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Date: Sat, 24 Apr 1999 23:11:13 -0400 (EDT)
To: pubyac-digest@nysernet.org
Subject: pubyac V1 #679
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Date: Fri, 23 Apr 1999 06:35:57 -0700 (PDT)
From: Maureen Hartman <maureen_hartman@yahoo.com>
Subject: Library Schools
I'm struggling in my head to put together Mary K.
Chelton's comment about the purpose and meaning
of professional education with other comments
about the lack of training some childrens
librarians receive in library school (and the
idea that we're all being trained as
generalists).
What role does the library system you enter as a
new professional play? For example, my childrens
professor in Library School (Maggie Bush at
Simmons) told us story after story about her
first professional childrens job--as part of the
New York Public Library's huge Department of Work
with Children. There was a specific regimen of
training, including storytelling instruction, and
a variety of other things. I remember quite
clearly Maggie telling me that she didn't take
any storytelling classes in Library School, so
she had to learn this all on the job.
But few, if any library systems have the
resources to conduct this training. If the jobs
aren't going to do it, than shouldn't the masters
degree level take some of this responsibility?
Isn't it possible for the masters degree to be
both practical AND theoretical? Can't we have
some of both? I would never have pursued the MLS
unless I knew that the library school offered
classes in BOTH--places for me to use my
creativity and the critical thinking skills I
learned in my earlier education.
If the Masters Degree is about theory, than where
can we expect childrens librarians to get these
needed skills?
Just some thoughts for a rainy Friday in Mass.
Maureen L. Hartman
Childrens/YA Librarian
Watertown Free Public Library,
Watertown, MA
maureen_hartman@yahoo.com
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Date: Thu, 22 Apr 1999 21:28:10 -0400
From: Susanna Holstein <pkb00700@alpha.wvup.wvnet.edu>
Subject: re:cleaning stuffed animal toys
It depends a lot on the kind of stuffed animal you have. I throw many of
them in the washer, then in the dryer, and they clean up beautifully.
Another way is to use window cleaners, like Windex. These work well for
surface stains and dirt, and disinfect at the same time. Baby wipes also
work pretty well for this.
Those cheaper toys, the kind folks win at carnivals, are not easy to
clean. Many are sawdust stuffed so you know what would happen if you
washed them! The Windex can work if they are not too soiled.
Susanna Holstein
Elk Valley Branch Library
Charleston, WV
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Date: Thu, 22 Apr 1999 22:47:40 -0400
From: mfalabel <mfalabel@concentric.net>
Subject: story-time vs. story-craft
For the past year I have been employed full-time as a librarian trainee,
and worked part-time for the past two, in two libraries. Story-time, in
the part-time jobs were of course planned, with a theme, fingerplays,
songs etc. sometimes, coloring sheets and special bookmarks were handed
out, we sometimes watched story related videos. The story-times were
separated by age, ie. threes with parents, threes without parents, and
fours, fives and those not yet enrolled in kindergarten. Each month a
special story-craft was available for ages 3 - 5. The threes storytime
was a half hour, and fours + was 45 minutes long.
In my current position, story-time is for ages 3 1\2 to 5 mixed into one
group, a half hour, four or five weeks depending (normal), four sessions
a week. The librarians that I currently work with have always done a
craft during their story-time. I have been following their footsteps,
story-time and a craft in just a half hour. I always feel rushed, and
unaccomplished.
Does anyone have any comments regarding story-time and or story-crafts?
Should crafts be expected every session of story-time?
Thank you,
Marjorie Falabella, Librarian Trainee
Youth Services
Long Beach Public Library
mfalabel@concentric.net
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Date: Fri, 23 Apr 1999 09:31:54 -0400
From: dnichols@nypl.org (dnichols)
Subject: Re: Library Schools
"Amen" to Mary K.Chelton addition to the library school question.
I have as much concern as the next librarian about the sometimes
questionable quality of library school education, but turning our
library schools into technical schools is not the answer. It is
especially not the answer for a profession that it is always concerned
about its image.
Library school is the time to reflect on the reasons for our work,
the ethical and philosophical issues. Library school students need to
be prepared to speak and write convincingly as well, to be able to
represent both the profession and the rights of those that use our
libraries. Practical skills we do learn on the job; we frequently
don't have much time on the job to think deeply about why we do what
we do. A good library school education needs to help us build that
base.
Thanks, Mary K.
Danita Nichols
The New York Public Library
(My opinions only, of course, and not an official statement of my
honorable institution)
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Date: Fri, 23 Apr 1999 07:46:50 -0400
From: cooperc@hhpl.on.ca (Cindy Cooper)
Subject: Re: question about checkout out books without card -Reply
Hi Jana,
We have gone through the same problem here and found a fairly successful
method. If a patron has forgotten their library card they may check out
materials by showing id and paying one dollar. While it seems strange
that you would come to the library without your library card, ( you don't
go to the bank without your bank book or atm card) they do seem to carry
a dollar and id just incase.
The dollar is to cover the administrative fee of looking up their number
and a gentle reminder to bring their card.
Maybe this idea will work for you.
Cindy Cooper
Halton Hills Public Library
Halton Hills, ON Canada
cooperc@hhpl.on.ca
Carol Reeve wrote:
> Hi, Jana,
>
> Our library allows customers to check out two items without their
> card, and they must show I.D. Children are not required to show I.D.
>
> This has worked quite well for us. If someone is continually coming
> in without their card, we'll put a message block on their card saying
> customer must come in with card.
>
> Hope this helps!
>
> Carole Reeve
> Munroe Public Library
> Winnipeg, Manitoba
> creeve@city.winnipeg.mb.ca
------------------------------
Date: Thu, 22 Apr 1999 22:59:15 -0400
From: "Charm Net" <jamiew@charm.net>
Subject: Re: pubyac V1 #676
Next week for my "Full Moon" family storytime, I am trying to find
moon
songs or fingerplays. Please e-mail me privately.
jamiew@charm.net
------------------------------
Date: Thu, 22 Apr 1999 22:09:22 -0400
From: mfalabel <mfalabel@concentric.net>
Subject: Re: Library Sleepovers
Library Sleepover. . .
i have participated in a library sleepover two years in a row. you
should first speak to the library's lawyer and insurance company and
tell them what you intend on doing.
2. you should consider having at most 25 children. we had four
librarians taking round the clock shifts, and 3 teenage pages as well.
(by the way, these are the kids that will stay up all night long reading
with a flash light!!!)
3. the age range for our sleepover was children entering 4th - 8th
grade, those children were picked out of a hat from that completed an
extra to a summer reading club! (at least 50 children did finish this
extra stretch, those that were not chosen, were given a special prize.)
the children showed up on a friday night at 6pm, with their own bagged
dinner, we had scheduled events throughout the evening. . . each
librarian chose an area to have a discussion / mini program involving
the children. figuring about 30 - 40 minutes for each of those programs,
ie. poetry break, craft, learning about constellations, scavenger hunts
mural drawings, spooky story telling, etc. etc. etc. in between each we
tried to schedule snacks . . smores breaks, strange ice cream floats,
twizzler breaks, fun stuff!
the children got ready for bed at 10:30pm and lights out was at 11:30pm.
mind you they did not go to sleep until at least 3am. each librarian
had two hour shifts throughout the night. the following morning,there
was a 7am wake up call! (over the loud speaker!) the children ate boxed
cereal, packed up there things, and were picked up by 8:30am.
marjorie falabella-
long beach public library
mfalabel@concentric.net
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Date: Fri, 23 Apr 1999 10:39:36 -0700
From: Susan LaFantasie <slafanta@pcl.lib.wa.us>
Subject: Re: Storytime Registration Suggestions
We start registration by phone or in person on a given date. We leave the
registration open; however, we have a limit on our signup sheet and a
waiting list of ten. This seems to work well.
Susan LaFantasie, MLS
Pierce County Library System
------------------------------
Date: Fri, 23 Apr 1999 11:58:20 EDT
From: Ntb7@aol.com
Subject: scavenger hunt
Hi. I was hoping to pick the collective brains on this list. My colleague
and I want to have a scavenger hunt this summer (slipping in some
bibliographic instruction at the same time.) Has anyone done a program like
this? What sort of preparation does it entail? Can anyone recommend a
programming book that has a scavenger hunt in it? I would appreciate any
help I can get, since I've never done this. Thanks.
Esther L.
Library Trainee -- BPL
------------------------------
Date: Fri, 23 Apr 1999 09:22:45 PDT
From: "Elaine Moustakas" <elainem9@hotmail.com>
Subject: storing puzzles
we are just finishing up a semi-renovation in my children's room and
i'm looking for a way to store puzzles. we don't have many...about 10
or less and we usually just pile them up on a countertop, but that's
too messy! does anyone have a better suggestion and also, if that
suggestion involves the purchase of something, can you please tell me
where you purchased it? i looked in demco, brodart, etc...and haven't
found anything suitable. thanks.
elaine
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Date: Fri, 23 Apr 1999 12:54:57 -0400 (EDT)
From: Katja Ermann <kermann@rvcc.raritanval.edu>
Subject: CD-ROM stations
I have to jump in this issue. We have many of the same problems previously
described with technical issues, kids fighting over the machine, etc., but
we wouldn't trade our station for the world. Some of the kids ignore it,
some play with it after they are done reading with their parents or going
to storytime, and some come in only to use it. Who cares what they are
using while they are here, as long as they come in? Clearly we are giving
these kids a fun experience they don't normally get, and by making careful
selections, we give them a literature-based experience which may lead them
to books later. These are kids who will become grown-ups who remember that
library had something for them, and bring their kids too.
Katja
*******************************************
Katja Ermann, Children's Librarian
Somerset County Library, Hillsborough Branch (NJ)
kermann@rvcc.raritanval.edu
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Date: Fri, 23 Apr 1999 12:08:32 -0400
From: Susan Lepore <susanle@lori.state.ri.us>
Subject: Re: Question from SLJ (was Computer Conundrum--Results)
Walter,
I too was disappointed in that response to the problem. We have two
game computers, one is aimed at preschoolers. It has Franklin,
Madeline, Arthur, How Many Bugs in a Box, Green Eggs and Ham and The Cat
in the Hat on it. The kids love it and it is usually in use in the
morning and again after school until closing. We haven't had a child
yet who won't go into storytime because they want to use the computer.
The parents schedule their kids computer use around the storytime. We
sign kids up for 30 minutes max. In the mornings when we are loaded
with preschoolers most of the kids don't stay on more than 15 minutes.
Sometimes they wander over to the internet computers and go on
funschool.com or the pbs page, but they usually don't stay there long
either. I don't think there's a negative correlation between resonable
computer use and learning to read and enjoy books. And while many of
our patrons have computers at home, some don't and by providing this
service we are helping to level the playing field when they enter
school.
Our computer problem patrons are the young teens who sit and play
interactive blackjack for two or three hours at a time and argue with us
when we tell them their 20 minutes are up. (We only enforce the twenty
minutes when people are waiting or we are certain someones been on a
long time.
Good luck in your new job.
Susan Lepore
Warwick Public Library
Warwick, RI
susanle@lori.state.ri.us
------------------------------
Date: Fri, 23 Apr 1999 07:00:11 -0500
From: "Grant Vaden" <gvaden@dhc.net>
Subject: Re: Question from SLJ (was Computer Conundrum--Results)
It's great that SLJ is increasing its coverage of technology for children.
This is something that I have been interested in as a manager of Children's
Services and as a parent of a 3 year old. We will be dealing with this in
the next year as we construct a learning center. I have had experience with
such centers in other libraries and they have been a headache mostly for the
time spent in solving technical problems and monitoring their use. With the
center we are setting up, all the CDROMS will be stored on the computer (no
lost, scratched or stolen CDs), there will be a time limit of 1 hour per day
per child so if they are left in the library for long periods of time, they
will still have to do something besides play educational games, and we will
require a parent to be present for those younger than 8 years of age. I
think of how I spent my time as a kid(nose in a book) and how I would love
to spend my time as an adult(nose in a book) and wonder why kids don't do
the same. Then I look at how much time I spend on the computer and then it
doesn't seem so bad that a child will spend 1 hour "reading" the
computer
screen. There is a lot of training involved with a learning center.
Training of staff as well as the public. Once everyone knows the rules and
how things work, things run pretty smoothly. If you still need help with
your reviews, please let me know. I am also helping to set up a web page
for the YA's and I spend a lot of time checking out web sites.
Thanks,
Debbie Vaden
gvaden@dhc.net
------------------------------
Date: Fri, 23 Apr 1999 13:30:06 -0500
From: Phyllis Davis <pdavis@htls.lib.il.us>
Subject: RE: Library School
I agree with Mary K. I received my MLS from University of Illinois six
years ago. When I first became a children's librarian, It did appear as if
I was learning more from working on the job. As I have advanced in my
career, I have been called on to use my library school education while
serving on advisory committees for regional library systems, while
assisting in the writing of collection development plans, while developing
reference training for non-professional staff, and while developing
continuing education workshops for other professionals. My library school
experience has helped me to develop a clear philosophy of library service
to children. This cannot be picked up "on the job." It is important
for
professional children's librarians to study those who have come before us.
This will help us to have a better grasp on where we need to go as a
profession. An MLS also puts us on the same level as degreed reference
librarians, catalogers, and automation librarians in the libraries in which
we work. We cannot expect to receive comparable pay without professional
training.
One does not need an MLS to present story times, after school clubs, summer
reading clubs and other programming choices. What we need the degree for
is to help us to develop a strong understanding of why we do those things.
We also need to study library services in general to help us to understand
how services to children fit into the whole picture of how libraries serve
our communities.
I do not mean to imply that non-degreed children's librarians are
incompetent. I work in a library system that has many small rural
libraries. I network with many non-degreed children's librarian who work
hard to provide high quality services to their communities. For me,
however, the ALA-accredited MLS has opened doors. It has given me the
ability to begin my career as a Department Head and to quickly move on to
supervising a staff of 17 in an urban library. If I did not possess the
degree, I would not have been hired for either job.
------------------------------
Date: Fri, 23 Apr 1999 13:30:47 -0700
From: "Monique A. King" <mking@snap.lib.ca.us>
Subject: Re: Library Schools
Mary K. Chelton wrote:
> [snip]
Professional education is
> about creating reflective practitioners who can THINK as well as DO, and I
> worry that it is all tilted too much toward DOING as now constructed. A
> Master's degree is not about "training," and it is long past time
that the
> field recognized this.
>
> An MLS is the beginning, not the end of professional education.
[snip]
I've been reading this thread with some interest, and here's why:
While earning a degree at a school that no longer include the "L" word
in its degree, I had to take a "management" class. A mind-numbing week
was spent discussing various things to consider when selecting library
furniture. This week stands out because it was one of the times I
thought that library school was a waste of time. (Yes, there were many
others, BTW.) I could never imagine having to pick out furniture or
carpet or anything like that, and I think I skipped a day of class that
week (I'll deny it if ever questioned).
Within three years of graduating, I was on my hands and knees in a
children's room trying to decide between two colors of carpet that
seemed so similar their names were useless (ya know -- tahitian sunset
or hawaiian twilight??), trying to decide if I wanted hard or soft
seating (how long do you want those kids to stay in the library,
anyway?), and what height of table for which age group where. And I've
already done this more than once in a short (so far) career.
The point is, the theory does become hands-on, but just not in the way
you might expect. Even the theories that seem crazy when spoken by
people who may never have had hands-on experience in their entire
career. Did I offend? Not my intention. It's up to the student to put
that theory into practice, and then share "their new improved way" of
doing the task at hand.
The most useful hands-on education that I've had since earning a
Master's has come from workshops and continuing education of all kinds.
AND the willingness to take the time to actually try the stuff out once
I've learned it, rather than think "Hmmm, that's a cool idea. Let me
file it in case I ever have more time/money/staff/energy/yadda yadda
yadda."
Mary K said it right: grad school is the beginning, the point of
departure that hopefully has given you the broad view of possibilities.
- --
Monique A. King
Director
Benicia (CA) Public Library
work: mking@snap.lib.ca.us
play: moniquek@goplay.com
------------------------------
Date: Fri, 23 Apr 1999 10:15:57 -0700
From: "torrie" <torrie@ci.burlington.wa.us>
Subject: Re: Library Schools
> This comment will probably drive everybody nuts, but I have to remind
> people if they want professional education at the graduate level with all
> the cachet of Master's degree, they cannot expect course work to be
> exclusively hands-on, how-to-do-it stuff.
(Apologies if I've tried to post this before--I just changed email
programs, and somehow lost my "out" box. And again I couldn't
reach the PUBYAC archives to check.)
I am delighted to see this response. I got my degree in 1993,
and at the time I was anxious about all the "useless" theory I was
learning. Now I am thinking differently.
My children's classes seemed to have the best mix of
practicality and theory, but they were tremendously time-intensive.
They would not have been nearly as practical if I hadn't made every
effort to do volunteer work, outside projects, internships, and other
opportunities. I don't think anything beyond a busy schedule is
stopping most library students from getting some kind of practical
experience. (I also took storytelling and an undergraduate
puppetry class with my degree--very practical classes indeed.)
What library school did directly teach me through the
coursework is the broader picture of libraries everywhere. It took
me outside my own limited experience and showed many models
of what libraries are or could be. I learned about reading studies,
traffic patterns, information retrieval tendencies, what federal laws
have what impact on the library world, circulation patterns
(remember that 80/20 rule?), intellectual freedom, mission
statements,.......
Without the introduction to the broader scope of libraries
beyond our own walls, are we likely to make informed policy
decisions? Can we adequately defend the necessity of our
services when budget constraints threaten to annihilate us? How
would we handle a messy book challenge? How do we explain the
importance of US doing children's programming? There are times
when replies like, "it's traditional in libraries," or even,
"there's a
real need for children's programming in the community," aren't
enough justification for those funding agencies outside the field of
librarianship.
Most libraries allow, if not actually mandate, continuing
education. Much of that education for me has been workshops
sponsored by librarian's professional organizations and has
included such things as puppetry, collection development
strategies, storytimes, flannelboards, services for young adults,
educating other library staff about youth services, storytelling, child
development, lapsits, etc......
I guess what I'm trying to say is that library education only
BEGINS at library school. You aren't even close to done when you
receive that bit of paper. If I had to choose between learning
storytimes from a local expert who does them nearly every day,
and a university professor who doesn't (no disrespect intended), I
know which I would choose. I went to library school to learn how to
decide what I need to continue learning (even if I didn't realize that
at the time.)
Had my say now.....I'll toddle off. (Those darned computers are
beeping and misbehaving again!!!)
Torrie 8)
Torrie Hodgson, Mutant librarian from the center of the earth!
Burlington Public Library
900 E Fairhaven Ave
Burlington WA 98233
(360)755-0760 phone
(360)755-0717 FAX
torrie@ci.burlington.wa.us
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End of pubyac V1 #679
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