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Date: Wed, 28 Apr 1999 11:18:38 -0400 (EDT)
To: pubyac-digest@nysernet.org
Subject: pubyac V1 #683
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Date: Sun, 25 Apr 1999 16:43:32 -0800
From: ewellburn@pinc.com
Subject: Online article on "Communications Technologies, Literacy and the
Arts"
Dear Children's Librarians
"The Bookmark", which is the official journal of the British Columbia
Teacher-Librarians' Association (BCTLA), has recently published an article
that I wrote entitled "Communications Technologies, Literacy and the
Arts".
Based on my own experiences as an educator and children's author, the
article discusses the concept of information literacy and the opportunities
for information specialists to guide learners across disciplines. The focus
is on artistic expression and its role in motivating learners in a range of
subject areas.
I've placed the article online at:
http://members.home.net/dhouston1/eliz_bctla.html
Thanks,
Elizabeth Wellburn
P.S. as you may already know, The BCTLA webpage is located at:
http://www.bctf.bc.ca/psas/bctla/
=================================================
Elizabeth Wellburn ewellburn@pinc.com
http://members.home.net/dhouston1/e_wellburn.html
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Date: Mon, 26 Apr 1999 11:07:29 -0400 (EDT)
From: carmel <carmel@ulysses.sebridge.org>
Subject: Re: storing puzzles
We have a wooden puzzle rack.. basically a small square box with shelves.
You can also get these in wire. I think they are available from
Childcraft, or from any "teacher's" store, such as Hammett's. M.
Schlansky, Carmel,NY
On Fri, 23 Apr 1999, Elaine Moustakas wrote:
> 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
>
> _______________________________________________________________
> Get Free Email and Do More On The Web. Visit http://www.msn.com
>
>
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Date: Mon, 26 Apr 1999 20:42:16 -0700
From: "Steven Engelfried" <stevene@co.deschutes.or.us>
Subject: patrons without library cards
Teaching patrons responsibility seems pretty trivial compared to the act of
actually denying them the ability to check something out today. We have the
technology to confirm their identity, so why shouldn't we use it? There are
ways we can remind them to bring their cards next time, and even reinforce
it by making them fill out a form when they forget, as someone suggested.
But holding the books until they return with a card or charging them for the
privilege of checking out without their card will be true barriers to many
patrons, most of them probably children. A library card is important, but
it's not sacred. It's really only part of the procedure we've invented to
connect kids with books (which is what we're really all about). When
library card rules are preventing kids from getting books, maybe we should
try to change the rules, rather than the kids.
Steven Engelfried, Children's Librarian
Deschutes Public Library
601 NW Wall Street Bend, OR 97701
ph: 541-617-7072 fax: 541-617-7073
e-mail: stevene@deschutes.org
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Date: Mon, 26 Apr 1999 22:58:55 -0500
From: "Alicia Ahlvers" <alicia@qni.com>
Subject: RE: Library School
I believe that the education I received has been tremendously helpful in
working as a professional in our field. Having a Master's degree has
allowed me to develop a greater perspective of the library profession as a
whole. I am able to see beyond my department and assess administrative
decisions as they impact the library system as a whole instead of just
seeing how these decisions impact my area. (Not that I always agree)
I attended Emporia State University in Kansas and we spent a great deal of
time learn how to assess our community in order to offer services tailored
to fit specific needs. On the job, I also learned a great deal but most of
this concerned day to day activities. I have been very lucky to work with
bosses that allowed me to experiment but starting out without a strong
understanding of library assessment would have made it very tempting to do
things the way they have always been done and not experiment and develop new
ways of approaching my communities.
I have worked with a number of non MLS library staff who are gifted in
working with children, however my MLS coworkers invariably seem to be more
involved in the field of librarianship and more knowledgeable about national
and international issues that impact libraries. They also seem to be more
involved in State and National Associations.
Alicia Ahlvers
Kansas City Public Library
alicia@qni.com
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Date: Mon, 26 Apr 1999 11:04:22 PDT
From: "Erica Sternin" <erica_sternin@hotmail.com>
Subject: Re: scavenger hunt
Hi Ester,
I just had a scavenger hunt to celebrate National Library week. It
took a lot of planning, mostly to make sure that I didn't overlook
anything. The way I organized it was to put the kids into teams of 6.
Each team received a set of questions, say 10 questions, and the team
would select the 6 that they wanted to do. I used the same 30
questions for all the teams, so there was some overlap between
questions on the teams. Rather than hide things in the library, I had
them locate information. When each team completed their questions they
came back to the meeting room to get their Treasure Bag. The TB
contained treats and party favors as well as a piece of a poster of
the library. When all the teams had their puzzle pieces and we could
construct the poster, we had a big party to celebrate!!!
Some of the questions involved the kids having to ask library staff
for help, I told the kids ahead of time that the staff had permission
to not answer the questions or to answer them incorrectly if they felt
like it. If the children waited patiently for the staff to help other
patrons and asked respectfully, they could expect to get the answers
they wanted.
Each team was a different "color" with corresponding name tags and
questions printed on colored paper, so they could stick together and
identify each other.
Our scavenger hunt went well, no running screaming or tearing up the
library. The staff said it would be okay if we did it again next year,
and it was so much fun that I probably will do it again!
Erica Sternin
Mukilteo Library
4675 Harbour Pointe Blvd
Mukilteo WA 98275
------------------------------
Date: Mon, 26 Apr 1999 15:09:38 -0400 (EDT)
From: Frederick W Stoss <fstoss@acsu.buffalo.edu>
Subject: Columbine H.S. Library (fwd)
ALA Members:
PLEASE PASS ON... Fred Stoss
- ---------- Forwarded message ----------
Date: Mon, 26 Apr 1999 14:46:15 -0400
From: Kathleen M Delaney <kdelaney@ACSU.BUFFALO.EDU>
Folks,
The following message from the Archives & Archivists list concerning
Columbine High Library is being cross-posted to several lists. Please
excuse duplications. An additional message regarding the staff of
Columbine indicated the names of the staff. Card, letters and e-mails are
being forwarded to them. Staff include:
Liz Keating, Librarian;
Mary Swanson, Librarian
Lois Kean, Aide
Carol Weld, Technician
Kathleen Keffer, Volunteer
(e-mail c/o Bobbie Ponis <rponis@jeffco.k12.co.us>
Mail messages to: Messages for Columbine Library Staff
Jefferson County Public Schools
P.O. Box 4001
Golden, CO 80401-0001
Donations to: Jefferson County Public Schools
1829 Denver West Drive, #27
P.O. Box 40001
Golden, CO 80401-0001
Specify how you want the donation directed (i.e., library collection,
computers, etc.)
For those interested, the Littleton Colorado Jaycees have set up a fund to
help with repairs to the damaged to the library. In addition to
the clean-up, extensive water
damage occured when sprinkler system activated.
Donations can be sent by check to:
Columbine High Library Fund
c/o Littleton Jaycees
P.O.Box 1008
Littleton, CO 80160-1008
Kathleen M. DeLaney
Project Archivist
University Archives
420 Capen Hall
University at Buffalo
e-mail: kdelaney@acsu.buffalo.edu
tel: 716-645-2916
fax: 716-645-3714
------------------------------
Date: Mon, 26 Apr 1999 11:19:01 -0400
From: "Minkel, Walter" <WMinkel@cahners.com>
Subject: RE: scavenger hunt
Well, when I was at Multnomah County Library I held a sleepover every year
at one library, and because none of the middle-school-aged kids wanted to go
to sleep at 10, we held a scavenger hunt from 10 to 11. There were about 30
kids in a typical group; we broke them into ~10 teams of 3 each. We made up
a form with ~25 questions of three kinds; each team received one form. Kids
filled in blanks on the sheet (following are examples of the questions):
1) Information from the library catalog. Examples:
a) How many copies of _Oliver Twist_ does the library own?
b) How many CDs by Tori Amos does the library own, and how many
belong to this branch?
2) Information from the library's Web homework directory
<www.multnomah.lib.or.us/lib/homework/> (some could be found in books,
too)
a) In Greek mythology, the monster Echidna was half ______ and half
______.
b) What was the population of the city of Gresham in 1997? [the
community in which the branch was located--substitute local history/info
question]
3) Information from reference books that we had assembled on a book cart:
a) What is the scientific name of the Giant Monitor Lizard?
b) In what city was Martin Luther King, Jr. born, and in what year?
The teams had an hour and they worked hard & really got into it. Give teams
a color or number ("blue team," "orange team," etc., or Team
One, Team Two,
etc.) No team ever finished or got all answers right (we made it pretty
challenging). We obtained three $5 gift certificates from a local bookstore
to give to the team whose form had most answers correct. Let me know if you
have additional questions. Good luck, W
- --------------------------------
Walter Minkel
wminkel@cahners.com
Technology Editor, _School Library Journal_
------------------------------
Date: Mon, 26 Apr 1999 10:02:55 -0400
From: "Minkel, Walter" <WMinkel@cahners.com>
Subject: RE: Puppet stage
Shannon-- First, my sympathies & best wishes (& regrets) over all that
you &
the folks there in Columbine have had to deal with. I hope all goes well
with Al Gore's visit, and that things get better.
Now, to all-- I have some questions about the PVC puppet stage. I was a
puppeteer for seventeen years (the Web finally lured me away in 1998), and
during that time built many stages for myself & for others. For a stage that
isn't permanent, you can't beat a PVC stage--if you travel from place to
place to perform, as I did, wooden stages are an unecessary burden. If the
stage you use is well designed, it can be assembled in a few minutes and
stand the rough-&-tumble of performance. I looked over the PVC plans now up
on the PUBYAC Web site, and while the stage is nicely designed, I have
several concerns about it that I'll list here. Yeah, yeah, they get into
some philosophical issues I have about puppetry in libraries, and people
should feel free to let me have it (especially you, Shannon) if they
disagree:
(DISCLAIMER: This fall I will have a puppetry-in-libraries book coming out
from ALA Editions called _How to Do 'The Three Bears' with Only Two Hands_,
& in it I include plans for two stages. One is a small PVC stage; the other
uses sides made of cloth stretched over artist's-canvas stretcher bars. So I
have my own designs I like much better. 8-{)> )
1) Puppeteers should never perform sitting if they can at all avoid it. I've
watched many shows by sitting puppeteers and standing puppeteers, and when
you perform standing, you have more flexibility and just plain ability to
move, and your characters can go more places and do more things. Performing
sitting is performing 'lazy' (not a moral judgement, but an energy level).
2) 1 1/4" PVC pipe is a bigger diameter than you really need for most
library shows; 3/4" works fine, and connectors are cheaper and easier to
get. My own one-person-show traveling stage is made of half-inch pipe and
stood up to seven years of being hauled everywhere--over a thousand
performances--with only minor, occasional repairs. It's not hard to design a
stage without X connectors and special corner connectors, either, which cuts
down on "special-ordering" and cost. T connectors, 45-degree
connectors, and
L connectors are available cheaply everywhere.
3) Here's my "position" on stage curtains for puppet shows--I'm
against 'em.
When I began as a puppeteer, I painstakingly built a curtain with pulleys
for my stage, only to discover that when I closed the curtain and hustled to
change scenery, the TV-raised, mostly-preschool audience started getting
restless, and by the time the curtain was open again, it took a bit of time
to get them back into things. I saw another puppeteer in Oregon use her
puppets to change the scenery onstage, and I said, "That's for me."
I've had
the puppets change the scenery that way, very successfully, ever since,
while continuing the dialogue. Looks, you know, very Shakespearean. I know
this isn't for everyone, but I suggest trying it--it can be lots of fun and
part of the show.
4) Arm rest? Eek! Puppeteers should never rest their arms on anything while
they're performing. It takes a lot of energy out of the show. If your arms
get tired (and mine sure did the first few months), that goes away after a
while if you perform often enough.
5) Every stage, in my opinion, should have both a prop shelf below the stage
floor (or, as I call it, the playboard) and 3" dowels mounted vertically
into the horizontal pipes on the sides of the stage to hold puppets upside
down so you can slip your hands into them easily (I sewed a ring or loop
into the "bottom" of the back of each puppet so they'd hang properly).
I'd better stop there. I don't mean to sound so critical, looking back at
what I said here, but I did want to suggest that there are other ways of
conceiving of a stage and providing for the needs of the puppeteer. I humbly
await your slams. --W
==================
Walter Minkel, wminkel@cahners.com
Technology Editor, _School Library Journal_
------------------------------
Date: Mon, 26 Apr 1999 11:53:16 -0500
From: Steph Fruhling <stephanie.fruhling@uni.edu>
Subject: HIT: Library and Community Partnerships-LONG
Thanks to those who replied to my request for information about the many
types of partnerships our libraries have with the community. Here are
some of the replies I received:
> Some examples of the partnerships that I have formed included
> working with a prevention specialist from New River Valley
> Community services on after school teen programming to keep the
> teens who hang out at the library busy and off drugs.
> We also
> house the local "office on youth" behind my office in the
> children's department. The office on youth is funded through
> state grants to diagnose and prevent problems that children and
> the community have (drugs, pregnancy, delinquincy that sort of
> thing)
> I also partner with various university student groups --National
> Art Educators of America (future art teachers) come and do
> Saturday programming linking books, art and culture. The student
> nursing association volunteers to do special storytimes at least
> once a semester.
> Other things I've heard of: I just heard Sandra Feinberg of the Middle
> Country Public Library in Long Island, NY speak and they do an amazing
> program called PArent/Child workshop. They have a fair amount about it >
on their site, I think. The URL is http://www.mcpl.lib.ny.us./
> This summer, we are bringing our summer reading club to the Recreation
> Dept's playground program. This is essentially a day camp situation, >
at three elementary schools in town. We will leave a paperback
> satellite collection (non-cataloged, expecting many to disappear) at >
each site and also visit once a week to see how they are getting along
> and keep track of their minutes.
> We are
> part of a local Internet access called KORRNET which includes local
> government (both city and county) and the University of Tennessee,
> among others. We also have a partnership agreement with UT. The
> McClung Collection (local history & genealogy) and County Archives
> share a building with the local historical society, and they work in
> partnership in many projects.
> Along with the county school system, the public library is actively
> involved with a newly-created Center for Children's and Young Adults >
Literature at the University of Tennessee.
> We have an outreach program going in which volunteers recruited by the
> Friends of the Library, and trained by Children's Services staff, go
> to Head Start centers to read on a weekly basis for 5-6 weeks
> sessions.
> At the main facility of the Knox County Health Dept., we have provided
> a child-size table & chairs for the Pediatric Clinic waiting room, and
> we keep it supplied with books chosen from donations to the library's
> annual book sale. We also received a grant from the State Library, in
> which children who complete their first set of immunizations at any
> Health Dept. clinic receive a free board book, and a coupon for
> another free book which can be redeemed at any branch of the library
> system.
>I co-chair a community-wide coalition that brings together
> people who help families, individuals and businesses deal with stress
>and other wellness issues.
> We also sit on the Superintendant's Wellnesscommittee which oversees
>the districts wellness/health programs and works with the community to
>implement it.
>I work with the county Children's Services Board on their annual month
>of activities to highlight issues surrounding child abuse and family
>relationships.
>Our director works closely with the Chamber of Commerce and we have
>provided space for internet trainings and helped start their bi-annual
>community showcase. We have received grants to provide a variety of
>services and support to the adult basic education and english as second
>language programs in the community. I work with the local educational
>cooperative and provide programs for the pregnant and parenting teens
>classes.
> One of the most
> exciting programs we are involved with deals with first time and teen
> parents. Through a state funded agency "Family and Children
First", a
> grant was received allowing county Health Department visit all first
> time parents and particularily teen parents in the home. The library
> provides brochures about the importance of reading, how to choose
> material, how to get a card and a free baby board book. Through >another
grant with the same organization, the county department of >Human Services
visits targeted "at risk" homes and we provide the same
>brochures and a different board book.
>Our library works extensively with the local historical society and
>geneaological society.
>We also program a great deal with local Girl Scout troops and to a
>lesser extent with Boy Scouts.
>We've worked with the local nursing home on a variety of projects as
>well.
> I have worked with the YMCA and the Salvation Army, preparing programs
>for them to bring groups of children to the library during the
>summertime. I have also done outreach to what is called The Family
>Center, a federal program that works with mothers and
> young children as a support agency. (I did "how to read to your
>child",importance of reading, book suggestions, etc type of thing).
>Have also set up a "manned" a table at various community events,
>representing the library at YMCA Healthy Kids Day, or other kids of
>expos.
>Have worked with Title I groups both at the school and the library. >Also
work with Homeschoolers, acting as a resource person, sometimes >preparing a
small program for them.
Stephanie Fruhling
Hudson Public Library
Hudson, Iowa
Fruhling@uni.edu
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End of pubyac V1 #683
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