|
Date: Tue, 2 Nov 1999 16:15:14 -0500 (EST)
To: pubyac-digest@nysernet.org
Subject: pubyac V1 #872
----------------------------------------------------------------------
Date: Mon, 1 Nov 1999 16:37:11 -0700
From: ISO@pueblo.lib.co.us
Subject: Left children
Our library policy with kids left after hours: we have a designated closer/
supervisor who makes sure everybody is out/picked up. For those who aren't,
we stay with them. Policy is that we can call the police after 20 min. The
police are very cooperative, and say, Oh, Yes, call us.
I have never called them yet, being a wuss, but there are times I wish
I had. Then there's the kid who, after 40 minutes, said, Oh, I just live down
the street--I'll walk .
Grrrr.
On a light note--we're doing a Harry Potter party Children's book Wk--
somehow it got into the library's calendar as a Harriet Potter Party ...Muggles!
Isobel Drysdale
------------------------------
Date: Tue, 2 Nov 1999 02:42:54 -0000
From: David Burt -- Filtering Facts <dburt@afo.net>
Subject: RE: FW: Nation of Islam Link Removed because of Content.
On Friday, October 29, 1999 6:54 PM, Mary Johnson (amk)
[SMTP:mjohnson@wlsmail.wls.lib.ny.us] wrote:
> When I'm searching the web for something like the Nation of Islam, I
> don't tend to use links. I'm much more likely to go to a search engine
> and type it in. It is very easy to find the NOI site this way, and I
> think that's how most people would look for it. So long as a site is
> easily "findable" through search engines and not being filtered,
it is
> not being censored, IMHO. Just a thought-
>
So I take it you don't agree with the ACLU on this point. After all, the
school just removed "a list of banned books", not the books
themselves.
ACLU challenges removal of list of banned books
By The Associated Press
11.1.99
RICHMOND, Va. - The American Civil Liberties Union <http://www.aclu.org>
has asked the Rockingham County School Board to investigate the removal of
the American Library Association's "Read a Banned Book" pamphlet from
a
classroom door. Principal Jim Slye at Spotswood High School ordered the
removal of the pamphlet from English teacher Jeff Newton's door. Slye says
Newton is free to use the ALA's list in the classroom to teach students
about censorship, but he can't tape it to school property because that
would appear to be an endorsement of the books. Kent Willis, executive
director of the Virginia ACLU, called the list's removal "classic knee-jerk
censorship without any thought as to the purpose of the list."
http://www.freedomforum.org/speech/1999/11/1vabannedbooklist.asp
David Burt, President
Filtering Facts
http://www.filteringfacts.org
dburt@afo.net
Phone/fax 503 635-7048
------------------------------
Date: Mon, 1 Nov 1999 15:37:23 -0800 (PST)
From: Eve Bates <batese@pls.lib.ca.us>
Subject: Re: storytelling
Hi, YACcers!
I wasn't planning to weigh in on this issue, but I just feel I have to
defend storytelling after some of these postings!
I think storytelling is a very personal thing, and maybe it isn't for
everyone. It does take lots more preparation and courage than reading
aloud, but I think the rewards are also proportionately greater. My
storytimes are mainly based on books and simple flannelboards, but when I
do tell a story from my heart (this is different than "from memory"),
I
notice that the children are more attentive, involved, and that they
remember the story much better afterwards. I told a ghost story to
several groups of 4th and 5th graders last February, and they still come
into the library asking for the book!
There are lots of different ways to do storytelling - some people prefer
puppets, flannel, other props, or no props at all. Others prefer to hire
professionals! At any rate, the important thing is to expose your patrons
to storytelling in some way or another. It's an important part of our
folk culture, an excellent way to introduce other cultures (whereas the
picture book publishing industry may not be doing them justice), and a lot
of fun!
And to answer the original question, yes, I did have to tell a story at my
interview for my job. I'm so glad I did - afterwards, I felt completely
at ease with the interview panel, because they'd already seen me at my
goofiest!
************************************************************
Eve Bates Redwood City Public Library
Children's Librarian Redwood City, CA
Community Libraries Unit 650-780-7009
------------------------------
Date: Mon, 01 Nov 1999 18:41:22 -0600
From: James Asbury <jamesasbury@yahoo.com>
Subject: Re: Nation of islam link removed because of content?
Charles Schacht wrote:
>
> James - If someone published a very well written vacation guide for
pedophiles
> telling about all of the most appealing 3rd world resorts where children
were
> available for abuse, and we declined to add it to our collection because of
its
> content is THAT going to be censorship too? There is the school of thought
which
> maintains that it is possible to go too far in attempting to make ours a
values
> free profession, and its graduates make considerable sense to me.
Your hypothetical is so personally offensive to me that I'm going to
ignore it. I will instead address your point, which is that there are
things that libraries don't and won't provide. I will illustrate by
referring instead to hard core pornographic materials.
Is there a demand for porn in most localities? Based on the response we
get on our Internet stations, I'd say yes. Nonetheless, libraries don't
carry it. When folks get all up in arms about filters, it is good to
remember this. Is it censorship to refuse to carry materials for which
we know there is a demand? You bet it is. Libraries censor every day.
But when we do, it is important to call it what it is, which is what I
am arguing where it comes to the NOI site. ALA censored this site by
removing the link. All attempts to pretend it was a matter of selection
have been mere rationalizations.
I believe there is a difference between censoring a VIEWPOINT as opposed
to sexually explicit materials. The courts have repeatedly determined
that if there is a form of speech least deserving of First Amendment
protection while still maintaining such protection, it is pornography.
There is no such equivocation where it comes to viewpoints, however
offensive one may find them.
It is one thing to censor a porn site. It is quite another to censor a
religious faith just because we don't like what they believe.
- --
"Berry"
jamesasbury@yahoo.com
__________________________________________________
Do You Yahoo!?
Bid and sell for free at http://auctions.yahoo.com
------------------------------
Date: Tue, 2 Nov 1999 11:11:55 -0600
From: "Linda Peterson" <lpeterson@bloomfield.lib.in.us>
Subject: Re: Children's Book Week
I too would like to know what everyone else is doing for CBW. I am thinking
of doing a mini book challenge and emphasizing picture books. Inviting all
ages to read and list maybe 10 picture books and get a sucker. Has anyone
ever tried anything like this?
Linda Peterson
lpeterson@bloomfield.lib.in.us
------------------------------
Date: Tue, 2 Nov 1999 06:57:57 -0500
From: "Earl and Kirsten Martindale" <earlmart@bellsouth.net>
Subject: Re: How to begin cooperative relationship with school librarians
Amy,
Invite them to lunch and forget an agenda. I'm always amazed at what can be
accomplished later when we take time to get to know someone now. If you're
real lucky, your director will agree to cover the cost of lunch. If not, let
them know when you invite them that it's "dutch-treat." You'll also do
better to work with their schedule, which will probably be less flexible
than yours. Sometimes a Saturday morning breakfast works well too. Good
luck!
Kirsten Martindale
Buford, GA
------------------------------
Date: Tue, 2 Nov 1999 13:16:59 -0500
From: Mary Matuszewski <marym@mail.bulloch.public.lib.ga.us>
Subject: storytime themes
I would like to request the collective wisdom of the group yet again. I
have seen many people requesting help with their themes for storytime.
My first 10 weeks of storytimes I did try to do themes. I found that I
would get 2 books that I liked, and I either could not find a 3rd book,
or the one I wanted was checked out and so forth. The last two sessions
I have done, I have pulled out books I wanted to do for storytime ahead
of the session and chosen those to read together that fit in length and
interest, but not necessarily theme. Here's my question. Are theme
based storytimes better for children in some way? Do most storytimes
stick with themes? Do people do shorter (or longer) sessions than 10
weeks?
Thanks so much in advance!! Feel free to reply to me directly.
Mary Matuszewski
Statesboro Regional Library
marym@mail.bulloch.public.lib.ga.us
------------------------------
Date: Tue, 02 Nov 1999 12:47:38 -0500
From: RoseMary Honnold <honnolro@oplin.lib.oh.us>
Subject: Re: How to begin cooperative relationship with school librarians
Hi, Amy,
I visited the school librarians at the beginning of school last year to
introduce
myself and to let them know I was interested in helping provide services to
their
students. I also asked if they would mind receiving mailings and faxes about
events happening at the library for teens for them to put up on bulletin boards
or forward to the right teachers. the librarians have been very helpful to me
and in return, I send them any booklists or other helpful pamphlets that I pick
up or make, make sure the get our newsletter, etc. It has been helpful since
this has saved me a lot of time in making sure the right people at the school
get
the PR. I took a few assignment alert forms and bookmarks and a few other
handouts, left my email, phone etc. This initial contact has been helpful!!
------------------------------
Date: Tue, 2 Nov 1999 12:13:08 -0400
From: "Mary K. Chelton" <mchelton@pop.erols.com>
Subject: Unattended children policy
While it won't help with unresponsive police, I do want remind
everybody that LATCHKEY CHILDREN AND THE PUBLIC LIBRARY was produced
by the PLA Service to Children Committee in 1987 in conjunction with
the Association for Library Service to Children and is still
available from ALA, although rumors of a revision drift my way
occasionally, usually in response to my ranting about the need for
one. Some stuff in it is dated, but most of it is germane for anyone
grappling with the issue, and no, it's not on anybody's web site for
free, sorry.
Mary K.
PLEASE NOTE NEW SUFFOLK COUNTY AREA CODE (11/1/99) AT HOME
516 has been changed to 631
****************************************************
Mary K. Chelton
Associate Professor
Graduate School of Library & Information Studies
Queens College
254 Rosenthal Library
65-30 Kissena Blvd.
Flushing, NY 11367-1597
USA
Voice: (718) 997-3667
Fax: (718) 997-3797
home:
35 Mercury Ave.
East Patchogue, NY 11772
USA
Voice: (631) 286-4255 or (631) 776-2166
------------------------------
Date: Tue, 2 Nov 1999 09:27:59 -0500 (EST)
From: "<Lesley Knieriem>" <lknierie@suffolk.lib.ny.us>
Subject: Re: FW: Nation of Islam Link Removed because of Content.
After my strong response to James, I did what I should have done
in the first place, and visited the site in question, www.noi.org
Although I stand by my comments that applying selection criteria to
weblinks is NOT censorship, I now believe that ALA erred in *applying*
their stated selection criteria. I do not see any racist, anti-semitic,
or other form of hate speech *on this site* (I did not thoroughly
investigate every page, so if I missed something, I would be happy to
corrected). In this case, I believe that the ALA webmasters have erred,
and allowed their revulsion against some associations with the
organization to color their perception of the content of the site in
question (and I have sent an e-mail to the site protesting the removal of
the link). In other words, it looks like they DID censor; James is right;
David Burt can justifiably point to ALA hypocrisy; and ALA needs to
perform some serious self-examination on their link selection criteria.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~ Lesley Knieriem ~
~ YA / Reference Librarian (516) 549-4411 ~
~ South Huntington Public Library fax (516) 549-6832 ~
~ Huntington Station, NY 11746 lknierie@suffolk.lib.ny.us ~
~ ----------------------------------------------------------------- ~
~ "Well, sometimes I see strange stuff, but distinguishing ~
~ reality from fantasy isn't always my strongest suit." ~
~ -- Smiley Bone, in Jeff Smith, BONE: THE GREAT COW RACE ~
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
------------------------------
Date: Tue, 02 Nov 1999 09:20:02 -0600
From: Karen Sutherland <ksutherland@bplib.org>
Subject: Re: An Appeal to Reason
Hi!
Again Mr. Schacht is right on target. Its interesting how these folks who
are so interested
in freedom of speech will not allow those who disagree with them that
right,.
Charles Schacht wrote:
> Wouldn't it be interesting to get a little dialogue going between Don
> and a representative of whatever national body speaks for America's
> pediatricians, who if memory serves have done many studies establishing
> quite clearly that there is a clear link between continued exposure to
> violent images and an increased propensity towards violent behavior on
> the part of many viewers? I guess that when the facts run contrary to
> what we wish they were, denial is a pretty natural response. Not very
> helpful, but natural.
>
> Chuck Schacht
> Romeo District Librawry
> Romeo, MI.
>
> Don Wood wrote:
>
> > from Free Expression Network
> >
> > Recently, a group of prominent Americans issued a statement decrying
> > violence in entertainment that they called an "Appeal to
Hollywood."
> > While there is certainly much to criticize in the media, this appeal
> > is likely to do more harm than good. By promoting the idea that
> > violent imagery causes crime and should be suppressed, it encourages
> > government censorship.
> >
> > We join in the call to Hollywood executives to provide the highest
> > quality entertainment possible. We also urge them to resist the
> > pressure to create taboos, villainize art and artists, and constrain
> > the creative imagination.
> >
> > Read -- and sign -- our Appeal to Reason. Add your name to the 477
> > signatures found at
> >
> > An Appeal to Reason
> > http://www.freeexpression.org/reason.htm
> >
> >
> >
> > ________________________
> > Don Wood
> > American Library Association
> > Office for Intellectual Freedom
> > 50 East Huron Street
> > Chicago, IL 60611
> > 800-545-2433, ext. 4225
> > Fax: 312-280-4227
> > dwood@ala.org
> > http://www.ala.org/oif.html
------------------------------
Date: Tue, 02 Nov 1999 12:04:05 -0800
From: annelmay@mailserver.franklintwp.org
Subject: Re: How to begin cooperative relationship with school librarians
Hi, Amy, welcome to NJ libraries!
I would invite the librarians to see you, either at lunch time or after
school, and be sure to feed them!
We did a 'breakfast tour' here last year, and invited the school
librarians and the principals. By the way, the secret to getting involved
with the schools in most cases is go through the principals (or even the
superintendent's office) - that's where the power is! We had an excellent
response because the principals basically said, "We're doing this!"
They're already asking if we're going to do it again this year.
To get the ball rolling, you might send separate letters to each principal
and school librarian, introducing yourself and letting them know that
you're willing to help them serve the students in your town. Ask the
principals if you can speak briefly at one of the monthly faculty meetings
about library services. Send both principals and librarians copies of your
program flyers.
We also give them "Assignment Alert" forms so that they can give us
advance notice of research/homework assignments. (I'll fax you one if you
like). The goal is to get these into the hands of the teachers, and
encourage them to notify both the school and the public library of upcoming
assignments. The truth is, the school librarians often don't get any more
notice than we do.
New Jersey Library Association has a Children's Services Section, and
there is also the Educational Media Association in New Jersey for school
librarians (educational media specialists in this state). The two groups
have recently formed a committee to begin cooperative efforts on several
projects.
The NJLA website is www.njla.org - there is no info yet about the EMA/NJLA
collaboration (too new), but membership and other info is available there.
I hope this helps! If I can be of service to you, feel free to contact me
privately.
Anne Lemay
Franklin Township Library
Somerset, NJ
(732)873-8700
annelmay@franklintwp.org
------------------------------
Date: Tue, 2 Nov 1999 12:34:44 -0400
From: "Mary K. Chelton" <mchelton@pop.erols.com>
Subject: jevenile nonfiction
It's taken me a while, but here are all the responses to my post
regarding juvenile and YA nonfiction use.
Mary K.
Date: Fri, 24 Sep 1999 10:38:22 -0600
From: Mary Browder <library@CI.GALLUP.NM.US>
Organization: Octavia Fellin Public Library
To: "mchelton"@erols.com
Subject: Circulation of Children's books
Maybe because we are so far from other libraries or our economy is
mostly rural, our circulation of children's material has continued to
rise. We do have 12 public access computers in the library, and they
are in constant use, but our children's area continues to buzz with
children and adults still using children's books. Our circulation for
children's materials has increased by 70% from 35060 in 94-95 to 50176
last year. This does not include the use of adult materials by children
doing research. We do have active children's programs and we are used
after school so that may account for it.
Mary Browder
Octavia Fellin Public Library
Date: Thu, 23 Sep 1999 15:51:25 -0700 (PDT)
From: "Mary K. Chelton" <mchelton@pop.erols.com>
To: publib <publib@sunsite.berkeley.edu>
Subject: Juvenile Nonfiction Circ
Message-ID:
<Pine.GSO.4.10.9909231551230.12722-100000@sunsite.berkeley.edu>
I have been hearing anecdotally for over a year that since kids
prefer, or are referred to, electronic reference sources, including
Internet, for assignments, that children's and YA nonfiction
circulation has dropped precipitously because nobody can convince
kids to take the books anymore. I would appreciate hearing about
your experiences with this, and also about any juvenile and YA
nonfiction that kids will take voluntarily when assignments are not
involved, or any other relevant comments. This query relates to a
discussion we are having at Queens about beefing up and reconfiguring
our youth services offerings, which are already a strength of our
program, but may need rearranging, or reshaping.
Thanks for your help.
Mary K.
X-Originating-IP: [198.59.88.138]
From: "sharon morris" <sharmor@hotmail.com>
To: mchelton@erols.com
Subject: Children's Non Fiction Collection
Date: Mon, 27 Sep 1999 10:37:51 MDT
Hi Mary K.,
I don't have direct experience with this since I left children's
services a year ago. However, I do have a suggestion. Beth Elder,
formerly Children's Collection Specialist at the Denver Public
Libary, has done some AMAZING work on building non-fiction
collections. She has developed some theories about building
collections based on "the Natural Interests of Children" at different
ages. These theories are used in purchasing non-fiction and seem to
really make the collection very marketable and well used.
I could explain it, but think Beth would be much better at
articulating this. She would be an excellent resource in any case.
Beth Elder: belder@denver.lib.co.us 303-640-6213
Wishing you well,
Sharon Morris
(Now at CARL updating Kid's Catalog)
From: jstefansson@polytechnic.org (Jody Stefansson)
Reply-To: "jstefansson@polytechnic.org" <jstefansson@polytechnic.org>
To: "'mchelton@pop.erols.com'" <mchelton@erols.com>
Subject: From Your Old Friend Jody Re: Juvenile Non-fiction Circ
Date: Thu, 23 Sep 1999 12:03:59 -0700
Organization: Polytechnic School
Hi, Mary K.!
When I saw your message about non-fiction circulations I just had to write.
I'm still at Polytechnic School and I am still the head of the upper school
library and a history teacher. I have lots of stories regarding my career
here, but those can be for another time.
We have been networked and have provided Internet access for four
years now and the fact is simple: circulation has increased for
non-fiction books (I don't have a statistic on hand, but I can work
one out for you) since the
network has been in place. Fiction circs are way down, though. Here is
my theory:
The web is too big and too unreliable for students to find material
appropriate for research--looking in books is easier, faster, more
authoritative; non-fiction circ increases. If current information is
needed, on-line databases which provide digital access to published sources
are used--not the Web.
Computers are taking up much more discretionary time, time that was
once spent reading. YAs who once were readers are surfing, chatting,
programming, and playing games now. Just last night (at Back to School
Night) I talked to a parent of a 16 year old boy about this. She said that
he used to be a voracious reader but now he spends all his time either in
the computer lab at school or on his computer at home (true--he rarely uses
the school library although he has free time and certainly could). He
rarely wants to go to the library for "reading" books (he was a sci-fi
freak) and he does not even want to go to the bookstore to buy his fun
reads; he'd rather spend money on computer software.
So, from a high-powered school library point of view, there it is. If kids
read anything paper for pleasure, it seems to be periodicals. If they need
facts, they may start with computers but most end up in the stacks, doing
it the old fashioned way--with great results!
This is my experience. I'd love to hear what others say.
Jody
Stefansson, if too many other Jodys are cluttering your mind--from
Pasadena, California ..... :)
Date: Fri, 24 Sep 1999 15:29:56 -0400
From: RICEY <RICEJEN@uhls.lib.ny.us>
To: Young Adult Library Services Association List <yalsa-l@ala1.ala.org>
Subject: JNF Circ
Reply-To: RICEJEN@uhls.lib.ny.us
Sender: owner-yalsa-l@ala1.ala.org
What I've seen is that kids do internet searches at home and then
come to the library
for books when they can't find anything! Also--some teachers have
been saying, you must
have one book source and one internet source, so the kids still need
books. I just saw
the stats for one library and the NF was right on target.
Jen
**************************************************************************
Jennifer R. Rice
Ricejen@uhls.lib.ny.us
Librarian members.aol.com/JRR97
Bethlehem Public Library members.aol.com/PoetreeMag
Voorheesville Public Library members.aol.com/CarterTree
Date: Wed, 20 Oct 1999 11:49:17 -0500
From: Adelaide Rowe <arowe@egvpl.org>
Organization: Elk Grove Village Public Library
X-Accept-Language: en
To: mchelton@erols.com
Subject: Junvenile Nonfiction Circ
Hi, I just wanted to report an incident at our reference dept a week or
so ago.While I was away from my desk, a young boy about 12 was asking
our computer monitor, who can help out with light reference work (mostly
bibliographic checking on dynix), to help find about the Terra Cotta
Army on the net. They were not having much luck, because the boy didn't
remember the name properly. I quickly intervened and said the proper
name and that we had a book on the subject. The boy protested and said
he wanted current info. I told him (perhaps incorrectly lol) that for a
subject like this, a book would be fine. He protested about twice more,
but when I inisted that he take the book, and when he finally held it,
he was quite happy. I am probably the type who said "SEE?"
I also woud like to report another story however. The other day, a young
girl called up for a recipe from Uruguay. I said we had it in a book,
and that she would have to come in for it. Old Reference Style rearing
its ugly head. Then in my mind, I was thinking, wouldn't it be nice if
her mother didn't have to make a trip to the Library. I asked her if
she searched the web. She said yes, and that she could not find
anything. I then got her name and her email addy and said I would try to
find something. I did instantly, emailed her the url, and called to tell
her. She was happy, parent was probably grateful and I didn't even have
to get up from my chair lol. New Reference Style! Did I feel guilty that
we weren't getting a circ? a bit, but I am getting over it, because I
think the patron got the best service for that particular question.
Adelaide Rowe
Head of Youth Services
Elk Grove Village Public Library
From: Lynn Dahl <slynn@lvdl.org>
To: "'mchelton@pop.erols.com'" <mchelton@erols.com>,
Nann Blaine Hilyard <nhilyard@lvdl.org>
Subject: RE: [PUBLIB] Juvenile Nonfiction Circ
Date: Tue, 28 Sep 1999 09:08:03 -0500
Hello, Mary.
My supervisor forwarded your post from PubLib. I am quite happy
to say that the kids in our library still seem to very interested in books.
Our media collection is quite popular, but when it comes to doing research,
the book is still the thing. They often turn to the internet so they can
get more and better pictures, but they have not yet forsaken the print
media. I honestly feel that most of our media usage is for entertainment
purposes rather than for information needs. We owe a lot of credit for that
the woman who was in charge of the department for 15 years before I was
hired and who is still my right arm. Our "Miss Pat" built a very
strong
collection which is everything a public library youth collection should be
AND supports the local school curriculum very well indeed. We are in a
unique position in that we basically serve as the schools' library. Many
years ago, a school administrator (in his infinite wisdom) chose the
money-saving tactic of eliminating all the school libraries in his district.
Since then, the schools have started to build their own libraries back up,
but we have a significant head start on them. I feel that, since the kids
and their parents, are used to finding what they need on our shelves they
haven't felt the need to turn to non-print media here. We do have a
sizable computer lab available to the public and we are preparing to add
some edu-tainment software to the workstations in the youth department, but
I don't really foresee a change in usage.
I look forward to "hearing" other responses you receive to your
queary.
Lynn Schofield-Dahl
Head of Youth Services
Lake Villa District Library
Lake Villa, IL
Date: Fri, 24 Sep 1999 09:15:38 -0400
From: Marc Aronson <75664.3110@compuserve.com>
Subject: Juvenile Nonfiction Circ
Sender: Marc Aronson <75664.3110@compuserve.com>
To: "INTERNET:mchelton@pop.erols.com" <mchelton@erols.com>
When I held a conference on teenagers and reading in March, Eliza Dresang
told the following story --
and you can get more details from her. When she was working in Madison, WI
she designed a number
of libraries (I think middle/YA) to have books for fiction and digital
resources for nonfiction. The kids then
came to her and complained saying, "where are the books to read" -- by
which they meant nonfiction. So
she had to redesign those libraries.
Marc Aronson
Date: Fri, 24 Sep 1999 05:24:22 -0700 (PDT)
From: Adrienne Furness <adge73@yahoo.com>
Subject: Re: [PUBLIB] Juvenile Nonfiction Circ
To: mchelton@erols.com
I have no stats to back this up since don't do juv or
ya non-fic as a separate stat right now, but I find
that children and YA's are pleased as punch when I
hand them a book on whatever topic they're looking
for. It seems to me that I often have trouble getting
the younger children interested in the electronic
resources for homework, although they love our
computer resources for leisure-type activities (The
Oregon Trail, Orly's Draw-a-Story, Living Books, the
Internet). I think that they often see the book as the
quickest means to an end when it comes to homework.
They also appreciate an attractive book with "cool"
illustrations. I find that they often seek out books
on items of interest in both the juv and adult
collections (hot topics: witchcraft, magic tricks,
ancient egypt, the rainforest, animals of any type,
insects, dirt bikes, skateboarding, and chicken soup
for the soul are what come to mind).
Just my observations. Hope they're helpful.
:) Adrienne
=====
Adrienne Furness
Reference Librarian
Lockport Public Library
Lockport, New York
adge73@yahoo.com
Date: Sat, 25 Sep 1999 15:11:49 -0700 (PDT)
From: Kirsten Edwards <kirstedw@kcls.org>
X-Sender: kirstedw@rain
To: Young Adult Library Services Association List <yalsa-l@ala1.ala.org>
cc: publib@sunsite.berkeley.edu, yalsa-l@ala.org, alsc-l@ala.org
Subject: Re: Juvenile Nonfiction Circ
Reply-To: kirstedw@kcls.org
Sender: owner-yalsa-l@ala1.ala.org
First off, since I frequently booktalk nonfiction, I have quite a bit on
my YA section shelves. It circulates.
Secondly, my motto when talking to teens who need help with assignments
is, "Just because they're making you do this, is no reason you can't have
fun with it". We have regular biography assignments, for example, so I
try to have a variety of YA-interest titles of various reading levels on
hand, as well as a ready-to-go biography booktalk ("The good, the bad and
the truly strange"). I have neither a huge budget nor lots of space so
when I buy nonfiction for teens I try to be sure it's not only useful but
well-written and interesting to read.
Lastly, we have time-limits on the electronic resources for everyone,
including teens, nor do all teens have dial-in access. Nor do they always
want to spend 30 minutes searching for 5 minutes worth of useful info. A
good anecdotal example is the young man who wanted global warming info -
pro and con - and wanted to use the internet to find it. I set him up,
walked over to 300/OPP & walked back with the Opposing Viewpoints title.
Once he saw what it contained he was quite pleased.
I think teens like the one-stop-shopping aspect of using the computer - I
know I do - but whenever I, as a reference librarian, can replace that
feature in my own person, I've found the teens more than willing to check
out the nonfiction.
HTH
Kirsten A. Edwards "It's 1999, of course they have a list of them
kirstedw@kcls.org on the Web, everything's on the Web these days,
Date: Thu, 23 Sep 1999 15:01:05 -0700 (PDT)
From: Wally Bubelis <wbubelis@spl.org>
To: "Mary K. Chelton" <mchelton@erols.com>
Subject: Re: Juvenile Nonfiction Circ
I just returned from a school visit to a local public middle school. I
worked with the school librarian and we booktalked a lot of nonfiction and
fiction titles to a total of over 100 kids. All the kids enjoy reading.
All the kids (now) know about the public library and how it can help them
and fill some of their entertainment needs. I've looked at stats for my
4 branches and have seen a stable circulation rate for YAs over the past
two years. Some nonfiction they picked up (and that I booktalked)
included a big picture book on world religions, a catalog for the Son of
Heaven exhibit of a few years ago, and the real winner, The Bone
Detectives, by Donna Jackson. The kids crawled over each other to get
this book!
My advice (and I am in no position to give much of it, having just started
a year ago) is to get in contact with the kids, both at the schools and at
the public libraries. Give them a face, tell them some interesting
stories, and watch them come in. But you probably already knew that.
Wally Bubelis
wally.bubelis@spl.org
Seattle Public Library
Reply-To: <callen@rusd.k12.ca.us>
From: "Christine Allen" <callen@rusd.k12.ca.us>
To: <mchelton@erols.com>
Subject: RE: Juvenile Nonfiction Circ
Date: Thu, 23 Sep 1999 14:58:05 -0700
X-Priority: 3 (Normal)
Importance: Normal
Hi Mary K.
My experience is that younger and older students both will jump at sports
books (both about and how to) and biographies of sports stars and current
movie stars.
Younger kids always go for the jokes books. All seem to like origami and
pets also (how to raise, train, etc.). In other words, these areas are of
personal interest and have appeal "in the hand" though they may also
explore
electronic sources as well.
Hope this helps.
Christine Allen
District Librarian, K-12
Riverside Unified School District
Riverside, CA 92506-4424
Date: Thu, 23 Sep 1999 12:26:23 -0700 (PDT)
From: Judy T Nelson <judynels@kcls.org>
X-Sender: judynels@rain
To: "Mary K. Chelton" <mchelton@erols.com>
Subject: Re: Juvenile Nonfiction Circ
Hi Mary K.
Here in King County there has certainly been a small drop in
circulation figures. We speculate that Internet access has played a
part in this drop, but as for looking at Non-fiction reductions, we are
not seeing this precipitious drop you mention. usually assignments
specify how much internet material may be used. We do see the short,
one-page assignments turning to the net more, but we also see more
teachers coming in and taking the books on a topic to their classrooms.
The bigger problem is the increased role public libraries (at
least here in the NW) are being asked to assume as the students only
library source. Budgets within schools are not going to libraries and
library materials, so teachers are tapping in to the public libraries to
create temporary "classroom" collection
finally you ask about non-fiction that checks out voluntarily.
In the J section we have high turn over in dinosaurs, transportation,
space, drawing and cartoon books and animals, both domestic and wild and
biographies. Not all of these
areas are repeated for YA's, but poetry does well, along with
biographies, drawing and cartooning. there may be others I'm
forgetting.
Good luck and please keep us posted as to what you find and
subsequesntly decide to do.
Judy T Nelson
Bellevue regional Library/KCLS
On Thu, 23 Sep 1999, Mary K. Chelton wrote:
Date: Thu, 23 Sep 1999 14:16:32 -0400
Subject: Re: Juvenile Nonfiction Circ
From: "Melissa Gross" <mgross@garnet.acns.fsu.edu>
To: mchelton@erols.com
X-Priority: 3
Hi Mary K., some of the findings from my dissertation speak directly to this
question and it is something I hope to continue investigating in the future.
As you know I make a distinction between imposed and self-generated
information seeking. One of the things I saw in my research is that when
children were given to the opportunity to use the library they would check
out books for self-generated needs like recreational reading, hobbies, and
other personal interests. In fact, where the burden to use that time for
class assignments was eased, circulation figures were strong. I think that
information seeking for assignments probably is bringing down the number of
circulation transactions for a variety of reasons. For instance, teachers
will require web sources for assignments where they used to require books or
periodicals only and what the teachers requires always affects what happens
in the library. These library transactions are effectively lost (even if
they occur in the library) because they no longer show in the library's
statistics. Secondly, there may be a preference for electronic resources
when students are given a choice of which resources to use for assignments
(that is possibly more acute among boys), and also, I have some concern
about school libraries where use is entirely assignment driven. One school
I used in my study had a beautiful collection and with a student body of
800. There were 188 circulation transactions in a week.
I always think that we need to remember how dependent children are upon
adults for their ability to seek information. I wonder how much it is a
matter of being unable to convince kids to take books (which you can't do
if their teachers are requiring electronic citations, they have been led to
believe that the best information is there, or because access to books isn't
easily come by for them). For me these are all research questions, but I
couldn't help responding to your post. Melissa
From: shoemaker@iowa-city.k12.ia.us
Date: Thu, 23 Sep 1999 10:59:01 -0500
To: <mchelton@erols.com>
Subject: Re: Juvenile Nonfiction Circ
MK,
In my school we have found that given a choice (ie, turned loose with an
assignment and inadequate structure) our students will, by and large,
"waste"
untold hours searching electronic sources (primarily the web) looking
for things
that they could have and should have found easily and quickly (and
authoritatively) in print sources.
Of course this speaks to failure on our part to sufficiently teach them about
the range of sources available, and we have taken steps to strengthen that part
of our instruction.
In the short term, however, it means that we now generally structure research
assignments by requiring students to use sources in various formats (as
appropriate to the topic). Sothe first day or two they might only use books;
then we introduce our online periodical tools; then we use other electronic
tools such as CD's; and finally we turn to the internet. Takes at least a week!
AFter doing this for a few assignents, they begin to get the idea
that a general
encyclopedia is still a good place to start many research activities; that
various print sources can be valuable time savers; and finally that
the internet
and other electronic sources can be perfect places to find up to the minute
details that are unavailable elsewhere.
I assume that this is typical, but maybe you'll find out in other replies
whether or not I'm correct in that assumption.
Good luck,
Joel
Date: Thu, 23 Sep 1999 11:04:29 -0400 (EDT)
From: Stefanie Halliday <stefanie@metronet.lib.mi.us>
To: "Mary K. Chelton" <mchelton@erols.com>
Subject: Re: Juvenile Nonfiction Circ
As far as I can tell, we don't have any extreme shift toward electronic
here in Canton, MI. In fact, we are working hard to educate our teens
that we do have a lot more magazines in databases than we do in print.
They would really prefer to have the magazine in hand! I suspect
part of the reason that they haven't been going as gaga over e-sources
as I thought they might is that I think a lot of the teachers are not
aware of the e-sources we have (or that are out there on the internet.)
So, most of the teachers are still telling students that the need
to have x number of books as sources for their papers. In fact,
Sometimes kids will say, "I think my teacher would rather that I had a
book." (The whole issue of why the teachers don't know about these
resources--whether they aren't paying
attention or we aren't explaining/promoting them like we should be is
another issue!) Maybe I'm a strange case but I find myself having more of
difficulty with adults--they want to go on the internet because they
think EVERYTHING is there (and it almost is!) but I have a handy-dandy
print source that might tell you the them right next to me.
As far as non-fiction books teens have been checking out on their own
- --books about becoming vegetarian, bios of popular figures, Guiness Book
of World Records, Chicken Soup books.
Hope this is the sort of thing you are looking for.
SH
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Stefanie Halliday 1200 S. Canton Center Road
Young Adult Librarian Canton, MI 48188
Canton Public Library (734) 397-0999 (ext. 128)
Date: Fri, 24 Sep 1999 11:55:23 -0700 (PDT)
From: Rosalie Olds <rolds@kcls.org>
X-Sender: rolds@rain
To: "Mary K. Chelton" <mchelton@erols.com>
cc: Young Adult Library Services Association List <yalsa-l@ala1.ala.org>
Subject: Re: Juvenile Nonfiction Circ
Mary,
I'm not sure about the statistics, but I still see plenty of children and
YA's checking out books for reports. The photos and charts that one can
view in a print source about a country, for example, are a lot easier to
read and a lot more engaging.
Rosalie @ King County Library System
Date: Sat, 25 Sep 1999 12:44:12 -0700 (PDT)
From: Nissa Perez <blathdubh@yahoo.com>
Subject: Re: Juvenile Nonfiction Circ
To: "Mary K. Chelton" <mchelton@erols.com>
Mary-
This seems as a cultural and economic phenomenon to
me. I work at the East Los Angeles Library with a
working class community that is 99%
Hispanic/Chicano/Latino. We have 4 internet stations
available for public use (and are awaiting 3 more),
and another 3 reside in our Homework Center (with one
more on its way). Children who use the terminals
predominantly do so to print out animated characters
or celebrities (Pokemon, South Park, WWF, etc.). When
children use the internet terminals at the Homework
Center, it is only to "print out pictures" for an
assignment (these are limited to homework use only).
The internet has been available at our library for 2-3
years, with Homework Center access available for one.
I have been here for just over a year now and in that
time the internet has not increased nor decreased any
of the materials circulation. Our hardest problem
with children has been and continues to be the
circulation of juvenile and YA fiction. Picture books
do fine on their own but bridging the gap for
transitional readers is our downfall. Trying to get
children in the third grade or higher to read longer
chapter books is a lot of work. During summer reading
program, we will have fifth graders trying to receive
credit for reading simple picture books. In some
instances, this is a credit to the child who is still
learning to read or learning to read English. But for
the majority, these children do not have the attention
span or interest to read fiction books over fifty
pages.
Our non-fiction circulation remains steady as most of
our children make it their first choice for
recreational and informational reading. We are
constantly asked for dinosaur, craft, and sports
books. Parents are more comfortable giving their
child a book from which "they may learn something"
rather than encouraging their imagination. I had one
immigrant mother who was quite concerned with her
daughter's american education proudly tell me that she
never lets her daughter read fiction books. There is
some kind of notion here that the only "good" books
are non-fiction books.
Obviously these trends vary from community to
community, but when talking with some of my colleagues
at different libraries these issues begin to appear
culturally and socio-economicaly based. In this
community, education is viewed as the "way out" to a
more successful life. One has to work hard and learn
a lot. There is no time for idleness like reading in
a working class community. Meanwhile, my colleagues
of middle to upper-middle class, white and asian
community libraries tell me that they have noticed
less juvenile users because their parents can afford
to have the internet at home or purchase their books
from Borders or Barnes and Noble. (One anecdote was
told to me by a librarian in an upper-class,
predominantly white community. When a child asked her
mother "What is a library?," the mother replied, "It a
place where poor people get their books.") Most of us
in the L. A. area agree that we are afterschool
babysitters with internet access more than a library.
These ideas make my work here even more important. I
want these children to understand the fun of reading
- -- that it's not only for school assignments, but
personal satisfaction. The internet use is something
we are still introducing to a community who cannot
access it any other way. These kinds of "do-gooder"
issues is why I love been here so much. =)
I hope I haven't rambled too much and lost focus of
your question. It's just that much of what I read on
PUBYAC doesn't always cover the latino area of
juvenile population. I wanted to make sure that my
kids were represented. Let me know if I can be of any
further assistance.
Thank you for your time,
Nissa Perez
Youth Services Librarian
East Los Angeles Library
County of Los Angeles Public Library
4801 E. Third St.
Los Angeles CA 90022
voice: (323) 264-0155
fax: (323) 264-5465
email: blathdubh@yahoo.com
Date: Mon, 27 Sep 1999 09:53:55 -0600
From: Carolyn Groves Winkler <cgroves@will.state.wy.us>
Subject: Kid's NF
X-Sender: cgroves@will.state.wy.us
To: "Mary K. Chelton" <mchelton@erols.com>
Hi Mary K -
In our Children's Lit class, Beth Elder shared with us her list (and we
gave our recommendations from our experience) of "Topics of Natural
Interest" for kids...The list consists of areas that are usually
"naturally
interesting" to kids in certain grades. While this list does deal with
generalizations, I have used it many times when preparing booktalks (for
kids in grades 1-5) and have had tremendous success...(multiple kids asking
if they can check the book out, even before the booktalk is done!) I'd be
happy to fax you a copy if you want.
Also, Beth stressed that sometimes NF is easier to read if kids are having
trouble reading...more pictures, and shorter sentences.
Hope all is well!
Carolyn Groves Winkler, MLS!
Teton County Library
Jackson, WY
Date: Fri, 1 Oct 1999 17:21:16 -0700 (PDT)
From: Irene Cahill <icahill@kcls.org>
X-Sender: icahill@rain
To: mchelton@erols.com
Subject: Non-Fiction
The kids I formerly worked with in New York used to print online material
rather than looking at books because it was free! Many of these urban kids
came to the library without an adult and without money to pay any fines
they had accrued and for any photocopying from books.
Some of the non-fiction titles that I noticed kids enjoying at the library
were The Bone Detectives and the Time Quest Books (Exploring the Titanic,
Disaster of the Hindenburg, Buried in Ice, etc.) The subject areas that
were always requested were animals and (giggle, giggle, giggle) human
anatomy.
I hope this helps.
Date: Tue, 5 Oct 1999 19:50:35 -0700 (PDT)
To: Mary Chelton <mchelton@erols.com>
From: Tom Reynolds <tomnoir@pop.seanet.com>
Subject: YA Nonfiction Circulation
Mary,
Evie wanted me to contact you with more details about the
circulation of our YA nonfiction at Edmonds. She told you that this
material does circulate and I think that is generally true.
The material in our separate YA collection is material that's
selected to be of high interest to teens (teen issues, activities &
popular culture books) plus a few high profile biographies, some poetry and
a couple bibliographies.
I know there's a trend toward making these collections smaller, and
I think that's a mistake since I believe it's important to have a large
enough core of material to make it a place where teens go for material (and
also one to which librarians will refer them). There's enough good material
in our separate YA collection so it can't be ignored.
I also believe you need to weed these collections religiously, and
you or whoever does the acquisitions needs to have a commitment to buying
replacements. Some of the smaller libraries in our system have decided
against having separate YA nonfiction collections because they don't have
the space or circulation to justify them.
Homework material at Edmonds still circulates. But I think the
demand is greater from younger teens. One reason for this is what I see as
a deemphasis on nonfiction in school, particularly high school, libraries.
Our closest local high school has a media center which is technology rich.
But by their own admission, they have a "poor" book & reference
collection
and students are told to start research with the Internet & computer
magazine indexes. So when they come into the library they approach our
collections the this way. Often we have to show these students that there
are actually books & reference material (in addition to technological
information sources) that can help them complete research.
Last spring I did a series of programs for 9th grade classes
studying Shakespeare. The high school library had the plays but almost
nothing on Elizabethan England. I booktalked some nonfiction books on the
period, and showed some others. Within a week, all the titles I'd taken to
the classes were checked out (and the reference sets on Shakespeare were
getting much heavier use). Some libraries that are seeing a decrease in the
use by YA's of nonfiction may be experiencing this phenomena.
I apologize for the lateness of this response.
Tom Reynolds
Edmonds Library
PLEASE NOTE NEW SUFFOLK COUNTY AREA CODE (11/1/99) AT HOME
516 has been changed to 631
****************************************************
Mary K. Chelton
Associate Professor
Graduate School of Library & Information Studies
Queens College
254 Rosenthal Library
65-30 Kissena Blvd.
Flushing, NY 11367-1597
USA
Voice: (718) 997-3667
Fax: (718) 997-3797
home:
35 Mercury Ave.
East Patchogue, NY 11772
USA
Voice: (631) 286-4255 or (631) 776-2166
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