there are any problems with trying to get older
children (age 9 and up) to go to the picture book section where an appropriate
(educational or complex) book might be found there?
Also, I'm curious what sort of "subsections" you might have in your
picture
book area. Paperbacks, board books, toddler books, ABC books, counting books,
wordless books, Caldecott books....that sort of thing.
Thanks in advance for your feedback! You may respond to me directly at
LaceyDport@aol.com.
Rebecca Verrill Smith
Simmons GSLIS student
"Christopher Robin came down from the Forest to the bridge, feeling all
sunny
and careless and just as if twice nineteen didn't matter a bit, as it didn't
on such a happy afternoon." --A.A. Milne, The House at Pooh
Corner
------------------------------
Date: Thu, 11 Mar 1999 08:17:54 +0000
From: kkrenz@dlapr.lib.az.us (Kami Krenz)
Subject: cable storytime
Hi, Beth,and all,
I did a story series about 10-11 years ago on a local cable TV station in
Arizona which was funded by a grant. In that case, I went in to the studio
and did it without kids present, except once or twice and then just one or
two children. They did't really have room, and timing was an issue for
them. I really enjoyed it, and apparently a lot of kids watched it because
I would hear back about it at the library. One thing to remember is that
the TV show is timed to the second, and you have to finish exactly or they
will cut you off! It really taught me to plan and use body language well,
etc.; It would be harder to predict timing in an actual story hour with
kids . We did not have to get permission to read books on the air, but you
would have to have some kind of permission for the kids to be shown. Some
parents might not want to give it. Would you make your own tapes and they
will show them or are they planning to bring their own equipment? That
could also be daunting to kids or other patrons. It really is a lot of fun
to do the programs, but having a cameraman back there making "cut"
signs at
you while Johnny is trying to tell you what he had for breakfast in the
middle of a story may no tbe one of the things the station has thought of.
We used to tape story sessions when I was in a school library for
"later"
shows sometimes, but didn't have the same
time problem then. I hope you can work this out; have fun!
- --"If, of all words of tongue and pen, the saddest are 'It might have
been', more sad are these we daily see: It is, but hadn't ought to
be."--Bret Harte, "Mrs. Judge Jenkins"
Kathleen Krenz
Special Services Librarian
Arizona St. Braille & Talking Book Library
------------------------------
Date: Thu, 11 Mar 1999 09:16:08 -0600
From: oneil <oneil@asbank.com>
Subject: Re: Kids designing and presenting programs for kids
I have had teens and junior high students prepare and present finger
plays and flannel board activities for part of a program. They had a
great time acting out some of the finger plays like skits, even with
props and a suggestion of costume,for example, The Brave Little
Indian.The children loved it and wanted it repeated over and over.
I have also had a teen special ed class make and present Halloween
finger plays and flannel boards. That worked well , too, but needed more
supervision.
As far as having teens read stories, most teens do not yet seem to have
the ability to keep the childrens' attention , with the exception of
some wonderful teens from the Drama club who have read some stories in
the summer.In addition, they presented short funny plays which were the
highlight of the summer reading program and the Christmas program.
These projects were done in cooperation with several high school
teachers as part of a class or after school project or done with summer
teen volunteers.
Sally O'Neil
oneil@asbank.com
"Stow-Munroe Falls Library, Children's Room" wrote:
>
> Has anyone had young adults plan and present programs for your younger
> kids? I would be interested in what types of programs were done, how you
> identified the YA's to do the planning and how it all went. Thanks
>
> Carolyn M. Burrier
> Stow-Munroe Falls Public Library
> Stow OH
------------------------------
Date: Thu, 11 Mar 1999 11:03:17 -0500
From: Susan Babb <susan@nmrls.org>
Subject: Re: Y.A. Summer Reading
Hi Nanci,
I just wanted to mention the YA Discussion Group:Focus on Summer workshop
to be held at West Boxford on March 22(10:30-12). Also a summer reading
program roundtable on May 12th in North Andover(10-12). These are 2 forums
that might help you.I would particularily like to address the YA issue on the
12th:have the members discuss ideas they have thought of.
If you have any questions about these 2 programs or anything else, do
contact me!
Sincerely,
Susan Babb
------------------------------
Date: Thu, 11 Mar 1999 09:45:39 -0600 (CST)
From: Claire Isaac <cisaac@rpl.regina.sk.ca>
Subject: Harry Potter book
I have a hardcover copy of the Harry Potter book right now. It has a
slightly diferent title "Harry Potter and the Sorcerer's Stone"
published
by Arthur Levine Books/Scholastic Press, New York.
It is a great book. I read it one sitting and laughed aloud. It reminds
me of some of Diana Wynne Jones books.
By the way the second in the series, Harry Potter and the Chamber of
Secrets" is availble in Canada in a few months from Raincoast Publishers.
Can't wait.
Claire Isaac
Regina Public Library
Regina, Saskatchewan
------------------------------
Date: Thu, 11 Mar 1999 11:03:20 -0500
From: "Dana Campbell" <danac@siuslaw.lib.or.us>
Subject: Oops....I better clarify (exit survey)
I better clarify what I need:
Exit Survey: also known as patron use survey. Why they are at the
library, did they find what they needed, etc..
NOT, employee is leaving, what do you want to ask them before they
leave.
Many thanks. Dana
Dana Campbell, Youth Services Librarian
Siuslaw Public Library
PO Box A
Florence, OR 97439
(541) 997-3132
danac@siuslaw.lib.or.us
------------------------------
Date: Thu, 11 Mar 1999 11:18:21 -0500 (EST)
From: Patricia Hay/GBPL <hayp@snoopy.tblc.lib.fl.us>
Subject: Re: grade levels on books
My small library has had three grade level sections - one for 1st grade,
one for 2nd grade, one for 3rd grade. We are currently changing this to
group the three grades together and will be calling them Early Readers or
Young Readers or something similar. We are changing this because, as has
been stated, a 3rd grader doesn't want to pick from the books in the 1st
grade section even if these are at his/her reading level. Also, it was
hard to decide sometimes what grade a book belonged in and over the years
the collection intermingled to some extent anyway.
The Beverly Cleary books had been in 3rd grade, and I was considering
moving them to J Fiction. Where do you put your Cleary books?
Patricia Hay
Reference & Children's Librarian
Gulf Beaches Public Library
Madeira Beach, FL
hayp@snoopy.tblc.lib.fl.us
------------------------------
Date: Thu, 11 Mar 1999 11:19:30 -0500 (EST)
From: Patricia Hay/GBPL <hayp@snoopy.tblc.lib.fl.us>
Subject: Controlled vocabulary
Does anyone know of a list of books with controlled vocabularies? Parents
sometimes ask and except for some Dr. Seuss I am unsure. Thanks.
Patricia Hay
Reference & Children's Librarian
Gulf Beaches Public Library
Madeira Beach, FL
hayp@snoopy.tblc.lib.fl.us
------------------------------
Date: Thu, 11 Mar 1999 10:27:43 -0600
From: "ROBIN DAVIS" <davisr@ci.farmers-branch.tx.us>
Subject: Re: YA job board
We have done a YA Job Bank for the past several years at this library. It has
worked very well. I will send Vicky V. the forms if desired.
Robin Davis
Youth Services Supervisor
Farmers Branch Manske Library, TX
------------------------------
Date: Thu, 11 Mar 1999 11:34:47 -0500
From: "Tim and Scot Capehart" <capehart@ziplink.net>
Subject: RE: Buying Harry Potter
Being a huge fan of British author Terry Pratchett (whose books come out
here a full year after their initial British release) I buy books for myself
from www.bookstore.co.uk They are quite helpful, and they have everything.
Though Harry Potter #1 has been a popular item at my library, I don't think
it's worth the extra money of going to the British dealers to shave off a
couple of months of waiting...The British paperback of Harry Potter #2
(released last month) is 4 pounds 99. That's around ten dollars. Their
discount puts it around eight dollars. You figure in shipping & you'll pay
$11.00 or more for a paperback when you could wait until this summer and get
a nice long-lasting American hardcover for the same price (if you order from
a jobber that gives you a respectable discount).
BTW Harry Potter #3 will not be released in hardcover in Britain until this
July.
Tim Capehart
Head Children's Services
Leominster Public Library
Leominster, MA
capehart@ziplink.net
http://www.geocities.com/WestHollywood/7427
"If you really want to help the American theater, don't be an actress,
dahling. Be an audience." - Tallulah Bankhead
------------------------------
Date: Thu, 11 Mar 1999 09:51:47 -0700
From: Amy Shelley <AShelley@larm.lib.wy.us>
Subject: Re: Buying Harry Potter
Thanks for the tip, Sharon. I have seen a copy from a British friend but figured
we'd just have to wait for the us release!
Amelia
Amelia Shelley
ashelley@larm.lib.wy.us
Manager, Children's/Young Adult Services
Laramie County Library Sytem
Cheyenne, WY
>>> <smorris@denver.lib.co.us> 03/10/99 01:59PM >>>
Just wanting to check with other to find out how you are handling the
buying of the new Harry Potter book(s). We were wondering if anyone
is buying directly from Amazon.uk where it is now available and
"dispatched within 24 hours." <snip>
------------------------------
Date: Thu, 11 Mar 1999 11:47:48 -0600
From: jvandcar@park-ridge.lib.il.us
Subject: Storytimes on Cable TV
Many years ago when cable was new to our community, we were invited to tape
storytimes to play on the local cable channel. There are several things to
consider before you commit to doing this.
First - you must get permission for each and every book that you use in a
storytime. Some publishers will grant permission, others did not. A way to
get around this is to use copyright free stories, such as folk and fairy
tales. However, we were told that you cannot use felt, cards, overheads
etc. if the pictures are taken from a book, so you must use original art.
Also you can't use oral tales unless they are copyright free.
Second - if the children (audience) will show on the tape you have to have
written permission from the legal guardian of each child in the audience.
Third - permissions take a long time to get so you must plan about six
months ahead for every program you plan to do.
We have only done a few of these and not for several years. If anyone
brings it up around here I think of as many excuses as possible to avoid it.
We have been successful filming Battle of the Books, the Hobby Fair and
programs done at the library by professional performers, of course all have
to give permission first.
Good luck!
Janet Van De Carr
Park Ridge Public Library
Park Ridge, IL 60068
mailto:jvandcar@park-ridge.lib.il.us
------------------------------
Date: Thu, 11 Mar 1999 11:43:27 -0600 (CST)
From: Vicky Schoenrock <vschoenr@nslsilus.org>
Subject: Program planning
After my message about program planning (and some nice replies) I
remembered a time when we were just starting a program (for 1 - 3
graders) and the lights went out. Since we didn't know when it would come
back on, we waited and sang campfire songs in the meantime (which turned
out to be the whole hour.) Later when we asked the kids what was their
favorite program, they all said "When we sang songs!" Go figure.
Vicky Schoenrock, Children's Dept. Manager
Waukegan Public Library, 128 N. County St. Waukegan IL 60085
Phone: 847-623-2041 Fax:847-623-2092
vschoenr@nslsilus.org
"Fear less,hope more; Whine less, breathe more;
Talk less, say more; Hate less, love more;
And all good things are yours."
Swedish Proverb
------------------------------
Date: Thu, 11 Mar 1999 11:20:07 -0800
From: Mary Ann Gilpatrick <magilpat@walnet.walla-walla.wa.us>
Subject: Re: Kids designing and presenting programs for kids
We phased in training our youth volunteers to do some of our stock programs:
paper airplanes, screen printing, and origami. It takes awhile to catch on,
so it took three years.
We do this in order to:
avoid burning out on programs which continue to be popular
share the skills
keep some of our older volunteer who are ready to take on more challenges.
One community resource lady who is a world class paper folder came to do a
workshop just for the volunteers in order to get herslef out from under the
annual (SRO) workshop.
"Stow-Munroe Falls Library, Children's Room" wrote:
> Has anyone had young adults plan and present programs for your younger
> kids? I would be interested in what types of programs were done, how you
> identified the YA's to do the planning and how it all went. Thanks
>
> Carolyn M. Burrier
> Stow-Munroe Falls Public Library
> Stow OH
------------------------------
Date: Thu, 11 Mar 1999 13:43:57 -0600
From: Andrew Finkbeiner <ANDREW@rockford.lib.il.us>
Subject: Open-ended art vs. craft
A while ago, we had a discussion about the relative merits of art and
craft in library programs. I wanted to draw your attention to an
article in the January 1999 issue of Young Children, "Why Do Some
Teachers Resist Offering Appropriate, Open-Ended Art Acticities for
Young Children?" by Chris Mulcahey Szyba (pp. 16-20). I hope you can
get a hold of this beautiful value statement. It is very readable,
colorful and clear and it may shake you up a bit.
Andrew Finkbeiner
Rockford (IL) Public Library
andrew@rockford.lib.il.us
Visit our new website at http://www.rpl.rockford.org
------------------------------
Date: Thu, 11 Mar 1999 13:52:02 -0600 (CST)
From: Liz Janda <ljanda@nslsilus.org>
Subject: flannel story catalogs
Dear collective wisdom,
Could someone, or several people provide me with sources for
flannel stories please? A name and a 1-00 number would be great! I
thank you in advance?
Liz Janda
Children's Librarian
ljanda@nslsilus.org
------------------------------
Date: Thu, 11 Mar 1999 18:14:23 -0500 (EST)
From: "Barbara A. Lewis" <blewis@tln.lib.mi.us>
Subject: Storytimes on cable
Many years ago we allowed some of our storytimes to be taped by our local
cable department. The difficulty was that the cameras, lights, and cables
were very often a distraction to the kids. Also, because the cameras had
to be positioned so as not to block the view of the audience, it was not
possible to get close-ups of the illustrations.
Now our cable department does a program entitled "Just You and Me"
which
features a librarian reading one or two picture books. The opening shot
shows the librarian introducing the book and then the rest of the program
shows close-ups of the illustrations while the librarians voice is heard
reading the text. I do write to all of the publishers requesting
permission to use their titles. This tends to be a lengthy process since
many of the publishers do not respond to the initial letter and so I have
to follow up with a phone call and then fax them another copy of the
letter because they cannot find the one I mailed to them in the beginning.
Also, sometimes the publisher doesn't own the rights to the book and so
then I may be referred to the author or another publishing house.
Although getting the permissions can sometimes be frustrating, I think the
program itself is very nicely done and is another avenue for increasing
the visibility and awareness of the library.
Barbara Lewis
Head of Children's Services
Livonia Civic Center Library
32777 Five Mile Rd.
Livonia, MI 48154
blewis@tln.lib.mi.us
------------------------------
Date: Thu, 11 Mar 1999 18:01:59 -0600
From: Beth Anderson <bethand@selco.lib.mn.us>
Subject: re: odd way of categorizing books...
There are books that deal with certain dipthongs, but they are not easy
to find. There is one phonic reading program that has about 36 books,
each dealing with a different sound, blend, and dipthong. The program
is called Sing, Spell, Read and Write and the books can be purchased
separate from the program (I feel that the program is much better than
Hooked on Phonics).
------------------------------
Date: Thu, 11 Mar 1999 16:26:23 -0500
From: "Judith K. Meyers" <meyersju@oplin.lib.oh.us>
Subject: RE:Storytime on Cable
We did something similar when I was director of media services for the
Wichita schools in Kansas. We produced a series of signed stories for =
hearing impaired students for use on our three cable channels. Yes, =
indeed,
we had to get permission to use copyrighted materials. Sometimes it was
difficult; other times it was merely time consuming. I should think that =
with a whole storytime, there would be additional complications =
sometimes with
copyrights for poems, fingerplays, games, songs, etc. In any event, it =
was so difficult and time consuming in Wichita that after our pilot =
series, we evaluated our efforts and determined that we should use our =
resources on other projects.
Judith K. Meyers, Director Phone 937-382-2417
Wilmington Public Library =20
268 North South Street Fax 937-382-1692
Wilmington, Ohio 45177
ALA Councilor-at-Large
"Never doubt that a small group of thoughtful citizens can change the =
world. Indeed, it is
the only thing that ever has." Margaret Mead
------------------------------
Date: Thu, 11 Mar 1999 06:58:39 PST
From: "mary arnold" <mjarnold@hotmail.com>
Subject: Re: Kids designing and presenting programs for kids
We've had some great programs presented by YAs for a younger
audience. Several summers ago, our Children's librarian and I
planned a series of monthly programs in two parts. The first
week YAs registered to learn 1)clown miming 2)glass painting
3)readers' theater. The following week, they presented or taught
these to upper elementary students who also registered for their
sessions. The clowning was taught by a group of senior Girl Scouts
for whom this was a Gold Award project (they had made a video and
used their skills at local hospitals/bloodmobile etc.) Glass
painting was taught by a local library patron and readers' theater
by us. Although the teen turnout was fairly small for each (around
6-8) they proved to be effective learners and teachers.
Mary Arnold MLS
Maple Heights Library
5225 Library Lane
Maple Heights OH 44137
216.475.5000 FAX 216.587.7281
mjarnold@hotmail.com
Candidate for YALSA Vice President-President Elect
the end of reading is not more books but more life
"my opinions are mine, all mine!"
------------------------------
Date: Thu, 11 Mar 1999 06:02:32 -0500
From: Toni Buzzeo <buzzeocyll@mix-net.net>
Subject: Leveling books
Elaine wrote:
> i'm curious to know...do any of you label any of the books in your
> collection with "grade" designations (i.e. 1-2, 3-4, 5-6?) i'm
finding that
> parents often come in with their children and pull out a book and want to
> know if it is appropriate for their "2nd grader," for example.
As a current Library Media Specialist and a former public Children's
Librarian, I would advise against "leveling" books for the ease of
parents. In the Portland schools, we fought long and hard to create
integrated fiction collections, rather than the old F-1, F-2, F-3 or
color coded collections. Our current fiction collections include
picture books, easy readers, and ALL of the novels, alphabetically filed
and not subdivided.
I would suggest, however, if parents would like a quick visual clue
(beyond the thickness of the spine) to those novels that are meant for
newest novel readers, you might use a colored spine label cover
(available from all of the library supply houses). I, personally, think
parents are better served, however, by interacting with a knowledgeable
children's librarian who can offer guidance and suggestions, while
maintaining an un-divided fiction section.
Toni Buzzeo, MA, MLIS
Longfellow School Library Media Center
Portland, ME
------------------------------
Date: Thu, 11 Mar 1999 11:56:41 -0700
From: Carolyn Groves <cgroves@will.state.wy.us>
Subject: Re: labeling books by grade
We have our collection broken down and labeled in the following way (along
with the author's name):
* beginning readers (from the easiest 10 word books, to Poppleton, Amelia
Bedila, Magic Tree House, etc.) have a brown piece of tape on the spine (the
VERY easiest also have a small orange dot on the spine, for quick and easy
location)
* short chapter books (Time Warp Trio, Amber Brown, Junie B. Jones, Bailey
St. Kids, etc.) have a yellow and black piece of tape on the spine
* then longer chapter books just have a spine label with "J" and the
authors
last name...
When we give library orientations, we stress to the kids that there are
longer and shorter books in each of the 3 areas, and that there is nothing
wrong with reading ANY of the books in ANY level. We advise parents and
teachers that GENERALLY, the brown books are for 1-2 graders, yellow-black
books are 3-4 graders, and "regular" fiction books are generally 5th
and up.
I listened in horror once, as a mom said that she didn't want her 5th grade
son reading "baby" books when I told him that the book he was looking
for
was in the shorter chapter area. I tried carefully to explain to her that
there is a wide range in the different levels...not sure if I got through to
her, tho. Perhaps we need to re-evaluate how we state "shorter
chapter..."
I feel VERY storngly that grades should NOT be put on books...I think that
we have to think about how WE would feel if we were a 5th grade student who
could only read a book with "2nd grade" on the spine...We probably
wouldn't
read at all. Of course, I am biased :), but I think we have come up with a
good system, that gives guidelines, but attempts to make kids feel good
about their reading choices.
Carolyn Groves Winkler
Teton County Library
MLS May 1999 - Emporia
snip:
From: "elaine" <elainem@worldnet.att.net>
Subject: suggestions?
hi there-
i'm curious to know...do any of you label any of the books in your
collection with "grade" designations (i.e. 1-2, 3-4, 5-6?)
------------------------------
Date: Thu, 11 Mar 1999 17:19:44 -0700
From: Carolyn Groves <cgroves@will.state.wy.us>
Subject: Keyboards and monitors for tots
We have a donated wooden block toy it's apprx. 1' X 3' (the different
shaped/colored blocks are on different colored spindley wires) near our
computers, and if a toddler is being rough with the computer we very nicely
say to the parent that, "doing that jams up the computer...we have a really
neat toy that they might like..." and bring the toy over next to them. I
have found it works for at least 9 out of 10 kids and parents...the colors
and shapes that they can move are much more interesting to them than the
boring old keyboard!
Carolyn Groves Winkler
Teton County Library
------------------------------
Date: Thu, 11 Mar 1999 18:30:42 -0500
From: espicer <espicer@accn.org>
Subject: Re: ACTION NEEDED ON S. 97
Why is it that the argument of filtering boils down to an assumption
that those who choose NOT to filter want to view pornography? I want to
view, privately, information on colon or breast cancer which often gets
filtered. I don't need a librarian telling me which information is
allowed. I don't need anyone to tell my children what is socially
acceptable either; I'm quite capable of doing that.
There is a very strong correlation between breathing and viewing
pornography; free, unrestricted information is oxygen. It is simply not
the role of the library to limit or pass judgement on information. Show
me the statistics that prove that unrestricted information AT A LIBRARY
leads to an increase in sexual offenses.
In the libraries I have visited, the decision to filter is usually a
waste of money, time, and energy (even if it provides the false sense of
high moral character). The filtering arguments I have seen are filled
with poor logic that generally stems from the simplistic assumption that
refusing to filter at a library breeds sexual predators. This implies
that the library is responsible for insuring the **moral** use of
information. Filtering is a dangerous precedent. Libraries should not
become morality measuring devices. I applaud those of you who are
fighting attempts to force filtering upon those thousands of us who do
not need your protection.
>From a parent who is NOT a librarian.
------------------------------
End of pubyac V1 #628
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