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From: "PUBYAC: PUBlic librarians serving Young Adults and Children"
<pubyac@prairienet.org>
To: "PUBYAC: PUBlic librarians serving Young Adults and Children" <pubyac@prairienet.org>
Date: Mon, 11 Mar 2002
Subject: PUBYAC digest 706
PUBYAC Digest 706
Topics covered in this issue include:
1) teenage authors
by Betsy Fraser <Betsy.Fraser@calgarypubliclibrary.com>
2) key cards
by dyoungbl@mail.owls.lib.wi.us
3) RE: helping a needy child
by nadine <booklover32@yahoo.com>
4) Re: Summer Programming
by RoseMary Honnold <honnolro@oplin.lib.oh.us>
5) Inexpensive Books for Prizes
by Kathi Wittkamper <kwittkamper@kokomo.lib.in.us>
6) Re: Fwd: weekly read-alouds
by Lucia Acosta <lacosta@princeton.lib.nj.us>
7) Re: Summer Programming
by Nicole Marcucilli <nmarc@CLSN3046.glenview.lib.il.us>
8) helping a needy child-responses(LONG)
by nadine <booklover32@yahoo.com>
9) Re: Objectionable Content Review for Books
by Melanie Marie Petersen <mmp9@email.byu.edu>
----------------------------------------------------------------------
From: Betsy Fraser <Betsy.Fraser@calgarypubliclibrary.com>
To: "pubyac (E-mail)" <PUBYAC@prairienet.org>
Subject: teenage authors
Date: Mon, 11 Mar 2002 17:44:33 CST
Kenneth Oppel's first book came out when he was still a teenager.
Betsy Fraser
Youth Services Librarian
Calgary Public Library
(403) 260-2641
Betsy.Fraser@calgarypubliclibrary.com
http://calgarypubliclibrary.com
------------------------------
From: dyoungbl@mail.owls.lib.wi.us
To: pubyac@prairienet.org
Subject: key cards
Date: Mon, 11 Mar 2002 17:44:40 CST
Our library give patrons a choice of key cards or credit-card style
cards. Preferences run in both directions. Those who like the key cards
are
very appreciative of them. Others are quite glad they are not forced to
change.
Dorothy Youngblood
Scandinavia, WI
------------------------------
From: nadine <booklover32@yahoo.com>
To: pubyac@prairienet.org
Subject: RE: helping a needy child
MIME-Version: 1.0
Content-Type: text/plain; charset=us-ascii
Date: Mon, 11 Mar 2002 17:44:45 CST
Hi Lesa,
Thanks for taking the time to write. I received a lot
of good suggestions, which I will be sharing with the
list over the weekend...I guess there are many other
libraries in the same boat! Hopefully others will be
able gain some help from the responses.
Again, thanks,
Nadine
***********************************************************
Nadine Lipman
Head of Children's Services
Waterford Public Library
Waterford, CT 06385
email: booklover32@yahoo.com
__________________________________________________
Do You Yahoo!?
Try FREE Yahoo! Mail - the world's greatest free email!
http://mail.yahoo.com/
------------------------------
From: RoseMary Honnold <honnolro@oplin.lib.oh.us>
To: pubyac@prairienet.org
Subject: Re: Summer Programming
MIME-Version: 1.0
Content-Type: text/plain; charset=us-ascii
Content-Transfer-Encoding: 7bit
Date: Mon, 11 Mar 2002 17:44:51 CST
Katie, Visit my website, See YA Around for lots of program ideas.
--
RoseMary Honnold
See Ya Around
http://www.cplrmh.com
honnolro@oplin.lib.oh.us
Coshocton Public Library
655 Main ST
Coshocton, OH 43812
PH 740-622-0956
Fax 740-622-4331
Katie Bunn wrote:
> Hi all. I'm looking for summer programming ideas for teens, but on
the
> other end of the spectrum. That is to say, I don't necessarily have a
> lot of money to spend. I'm new to teen library services, so any and
all
> suggestions are greatly appreciated!
>
> --
> Katie Bunn
> Teen Services Librarian
> Farmington Library
> Farmington, CT
> 860-677-6866
> "People say that life's the thing, but I prefer reading."
> Logan Pearsall Smith
------------------------------
From: Kathi Wittkamper <kwittkamper@kokomo.lib.in.us>
To: "'PUBYAC@prairienet.org'"
<PUBYAC@prairienet.org>
Subject: Inexpensive Books for Prizes
Date: Mon, 11 Mar 2002 17:44:57 CST
We're looking for sources of inexpensive (or free) books to be used as
Summer Reading Club prizes. We need 1,000+ appropriate for children
from
toddler through Jr. High. Other than the Scholastic "Clearance"
catalog,
does anyone have other suggestions? Feel free to reply directly to me,
and
thanks in advance!
Kathi Wittkamper, Head of Children's Srvcs
Kokomo-Howard County Public Library
220 North Union Street
Kokomo, Indiana 46901-4614
kwittkamper@kokomo.lib.in.us
<mailto:kwittkamper@kokomo.lib.in.us>
(765) 457-3242
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
"Read, read, read. Read
everything!"
--Wm Faulkner
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
------------------------------
From: Lucia Acosta <lacosta@princeton.lib.nj.us>
To: pubyac@prairienet.org
Subject: Re: Fwd: weekly read-alouds
Date: Mon, 11 Mar 2002 17:45:03 CST
Hi Kelly,
At the Princeton Public Library we run two weekly reading programs year
round. "Tempting Tales" for grades K-2 and "Cocoa Cub" (cold
months)/
"Lemonade Club" (warm months) for grades 3-5.
"Tempting Tales" runs for half an our and we read two or three picture
books while the children have a snack of beverage and cookies which we
provide.
"Cocoa Club/Lemonade Club" runs for 45 minutes and we read chapter
books
while the children have cocoa/lemonade and cookies also provided by us.
I have found that on average it takes us four to five weeks to read a
book.
We find it is better to split the ages up as their interests and
attention span are quite different. Parents do not stay with their
children.
I hope this is usefull to you.
Lucia Acosta
lacosta@princeton.lib.nj.us
------------------------------
From: Nicole Marcucilli <nmarc@CLSN3046.glenview.lib.il.us>
To: pubyac@prairienet.org
Subject: Re: Summer Programming
MIME-Version: 1.0
Content-Type: TEXT/PLAIN; charset=US-ASCII
Date: Mon, 11 Mar 2002 17:45:09 CST
Hi Katie,
I am also a YA librarian and have had trouble getting teens to come to
any
program, no matter what time of year. I have, however, had some great
programs that were successful that cost me little to no money. My first
pride and joy was when I got some WWF wrestlers to come to our library
last August in honor of Teen Read Week (they were sponsors). They sent
me
200 t-shirts to pass out during the program, and I had over 100 attend!
It was great and a lot of fun. I have contact info if you would like
it.
My other successful program was recently when I had an Open Mike Night,
which yielded over 50 teens from middle and high school. I made the
room
into a coffee house atmosphere, and had a speaker who was a teacher from
one of the high schools in the area who also happens to be a poet. She
did not charge. Kids not only performed original poetry, but also got
up
to do makeshift karoake, as well as perform musical instruments. They
didn't want to leave! The WWF program was free, as they were sponsors
doing this for libraries and they were in town for a show.
I also had a swing dance class taught by a college student that also
turned out well. I paid him $100 and it was well worth it. He is
going
to come back next December for another class, and I think that should be
another fun night. Next time I am definitely going to take pictures!
I'm having author Graham Salisbury come and speak in April to teens
about
his books and the writing process, I'm crossing my fingers that we'll
get
a big turn out.
If you could get teens to come in for crafts, scrapbooking, mehndi
workshops, or anything else, that is great. I am also planning on
having
an astrologer come in to give readings next September.
Hope this helps! If you want more info, just let me know.
Nicole Marcuccilli, YA Librarian
Glenview Public Library
1930 Glenview Road
Glenview, IL 60025
On Fri, 8 Mar 2002, Katie Bunn wrote:
> Hi all. I'm looking for summer programming ideas for teens, but on
the
> other end of the spectrum. That is to say, I don't necessarily have a
> lot of money to spend. I'm new to teen library services, so any and
all
> suggestions are greatly appreciated!
>
> --
> Katie Bunn
> Teen Services Librarian
> Farmington Library
> Farmington, CT
> 860-677-6866
> "People say that life's the thing, but I prefer reading."
> Logan Pearsall Smith
>
>
------------------------------
From: nadine <booklover32@yahoo.com>
To: pubyac@prairienet.org
Subject: helping a needy child-responses(LONG)
MIME-Version: 1.0
Content-Type: text/plain; charset=us-ascii
Date: Mon, 11 Mar 2002 17:45:15 CST
Dear Yaccers,
I truly appreciate your very supportive words. The
responses to my question of dealing with a very needy
child have given me a lot to think about.
Unfortunately, we cannot ask him to help us, as his
communications skills are very limited, and he doesn't
understand what we are saying. As suggested, I did
contact the boy's teacher, but she is uncomfortable
about working with us due to confidentiality issues. I
am saving all the replies in a folder that will be
shared with the library director if we get to the
point where we feel it is necessary. We haven't seen
the young man in a couple weeks,, so we might have
until the next school break to put together our
strategy. Judging from the requests I have received to
share your responses with others on the list, it
appears that there are a lot of needy children out
there, and we are all doing our best to accommodate
them. I have included all the responses here; I know
many of you will also learn from them. (Just to warn
you, the following is long.almost 6 pages to be exact
as a Word document, with my original posting located
at the end of the responses!!)
Again, many thanks,
Nadine
***RESPONSES
I wonder if you might find something he could help you
with, such as straightening books on the shelves, or
putting the paperbacks in order. In my experience, the
young person starts to help, doesn't stay with it very
long, but does run across some interesting books in
the meantime, and may spend a good deal of time
looking at them. He also gets to know another place to
go in the library to spend some time, rather than just
at the computers
---
It seems to me that you have addressed all the issues
and bent over backward to make it work. 1. In a busy
library it is almost imperative that computer time be
limited for everyone and that you don't make
exceptions when the computers are not fully occupied
and there isn't a line. We state very clearly that
each patron is allowed one hour of computer time per
day. This does not include the PACs. Time is not
transferable or bankable. 2. If the child is older
than your stated age for requiring an adult around,
but continually breaks the rules, interrupts, behaves
in any unacceptable way, then you need to be firm
about enforcing the rules and the restrictions. Sounds
like this particular child might be taking advantage
of your good nature. You, or other staff are always
there to help him. If he messes up, he should get
maybe one chance and then be asked to leave the
computer. You are not there to play the games for him.
We have found that kids know the rules and respond
best to a single "time out" rather than continual
warnings. 3. I am sure you have explained all the
problems to the father as you say he is difficult to
work with. But he is responsible for his child and as
unfortunate as it may be, he needs to cooperate and
take his responsibility seriously. If the father
cannot/ will not cooperate and help you with this
problem, then unfortunately the child will probably
suffer as you may have to ban him from the room for a
certain amount of time. Or tell him that he cannot be
there without one on one adult supervision (ie a
parent).
-----
Hmm. ...I might make up a special "busy-folder" for
him- like take an old binder and put copies of
Highlights, "hidden pictures", easy crosswords and the
like- in there. I would ask him to look at that
(instead of bothering the other children on the
computers). I would also have some scrap paper and
crayons for him. That's what I would try first. It's
too bad that the father is not co-operative...but I'll
tell you what, if that didn't work, I would gently but
firmly explain to the dad that the boy needs to keep
to himself, read, do hidden pictures-and stop
pestering the other children- until it is his turn on
the computer. I suppose I'd need to speak with my
supervisor first, of course before taking any actions.
------
At our library we would tell the parent that they need
to be with their child. We also tell the children that
we don't know how to play the games - which it true!
We leave a manual by the computer for each game, so
parents may help.
--------
Do you have teen volunteers? Maybe you could assign
one (or more, one
for each day) teens to stay with this boy when he
comes in. The teen(s) could not only help him when he
is on the computer games, but maybe
read with him, sit at a table and play board games or
do jigsaw puzzles,
etc. Obviously, the boy isn't getting much attention
from his dad and needs
some companionship. The teen volunteers could act as
mentors (as well
as babysitters) and you could get back to business.
----------------
We have some kids that are "with us" from after school
until they are picked up at 5:00 or so, but they are
not as much of a problem. Nevertheless, sometimes they
are needy from boredom. I try to spend some time just
talking with them IF there aren't other kids/parents
needing me. Sometimes I give them "jobs" like dusting;
or cutting out crafts for my storytimes; or give them
scrap paper, scissors, markers, etc. to create
something (I encourage them to take it home, but
sometimes hang their "beautiful" creations on my desk
or file cabinet). Sometimes I have to say, "I'm really
busy right now. Why don't you --- (just wait, find a
book, sit over there till I'm through, etc.). Our time
on the game computers is limited to 30 minutes (if
someone is waiting) and they abide by that well.
However, they jump back on as soon as one is
unoccupied (some days, that is...others, they are
bored with the games). If they've had their 1/2 hour
earlier and another child comes, I ask them to get
off. Sometimes they're annoyed with my lack of
attention, but just go elsewhere in the library to
get. One of the kids there most often is a sweet
8-yr-old girl. Another is a very, very troubled middle
school student who is often in fights, on suspension,
going to court, removed from his home, etc. Both kids
are well liked by all the staff, though, and we all
guide and discipline and suggest and try to help when
possible. The older child just goes downtown for
awhile if he's bored or put-out with us, the younger
has no choice but to stay.
------------
We have an unwritten rule (but you could easily add it
to your posted computer rules) that *any* child
needing prolonged assistance on the computer must be
accompanied by an older sibling or adult. We
especially have to enforce this because we offer
educational software games, in addition to the
internet, that the librarians don't know how to play
and would take up too much of our limited time trying
to learn. When kids ask how to move from one level to
another, we have to remind them to listen to the
characters on the screen or change to a game which is
more appropriate for their age level. More often than
not the kid sitting to closest to the newbie will jump
in and assist him. The above "policy" generally means
that we won't have three year olds pounding on our
internet computers. It also makes the parent
responsible for sitting with his younger child and not
running off to another section of the library
expecting us to be babysitters.
--------------
We have had the same problem in our library, an
exceptionally needy child whose parent goes into the
adult part of the library leaving us to answer endless
questions and give continual help on the computer.
Fortunately this child only visits us once a week, and
after several months of frustration, I finally have
had to gently tell the child that I can only help her
on the computer a few times per session, and that
after that she's on her own. Would you feel
comfortable mentioning to the dad that his child seems
to need his help? I do think the parents should be
responsible if their children need an uncommon amount
of help on the computers! I'm very happy to help the
kids find books, but really unhappy when I seem to be
spending all my time rebooting frozen terminals,
showing kids how to get out of games that are too hard
for them, arbitrating when several kids want to be on
the computers at the same time, etc. I always find
myself saying something like "books never freeze and
they are always available!!" or "oh dear, the games
don't seem to be so much fun for you, how about
looking at some books?" I guess you can tell I'm
old-fashioned and not a big fan of having computers in
the kids' room (though I do try to be a good sport!).
Anyway, my advice is to let the dad know his kid needs
his help and hope he will step up to the plate.
-----------
As a parent, I would first like to thank you for what
I am sure is the patience you have shown with this
situation. My children have no learning or
developmental challenges, but it always makes me
somehow feel like a better person when I see a
challenged (and challenging) child being dealt with
compassion -- especially, as seems possible in this
case, when the parent(s) involved does not seem able
to cope creatively. That said, I can only imagine the
exasperation of dealing with this boy on such a
constant basis. Two things come to mind that may be
helpful: * Is there some way to speak with this
child's teacher(s) to find out what kinds of things he
is doing at school? Perhaps he could come to find the
library is a place where he could pursue the things
that are happening at school (that don't necessarily
involve the computer.) Or perhaps the teacher could be
enlisted to help train him in library etiquette. The
teacher may be able to give him some kind of
appropriate assignment at the library that he could
accomplish by himself. * Is there some kind of job or
jobs that you could find for him to do at the library?
Stamping due date cards, or making photocopies, or
separating construction paper into colored piles for
crafts. Maybe making him a "volunteer" with a
distinct, clear job to do would help ween him away
from the need for constant help from the staff. I hope
you'll make a short list of things that work and
things that DON'T work in this kind of situation, as I
am sure all of us will run into something similar at
some point.
-----------
I am NOT very surprised his dad does this to him. He
must just want a break from him, because he is
probably the same way at home. When a child requires a
great deal of staff attention, we let caregivers know
of what's happening. Sometimes this does help to curb
the behaviors, at least for awhile. However, it sounds
like you've already talked with the parent about it.
When this sort of thing happens here, the child is
usually obsessed with the computers as well. When any
child comes up for assistance with a game more than 2
or 3 times, we let that child know that the game seems
too difficult for them. We also tell them that we
cannot continue to help them with that game. We
suggest they try another game or something else. If
children bother you when you are helping other
patrons, be sure and be assertive with your "Excuse
me, I'm helping someone else. You'll have to wait your
turn." Children hear this CONSTANTLY in school, and
cannot misunderstand that! As a former teacher, I
truly believe children sometimes pretend not to
understand you just because they are not at home or in
school. As for standing over others, I would let him
know that is not allowed. If you're as lucky as we are
in having a separate room for computers, you could
shut the door and ask that they not be opened by him.
That way he could watch from the window but not be
breathing down others' necks! You said your nine and
under policy does not apply to him, but it most
certainly needs to if he behaves in this way! Our
policy is for children seven and under, but it also
clearly states "Children who have emotional or social
difficulties need supervision by a care-giver at all
times." This policy is kept on a rack in our
department. Whenever we feel it is necessary, we give
the paper to the child to give to the care-giver or
hand it to the person ourselves when they come in. We
usually follow this with an explanation of what is
happening. In this way, if poor behavior continues, we
can let administration or security know if things are
not improving. I would get administration or security
involved if people are complaining about him. That is
what happens when adults behave in this way. It should
be no different for children. Security then has a set
of procedures to follow, which include formal
warnings, suspension from the building, etc. You may
think such action seems cruel, but how much is this
child really getting from his visits?? He would likely
get more from them if his care-giver was attentive.
Your statement of "We get very little accomplished
during the time he is here" should be enough
incentive! By the way, we do have a time limit of one
hour on computers. It is a great help.
----------------
You mentioned that the father is difficult to work
with--I assume you have probably tried speaking to him
and had no luck. My suggestion would be to try again
to communicate with the father that you do not have
the staff to spend so much time helping the child with
the computer and that this is also creating problems
with other patrons who would like to use the
computers. I would then tell him nicely but firmly
that as the staff cannot constantly attend to the
child, they will be telling the child (and if need be,
walking him over to the father's location) to ask the
father for assistance with the games on the computer.
This will initially also take additional time for the
staff (as you probably will have to walk the child
over to the father at first) but my guess is that if
the father is disturbed enough times, he will realize
that your staff is serious about not babysitting the
child. I'm guessing that he will then either sit
closer to the child or stop coming in so much. He is
taking advantage of you to get some respite. Since
that might be the problem, could you find out if there
are programs for the child that give respite care for
caregivers in this situation? Maybe you could give him
a phone number to call. Just some suggestions--this is
a tough problem.
-------------------
We're pursuing the following--at different rates of
success, I might add! So we look forward to the
compilation of responses on PUBYAC. Some suggestions
you may find helpful:
1) Provisions for any number of similar situations
should be addressed in a "Patron Behavior Policy." If
for no other reason than the fact that we live in an
increasingly litigious society, staff actions need to
be clearly delineated and supported by the library's
governing body (Board of Trustees, etc.).
2) Consult the library's legal counsel for guidance in
responding to state mandates. In Indiana it is law
that any suspected abuse or *neglect* be reported to
the proper authorities. Even if this is merely poor
parenting practice as opposed to neglect (as defined
by law), staff should know clear definitions and their
*personal* legal obligations.
3) Seek guidance from school faculty and
administrators. (Though they may be very limited in
what they can share with you.)
4) Seek guidance from social services professionals.
There may be some sort of more appropriate "day care"
available and the father simply isn't aware of such
resources/programs. In fact, the father may be in need
of social services himself.
5) Check into programs that match youngsters with
volunteers or consider starting a program affiliated
with the library to pair volunteers with children who
frequent the library. Limits for participating
children would be written into program guidelines and
then return full circle to "Patron Behavior Policy."
---------------
Kick this one to your director. You are dealing with a
disruptive patron, and it needs to be handled with kid
gloves. The child interferes with the delivery of
service and library operations. You've hit the nail on
the head exactly. Sounds like you're beating up on
yourself over this one. So, consider this: *The father
has no qualms dumping this kid on you to babysit. *The
father is not sweating the fact that this child has
unmet library needs. *Being the good sports and fine
human beings you are, you provide this parent with a
break from his parental responsibility on a daily
basis. *Service to many is disrupted for attention to
one. *When you or someone on your staff is out sick,
do you expect the adult services staff to perform the
same level of nursing to this child as you do? The
father needs to be with this child in a library
setting. Anything less is unfair to the child, not to
mention the staff and taxpayers. You do not own this
problem. It's time to set boundaries. You are not a
bad person for it. It's good for the child, and good
for you. You will burn out if you don't do it, and you
will burn out your staff.
-------------------
My gut reaction is this: even though you said that the
father is difficult to work with, I think you are
going to have to "lay down the law" with him. I really
think that you need to tell the father that he needs
to supervise his son while he is in the children's
section. That since his son has special needs, the
father will need to supervise him while he is on the
computer. That the father will need to make sure that
his son doesn't bother the other children. Explain
that the staff cannot supervise his son for him while
he takes off to another section of the library. If
this father wants some time away from his son, he
needs to hire a babysitter!
------------------
What do your other young patrons do while they are
waiting? I often steer very young children over to the
sponge blocks or graphic novels to keep them
entertained while they wait. We also have an
assortment of puzzles and puppets for the young and
sometimes restless.
Do you have a teen floating about who would be willing
to mentor the little dude - either for community
service hours, or a candy bar, or just out of the
goodness of his/her heart? This might really work -
and the older kids could take turns so that no one is
"stuck" with little dude every day.
And when all else fails - do the mom thing. "It is not
your turn yet and if you interrupt me again, you will
lose your turn." and mean it! The same with
interrupting "I know you need help. Please wait over
there while I help this person. You will be next." If
little dude does not follow directions he loses his
turn.
I am going to guess that he may be repeatedly asking
the same questions because it is easier to ask than to
remember. So instead of giving him answers give him
questions like "Hmmm. Do you remember how we fixed it
the last time? Cool! Good job!" Even with adults most
of the "getting where you don't want to be" problems
come from being in too much of a hurry. Make sure he
knows what to listen for and/or look for to know that
it is okay to click to the next thing. Depending on
the size of your community, call his teacher and ask
for strategies. This is not violating confidentiality
just asking for help.
If you do the time limit thing you have to enforce it
for everyone not just little dude.
-------------
No really good ideas to help you, other than
suggesting that you modify your policy. You said that
children under 9 must be accompanied by a parent--one
of the reasons for a policy like that is so that
parents can supervise their children and make sure
that the children are behaving. You might want to
revise your policy so that children who cannot behave
in the children's area--no matter what the age--will
be asked to leave. List the kinds of behavior that
would mean that a child would be asked to leave,
including but not limiting yourself to the kinds of
behavior that you've had a problem with this child
(in short, don't target him!). It does take some
careful thought. Post the policy and enforce it
fairly. Unfortunately, if the father is difficult to
work with, there's not much you can do, other than
having the staff be in agreement and consistently
enforcing policies. He may be difficult because he
counts on this time as a break--from your description
of the child's behavior, he sounds like a stressful
child to raise.
--------------
This particular child obviously needs parental
supervision. Policies are made to be fine tuned to the
situation. I totally empathize with you, by the way.
We also often have children who exhaust our energies.
And parents who don't understand about supervising
their children, and take huge offense if we ask them
to try. But in order to maintain a welcoming
environment for ALL children and adults, we reserve
the right to ask parents to stay near and supervise
their children, even if they are older. I have a 14
year old girl who may not come into the children's
room unless her mother stays with her at all times!
That's the only way she will behave. So, for what it's
worth, I think you ought to insist the parent
supervise the child, or not visit the library. I hope
you have internal support for this!
One other technique is to tell this child, and all
children, that they may ask three questions during the
time they are in the library. "Do you really want to
use up your three questions right away?"
-----------
At our library, our behavior policy clearly states
that one person cannot disturb another's use of the
library. I think that under any circumstances, you
should let a parent know if there child's behavior is
disturbing other people when they use the library. Do
not discriminate because a child has a disability.
This child needs to learn how to behave in the library
too. (Of course this is "within reason")You need to
help him learn this skill. We also state that library
staff can provide assistance on the computers as time
permits. Why not invite the parent for some lessons so
they can share the computer experience? An extra set
of headphones might help. I am sure the parent is well
aware of his child's problems. Ask the parent for some
direction -- explain that his child is obviously
frustrated that things are not working the way he
expects them to. Explain that it is too time consuming
to focus on one person and that you could use his help
and direction on how to best serve his child. I bet he
appreciates the extra effort you are taking to help
his child's library experience be a more enjoyable
one.
We have a group of young boys who come with two
different "aunts" several days a week after school.
Only one or the other of the aunts comes with them,
occasionally at night their parents bring them to the
library. Their dad, for instance, doesn't speak
English very well, and the kids get him to come to the
reference desk to ask for access to games on the
computer. When the children are on the computers, they
mess them up within five minutes and run to ask for
help at the reference desk. When one of the aunts is
with them, they roam freely throughout children's
department and bother reference desk person even more
often. I have conversed with the aunt(s) several times
and have asked them to help these children stay at
proper site. When I do this, the aunt(s) leave the
library with the children in hand within a few minutes
instead of helping the children. By the way, the whole
time the aunt(s) are here, they are at the standup
computers in the Youth Services area adjacent to the
Children's area, searching the internet and sending
emails. I have the distinct feeling that when I have
left reference desk duty or go home, they will
probably return and continue their patterns.
-------------------
I have had the experience of a needy/vulnerable child
and her yonger brother spending hours in the library,
hanging around the desk, asking questions, messing up
the Internet, and bothering customers. She would
relish any kind of attention, even the teasing and
taunts from other children. We tried many forms of
distraction for her and her brother, but there was
obviously a bigger problem, and we feared it may have
been neglect at home. It's harsh, but you will
probably have to get the police involved. What
happened at my library is our young friend followed a
customer out of the library and stood very close to
that person's van. Fortunately, the customer was a
daycare provider and not a sinister character; when
the woman called and told me of the incident, I
encouraged her to call Child Protection.
Unfortunately, we learned that because this girl was
over 11, Child Protection could not intervene...they
suggested getting the police involved. We looked for
the first opportunity--the most minor of incidents--to
call the police and explain what all was going on with
these children. They took it from there, visiting the
home and talking with the parents. The parents
obviously did not like having the cops visit, but they
did start paying far more attention to the children
and their whereabouts, while we at the library
emphasized that we were concerned for the kids'
safety. The police reminded us library staff that it's
our jobs to run a library, not to keep track of the
kids when they're outside the building. It's
frustrating, but we are librarians, not social
workers.
-----------------
I can truly identify with MANY aspects of your
problem. Even though the father is difficult to work
with, I would continue to mention that his son's
constant requests make it difficult for you to help
others (and any other complaints you may receive about
him) I have a young man of 13 who has ADD and comes
into the library from time to time, we have built a
good rapport with him and his mother over the years,
but it wasn't easy, and often, he bugs some of the
other kids so much, that after giving him chances, we
have to ask him to leave-you might have to send this
particular boy back out to sit with his father if he
cannot keep from bothering other children. Keep
updating the father on what is happening, including
positives as well as negatives. I have some parents
who hear so many bad things about their children, that
when I start to complain about them, they either get
defensive or shut me off. Now, back to the computer
help issue. Again, we have children at our branch who
seem to be constantly underneath us. First, I would
limit his computer time, and explain to him that
playing on the OPAC's is not allowed (unless he is
looking for a book)-otherwise, he loses one computer
session for each time he is found on the OPAC-or
whatever consequence you choose to assign. I honestly
would also enlist his help. Sometimes, we take those
problem children and have them help us with shelving
easy books, or making photocopies, etc. Sometimes all
they need is something to keep their mind occupied and
a feeling that they are being helpful and useful.
>>>>original posting>>>>>
Dear Wise Ones,
I need your suggestions on dealing with a situation we
have. We have a young boy who comes into the
children's room, and requires a lot of our attention.
He is well-behaved (usually), 11 years old, but
appears much younger as he is small in stature. He
also has a severe communication problem (There may be
other disabilities and challenges we are unaware
of--we do know that he is in a grade 4-5 special
education class). His father drops him off, and goes
to another section of the library to read newspapers
or magazines while his son plops himself down in front
of our juvenile games computers. The "problem" we have
is that the child is constantly coming to us for
assistance with the games (he will click on the wrong
keys and end up somewhere he shouldn't and wants some
help getting back to whatever.) In a 30 min period, he
will come to us 6-7 times, and it is the same with the
other staff working here. He has been in every day
this week (school vacation) and stays as long as 90
min-2 hrs. We try to help him as best we can, but if
we can't go to him immediately, he won't leave us
alone (and this includes when we are trying to help
other patrons.) He also will stand over other children
using the computers, while he is waiting for his turn,
and seemingly doesn't understand us when we ask him to
move away from that area until it is his turn. He will
also "play" on the OPACS, and call us over to help
him, not understanding that they aren't games. In the
past, there have been complaints made by other parents
about his bothering their children Your expertise in
working this this young boy would be greatly
appreciated. We get very little accomplished during
the time he is here; last summer, he was here on a
daily basis and we would like to have a plan in action
if it gets to be difficult. Our policy is that
children under nine need to be accompanied by a
parent, so that doesn't apply in this situation. One
thought we have had is setting time limits for daily
computer usage (not just because of him!), but that
doesn't really address this issue. The father, by the
way, has been very difficult to work with. We are
trying to be supportive, but it is getting difficult
as we are being placed in a baby-sitting situation.
***********************************************************
Nadine Lipman
Head of Children's Services
Waterford Public Library
Waterford, CT 06385
email: booklover32@yahoo.com
------------------------------
From: Melanie Marie Petersen <mmp9@email.byu.edu>
To: pubyac@prairienet.org
Subject: Re: Objectionable Content Review for Books
Date: Mon, 11 Mar 2002 17:45:22 CST
Beth-
Thanks for your suggestions.
Sorry for the ambiguity of my language. I guess things can easily be
taken in a manner different than one intented. I will be starting library
school
in the fall, and I am fairly inexperienced when it comes to the different
journals and resources that are available. I trust my peers and am very
grateful for
the work they do to uphold intellectual freedom. I do not plan on
censoring
anything in my library, but I truly believe that people should have the
opportunity to make informed decisions on what they read, no matter what
their values may be.
I mainly ask on my own behalf. Back in High School, I decided I wanted
to branch out and read some authors and books beyond those that I was
familiar with in the YA section. The adult section was very foreign to me,
and I
didn't know where to begin (beyond the classics I had read in school and Mary
Higgins Clark mystery novels). I realize now that I should have asked for
the help of
a librarian, but I didn't. I scanned the shelves and picked something
that looked good. When I got home and started reading the book, I found
that I was
personally offended by some of the content (sexual in nature). I don't
believe that I was scarred for life or anything, but I should have had the
option of knowing what I would be dealing with before I read the book. The
book
was a few years old, and at that point in my life I didn't know where to go to
find a review.
We all have different views of what we like and don't like to read, and
this is a very personal matter. I hope that intellectual freedom will be
extended to everyone, wherever they fall on the spectrum.
I guess I would define objectionable material and family values as an
extension of one's personal values. These values vary from person to
person and
family to family.
Melanie-
>
> Could you please define "Objectionable?"
>
> I suppose if you want to censor your book collection
> as well as your video collection and internet access,
> you might take a gawk at the familiy friendly
> libraries website at http://www.fflibraries.org/
> They have a manifesto on family friendly books in
> school and public libraries - again, define "family
> friendly" ...
>
> -Beth Gallaway
>
> PS - What's wrong with library journals as review
> sources? Books are usually reviewed by working
> professionals - do you not trust your peers and
> associates to raise any issues about possible
> "objectionable" content in their professional reviews?
>
> --- Melanie Marie Petersen <mmp9@email.byu.edu>
wrote:
> > Everyone is familiar with sources that review movies
> > and their appropriateness for children. We also
> have filters for the internet. Is anyone familiar
> with a
> > similar source that identifies objectionable
> > material in books? I'd like to have a ready source
> for parents that expands a little more upon age groups
> > etc.
> >
> > Thanks,
> > Melanie Petersen
> >
>
>
> =====
> Beth Gallaway, YA Librarian
> bethgallaway@yahoo.com
> Haverhill Public Library
> 99 Main Street Haverhill MA 01830
> 978/373-1586 fax 978/373-8466
>------------------------------
End of PUBYAC Digest 706
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