|
Date: Wed, 15 Sep 1999 18:35:54 -0400 (EDT)
To: pubyac-digest@nysernet.org
Subject: pubyac V1 #815
----------------------------------------------------------------------
Date: Mon, 13 Sep 1999 15:46:26 -0500
From: Berry <jamesasbury@yahoo.com>
Subject: Re: An Appeal to Reason
Cathy Ormsby wrote:
> > Point is, if censorship is wrong, no if, ands, or buts, then it is
wrong,
> > regardless who is doing it. Obviously, from your comments and that of
> > others, it
> > isn't ALWAYS wrong.
> >
> This is a straw man. Parents have the legal right and moral responsibility
> to monitor - censor, if you will - materials for their own children.
> This
> is not the same as what I understand to be censorship by the government, or
> by public institutions such as libraries.
We can't really know for sure, since the ACLU has never challenged the
filtering of children's computers in the library or in schools. From what I
have heard from some ACLU attorneys, however, it is likely constitutional.
- --
Berry
jamesasbury@yahoo.com
_________________________________________________________
Do You Yahoo!?
Get your free @yahoo.com address at http://mail.yahoo.com
------------------------------
Date: Mon, 13 Sep 1999 14:05:01 -0500
From: "Mary J. Soucie" <mjsoucie@htls.lib.il.us>
Subject: Re: An apology
Berry,
Hi! Kudos to you for having the grace to apologize. This subject is a
"hot button" for many people and it's often easy to make assumptions
about
"the other side".
Mary
Berry wrote:
>
> I feel apologies are in order to the members of this list. It should have
occurred to me that you would be more interested in finding out about the heart
of the issue than the hardcore ideologues I have encountered on other lists who
either don't know what is out there, or don't care. Whether the people of Pubyac
agree with me or not, I have had quite a few requests for the adult anime
> URL mentioned in an earlier post from folks who want to be informed about
materials that may be accessed by children on the Internet.
>
> Again, I apologize for jumping to assumptions.
>
> --
>
> Berry
> jamesasbury@yahoo.com
>
> _________________________________________________________
> Do You Yahoo!?
> Get your free @yahoo.com address at http://mail.yahoo.com
- --
Mary J. Soucie
Youth Services Consultant
Heritage Trail Library System
815-729-3345 x110
815-725-0930 Fax
------------------------------
Date: Mon, 13 Sep 1999 13:31:32 -0500
From: Deborah McClish <Deborah@rockford.lib.il.us>
Subject: Thanks--handmade memo pads
This group is amazing. I had over 25 people respond to my query of what
adhesive to use in making handmade memo pads. Thanks to all of you who gave
me ideas! I really appreciate it.
For those of you who are curious, here are the suggestions!!!
- --Elmer's glue
- --Hot glue gun
- --Padding Compound/Pad Glue:
One brand is called Hurst's Pad Compound
Look for at: Ellison, 800-253-2238, $8/quart, "Super Key Padding
Compound"
Michael's craft stores
Office supply stores
Sparco
Stationary stores
Paper supply stores
Copy centers (ie, Kinko's)
- --Check with local printers/graphic arts business for pad gum
- --Tacky or craft glue
- --Norbon Liquid Plastic Adhesive from Demco
- --3M Remount: comes in a spray can and turns paper into post-it notes, can
be found at Lowe's stores
Thanks again for all your suggestions!!
Deborah McClish
Librarian, Youth Services
Rockford (IL) Public Library
deborah@rockford.lib.il.us
http://www.rpl.rockford.org
------------------------------
Date: Mon, 13 Sep 1999 14:41:01 -0700
From: "Hall, Celia" <CHall@roseville.ca.us>
Subject: Planning Process
- ----------
My (city) library is preparing to begin the planning and role-setting
process by using the Planning for Results (ALA, 1998) book, and we are
considering how the committee should be selected or appointed. The
library is a department of a chartered city, so we have a city council.
We also have a library board, which advises city council. Has anyone
(with a similar city organization) had any experience deciding how to
set up the committee for this process? Even though this book is c.
1998, there may be libraries out there that went through the planning
process using an earlier version of this.
I realize this is a very broad question for PUBYAC, but we (Youth
Services) have a big stake in the results!
Celia Dirks Hall, Youth Services
Roseville Public Library
(916) 774-5225
chall@roseville.ca.us
------------------------------
Date: Mon, 13 Sep 1999 12:59:47 -0400 (EDT)
From: David Serchay <a013213t@bc.seflin.org>
Subject: Re: Free Expression Network: An Appeal to Reason
Here's an interesting question: Can a 16 year old call up a naked picture
from a pg-13 rated movies (ie. Titanic)?
David
David Serchay
a013213t@bc.seflin.org
------------------------------
Date: Mon, 13 Sep 1999 15:01:06 -0400
From: "Hudson, Sarah" <shudson@plcmc.lib.nc.us>
Subject: RE: MUD's
Hello,
At our branch, we have had users who use muds
on our computers. I am not aware of any computer
problems that such sites have caused.
We have a time limit on our internet usage, so
sometimes people will not have enough
time to play their game. That is the only problem
with doing muds at our branch.
As far as I know, the muds that people have
used have fit into our Internet Usage Policy.
Sarah
Sarah Hudson "Opinions are mine and do not reflect those of the
Library"
Information Specialist
Public Library of Charlotte and Mecklenburg County
Independence Regional Branch
shudson@plcmc.lib.nc.us
Check out our Reader's Club: www.readersclub.org
------------------------------
Date: Mon, 13 Sep 1999 17:46:49 -0400
From: YA assistant <JDICKEY@ESCHER.dnet.cuyahoga.lib.oh.us>
Subject: Teen Writers Workshop
Hi! Since there has been some interest in writing workshops for
teens, I put a program guide/conference hand out of a 6 week
program I did for a couple of summers on my new website. Just go to
the main page:
http://dbldog.com/
and scroll down to the link, or go to the page directlly
http://dlbdog.com/teenwriters.html.
Hope you find this useful!
Janet
@/^\^/^\^/^\^/^\/^\^/^\^/^\^/^\^/^\^/^\^/^/^\^/^\^/^\^/^\^/^\@
Janet Dickey, YA assistant, Cuyahoga Cty. PL (suburban Cleveland)
<jdickey@cuyahoga.lib.oh.us>
*************
Anyone's Guess (grades 6 9) and InvestiCats (grades 3 5)
Mystery Kits
http://dbldog.com/ <blakdog@en.com>
@\^/^\^/^\^/^\^/^\^/^\^/^\^/^\^/^\^/^\^/^\^/^\^/^\^/^\^/^\^/@
------------------------------
Date: Mon, 13 Sep 1999 13:28:04 -0800
From: Sandra Strandtmann <sandras@juneau.lib.ak.us>
Subject: RE: Challenge to Mother-Daughter Book Group
We offered a Father-Son club and a Father-Daughter Club but the only one
interested was the wife of the man who complained. That is, the wife wanted
the father to take their son. The Father was not so interested when given
the option.
Sandra Strandtmann Juneau Public Libraries
mailto:sandras@juneau.lib.ak.us
------------------------------
Date: Mon, 13 Sep 1999 16:39:37 EDT
From: ILefkowitz@aol.com
Subject: Re: mother daughter book group challenge
I would like to thank everyone who responded to my question about the
challenge to our mother daughter book group. To clarify the situation a bit,
it seemed to me (who did not speak with the patron) that he wanted to attend
our group with his daughter. Whether or not he directly asked to attend and
was told no is unclear. We are starting a group for boys of the same ages
and their choice of a caregiver.
All in all, it has been a very educational experience and I again thank
everyone for their advice and thoughts on the matter. At this point, I am
not sure what we are going to do. We might end up changing the name so it
doesn't read Mother-Daughter.
Ilene Lefkowitz
Youth Services Librarian
Mount Olive Public Library
ILefkowitz@aol.com
------------------------------
Date: Tue, 14 Sep 1999 01:48:22 -0800 (AKDT)
From: SHERIF SUE _ <fsss@aurora.uaf.edu>
Subject: Re: story room steps
We recently renovated and removed a story pit (with steps), which we
replaced with a multipurpose story room. We are happy because we no
longer have worry about broken limbs (elderly woman who forgot she was at
the edge of a pit while viewing our mural and back up for a longer look),
broken teeth (several), torn ear lobe (just a slip on the carpet), and
parents and grandparents who refused to sit in it because of back
problems. We also have accessibility for everyone.
HOWEVER, we are finding out that our public is going through a mourning
period for the pit. It was aesthetic, but not even well-suited for
storytelling (too wide but too small overall; strange acoustics ). We
hope that a large sectional seating ensemble in front of the mural will
help ease the pain.
In the meantime, we are doing all kinds of things in our flat-floored
story area that we could never do in the pit.
Sue Sherif
Fairbanks North Star Borough Public Library
------------------------------
Date: Tue, 14 Sep 1999 13:09:06 -0400
From: Charles Schacht <schachtc@libcoop.net>
Subject: Re: Free Expression Network: An Appeal to Reason
Dana Estes wrote:
> Chuck, Let's not be so mean. They were only saying that parents have the
> ultimate right to choose what their children read or watch. Would you want
> me coming up to your child and telling them what to read and watch?
If you worked at the theatre and my 11 year old wanted to see EYES WIDE SHUT
you bet I would. And if you let that child in to see it because you believed
in intellectual freedom then I would come down to the theatre and you and I
would have a serious discussion. Even good patents can't be with their kids
all the time they're out in public...
Chuck Schacht
RomeoDistrict Library
Romeo, MI.
------------------------------
Date: Tue, 14 Sep 1999 13:17:00 -0400
From: Charles Schacht <schachtc@libcoop.net>
Subject: Re: Free Expression Network: An Appeal to Reason
> Carol Edwards wrote
>
> Our training is not in being good moral citizens who can make expert
judgments about what is good for kids or adults. It is in making the world of
ideas, stories and information available to the public--everyone.
If we're talking ideas, stories and images, I'm with you nearly all the way. Ah
- but what about the world of IMAGES? Seems to me as though society has
traditionally deemed this to be a horse of a different color, for some
reasonably good reasons.
Chuck Schacht
Romeo District Library
Romeo, MI.
>
>
> Carol Edwards
> edwarc@pon.net
------------------------------
Date: Tue, 14 Sep 1999 13:39:19 EDT
From: ILefkowitz@aol.com
Subject: Re: Re: Challenge to Mother-Daughter Book Group
Kirsten,
thanks for your suggestions. We are hoping that the patron will quietly let
the matter drop. So far only one or two patrons have asked for a boys group
so we are starting one in october. hopefully it will help alleviate any
cries of discrimination.
Ilene
------------------------------
Date: Tue, 14 Sep 1999 14:41:53 -0400
From: RoseMary Honnold <honnolro@oplin.lib.oh.us>
Subject: Re: Challenge to Mother-Daughter Book Group
It seems to me, if this person was interested in a family book discussion group
or a father son book discussion group, he would have made that suggestion....
often when someone is making an issue about such things, it is because he or
she wants to make an issue.
------------------------------
Date: Tue, 14 Sep 1999 14:28:37 EDT
From: ILefkowitz@aol.com
Subject: Baby storytimes - (VERY LONG)
First, I would like to thank everyone who sent me adivce and suggestions for
my new baby storytime. Below is a compilation of the suggestions since many
people have emailed me asking me to post the results to the list.
1.
I've been doing Mother Goose for 6-20 mos. and Mother Goose in Action for
18-26 mos. I still get nervous! Luckily, someone gave me some feedback that
assured me that it was having a positive influence. I do some songs,
fingerplays, read a short book (or board book) and then repeat until I see
attention span waning (usually after about 20 mins). The "In Action"
group
has more action and dancing songs, and they can last the full 30 mins
(sometimes). I've been finding that response is better when I only introduce
1 or 2 new things and use a majority of more common rhymes and songs. I give
out a sheet that has some rhymes on it, some books to share, and the opposite
side is a coloring sheet (usually a large simple drawing of something Mother
Goose related - like a ladybug. Then I print the related rhyme next to the
picture)
I tried using cd's to play music, but found that the human interaction kept
the attention better. My goal is to teach the parents things that can use
while at home or in the car. They may not have the cd. I did have one mother
say she wanted less of me singing :( and more cd, but she also talked with
another mother the whole time and didn't want to interact with her child, and
besides, I never saw her again. I also explain that while the rhymes may seem
silly, they are actually helping the babies learn - anything from listening
skills, language pattern, proper grammar, sounds, ABC's, counting. But I also
stress that the main goal is to have fun.And the other main thing is for the
parents to interact with their child. I have them sit in a circle with their
child on their lap or right next to them. It is not about me entertaining -
everyone has to participate (although I tell the parents that they can clap
or whatever instead of forcing a baby to do it)
You'll find that there are crazy days when you just have babies/toddlers
crawling around the room, seemingly oblivious to what you are doing. And you
end up singing or speaking over a dull roar. They may still be absorbing, and
maybe the parents will still be able to take something from the session.
Here's a hint, also Since I often end before the stated 30 min. length, I put
up a sign on the entrance door that says, "Due to the young age and short
attention span of the children, Mother Goose may only last 20 minutes. We
apologize for any inconvenience this may cause latecomers" If the program
was
to end at 11:00, I've had mothers who come in at 10:55 and ask why the
program isn't still going! And as I explain to all the parents, if the
attention isn't there, it isn't worth forcing the last ten minutes on them.
It's torture for everyone involved. Rather, the kids enjoy crawling and
looking and exploring, while the parents talk for ten minutes.
Sometimes I feel inadequate because I'm young (25), have no children, and
sometimes I think - the parents know how to do these things, why do they need
me? But some parents don't know the rhymes and songs, and they don't realize
they're important, and besides both parents and children enjoy interacting
with each other and the other participants. At the very least it fills a
programming need - after all, there's only so much the really little ones can
do - and how many times have we heard, "What programs do you have for my 2
week old???!!!"
So, after spouting all this, if you have any questions, please feel free to
write. I may not answer immediately (vacation) but I will answer.
Jen Vanston
jvanston@suffolk.lib.ny.us South Country Library, Children's Librarian
Bellport, NY
2.
Good Luck to you. I can't give you any front lines advise yet as my baby
time is to start next Wednesday. I am using music and lots of bouncing
rhymes. I am also including an activity time, the first week we are going to
roll balls around. My babies range from birth (the youngest one signed up is
4 weeks old) to 23 months. I hope that the little bitty ones will benefit
from just watching the older ones. I have limited by group to 15 with the
idea that evening groups usually don't all show up every week. Hopefully I
will average around 10. Carol
Carol Leeson
Head of Youth Services
Mount Prospect Public Library
10 S. Emerson
Mt. Prospect, Il 60056
(847)253-5675
cleeson@mppl.org
3.
Together with one of my colleagues, we just had our first series of infant
programs in July. We made it a four-week "trial run" just to see what
kind
of response we got and test out different techniques.
We called our program "Tiny Tales," and limited it to prewalkers. We
advertised the program through typical flyers and news releases, sent to
community centers, the local hospital's Mommy and Me group, and other local
libraries. The response was great! We had about thirty babies registered,
and had to open a second session (only about 20 or so babies attended on any
given week, for about 10 babies per group, which seemed to be a good size.)
Babies sat on the floor or in laps. We also have some small storyhour
cushions available if parents wanted them (they are available from
Highsmith). We had all of the adults wear nametags with both their name and
their baby's name. We put together a small handout packet with all of the
fingerrhymes and songs we used, so adults could follow along and take them
home as reminders.
The format of the programs was pretty simple. We always opened with a
"welcome song" that introduced each parent/child pair. The words were:
"If
your name is ____, and your mom is ____, clap your hands together, clap and
clap and clap." The group would clap and sing to each baby in the circle.
The bulk of the program would be one book (usually a "big book", like
"It
Looked Like Spilt Milk" or "Jamberry"), a simple flannelboard
story or song
(like Brown Bear, Brown Bear, or Hush Little Baby), and a few finger rhymes,
songs, and bouncy/action rhymes inbetween. Then we always closed with
"Wheels on the Bus," making the last verse, "Take your little
hand and wave
bye, bye, bye..." The whole thing only lasted about 20 minutes - this
seemed
to be about the attention span limit!
After the structured storytime, however, we brought out a basket of baby toys
and board books and let the babies play for 20 minutes or so. The parents
seem to really like this, because they can talk with each other and make new
friends. I think a lot of stay-at-home moms and dads can get really lonely,
especially if it's their first baby. The nametags, welcome song, and
playtime helped them meet each other.
At the end of the series, we passed out evaluation forms. The responses were
very positive, and almost everyone asked when we would be repeating the
program. We can't wait to do it again! It was a lot of fun for us, too.
A few more tips we learned:
*dimming the lights, or turning half of them off, helps keep the babies calm
and less fussy
*use a floppy doll or teddy bear to demonstrate rhymes or songs that involve
movement or interaction
*have kleenex and a spit-up rag ready!
*make sure to let the parents know they don't HAVE to bounce their baby, or
whatever - they should only do what makes their baby happy.
Anyway, good luck! Let me know if you'd like anymore specifics about what we
did, just let me know.
Have fun!
Eve Bates Redwood City Public Library
Children's Librarian Redwood City, CA
Community Libraries Unit 650-780-7009
4.
Forwarding information on the programs we offer at the Ashland Public
Library, Ashland, Ohio for infants through age 5. (I will explain later why
it is important to break the ages into separate groups.)
Baby Laptime:
A special time for babies up to 24 months with their caregivers. Programs
include songs, movement, books, fingerplays, and music making. These groups
are split into two sessions - one for infants (pre-walkers) and one for
"One's" (walkers). (30 minutes)
Toddler "Twos" Storytime:
A rollicking 30 minutes filled with music, stories, books, fingerplays,
flannelgraphs, circle games, and fun for toddlers age 2 to 3 and their
caregivers.
Toddler "Threes" Storytime:
A transitional storytime for toddlers and their caregivers. Includes a
variety of stories, flannelgraphs, crafts and music.
Preschool Storytime:
An inter-active, fun-filled 30 minutes of songs, stories, flannelgraphs and
crafts for ages 3 - 5. (Two classes are offered).
Make-N-Take
A drop-in activity for all ages. We provide materials and a craft idea. You
and your child provide the creativity! (Offered during the storytimes
schedule and setup in the children's department on an accessible table).
I am now the Children's Librarian, but have taught the infant, ones, and twos
storytimes for the past year. We run our storytime sessions 4 times a year
and they run for either 7 or 8 weeks. We have registration for these classes
and usually begin registration two weeks before the storytimes begin.
Response is good and we have many patrons who continually use these services.
We do not alter the times that storytime classes are presented as we have
found that patrons become
familiar with these times and expect them not to change. This works well to
build interest in the programs and assure that the public "knows" and
plans
accordingly.
I recommend that infants be divided into the two groups - walkers and
pre-walkers as the needs and skills of these two groups vary dramatically.
I, also, recommend dividing Ones and Twos into separate groups because of the
varying needs of these age groups. In other words, three different
storytimes. I question the effectiveness of having infants to age 18 months
all in one group - someone's needs surely are not going to be met.
Infant programming (lapsits) promotes interaction between babies and their
caregivers. Tickles, bounces, claps, taps set to rhymes and music really
work well with this group. A printed sheet of the rhymes and words to some
of the music is provided to our caregivers so that they can participate along
with the teacher. If you have an interest, I'll be glad to mail you some
copies of our past storytimes. (I think you might find them helpful) - Let
me know.
"Ones" (walkers) are the most challenging group that I have ever
presented
and planned for--and to me the most scary! These kidos have just learned to
walk and they don't talk yet so this presents an interesting dilema! I use
the same opening and closing song each week as repetition and include
flannelgraph/music stories, music, puppets, playing balls and listening to
music (we make music) or use large rattles and music. Board books in a large
box are provided for our
"come read a book to mommy" time - the children come to the front, get
a book
from the box, and take it back to the caregiver and "read" it to them.
I
always play "Come Read A Book Now " from Babysong by Hap Palmer in the
back
ground. When the song is over, so is our book reading and I ask the children
to bring their books back up to the box. If the parents wish, these books
can be checked out to take home. I use the reading time with all the groups.
Transition from one activity to another really is the key to keeping these
"ones" on track. Our Storytime sequence was as follows:
Opening Song - Clap and sing
Fingerplay & Rhyme
Flannelgraph/song OR Big Book
Familiar Song with Hand or body movement
Circle Time - something really easy - maybe even holding Mom's hand
while we walk in a circle with music.
Music Makers - listen to music while playing with balls (when song
finishes, music time is over) OR rattles & music
Let's Read A Book Now - as described above
Closing Song
I hope this will prove useful information to you and I wish you luck in your
programming. One of the most important things - establish a good
relationship with the Mom's and little ones - You are their "TEACHER"
and
they think you are really special. Always learn the children's
names and talk a lot to them one-on-one.
Chow!
Toni Whitney
Ashland Public Library
224 Claremont Avenue
Ashland, Ohio 44805
(419) 289-8188 X 16
5.
Good luck! You both asked for tips on baby storytimes so I thought I would
just respond to you both at once. I have been doing Mother Goose (for
12-24months) and Baby programs (for 0-12 months) for a little while. I am by
no means an expert and am always looking to learn more but I know there
aren't hordes of folks out there doing these so I'll share what I have
learned.
For the infants I plan about 30 mintues because I know they aren't as
restless and the parents alwauys have lots of questions afterwards and enjoy
talking to the other parents. I try to pick very visually appeally books
(Baker's Big Fat Hen) and usually do about 3 stories (one of which is a board
book) with lots of songs and rhymes in the middle. I have some that are lap
ones and some that are lying down ones just for vareity. I try to make sure
to have some rhymes and songs that are common and most people will know but
also teach them a few new ones or ones that were new to me.
For the Mother Goose I do 20 minutes and try to have some standing
activities, Ring Around the Rosie or some fingerplays that would work with
the kids standing and their parents swaying them if they are not inclined to
sit down. I do 3 books.
In my experience the hardest part of this age group is that the kids who are
new walkers want to walk! They aren't that interested in sitting down, they
have been doing that their whole lives! ;-> So if you have a whole bunch of
them its pretty chaotic and can feel very unsuccessful, however I think the
parents like hearing the rhymes and feel bad that their kids aren't paying
attention so they don't look at the program as a failure. (At least that's
what I tell myself.)
The infants are great because they seem to be more focused on you or their
parent and enjoying the songs and faces AND even if they aren't that
interested they can't really go much of anywhere.
What I have done recently is to try have a break in the middle of my 20
minute Mother Goose storytime where we do something less structured. This
week I gave the kids egg shakers and played some music they could shake to
and we just bopped around. That seemed to help them settle back down and sit
for the remainder of the program. Next week I am going to try passing out
scarves and playing peek-a-boo with some kind of simple song we can sing
several times. Ribbons to wave around was another idea I got from someone.
It's nice to have a sheet or blanket on the floor for the babies to sit/lie
on and can make things feel more cozy. And I highly reccommed a video called
Babies Need Music for ideas of rhymes and songs to use with the littlest
ones. There are some helpful books out there, Linda Ernst's Lapsit Programs
for the Very Young Child was helpful for me. There is a new book out there
called Literate Beginnings about infant storytimes but I haven't been able to
get a look at it yet. Lastly I use a chimpanzee stuffed animal to model the
motions I want the adults to do
with their kids hand and legs and whatever. I feel like I have to do less
explaining about what they can do and we can just jump into the song and they
can follow my motions. So that's the sum of my small experience.
I don't limit size just because that has not been a problem. I am lucky to
get two babies at my infant program and the Mother Goose usually gets about a
dozen. So that's up to what you know about your community and your
personality. If you get any great tips I'd love to hear them.
Sarah W. Stone
Children's Librarian
Bothell Regional Library
King County Library System (WA)
stonesar@kcls.org
6.
Ilene, this is my very favorite storytime to do. In a nutshell, I do a once
a month program, at two times, 9:30 and 10:30 am for children under 2. I
have had children as young as 4 weeks. We used to separate our Mother Goose
Storytimes into Walkers and Prewalkers, but then combined the groups when we
got uneven numbers (way more Walkers wanting to come so that storytime was
always full with a waiting list and the PreWalkers was underfilled). There
have been no problems since we started combining them over a year ago. Now I
get a waiting list for both time slots (I limit to 17 children and their
caregivers-sometimes siblings come too, that's about all our storytime room
can hold). I definitely recommend limiting to whatever your room limits are
and what you are comfortable with. I was observing another branch of our
system today and they had an unregistered Mother Goose Time. There were way
too many people for the room, there was chaos and several mom's left in the
middle of storytime making unpleasant comments as they left. Definitely a
stressful situation and not fun for anyone.
As for structuring the program, I do 20 minutes of songs, fingerplays and
usually 2 books. I welcome the parents,then we do the same opening song each
time that names the children by name, I launch into the program which
basically starts with bouncing and lap rhymes, have a story, more rhymes, a
story and then end with a musical instrument of some kind. We have bells
which we made by putting small bells on a diaper pin inside a baby sock which
is tied closed, I have shakers from the dollar store which have been
completely baby proofed, and then we use large butter tubs as drums. So my
last set of rhymes always involves whatever instrument we're doing that
month, and I rotate them. It is the biggest hit. We end with a very simple
thank you rhyme and we're done. Most everything is sung (and I do not sing
well but nobody seems to mind). We do lots of clapping and I try to use
stories that involve animals, so we can make lots of animal sounds along the
way. I basically stop for nothing. The parents know from my intro that
sometimes kids need a minute outside the room and they are welcome to come
and go as they please. It never seems necessary however. Sometimes things
get really loud, but I focus on the kids and watch their faces and behavior
to know when it's time to say good-bye. The parents are invited to stay in
our storytime room to visit together for 15 minutes or so afterward, before
I get ready for the next storytime. I do a handout of all the rhymes and
stories that I use and they pick those up on the way out if they want to do
the rhymes at home. I usually do the rhymes twice, always stick to familiar
tunes, and the parents are great about singing along.
I would also recommend you get ahold of the book called Mother Goose Time:
Library Programs for Babies and Their Caregivers by Jane Marino. You could
ILL it if your library doesn't already own it. I use a lot of Jean Warren's
Piggyback Books and get rhymes from all over, plenty of sources for that.
Hope this has been helpful to you in some way.
Best wishes,
Janet Moss
Central Rappahannock Regional Library
Fredericksburg, VA
7.
I have been offering Infant Lapsit programs for children from birth to 23
months for three years now. Don't be nervous, it's great fun. The format
that I use is:
1. Welcome Song (Always the same one from "Teach, Touch and Hug a
Toddler"
put out by KIMBO
2. Open Them, Shut Them (fingerplay)
3. Story
4. Fingerplay
5. Song
6. Bounce Rhyme
7. Story
8. Fingerplay
9. Song
10. Bounce Rhyme
11. Story
12. Fingerplay
13. Song
14. Bounce Rhyme
15. Story
16. Good-bye Song (Always the same: "The Sneeze Game" from
"Teach, Touch
and Hug a Toddler.)
If I can't find an appropriate song, sometime I will do two fingerplays.
This format come from the book: Lapsit Services for the Very Young by Linda
L. Ernst.
Sources for fingerplays and bounce rhymes are:
Playtime Rhymes by Priscilla Lamont
Trot, Trot to Boston compiled by Carol F. Ra
2's Experience Fingerplays by Liz and Dick Wilmes
The Baby Record (an audiocassette) by Bob McGrath and Katherine Smithrim
Mother Goose Rhymes.
Hope this helps. Good Luck!
8.
Music: Yes!!!!! My storytimes would have been even shorter if I didn't have
music. Unfortunately, I find most children's music: 1) insipid; 2)way too
long--2 1/2 minutes was about as long as I wanted a song too last. I relied
mostly on Raffi and Sharon, Lois & braam.
I think that size of the group is a combination of personal preference and
space limitation. If you don't mind monitoring the registration of
participants and turning people away, and/or your space only comfortably
holds X people, do limit the number. I worked in a BIG room, and so could
comfortably it up to 30 babies & caregivers. In the place where I work now,
more than 15 babies gets uncomfortable (acoustics also make it uncomfortably
loud)
I've found that parents are so appreciative of you doing something in that
age group, that you can do almost anything Have fun with it! I had a good
time,and it's fun to watch the babies get bigger (and come to your Toddler
Time)
Enjoy!
- ---------
Ilene Lefkowitz
Youth Services Librarian
Mount Olive Public Library
ILefkowitz@aol.com
------------------------------
Date: Tue, 14 Sep 1999 14:12:26 -0700
From: steven engelfried <stevene@dpls.lib.or.us>
Subject: computer classes & objectionable sites
We're about to start web classes for kids and I'm not sure how to handle the
"objectionable sites" portion of our "intro to the web"
class. I'd
appreciate suggestions from people who have taught web classes before. We
want kids to know that there are such sites on the Web. We want them to
know what to do when they see them. I'm not sure how detailed to get. I'm
anticipating questions about these sites, asking what sorts of things they
have, why they're objectionable, why they're on the Web, etc. Is a general
description enough, like "anything you feel uncomfortable with?" I'm
also
not sure how to handle an annotated list of urls that comes up in a search.
I want them to know how to respond when they do an unfiltered search for
Britney Spears and 33% of the hits are porn sites, but I can't show that
results list with all those four letter words. The "safety" portion of
our
class is important, but not the only topic we have to cover, so time is
limited too. Any tips, strategies, success stories...?
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@dpls.lib.or.us
------------------------------
Date: Wed, 15 Sep 1999 11:19:43 -0400 (EDT)
From: "Mary Johnson (amk)" <mjohnson@wlsmail.wls.lib.ny.us>
Subject: Re: Free Expression Network: An Appeal to Reason
Hi, Dana - I have been "listening in" on this discussion and feel
compelled, finally, to jump in. It really does seem to me that you are
shooting down straw men. As I understood it, Chuck was never talking
about telling parents what their children could or couldn't read or
watch. His concern was only graphic, violent and pornographic images on
the internet in the children's room. I think we all agree that no one has
the right to say what people read, nor what they watch or download in the
privacy of their own homes. The fact is, though, the library is a public
place, and it *is* easy for children to stumble across extremely
inappropriate/frightening material without meaning to. I'm not sure
filtering is the answer, but I think a case *could* be made for filtering
in the children's room provided kids (with their parent's permission) had
access to unfiltered terminals in the adult or YA areas. Librarians who
would advocate such a compromise are not necessarily attacking the first
amendment - they are just attempting to keep child-friendly materials in
the children's room. As I said, I don't personally think filtering is
the answer, because it gives a false sense of security and because
children could easily come across inacurrate or hateful sites even on
filtered terminals - selection and education is better. But I can
imagine cases when a 'tap on the shoulder', or even ejecting a patron
from the library, might be appropriate. (Examples: An adult patron and I
came across a Klan site while trying to get info on the KKK - the site
was full of propaganda and would give an uncritical reader a very
positive picture of the Klan. If a child were asking me this question and
viewing the site, I would explain to them that it was biased in favor of
the KKK and give them a brief lesson in evaluating sources of info. And -
hypothetical - if a young man
were dowloading and playing a snuff film in full view of small children,
wouldn't you stop him?) I realize this note's a bit scattered - and
longer than I intended! - but I hope you see what I mean.The internet in the
children's
room isn't an easy issue. Our
duty to protect the first amendment rights of patrons is clear, but do
we have other duties to juvenile patrons as well? I wouldn't
necessarily berate those librarians who think we do. Just a thought-
Mary Johnson, YA librarian, North Castle library, Armonk, NY
mjohnson@wls.lib.ny.us
On Fri, 10 Sep 1999, Dana Estes wrote:
> Chuck, Let's not be so mean. They were only saying that parents have the
> ultimate right to choose what their children read or watch. Would you want
> me coming up to your child and telling them what to read and watch? You
> should have the responsibilty as a parent to stand up and say, "Hey!
> That's my job." Because if you give up that right you are one step
closer
> to communism. Today it is books and tv, tommorrow it could be your clothes
> and who you marry. Think about it.
> Dana Estes
>
>
>
------------------------------
Date: Wed, 15 Sep 1999 11:45:30 -0500
From: "LINDA GIBSON, YOUTH SERVICES COORDINATOR"
<GIBSONL@memphis.lib.tn.us>
Subject: "Senior" Youth Services Librarians
Do any of you have more than one level of Youth Services Librarian in your
system? If you do and are willing to answer some questions about the higher
levels, please reply to me directly. We have Senior Youth Services Librarians
in our system who do not supervise, but help train new staff (among other
duties). TIA!
Linda Gibson, Youth Services Coordinator
Memphis/Shelby Co. Public Library & Information Center
1850 Peabody, Memphis, TN 38104
gibsonl@memphis.lib.tn.us (901)725-8875
------------------------------
Date: Wed, 15 Sep 1999 12:24:06 -0700
From: Angela Reynolds <angelar@wccls.lib.or.us>
Subject: Newbery Possibles?
I am in the planning stages of our 3rd annual Mock Newbery (with the
local Elementary school). I need book suggestions! Has anyone read any
outstanding books, published in 1999, by US authors, that I should be
considering? So far, we are looking at:
Birchbark House, Erdrich
Ashwater Experiment, Koss
When JFK Was My Father, Gordon
Preacher's Boy, Paterson
We like to have at least 6 books for the kids to read and discuss. I
will compile a list for all, so reply to me.
Thanks!
Angela J. Reynolds
Youth Services Librarian
West Slope Community Library
3678 SW 78th Portland, OR 97225
503-292-6416 FAX: 503-292-6932
angelar@wccls.lib.or.us
------------------------------
Date: Wed, 15 Sep 1999 14:36:07 -0600
From: Melissa Zymboly Depper <mzdepper@earthlink.net>
Subject: Request for info about state book awards
Hello, PUBYAC
For the past couple years, I've been on the Colorado Blue Spruce Young
Adult Book Award Committee, and have become curious about similar book
awards in other states. If your state has a book award, would you please
take a minute and let me know about it? I'm familiar with a few, but I
have the feeling there's a lot more out there that I haven't been able
to track down.
I'd like to know the name of the award, who is in charge of it (e.g.,
four different Colorado organizations give funding and provide members
to the Blue Spruce Award Committee), if it is for children's books or
young adult books, and a little bit about the selection process. (e.g.,
teens in Colorado contribute their favorite titles each year to a list;
the top 20 titles from that list become next year's nominations list;
teens then read at least three books from the nominations list and vote
for their favorite, and the book with the most votes is given the Blue
Spruce Award.) If you don't know much, but know of a contact address or
website where I can go for more information, I'd appreciate that
information as well.
Please answer directly to me; I will compile the information I receive
and would be happy to send it to individuals or post it to PUBYAC.
Thanks very much for your help!
Melissa Depper
Colorado Blue Spruce Young Adult Book Award Committee
mzdepper@earthlink.net
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