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Date: Mon, 26 Apr 1999 23:14:03 -0400 (EDT)
To: pubyac-digest@nysernet.org
Subject: pubyac V1 #680
----------------------------------------------------------------------
Date: Fri, 23 Apr 1999 13:35:09 -0600 (MDT)
From: Lu Benke <lubenke@libsys.ci.fort-collins.co.us>
Subject: BIB: Colorado Bibliotherapy
By tomorrow afternoon we should have posted on our library's homepage a
listed of 31 items in our database that speak to the issues and pain
raised by the Littleton tragedy. While not exhaustive, I am very pleased
that we were able to quickly come up with a list that has something for
every age and that directly addresses the issues. I will include the list
below if you would like to share it with others.
1. Apel, Lorelei. Dealing with weapons at school and at
home. 1st ed. New York: Rosen Pub. Group's
PowerKids Press, 1996.
2. Arnow, Jan. Teaching peace. 1st ed. New York:
Berkley Pub, 1995.
3. Bernards, Neal. Gun control. San Diego, CA:
Lucent Books, Inc, 1991.
4. Boelts, Maribeth. A kid's guide to staying safe at
school. New York: Rosen Publishing Group's
PowerKids Press, 1997.
5. Brooks, Barbara. The scared child. New York:
John Wiley & Sons, 1996.
6. Brown, Laurene Krasny. When dinosaurs die.
Boston: Little, Brown, 1996.
7. Cohen-Posey, Kate. How to handle bullies, teasers,
and other meanies. Highland City, Fla: Rainbow
Books, 1995.
8. Cohn, Janice. "Why did it happen?". New York:
Morrow Junior Books, 1994.
9. Fitzgerald, Helen. Grieving child. Simon
& Schuster, 1992.
10. Fried, SuEllen. Bullies & victims. New York:
M. Evans and Co, 1996.
11. Gaffron, Norma. Dealing with death. San Diego,
CA: Lucent Books, 1989.
12. Giggans, Patricia Occhiuzzo. 50 ways to a safer
world. Seattle, Wash: Seal Press, 1997.
13. Gootman, Marilyn E. When a friend dies.
Minneapolis: Free Spirit, 1994.
14. Greenspan, Stanley I. Playground politics.
Reading, Mass: Addison-Wesley, 1993.
15. Johnson, Julie. Bullies and gangs. Brookfield,
Conn: Copper Beech Books, 1998.
16. Judson, Stephanie Ed. A manual on nonviolence and
children. Philadelphia: New Society Publishers,
1984.
17. Kids in the crossfire. Oak Forest, Ill.: MPI
Home Video, 1993.
18. Landau, Elaine. Armed america. Julian Messner,
1991.
19. LeShan, Eda J. When kids drive kids crazy. 1st
ed. New York: Dial Books for Young Readers, 1990.
20. Lewis, Sheldon. Stress-proofing your child.
New York: Bantam Books, 1996.
21. Lucas, Eileen. Peace on the playground.
Franklin Watts, 1991.
22. Miller, Maryann. Coping with weapons and violence in
school and on your streets. 1st ed. New York:
Rosen Pub. Group, 1993.
23. Moser, Adolph. Don't despair on Thursdays!.
Kansas City, Mo: Landmark Editions, 1996.
24. Moser, Adolph. Don't pop your cork on Mondays!.
Kansas City, Mo: Landmark Editions, 1988.
25. Oates, Martha D. Death in the school community.
Alexandria, VA and dying. London:
Gloucester Press, 1991.
26. Pincus, Debbie. Feeling good about yourself.
PAP. Good Apple, 1990.
27. Romain, Trevor. Bullies are a pain in the
brain. Minneapolis, MN: Free Spirit Pub, 1997.
28. Sanders, Pete. Death and dying. London:
Gloucester Press, 199195
29. Sanford, Doris. It must hurt a lot. Portland,
Or: Multnomah Press, 1985.
30. Schleifer, Jay. Everything you need to know about
weapons in school and at home. 1st ed. New
York: Rosen Pub. Group, 1994.
31. Schulson, Rachel Ellenberg. Guns. Morton
Grove, Ill: A. Whitman, 1997.
Lu Benke, Lead Librarian
Media and Children's Services
Fort Collins Public Library
201 Peterson Street phone: 970-221-6686
Fort Collins, CO 80524 fax: 970-221-6398
lubenke@libsys.ci.fort-collins.co.us
------------------------------
Date: Fri, 23 Apr 1999 14:50:59 -0700 (PDT)
From: Kristine Mahood <kmahood@timberland.lib.wa.us>
Subject: Re: Library Schools
And another amen, to Danita. Both library school and working in the
field can answer the question, what am I doing? In a thinking environment
(school) we also address the question, why? in its philosophical state,
not as the working out of any particular library system's policy or
procedures on a given subject.
- --Kristine
- ------------------------------------------------------------------------
Kristine Mahood
Youth Services Librarian/Young Adult Emphasis
Tumwater Timberland Library Voice: 360-943-7790
7023 New Market Street FAX: 360-943-6753
Tumwater, WA 98501 e-mail: kmahood@timberland.lib.wa.us
- ------------------------------------------------------------------------
------------------------------
Date: Fri, 23 Apr 1999 16:03:34 -0700
From: KIDSTAFF <KIDSTAFF@mx.tol.lib.ca.us>
Subject: story-time vs. story-craft -Reply
NO you do not have to do crafts (unless the boss says so). I believe the
time is better spent hearing stories and being comfortable in the library. I
do sometimes send home a craft suggestion for parents to do with their
children. (I am a former art teacher & know the value of art projects!) I
just feel that we should stress the WONDER of WORDS & sounds &
stories. Sometimes I do a special art/craft program for the 6-10 yr olds.
Do what you feel comfortable with & try other ideas every so often so
that you grow.
>>> mfalabel <mfalabel@concentric.net> 04/22/99 07:47pm
>>>
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
------------------------------
Date: Fri, 23 Apr 1999 14:57:51 -0500 (CDT)
From: "Jane M. Whiteside" <jmwhiteside@starbase1.htls.lib.il.us>
Subject: Stumper: mother and stepmother
I need the help of all of you who have the plots and characters in your
heads. A teacher needs a recommendation of some 3-4th grade fiction
with a plot concerning a mother and a stepmother. I've searched our
system but nothing comes up for both subjects. Thank you in advance,
please don't bother responding after Monday. Reply to me directly.
Jane M. Whiteside
Head of Children's Services
Fountaindale Public Library District
Bolingbrook, IL
jmwhiteside@starbase1.htls.lib.il.us
------------------------------
Date: Fri, 23 Apr 1999 08:20:56 -0700
From: "Carol A. Edwards" <edwarc@pon.net>
Subject: Re: Columbine area, Colorado
I keep thinking about those poor guys who did this and wondering...... As
just about everyone is. And then I get mad. Okay, here's a rant and you can
skip it, but what in the world are libraries thinking, except what the rest
of society thinks when we marginalize service to teens?
The last system I worked for closed down some successful teen discussion
groups-- even though they had a grant to run them. Used the money for
marketing nonexistent Baby Lapsit programs. Don't ask, but Amy you know who
you are. The YA person-- 1 for a major metropolitan city was sick about it.
But there was nothing she could do. Yesterday, at the system I work for,
management said they basically didn't want to be bothered with a teen
discussion group this summer, the brainchild and joint project of a teen
and adult pair of librarians, who had proposed it. I am enraged.
Sure, teens are a pain, but they are not short adults, every survey I have
ever seen has said they represent 25% of library users, and yet there are
so few actual teen librarians and even fewer programs in libraries where
teens can interact with an adult and other teens and find some support. And
we wonder why teens can't cope with their lives.
I am today pointing my fingers at library managers who would rather not
have the headaches. Who would rather sit in a room and talk about
technology, Y2K, and their retirement plans. So retire already.
I have advocated and advocated, talked support, read literature and yet the
fact that I am a children's librarian and it is not in my job description
to serve teens keeps getting thrown at me. Not just here, but in every job
I have had. Never mind that it isn't in anyone's job description . Never
mind that there isn't a YA librarian, never mind. Period.
I can't do that. So it's back to the drawing boards. Doing what tiny
things I can do. Connnecting as best I can with the teen volunteers in the
children's area. Thinking of the wonderful and obnoxious letters I could
write to the editor of the local paper tattling.
In a few days I'll have some perspective again, but today it isn't there.
Carol Edwards
>From my home computer.....
------------------------------
Date: Fri, 23 Apr 1999 23:09:15 EDT
From: Zuckerbra@aol.com
Subject: Re: yo-yo books
Check out the American YoYo Association Webb Page--http://AYYA.pd.net
------------------------------
Date: Fri, 23 Apr 1999 23:40:27 -0500 (CDT)
From: georgi3@ix.netcom.com
Subject: Re: Youth violence warning signs
Thursday, two boys - approx. age 12 - were standing in front of our OPAC
briefly discussing how to find bomb books. Believing that they were merely
trying to get a rise out of me, as they were definitely conscious of my
presence nearby, I ignored them. They did not appear to be acting in an
unusual or threatening manner.I also assumed that their search was not
likely to be serious as they were using the children's OPAC, which does not
access adult materials in the collection. In addition, I am very aware of
our profession's antipathy towards censorship - our materials are available
to all. But now I am second-guessing my behavior.
Have any of you experienced incidents like this in the aftermath of
Littleton? If you had, would you have done anything? As a fairly new - 7
months - children's librarian trainee, I wonder if a more experienced
librarian would have approached the children.
In addition to being deeply disturbed - as we all are - by the Littleton
tragedy, I just completed Lefkowitz' Our Guys: The Glen Ridge Rape and the
Secret Life of the Perfect Suburb - which makes me even more concerned about
society's relationship with its youth.
Any thoughts on dealing with incidents like this are appreciated.
Georgi Lon-curcio
------------------------------
Date: Sat, 24 Apr 1999 09:34:52 -0400 (EDT)
From: cp804@cleveland.Freenet.Edu (Kara J. Cervelli)
Subject: Storytime Registration
Jennifer,
We have a very open and relaxed storytime registration process. We have
open registration year round - there are no class size limits (no one comes
every week) and no waiting lists - parents can call in or stop in anytime
to register year round - they may join anytime. Our babytime program is
for birth - age 2, toddlers are from 18 mos - 3 yrs, preschool is for 3-5
year olds and we also have family storytimes for ages birth - 5 together
(our most popular!). Parents may come on another day if they miss their
regular day - drop ins are always welcome.
Parents are thrilled with this system - we have had so may families migrate
to our storytimes from surrounding communities...one has no programs for
babies or toddlers - some only run for a few weeks, and one actually
expects the babies and toddlers to sit still on mommy's lap for the entire
storytime! The parents really appreciate our flexibility.
Staff is pleased with this system too - in fact we like it so much, we have
gone to a totally registration free summer program and all of our
after-school programs have no sign ups. I like having the storytime
registration just so I have a phone list in case we have to cancel at short
notice (we've made use of this several times!) and so I learn the names of
the children and parents more quickly.
hope this helps!
Kara Cervelli
- --
Kara Cervelli - Children's Librarian "Sometimes it is the
3753 Main Street smallest ones who do the
Perry, Ohio 44081 grandest things"
cp804@cleveland.freenet.edu -Winnie the Pooh-
------------------------------
Date: Sat, 24 Apr 1999 08:40:15 -0600
From: Pam Henley <phenley@mtlib.org>
Subject: Re: Re: Library School
I agree completely (and was glad I wasn't the only one who felt their
library school really was useful!). Even though I got my degree almost 10
years ago so much of what I learned is still helpful today, and provided a
good background for adapting to changes that have come along. Could it be
that Oklahoma is just an excellent school? The professors were certainly
wonderful. They mixed basic theory with their practical knowledge and
experience, so I didn't feel I was starting from scratch when I went out in
the real world.
At 08:43 PM 4/21/99 EDT, you wrote:
>It has been almost a year since I recieved my degree (MLIS). While I have
>elarned a lot on the job, I am happy to report that much of what I had
>learned in classes has been very useful.
________________________________________________________
Pam Henley, MLIS <phenley@mtlib.org>
Children's Librarian, Bozeman Public Library
220 East Lamme
Bozeman, MT 59715
------------------------------
Date: Sat, 24 Apr 1999 08:46:28 -0700
From: Edmonds Library Youth Services <edm-youth@sno-isle.org>
Subject: Re: Storytime Registration Suggestions
For years we have taken advance registrations--just on a lined sheet of
paper, asking for child's name, age, parent's name, and 'phone number.
We only call if story time is cancelled for some reason. The sheets are
kept at the circulation desk, and the circ. staff have gotten quite used
to taking calls, answering basic questions (time, date, etc.) and
referring any complex problems to me. Nothing fancy, but it works quite
well. I am flexible about allowing those not signed up to attend once,
if there's room, but then they have to sign up unless the signup is
full, in which case they wait until the next series.
Hope this helps!
Jonathan Betz-Zall, Children's Librarian, Edmonds Library, Wash.
edm-youth@sno-isle.org
KRJFLAN@aol.com wrote:
The
> library that I currently work at is looking for alternative suggestions for
> storytime registration procedures. Our department currently has
registration
> on a first come first serve basis on a specified day, which usually results
> in a group of anxious parents and a stressed staff. I was wondering if
> anyone has any ideas for a possibly less frustrating way to register kids
for
> storytime? Has your registration been successful? Are the parents satisfied
> with the sign up procedure? Full details would be appreciated.
------------------------------
Date: 24 Apr 99 18:10:38 PDT
From: Carol Exner <crexner@netscape.net>
Subject: Re: [Re: Library School]
Mary Ann:
Couldn't agree with you more.
I learned at my next to last job in a small library that couldn't really
afford too many MLS librarians that no matter how worthy, intelligent and
creative someone might be, if they haven't had the courses, they will
eternally find themselves reinvinting the wheel, not knowing where to look or
to go, when I could jump right on it because I had had that information in a
class.
An MLS also socializes you, so that you don't make the glaring error a
non-MLS employee of a Wyoming library made in disclosing Theodore Kasynski's
reading habits to the press.
In short, an MLS --- plus the will to do so --- turns you into a
professional. If you don't believe that, gentle readers, find another way to
make a living. You could probably make more money!
Mary Ann Gilpatrick <magilpat@walnet.walla-walla.wa.us> wrote:
Usually a mistake to diss your library school, at least in public. Now we all
know you have a worthless
degree. Plenty of people got wortless degrees from my school, too, by taking
the easiest courses they
could.
- -- Mary Ann G.
------------------------------
Date: Sat, 24 Apr 1999 21:13:22 -0600 (MDT)
From: PUBYAC <pyowner@pallasinc.com>
Subject: Announcing PUBYAC web page update
The PUBYAC web page at http://www.pallasinc.com/pubyac has been updated
with a new look and some new information. Most notably, I've finally had
the time to load the PVC pipe puppet stage instructions that many of you
asked for about a year or more ago when I sang its praises. You'll find
the instructions under Sundry Information. I realize there is still a
fair amount of controversy over this type of stage compared to others, and
the loading of it here in no way implies that children's librarians
endorse only PVC puppet stages. However, I've got the instructions, it
works great for me, and this is a place I can load it. No pictures yet,
but I'm having a hard time getting to the stage right now with a digital
camera. Al Gore will be in my branch tomorrow, and the Secret Service are
kind of lurking around. There is a link to hard-to-find connectors, and
the salesmen at this site have assured me that they will do small orders
of 2 or 4 fittings.
Shannon VanHemert
PUBYAC Moderator
pyowner@pallasinc.com
PUBYAC Web page: http://www.pallasinc.com/pubyac
------------------------------
Date: Sat, 24 Apr 1999 15:43:00 EDT
From: KRJFLAN@aol.com
Subject: storytime registration suggestions
Thank you all for the great storytime registration suggestions. I received a
lot of good ideas.
Thanks again,
Jennifer Flanagan
------------------------------
Date: Sat, 24 Apr 1999 11:00:32 -0500
From: chserv@galaxy.pub-lib.ci.arlington.tx.us
Subject: Re: Library School
I want to second the comments made by Mary, Phyllis, and Torrie ... and
then add my own 2 cents' worth. I received my MLS from Texas Woman's
Univerity in 1997 while working full time as a children's librarian. I
learned A LOT in library school. Having one foot in each camp was especially
beneficial. Each enhanced the other. I used the library as a lab for my
class projects and I could immediately apply classroom information to my
daily work. In the 2 years since my graduation, I use something from
library school EVERY SINGLE DAY. However, none of us will ever reach the
"end" of our education - in the library profession or in life!
Barrie Alguire, Children's Librarian
Southwest Branch Arlington Public Library
Arlington, Texas
balguire@hotmail.com
------------------------------
Date: Sat, 24 Apr 1999 13:26:56 -0700
From: Diane_Tuccillo@ci.mesa.az.us
Subject: Colorado Bibliotherapy
I just read and reviewed a book for VOYA called I Miss You! I Miss You! by
Peter Pohl and Kinna Gieth. It shows how one teenager comes to grips with
the death of her twin sister. It is fiction but based on a real teenager's
experience. The ways the main character helps herself deal with the grief
would be excellent to share with the kids from Columbine.
Others will probably post this isame idea, but get the kids to write poetry
about what happened, about their friends who died or were injured, how they
feel about going back to the school, etc. Maybe they could publish a
booklet with their poems, or have a poetry reading session. I know poetry
writing is helping me to cope with thoughts of what happened in Columbine.
If they write it and don't want to share it, that is okay too, but sharing
it is probably the most therapeutic way to use poetry.
I hope this helps a bit. Hang in there--you have love and support and
prayers coming from all directions.
Diane Tuccillo
Mesa Public Library, AZ
------------------------------
Date: 24 Apr 99 11:11:41 PDT
From: Carol Exner <crexner@netscape.net>
Subject: Re: [Re: Library staff safe at Columbine High]
Dear David and all,
Yes. And my amazement is that it doesn;t happen more frequently. I hope
that all library administrators will take heed and review the safety of their
libraries and branches.
Grouchily, fearfully, and professionally yours,
Carol Exner
Children's Librarian, Parkwood Branch
Durham Co. (NC) Library
David Serchay <a013213t@bc.seflin.org> wrote:
Do you realize this is the second time in two weeks that the words
"library" and "shootings" have appeared together. :(
David Serchay
Youth Services Librarian
Deerfield Beach Library
Broward County, FL
David Serchay
a013213t@bc.seflin.org
> The librarian, Liz Keating, and all of her library staff are safe.
> Thank you for your thoughts, concern, and prayers. Will let you know
> what if any thing can be done to help with the healing process and the
> restoration of the school library. We are still in shock.
____________________________________________________________________
Get your own FREE, personal Netscape WebMail account today at
http://webmail.netscape.com.
------------------------------
Date: Sat, 24 Apr 1999 11:01:03 -0700 (PDT)
From: Doris Kelly <dorisk3@yahoo.com>
Subject: Re. Re. Library School
First of all, I would like to say how much I enjoy
reading all your posts, and as a beginning children's
librarian, how your enthusiasm and great ideas really
make me very happy about my career choice.
I do want to comment however on the below email
regarding the discussion of how important library
school is. I went through an excellent children's
services program and I do feel that the children's
literature classes I took helped me tremendously. But
I can understand how a person can feel that getting a
master's degree, especially if you already working
full time at a library, can be an arduous task. Just
having a masters degree doesn't necessarily give you a
license you know what you are doing.
Maybe we need to look at the classes we take for our
masters degrees as an opportunity to discuss topics
and philosophical issues that relate to our
profession, but not neccessarily as a "vocational
school" that teaches you how to be a librarian.
I do take exception with the "easy classes" comment.
While some classes were easier than others, I don't
really think that effects their merit or worth.
Honestly Mary Ann, did you never once complain when
you were in library school about something or another?
It doesn't mean that you think your degree is
worthless.
Doris Kelly
_________________________________________________________
Do You Yahoo!?
Get your free @yahoo.com address at http://mail.yahoo.com
------------------------------
Date: Sat, 24 Apr 1999 10:41:19 PDT
From: "Susan Graf" <susangraf27@hotmail.com>
Subject: Re: Library Schools
I, too, have been following this thread. And many have voiced opinions
and experiences that I found. I attended Library School at TWU (Texas
Woman's University) and my experience was invaluable. A former teacher
and several other careers, I fell into public library work in 1990.
Nevada has a lot of clerical/paraprofessional/professional vagaries in
staffing. I generally use the teaching and nursing career
examples--many "just graduated" teachers and nurses will encounter
aides who have years of experience, know more, can do more and do it
well--However, they are not given professional positions without going
to school fufilling the education requirements. I concur with the more
recent opinions that Library School provides the foundation for one's
career.
Another point is that sometimes it is difficult to make the time for
professional activities. Some are in libraries that do not support
attending CE workshops. Some are so bound to the public desk, it is
impossible to write a collection development plan or create a long
term planning document. Some are doing so much programming there is
no time to weed or otherwise work with your collection. I admit I have
worked at home, come in early and on days off to do these things. But
I believe that these activities are as important as providing reader's
advisory and reference.
A last note: our State Library provides funding for CE
events--continuing education is something that librarians, libraries,
schools and the State Library all need to partner and commit to
support.
Susan Graf
North Las Vegas Library District
_______________________________________________________________
Get Free Email and Do More On The Web. Visit http://www.msn.com
------------------------------
Date: Sat, 24 Apr 1999 12:42:04 -0500 (CDT)
From: Julie Linneman <juliel@wichita.lib.ks.us>
Subject: RE: Library School-long (fwd)
I previously just sent this to the original poster, but since so many have
responded on the list, I wanted to share my thoughts with everyone, too.
I have appreciated many of the comments made on our listserv. Thanks! JDL
- ---------- Forwarded message ----------
Date: Mon, 19 Apr 1999 14:12:46 -0500 (CDT)
From: Julie Linneman <juliel@wichita.lib.ks.us>
To: WANT2BBOY@aol.com
Subject: RE: Library School-long
I find your timing on this to be quite auspicious. Just this month, in
School Library Journal, there was a "Make Your Point" essay by a woman
who
resents it that she is prevented from applying for some jobs by a lack of
an MLS degree. She thinks that her time spent working in a library should
be sufficient for any job as a children's librarian. I have never written
a letter to the editor before, but this time I had to. This topic keeps
coming up and coming up, and it probably always will.
If library school prepared people for just their first job by giving them
all the nuts and bolts to start their first day, lots of recent graduates
would be cheering but in a few years, they would feel their education was
irrelevant to what they are doing now. The point of library school is to
give us an opportunity to see the bigger picture of the whole field we are
involved in, the opportunity to debate the various issues in our
profession (e.g., what does the first amendment really mean? should we buy
an alternative viewpoint if we believe the information is inaccurate? how
do we support the needs of children legally and morally? why is privacy
important? how does one truly "know" your community and formulate
policies
in accord with that community?). The conceptual framework is what we
should be learning, which allows us to build on that framework with our
continuing education. (MLS degrees do not finish our education....)
Some people are not "big picture" thinkers, and no amount of exposure
to
these ideas will change anything they already believe. They have closed
their minds to new ideas, they believe they already know it all because
they have worked in a library, and to them, the degree is just a piece of
paper. They get by on the minimum amount of work required, and then gripe
because their education was not "relevant."
There are certainly plenty of places out there that do not value MLS
degrees, as witnessed by the fact that the SLJ essayist had already worked
as a children's librarian and library director. Even the Librarian of
Congress is a historian, not a librarian. Many libraries will hire
non-librarians. But one thing you can be sure: They will definitely pay
less, and the old saying is "You get what you pay for." Librarians are
definitely not well paid, but you can be sure that the more
"practical"
and less "theoretical" the degree becomes, the less the market will
pay
for a librarian.
I received my MLS in 1988. Because I had not previously worked in a
library, I was required to do 120 hours of volunteer work in a library.
(My previous background had been a BA in English lit with a business
minor, a certificate course in publishing from NYU, some work in a
publishing company, and several years after that working as a medical
transcriptionist.) My first job out of school was as a Floater Librarian,
which gave me an opportunity to see many angles of a large system, then I
worked as a children's librarian in a branch, then as a Children's
Department head, and now as a Youth Services Coordinator. I believe the
education I received in library school has allowed me to do what I do now.
As long as people see library school as the endproduct of our education,
they will be dissatisfied with the direction of library school. When
people recognize it as the BEGINNING of our formal and informal education
as librarians, they will gain an appreciation for the richness of our
profession.
Some people who have never been to library school are quite good at what
they do. I daresay that some may even read and self-educate themselves in
many of the concepts taught in library school. It is possible to have a
working knowledge of all that one needs to know without going to school
for an MLS degree, just as it is possible to know much about engineering
or physics without ever getting a degree (such is the power of books and
reading). However, how is an employer to know if a person has a complete
knowledge of all aspects that they need to know if they haven't gone
through an approved course of study? The only other option is a
test--which is what is done in many licensed fields. But I guarantee that
it would be quite difficult to test for the types of knowledge needed, and
some people would still be unhappy with the questions asked, and claim
that the test was unfair. Take a look at teacher education
programs--there is a lot they need to know, coursework as well as a formal
test, things that are very hard to test for--and yet very few people claim
"well, I could do that without a degree..." (Maybe they do, but not
nearly
as many as think they can be a librarian without a degree.)
I guess I am starting to go on too long, but I feel very bad for those who
did not get what they needed from library school. I believe it was an
excellent learning experience for me. Thanks for giving me the chance to
air my views.
Sincerely,
Julie Linneman
Youth Services Coordinator
Wichita Public Library
juliel@wichita.lib.ks.us
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