|
Today's Topics:
1. Stumper with yes we have no bananas solved (Beth Bell)
2. stumper answered - invisible animals (Kirsten Freeman-Benson)
3. Books re: teen depression, teen suicide (Jamie Holtsclaw)
----------------------------------------------------------------------
Message: 1
Date: Mon, 22 Mar 2004 17:56:12 -0800 (PST)
From: Beth Bell <bethbell52@yahoo.com>
Subject: [PY] Stumper with yes we have no bananas solved
To: pubyac@lists.prairienet.org
Message-ID: <20040323015612.38909.qmail@web12822.mail.yahoo.com>
Content-Type: text/plain; charset=us-ascii
Hello,
My stumper about a visit to a friend's house were they
sing yes we have no bananas appears to be "A Day with
Wilbur Robinson" by William Joyce, Harper, 1990.
Thanks for the quick response and especially to Becky
Smith, Mary Kuehner, Kathleen Conger, Berni Cauillard,
Gayle Richardson, and Beverly Bixler.
Beth Bell
St. Andrews Public Library
Charleston, SC
------------------------------
Message: 2
Date: Mon, 22 Mar 2004 18:08:56 -0800
From: "Kirsten Freeman-Benson" <kirsten@superboy.org>
Subject: [PY] stumper answered - invisible animals
To: <pubyac@lists.prairienet.org>
Message-ID: <NCBBLOLGMLGEOHKKAIACOEPHDAAA.kirsten@superboy.org>
Content-Type: text/plain; charset="iso-8859-1"
Hello everyone,
It looks as though the answer to my stumper may be The Boy Who Was Followed
Home
by Margaret Mahy, illustrations by Steven Kellog (1975). I have to check
with
the patron to be sure, but it sounds promising.
Thank-you especially to Pat and Rebecca for their help. This group is
amazing!
-Kirsten
___________________________________________________
Original Post:
From: Kirsten Freeman-Benson [mailto:kirsten@superboy.org]
Sent: Monday, March 22, 2004 2:55 AM
To: pubyac@prairienet.org
Subject: [PY] stumper - invisible animals
Fellow PubYACers,
I have a stumper from an elderly patron who remembers a book that she used
to use when minding the kids aged 5-8 at her church. She thinks it might
have been published in the 1980s, but isn't sure about that. It could be
earlier.
In the story, there is a boy who gradually accumulates a long line of zoo
animals (giraffe, etc.) that follow him around, but the grown-ups don't
believe him or see the animals, and they might even convince the boy in the
end that he never
had the animals following him in the first place. However, at the end of the
book, the reader sees the long line of animals that have been following the
boy, and know that he has been speaking the truth all along.
I've tried WorldCat and A to Zoo, and it is not New Friends or Louis
Timothy, the Giant Invisible Turtle.
Any leads will be appreciated. Thanks!
Kirsten Freeman-Benson, Youth Services Librarian
West Slope Community Library
Portland, OR
kirstenfb@wccls.lib.or.us
------------------------------
Message: 3
Date: Tue, 23 Mar 2004 10:56:12 -0500
From: "Jamie Holtsclaw" <jholtscl@in-span.net>
Subject: [PY] Books re: teen depression, teen suicide
To: "Pubyac" <pubyac@LISTS.prairienet.org>
Message-ID: <001401c410ef$5dd3b440$74dc8ba5@doris>
Content-Type: text/plain; charset="iso-8859-1"
Hey, guys.
I've had a request for YA books (fiction and non-fiction) dealing with
teen depression and teen suicide. Books can deal with one issue or both.
I have been able to find more books dealing with suicide than with
depression.
Any help you can give will be appreciated.
Here's what I have
When Nothing Matters Anymore: A Survival Guide for Depressed
Teens by
Bev Cobain (non-fiction)
Life Strategies for Teens by Jay McGraw (non-fic)
Tears of a Tiger, Sharon Draper
Tribes, Arthur Slade
Chinese Handcuffs, Chris Crutcher
Face at the edge of the World, Eve Bunting
Jamie Holtsclaw
Children's Librarian
Greensburg Public Library
jholtscl@in-span.net
www.greensburglibrary.org
------------------------------
_______________________________________________
Main PUBYAC website: http://www.pallasinc.com/pubyac
End of PUBYAC Digest, Vol 10, Issue 41
**************************************
Today's Topics:
1. Labeling as a Means of Identification (Mischelle Tripp)
2. Mystery parties (Christy Jones)
3. Programs for different age groups (Alissa Ulrich)
4. compilation: handler orientation for therapy dog program
(Kapila Sankaran)
5. Learning ASL, ASL Resources (Kirsten Klinghammer)
6. Librarian Barbie (Melissa MacLeod)
----------------------------------------------------------------------
Message: 1
Date: Tue, 23 Mar 2004 11:22:04 -0600
From: "Mischelle Tripp" <mtripp@kc.rr.com>
Subject: [PY] Labeling as a Means of Identification
To: <pubyac@lists.prairienet.org>
Message-ID: <001501c410fb$5cde3a40$6401a8c0@basement>
Content-Type: text/plain; charset="iso-8859-1"
How many of you use a labeling system to identify specific types of books within
your libraries? I am researching the pros and cons of labeling for a
research project for my MLS and would appreciate any feedback and
experiences you might have had in this area.
------------------------------
Message: 2
Date: Tue, 23 Mar 2004 09:33:25 -0800 (PST)
From: Christy Jones <xyjones3@yahoo.com>
Subject: [PY] Mystery parties
To: pubyac <pubyac@lists.prairienet.org>
Message-ID: <20040323173325.56387.qmail@web21005.mail.yahoo.com>
Content-Type: text/plain; charset=us-ascii
Hi All,
I know I just ask about bubble books, but I have
another question for the group. Has anyone every
purchased a mystery from the website
http://www.tailormademysteries.com/
?
We are thinking of buying one and using it with teens
over the summer and them have them act out their parts
for elementary kids at a fall lock-in.
I was just wondering if anyone had used this vendor or
had suggestions of another group that made mystery
parties.
Thanks for you help,
Christy
------------------------------
Message: 3
Date: Tue, 23 Mar 2004 11:46:28 -0600
From: "Alissa Ulrich" <aulrich@pekin.net>
Subject: [PY] Programs for different age groups
To: <pubyac@lists.prairienet.org>
Message-ID: <PCEMLCBNAKGJABCIIDKEEENJCFAA.aulrich@pekin.net>
Content-Type: text/plain; charset="iso-8859-1"
Our library currently does family programs on a monthly basis. We've tried a
variety of activities and the most successful are usually holiday
parties/events (for example we have a leprechaun party, valentine's day
party, gingerbread house making). We get such a wide variety of ages at the
groups it's very hard to plan. For example at our Leprechaun Party we had an
Irish storyteller and unfortunaly the audience was mostly younger kids who
couldn't sit still, even though we said on the registration what it was most
appropriate for.
Also, so we've had some comments from parents saying we don't do enough for
grades 2-5. And most of this age group has stopped coming to the Family
programs because the activities are too babyish.
Does anyone out there do successful age group programming on a regular
basis? How did you set it up and enforce? What type of programs do you do
for different age groups? How do you advertise these programs? Any hints
would be helpful as I'm beginning my fall program calendar.
Thanks!
Alissa Ulrich
Public Relations Coordinator
Pekin Public Library
301 S. Fourth St.
Pekin, IL 61554
(309) 347-7111 x226
aulrich@pekin.net
------------------------------
Message: 4
Date: Tue, 23 Mar 2004 12:49:23 -0500
From: "Kapila Sankaran" <ksankaran@springfieldpubliclibrary.com>
Subject: [PY] compilation: handler orientation for therapy dog program
To: <pubyac@lists.prairienet.org>
Message-ID:
<01c901c410ff$2d4f67a0$24820a0a@springfieldpubliclibrary.com>
Content-Type: text/plain; charset="iso-8859-1"
dear pubyac,
here's a list of responses i received to my query - which asked specifically
about tips/orientation advice for dog handlers. many folks wrote in to make
sure not to miss
the following websites too:
www.therapyanimals.org
www.deltasociety.org
The responses:
Book Links magazine has an article in its March 2004 issue, "Dogs as
Heroes, Helpers, and Healers" by Cindy Lombardo that includes
bibliographies of books for children on assistance dogs, sled dogs,
police dogs, etc. These books contain some of the information it seems
like you're interested in, and provide great reads for anyone interested
in dogs.
============
I have a patron who is really interested in doing this. I have yet to
talk to her about it but a circ staff member (an acquaintance of hers)
is also somewhat interested. Deb and our patron went to a workshop this
past weekend to see how it was done at a near-by library. Deb was only
able to tell me quickly about it- but it sounds like reading specialists
would be the biggest help. There were some good points- do you
want
the handlers to be listening? Do you want them to interrupt and correct
the child? These are issues you'll have to be prepared for- and I think
a professional in an educational field will be able to help you with
your approach. Deb said a handler can say to the child, "Ranger (dog)
doesn't quite understand what that word means- can you tell him?" I
thought that was an interesting approach.
=-=-=-=-=-=-=-=-=-=-=
We are hosting our third Pooch Pals program starting in April. It's
absolutely my favorite program -- we've become very fond of our handler
teams.
Some of the handlers are comfortable helping the child along with their
reading skills, others prefer that the parent is close by. It really
depends on the handler's comfort level. We have four dogs and we register
12 kids. They spend 15-20 minutes on a Saturday morning reading to the dog
for six weeks. At the end of the six weeks they get a certificate of
completion and a patch. The kids LOVE reading to the dogs.
All of our dogs are certified Delta dogs -- all of them are hospital pet
therapy dogs. I posted flyers in the local hospitals and that's how most
of them were recruited. We have a new handler starting in April and she
came to us through word of mouth from one of the other handlers.
=-=-=-=-=-=
I went to PLA recently and attended a workshop on the first therapy dog
program done in a library. You might want to contact the people who
presented since they were a wealth of information.
Those people are:
Dana Trumpowsky, Salt Lake City Public Library; and
Sandi Martin, R.N., University of Utah Hospital
Sandi started the program and is actively involved with Intermountain
Therapy Animals (www.therapyanimals.org).
I'm afraid I don't have phone
numbers of email addresses for either of these women but I'm sure you can
get information from Dana through SLC's website.
=-=-=-=-=-=-=-=-
I used to have this type of program when I was working at a different
library. We had a few teachers that were in the dog therapy program so we
really didn't have an orientation. The best thing to tell the handlers is
to just listen to the child read. If they need help with a word they might
want to help them out. Otherwise just listen with them. Stress that
the
child is reading to the dog. We used to have one dog that would lie down
and looked really like it was really listening to every word the child was
reading. It was a great program. The children felt more comfortable
reading to the dogs. Dogs don't judge or criticize. If a parent
asked
about a child's reading skills, I would tell the handlers to explain
politely that they are not educators. They really aren't sure about the
child's reading level. The best thing is to talk to the child's teacher.
=-=-=-=-=-=-=-=-
We run the program as a self-esteem builder and the dogs and handlers are
hear just to listen. If a child asks for help, they give it as needed
which
is of course easy enough for any volunteer. The volunteers do not read to
the children and we make it clear that this is a program for the child to
read and develop their oral reading skills in a nonjudgemental environment.
The children read, then spend a few minutes just interacting with the dogs.
We have 20 min. sessions (allow 1/2 hour to come in and leave as well).
=-=-=-=-=-=-=-=-
We do a program like this. (Ours is called: Sit! Stay!! Read!!!) Our goal
for the program is to help kids relax and enjoy reading, as opposed to
improving their reading x number of grade levels, or whatever. So, I tell
the handlers to concentrate on making it fun:
Make sure they child has reading material they enjoy. Better to let them
read something below their reading level and have a good experience, than to
struggle through something that is a challenge and have it be just like
being at school.
Don't worry too much about sounding out words -- if the child is stuck, just
tell them the word so they can keep moving.
Have a very structured routine, that begins with greeting the dog, and maybe
having it shake or whatever, and having a short playtime at the end. Do NOT
get out any dog toys until the end; make playtime be the dog's reward for
"listening."
If parents want to consult with you, make sure they understand that you are
not a trained reading teacher (unless in fact you are!) Focus the
conversation on whether the child's enjoyment of and enthusiam for reading
is improving. If it is, the time spent together is successful. If you
observe that the reading skills are improving, you can say that, but keep it
in very general terms, and refer the parent to the child's teacher for a
discussion of specific concerns.
=-=-=-=-=-=-=-=-
Thanks to all of you...
Cheers,
kapila
Kapila Sankaran, Youth Services Librarian
Springfield Free Public Library
66 Mountain Ave. Springfield NJ 07081
tel: 973.376.4930 x.232 fax: 973.376.1334
email: ksankaran@springfieldpubliclibrary.com
------------------------------
Message: 5
Date: Tue, 23 Mar 2004 11:27:19 -0800
From: "Kirsten Klinghammer" <klingham@avantac.com>
Subject: [PY] Learning ASL, ASL Resources
To: <pubyac@lists.prairienet.org>
Message-ID: <01a101c4110c$dcfd8b20$1e0a0a0a@notebook2>
Content-Type: text/plain; charset="us-ascii"
In reference to Desiree's comment on learning American Sign Language (ASL),
I'd like to share a website Amy Olson, Penny Grisham, and I created last
fall for the class LIS 406 LE, Youth Services Librarianship: Principles and
Practices in School and Public Libraries at the Graduate School of Library
and Information Science at the University of Illinois at Urbana-Champaign.
It's called Libraries Serving Deaf Children, and is available at:
http://leep.lis.uiuc.edu/publish/klingham/deafkidslibs/
ALA's Library Service to People Who Are Deaf or Hard of Hearing Forum
website is linked from the above site, or you can go directly to it at
http://www.ala.org/ala/ascla/asclaourassoc/asclasections/lssps/lspdhhf/lspdh
hf.htm. This forum offers a free listserve, LIBDEAF, which can help you
with further questions.
Although the above sites are primarily focused on serving patrons with
hearing loss, hearing kids tend to be fascinated with learning sign language
and are very enthusiastic learners. And that the nicest spin-off to that
is
that hearing children then are more open-minded about foreign languages, and
about talking with deaf people :-)
With best regards,
Kirsten
****
Kirsten Klinghammer
Sacramento Deaf Services Library Foundation - www.sacdeaflib.org
Community Partner to the Sacramento Public Library - www.saclibrary.org
<http://www.saclibrary.org/>
klingham@avantac.com (preferred)
kirsten_klinghammer@hotmail.com
(backup)
------------------------------
Message: 6
Date: Tue, 23 Mar 2004 11:53:57 -0500
From: "Melissa MacLeod" <mmacleod@sailsinc.org>
Subject: [PY] Librarian Barbie
To: <pubyac@prairienet.org>
Message-ID: <002701c410f7$6f64f3b0$0528a8c0@CARVERYPD4ULG4>
Content-Type: text/plain; charset="iso-8859-1"
Skipped content of type multipart/alternative-------------- next part
--------------
A non-text attachment was scrubbed...
Name: librarian barbie.doc
Type: application/msword
Size: 166912 bytes
Desc: not available
Url : https://mail.prairienet.org/mailman/private/pubyac/attachments/20040323/dd8213f4/librarianbarbie.doc
------------------------------
_______________________________________________
Main PUBYAC website: http://www.pallasinc.com/pubyac
End of PUBYAC Digest, Vol 10, Issue 42
************************************** |