|
From: "PUBYAC: PUBlic librarians serving Young Adults and
Children" <pubyac@prairienet.org>
To: "PUBYAC: PUBlic librarians serving Young Adults and Children"
<pubyac@prairienet.org>
Sent: Friday, February 16, 2001 9:13 AM
Subject: PUBYAC digest 370
PUBYAC Digest 370
Topics covered in this issue include:
1) Dial a story machine
by dkelly <dkelly@fontanalib.org>
2) RE: Request for advice!
by "Denise P. Stout" <dpstout@ccls.org>
3) Re: Chocolate Clay
by "kathy crawford" <kathy_crawford@hotmail.com>
4) YA website designed by YAs
by "Claudia Backus" <backusc@hotmail.com>
5) Re: Problem with printers
by Jennifer Murphy <murphyj@uhls.lib.ny.us>
6) RE: Problem with printers
by WHALEYL@santacruzpl.org
7) Re: Problem with printers
by carmel <carmel@ulysses.sebridge.org>
8) Re: Another Drop-In StoryTime Question
by "ali j." <ali_kat007@hotmail.com>
9) Re: Another Drop-In StoryTime Question
by Jennifer Baker <jbaker93711@yahoo.com>
10) RE: Library Sleepover
by Jennifer Baker <jbaker93711@yahoo.com>
11) RE: RE Edible Fires
by Tina Hager <Tina.Hager@cityofcarrollton.com>
12) Amazing Minds website announcement
by Judy T Nelson <judynels@kcls.org>
13) Homework Help
by "children johnson city public library" <jcplkids@hotmail.com>
14) Boy Scout Visits (compiled and long!)
by "Elaine Moustakas" <elainem9@hotmail.com>
15) Boy Scout Visits at my library
by "Elaine Moustakas" <elainem9@hotmail.com>
16) Re: Another Drop-In StoryTime Question
by annelmay@mailserver.franklintwp.org
17) Stumper: Ancient Greece fiction
by "Bill or Mary Schrader" <bills@sirius.com>
18) Job Opening Children's PSA
by Barb Niekamp <niekamba@oplin.lib.oh.us>
19) ALA Files Comments with the FCC regarding the CIPA
by "Don Wood" <dwood@ala.org>
----------------------------------------------------------------------
From: dkelly <dkelly@fontanalib.org>
To: "'pubyac@prairienet.org'"
<pubyac@prairienet.org>
Subject: Dial a story machine
MIME-Version: 1.0
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: 7bit
Date: Fri, 16 Feb 2001 10:08:15 CST
One of the libraries in my region has a very old Dictaphone answerphone 727
that they have been using for their dial a story service. Unfortunately,
all the tapes they have no longer work. Does anyone know where they might
get continuous loop tapes to fit this machine? Any help would be greatly
appreciated.
Dana Kelly
Dana C. Kelly (dkelly@fontanalib.org)
"The Very BEST Place to START."
Outreach Services Manager
Fontana Regional Library
33 Fryemont St.
Bryson City, NC 28713
(828) 488-2382 ext. 24
FAX (828) 488-2638
"Opinions expressed in this message may not reflect the policy of my
library."
------------------------------
From: "Denise P. Stout" <dpstout@ccls.org>
To: "'pubyac@prairienet.org'"
<pubyac@prairienet.org>
Subject: RE: Request for advice!
MIME-Version: 1.0
Content-Type: text/plain
Date: Fri, 16 Feb 2001 10:08:34 CST
Candy, School Library Journal and Library Journal's recent suppliment called
Netconnect had an article covering using photos on libraries web sites that
was very informative and had a sample form.
> -----Original Message-----
> From: Candace Deisley [SMTP:deisleyc@uhls.lib.ny.us]
> Sent: Thursday, February 15, 2001 11:58 AM
> To: NYLINE; PUBYAC mail to the listserv; publib list
> Subject: Request for advice!
>
>
> Please excuse the cross-posting, but we are looking for help from other
> libraries.
>
> Our Children's Library is considering some new ideas which may have
some
> legal ramifications.
>
> 1) We'd like to make a photo album as part of our web page. Do we
need
> to get parents' permission in writing for this? Does anyone have
a
> sample form?
>
> 2) We've become involved in the "Sister Libraries" program.
Do we need
> to get parents' permission for their children's participation as pen
> pals? Does anyone have a sample form?
>
> Thanks for your help!!
>
> Candy Deisley
>
>
>
> --
> You see, I don't believe that libraries should be drab places where
> people sit in silence, and that's
> been the main reason for our policy of employing wild animals as
> librarians.
>
- Monty Python skit
------------------------------
From: "kathy crawford" <kathy_crawford@hotmail.com>
To: pubyac@prairienet.org
Subject: Re: Chocolate Clay
Mime-Version: 1.0
Content-Type: text/plain; format=flowed
Date: Fri, 16 Feb 2001 10:08:52 CST
I have used this at our "Charlie & The Chocolate Factory"
parties with great
success.
melt 10 oz. of chocolate coating in microwave
Add 2 oz. corn syrup and blend well. Knead it until syrup is mixed in. Store
in refrigerator at least 24 hours. Let it come to room temperature before
working with it. The more you work with it, the more pliable it becomes. You
can warm it up a bit in the microwave, but not much; it loses some texture.
It can be stored for up to 2 weeks but I've never had that problem; it is
always gone in no time.
Kathy Crawford
LaRue County Public Library
Hodgenville, Ky.
>From: CARYM@charleston.lib.sc.us
>Reply-To: pubyac@prairienet.org
>To: pubyac@prairienet.org
>Subject: Chocolate Clay
>Date: Thu, 15 Feb 2001 14:01:24 CST
>Received: from [192.17.3.5] by hotmail.com (3.2) with ESMTP id
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>From owner-pubyac@prairienet.org
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>
>Does anybody have a good recipe for making chocolate clay - one that you
>have actually tried and been successful with? We are doing a
chocolate
>program next week and the chocolate clay recipe we got off the Internet
was
>a
>flop! We would appreciate hearing from any of you who have had
success
>with
>making chocolate clay.
>
>Thanks.
>
>Miranda Cary
>Otranto Road Regional Library
>North Charleston, South Carolina
>
_________________________________________________________________
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------------------------------
From: "Claudia Backus" <backusc@hotmail.com>
To: pubyac@prairienet.org
Subject: YA website designed by YAs
Mime-Version: 1.0
Content-Type: text/plain; format=flowed
Date: Fri, 16 Feb 2001 10:09:07 CST
I am seeking examples of library web sites for young adults that were
developed by (or with the help of)young adult customers. Please send me your
web address and your best advice on how to get it done! TIA
Claudia Backus
Children's Services Coordinator
Waukesha County Federated Library System
831 N. Grand Avenue
Waukesha, WI 53186-4786
PH: 262-896-8087
FAX: 262-896-8086
EMAIL:clbackus@wcfls.lib.wi.us
backusc@hotmail.com
_________________________________________________________________
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------------------------------
From: Jennifer Murphy <murphyj@uhls.lib.ny.us>
To: pubyac@prairienet.org
Subject: Re: Problem with printers
Date: Fri, 16 Feb 2001 10:09:22 CST
If the printer is behind the librarian's desk, patrons have to ask for their
pages, and pay to have them.
Shanla Brookshire wrote:
> Fellow YACcers,
> My library has a problem. Since we put in a
computer lab complete with
> 11 computers and a printer, copies have been walking out the door or
thrown
> away. Do any of you have a solution to this problem? Our
patrons seem to
> think that if they don't need that page, they don't have to pay for it.
------------------------------
From: WHALEYL@santacruzpl.org
To: pubyac@prairienet.org
Subject: RE: Problem with printers
MIME-Version: 1.0
Content-Type: text/plain;
Date: Fri, 16 Feb 2001 10:09:37 CST
We had this problem as well. Do you charge or have a certain number free?
Here, the first ten pages were free and .10 per page after. When we kept the
printer full of paper very few folks paid and a lot of paper was wasted. So
we bundled the paper into tens ( a volunteer did this for us) this cut down
on some waste but not a whole lot. Now patrons have to pay for every page,
the printing has gone down considerably. It's a problem for kids doing
homework (we tend to be a bit lenient in that case) but the amount of game
cheats and horoscope pages is way down.
Good luck,
Laura
Boulder Creek Branch
-----Original Message-----
From: Shanla Brookshire [mailto:shanlab@hotmail.com]
Sent: Thursday, February 15, 2001 12:02 PM
To: PUBYAC@prairienet.org
Subject: Problem with printers
Fellow YACcers,
My library has a problem. Since we put in a computer lab
complete with
11 computers and a printer, copies have been walking out the door or thrown
away. Do any of you have a solution to this problem? Our patrons
seem to
think that if they don't need that page, they don't have to pay for it.
We
are going through about 2 reams of paper or more a week because of this.
Just last night, we found 26 copies thrown away without knowing who printed
them off. It's driving us all crazy trying to figure out what to do.
Can
you please help us.
Thank you in advance and you can email me at:
shanlab@hotmail.com
Shanla Brookshire
Children's Librarian
Lovett Memorial Library
Pampa, TX 79065
_________________________________________________________________
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------------------------------
From: carmel <carmel@ulysses.sebridge.org>
To: Shanla Brookshire <shanlab@hotmail.com>
Subject: Re: Problem with printers
Mime-Version: 1.0
Content-Type: TEXT/PLAIN; charset=US-ASCII
Date: Fri, 16 Feb 2001 10:09:53 CST
We sell paper, like some universities do. We charge .15 a page, the
same
as the photocopy machine. We sell 7 sheets for $1, or individual
sheets,
and we buy back what people don't use. This has solved our problem and
no one has objected to buying the paper. We tell people they are
paying
for the ink, not the paper, anyway. Those laser cartridges are expensive!
If people are doing resumes we let them use their own paper, but make
sure they know they have to pay for them. Marilyn Schlansky Reed
Memorial Library, Carmel, NY 10512
On Thu, 15 Feb 2001, Shanla Brookshire wrote:
> Fellow YACcers,
> My library has a problem. Since we put in a
computer lab complete with
> 11 computers and a printer, copies have been walking out the door or
thrown
> away. Do any of you have a solution to this problem? Our
patrons seem to
> think that if they don't need that page, they don't have to pay for it.
We
> are going through about 2 reams of paper or more a week because of
this.
> Just last night, we found 26 copies thrown away without knowing who
printed
> them off. It's driving us all crazy trying to figure out what to
do. Can
> you please help us.
> Thank you in advance and you can email me at:
>
shanlab@hotmail.com
>
>
Shanla Brookshire
>
Children's Librarian
>
Lovett Memorial Library
>
Pampa, TX 79065
> _________________________________________________________________
> Get your FREE download of MSN Explorer at http://explorer.msn.com
>
>
------------------------------
From: "ali j." <ali_kat007@hotmail.com>
To: pubyac@prairienet.org
Subject: Re: Another Drop-In StoryTime Question
Mime-Version: 1.0
Content-Type: text/plain; format=flowed
Date: Fri, 16 Feb 2001 10:10:09 CST
I always have a calendar ready and when i know i will be out for whatever
reason i just put no storytime. if you feel like placing an
explanation,
such as "no storytime at training" do so. i recently took a
vacation and
put on the calendar that way the parents knew in advance that there was no
storytime for that week. none of the parents had a problem with them.
i
hope this helps.
ali
------------------------------
From: Jennifer Baker <jbaker93711@yahoo.com>
To: pubyac@prairienet.org
Subject: Re: Another Drop-In StoryTime Question
MIME-Version: 1.0
Content-Type: text/plain; charset=us-ascii
Date: Fri, 16 Feb 2001 10:10:25 CST
If you have the money it might be nice to do bring in
a special storyteller. If this isn't an option and you
don't have anyone else to cover for you I'd just tell
them in advance that there won't be a program that
week and have color sheets or something for staff to
pass out to those who didn't get the message and
showed up anyway.
------------------------------
From: Jennifer Baker <jbaker93711@yahoo.com>
To: pubyac@prairienet.org
Subject: RE: Library Sleepover
MIME-Version: 1.0
Content-Type: text/plain; charset=us-ascii
Date: Fri, 16 Feb 2001 10:10:39 CST
When we had our sleepover we kept them pretty busy
with group activities most of the evening. For the
last hour before lights out they were allowed to play
quietly in groups, read or play on the computers but
then we turned them off.
------------------------------
From: Tina Hager <Tina.Hager@cityofcarrollton.com>
To: "'pubyac@prairienet.org'"
<pubyac@prairienet.org>
Subject: RE: RE Edible Fires
MIME-Version: 1.0
Content-Type: text/plain
Date: Fri, 16 Feb 2001 10:10:54 CST
This website is AWESOME!!!!!!!!!!! Tina
> -----Original Message-----
> From: Irene Lang [SMTP:ilang@gfn.org]
> Sent: Thursday, February 15, 2001 2:02 PM
> To: pubyac@prairienet.org
> Subject: RE Edible Fires
>
> For those looking for recipes & resources for working with Girl
Scouts,
> Boy
> Scouts and Cub Scouts try looking at the Scouting Web.
>
> http://scoutingweb.com/
>
> For the edible fires, click on the "Outdoor & Nature"
button in the column
> on the left of the page. Scroll down this page and you will find
"Edible
> Campfire Recipes" and "Edible Fire Recipes".
>
> This activity has been a hit with our area youth.
>
>
>
> Irene Lang
> Library Cooperative Administrative Assistant
> and Senior GS Troop Advisor
> Michigan
------------------------------
From: Judy T Nelson <judynels@kcls.org>
To: <PUBYAC@prairienet.org>
Subject: Amazing Minds website announcement
MIME-Version: 1.0
Content-Type: TEXT/PLAIN; charset=US-ASCII
Date: Fri, 16 Feb 2001 10:11:09 CST
For those interested in services to children, birth to age 5, a
new website, created by the Washington State Early Learning Initiative and
the Washington State Library is up and running.
Go to www.kcls.org/am for a great
source of information on brain
development and early learning and links to other useful sites.
Judy T Nelson
Project Manager/Washington State Early Learning Initiative
m
------------------------------
From: "children johnson city public library" <jcplkids@hotmail.com>
To: pubyac@prairienet.org
Subject: Homework Help
Mime-Version: 1.0
Content-Type: text/plain; format=flowed
Date: Fri, 16 Feb 2001 10:11:25 CST
We are having a problem with parents calling to get answers for their
children's homework. Of course we have no problem finding the answers
for
any patron. However, we feel the teacher did not assign the homework
for
the student to get the right answer. The teacher wants the child to go
through the process and learn from that. The child is being cheated
out of
education because we are giving the answer to the parent or even the child.
In the past we have encouraged the parent to bring the child to the library
for us to guide them through the process. Many times parents will say
they
don't have the time or give another excuse which may or may not be valid.
To the frustrated parent it looks like we don't want to help them, and of
course, this is not the truth. But the perception is still there.
Our
Adult Reference librarians have been receiving more of these calls lately
that Youth Services, but it happens to us too. How have you handled
similar
situations at your library? You may email me directly at bcobb@jcpl.net
or
post it on PUBYAC. I will be glad to compile and post the answers if
there
is an interest. Thanks in advance for any help you would like to
share.
Betty Cobb
Johnson City Public Library
Johnson City, TN
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------------------------------
From: "Elaine Moustakas" <elainem9@hotmail.com>
To: pubyac@prairienet.org
Subject: Boy Scout Visits (compiled and long!)
Mime-Version: 1.0
Content-Type: text/plain; format=flowed
Date: Fri, 16 Feb 2001 10:11:40 CST
Dear PubYac-
Thanks to all who responded to my query about great activities/learning
experiences to have with 3rd and 4th grade boy scouts when they come to
visit the library. Here are the suggestions I received. I will
also be
sending out another email with exactly how I conducted the time I had with
the boy scouts. Thanks again and watch for the next email from me if you are
interested in hearing what I did with the visits. They turned out great!
Elaine
Compiled Results of Boy Scout Visits Query
Any kind of "hunt" I think would be well-received, especially if
you don't
have more than 15 boys (they can get wild). Maybe for the NJ state bird, you
could divide into two teams and have a contest between who could find it the
fastet - one teamusing the Internet and one team using print resources. I
have not tried it,b ut with the older group it could work. There is a site
called "Do we Do Dewey?" that is a tutorial for kids on the Dewey
decimal
system. I'm sorry I don't have the web address but I think you can find it
by searching under dewey decimal. If you have a bank of computers you can
reserve, the kids could work their way through that. They like anything with
computers! I have had good luck doing a hunt by pulling books on a certain
theme (llike for the Girl Scouts, we have done women in history), or else
just books I think will grab their attention (hot rods, camping, new
fiction, sports) - then I type the name and author on a slip of paper. If
they are Grades 2-4, I let them work in pairs. Older Iwould put them on
their own. After a quick demo of how to use the card catalog, I pass out the
slips ofpaper and have themhunt for their books and bring them to me. Of
course, make sure the books are on the shelf correctly and not checked out!
You can circulate to answer questions. This has always worked pretty well.
As far as handouts, I think a bookmark, sticker, or maybe one of those
tattoos you can order would be appreciated. good luck
Judy Stewart community library of Allegheny Valley
I saw your message on hotmail about doing tours for older kids, and we are
also struggling with how to make it fun for the students. We were thinking a
short scavenger hunt of some sort. This year we also budgeted to give each
child a plastic bookbag with a bookmark (we have a "Design Your Own
Bookmark" contest for National Library Week and get those printed off.
The
three winning bookmarks become our official library bookmarks for that year,
a brochure about the library, and a special brochure from us detailing
programs & services. Would you let me know what kind of responses you
get?
We would appreciate it! Lisa Webster Mount Vernon City Library
We have a library treasure hunt that we use with scout troops. The hunt
contains a pack of laminated cards that say things like "find and bring
back
a biography of any u.s. president", and so forth. The kids break up
into
smaller groups and see who can answer 3 questions first. They really have
fun with it! If you need any more info just let me know. :) Chris Mallo
Children's Librarian Great River Regional Library St. Cloud, MN 56301
Hi Elaine, I get these groups all the time and they are lots of fun for me.
We have a beautiful new facility and there are lots of cool things to look
at on the tour-a cafe, a real tree and a rainforest mural in the children's
dept, that kind of thing. So I never have trouble keeping their attention on
the tour. For the cataloging talk I always start by asking them how many of
them have seen a Sears or JC Penney's catalog. I ask them to tell me how
they know what is for sale, what it's made of and how much it costs. Then we
talk about how our online catalog is sort of the same thing. They can tell
all kinds of things about a book by looking at the bibliographic record. Our
community relations dept designed a little pamphlet called Quick Subject
Guide which lays out the dewey system in a fairly easy format. I give that
to the kids. Then last year we got these cool little bookmarks (I think from
K-Read). They look like the @ symbol and have our library website on them.
The kids really like these. I don't know if this helps at all but good luck
and have fun! Kim Flores Springfield MO
I picked up a tip from our shelver, who used to be a troop leader:
Competition and food keep them alert and interested. When he lectured on
First Aid, he would occasionally interrupt with a question about something
he had said earlier, and whoever came up with the first correct answer got a
piece of candy. "You bet they paid attention!" he told me. I used
a
variation of that when I had a visit from the Cub Scouts (Webelos? Can't
keep them straight). We looked at different reference books, and then they
split up into teams and answered a questionnaire I had prepared. The winner
got a ziploc bag of Tootsie Rolls. The second-place got a smaller bag. Hope
this helps, Lin Look Contra Costa County, CA
The last time I did a tour of this sort, I made a big deal out of it being a
"behind-the-scenes" tour of the places that average people never
get to see.
The kids' favorite part of the tour? The staff lounge. The key in that case
was to lay it on kinda thick with a conspiratorial tone and so forth. It was
fun and the kids got a kick out of learning that stuff. I also got them to
guess how much money we spend on books each year, how many books we buy each
year, and how we buy them (e.g. I don't just take a trip down to Barnes
&
Noble in the bookmobile!). I've found that by introducing them to aspects of
libraries that they never thought about, they got a lot more interested than
they would have if it was strictly a dewey rundown. Andrea Johnson
Elaine, For the group that needs to learn about the dewey decimal system...I
made cards for each area fiction, Biography, 000 - 100, 200 - 300, etc. Then
the boy would locate that area, and write down 3 books that were there and
tell the group what kind of books they were. Usually the titles gave that
away. Hope this helps. Amy Blake
Dear Elaine, I just did this tour last night. But I had about 45 minutes
with the boys. We toured the library, hit the high spots, then did a
scavenger hunt to "test" their knowledge & listening. (Put in
some fun stuff
like "what is the library pet") Then everyone got a chance to get
a library
card, if they didn't have one, and check out books, play on computers, etc.
The kids did well and leaders were appreciative. Sally
I have given tours and then we did a scavenger hunt afterwards to see if
they could find some of the items I had mentioned. I had a letter of the
alphabet at diffenrent spots and then a list of items for them to find and
they had to match the letter to the item. Of course you always throw in
something silly like the bathroom or the water fountain. Good Luck.
Linda Peterson
Hi, Elaine I usually have a couple of these scout tours (or Badge tours as
we sometimes call them) a year--though I usually get younger ones. If there
are certain things that need to be done to fulfill badge requirements, we
get those done first. One thing I like doing with the older ones is a
showing them the cycle of what happens to a book--start with finding a book
on the shelf and checking it out (I have a co-operative circ staff and if
the tour group is small enough we actually get into the circ area and show
them the computer screen as the book is checked out.) Then we go to the book
drop and and follow the process a book goes through after being
returned--from check-in to the book cart and back out to the shelf. The kids
usually like being able to go into areas of the library that only staff is
allowed in. If there is time, I introduce the question/answer portion at the
end by saying "Is there anything you've ever wondered about the library
but
you didn't know who to ask?" I get some good questions--mostly dealing
with
how we buy books and how many books are in the library. Hope this helps,
Susan Harding Mesquite Public Library
How about a brisk round of "Stump the Librarian"? Ask the boys to
name a
subject. You then give them the Dewey # and they try to find book on that
subject on the shelf (this would be done after you explained the system and
showed them how the books are shelved). This gives them hands on practice in
finding books on the shelves--very important with that age as an abstract
explanation with no concrete application is less likely to be remembered.
Lisa Smith
Elaine, I do the Boy Scout visits at my library. I don't know if it's
exciting, but this is what I do. I give them a tour of the Children's Room,
then we tour the Adult section. We end up in technical processing where they
can see what goes on behind the scenes. This seems to be a very popular part
of the tour (that and our hot chocolate machine). I then tell them how many
books we have in our collection and approximately how many we get each week
- this seems to impress them. We end up back in the Children's room where we
do their assignment together. (I usually just teach them how to use the
OPACs and let them search on their own). Sorry I don't have any exciting
activities. if you get any, feel free to send them to me! Natalie
I have done a program with dewey system that has been very successful. After
a brief overview of how books are arranged and use of the catalog, I gave
each person a sheet that had "Survivor"-like situations on it, and
they were
to find a book to solve the problem or answer the question. For example:You
are going on a voyage, traveling to see your grandparents in Italy. Before
you go, you want to read a book about the country. Find a book about Italy
and write it's author and title here.___
And later, :There is a lot of wildlife on the island, especially bugs. You
aren't sure which ones are harmless and which ones could cause your leg to
rot off it bitten. Find a book about poisonous bugs and write the call
number and title here.
You get the idea. IT has been a big hit with all ages, and at the end, I
tell them on teh paper they have been rescued from the island where they
were shipwrecked, and need a passport to leave the "ship" or
library, with
their items. Proceed to the desk to pick up your library passport, your
library card.
Kathy Crawford
LaRue County Public Library, Kentucky
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------------------------------
From: "Elaine Moustakas" <elainem9@hotmail.com>
To: pubyac@prairienet.org
Subject: Boy Scout Visits at my library
Mime-Version: 1.0
Content-Type: text/plain; format=flowed
Date: Fri, 16 Feb 2001 10:11:55 CST
Dear PubYac-
A few weeks ago, I posted a message asking for exciting activities to do
with 3rd and 4th grade boy scouts who come to visit the library. I received
an abundance of wonderful replies and I thank you all. They have all been
posted in a previous email. I have taken the ideas I liked most and combined
them with my own for two *excellent* visits from boy scouts. Here is
what I
did with the dens of scouts that came to visit. The reference librarian and
I split the den in half. She took some children and I took the rest. I
know
she spent some time with them looking up various interesting web sites and
teaching them the online catalog and then we switched.I don't know the
details, but this is what I did with my group:
-I explained the different major types of books. I had cards made up that
said "biography," "reference," "non-fiction,"
and "fiction." I had the kids
take turns reading them and telling me what they think the words mean (they
did pretty well on this-most of them have had some sort of library skills
taught in school)
-I then gave them samples of books and we played a little game where they
had to place the right labels (cards) over the right type of book.
I picked out books that would be of interest to them (i.e. a biography on
J.K. Rowling, sports books, etc...)
-I then gave them a brief intro of the dewey decimal system and gave them
each a copy of the "Browser's Guide to the Shelves" that we have
in our
library. We picked out topics and looked on the list to see what
number
they would be filed under. I went over the term "call
number." A few of
them didn't know what the label on the spine meant.
-I talked about the importance of looking at signs in a library and that a
good library has plenty of signs to direct the users where to go. I had them
tell me what signs they saw around us.
-Then, we had a "treasure hunt" of sorts. I split the boys
into 2-3 person
teams. Each team got a different list of items that they were to find.
Each
group was given a bag and each member of the group was assigned a role
"writer," "reader," "gatherer." The questions
were designed to get them
walking around the library, looking for signs, and following directions.
I
had 5 questions in all. The first 4 were questions like "Find a
biography
book," "Find a book with a call number between 400-499."
The last question
was to find a book with a specific call number in the nonfiction section
(i.e. 567.9 Sat). I made sure that there was only one book with that
particular call number. They were to write down the title of the book
and
write down the titles of two other books shelved near this book (to get the
point across that nonfiction books of similar subject matter are shelved
near one another). The last step was to go to the pocket in the back
of the
book. Inside the pocket, I had slipped a typewritten paper in it that
said
"Congratulations treasure finders. You have found all your treasures.
Now
your mission is to find the Children's Librarian and show her your
treasures. If you've found all the correct treasures, a reward will be
granted to you." This got them reporting back to me. Almost all
the groups
found the exact items on the list. One group accidently skipped over
an
item and of course I let them go over and get it.We all sat down together
and looked over what they found. At the end I gave each boy a ziploc
bag
with a tiny jigsaw puzzle, a high bouncing ball, a kitkat bar, a bookmark,
and a pencil.
This was a complete success!! The scout leaders as well as the boys were
very excited about their visit. I think they would have been happy
even
with no prize! The thrill of the "hunt," was good enough for
them.
I received thank you letters from the scouts. I know that the
creativity
that came from this listserv was essential in getting the juices in my mind
flowing so I could make such a successful program.
If anyone has additional ideas or wants to ask me anything about this,
please feel free to email me at elainem9@hotmail.com.
Elaine
_________________________________________________________________
Get your FREE download of MSN Explorer at http://explorer.msn.com
------------------------------
From: annelmay@mailserver.franklintwp.org
To: pubyac@prairienet.org
Subject: Re: Another Drop-In StoryTime Question
Mime-Version: 1.0
Content-Type: text/plain; charset="us-ascii"
Date: Fri, 16 Feb 2001 10:12:11 CST
We've been using drop-in storytimes for over a year, growing from one
drop-in program to all drop-in programs, and this is working for our
community.
What we do in a situation like Toni's (see below if you haven't read this
yet) and we know that we will not be able to offer a program on a
particular day is to list the specific dates that the program will be
offered in our monthly program flyer. For example, instead of listing
our
Evening Storytime as "Every Wednesday" we say instead,
"Wednesdays, March
7, 21, & 28 ONLY".
For illness, we are fortunate to have some substitutes who can do programs,
so we try to cover the ill person's time with them, or rearrange the
schedule so that one of the regular staff members who can do the program
will work. It hasn't happened very often, and is the type of thing
that
can occur whether you have registration or not.
We regularly give ourselves a break from the weekly schedule at the end of
the summer and during the December holidays, when attendance slows.
If the library is closed, the program is cancelled. If the weather is
bad
but the library is open (the usual case in NJ), we will offer the program
if two or more families show up.
I hope this is helpful to Toni and others! Feel free to email me
personally if you have questions about how it works for us here. This
has
been an interesting discussion.
Anne Lemay
Head of Youth Services
Franklin Township Library
Somerset NJ
annelmay@franklintwp.org
------------------------------
From: "Bill or Mary Schrader" <bills@sirius.com>
To: <PUBYAC@prairienet.org>
Subject: Stumper: Ancient Greece fiction
Date: Fri, 16 Feb 2001 10:12:24 CST
This should be easy, but . . . do any of you have suggestions for =
fiction titles on Ancient Greece for a 10-12 year old? Seems like
there =
should be something but my library catalog came up pretty empty and the =
old index I have lists titles that are no longer in the system.
Closest =
we could come was _The Thief_ and _Queen of Attolia_ by Turner. =
Suggestions? I'll post replies to the list.
TIA
Mary Schrader
Oakland (CA) Public Library
bills@sirius.com
------------------------------
From: Barb Niekamp <niekamba@oplin.lib.oh.us>
To: pubyac@prairienet.org
Subject: Job Opening Children's PSA
Date: Fri, 16 Feb 2001 10:12:38 CST
Children's=20
Public Service Assistant=20
The Library
=B7 Twice ranked the best library in the nation for its size and rated 2nd=
in the nation among all 9000 libraries in the American Public Library=
Rating Index
=B7 A fast-paced, rapidly growing organization where business has doubled=
and staff size has increased by 60% in the past 10 years.
=B7 An organization known for the following:
Outstanding service and high standards of productivity.
Vision-directed, with a focus on strategic planning.=20
Marketing-based, progressive business environment.
Customer and staff-oriented with beautiful facilities.
Warm, altruistic, professional employees with high education levels.=20
Dedicated to offering excellent library services that extend beyond the=
traditional, using new technologies and responsive services.
The Community
=B7 Outstanding suburban community with nearby urban amenities.
=B7 Excellent schools, parks, medical services and retail establishments.
=B7 Citizens are strong library supporters!
Join the Washington-Centerville Public Library as part of the Youth
Services=
team: make a difference in children's' lives, help them learn and
relate,=
and use your creativity to touch their minds. This position
includes=
service to both young adults and children located at our Woodbourne=
facility.
RESPONSIBILITIES OF THE POSITION
=B7 Specialize in children's literature: maintaining and promoting=
resources.
=B7 Implement services to meet the educational, recreational, cultural and=
bibliographic needs of youth.
=B7 Assists with presenting programs for children and young adults.
=B7 Give direct reference help to young adults, adults, children, teachers=
and special groups: research assistance, in-depth searching, and=
specialized reader's advisory service.
=B7 Actively promote library service, programs and materials to public and=
staff.
=09
QUALITIES OF THE IDEAL CANDIDATE
=B7 Bachelor Degree required. An MLS considered a plus.
=B7 At least one year of work experience with children or young adults in
an=
education or library environment.
=B7 Strong customer service orientation with one year of work experience=
serving the public.
=B7 Familiarity with computer and office applications in addition to=
Internet experience a must.=20
=B7 Demonstrated ability to contribute in a team environment.
=B7 Self motivated, organized, efficient, and productive with excellent
time=
management skills.
=B7 Knowledge of Children's and Teen Literature preferred.
=B7 Knowledge of developmental learning theory and teen pop culture=
preferred.
Reporting, Pay Range and Benefits
The position reports to the Children's Team Leader. The pay range for
the=
position is $10.33-$16.94 per hour. An excellent benefit package is=
provided which includes a net pay increase of 8.5% through an
employer-paid=
contribution to the Public Employees Retirement System.
To Apply
Send letter of application, resume & references to: Personnel Dept
CPSA,=
Washington-Centerville Public Library, 111 West Spring Valley Rd.,=
Centerville, Ohio, 45458.
Barbara Niekamp
Secretary/AV Technician
Washington-Centerville Pub. Lib.
111 West Spring Valley Rd.
Centerville, OH 45458
937-435-7375 ext. 25
------------------------------
From: "Don Wood" <dwood@ala.org>
Subject: ALA Files Comments with the FCC regarding the CIPA
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Content-Type: text/plain; charset=ISO-8859-1
Content-Transfer-Encoding: quoted-printable
Content-Disposition: inline
Date: Fri, 16 Feb 2001 10:12:55 CST
ALAWON: American Library Association Washington Office Newsline
Volume 10, Number 9
February 15, 2001
In this issue:
[1] American Library Association Files Comments with the Federal Communicat=
ions Commission regarding the Children's Internet Protection Act (CIPA)=20
[1] American Library Association Files Comments with the Federal Communicat=
ions Commission regarding the Children's Internet Protection Act (CIPA)=20
The American Library Association (ALA) filed comments today with the =
Federal Communications Commission (FCC) regarding the FCC's
implementation=
of the Children's Internet Protection Act (CIPA). In its comments to
the =
FCC, the American Library Association was compelled to point out the =
dangerous precedent that CIPA establishes in the area of free speech and =
parental rights -- and expects the FCC to recognize this fact when it =
establishes guidelines to enforce CIPA. Instead of allowing libraries
=
aand schools to continue designing and enforcing Internet safety policies =
in conjunction with the local communities which they serve, CIPA mandates =
that libraries and schools use valuable financial and human resources to =
install and maintain unreliable Internet filters -- or be stripped of key =
E-rate funding.=20
"CIPA gives enormous power and control
to Washington bureaucrats and =
the large software companies - who see a new captive market for their =
unreliable internet filtering software," said ALA President Nancy
Kranich. =
"What is needed is an honest and comprehensive approach to protecting
our =
children from inappropriate material on the Internet by emphasizing the =
importance of education and local decision making," she insists.
According to a recent study conducted by the
Library Research Center =
at the University of Illinois Urbana-Champaign, around 95% of public =
libraries already have in place a formal policy to regulate public use of =
the Internet. The study also shows that local community control over =
Internet access in public libraries has yielded fair, manageable, and =
effective policies when it comes to children's access to the Internet. =
Nearly 64% of respondents require permission from parents before children =
can use the Internet for any reason, and in those libraries which require =
such permission, 66% keep this restriction in place until the child =
reaches the age of eighteen.
"By providing Internet access, public
libraries and community schools =
have become an important educational and information resource for a =
diverse array of communities which have been excluded from fully taking =
advantage of the many opportunities that the Internet provides," said
ALA =
Washington Office Executive Director Emily Sheketoff. "A strict
regulatory =
interpretation of CIPA by the FCC will force libraries in economically =
disadvantaged urban and rural areas to use their already scarce resources =
to install expensive and unreliable filtering software, or be stripped of =
important financial assistance (E-rate discount funds) that they desperatel=
y need to provide Internet access to communities which have for far too =
long had to face the demoralizing effects of "digital
discrimination," she =
insists.=20
Below is a brief summary of ALA's comments to the FCC on CIPA.
SUMMARY OF AMERICAN LIBRARY ASSOCIATION PROPOSED
COMMENTS TO THE FEDERAL COMMUNICATIONS COMMISSION
ON CIPA AND NCIPA
The American Library Association plans to file comments on or before =
February 15, 2001, with the Federal Communications Commission in response =
to the FCC's request for comments regarding implementation of CIPA and =
NCIPA. The following is a summary of the key points in those comments:
=B7 The preliminary certification process for CIPA and NCIPA should start =
with the filing of Form 486 for Year 5, beginning in 2002. The FCC =
release assumes that it will be requiring certification before October 28, =
2001; ALA believes that this is not required by the statute and would be =
both unwise and impractical.
=B7 The statute requires FCC regulations on or before April 20, 2001, =
compliance with NCIPA after April 20, 2001, and certification of CIPA =
compliance for the first program funding year after April 20, 2001.
Since =
applications for Year 4 have already been filed, ALA believes that the =
"first program funding year" after April 20, 2001, is Year 5 and
receipt =
of discounts or funding in Year 5 begins with the filing of Form 486.
=B7 Starting with Year 5 will also recognize that many, if not most, =
libraries and schools have completed their planning process and submitted =
technology plans for Year 4, signed contracts or begun procurements =
relating to Year 4, completed budget approvals for Year 4, and trained =
staff based upon pre-CIPA plans. It is not necessary to disrupt this =
process and apply the law retroactively to comply with congressional =
direction.
=B7 The certifications for both CIPA and NCIPA should be coupled and =
included in the certification boxes of the appropriate form. Even
though =
the statute does not speak to NCIPA certification, minimizing burdens on =
both the government and libraries and schools militates toward conjoining =
the two certifications.
=B7 The certification of compliance should be contained in Form 486,
for =
the first time for Year 5, and each year thereafter.
=B7 Form 471 is an application only; the applicant may not receive E-rate =
discounts or funding at the end of the process. Hence certification in
=
that Form would be premature.
=B7 The Commission has proposed modifying Form 486 for Year 4 for an =
initial certification; this will be premature and confusing, at best.
=
Form 486 should be used only for a certification of compliance for those =
libraries and schools receiving E-rate in Year 5.
=B7 Consortia, networks, and other library-related entities* should be =
allowed to certify receipt of statements from members that, in turn, =
mirror the certifications required for individual libraries and schools. =
=20
=B7 Consortia, networks, and other library-related entities already make =
certain certifications on behalf of their members; they should be able to =
make the certifications regarding CIPA and NCIPA as well, based upon =
representations of their members.
=B7 Libraries and schools receiving services through consortia, networks, =
and other library-related entities should not have to file certifications =
directly with the FCC. They should file certifications with the
consortia =
(mirroring the certifications that individual institutions file as part of =
the application forms).
=B7 There should be two exceptions from the blocking and filtering =
technology requirement, stated clearly in the FCC rules: (1) for =
workstations not available for use by the public, and (2) for computers of =
consortia, networks, and other library-related entities that do not serve =
the public directly. While these are not expressly sanctioned in the =
statute, they are consistent with the objectives of the legislation and in =
keeping with the provisions allowing disabling blocking or filtering =
technology when computers will be used for lawful purposes.
=B7 The Commission should utilize the current remedies available under the =
rules implementing the E-rate statute, extending to 60 days the time =
available for response to a notice of proposed violation and for coming =
into compliance. No special remedy provisions need be developed.
Individual libraries and schools may be held responsible for compliance, =
but consortia or networks should not be liable so long as they made their =
certification in good faith based upon members' certifications.
Consortia,=
networks, and other library-related entities will be responsible for =
discontinuing E-rate services to members found (after legal proceedings =
have run their course) to have violated CIPA; any reimbursement required =
will be the responsibility of the individual institution member, not the =
consortium. (While the FCC recognizes "consortium" as
a specific =
category of applicant, in fact an applicant ,other than an individual =
library or school can be a consortium, school district, library network, =
multi-library network, state or regional or cooperative library system, or =
other library entity. For convenience, we include all of these in the
=
term "consortia, networks, and other library-related entities.")
To obtain a complete text version of ALA's comments contact Frank DiFulvio =
at ALA's Washington Office or go directly to the FCC's url at: http://gullf=
oss2.fcc.gov/prod/ecfs/retrieve.cgi?native_or_pdf=3Dpdf&id_document=3D65124=
61624=20
******
ALAWON (ISSN 1069-7799) is a free, irregular publication of the=20
American Library Association Washington Office. All materials=20
subject to copyright by the American Library Association may be=20
reprinted or redistributed for noncommercial purposes with=20
appropriate credits.
To subscribe to ALAWON, send the message: subscribe ala-wo=20
[your_firstname] [your_lastname] to listproc@ala.org
or go to=20
http://www.ala.org/washoff/alawon.
To unsubscribe to ALAWON, send=20
the message: unsubscribe ala-wo to listproc@ala.org.
ALAWON=20
archives at http://www.ala.org/washoff/alawon.=20
ALA Washington Office, 1301 Pennsylvania Ave., N.W., Suite 403,=20
Washington, D.C. 20004-1701; phone: 202.628.8410 or 800.941.8478=20
toll-free; fax: 202.628.8419; e-mail: alawash@alawash.org;
Web=20
site: http://www.ala.org/washoff.
Executive Director: Emily=20
Sheketoff. Office of Government Relations: Lynne Bradley,=20
Director; Mary Costabile, Peter Kaplan, Miriam Nisbet and=20
Claudette Tennant. Office for Information Technology Policy: Rick=20
Weingarten, Director; Jennifer Hendrix, Carrie Russell and Saundra=20
Shirley. ALAWON Editor: Bernadette Murphy.
------------------------------
End of PUBYAC Digest 370
************************
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