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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>
Sent: Monday, September 08, 2003 3:07 PM
Subject: PUBYAC digest 1205
PUBYAC Digest 1205
Topics covered in this issue include:
1) Postcards- Summer Reading 2004
by <laanders@bellsouth.net>
2) RE: Boy Scout Visits
by Paula Gilmour <PGilmour@plainfield.lib.in.us>
3) Re: Boy Scout Visits
by "Donna Moran" <domoran@hotmail.com>
4) Re: Starting a Chess Club
by Jaffa Weisberg <jaffaweisberg@yahoo.com>
5) Re: YA's of different ages
by "Jennifer Salt" <jennifersalt@hotmail.com>
6) Re: Yu-Gi-Oh!
by Jeannie Kunzinger <jkunzing@leaguecitylibrary.org>
7) RE: Starting a Chess Club
by "Sharon R. Levine" <slevine@lincolnwoodlibrary.org>
8) Re: Funny Food
by Dawn Sardes <Dawn.Sardes@euclidlibrary.org>
9) Re: "easy readers"
by "Sam Maskell" <jmaskell@sover.net>
10) Re: "easy readers" quick definition
by "Lori Karns" <Lori.Karns@mail.co.ventura.ca.us>
11) Reviews of "Snow Woman"
by "Becky Smith" <BSMITH@loganutah.org>
12) bouncy critter
by "Chris Gibrich" <library_groupie@hotmail.com>
13) Re: Request to moderator re: touchy question + response
by "Jamie Holtsclaw" <jholtscl@in-span.net>
14) Hawafena/Singing ad
by "Gruninger, Laura" <lgruning@MCL.org>
15) Puppet stages
by Laurel Sharp <lsharp@mailbox.lpl.org>
16) Re: Re touchy question - the group in question is NOT being
by LGD <gabeny13@yahoo.com>
17) RE: Puppet Stages
by "Minkel, Walter (RBI-US)" <WMinkel@reedbusiness.com>
18) Whew!!! Re Touchy Question
by Mary Jean Hartel <hartelm@mail.clarke.public.lib.ga.us>
19) Eye patches
by "Bryce, Richard" <bryce@palsplus.org>
20) Re: Starting a Chess Club
by "Tara Mendez" <TaraM@mail2tara.com>
21) Stumper
by ahoey@library.state.nh.us
-------------------------------------------
From: <laanders@bellsouth.net>
To: <pubyac@prairienet.org>
Subject: Postcards- Summer Reading 2004
Date: Mon, 8 Sep 2003 15:35:46 CDT
Hi everyone!
A big thank you to all of you who have sent postcards to me for our Summer
Reading Program next summer, "Book It Across America." It is so
exciting to
receive the cards, and they will make a great display next summer! I am
sending cards back from Nashville- thanks again!
Linda Anderson
Nashville Public Library
3700 James Kay Lane
Hermitage, TN 37076
--------------------------------------
From: Paula Gilmour <PGilmour@plainfield.lib.in.us>
To: "'pubyac@prairienet.org'"
<pubyac@prairienet.org>
Subject: RE: Boy Scout Visits
Date: Mon, 8 Sep 2003 15:35:55 CDT
I ask the leader what they need. Some need computer, some need library
skills. It is
written in the handbook. Sometime they need volunteer hours. Thanks
Paula
-----Original Message-----
From: Cathy Henderson [mailto:cathyh@frontiernet.net]
Sent: Sunday, September 07, 2003 12:36 PM
To: PUBYAC
Subject: Boy Scout Visits
Hi everyone,
What types of activities do you do when Boy Scout/Cub Scout troups come
to your library for a tour?
Thanks in advance!
Please reply to me off-list and I will compile the results if people are
interested.
Sincerely,
Cathy Henderson
Children's Librarian
Seymour Library
Brockport, NY 14420
cathyh@frontiernet.net
"Enthusiasm finds the opportunities,
and energy makes the most of them"
Henry S Haskins
-----------------------------------------------------
From: "Donna Moran" <domoran@hotmail.com>
To: pubyac@prairienet.org
Subject: Re: Boy Scout Visits
Date: Mon, 8 Sep 2003 15:36:08 CDT
Depends on what they're there for -- usually it's a requirement for one of
the badges. I usually give them the 10 cent tour, show them how to use the
OPACs, give them a quick overview of Dewey and talk about other ways to
"organize" things, and ask them what their interests are -- then send
them
on a search to find a book using a Dewey guide. Other groups were
interested in history and we went through how to search for those books;
still another geneaology. Find out what they're working on and tailor your
"class visit" to their needs.
Donna Moran
Fresno Library
>From: "Cathy Henderson" <cathyh@frontiernet.net>
>Reply-To: pubyac@prairienet.org
>To: "PUBYAC" <pubyac@prairienet.org>
>Subject: Boy Scout Visits
>Date: Sun, 7 Sep 2003 12:36:29 CDT
>
>Hi everyone,
>
>What types of activities do you do when Boy Scout/Cub Scout troups come
>to your library for a tour?
>
>Thanks in advance!
>
>Please reply to me off-list and I will compile the results if people are
>interested.
>
>Sincerely,
>Cathy Henderson
>Children's Librarian
>Seymour Library
>Brockport, NY 14420
>cathyh@frontiernet.net
>
>"Enthusiasm finds the opportunities,
>and energy makes the most of them"
>Henry S Haskins
>
---------------------------------------------------
From: Jaffa Weisberg <jaffaweisberg@yahoo.com>
To: pubyac@prairienet.org
Subject: Re: Starting a Chess Club
Date: Mon, 8 Sep 2003 15:36:17 CDT
Hi Genie,
In our middle school library, we have chess sets available. One is set up
for chess and whenever 2 students come to the library ( lunch for example)
they continue the game. The board is left where the students left off and
anyone can continue the game if they want. We leave the board everyday as
is. Others can just take another set and play among themselves as well.
We
also leave books on chess near-by in case the students want to read about
chess and moves. You can try that as a start to see if students are
interested in the game. The other middle school in our district has a
chess
team. If you want me to find out about how that works, let me know.
Jaffa Weisberg
Genie DuPell <egdupell@yahoo.com>
wrote:
I am interested in starting some kind of chess group
at my library. Has anyone had success with a chess
club or drop in chess group for children/teens at your
library? If so, what is the format of the group? Do
children just drop in and play or do you have someone
give instruction each time?
I am thinking of having an organizational meeting next
month and maybe see if there are any parents who play
chess that might be interested in helping.
I would appreciate any suggestions you might have. I
play chess and could teach the basics.
Please e-mail me at egdupell@yahoo.com
and I will post
a compilation of responses.
Thank you!
Genie DuPell,
Youth Services Librarian
Fayetteville Free Library
Fayetteville, NY
--------------------------------------------
From: "Jennifer Salt" <jennifersalt@hotmail.com>
To: pubyac@prairienet.org
Subject: Re: YA's of different ages
Date: Mon, 8 Sep 2003 15:36:26 CDT
The dividing line is both conceptual and physical. I know the physical part
must sound weird, but here's how it is: When we move into the new building
this Spring, we will have a two room area devoted to teens. My director
wants use of this area to be restricted to high school students. I don't
know how she plans to enforce this. Perhaps, I'll be expected to card them
at the door. ;^) When I pointed out that we were lacking _any_ services to
middle school students, she started contemplating a "tween corner."
So, who
knows?
Conceptionally, we're looking at separate programming, philosopy, and so
forth.
I know that two entire rooms set aside just for teens makes us sound like we
have a lot of resources, but these resources haven't extended to staffing,
at least YA staffing. I'm the entire YA staff, and I think those
resposibilities are viewed as sort of a side job in relation to my work as a
children's librarian. This is why I'm so eager to get all my ducks in a
row--I know things have to work smoothly with a minimum if time and
attention from me. In fact, one of my other hats is the person in charge of
children's programming at our three (tiny) branches. I do enjoy this, but it
means that I'm not even always in the main library where the teen room is
and the YA stuff will mostly take place.
--Jennifer
>From: Ed Goldberg <longislandlibrarian@yahoo.com>
>To: pubyac@prairienet.org
>Subject: Re: YA's of different ages
>Date: Sun, 7 Sep 2003 12:16:46 CDT
>
>Jennifer,
>
>Are you talking about a physical dividing line or a conceptual one where
>you
>have programs devoted to specific age groups? This is new to me, but
I'm
>new to YA as well.
>
>Ed Goldberg
>
>Jennifer Salt <jennifersalt@hotmail.com>
wrote:
>YA services: Our library is starting YA programing for the first time. I am
>new to YA services of any kind. I am also new to this library system. So, I
>will no doubt have many questions. Thank you all for your patience.
>
>Our Director wants a dividing line in YA services with high school students
>on one side and middle school students on the other. Does anyone have any
>experience with this? What did you do and how did you do it? Sorry to be so
>vague, but I'm not even sure which questions to ask.
>
>I am still in my three month probation--I'm not going to challenge my
>Director on this. So please do not depress me with stories about how this
>type of division is an unqualified disaster or send me descriptions of
>programs I can't tweak and make work.
>
>Respond to me off list. If someone sends me email indicating this is of
>interest, I will compile.
>
>--Jennifer
>
>Ed Goldberg
>Syosset Public Library
>longislandlibrarian@yahoo.com
>
------------------------------------------
From: Jeannie Kunzinger <jkunzing@leaguecitylibrary.org>
To: pubyac@prairienet.org
Subject: Re: Yu-Gi-Oh!
Date: Mon, 8 Sep 2003 15:36:36 CDT
This summer we offered Yu-Gi-Oh! game play once a week for an hour. It was
a great success and I will continue it in the fall, once a month and in the
spring more often if necessary. The ages allowed; 8 - 18 (no one who had
graduated from High School except as a judge - didn't have any).
I used rules from one of the Yalsa listservs and will send them to anyone
who would like them.
Twice over the summer one of the 8th grade boys organized a tournament
(unadvertised - only for the people who happened to show up that
day). These were great fun and I found prizes for winners 1, 2, and
3. Participation was usually 15 - 20.
The older kids were very patient with the younger ones and gave out lots of
advice while they played. I asked the parents of anyone under 8 to stay.
This way they could still play, but I was not responsible for them being
taken advantage of. I did not allow trading in the library. If you look at
the rules and guidelines you will see that a lot of possible problems are
taken care of. Every participant was required to sign the rules every time
they played.
There were enough "experts" that I did not need to know how to play. I
chose one of the "expertyist" to serve as judge if needed. All
participants
respected this. I also kept a copy of the official rules handy as well as
posted the official web site
M. Jeanne Kunzinger
Youth Services Coordinator
Helen Hall Library
100 West Walker
League City, Texas 77573
281-316-3434
jkunzing@leaguecitylibrary.org
-----------------------------------------------
From: "Sharon R. Levine" <slevine@lincolnwoodlibrary.org>
To: <pubyac@prairienet.org>
Subject: RE: Starting a Chess Club
Date: Mon, 8 Sep 2003 15:36:44 CDT
Genie,
We have an adult volunteer who teaches children 2nd grade and up how to
play. We run it for 4-6 weeks at a time on Sunday afternoons, usually
about once a year.
Also, we keep a couple of inexpensive chess sets at the youth services
desk that students can ask to use any time.
HTH
Sharon Levine
Head of Youth & Young Adult Services
Lincolnwood Public Library
Lincolnwood, IL
slevine@lincolnwoodlibrary.org
www.lincolnwoodlibrary.org
-----Original Message-----
From: Genie DuPell [mailto:egdupell@yahoo.com]
Sent: Sunday, September 07, 2003 2:28 PM
To: PUBYAC@prairienet.org
Subject: Starting a Chess Club
I am interested in starting some kind of chess group
at my library. Has anyone had success with a chess
club or drop in chess group for children/teens at your
library? If so, what is the format of the group? Do
children just drop in and play or do you have someone
give instruction each time?
I am thinking of having an organizational meeting next
month and maybe see if there are any parents who play
chess that might be interested in helping.
I would appreciate any suggestions you might have. I
play chess and could teach the basics.
Please e-mail me at egdupell@yahoo.com
and I will post
a compilation of responses.
Thank you!
Genie DuPell,
Youth Services Librarian
Fayetteville Free Library
Fayetteville, NY
-----------------------------------------------------
From: Dawn Sardes <Dawn.Sardes@euclidlibrary.org>
To: pubyac@prairienet.org
Subject: Re: Funny Food
Date: Mon, 8 Sep 2003 15:36:53 CDT
CAT LITTER CAKE always goes over well with the teens!
Remember, PLEASE serve in a brand new, clean litter box with a brand
new pooper scoop. You can't just wash out your cat's old pan.
INGREDIENTS
1 spice or German chocolate cake mix. (include ingredients listed in mix)
1 white cake mix. (include ingredients listed in mix)
1 package white sandwich cookies.
1 large package of instant vanilla pudding. (include ingredients listed
in mix)
Green food coloring.
12 small Tootsie Rolls.
1 brand new and clean litter box.
1 brand new and clean litter box liner.
1 brand new and clean litter box scoop.
DIRECTIONS
1. Prepare cake mixes according to package directions. (any size cake pans)
2. Prepare pudding mix according to package directions and chill until ready
to use. Crumble white sandwich cookies in small batches in blender. (Scrape
often, they tend to stick) Set aside all but 1/4 cup. To this 1/4 cup cookie
crumbs, add a few drops of green food coloring and mix using a fork or by
shaking in a jar.
3. When the cakes are cooled to room temperature, crumble them into a large
bowl. Toss with half of the remaining white cookie crumbs and the chilled
pudding. You probably won't need all of the pudding. Mix it with the cake
and feel it3B you don't want it soggy, just moist. Gently combine.
4. Line a new, clean litter box. Put mixture into litter box.
5. Put 3 unwrapped Tootsie Rolls into a microwave safe dish and heat until
soft and pliable. Shape ends so they are no longer blunt, curving slightly.
Repeat with 3 more Tootsie Rolls and bury them in the mixture.
6. Sprinkle the other half of the cookies crumbs over the top. Scatter the
green cookie crumbs lightly over the top. This is supposed to resemble the
chlorophyll in the litter.
7. Heat remaining Tootsie Rolls in the microwave, 3 at a time, until almost
melted. Spread them on top of the cake and sprinkle with cookie crumbs. Or
only spread 5 of the remaining Tootsie Rolls over the top. Take one and heat
until pliable and hang it over the side of the litter box, sprinkling it
lightly with cookie crumbs. Place the box on a newspaper and sprinkle some
of the cookie crumbs around. Serve with the new scoop. Enjoy!
Dawn Sardes
Teen Services Librarian
Euclid Public Library
Dawn.Sardes40euclidlibrary.org
216-261-5300, ext. 138
Promote, then, as an object of primary importance, institutions for the
general diffusion of knowledge. In proportion as the Structure of a
government gives force to public opinion, it is essential that public
opinion should be enlightened.
>From the 1796 Farewell Address of George Washington, 1st President of the
United States
--------------------------------------------
From: "Sam Maskell" <jmaskell@sover.net>
To: <pubyac@prairienet.org>
Subject: Re: "easy readers"
Date: Mon, 8 Sep 2003 15:37:02 CDT
Hi, Robin~
I know exactly the issue you are describing! At my library we go a step
further, not only do I have an "Early Reader" section, I also have a
"Transitional Reader" section - books that are more difficult than
early
readers, but much easier than full-length chapter books. While most of
the staff are on board with the program - especially having seen the
results in circulation and feedback from patrons - there is one that
really just doesn't see the point - despite the research that supports
this decision, and the success the youth library has experienced with
it; at this point we've agree to disagree.
The reason my library had for separating the sections had to do with
patron needs - particularly emerging and learning readers, who needed to
be able to find books that supported their levels, gave confidence, and
supported continued learning. The school system here employs the
Success For All program which requires children to find books at their
reading level and the sections made it very easy. (I'm sure many of you
have experienced patrons coming in asking for the "second grade
books".)
Early Readers are books specifically designed for beginning readers with
limited comprehension skills. Creating a separate section is merely
assisting these children by creating a supportive environment. I would
recommend the book Literacy's Beginnings: Supporting Young Readers and
Writers, Fourth Edition ( ISBN: 0205386377 Publisher: Pearson Allyn
&
Bacon; 4th edition, June 26, 2003) for research and information that
supports creating a separate section.
As far as specific criteria, well, some are very easy, for example books
in the "I Can Read" or "Emergent Readers" series clearly
belong in the
early readers section. Books that feature large text in clear fonts
with pictures intended to help young children decode the text, such as
Capuccili's 'Biscuit' series and Minnie and Moo (Cazet). Rosemary Wells
has been publishing some wonderful early readers (The Halloween Parade,
Doris's Dinosaur).
Transitional Readers are made up of more difficult books like The Magic
Tree House, Junie B. Jones, Amber Brown, The Time Warp Trio, My Father's
Dragon, and so on. Books with longer stories, smaller text than early
readers - yet text that is larger than full-length chapter books - and
pictures. And as a result of taking the TRs out of the chapter book
section I now have a section that is more attractive to upper-elementary
and middle schoolers.
One of the problems staff members that weren't involved in children's
services had with the sections (this may or not apply to you) was
finding books in the children's library or, for volunteers and part-time
staff, knowing where to shelve books. Our answer to this was quite
low-tech, we used a colored dot, early readers have a blue dot above the
spine label and transitional readers have a red dot on the top of the
spine and the call numbers were changed to TR and ER. We'll be
automated this November (WAHOO!) and the catalog will have the books in
their appropriate section.
At my library we did have some precedence of separating according to
levels - the large print and Young Adult sections specifically. Perhaps
you could invite the staff to sit down with you and discuss patron
needs, and give you an opportunity to present the research and your
ideas. I would also recommend talking to teachers and homeschooling
families in your community about the idea - I found the teachers here
were thrilled to support the change of separate sections.
Good luck!
~Sam
*****************************************************
Samantha Maskell, Youth Services Librarian
Rockingham Free Public Library
65 Westminster Street
Bellows Falls, VT 05101
802.463.4270
*****************************************************
-------------------------------
From: "Lori Karns" <Lori.Karns@mail.co.ventura.ca.us>
To: pubyac@prairienet.org
Subject: Re: "easy readers" quick definition
Date: Mon, 8 Sep 2003 15:37:11 CDT
I'm lucky now to manage both the Cataloging and Children's Services
departments so we've had a good opportunity to develop some criteria. I
hope this helps. I'll be looking forward to seeing what other libraries
have developed.
*Note - we only put easy readers for grades 1-2 in that area. Grade 3 goes
into the regular picture books unless it's a chapter book, then it goes
into the children's fiction.
1. Easy readers are designed to help a new reader build reading skills.
They often have a controlled vocabulary, sometimes appearing as a
vocabulary list in the front or back of the books.
2. The publisher may have a reader series designation on the cover of the
book (i.e. Step into reading, My first reader, etc.)often with a grade
level code. The MARC record will often have a 440 or 490 series tag
indicating a reader series. The 440 may have a "p" subfield with the
grade
level.
3. Since we limit our easy readers to grades 1 and 2, we also look for
other cues. Are the sentences simple sentences or compound? Are most the
words able to be sounded out using simple phonic clues (not through,
thought, rough, deny, etc.). Do the illustrations supplement the text but
not add information to it?
4. In contrast, our definition of a picture book is that it is designed
for a reader with some master of vocabulary and is at least half illustrati
ons. The illustrations often add more to the story than is in the text
itself. Example: In Sylvester and the Magic Pebble, Sylvester is a donkey,
but that is never stated in the text anywhere.
5. We decided that a picture book that is almost all illustration with
only a few words on a page (oink, moo, wow, colors, numbers) is still a
picture book but is still useful to hand to a new reader. However, because
the vocabulary building and practice is not there, we keep them in the
picture books.
6. If in doubt, show it to the Youth Services staff first for a decision.
Ask why the call was made one way or the other
I encourage you to continue separating the easy readers. I have found it
was great when primary classes came to the library and needed to select
their books quickly before heading for the bus to go back. We talk about
which books they will be able to read by themselves, and which they might
have their teacher or parents read to them.
Hope this helps.
Lori Karns
Ventura County Library
Lori.Karns@mail.co.ventura.ca.us
>>> redrobin@usa.com 09/07/03
10:54 AM >>>
I have a problem that is both sensitive and political. I work in a small
public library where I catalog the Children's books. The technical staff
(clerical position) is also part of this process.
One clerk in particular has complained to me regarding the designation of
"easy reader" on books. I had begun this designation about six
months ago
and these early readers are shelved sperately. Prior to this they were
shelved with the picture books and were somewhat inaccessible. She does
not
understand why they are not still in the picture book section in the
pre-1st
category ( this library places age labels on their picture books another
thing I do not agree with).
The problem is that she and others view this section not as a professional
designation but as books that are merely "easy to read," in their
opinion.
They are not aware of the criteria that constitute an "easy
reader."
Trying to be diplomatic, I am not going to just say this is the way it is
and that is that. Instead I would like to present a checklist that would
enumerate the criteria for placing a book in this section with brief
explainations.
I would appreciate GREATLY any ideas you might be able to share regarding
the criteria your library uses in designating a book as an easy or
beginner
reader and/ how to handle the clerical staff in a profession manner
without
insulting anyone's abilities.
I am desperate for any imput!!
Thanks to all-
REK
--
------------------------------------------------
From: "Becky Smith" <BSMITH@loganutah.org>
To: <pubyac@prairienet.org>
Subject: Reviews of "Snow Woman"
Mime-Version: 1.0
Content-Type: text/plain; charsetUS-ASCII
Content-Transfer-Encoding: 7bit
Content-Disposition: inline
Date: Mon, 8 Sep 2003 16:05:51 CDT
Thank you to everyone who forwarded reviews and citations of David
McKee's "Snow Woman" to me. I appreciate the help!
Becky Ann Smith
Youth Services Librarian
Logan Library
Logan, UT
bsmith@loganutah.org
-------------------------------
From: "Chris Gibrich" <library_groupie@hotmail.com>
To: pubyac@prairienet.org
Subject: bouncy critter
Date: Mon, 8 Sep 2003 16:06:00 CDT
Good afternoon!
Does anyone have any suggestions about a "bouncy" critter for lapsits?
By
this, I mean that I am at a loss about what type of a stuffed
animal/doll/whatever to use during the bouncy/demostration bits of a lapsit.
Anyone have any tried and true favorites?
:) christie
Christie Gibrich
Teen/ Young Adult Services Librarian
Roanoke Public Library
308 S. Walnut
Roanoke, Texas 76262
-----------------------------------------------------
From: "Jamie Holtsclaw" <jholtscl@in-span.net>
To: <pubyac@prairienet.org>
Subject: Re: Request to moderator re: touchy question + response
Date: Mon, 8 Sep 2003 16:06:09 CDT
Shannon,
Thanks for your thoughtful and informative reply. I
certainly do not
feel flamed.
Jamie
>
> Jamie, I hope you don't see my reply as a flame. It is not. It
is simply
a
> reply to a question that has never been asked of me publicly in a PUBYAC
> posting. So, as your moderator, I am telling you my stand on stopping
> discussion: I won't do it. I don't need to. You guys do it for
me.
>
> At your service,
>
> Shannon VanHemert
> PUBYAC Moderator
> pyowner@pallasinc.com ]
--------------------------------
From: "Gruninger, Laura" <lgruning@MCL.org>
To: "'pubyac@prairienet.org'"
<pubyac@prairienet.org>
Subject: Hawafena/Singing ad
Date: Mon, 8 Sep 2003 16:06:19 CDT
Hi folks. Just wondered if you'd all seen the Clairol Herbal Essences ad
after p. 90 in the Oct. 2003 Teen People. It's the first I've seen, or I
should say "heard" like this. When you open it, its a singing ad.
I'm
just wondering if this is the wave of the future and if our periodicals
and reading areas are destined to be filled with the sounds of these...
Take a look...
Laura
Laura Gruninger, Children's Librarian
Mercer County Library System, Lawrence HQ
Lawrenceville, NJ 08648
lgruning@mcl.org
----------------------------------
From: Laurel Sharp <lsharp@mailbox.lpl.org>
To: pubyac@prairienet.org
Subject: Puppet stages
Date: Mon, 8 Sep 2003 16:06:28 CDT
Hello--
We had a very good puppeteer this summer who brought a clever
portable stage to our library in Central New York. He had made it
from a couple of tents, so it was both large and light. He used
lighting and a sound system.
His name is Tom Knight and he has a web page with contact information
(www.tomknight.com).
--
Laurel Sharp
Liverpool Public Library
310 Tulip Street
Liverpool, NY 13088
315 457-0310 x123
Fax 315 453-7867
lsharp@mailbox.lpl.org
-----------------------------------------------
From: LGD <gabeny13@yahoo.com>
To: pubyac@prairienet.org
Subject: Re: Re touchy question - the group in question is NOT being
Date: Mon, 8 Sep 2003 16:06:36 CDT
...."discomfort with diversity.."! Oh my god. I have never
heard of
prejudice being couched in such PC terms. Discomfort? I am
weary of this
discussion but each time I read one more e mail it just amazes me what
people are willing to defend. Diversity covers an awful lot of territory,
from sexual persuasion to racial make-up. To be uncomfortable in some way
with diversity makes ME uncomfortable about where one's attitude is coming
from. Sometimes other people are very good a picking up on the fact that
it
is possible it is YOUR discomfort that is the issue. I hope we can
lay
this to rest and move on. However, I leave the discussion with the distinct
impression of a librarian who personally finds these 'people' distasteful.
People have many times mentioned a rather disruptive challenged patron to
me. But it would NEVER occur to me that removing this patron was the
solution. I have always mentioned his love of the library, tried to keep
him calm etc., and diffused whatever
was happening. I have always looked at it from the viewpoint that
the
solution was gently steering people towards some kindness and tolerance. I
think that difference in viewpoints on how the situation could be handled is
what made people upset. For many of us we would NEVER consider asking
someone to leave because they are different in a way that makes others
uncomfortable. The fact that you mentioned that as a solution pointed up
the difference. The 'discomfort with diversity' kind of came thru.
----------------------------------------
From: "Minkel, Walter (RBI-US)" <WMinkel@reedbusiness.com>
To: "'pubyac@prairienet.org'"
<pubyac@prairienet.org>
Subject: RE: Puppet Stages
Date: Mon, 8 Sep 2003 16:06:47 CDT
I was a puppeteer for almost 20 years, & I've built about a dozen puppet
stages for library use. Although I've put many suggestions about stage
building, plus two plans for stages, in my book _How to Do "The Three
Bears"
with Two Hands_ (ALA editions, 2000, if I may be so tacky as to plug it
here), here are my basics for stage building:
1) I strongly recommend that all puppet stages be portable. Built-in stages
are harder to work with. Puppeteers need to be able to be flexible according
to their audience, the play, & their situation. Built-in stages are really
only useful if you have some part of a library children's area in which kids
have access to puppets & will be "putting on" their own
"plays" on a
permanent basis.
2) The two best materials I've ever found for puppet stage frames are 3/4"
PVC pipe, available inexpensively in any Home-Depot-type store, & canvas
stretcher bars, available somewhat more expensively in any decent art-supply
store. You want a frame material that's both light & relatively strong.
Built-in stages that are strong enough to take the abuse of kids using them
typically produce hernias in adults because they must be made of solid
lumber, particleboard, etc.
3) If you go with a portable stage, the PVC or stretcher bars should be
covered with cloth; I recommend waiting until a local fabric store has a big
sale & then stocking up on upholstery material, which is usually both opaque
and tough. DO NOT use bright material; you want your show to attract kids'
eyes, not the stage. I found that blue, green, violet or _dark_ red
upholstery material was the best (I did a patchwork stage, & a
"carnival"
type stage using vertical stripes in muted but pleasant colors, & these both
worked well).
4) Your playboard (the "stage floor") should be about 4" wide
& about 4'
long, made of a tough wood (I like oak, maple, cedar, or fir, all of which
are available in most Home Depot-style stores). You will need access to a
table saw to assemble a good playboard that will support scenery & props
&
take years of your puppet Little Bunny Foo-Foos bopping field mice on the
head. Decide on a standard size dowel that will protrude about 2" from each
scenery piece--a tree, the Third Little Pig's house, whatever, & drill holes
that size along the inner edge of the playboard to accomodate the scenery. I
always did all my scene changes by having the puppets "walk upstairs"
carrying the scenery, plugging the dowels into the holes, & going right into
the next scene.
5) Do not have curtains in the front of your stage if you are performing for
an audience of preschoolers. As above, the action should be continuous. Time
is compressed during a puppet show; for a preschool-Grade 2 audience (which
is typical in the average public library), closing a curtain for thirty
seconds or (horrors) a full minute to change scenery is like closing it for
half an hour for an adult audience.
6) DO NOT build stages that allow adult puppeteers to sit down. Unless a
disability prevents a puppeteer from working standing up, he/she should
always stand while performing because the puppets will be allowed a far
greater range of motion, and the general energy level will be higher.
I could go on, but I won't. If you have any specific questions, just send
them to me--I think every public library should be doing more puppet shows.
--W
------------------------------
Walter Minkel, Technology Editor, School Library Journal
www.slj.com * wminkel@reedbusiness.com
* 646-746-6721 * fax 646-746-6689
----------------------------------
From: Mary Jean Hartel <hartelm@mail.clarke.public.lib.ga.us>
To: pubyac@prairienet.org
Subject: Whew!!! Re Touchy Question
Mime-Version: 1.0
Content-Type: text/plain; charset"us-ascii"
Date: Mon, 8 Sep 2003 16:06:58 CDT
I just now logged on to the listserv to read ALL the replies to Touchy
Question!
I've posted before on this topic and I'll post again. If you have staff
able and willing to provide separate programs, do so. If you don't have
staff, decide what to do on a case by case basis and by checking with the
care givers of said developmentally disabled children/teens/adults.
I have a 16 (!!) year old daughter with Down Syndrome (severe not
"gifted").
As the YA librarian I give programs to her and her classmates at her school
as well as the other middle and high schools. My problem is more that the
teachers of this population often don't request programs so I have to go
after them.
Ditto adults. I see developmentally disabled (aarrrrjghgghghghh
"retarded"
really works for me if you'll look up the definition!!!!!!!!!!!!!1) adults
and go looking for the care-givers. So I get to give a program once a
month
for adults.
The real problem as I see it: "My gosh, they're retarded. I
don't know
what they'll like. I don't know if they'll understand me--I can't
understand them. I don't want to say or do the wrong thing to embarrass
them/me."
My answer: Do the programs anyway!!! No, they won't understand
everything
you say but most will enjoy it none the less. And the real kicker is that
sometimes they understand way more than you think!!! I do the same
programs
I would do for elementary or YA audiences.
This is what I do:
Introduce myself. Get them to say their names (retarded folks (don't get
after me for using that word) always need to practice saying their names,
addresses, phone numbers, etc.) I'm pretty animated--get right in their
faces and insist of some sign of participation--always looking to the
caregiver to make sure I'm not overstepping boundaries.
If the theme is holidays, then I ask they to say their name, first name and
last name, and to sing their favorite holiday song...after first singing my
favorite to demonstrate. I have had some of the MOST fun!!!!
I always include the caregiver or teacher in this--it's their job.
Do the program.
Say thank you, accept applause--you may need to tell them, "this is where
you clap for me."
Make arrangements for the next program.
Do this several times and you'll find it's a piece of cake and your audience
will know how to behave and will look forward to seeing you.
Okay, getting down of my horse now. Please treat my daughter and everyone
else as you would like to be treated. If you don't know what to do or say
ask the parent, the caregiver, the client representative, etc. Thanks.
Mary Jean Hartel The early bird gets the worm,
Young Adult/AV Librarian But the second mouse gets the cheese.
Athens Regional Library
2025 Baxter Street
Athens, GA 30606
hartelm@mail.clarke.public.lib.ga.us
706/613-3650, ext. 323
FAX 706/613-3660
----------------------------------------
From: "Bryce, Richard" <bryce@palsplus.org>
To: "'pubyac@prairienet.org'"
<pubyac@prairienet.org>
Subject: Eye patches
Date: Mon, 8 Sep 2003 16:07:06 CDT
Hello, again! A patron came in recently whose 5 year old daughter just got
an eye patch. She was wondering if there were any books on dealing with
that topic? I did some searching but haven't really found anything.
Any
ideas? Thanks so much.
Take care and have a great week.
Richard Bryce
West Milford Township Library
Sr. Children's Librarian
973-728-2823
bryce@palsplus.org
"All it takes is one good deed to change the world for good."- Rabbi
Menachem Schneerson
"So many things have made living and learning easier. But the real
things
haven't changed. It is still best to be honest and truthful; to make the
most of what we have; to be happy with simple pleasures; and to be cheerful
and have courage when things go wrong."- Laura Ingalls Wilder
---------------------------------------
From: "Tara Mendez" <TaraM@mail2tara.com>
To: <pubyac@prairienet.org>
Subject: Re: Starting a Chess Club
Date: Mon, 8 Sep 2003 16:07:16 CDT
We placed an inexpensive chess set in the adult reading area of our
library. We got a little press but did not go all out. I even purchased
a few extra sets in case pieces went missing or were lost in action. I
have to say I am so very happy with the result. We have young children
and families and seniors all dropping by to play chess. The set is
always out in the reading room and we have had no problems to date with
projectile popes or missing Queens ( that a story for another day)
Everyone who comes up stairs to use the set plays quietly and
respectfully. We were so pleased with the response that we added a
checker set and we just get a warm fuzzy feeling all over every time we
see people upstairs playing ( in an otherwise under used area)
Tara Mendez
Pembroke Public Library
www.pembroke.library.on.ca
--------------------------------------
From: ahoey@library.state.nh.us
To: pubyac@prairienet.org
Subject: Stumper
Date: Mon, 8 Sep 2003 16:07:25 CDT
A woman from a local nursing home is trying to find a copy of a poem or
rhyme she learned as a child telling about the United States and their
capitals and rivers. She thought it started something like "New
Hampshire
on the Cantabeck, Concorde on the Maine" I have looked
through a couple
of poetry indexes and done some web searching, but I haven't found anything.
Thanks for your help.
Ann Hoey
Youth Services Coordinator
New Hampshire State Library
20 Park Street
Concord, NH 03301
603-271-2865
ahoey@library.state.nh.us
Youth Services webpage:
http://www.state.nh.us/nhsl/ldss/RGyouthservices.html
------------------------------------
End of PUBYAC Digest 1205
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