Clickers:
http://www.vanderbilt.edu/cft
http://www.educause.edu/ir
http://www.qwizdom.com/ (The Q4 specifically)
Tuesday, May 20, 2008
More Petting Zoo Handouts!
Thanks to Heidi McCann for providing handouts and links to the products they showcased at the MLA Petting Zoo!
Clickers:
Clickers:
Saturday, May 10, 2008
Library Leadership Follow-up: On Negotiation
This session was designed as a follow-up Session for those who attended the 2007 Library Leadership Institute. The Facilitator was Maureen Sullivan msull317@aol.com
Maureen Sullivan began saying "everyday we are negotiating". Her easy style, as a
negotiator, was developed during many years serving as the Director of Library Personnel Services at the Yale University Library and prior to that, she worked with the Association of Research Libraries in Washington, D.C. She is on the faculty of the annual ACRL/Harvard
Leadership Institute and is a professor of practice in the new Ph.D./Managerial Leadership in the Information Professions program at Simmons College.
Sullivan provided an excellent handout, which is summarized below and kept an audience attentive during the last session of the day. A skilled facilitator, this session was obviously the short version of other presentations that she does on this subject, but she engaged the participants in role playing, discussion, group activities, and even took a "cookie" break!
These notes are mainly from her handout with some added comments:
During the session participants were paired to discuss the following: A situation in the recent past in which you were negotiating for something of importance. What was your goal? How did it turn out? How satisfied were you with the result?
It was interesting to watch the pairs as they used good listening skills:
Making eye contact
Nodding heads
Vocalizing encouraging words to each other
Asking open ended questions
As the conversations continued, voices became a little louder, gestures became more frequent, as people expressed real life situations that were important to them
Sullivan suggested that back in the library when you are getting ready to negotiate, look to a colleague to help you in the planning process. You take on the role of the difficult position.
She suggested these skills to develop for effective negotion
Suggested was an article for further reading by Peter Drucker: Managing Yourself (some people learn by listening, others by reading, others in other visual ways)
Comments from participants:
"When negotiating with "bull-headed" people, the result is often disappointing."
An example shared was deciding on a lease when a couple was looking to buy a car.
More suggestions:
I. Analysis
Identify your interests and needs
A lot can be accomplished by using the phrase: "Help me to understand."
"I didn't mean to put you on the spot."
Confidence comes from practice.
Two book recommendations from Sullivan were: Emotional Intelligence and Primal Leadership by Daniel Goleman. These books tell us how emotions can get in the way and be channelled. Be aware of emotions and manage them. Remind yourself that you need to know what you want to happen:Be clear with your answer to: "What result do you want to see?
What you would like to have the person to do, offer it as an invitation.
Elements of Principled Negotiation
Separate the people from the issue of problem
Focus on interests, not positions
Generate a wide variety of possibilities before deciding what to do
Insist that the result be based on some objective
Skills for effective Negotiation
"In real negotiation, we share information. Union negotion is today not negoation because they hold back."
General guidelines:
Be prepared for the negotiation
Maureen Sullivan began saying "everyday we are negotiating". Her easy style, as a
negotiator, was developed during many years serving as the Director of Library Personnel Services at the Yale University Library and prior to that, she worked with the Association of Research Libraries in Washington, D.C. She is on the faculty of the annual ACRL/Harvard
Leadership Institute and is a professor of practice in the new Ph.D./Managerial Leadership in the Information Professions program at Simmons College.
Sullivan provided an excellent handout, which is summarized below and kept an audience attentive during the last session of the day. A skilled facilitator, this session was obviously the short version of other presentations that she does on this subject, but she engaged the participants in role playing, discussion, group activities, and even took a "cookie" break!
These notes are mainly from her handout with some added comments:
DEFINING NEGOTIATION
- Let others know your interests
- Explore interests that are compatible, and those that are not
- Identify conflicting needs and interests
- Parties commit to fulfilling the resulting agreement
- Find a resolution that is mutually satisfying to different parties
Agree on how to work together (For example, we are going to agree to listen to each other) - Use the "pregnant pause" as a way to illicite a responses from those who are quiet participaters.
During the session participants were paired to discuss the following: A situation in the recent past in which you were negotiating for something of importance. What was your goal? How did it turn out? How satisfied were you with the result?
It was interesting to watch the pairs as they used good listening skills:
Making eye contact
Nodding heads
Vocalizing encouraging words to each other
Asking open ended questions
As the conversations continued, voices became a little louder, gestures became more frequent, as people expressed real life situations that were important to them
Sullivan suggested that back in the library when you are getting ready to negotiate, look to a colleague to help you in the planning process. You take on the role of the difficult position.
She suggested these skills to develop for effective negotion
- Be mindful of your tone of voice
- Ask questions (use your neutral question asking experience as a Library professional)
- Start by stepping back and asking questions.
Continue to spend more of your time listening
Suggested was an article for further reading by Peter Drucker: Managing Yourself (some people learn by listening, others by reading, others in other visual ways)
Comments from participants:
"When negotiating with "bull-headed" people, the result is often disappointing."
An example shared was deciding on a lease when a couple was looking to buy a car.
More suggestions:
- Invite people to think and take time for reflection
Consider a BATNA - Best Alternative to a Negotiated Agreement if no perfect solution can be reached - Establish assertive/responsive approach.
- Recognize parties as equals (sometime you need to give up the typical hierarchy of administration)
- Helps to be tentative (Let me hear where you want to go)
- Use language as neutral as possible (be specific; avoid generalizations
- We want to have an opportunity to "lay our cards on the tables"
- Be sure to "Wrap up". Ex: This is what we agreed to.
I. Analysis
Identify your interests and needs
A lot can be accomplished by using the phrase: "Help me to understand."
"I didn't mean to put you on the spot."
Confidence comes from practice.
Two book recommendations from Sullivan were: Emotional Intelligence and Primal Leadership by Daniel Goleman. These books tell us how emotions can get in the way and be channelled. Be aware of emotions and manage them. Remind yourself that you need to know what you want to happen:Be clear with your answer to: "What result do you want to see?
What you would like to have the person to do, offer it as an invitation.
Elements of Principled Negotiation
Separate the people from the issue of problem
Focus on interests, not positions
Generate a wide variety of possibilities before deciding what to do
Insist that the result be based on some objective
Skills for effective Negotiation
- Take time to build and maintain a climate supportive communication
- Ask questions
- Listen with attention and an open mind whenever others speak
- Seek to understand
- Pay attention to nonverbal cures
- Be sensitive to the other's communication preferences and respond accordingly
"In real negotiation, we share information. Union negotion is today not negoation because they hold back."
General guidelines:
Be prepared for the negotiation
- Remember that each of us perceives the world differently
- Never box yourself or another person in a corner
- Use your creativity and imagination
- Learn the power of silence
- Never give up something for nothing
- Make it easy for the other party to agree
- Set deadlines and outline steps to be taken (Example: "Let's take a break and come back to my office. If you don't come back, I will come back to you.")
- Anticipate "no agreement" and be prepared for it
- Be aware and manage your behavior
- Adapt when you can.
- Practice "assertive responsive" communication
- Assert your views, needs, and interests and respond effectively to those expressed by other party
Interesting statement from Sullivan: "It's only been in the last five years that I have started to see staffs in libraries as a team, really focused on service to the constituency."
This observation seemed extremely important. Seems that libraries need to work as teams more than they did in the past, since it is less likely to have departments doing individual tasks.
Sullivan recommended that "Behavior that happens outside of the group is harmful to the team and should be addressed. Outside conversation against the team is behavior that is harmful to the group. "
Sometimes we just "accept that we disagree" but sometimes we need to understandthe underlying causes of disagreement.
Conflict and How to Deal Constructively with it:
- Negotiating often involves conflict
- Recognize that conflict is inevitable
- Conflict and disagreement can be a creative force.
Steps to Constructive Resolution of Conflict:
1. Focus on the issue, not the personalities.
2. Avoid blaming and pointing fingers.
3. Manage your emotions.
4. Use empathy to understand the other party's position.
5. Take the time required to work through the issue.
Thoughts from Sullivan: "We need more play in our libraries."
"Pose the question in your library: What are we here together to do?"
"In a team, the synergy, becomes a way of working together."
"Collaborative comes out of the meaning of co-labor, working together."
"Where am I spending my time, where are you putting your effort?"
"We have a basic need to connect to other humans."
The group took some time to consider what they want to negotiate in the future.
Final thoughts:
There needs to be a place to communicate.
"Email can ruin your day." It is important to use it as a tool for facts and try to avoid emotion.
Face to face conversation is important.
If we do use email. Stop, read, and edit.
Ex: "Reference upstairs and Children's Room upstairs sharing the computer facilities is an important issue." This is a situation with which many can identify and perhaps negotiate.
This was a very valuable session and an important skill for library leaders, but the also provided a good list of suggestions for librarians, useful in many situations.
It's "Cheers" with Books..
But oh so much more!!
How many library seminars have you been to that begin with a Beachball Game?
The answer is likely to be "none" unless you attended Bill Barnes and Gene Ambaum's speech "A Funny Thing Happened on the Way to the Library" about their delightful comic strip "Unshelved"
Even if you missed the talk, don't miss the strip which is published daily at www.unshelved.com.
It pokes gentle fun at how the realities of library work do not always reflect what people think we do all day and will help keep you smiling after that difficult patron has left the building.
How many library seminars have you been to that begin with a Beachball Game?
The answer is likely to be "none" unless you attended Bill Barnes and Gene Ambaum's speech "A Funny Thing Happened on the Way to the Library" about their delightful comic strip "Unshelved"
Even if you missed the talk, don't miss the strip which is published daily at www.unshelved.com.
It pokes gentle fun at how the realities of library work do not always reflect what people think we do all day and will help keep you smiling after that difficult patron has left the building.
Free Resources for Libraries from PBS Kids
What a wonderful program! Through a number of studies, the good people at PBS (WGBH here in the Boston area) have found that libraries are extremely effective community conveners.
(Well, we could have told them that!)
To that end, they have packed their website (pbskids.org) with wonderful outreach tools availabel free of charge to libraries. And we're not just talking about s few Arthur coloring sheets. They offer wonderful instructional curriculum ideas and support materials such as activity guides and event ideas. PBS is deeply committed to extending the value of their programming into the community and it shows. Mary Hegarty, representing the Community Outreach program at WGBH made her mission and the passion that drives it more than clear.
Especially in these times of deep budget cuts and lack of funding, it is nice to know that we have a place to turn to help us buffer our Children's Programming with some wonderful materials for kids and parents alike.
Definitely take the time to check out what they have to offer. And get involved too; PBS is always looking for focus groups and librarian input!!
(Well, we could have told them that!)
To that end, they have packed their website (pbskids.org) with wonderful outreach tools availabel free of charge to libraries. And we're not just talking about s few Arthur coloring sheets. They offer wonderful instructional curriculum ideas and support materials such as activity guides and event ideas. PBS is deeply committed to extending the value of their programming into the community and it shows. Mary Hegarty, representing the Community Outreach program at WGBH made her mission and the passion that drives it more than clear.
Especially in these times of deep budget cuts and lack of funding, it is nice to know that we have a place to turn to help us buffer our Children's Programming with some wonderful materials for kids and parents alike.
Definitely take the time to check out what they have to offer. And get involved too; PBS is always looking for focus groups and librarian input!!
MLA Paralibrarian Section Annual Meeting and Breakfast
The PARA Breakfast was sadly rather poorly attended. I think that this is a section of MLA that many paralibrarians do not know enough about. Many many library workers do not have their advanced MLS--not from lack of skills or knowledge but often for reasons such as time, money or lack of easy access to an Information Sciences Program. But our libraries DEPEND on the PARAs!!
The Para Section offers some wonderful networking and career development opportunities--Get involved!
The Para Section offers some wonderful networking and career development opportunities--Get involved!
Friday, May 9, 2008
To I-pods and Beyond.
This talk was presented by Joseph Wilk, who is a teen services librarian in the Carnegie library in Pittsburg.
To start he notes two important things for librarians to remember about teens. For teens music is social. To teens, music is loud.
He started with a video presentation interviews with teens.
Teens listen to music on electronic medium now. Mostly it’s on computers, I-Pods or MP3 players. The teens talked about when they listened to music. The answers were various, but they did say when they were traveling and when they were on the computer mostly.
Kids also seem to listen to a lot of different kinds of music everything from Cake to Wagner. A lot of the kids interviewed seem to have a variety of tastes. One girl even talked about getting music from her dad (who gets bootlegs). Music sources include friends, blogs, message boards, online stores, my space, social music, concerts, video games, and soundtracks to video games.
The teens described music as meaning everything from “A way to relax” to “A huge part of my life.”
Teens also take an active role in promoting or critiquing music by talking online and writing reviews on blogs and message boards.
Joseph gave a quick and easy overview of what an MP3 is. I’m not the most tech savvy person, but I did at least get the gist of what is involved.
The challenge for libraries is to build MP3 Collections. CD’s are on the way out, and libraries need to stay current to stay relevant.
Why have an MP3 collection? Teens are listening to MP3’s, they aren’t using CD’s. The format is on a steady down climb. Teens also own MP3 players, and no longer own CD players. They are also less expensive, averaging $10 for an album Vs $14 for a CD.
They don’t get damaged, and don’t need to be replaced. The music fits on the hard drive of a computer, instead of taking up shelf space. MP3’s don’t need to be processed, and don’t need to have things like stickers on them. You can get the newest music right away, not having to wait for shipping.
There are free creative commons licensed music from places like www.archive.org/details/netlables. This is an online resource where you can download free music which is not copy written, to use in any way you like.
Libraries get nervous about MP3’s because of many reasons:
Compatibility is a huge issue, as embedded security issues with copy written downloadable music that can make it difficult to use, and sometimes causes problems on certain kinds of players and computers. Also, Mac to PC use is problematic.
Services change all the time. What is used now, subscription-based service may be obsolete very soon.
Libraries want to know how to pay for these services? How do we catalog this information? We almost have to invent a whole new way to catalog these files.
Will we have the ability to let patrons access MP3s? Can they get them in multiple points in a library? Can they get them in all branches?
Copyright law is tricky as well. Section 109 doesn’t apply. The Digital Millennium Copyright Act also prevents many libraries from using MP3’s.
I-Tunes are a great solution to many of these problems. It offers a flexible purchase options, flexible terms of sale, and a great selection of music.
When a library starts using I-Pods in your library, you want to have a waiver. This covers a lot of legal issues and protects the library.
He also took us through the visuals of the I-tunes webpage. Even for libraries that aren’t using I-Tunes, you can use it to preview music and get familiar with what the teens at your library are listening to.
This is the one section of the presentation that really peeked my interest. I joke that if you’re listening to patrons talk and you don’t know any of the bands, you’re old. If that’s true, I need a rocking chair and knitting needles. This seems like a great idea to hear what teens are listening too, and maybe get out of the habit of listening only to your own kind of music.
Social Digital Music
Teens want to find new music and share it. They bond over music. There is a copyright pitfall though, the digital performance rights in sound recording act of 1995. This is something a library has to be familiar with.
Some sources of online music include:
Last.fm (The social music revolution). It matches what you have in your I-Pod to other music that might appeal to you, and social networking functions based on your choices.
It provided the listener with information about what is actually being listened to by users. Joseph took us through a very detailed examination of the last.fm page, to show us how to use it, and what it can do.
MOG is another, which calls itself “My Space for Music Lovers” That is mostly a social networking and blogging about music. They have celebrity musicians that write blogs and recommend music. Mog-O-Matic will index music and keeps track of what you play.
They also allow you to use music on your blog as a sort of soundtrack.
There are others, doing some research around will lead you to some. Or you can e-mail Joseph and ask for recommendations or his great handouts on the subject at wilkj@carnegielibrary.org.
(Thanks for the e-mail correction Joseph!)
-Sarah "The Dyslexic Libararian" Hodge-Wetherbe, Springfield Public Library
To start he notes two important things for librarians to remember about teens. For teens music is social. To teens, music is loud.
He started with a video presentation interviews with teens.
Teens listen to music on electronic medium now. Mostly it’s on computers, I-Pods or MP3 players. The teens talked about when they listened to music. The answers were various, but they did say when they were traveling and when they were on the computer mostly.
Kids also seem to listen to a lot of different kinds of music everything from Cake to Wagner. A lot of the kids interviewed seem to have a variety of tastes. One girl even talked about getting music from her dad (who gets bootlegs). Music sources include friends, blogs, message boards, online stores, my space, social music, concerts, video games, and soundtracks to video games.
The teens described music as meaning everything from “A way to relax” to “A huge part of my life.”
Teens also take an active role in promoting or critiquing music by talking online and writing reviews on blogs and message boards.
Joseph gave a quick and easy overview of what an MP3 is. I’m not the most tech savvy person, but I did at least get the gist of what is involved.
The challenge for libraries is to build MP3 Collections. CD’s are on the way out, and libraries need to stay current to stay relevant.
Why have an MP3 collection? Teens are listening to MP3’s, they aren’t using CD’s. The format is on a steady down climb. Teens also own MP3 players, and no longer own CD players. They are also less expensive, averaging $10 for an album Vs $14 for a CD.
They don’t get damaged, and don’t need to be replaced. The music fits on the hard drive of a computer, instead of taking up shelf space. MP3’s don’t need to be processed, and don’t need to have things like stickers on them. You can get the newest music right away, not having to wait for shipping.
There are free creative commons licensed music from places like www.archive.org/details/netlables. This is an online resource where you can download free music which is not copy written, to use in any way you like.
Libraries get nervous about MP3’s because of many reasons:
Compatibility is a huge issue, as embedded security issues with copy written downloadable music that can make it difficult to use, and sometimes causes problems on certain kinds of players and computers. Also, Mac to PC use is problematic.
Services change all the time. What is used now, subscription-based service may be obsolete very soon.
Libraries want to know how to pay for these services? How do we catalog this information? We almost have to invent a whole new way to catalog these files.
Will we have the ability to let patrons access MP3s? Can they get them in multiple points in a library? Can they get them in all branches?
Copyright law is tricky as well. Section 109 doesn’t apply. The Digital Millennium Copyright Act also prevents many libraries from using MP3’s.
I-Tunes are a great solution to many of these problems. It offers a flexible purchase options, flexible terms of sale, and a great selection of music.
When a library starts using I-Pods in your library, you want to have a waiver. This covers a lot of legal issues and protects the library.
He also took us through the visuals of the I-tunes webpage. Even for libraries that aren’t using I-Tunes, you can use it to preview music and get familiar with what the teens at your library are listening to.
This is the one section of the presentation that really peeked my interest. I joke that if you’re listening to patrons talk and you don’t know any of the bands, you’re old. If that’s true, I need a rocking chair and knitting needles. This seems like a great idea to hear what teens are listening too, and maybe get out of the habit of listening only to your own kind of music.
Social Digital Music
Teens want to find new music and share it. They bond over music. There is a copyright pitfall though, the digital performance rights in sound recording act of 1995. This is something a library has to be familiar with.
Some sources of online music include:
Last.fm (The social music revolution). It matches what you have in your I-Pod to other music that might appeal to you, and social networking functions based on your choices.
It provided the listener with information about what is actually being listened to by users. Joseph took us through a very detailed examination of the last.fm page, to show us how to use it, and what it can do.
MOG is another, which calls itself “My Space for Music Lovers” That is mostly a social networking and blogging about music. They have celebrity musicians that write blogs and recommend music. Mog-O-Matic will index music and keeps track of what you play.
They also allow you to use music on your blog as a sort of soundtrack.
There are others, doing some research around will lead you to some. Or you can e-mail Joseph and ask for recommendations or his great handouts on the subject at wilkj@carnegielibrary.org.
(Thanks for the e-mail correction Joseph!)
-Sarah "The Dyslexic Libararian" Hodge-Wetherbe, Springfield Public Library
Open Source in Your Library Friday, May 9 3:15p - 4:30p
Open Source in Your Library Friday, May 9 3:15p - 4:30p
Stephen Spohn: Consultant for Information Access and Service Assessmentspohn@nelinet.net508-597-1937 (Direct Dial)508-597-1987 (Direct Fax)
Stephen’s interes is More learning technologies and productivity. He is formerly from U MD and Harrisburg Univeristy
Copy left
http://gnu.org
http://Freebsd.org
http://Opensource.org
http://Creativecommons.org : a way for people to selfpublish and allow certain rights and restrictions.
TYPICAL OPEN SOURCE ENVIRONMENT linux operating system, apache web server, PHP, MySql
REASONS TO USE OPEN SOURCE (He uses Moodle, Wikis and Blogs)
Active user/developer communities
LOOK FOR:
Decent Documentation
Bug fixing and troubleshooting
Customizing/modifying
Lower pricetag
He integrated Moodle LMS (learning management system) with Active directory for single signon so there’s no extra username and password.. Moodle will be used at NELINET for classes.
OPEN SOURCE FOR EVERYONE
Apache powers around half all web servers
Linux grows in importance
Even the new Mac OS was built on top of BSD
GETTING OPEN SOURCE
http://sourceforge.net/
http://www.vmware.com/
http://bitnami.org/
System Configuration and open source: Commercial stuff just looks flashier and more user friendly
Remember, most of our first ILSs were started as non-commercial projects at large institutions. Commercial ILSs have become stagnant.
It’s now time to take them back
Eprints – http://www.eprints.org/ simple design, widely used Britain. For Digital Repositories
DSpace – http://www.dspace.org/ an open-source platform for accessing, managing, and preserving scholarly works. Developed by MIT Libraries and HP Labs, used in MBL/WHOI digitization projects
Fedora - http://fedoraproject.org/ Red Hat Most flexible
Koha – MassCat, Vermont and CT
Open office http://openoffice.org
HTML-kit http://www.chami.com/html-kit/ instead of Dreamweaver (a full-featured free editor for HTML, XHTML, XML, CSS, JavaScript, PHP and other text files. Over 400 plugins are available for it, including HTML Tidy for creating standards -compliant web pages. HTML-Kit has been downloaded by millions of developers)
Thin client public workstations based on GNU/Linux http://en.wikipedia.org/wiki/Thin_client
http://www.edubuntu.org/ Edubuntu (a thin client) is aimed at classroom use, and future versions of Edubuntu will expand to other educational usage, such as university use.
IT staffing and expertise needed to:
· Install and update software
· Modify software, installing modifications created by users
· Integrating the software with existing systems.
But the user community can contribute to the development
Hosting options
NELINET’S TECHNOLOGY SANDBOX
http://forums.nelinet.net/sandbox/
DSpace Evergreen Harvester2 Koha Zoom Moodle MediaWiki TDNet WordPress
GO GET ‘EM
Reject the status quo
Make real contributions to the profession and society
Today’s open source will shape tomorrow’s commercial products
Brenda
Stephen Spohn: Consultant for Information Access and Service Assessmentspohn@nelinet.net508-597-1937 (Direct Dial)508-597-1987 (Direct Fax)
Stephen’s interes is More learning technologies and productivity. He is formerly from U MD and Harrisburg Univeristy
Copy left
http://gnu.org
http://Freebsd.org
http://Opensource.org
http://Creativecommons.org : a way for people to selfpublish and allow certain rights and restrictions.
TYPICAL OPEN SOURCE ENVIRONMENT linux operating system, apache web server, PHP, MySql
REASONS TO USE OPEN SOURCE (He uses Moodle, Wikis and Blogs)
Active user/developer communities
LOOK FOR:
Decent Documentation
Bug fixing and troubleshooting
Customizing/modifying
Lower pricetag
He integrated Moodle LMS (learning management system) with Active directory for single signon so there’s no extra username and password.. Moodle will be used at NELINET for classes.
OPEN SOURCE FOR EVERYONE
Apache powers around half all web servers
Linux grows in importance
Even the new Mac OS was built on top of BSD
GETTING OPEN SOURCE
http://sourceforge.net/
http://www.vmware.com/
http://bitnami.org/
System Configuration and open source: Commercial stuff just looks flashier and more user friendly
Remember, most of our first ILSs were started as non-commercial projects at large institutions. Commercial ILSs have become stagnant.
It’s now time to take them back
Eprints – http://www.eprints.org/ simple design, widely used Britain. For Digital Repositories
DSpace – http://www.dspace.org/ an open-source platform for accessing, managing, and preserving scholarly works. Developed by MIT Libraries and HP Labs, used in MBL/WHOI digitization projects
Fedora - http://fedoraproject.org/ Red Hat Most flexible
Koha – MassCat, Vermont and CT
Open office http://openoffice.org
HTML-kit http://www.chami.com/html-kit/ instead of Dreamweaver (a full-featured free editor for HTML, XHTML, XML, CSS, JavaScript, PHP and other text files. Over 400 plugins are available for it, including HTML Tidy for creating standards -compliant web pages. HTML-Kit has been downloaded by millions of developers)
Thin client public workstations based on GNU/Linux http://en.wikipedia.org/wiki/Thin_client
http://www.edubuntu.org/ Edubuntu (a thin client) is aimed at classroom use, and future versions of Edubuntu will expand to other educational usage, such as university use.
IT staffing and expertise needed to:
· Install and update software
· Modify software, installing modifications created by users
· Integrating the software with existing systems.
But the user community can contribute to the development
Hosting options
NELINET’S TECHNOLOGY SANDBOX
http://forums.nelinet.net/sandbox/
DSpace Evergreen Harvester2 Koha Zoom Moodle MediaWiki TDNet WordPress
GO GET ‘EM
Reject the status quo
Make real contributions to the profession and society
Today’s open source will shape tomorrow’s commercial products
Brenda
Open Source in Your Library
Speaker: Stephen Spohn, Consultant for Information Access and Service Assessment Nelinet
Stephen began by asking the question "What is Open Source". He defined open source as defining a software where code is freely available with a freedom to distribute software and modify source code. Open source uses the concept of "copyleft", which is essentially an inversion of typical copyright ideals. Copyleft dictates that open source software can be freely changed as long as it remains perpetually open source.
Steve mentioned some of the open source licensing organizations:
GNU.org
FreeBSD.org
CreativeCommons.org
He mentioned the fact that Creative Commons licensing is convenient in that it spells out all of the terms of the license in "human-accessible" terms, versus the typical legalese of commercial software licensing.
Open source software is usually free of cost, but, as Steve pointed out, one must factor in the cost of time spent to install and maintain the software (which is usually more time consuming than commercial software).
Some of the advantages of open source can make it very beneficial to library enviornments. Steve stressed the fact that open source software should be used only if it meets a specific need in your library, rather than using it because it is merely "cool". There is a certain amount of technical know-how required to fully run the software. A lot of open source applications do have online "playgrounds", where one can try them out before taking the plunge into downloading them.
Most open source programs do have thriving user communities which function in the place of the typical user manuals that come packaged with commercial software. These are most often comprised of wikis and forums. One must make sure that the support community is active before choosing to rely on an open source program, as some programs do fail with the user market, thus rendering them effectively dead (without active support).
Steve showed us Moodle, an open source course management system for online education. Moodle is a fine example of an open source program that functions as an alternative to more common, commerical programs such as Blackboard and WebCt which effectively serve the same purpose. He suggested a few open source alternatives to common programs used in libraries:
Firefox for web browsing
HTML-Kit for web design
Linux systems for thin-client workstations
Open source modifying means that programs are constantly being tweaked and refined by an active community of users. These users create patches, fixes, and add-ons which help the program to continuously grow.
Steve ended by asking us to view open source software as an opportunity. By using open source we can reject the status quo of outdated software given to us by vendors. This in turn allows us to make a real contribution to our profession and society as a whole.
Stephen began by asking the question "What is Open Source". He defined open source as defining a software where code is freely available with a freedom to distribute software and modify source code. Open source uses the concept of "copyleft", which is essentially an inversion of typical copyright ideals. Copyleft dictates that open source software can be freely changed as long as it remains perpetually open source.
Steve mentioned some of the open source licensing organizations:
GNU.org
FreeBSD.org
CreativeCommons.org
He mentioned the fact that Creative Commons licensing is convenient in that it spells out all of the terms of the license in "human-accessible" terms, versus the typical legalese of commercial software licensing.
Open source software is usually free of cost, but, as Steve pointed out, one must factor in the cost of time spent to install and maintain the software (which is usually more time consuming than commercial software).
Some of the advantages of open source can make it very beneficial to library enviornments. Steve stressed the fact that open source software should be used only if it meets a specific need in your library, rather than using it because it is merely "cool". There is a certain amount of technical know-how required to fully run the software. A lot of open source applications do have online "playgrounds", where one can try them out before taking the plunge into downloading them.
Most open source programs do have thriving user communities which function in the place of the typical user manuals that come packaged with commercial software. These are most often comprised of wikis and forums. One must make sure that the support community is active before choosing to rely on an open source program, as some programs do fail with the user market, thus rendering them effectively dead (without active support).
Steve showed us Moodle, an open source course management system for online education. Moodle is a fine example of an open source program that functions as an alternative to more common, commerical programs such as Blackboard and WebCt which effectively serve the same purpose. He suggested a few open source alternatives to common programs used in libraries:
Firefox for web browsing
HTML-Kit for web design
Linux systems for thin-client workstations
Open source modifying means that programs are constantly being tweaked and refined by an active community of users. These users create patches, fixes, and add-ons which help the program to continuously grow.
Steve ended by asking us to view open source software as an opportunity. By using open source we can reject the status quo of outdated software given to us by vendors. This in turn allows us to make a real contribution to our profession and society as a whole.
Roundtable: Discussing Daniel Pink’s A Whole new mind: Why right-brainers will rule the future.
Roundtable: Discussing Daniel Pink’s A Whole new mind: Why right-brainers will rule the future.
BOOK: Pink, Daniel H. A Whole New Mind: Moving from the Information Age to the Conceptual Age. New York: Riverhead Books, 2005.
DVD: Pink, Daniel H. A Whole New Mind Why Right-Brainers Will Rule the Future. [United States]: Better Life Media, 2006.
Page 49 graphic shows civilization moving toward the conceptual age.
Agricultural age (farmers)
Industrial age (factory workers)
Information Age (knowledge workers)
Conceptual age (creators & empathizers)
The new paradigm for how we think and use the internet was developed by Gary Gygax
who created Dungeons and Dragons. E.g. Amazon comes up with Hello, Helen! -- from D&D
Pink challenges the reader to describe what we do as librarians?
Would the patron understand
Section on play. P191 GM is in the ART business, the US Military is in the GAME business.
What is the library business? The HELP business the CHANGE business, the PERSONAL ASSISTANCE business. we are Connection, we are Facilitators
From the book Learning and Memory, about how animals learn. Squirrels sequence & association. Elephants have long term internal memory.
Hudmon, Andrew. Learning and Memory. Gray matter. Philadelphia: Chelsea House Publishers, 2006.
Librarians facilitate different learning styles.
One horse owning librarian digs, shovels and deposits. Librarianship is like that: Shoveling shit; performing a service and giving it or depositing us. Not our business to determine what happens to the shit we shovel.
There is a part in our right brain that helps us to make a spiritual connection, making a difference in what you do, which gives purpose and satisfaction to a person’s professional or personal life. There’s a purpose in life; there are activities to which we are drawn which help us fulfill our personal mission or connect us to our destiny.
What kind of a book is this? It’s a Business/Economic book?
The economy of the future = Technology will migrate to India and China.
High concept-High touch economy, the arts, emphathy etc. will form the US economy of the future.
Example: Nursing: integrating empathy into the curriculum. Cultural competence.
WHAT DOES THIS MEAN ON A PRACTICAL LEVEL FOR LIBRARIES AND LIBRARIANS
· Nice matters. Librarians and libraries need to be welcoming. Libraries should be a democrative, free open to all place where patrons experience mutual respect. Rude librarians are not appropriate.
· Libraries as spaces need to be adapted to accommodate group work, collaboration, cooperation, group learning, discussing.
· Gaming and creative activities such as multimedia use and production need to be part of knowledge use and creation.
· Libraries need to be not just responsive to, but proactive concerning, the needs of the local or target community.
· Seating should be comfortable.
· Libraries need also to be a quiet haven for creative thinking or study or “spiritual refreshment” . The UMass library with its landscaping and gardens - a good idea. Presence of plants and growing things is “spiritually refreshing”. Human beings need personal space.
· Libraries should engage the individual. Blogs, IM, interactivity, responsiveness in every way is part of this.
· Libraries should engage the individuals in groups and communities. Discussions/Lectures, Focus Groups, Group projects, exhibits, music/drama/arts.
One problem mentioned. Some libraries have evolved into quiet spaces and noisy spaces. Adults and kids. Kids need quiet? They invade the adult space. Adults complain.
Ideas for empowering library clients
http://www.goodreads.com/ http://www.librarything.com/
Brenda
BOOK: Pink, Daniel H. A Whole New Mind: Moving from the Information Age to the Conceptual Age. New York: Riverhead Books, 2005.
DVD: Pink, Daniel H. A Whole New Mind Why Right-Brainers Will Rule the Future. [United States]: Better Life Media, 2006.
Page 49 graphic shows civilization moving toward the conceptual age.
Agricultural age (farmers)
Industrial age (factory workers)
Information Age (knowledge workers)
Conceptual age (creators & empathizers)
The new paradigm for how we think and use the internet was developed by Gary Gygax
who created Dungeons and Dragons. E.g. Amazon comes up with Hello, Helen! -- from D&D
Pink challenges the reader to describe what we do as librarians?
Would the patron understand
Section on play. P191 GM is in the ART business, the US Military is in the GAME business.
What is the library business? The HELP business the CHANGE business, the PERSONAL ASSISTANCE business. we are Connection, we are Facilitators
From the book Learning and Memory, about how animals learn. Squirrels sequence & association. Elephants have long term internal memory.
Hudmon, Andrew. Learning and Memory. Gray matter. Philadelphia: Chelsea House Publishers, 2006.
Librarians facilitate different learning styles.
One horse owning librarian digs, shovels and deposits. Librarianship is like that: Shoveling shit; performing a service and giving it or depositing us. Not our business to determine what happens to the shit we shovel.
There is a part in our right brain that helps us to make a spiritual connection, making a difference in what you do, which gives purpose and satisfaction to a person’s professional or personal life. There’s a purpose in life; there are activities to which we are drawn which help us fulfill our personal mission or connect us to our destiny.
What kind of a book is this? It’s a Business/Economic book?
The economy of the future = Technology will migrate to India and China.
High concept-High touch economy, the arts, emphathy etc. will form the US economy of the future.
Example: Nursing: integrating empathy into the curriculum. Cultural competence.
WHAT DOES THIS MEAN ON A PRACTICAL LEVEL FOR LIBRARIES AND LIBRARIANS
· Nice matters. Librarians and libraries need to be welcoming. Libraries should be a democrative, free open to all place where patrons experience mutual respect. Rude librarians are not appropriate.
· Libraries as spaces need to be adapted to accommodate group work, collaboration, cooperation, group learning, discussing.
· Gaming and creative activities such as multimedia use and production need to be part of knowledge use and creation.
· Libraries need to be not just responsive to, but proactive concerning, the needs of the local or target community.
· Seating should be comfortable.
· Libraries need also to be a quiet haven for creative thinking or study or “spiritual refreshment” . The UMass library with its landscaping and gardens - a good idea. Presence of plants and growing things is “spiritually refreshing”. Human beings need personal space.
· Libraries should engage the individual. Blogs, IM, interactivity, responsiveness in every way is part of this.
· Libraries should engage the individuals in groups and communities. Discussions/Lectures, Focus Groups, Group projects, exhibits, music/drama/arts.
One problem mentioned. Some libraries have evolved into quiet spaces and noisy spaces. Adults and kids. Kids need quiet? They invade the adult space. Adults complain.
Ideas for empowering library clients
http://www.goodreads.com/ http://www.librarything.com/
Brenda
To iPods and Beyond
Joseph Wilk, Carnegie Library, Pittsburgh
How do teens find music they listen to? How do they interact with music? How is music part of their social life? Where do they learn about new music? What services should the public library have to serve teen music interests?
The Carnegie Public Library asked 6 teens these questions and discovered that most teens listen to music on MP3 players. CD sales are on a 7 year decline and MP3 sales are up 54%. Why do librarians need to know this? To provide teens with music the way they listen to it, MP3 collections are going to be vital to library collections (if they aren't already now).
MP3 collections are money, time, and space saving. They are digital files and fit on a hard drive. You can download music while it's popular rather than getting this month's popular song 3 months from now. With an MP3 collection, there are no scratched CDs or crushed jewel cases to replace.
Providing access to MP3 files does have challenges. System compatibility (Mac / PC), Digital Rights Management, and copyright all pose challenges to libraries developing MP3 collections.
There is a solution with iTunes. The South Huntington Public Library in New York set up an iTunes download and lending program. The iTunes license extends the ability to lend music in a way that libraries can use. Through iTunes, users can come to the library and see music that the library has downloaded and select songs to download to their personal iPods. Songs can "circulate" for a designated period of time. Users come back with their iPods and songs are "checked in" by plugging their iPods in and deleting the song from their iPod.
Teens are also using social digital music sites to discover and share music. Social music sites can track songs that are listened to most, allow users to recommend music to friends, and browse friends music libraries. There are various social digital music websites including LastFM, ILike, Finetune, MOG, and MySpace Music.
YA librarians can use music and social digital music sites to build communities and connections with their teen populations. There are a lot of options beyond CDs that librarians should be paying attention to.
How do teens find music they listen to? How do they interact with music? How is music part of their social life? Where do they learn about new music? What services should the public library have to serve teen music interests?
The Carnegie Public Library asked 6 teens these questions and discovered that most teens listen to music on MP3 players. CD sales are on a 7 year decline and MP3 sales are up 54%. Why do librarians need to know this? To provide teens with music the way they listen to it, MP3 collections are going to be vital to library collections (if they aren't already now).
MP3 collections are money, time, and space saving. They are digital files and fit on a hard drive. You can download music while it's popular rather than getting this month's popular song 3 months from now. With an MP3 collection, there are no scratched CDs or crushed jewel cases to replace.
Providing access to MP3 files does have challenges. System compatibility (Mac / PC), Digital Rights Management, and copyright all pose challenges to libraries developing MP3 collections.
There is a solution with iTunes. The South Huntington Public Library in New York set up an iTunes download and lending program. The iTunes license extends the ability to lend music in a way that libraries can use. Through iTunes, users can come to the library and see music that the library has downloaded and select songs to download to their personal iPods. Songs can "circulate" for a designated period of time. Users come back with their iPods and songs are "checked in" by plugging their iPods in and deleting the song from their iPod.
Teens are also using social digital music sites to discover and share music. Social music sites can track songs that are listened to most, allow users to recommend music to friends, and browse friends music libraries. There are various social digital music websites including LastFM, ILike, Finetune, MOG, and MySpace Music.
YA librarians can use music and social digital music sites to build communities and connections with their teen populations. There are a lot of options beyond CDs that librarians should be paying attention to.
A Funny Thing Happened on the Way to the Library
A long, long time ago (at least 4 months), I was bumming around the site of the best web comic strip ever and I saw on their calendar that the creators were planning a trip out to Massachusetts to give a talk. I clicked on the pretty blue hypertext to find out where they would be speaking and discovered a broken link. I tried it again the next day and a few days later and then I thought (in that discouraged and somewhat angry tone), well fine, if they don't care enough to keep their links active, I don't care enough to find out where they're speaking. Then a few more days went by and I changed my mind, emailed the creators and got back a very nice email saying "oops!" They cleared up that they would be speaking at the Massachusetts Library Association Annual Conference in Falmouth, MA in May. From that day on I had one mission: to get to the MLA Annual Conference in Falmouth in May. Well, today my desires were satisfied when I sat in Ballroom One of the Seacrest Resort and Conference Center and heard Bill Barnes and Gene Ambaum talk about their comic strip, Unshelved.
The session began by satisfying what I guess has been a longtime dream of Gene's, to hit a beach ball around a conference center ballroom. After a bit, a couple of hits in the face and a brief conversation with Bill, they began their session.Unshelved is a web comic strip about a library in the fictional town of Mallville. It centers around
Dewey, the young, male teen-services library (on whom I have a rather significant crush), the rest of the Mallville Library staff and of course, the crazy patrons. Check out the Primer on the website to find out who's who.Gene and Bill kept us laughing throughout their entire presentation. They introduced the staff, told about the history of the strip, explained where the idea and the current story lines come from (many from reader's stories) and hit on topics that are way closer to home than many of the librarians in the audience would like to think about on a day away from the library, and somehow, way funnier when told in pen and paper.
They not only made the audience laugh, but made us feel right at home with them. They practically begged for our stories and were friendly and personable when signing book. After the session a fellow school librarian turned to me and said, "This was the best session I've attended all conference. Thank you for dragging me!"
Oh, and they have a new book coming out, check it out here!
-Sarah C.
Round Table: Director Essentials
Facilitated by Margaret Cardello from the Central Massachusetts Regional Library System
This group discussed the Director Essentials website that is being developed by the state regional library systems for library directors. Director Essentials is a 2-year LSTA grant. The site is intended to help directors from all types of libraries--public, academic, school, and special--navigate the Massachusetts system.
During the next 2 years, the project team will be looking at what content already exists and what content needs to be created for the website. On May 20th, there will be a meeting at the Tower Hill Botanical Garden in Boylston for library directors who have been in their positions for 2 years or less. This meeting will start a dialogue with new librarians about what they need to know to do their jobs effectively.
Everyone in the group had great ideas for what content could be on the website and how the website could function. One great idea was to make the site a wiki so that directors can add information as they find it and so that information can be hyperlinked.
Some ideas about content include:
This group discussed the Director Essentials website that is being developed by the state regional library systems for library directors. Director Essentials is a 2-year LSTA grant. The site is intended to help directors from all types of libraries--public, academic, school, and special--navigate the Massachusetts system.
During the next 2 years, the project team will be looking at what content already exists and what content needs to be created for the website. On May 20th, there will be a meeting at the Tower Hill Botanical Garden in Boylston for library directors who have been in their positions for 2 years or less. This meeting will start a dialogue with new librarians about what they need to know to do their jobs effectively.
Everyone in the group had great ideas for what content could be on the website and how the website could function. One great idea was to make the site a wiki so that directors can add information as they find it and so that information can be hyperlinked.
Some ideas about content include:
- an organizational chart of all types of libraries in Massachusetts and who is tied to who
- a directory of which libraries use what software, calendar programs, ILS
- information on budgets
- statistics about libraries in Massachusetts that directors can access quickly to take to town boards, trustees, etc.
- ideas for times of crisis--budgets, staffing
- examples of different policies
- best practices
- managing relationships with boards, library trustees, friends of the library, staff, and patrons (or a director's second marriage--the library)
- ideas for keeping up with the profession and knowing what's on the horizon
- strategic planning.
Lights, Camera, Action ... Direct!!
Navigating the rushing waters flowing through the director's office can be a daunting task for any director in Massachusetts. For a new library director it can be particularly difficult. Just figuring out all the acronymns (CMRLS, MLN, MMRLS, C/WMARS, MBLC) of regions and networks and institutions of the Commonwealth can boggle a mind ... but keeping up with deadlines, learning who the colleagues and administrators are, figuring out the complicated interactions, making the connections between the library and town departments, and STILL doing the director's job can confuse even the hardiest in our field. (Not to speak of the challenges facing a librarian moving to Massachusetts from out of state, such as making one's way through a rotary or in and out of Logan Airport.)
Margaret Cardello of the Central Massachusetts Regional Library System and a cooperative effort of most of the Massachusetts Library regions were awarded an LSTA grant to develop a Director's Essentials website. An advisory committee has been meeting for the last six months and the project is lifting off the ground with a Director's Boot Camp at Tower Hill in West Boylston on May 20th. Currently, the advisory group is gathering the information that will make a new Massachusetts director's job easier.The Roundtable was a great mixing of ideas, personal narrative, suggestions and information. Some of the suggestions for the Directors' Essential sites may include listservs, wikis and a decision tree approach to the FAQ-driven knowledge base. So many directors are reinventing the wheel; information should be available in a consistent format between libraries so that new directors can spend less time searching for information that can be easy to locate. Directors need to be 'directed' to resources that are in place in print and in people.
One of the hurdles is that directors are filling positions in many areas: public, academic and special libraries; how many of those administrative tasks are the same and how many are different? How do we address the needs of directors of libraries of all types? Another hurdle is that changes in the field (in technology, in budgeting, in collections) are rapid and library directors already on the job are struggling to keep up; those coming in need to know which changes have occurred and which are occurring.
The talk was lively and personal in this roundtable. Everyone attending contributed and lots of wonderful ideas and laughter circulated. One of Margaret's many, many strengths as Assistant Administrator of the Central Region is that she always welcomes participation and open flow of conversation.
Often one becomes an 'accidental manager' (as described in Rachel Singer Gordon's book, the Accidental Library Manager) for many reasons. One is not necessarily prepared for the job of library director - managing a staff and board of library trustees, communicating with a town, adhering to standards and certification and relating to community groups such as a Friends of the Library group. A Massachusetts directorship can be even more complicated with the deadlines imposed by our towns and the Commonwealth.
Just Don't Call Them Seniors
The Facts
implications for libraries
What do we know about this age gr0up
- Looking for options for work -learning- engagement - to do something important for society. The current model is characterized by library lack of aability to make distinction between frail elderly and the active seniors.
There is an attitudinal change.
- In the 50's we don't want to be associated with senior centers.
-
2.5 college courses are specific for this age group
The trend is going faster than our changes.
Why Libraries?
already support enggement & learning
every aspect should be rethought to gear to this group
Competitors
-Cognitive SOftware Industry - log on to exercises for your brain
PUZZLE GROUP IN LIBRARY
- One Day University 0 EXPENSIVE
-COmmunity Colleges- MARKET TO ACCOMODATE OLDER LEARNERS
- learning in retirement institutes- EXPENSIVE-teachers teaching people
Mass Lib are well positioned for this age group.
National Initiative to support lifelong learning, support productive aging
helps libr focus on this age groups
- leadership development
-training
-instittute for fellows
- best practices dissemination
43 fellows in 23 states
trained libr from AZ, PA,NY,MA DE
components
- community converstions
dvisory councils
workkshops- clubs
collection development
connections to non profits
physical & visual space
Libraries have the potential to make the process of reimagining, re-visioning and raising consciousness possible. People need to rethink what they can become. Mary Catherine Bateson
****************************************************************Re
Lifelong Access at the
Reading library
Practical application - The library experience Older citrizens
- to adapt tradition
- adopt new services
-
Active bodies,active minds w/YMCA
free open swim- became a yearly event with exhibitors with free stuff
Identifying the need
-info gathering mode - elder services dept- YMCA- focus groups 55 nd over- surveys
seniors wanted
programs
not volunteer clearinghouse
they wanted social opportunity.
INFO gathering
practical programming
field trips'
discussion series
col & mentoring opportunies
books & coffee
Branding - Live Wires, Boomers and beyond.
a book and film discussion series, speakers and coffee hour series
Discovering whats next.
with Carol Greenfield
Topics included
am Coffee and more ( social before & after) with local authors
- A Lawyer - legal issues for boomers & beyond
- downsizing, genealogy,Elderhostel,Nutritionist, local authors, patient advocacy, scams, ID theft, faith
PM Live wire presents-
-facilitator to lead discussion to talk about issues - less work for staff
physical limitations, family issues.
Movie = "Nobodys Fool"
documentary - Alzheimers
Calendar Girls
The Boynton Beach Club
Life coach for discussion
Book discussions
strokes
empty nest
Authors, field trips - with pot luck supper
requested funding- Friends/ local lions club
The social aspect is so important to connect with others. To meet others, they bring others.
5. dont call over 50 seniors
4 do you homework
3 show aa good time
2 food is popular
1 its not really rocket science
Kate - New Haven Ct
runs volunteer center in NH to get them placed i
Partnered with Jim - 50 + transition center
- Most people will elect to postpone old age and work to live longer. People are reinventing themselves throughout their lives.
over 50's are
Challenging the old concepts.
****************************************************
Specific area in the library. - for younger, older adults
- developed a mailing list
--never put in attachment - put in context of the email
--mini meals for right after work.
Partnering - very important AARP will advertise & partner for you.(3mths ahead)
Silver Tsunami - the wave of 50 + who will take over pcs etc
Civic engagement - Tom Freedman
Lunch hour book discussionsss - within the city, bring a lunch
re-careering.
Bringing services to the library - set up a transition center
eg: people can speak with, ask a lawyer, can get passport, someone from social security to ask questions.
library is an esier place for people to come to.
( This Program makes me want to think sbout my future career in my library, I want to look into this- Excellent program, very well put together. great topic -
-
combination of ideas tied to a theme.
-
-
implications for libraries
What do we know about this age gr0up
- Looking for options for work -learning- engagement - to do something important for society. The current model is characterized by library lack of aability to make distinction between frail elderly and the active seniors.
There is an attitudinal change.
- In the 50's we don't want to be associated with senior centers.
-
2.5 college courses are specific for this age group
The trend is going faster than our changes.
Why Libraries?
already support enggement & learning
every aspect should be rethought to gear to this group
Competitors
-Cognitive SOftware Industry - log on to exercises for your brain
PUZZLE GROUP IN LIBRARY
- One Day University 0 EXPENSIVE
-COmmunity Colleges- MARKET TO ACCOMODATE OLDER LEARNERS
- learning in retirement institutes- EXPENSIVE-teachers teaching people
Mass Lib are well positioned for this age group.
National Initiative to support lifelong learning, support productive aging
helps libr focus on this age groups
- leadership development
-training
-instittute for fellows
- best practices dissemination
43 fellows in 23 states
trained libr from AZ, PA,NY,MA DE
components
- community converstions
dvisory councils
workkshops- clubs
collection development
connections to non profits
physical & visual space
Libraries have the potential to make the process of reimagining, re-visioning and raising consciousness possible. People need to rethink what they can become. Mary Catherine Bateson
****************************************************************Re
Lifelong Access at the
Reading library
Practical application - The library experience Older citrizens
- to adapt tradition
- adopt new services
-
Active bodies,active minds w/YMCA
free open swim- became a yearly event with exhibitors with free stuff
Identifying the need
-info gathering mode - elder services dept- YMCA- focus groups 55 nd over- surveys
seniors wanted
programs
not volunteer clearinghouse
they wanted social opportunity.
INFO gathering
practical programming
field trips'
discussion series
col & mentoring opportunies
books & coffee
Branding - Live Wires, Boomers and beyond.
a book and film discussion series, speakers and coffee hour series
Discovering whats next.
with Carol Greenfield
Topics included
am Coffee and more ( social before & after) with local authors
- A Lawyer - legal issues for boomers & beyond
- downsizing, genealogy,Elderhostel,Nutritionist, local authors, patient advocacy, scams, ID theft, faith
PM Live wire presents-
-facilitator to lead discussion to talk about issues - less work for staff
physical limitations, family issues.
Movie = "Nobodys Fool"
documentary - Alzheimers
Calendar Girls
The Boynton Beach Club
Life coach for discussion
Book discussions
strokes
empty nest
Authors, field trips - with pot luck supper
requested funding- Friends/ local lions club
The social aspect is so important to connect with others. To meet others, they bring others.
5. dont call over 50 seniors
4 do you homework
3 show aa good time
2 food is popular
1 its not really rocket science
Kate - New Haven Ct
runs volunteer center in NH to get them placed i
Partnered with Jim - 50 + transition center
- Most people will elect to postpone old age and work to live longer. People are reinventing themselves throughout their lives.
over 50's are
Challenging the old concepts.
****************************************************
Specific area in the library. - for younger, older adults
- developed a mailing list
--never put in attachment - put in context of the email
--mini meals for right after work.
Partnering - very important AARP will advertise & partner for you.(3mths ahead)
Silver Tsunami - the wave of 50 + who will take over pcs etc
Civic engagement - Tom Freedman
Lunch hour book discussionsss - within the city, bring a lunch
re-careering.
Bringing services to the library - set up a transition center
eg: people can speak with, ask a lawyer, can get passport, someone from social security to ask questions.
library is an esier place for people to come to.
( This Program makes me want to think sbout my future career in my library, I want to look into this- Excellent program, very well put together. great topic -
-
combination of ideas tied to a theme.
-
-
A Whole New Mind
A round table discussion of Daniel Pink's book A Whole New Mind: Why Right Brainers Will Rule the Future facilitated by Katie Baxter.
Katie started the session late - on purpose, she said - in order to give people some down time to relax, reflect and take a break before starting the discussion, noting that attending a conference and being required to move from session to session with little time in between is similar to what our students routinely experience in school.
We began by looking at the grapic on p. 49 showing our movement into the Conceptual Age where the idea becomes dominant.
Pink asks us as workers to describe what our business is in imaginative terms. Katie asked the group to describe their work as librarians from the perspective of right brainers. Some of the replies:
Katie started the session late - on purpose, she said - in order to give people some down time to relax, reflect and take a break before starting the discussion, noting that attending a conference and being required to move from session to session with little time in between is similar to what our students routinely experience in school.
We began by looking at the grapic on p. 49 showing our movement into the Conceptual Age where the idea becomes dominant.
Pink asks us as workers to describe what our business is in imaginative terms. Katie asked the group to describe their work as librarians from the perspective of right brainers. Some of the replies:
- make the library work for users
- provide free psychological help
- connector, facilitator
- deliverer of curriculum frameworks - literacy - reading and information literacy
Katie pushed the group to not think sequentially as left-brainers. If we're going to survive as part of the movement out of information age into the realm of creativity - how can we get beyond describing ourselves in ordered, sequential terms? More responses:
- connecting to possibility
- there to make people's lives better
- developing life-long learners so students can adapt for all the different jobs they will have to do, to know their future is learning and relearning
- we're in the change business
- providing enlightenment - getting students to think critically
- empowerers - guiding learners, and being guided and empowered ourselves in the process by this interaction
- a quest with magic keys - something like Merlin - giving learners the key - reminding them of where the key is
- knowledge navigators
- learning by leading
- guide, mediator or facilitator through the Information Age/Cognitive Epoch
- journey
One of the six senses Pink defines as integral to the Conceptual Age is Empathy. (Others are Design, Story, Symphony, Play and Meaning.)
Are we perceived by our users as empathetic? How about the librarian action figure? Why did we embrace it? Because of the irony of it or because it's true?
Is empathy different from warm and fuzzy?
Where are we as supporters of the quest? How are we going to redesign our spaces to articulate what we really do?
A Funny Thing Happened on the Way to the Library
Speakers: Bill Barnes and Gene AmbaumBill Barnes and Gene Ambaum are the creators of Unshelved, a comic strip about the various absurdities that take place on a daily basis in libraries.
After a rousing game of hit-the-beachball, Michael Colford introduced Bill and Gene. Bill spoke first, referring to himself as "the civillian" and Gene as "the Librarian". He next called for volunteers (with the incentive of free books) for an exercise called the "Unshelved Library Simulator". Audience volunteers were selected to represent an array of library regulars, from crying babies to drunk homeless people to bickering husbands and wives. Bill next had the rest of the audience stomp (to represent foot traffic) and tap their fingers (to represent typing). After a few cacophonous moments, the Powerpoint presentation flashed a giant "SSSSHHHHHH!" on the screen, quickly quieting the clamor, thus recreating the comic strip above.
Bill described Unshelved in Hollywood pitch form as Cheers with books. According to Bill, he acted as the filter to weed out Gene's library related "in jokes", until he himself began to get the "in jokes".
They next went on to describe the cast of characters that populate Unshelved. The main protagonist, Dewey, is a cynical youth services librarian. Bill described him as a mixture of himself and Gene, carrying character traits of both. Colleen, the reference librarian, is from a "kinder, gentler era" of librarianship, one which Gene refers to as the "bibliolithic era". She, of course, is the technology librarian. Mel is the branch manager, who introduces a new policy every week, only to have it fail by the end of the week. Tamara is the children's librarian, who functions as the idealist to Dewey's hard cynic. Buddy is a man in a beaver suit (not a monkey, contrary to poular belief), who came about when Bill and Gene tried to imagine the worst summer reading program they could. They came up with a beaver, matched with the phrase "Chew on a Good Book". Ned, a patron obsessed with civil liberties, wanders around the library naked. Merv, a young adult patron, loves everything about the library but the books. The Cataloger was a difficult character for Bill and Gene to create, yet they were spurred on by countless letters from catalogers who felt underrepresented. They finally settled on a mysterious character who gets all of her work done, yet no one ever sees her do anything but knit.
Bill and Gene initially tried to put book recommendations into the strip but couldn't find a way to make it seem natural. They finally began to create a weekly, full-color strip in which the characters act out the plot of the featured book. This gives the creators a way to actively promote books they feel deserve exposure to their audience.
Another problem faced early on was how to deal with the lack of homeless characters, considering their ubiquitous presence in many libraries. Bill eventually created Lambert, a homeless man who lives in the library ceiling (this was based on a true story from a library near Gene's own). Lambert is a tall, skinny man wearing lots of clothing who eventually leaves his home in the library to live underneath a freeway overpass instead (apparently it is quieter there).
Bill and Gene stressed the overall theme of their presentation as "You are not alone". Unshelved shows us a reflection of our own everyday reality, in turn allowing us to feel more of a sense of community amongst our colleagues and other libraries.
The Prizewinners from Hudson, MA
Debbie Backman, Children’s Librarian and Melissa Caissie, interlibrary loan librarian from the Hudson Public Library incorporated the important goals of the Hudson Public Library into their One Book, One Community project. Some of these were to reach new patrons across the community including those in three elementary schools, one middle school, one high school and two catholic schools, one senior center, two over-55 housing communities and everyone else. One of the unique techniques that the Hudson Public Library used was to incorporate books on more than one reading level and to schedule most of the programs during the traditional summer reading calendar.
The author of The Prize Winner of Defiance, Ohio, Terry Ryan, died in May before their program began but two other siblings in the Ryan household were invited to attend a program to speak. Other programs were a Penny Pincher shopping talk and a Hannaford shopping spree. All aspects of the program fit in well with Terry Ryan's at-home-mom, cookies-and-milk, traditional family lifestyle.
The books on younger patrons' reading lists included children's books about bugs, including The Bugliest Bug (and a visit by the illustrator, Scott Nash) and programs included performances by Bugworks. Debbie and Melissa enlisted the support of the school librarians and were able to convince them to include the Westing Game on summer reading lists.
The Hudson Public Library will continue their One Book, One Community program again this year ... at another time besides summer reading!
Round Table Discussion: What's Next for Reference?
Round Table Discussion: What's Next for Reference?
Facilitator: Donna Maturi, Head of Reference and Information Services, Peabody Institute Library, Danvers
Friday, May 9 1:45-3:00
The round table is something of an open forum. All in attendance gathered to discuss the status and future of reference. Is reference dead? How do we manage this new digital and physical space?
The first question was asked: Is anyone getting rid of their reference desk? One librarian commented on the increase of instruction at their public library, necessitating the reference desk as central to the instruction/learning experience.
One librarian said she was getting rid of the reference desk, or at least creating a roving reference desk since in her opinion it is no longer necessary to have a static reference desk. The librarian also stated that since the advent of wireless internet access, it is no longer necessary to work from a computer behind the desk.
Another librarian stated that her library was exploring information portals, similar to what is in place at Borders Book Stores. A colleague thought this was a good idea; it gives librarians an opportunity to take the retail approach of "Are you finding everything you need?"
Another librarian wondered if public libraries are making an effort to incorporate the reference desk into a computer lab type setting, since it sounds like the natural transition.
Donna asked if reference collections are growing, if there is a budget freeze, or if the collection is not growing from a lack of ready-reference questions. This begs another question about assessment, which has become a touchy issue, especially at academic libraries. Assessment at the academic level has budgetary implications, both for staffing and collections.
There was some discussion about the role of the full-time reference librarian. Does a reference librarian have to take on other duties as part of their job because of the diminishing use of reference services? Many positions are described as reference and another position, i.e., reference/YA librarian, or reference/ILL librarian. Is this problematic for the future of reference services?
The question quickly changed to an argument for preserving reference services as a necessary part of library operations, especially with a focus on quality against the proliferation of quantity based information available on Google.
Librarians discussed ways to attract patrons by doing some kind of database show-and-tell, or as part of general library celebrations. There is some concern about learning new databases and marketing them to the public, especially with the cost for a small public library; however, there is still a need to be current and make information access more efficient.
The greatest theme among librarians present at the round table is how to deal with decreased traffic with the library's needs to expand information options to patrons. There is a huge concern that the reference desk--and the reference librarian--are a diminishing idea. With the increase in electronic services, how do libraries reconcile electronic literacy through databases and other library services with diminishing use.
There is still an incredible sense of optimism that reference services will not go anywhere. The question is how do we project our services in the future. Many librarians are ready for the change, and eager to be relevant and embrace change and technology.
There was some discussion about eReference and the importance of electronic reference. There was some discussion about the increasing electronic presence of librarians in the future, eliminating the physical face-to-face contact in the equation. The general consensus is that reference is undergoing some changes. It is just a matter of wait and see, yet embrace whatever changes may come based on demand and the changing frontier in services and collection.
There is a real opportunity for reference staff to transition properly by building a constituency of support to make sure that reference librarians and their services do not become defensive. Instead, the theme is for reference services to become progressive and try test runs. One librarian suggested embracing change to explore new ideas such as blogs and wikis. Like any profession, changes are bound to take place, but reference librarians are in a position to make the change more easily.
Facilitator: Donna Maturi, Head of Reference and Information Services, Peabody Institute Library, Danvers
Friday, May 9 1:45-3:00
The round table is something of an open forum. All in attendance gathered to discuss the status and future of reference. Is reference dead? How do we manage this new digital and physical space?
The first question was asked: Is anyone getting rid of their reference desk? One librarian commented on the increase of instruction at their public library, necessitating the reference desk as central to the instruction/learning experience.
One librarian said she was getting rid of the reference desk, or at least creating a roving reference desk since in her opinion it is no longer necessary to have a static reference desk. The librarian also stated that since the advent of wireless internet access, it is no longer necessary to work from a computer behind the desk.
Another librarian stated that her library was exploring information portals, similar to what is in place at Borders Book Stores. A colleague thought this was a good idea; it gives librarians an opportunity to take the retail approach of "Are you finding everything you need?"
Another librarian wondered if public libraries are making an effort to incorporate the reference desk into a computer lab type setting, since it sounds like the natural transition.
Donna asked if reference collections are growing, if there is a budget freeze, or if the collection is not growing from a lack of ready-reference questions. This begs another question about assessment, which has become a touchy issue, especially at academic libraries. Assessment at the academic level has budgetary implications, both for staffing and collections.
There was some discussion about the role of the full-time reference librarian. Does a reference librarian have to take on other duties as part of their job because of the diminishing use of reference services? Many positions are described as reference and another position, i.e., reference/YA librarian, or reference/ILL librarian. Is this problematic for the future of reference services?
The question quickly changed to an argument for preserving reference services as a necessary part of library operations, especially with a focus on quality against the proliferation of quantity based information available on Google.
Librarians discussed ways to attract patrons by doing some kind of database show-and-tell, or as part of general library celebrations. There is some concern about learning new databases and marketing them to the public, especially with the cost for a small public library; however, there is still a need to be current and make information access more efficient.
The greatest theme among librarians present at the round table is how to deal with decreased traffic with the library's needs to expand information options to patrons. There is a huge concern that the reference desk--and the reference librarian--are a diminishing idea. With the increase in electronic services, how do libraries reconcile electronic literacy through databases and other library services with diminishing use.
There is still an incredible sense of optimism that reference services will not go anywhere. The question is how do we project our services in the future. Many librarians are ready for the change, and eager to be relevant and embrace change and technology.
There was some discussion about eReference and the importance of electronic reference. There was some discussion about the increasing electronic presence of librarians in the future, eliminating the physical face-to-face contact in the equation. The general consensus is that reference is undergoing some changes. It is just a matter of wait and see, yet embrace whatever changes may come based on demand and the changing frontier in services and collection.
There is a real opportunity for reference staff to transition properly by building a constituency of support to make sure that reference librarians and their services do not become defensive. Instead, the theme is for reference services to become progressive and try test runs. One librarian suggested embracing change to explore new ideas such as blogs and wikis. Like any profession, changes are bound to take place, but reference librarians are in a position to make the change more easily.
Whole Brain, Open Mind: Co-Constructing Through Digital Reference for Today’s Students
Whole Brain, Open Mind: Co-Constructing Through Digital Reference for Today’s Students
Friday, May 9 11:00a - 12:15p
Dr. Lesley Farmer, Prof, Califormia State University, Long Beach. Member of the ALA Literacy Assembly. Author of: You Go, Girl: Girls and Technology (in press); The Human side of reference and information service, Digital inclusion, Teens and your library.
Who are our students?
State of information literacy
Reference as conversation
Girls are more sensitive to sound; girls tend to cross hemispheres seem to be better @ re;atopmsjo[bs
The teen brain - not just hormones
Impulsive
Aggressive
Emotionally volatile
NOT risk averse. Taking risks is part of maturing. Males = more risk behavior, Females=need encouragement to take emotional risks
Reactive to strees
Vulnerable to peer pressure
Focus is on short term payoffs, not long term consequences of behavior
Likely to overlook alternative courses of action
Concepts >>and right brain behavior
Function >> design
Argument >>story
Focus >>symphony
Logic >>empathy
Seriousness >>play
Accumulation >>meaning
Characteristics of millennials
· Gadget savvy but Information clueless. They’re not building logical connections in their information gathering, necessarily
· They value convenience and mobility
· They are quirky in their learning behavior like working together with others and also independently. Much of their information comes from friends
· There is a disconnect between academic information literacy and personal information literacy - Personally, they’re into finding gamesites, cheatsheets.
Contrast between Y, Net, Millennial Students and Boomers
Students are comfortable in simulations, game/fantasy situations - Boomers are not
Students socialize online Boomers in person
Students love multimedia immersion Boomers read books/articles
Students want to Get to the product Boomers are process oriented
Learning gap – Difficulties experienced by Students
· Confuse article with journal; keywork with subject
· Experience inertia: going beyond Google and Wikipedia can be daunting.
· Have trouble teasing out subjects and concepts; thinking of keyword synonyms
· Sometimes find it difficult to choose a topic and focus in on it. If topic yields little after 2 minutes at the computer, they’ll prepare to jump to another topic.
· Have difficulty evaluating the information they find
· Tend to be passive learner, perform for what they figure the teacher wants, wait for instructions. OVER TESTING and No Child Left Behind has reinforced this behavior.
· Have a tough time with the minutia of constructing a citation.
· Have difficulty identifying key concepts; what was the most important information found in this or that resource
Information seeking behavior of a student - Steps
1. Ask someone
2. Google for info, not use database. This has got to be quick, so I can get back to my real life.
3. Build on past success or past experiences rather than strategize information gathering. So hard to think about identifying and combining concepts.
4. Focus on the end product (the paper) rather than the meaning/context/implications of the topic (the learning)
Characteristics
· Tend to gather information, not evaluate it critically. Unable to rank importance, quality or relevance of information found.
· They are not persistent. They are easily confused, don’t want to go after information step by step, give up easily.
What kinds of websites convey the most info to teens?
· Layout “the look” is very important
· Typeface needs to be easy to read/scan quickly
· Clicks to get to the info need to be minimized
· Pictures used well
· Interactive experience - At one glance the teen needs to see how to use the page
Teen truisms
· Wikipedia is king
· Google finds everything
· Newspapers are boring, go online
· Social networking sites are good for doing your homework
· Email is for old paper. IM, twitter and texting is it.
· If it’s not on the home page, it isn’t worthwhile
· “Good enough” is good enough
· Free is good
· Downloading is ok as long as you’re not selling it
· Cut and paste is a great strategy
· Cheatsheets can save your bacon
· You can get the webpage that works for a class assignment from a smart buddy
What is reference service to a teen?
· Last resort, safety net in case I can’t find anything
· Resource based, not process based
· Fact based. The quick fix.
· The smart librarian will show you a trick that works
A source teens will love:
Pimp Your Page Free Layouts, Backgrounds & Glitter Profile. 100% Free. Download Now! MySpace.coolfetti.com
Recommendations for adults working with teens:
· Speaker recommends this: http://brownbrain.wikispaces.com/ for helping teens learn about their developing brain.
· Help students to channel their risk taking into intellectual efforts
· Encourage taking thinking breaks when stressed
Recommendations for Librarians working with teens
· Get their feedback on library website designs. Make it easy and convenient
· Keep directions simple. Emphasize BETTER information skills, not Harder work.
· Provide cheatsheets and/or BE their cheatsheet
· Teach web evaluation skills : entertain them:
· The Good, the Bad and the Ugly Website evaluati on source http://lib.nmsu.edu/instruction/evalcrit.html http://lib.nmsu.edu/instruction/evalexpl.html
· RYT bogus sites: http://www.malepregnancy.com/science/ and others from http://www.rythospital.com/about/
· Northwest Tree Octopus http://zapatopi.net/treeoctopus/
· Encourage students to revise their search strategies. Ask them to question and reflect on each step of the strategy.
· Library of Congress Questionpoint as a source. http://www.questionpoint.org/ Factsheet for librarians http://www.loc.gov/rr/digiref/QP_best_practices.pdf
· Use Meebo IM
· Don’t do their work for them
Brenda
Friday, May 9 11:00a - 12:15p
Dr. Lesley Farmer, Prof, Califormia State University, Long Beach. Member of the ALA Literacy Assembly. Author of: You Go, Girl: Girls and Technology (in press); The Human side of reference and information service, Digital inclusion, Teens and your library.
Who are our students?
State of information literacy
Reference as conversation
Girls are more sensitive to sound; girls tend to cross hemispheres seem to be better @ re;atopmsjo[bs
The teen brain - not just hormones
Impulsive
Aggressive
Emotionally volatile
NOT risk averse. Taking risks is part of maturing. Males = more risk behavior, Females=need encouragement to take emotional risks
Reactive to strees
Vulnerable to peer pressure
Focus is on short term payoffs, not long term consequences of behavior
Likely to overlook alternative courses of action
Concepts >>and right brain behavior
Function >> design
Argument >>story
Focus >>symphony
Logic >>empathy
Seriousness >>play
Accumulation >>meaning
Characteristics of millennials
· Gadget savvy but Information clueless. They’re not building logical connections in their information gathering, necessarily
· They value convenience and mobility
· They are quirky in their learning behavior like working together with others and also independently. Much of their information comes from friends
· There is a disconnect between academic information literacy and personal information literacy - Personally, they’re into finding gamesites, cheatsheets.
Contrast between Y, Net, Millennial Students and Boomers
Students are comfortable in simulations, game/fantasy situations - Boomers are not
Students socialize online Boomers in person
Students love multimedia immersion Boomers read books/articles
Students want to Get to the product Boomers are process oriented
Learning gap – Difficulties experienced by Students
· Confuse article with journal; keywork with subject
· Experience inertia: going beyond Google and Wikipedia can be daunting.
· Have trouble teasing out subjects and concepts; thinking of keyword synonyms
· Sometimes find it difficult to choose a topic and focus in on it. If topic yields little after 2 minutes at the computer, they’ll prepare to jump to another topic.
· Have difficulty evaluating the information they find
· Tend to be passive learner, perform for what they figure the teacher wants, wait for instructions. OVER TESTING and No Child Left Behind has reinforced this behavior.
· Have a tough time with the minutia of constructing a citation.
· Have difficulty identifying key concepts; what was the most important information found in this or that resource
Information seeking behavior of a student - Steps
1. Ask someone
2. Google for info, not use database. This has got to be quick, so I can get back to my real life.
3. Build on past success or past experiences rather than strategize information gathering. So hard to think about identifying and combining concepts.
4. Focus on the end product (the paper) rather than the meaning/context/implications of the topic (the learning)
Characteristics
· Tend to gather information, not evaluate it critically. Unable to rank importance, quality or relevance of information found.
· They are not persistent. They are easily confused, don’t want to go after information step by step, give up easily.
What kinds of websites convey the most info to teens?
· Layout “the look” is very important
· Typeface needs to be easy to read/scan quickly
· Clicks to get to the info need to be minimized
· Pictures used well
· Interactive experience - At one glance the teen needs to see how to use the page
Teen truisms
· Wikipedia is king
· Google finds everything
· Newspapers are boring, go online
· Social networking sites are good for doing your homework
· Email is for old paper. IM, twitter and texting is it.
· If it’s not on the home page, it isn’t worthwhile
· “Good enough” is good enough
· Free is good
· Downloading is ok as long as you’re not selling it
· Cut and paste is a great strategy
· Cheatsheets can save your bacon
· You can get the webpage that works for a class assignment from a smart buddy
What is reference service to a teen?
· Last resort, safety net in case I can’t find anything
· Resource based, not process based
· Fact based. The quick fix.
· The smart librarian will show you a trick that works
A source teens will love:
Pimp Your Page Free Layouts, Backgrounds & Glitter Profile. 100% Free. Download Now! MySpace.coolfetti.com
Recommendations for adults working with teens:
· Speaker recommends this: http://brownbrain.wikispaces.com/ for helping teens learn about their developing brain.
· Help students to channel their risk taking into intellectual efforts
· Encourage taking thinking breaks when stressed
Recommendations for Librarians working with teens
· Get their feedback on library website designs. Make it easy and convenient
· Keep directions simple. Emphasize BETTER information skills, not Harder work.
· Provide cheatsheets and/or BE their cheatsheet
· Teach web evaluation skills : entertain them:
· The Good, the Bad and the Ugly Website evaluati on source http://lib.nmsu.edu/instruction/evalcrit.html http://lib.nmsu.edu/instruction/evalexpl.html
· RYT bogus sites: http://www.malepregnancy.com/science/ and others from http://www.rythospital.com/about/
· Northwest Tree Octopus http://zapatopi.net/treeoctopus/
· Encourage students to revise their search strategies. Ask them to question and reflect on each step of the strategy.
· Library of Congress Questionpoint as a source. http://www.questionpoint.org/ Factsheet for librarians http://www.loc.gov/rr/digiref/QP_best_practices.pdf
· Use Meebo IM
· Don’t do their work for them
Brenda
Free Resources for libraries from PBS Kids!
The presenters were Mary Haggerty from WGBH Boston, the local PBS station, and Holly Cachimuel also from WGBH.
Several children’s series were talked about, with the audience calling for the shows their patrons want to see. Several of my own favorite series were included.
Arthur: The Animated Series was first. In case you’re not familiar with kids lit, Arthur is a show based on a series of kids books about an aardvark and his friends. A new set of episodes will be premiering this fall, with the emphasis on health, exercise and environmentalism. Lance Armstrong will be in an episode this fall. There is also a emphasis on the idea of kids taking charge and making a difference. There are resources for librarians on the PBS Kids website.
Arthur also has a big push to get out information about Asthma. They had a Boston Public library call in story (Kids called a pre-recorded Arthur book read by the voice actor for Buster, about asthma.)
Between the Lions was next. This is in fact my personal favorite PBS program on today. This show is about a pride of lions that live in a library. They read classic books, and have new stories and segments about vocabulary and words. The best part is as the book is read out loud, and animated, the words of the book are on the bottom of the screen and each letter lights up as they are read, like a Karaoke track. The resource material for the show on the website ties into literature directly.
There will be a new Electric Company Series, but before that is ready they’ll be making the original Electric Company episodes will be available online and on I-Pod technology, to test kids ability to use new technology.
Curious George is the animated adaptation of the Margaret and H.A Rey’s children’s books. This show’s focus is science and engineering, as George is always taking things apart and trying to find out how they work. Much of the educational materials for this show have to do with science. A Curious George packet will be sent to libraries all over the country in the fall, with ideas of how to use the books and show to promote science and discovery.
They have an open call for librarians to join WGBH as partners to develop their outreach and to review their shows. The WGBH website has the information on this outreach.
Martha Speaks is based on the Martha books by by Susan Meddaugh. Two programs based on this series is the idea of getting older kids to read to younger ones, and also bringing therapy dogs into schools to be read to. Martha Speaks the animated series will premier in the fall. It emphasizes the idea of words as being important, having the power to change everything, and give people the ability to do anything.
Fetch with Ruff Ruffman is a combination of animation and live action. A team of kids is given a challenge to get kids to think, explore, and experiment. It’s a show that promotes thinking and working together. Its aimed for kids from 6-10 years old. They are promoting libraries and museums to set up experiment labs to promote the themes on Fetch.
Design Squad is aimed for 9-12 year old. The central players are a diverse group of boys and girls that promote the idea of engineering as something that is cool, and something that is for girls and for minority kids as well. It promotes problem solving, and also the idea that failure is something you want to teach you. If you don’t fail, you can’t learn. It also promotes the idea of being in a group, and working together. Compromise, and sharing are huge themes. It’s described as “Educational Reality TV”.
Peep and the Big Wide World is a show for preschoolers. It supports the idea of curiosity and ask questions. Thinking and exploring is valued, and also making sure kids know they can and should ask questions. Several episodes are streamed on the website, and there are many lesson plans to tie into this on the website.
You can check out WGBH at http://www.wgbh.org/
PBS Kids can be found at www.PBSKids.org
Several children’s series were talked about, with the audience calling for the shows their patrons want to see. Several of my own favorite series were included.
Arthur: The Animated Series was first. In case you’re not familiar with kids lit, Arthur is a show based on a series of kids books about an aardvark and his friends. A new set of episodes will be premiering this fall, with the emphasis on health, exercise and environmentalism. Lance Armstrong will be in an episode this fall. There is also a emphasis on the idea of kids taking charge and making a difference. There are resources for librarians on the PBS Kids website.
Arthur also has a big push to get out information about Asthma. They had a Boston Public library call in story (Kids called a pre-recorded Arthur book read by the voice actor for Buster, about asthma.)
Between the Lions was next. This is in fact my personal favorite PBS program on today. This show is about a pride of lions that live in a library. They read classic books, and have new stories and segments about vocabulary and words. The best part is as the book is read out loud, and animated, the words of the book are on the bottom of the screen and each letter lights up as they are read, like a Karaoke track. The resource material for the show on the website ties into literature directly.
There will be a new Electric Company Series, but before that is ready they’ll be making the original Electric Company episodes will be available online and on I-Pod technology, to test kids ability to use new technology.
Curious George is the animated adaptation of the Margaret and H.A Rey’s children’s books. This show’s focus is science and engineering, as George is always taking things apart and trying to find out how they work. Much of the educational materials for this show have to do with science. A Curious George packet will be sent to libraries all over the country in the fall, with ideas of how to use the books and show to promote science and discovery.
They have an open call for librarians to join WGBH as partners to develop their outreach and to review their shows. The WGBH website has the information on this outreach.
Martha Speaks is based on the Martha books by by Susan Meddaugh. Two programs based on this series is the idea of getting older kids to read to younger ones, and also bringing therapy dogs into schools to be read to. Martha Speaks the animated series will premier in the fall. It emphasizes the idea of words as being important, having the power to change everything, and give people the ability to do anything.
Fetch with Ruff Ruffman is a combination of animation and live action. A team of kids is given a challenge to get kids to think, explore, and experiment. It’s a show that promotes thinking and working together. Its aimed for kids from 6-10 years old. They are promoting libraries and museums to set up experiment labs to promote the themes on Fetch.
Design Squad is aimed for 9-12 year old. The central players are a diverse group of boys and girls that promote the idea of engineering as something that is cool, and something that is for girls and for minority kids as well. It promotes problem solving, and also the idea that failure is something you want to teach you. If you don’t fail, you can’t learn. It also promotes the idea of being in a group, and working together. Compromise, and sharing are huge themes. It’s described as “Educational Reality TV”.
Peep and the Big Wide World is a show for preschoolers. It supports the idea of curiosity and ask questions. Thinking and exploring is valued, and also making sure kids know they can and should ask questions. Several episodes are streamed on the website, and there are many lesson plans to tie into this on the website.
You can check out WGBH at http://www.wgbh.org/
PBS Kids can be found at www.PBSKids.org
Whole Brain, Open Mind: Co-Constructing Through Digital Reference for Today's Students
Dr. Lesley Farmer, California State University
Teens' Information-Seeking Behavior
- ask someone
- go to the net (unaware of online databases)
- build on past experiences/success
- unsophisticated use of search strategies (keywords evade them,; forget Boolean)
- look at end - not at means or context
- not deeply critical
- not persistent; easily confused
- different sense of time
Choosing Web Sites According to Teens
- layout makes a difference
- typeface should be readable
- minimize the number of clicks to get to the info
content is more important than fancy looks - pictures are good
- interactivity is valued
YA Internet Truisms
- Wikipedia is king
- Google is awesome
- Want news? Go online
- Social networking is good for homework
- IM>email / Email is so yesterday - it's for old people and teachers
- If it's not on the front page, it probably isn't worthwhile anyway
- "Good enough" is good enough
- Free is good
- Downloading is OK as long as you're not selling it
- I get scared sometimes, but I can take care of myself
What is Reference Service to a Teen?
- A last resort
- A safety net
- Linked to schoolwork
- Resource based
- Fact based
- Unfriendly
What Teens Want
- Friendly atmosphere, be it face-to-face or online
- Close collaboration between classroom teacher and librarian
- Guidance
- Selected web sites
- Make it easy and convenient "Just the facts..." (tips sheets, "cheat sheets")
Co-constructing with Teen Brains
- Make them aware of their brains and how they work
- Have teens research brains (http://brownbrain.wikispaces.com)
- Channel risk-taking behaviors into intellectual efforts
Encourage thinking breaks when stressed
Using the Whole New Mind
- Check out teens’ reading, including online, for content AND FORM
- Check out online cartoons & anime/manga
- Play games, including with teens
- Translate gaming into info lit terms
- Cross the left brain/right brain lines
Start Where Teens Are
- Go for convenience
- Keep it simple
- Emphasize “Work better, not harder”
- Provide Internet “cheat sheets”
- BE their cheat sheet
- Incorporate interactivity into library info web sites
- Really do teach web evaluation skills
- Get teen input about good web sites
- Encourage students to revise their search strategies
Practice Reflective Learning: I-Search Projects
- Document all work
- Question and reflect ALL along the way
- Have benchmarks
- Be willing to backtrack/redirect efforts
- Go beyond the first resource/site
- Share good resources and processes
Final Thoughts
- Get to know them and their world
- Show you care – and can be trusted
- Be respectful
- Be responsive
- Be sensitive
- Avoid making assumptions
- Use language they understand, avoid jargon
- Know the curriculum and/or assignments
- Don’t do their Work
- Act as a coach or partner rather than a sage
- Take advantage of learning moments
Posted by Kathy Lowe
Academic Libraries have Friends (and Donors!) 5/8/08
Academic Libraries have Friends (and Donors!) 5/8/08
Emily S. Silverman, Director of Library Development and Communication, W.E.B. Du Bois Library, University of Massachusetts Amherst
Ms. Silverman described the morale of the staff of UMASS during the massive budget cuts five years ago. Collections were negatively affected. The outside of the library was drab and uninviting. The staff complained. The director of the library discouraged whining so the staff knew something had to change. The director created a “Friends Group” to help raise much needed funds. One thing that impressed me about Ms. Silverman’s presentation was that she kept on referring to the library staff as winners. She said that in order to get money, the staff had to undergo an attitude change and see themselves as winners not whiners. Marketing materials developed by the library had to look professional. The newsletters and annual report have many pictures. The first funded project was the library’s courtyard. The project served as a foundation to showcase the new direction in donor development.
The library went through a number of changes. The library moved to an information commons model. Library use doubled as a result. The library became a hub of activity so it became easy to market to donors. Alumni classes began to donate money toward gardens and maintenance of the gardens.
Silverman suggested asking potential donors how they feel about the library. She recommended exploring who the library users are by utilizing assessment tools like surveys, focus groups, and observational studies. The library then demonstrated to the campus that they listened by documenting the improvements based on the feedback in the marketing material.
Part of her job is to promote the library to reunion classes. She works with retired faculty to develop personal libraries. She enlists library deputies (reference, special collections librarians) to advocate for the library. Silverman hosts a donor appreciation event.
Two successful approaches: a “second ask” program where student works call donors of the college and ask them to contribute to the library. The library has a line on the tuition bill requesting donations for the library at $100 a pop.
The director of the library also gave a presentation and spoke of the importance of donor stewardship. He stressed thanking the donors for their contribution. He solicited library staff to call and thank donors. He also spoke about developing a formal program for donations. The “Library Friends” initiative is good but the library needed to set up the infrastructure for a library development/advancement office which is separate from the existing college advancement office. The director spoke of a Director’s Council where important members of the community are asked to join and are required to donate a minimum of $1000 and enlist others to donate. That is how they got $600,000 worth of free software from Microsoft.
This presentation was impressive. I was completely unaware that a state library could set up a development department. Throughout the presentation, I kept on seeing potentional $ signs and imagined the possibilities at my library.
Millie Gonzalez
Reference and Electronic Resources Librarian
Framingham State College
Emily S. Silverman, Director of Library Development and Communication, W.E.B. Du Bois Library, University of Massachusetts Amherst
Ms. Silverman described the morale of the staff of UMASS during the massive budget cuts five years ago. Collections were negatively affected. The outside of the library was drab and uninviting. The staff complained. The director of the library discouraged whining so the staff knew something had to change. The director created a “Friends Group” to help raise much needed funds. One thing that impressed me about Ms. Silverman’s presentation was that she kept on referring to the library staff as winners. She said that in order to get money, the staff had to undergo an attitude change and see themselves as winners not whiners. Marketing materials developed by the library had to look professional. The newsletters and annual report have many pictures. The first funded project was the library’s courtyard. The project served as a foundation to showcase the new direction in donor development.
The library went through a number of changes. The library moved to an information commons model. Library use doubled as a result. The library became a hub of activity so it became easy to market to donors. Alumni classes began to donate money toward gardens and maintenance of the gardens.
Silverman suggested asking potential donors how they feel about the library. She recommended exploring who the library users are by utilizing assessment tools like surveys, focus groups, and observational studies. The library then demonstrated to the campus that they listened by documenting the improvements based on the feedback in the marketing material.
Part of her job is to promote the library to reunion classes. She works with retired faculty to develop personal libraries. She enlists library deputies (reference, special collections librarians) to advocate for the library. Silverman hosts a donor appreciation event.
Two successful approaches: a “second ask” program where student works call donors of the college and ask them to contribute to the library. The library has a line on the tuition bill requesting donations for the library at $100 a pop.
The director of the library also gave a presentation and spoke of the importance of donor stewardship. He stressed thanking the donors for their contribution. He solicited library staff to call and thank donors. He also spoke about developing a formal program for donations. The “Library Friends” initiative is good but the library needed to set up the infrastructure for a library development/advancement office which is separate from the existing college advancement office. The director spoke of a Director’s Council where important members of the community are asked to join and are required to donate a minimum of $1000 and enlist others to donate. That is how they got $600,000 worth of free software from Microsoft.
This presentation was impressive. I was completely unaware that a state library could set up a development department. Throughout the presentation, I kept on seeing potentional $ signs and imagined the possibilities at my library.
Millie Gonzalez
Reference and Electronic Resources Librarian
Framingham State College
Whole Brain, Open Mind: CO-Constructing through Digital Reference for Today's Students
Presenter: Dr. Leslie Farmer, Cal State, Long BeachAuthor of the new book Teen Girl and Technology being published by ALA
Agenda of the Session:
- Who are our students?
- The state of literacy
- Reference as conversation
Developing Brian
At age 12, new white matter has moved from back to front, things are changing inside the brain which makes teenagers act the way they do (there's a scientific reason for it!)
Impact of the teenage brain:- Behaviors resultant of the changes in a teen's brain:
- impulsive
- aggressive
- emotionally volatile
- likely to take risks
- reactive to stress
- vulnerable to peer pressure
- prone to focus on and overestimate short-term payoffs and underplay longer term consequences of what they do
- likely to overlook alternative courses of actions
A Whole New Mind For a Whole New Age: Concept and Right Brain
Function > DESIGN
Argument > STORY
Focus > SYMPHONY
Logic > EMPATHY
Seriousness > PLAY
Accumulation > MEANING
Argument > STORY
Focus > SYMPHONY
Logic > EMPATHY
Seriousness > PLAY
Accumulation > MEANING
The millenials (children born 2000+) are getting older and things are different for them than they have been before...
Now, children are gadget-savvy, but information-clueless. They are growing up with the technology and it is second nature to them. Because of this, there is a large disconnect between school information literacy and personal information literacy. In their personal lives, students use cell phones, email, IM, when they get to school teachers say no to those things. Because of this, education is changing.
Biggest College Freshman Learning Gap: Finding Information!
New Literacies:
Technology Literacy, Information Literacy, Media Creativity, Global Literacy, Literacy with Responsibility
How we go about finding information and the information-seeking behavior of teens is different. They will probably start by asking someone, going to the internet (not the database), think about what they already know and trying to connect it to what they're doing, forgetting everything they've ever learned about keyword searching and searching with anything they can think of, thinking shallowly, about what they need to do to be done and get back to "real life" and getting easily confused.
Teens choose websites first by how they look and are laid out and less by the authority and content.
They know what they know (and here's what they know):
Well, definitely by creating a friendly variety, connections between the classroom teacher and the librarian (students trust their teachers and tend to trust those people their teacher's respect as well), us to tell them what to do and what websites to go to, for it to just be easy.
keep it simple, emphasize work better, not harder, BE their cheat sheet, make your library interactive (websites, blogs, wikis, podcasts, etc.), teach them to evaluate websites, encourage them, provide online tutorials, it might be time for online reference (IM!), make the library available 24/7 - they need us after we're closed, think of yourself as their coach/partner, be respectful, responsible, sensitive, get to know them, interact with them and don't make assumptions.
Now, children are gadget-savvy, but information-clueless. They are growing up with the technology and it is second nature to them. Because of this, there is a large disconnect between school information literacy and personal information literacy. In their personal lives, students use cell phones, email, IM, when they get to school teachers say no to those things. Because of this, education is changing.
Biggest College Freshman Learning Gap: Finding Information!
- Going beyond Wikipedi and Google
- Finding books: LC vs. Dewey
- Determining kinds of sources
- Knowing about the different kids of sources (databases, scholarly journals, etc.)
- Use of key words
- Citing sources (correctly)
New Literacies:
Technology Literacy, Information Literacy, Media Creativity, Global Literacy, Literacy with Responsibility
How we go about finding information and the information-seeking behavior of teens is different. They will probably start by asking someone, going to the internet (not the database), think about what they already know and trying to connect it to what they're doing, forgetting everything they've ever learned about keyword searching and searching with anything they can think of, thinking shallowly, about what they need to do to be done and get back to "real life" and getting easily confused.
Teens choose websites first by how they look and are laid out and less by the authority and content.
They know what they know (and here's what they know):
- Wikipedia is where it's at
- Google rocks
- Newspapers start with www.
- Email takes too long - IM's the way to go (instant gratification!)
- "Good enough" is good enough
- Everything on the web is fair game as long as you're not selling it
- I get it and don't need help
- I will go to the reference desk only if it is the end of the world and the paper is due in 6-12 hours (because librarians are mean and stodgey)
Well, definitely by creating a friendly variety, connections between the classroom teacher and the librarian (students trust their teachers and tend to trust those people their teacher's respect as well), us to tell them what to do and what websites to go to, for it to just be easy.
- Where does the brain come into play?Make sure they know they have brains and know how they work
- Have them research their brains (to see how they work)
- Let them take breaks when they get stressed out
- Help focus their risky business into intellectual pursuits
keep it simple, emphasize work better, not harder, BE their cheat sheet, make your library interactive (websites, blogs, wikis, podcasts, etc.), teach them to evaluate websites, encourage them, provide online tutorials, it might be time for online reference (IM!), make the library available 24/7 - they need us after we're closed, think of yourself as their coach/partner, be respectful, responsible, sensitive, get to know them, interact with them and don't make assumptions.
-Sarah C.
Not Your Mother's ILL: Rethinking Resource Sharing
Who's rethinking resource sharing?Barbara Preece, Executive Director, Boston Consortium, Inc.
bpreece@blc.org
Michael Colford
mcolford@bpl.org
Evan D. Simpson
esimpson@brandeis.edu
Susan Applegate
sapplegate@bpl.org
and others...
Current trends in Interlibrary Loan:
World Cat Local replacing InReach
- ILLIAD being used
- Instead of Interlibrary Loan, vendor to supply what patrons want
- Digital Library Federation (diglib.org)
- Vendors are supporting this sharing circulation code to increase Interlibrary Loan
- New applications are being added (Patron holds; Patron self check-out)
FULL TEXT DIGITIZATION
Google Scholar and others
FOUR SUBGROUPS
Policies and Cultural Issues
User Need
Delivery
Interoperability
Let my materials go!
Still discussions going on about whether materials should circulate beyond the owning library. Access vs. Ownership issues still cropping up but people need to let it go.
RADICAL POLICY IDEAS
Floating collections
Purchase on demad & give to requester; Bookswim.com
Direct delivery to patrons from lending library
No due dates, no overdues
etc.
INTEROPERABILITY ISSUES
Issues need to be listed and categorized to deal with some typical resistance:
"That's just the way we have done it!"
'How does that effect my workflow?"
DELIVERY
Statewide study of delivery is beginning
New ways to delivery
Using the postal service
Scan-on-Demand - items out of copyright and "orphaned works" -> scan -> send
(orphaned works are still in copyright, but out of print, and released from publisher)
Send patrons the link to already scanned books (American Libraries)
Offer patron option to purchase
etc.
Boston hopes to expand beyond the OCLC requests.
Local patrons are not served by these services
Other issues:
Electronic Resource Management
How do we tap into the resources?
How do we resist creating silos?
How can we find out what has been digitized?
How can we bring all the people who are involved in these systems (vendor databases, libraries, other collections) together?
Patrons are using new things to bring them to resources
Rethinking Resource Sharing, Northeast Chapter being formed!
This ILL, New England Chapter, hopes to serve as a "think tank" for service
-Small working group to plan (10 to 12 people) - BLC Initiative
-A day long symposium on resource sharing in the fall, perhaps at NELA
-Who should attend:
-Reference
-ILL
- Collection Development
-Policies need to be developed
"Your patrons are Our patrons" - "Interlibrary Loan is a popular library service, so we (librarians) should make it less restrictive to keep libraries more relevant.
Be sure to find out more about:
Scanning Center at BPL
10 cents a page and archive
Adept scribers that will scan
http://www.blc.org/news/blc_oca_release.html
Free Resources for Libraries from PBS Kids!
Mary Haggerty, Outreach Director, WGBH Boston
Holly Cachimuel, Outreach Coordinator and Educational Outreach, WGBH Boston
From the Educational Outreach Department. They work very closely with librarians in focus groups to develop their programs and resources. If you are interested, they are looking for librarians to work with them in focus groups, field test resources, and review resources and activities.
They create kids series and resources for parents, teachers, and kids. We discussed Arthur, Between the Lions, Curious George, Martha Speaks, Fetch with Ruff Ruffman, Design Squad, Peep and the Big Wide World. All of these shows have great websites with resources for parents, teachers, and librarians. Go to the PBS Kids website to find websites for each show and the accompanying activities and resources.
Arthur's upcoming season will have a theme of environmentalism and health. Episodes will encourage kids and families to ride bikes, eat healthy, exercise, and discuss how to manage asthma and allergies. Lance Armstrong will guest voice a bunny character on the new season.
Librarians can go to http://pbskids.org/arthur to find reading suggestions, activities, and party ideas that accompany Arthur themes and episodes.
Between the Lions is designed to help children learn to read and has been shown to increase children's early literacy learning. Parents, teachers, and librarians can find information about the show's educational philosophy, activities, read aloud ideas, and ideas for integrating the show into reading curriculum at the Between the Lions website.
In addition to children's shows, PBS also has a couple of adult programs with library-related initiatives. One of them, We Shall Remain, from American Experience, will premier in April 2009 and will be a series of 5 documentaries focused on Native American history. Series involves Native filmmakers, librarians, and authors. They were advised by Loriene Roy, new ALA president, in the development of the series and library initiatives. All public libraries will receive We Shall Remain kits this fall.
For those of you from the 70s and 80s generation, Electric Company is coming back! Woo-hoo! WNET from New York will produce the new show.
Holly Cachimuel, Outreach Coordinator and Educational Outreach, WGBH Boston
From the Educational Outreach Department. They work very closely with librarians in focus groups to develop their programs and resources. If you are interested, they are looking for librarians to work with them in focus groups, field test resources, and review resources and activities.
They create kids series and resources for parents, teachers, and kids. We discussed Arthur, Between the Lions, Curious George, Martha Speaks, Fetch with Ruff Ruffman, Design Squad, Peep and the Big Wide World. All of these shows have great websites with resources for parents, teachers, and librarians. Go to the PBS Kids website to find websites for each show and the accompanying activities and resources.
Arthur's upcoming season will have a theme of environmentalism and health. Episodes will encourage kids and families to ride bikes, eat healthy, exercise, and discuss how to manage asthma and allergies. Lance Armstrong will guest voice a bunny character on the new season.
Librarians can go to http://pbskids.org/arthur to find reading suggestions, activities, and party ideas that accompany Arthur themes and episodes.
Between the Lions is designed to help children learn to read and has been shown to increase children's early literacy learning. Parents, teachers, and librarians can find information about the show's educational philosophy, activities, read aloud ideas, and ideas for integrating the show into reading curriculum at the Between the Lions website.
In addition to children's shows, PBS also has a couple of adult programs with library-related initiatives. One of them, We Shall Remain, from American Experience, will premier in April 2009 and will be a series of 5 documentaries focused on Native American history. Series involves Native filmmakers, librarians, and authors. They were advised by Loriene Roy, new ALA president, in the development of the series and library initiatives. All public libraries will receive We Shall Remain kits this fall.
For those of you from the 70s and 80s generation, Electric Company is coming back! Woo-hoo! WNET from New York will produce the new show.
The Technology of Inclusion on a Shoestring
The Technology of Inclusion on a Shoestring
Speakers:
Mary-Anne Parker O'Toole, Director of Information Management/Librarian, Institute for Human Centered Design, Adaptive Environments;
Linda Stetson, Director, Millis Public Library
Mary-Anne has long been interested in the technology of inclusion. Another word for technology is tools, especially for people with disabilities. Tools help extend human capabilities.
When considering tools for your library, ask: Who are your users? What do they need/want to be able to do? It is also important to identify resources for funding, especially in-house funding, community resources, and other potential partnerships.
The changing demographics dictate disabling conditions to consider for appropriating tools for the library. the baby boomers recall issues of arthritis, macular degeneration, diabetes, and heart disease.
Demographics are also changing among children. There are fewer children born with physical disabilities. there are, however, many more children with cognitive issues, such as ADHD, or autism(s). There are also issues with deteriorating vision or hearing.
The old definition of disability includes "Blind, Deaf, Physically disabled, or Cognitively impaired." The new definition of disability is "based on the intersection of the person and the environment(s), Social, Built/Natural, Communication, Information." This is based on the WHO and UN standards of disabilities. Social includes attitudinal variables; built includes physical barriers; communication includes barriers of signs and signage.
Linda was first interested in disabilities when her husband became paralyzed from the waist down and attended library school in Indiana on a scholarship to study disability services.
Linda discussed the tools for visual impairment. Low tech devices can include such things as magnifying glasses, copy machines that can enlarge copies to make type larger, and portable bright task lights. Low tech tools also include duel print-braille text books to enable blind and non-blind patrons to read together. Even Playboy in braille was discussed as an enhancement feature for patrons who truly want to read the magazine for the articles :)
Computers can also compensate for visual, cognitive, physical, or hearing issues/impairments. Some simple approaches to enhancing service for visual impairment include making a text on the screen larger, or the text on a document bigger. A librarian can also record a voice over, or make the browser talk. Mary-Ann gave a demo on Audacity, a tool for incorporating voice-overs. Audacity is a free tool (open source software), downloadable from the web. Linda also made a pitch for EASI, an initiative from the University of Rochester, which is a provider of online training for online training on accessible information technology for persons with disabilities. Other tools include a talking browser can be done through a firefox add on called Fire Vox. Magpie is also another resource that offers free software to caption videos, as does Overstream. Even YouTube is introducing captioning options. Any computer in the library can be enhanced.
Linda and Mary-Ann promote other easy enhancements throughout the library. Software can compensate for visual, cognitive, physical, hearing and sensory impairments. Cognitive adjustments/enhancements can be made through a proliferation of icons and sybols, plain language writing, color coding things on both website and in the library, such as color coded stripes on the floor of the hospital, and even computers that are set to read out loud. Even a kurzweil machine is helpful, available at many libraries, that can scan a document to enhance the print, or read it aloud.
For hearing impairments, pencil and paper works quite well, Mary-Ann explains; however, Linda cautions that for a person who was born without hearing writing may not be as intelligible as you might think. Sometimes putting sign language into print is difficult. Mary-Ann explains that Sorensen makes a video conferencing phone that allows the deaf to sign to each other. Captioned video can be effective, as is captioning video. The deaf have embraced video blogging, or VLOGS, and captioning capabilities. Jared Evans, something of a deaf tech pioneer, has put up vlogs specifically for hearing impaired online.
It is also important to consider sensory impairments, and consider quiet spaces for the library. Try to have a space that eliminates flashing screens. Also, consider the color of the walls and furnishings. Sensory considerations might include items such as chimes and water for both ambiance and audible cues.
It is important to remember that utilities for persons with disabilities are available on the cheap through open source software, especially for libraries on a tight budget--and what library isn't on a tight budget? Many of the tools mentioned above are available for free online. be sure to check the web for resources before you fork over big bucks. Just be sure to consider the value of these tools and resources for your patrons--a diverse and thriving group!
Speakers:
Mary-Anne Parker O'Toole, Director of Information Management/Librarian, Institute for Human Centered Design, Adaptive Environments;
Linda Stetson, Director, Millis Public Library
Mary-Anne has long been interested in the technology of inclusion. Another word for technology is tools, especially for people with disabilities. Tools help extend human capabilities.
When considering tools for your library, ask: Who are your users? What do they need/want to be able to do? It is also important to identify resources for funding, especially in-house funding, community resources, and other potential partnerships.
The changing demographics dictate disabling conditions to consider for appropriating tools for the library. the baby boomers recall issues of arthritis, macular degeneration, diabetes, and heart disease.
Demographics are also changing among children. There are fewer children born with physical disabilities. there are, however, many more children with cognitive issues, such as ADHD, or autism(s). There are also issues with deteriorating vision or hearing.
The old definition of disability includes "Blind, Deaf, Physically disabled, or Cognitively impaired." The new definition of disability is "based on the intersection of the person and the environment(s), Social, Built/Natural, Communication, Information." This is based on the WHO and UN standards of disabilities. Social includes attitudinal variables; built includes physical barriers; communication includes barriers of signs and signage.
Linda was first interested in disabilities when her husband became paralyzed from the waist down and attended library school in Indiana on a scholarship to study disability services.
Linda discussed the tools for visual impairment. Low tech devices can include such things as magnifying glasses, copy machines that can enlarge copies to make type larger, and portable bright task lights. Low tech tools also include duel print-braille text books to enable blind and non-blind patrons to read together. Even Playboy in braille was discussed as an enhancement feature for patrons who truly want to read the magazine for the articles :)
Computers can also compensate for visual, cognitive, physical, or hearing issues/impairments. Some simple approaches to enhancing service for visual impairment include making a text on the screen larger, or the text on a document bigger. A librarian can also record a voice over, or make the browser talk. Mary-Ann gave a demo on Audacity, a tool for incorporating voice-overs. Audacity is a free tool (open source software), downloadable from the web. Linda also made a pitch for EASI, an initiative from the University of Rochester, which is a provider of online training for online training on accessible information technology for persons with disabilities. Other tools include a talking browser can be done through a firefox add on called Fire Vox. Magpie is also another resource that offers free software to caption videos, as does Overstream. Even YouTube is introducing captioning options. Any computer in the library can be enhanced.
Linda and Mary-Ann promote other easy enhancements throughout the library. Software can compensate for visual, cognitive, physical, hearing and sensory impairments. Cognitive adjustments/enhancements can be made through a proliferation of icons and sybols, plain language writing, color coding things on both website and in the library, such as color coded stripes on the floor of the hospital, and even computers that are set to read out loud. Even a kurzweil machine is helpful, available at many libraries, that can scan a document to enhance the print, or read it aloud.
For hearing impairments, pencil and paper works quite well, Mary-Ann explains; however, Linda cautions that for a person who was born without hearing writing may not be as intelligible as you might think. Sometimes putting sign language into print is difficult. Mary-Ann explains that Sorensen makes a video conferencing phone that allows the deaf to sign to each other. Captioned video can be effective, as is captioning video. The deaf have embraced video blogging, or VLOGS, and captioning capabilities. Jared Evans, something of a deaf tech pioneer, has put up vlogs specifically for hearing impaired online.
It is also important to consider sensory impairments, and consider quiet spaces for the library. Try to have a space that eliminates flashing screens. Also, consider the color of the walls and furnishings. Sensory considerations might include items such as chimes and water for both ambiance and audible cues.
It is important to remember that utilities for persons with disabilities are available on the cheap through open source software, especially for libraries on a tight budget--and what library isn't on a tight budget? Many of the tools mentioned above are available for free online. be sure to check the web for resources before you fork over big bucks. Just be sure to consider the value of these tools and resources for your patrons--a diverse and thriving group!
Collective Brains Building a Community for Learning
Speaker:
Katie Baxter, Library director of Noble and Greenough School in Dedham Ma.
Other experts present:
Judith Anne Sykes, Author of Brain Friendly Libraries
Dr. Leslie Farmer, California State University
Are you wondering why teenagers do the things that they do? Well, simply put their minds are much different than adult minds. Of course we know that their minds are still developing. But this moment in time is so unique because we can study how the brain works. This understanding allows us as educators and librarians to react to their actions in appropriate ways. And to design our lessons in order to meet the needs of our students.
The sessions began with some group sharing. This helped to invigorate our brains and begin thinking about the teens we serve.
We were then asked to write one word on a brightly colored piece of paper that represents what working with teens means to us.
Some answers: knowledge, understanding, behavior, learning, mindfulness, empathy, change.
Then we were directed to set up our learning space. Chairs were moved and energy was heightened. This not only allowed us to share better but increased our energy level (which has been waning on the last day of our conference).
The point of these exercises was to understand that students (and all people) need a change in routine to keep them from becoming bored and to re-energize learning.
Research shows that teens are social and need collaboration in order to learn.
Key concepts:
They experience increasing input of information
They need hands-on activities to learn
They need feed back from many different sources
We need to reduce threat and increase comfort level
We need to involve students in decisions about their space
We need to make content interdisciplinary and inquiry based
We need to meet all learning styles
We must account for emotions
Students are pushed and pulled through out their school day. As librarian were have a unique opportunity to create a safe social space where students can work with their peers and access necessary information for their education. It rests on our shoulders to make both students and administration happy.
How might you handle finding a student using computer time to play hangman? When you ask what he is doing. The answer may be learning about words. Challenge that. Ask if they know the origin of the word they just guessed. If they don't show them where to find that information.
The main point of this first session was to build an awareness about the differences between teens brains and adult brains. And to stress our responsibilities to work with students appropriately.
Some helpful websites:
Caine and Caine
Eric Chudler and Brain Awareness Week
Ken Wesson
Katie Baxter, Library director of Noble and Greenough School in Dedham Ma.
Other experts present:
Judith Anne Sykes, Author of Brain Friendly Libraries
Dr. Leslie Farmer, California State University
Are you wondering why teenagers do the things that they do? Well, simply put their minds are much different than adult minds. Of course we know that their minds are still developing. But this moment in time is so unique because we can study how the brain works. This understanding allows us as educators and librarians to react to their actions in appropriate ways. And to design our lessons in order to meet the needs of our students.
The sessions began with some group sharing. This helped to invigorate our brains and begin thinking about the teens we serve.
We were then asked to write one word on a brightly colored piece of paper that represents what working with teens means to us.
Some answers: knowledge, understanding, behavior, learning, mindfulness, empathy, change.
Then we were directed to set up our learning space. Chairs were moved and energy was heightened. This not only allowed us to share better but increased our energy level (which has been waning on the last day of our conference).
The point of these exercises was to understand that students (and all people) need a change in routine to keep them from becoming bored and to re-energize learning.
Research shows that teens are social and need collaboration in order to learn.
Key concepts:
They experience increasing input of information
They need hands-on activities to learn
They need feed back from many different sources
We need to reduce threat and increase comfort level
We need to involve students in decisions about their space
We need to make content interdisciplinary and inquiry based
We need to meet all learning styles
We must account for emotions
Students are pushed and pulled through out their school day. As librarian were have a unique opportunity to create a safe social space where students can work with their peers and access necessary information for their education. It rests on our shoulders to make both students and administration happy.
How might you handle finding a student using computer time to play hangman? When you ask what he is doing. The answer may be learning about words. Challenge that. Ask if they know the origin of the word they just guessed. If they don't show them where to find that information.
The main point of this first session was to build an awareness about the differences between teens brains and adult brains. And to stress our responsibilities to work with students appropriately.
Some helpful websites:
Caine and Caine
Eric Chudler and Brain Awareness Week
Ken Wesson
Building Community Through Photographs
Speaker: Elizabeth Thomsen, Member Services Manager, NOBLE
Elizabeth Thomsen began this presentation with an image of Dorothea Lange's striking photograph “Migrant Mother”. Elizabeth showed how, while the image became an icon of reform during the Great Depression (influencing Steinbeck to write The Grapes of Wrath, among other effects), representations such as this can be deceiving: when asked about her impressions of the image, the photo's subject claimed that she was entirely misrepresented and wished that Lange had never taken her picture. Thus we have an example of both the powers of and the negative possibilities of photography.
Professional
Personal
Elizabeth Thomsen began this presentation with an image of Dorothea Lange's striking photograph “Migrant Mother”. Elizabeth showed how, while the image became an icon of reform during the Great Depression (influencing Steinbeck to write The Grapes of Wrath, among other effects), representations such as this can be deceiving: when asked about her impressions of the image, the photo's subject claimed that she was entirely misrepresented and wished that Lange had never taken her picture. Thus we have an example of both the powers of and the negative possibilities of photography.
Elizabeth next showed a virtually unknown photograph by Lewis Hine, “Spinning Room Boys, Salem, MA”. She explained that the majority of Hine's published photos are drawn from a small pool of famous images while photos such as these were rarely seen before the advent of the web. Upon seeing the photo in an online archive, she was surprised to find that one of the boys in the image was the grandfather of her boss.
She then contrasted the experiences of the boys in the Hine photo (circa 1910), who were probably only ever represented photographically in this photo, with those of children today, who are seemingly inundated with photographic equipment. As technology becomes more affordable and more powerful the number of photographs in our lives expands exponentially, leading to what Elizabeth referred to as “The Age of the Ubiquitous Photograph”.
Surrounding by all of these mass amounts of digital images, what are our libraries to do with them? Elizabeth focused primarily on online photosharing sites, such as Flickr, as means of archiving and assembling digital photos and in turn using these archives as a means to promote our librariies to the general public.
She extensively covered the various points of contention that surround Flickr, such as copyright, permissions, and contact linkage, assessing each of these factors and relating how a library could properly handle these issues. She urged the audience to keep our images as Creative Commons images, thus allowing the public to use them freely for non-commercial purposes, which in turn supports a thriving online community of royalty-free images. Along with this came concerns about photographing people, mainly related to the idea of whether or not a library is indeed considered a “public” place. She suggested that we make attempts to get permission from people appearing in our photos, as well as trying to shoot creatively to avoid distinct images of people.
She then showed ways in which digital images can be integrated into online maps, though Flickr and Google Maps, as a way of creating easily navigable multimedia tools. She showed us a Google Map of her own creation in which Massachusetts diners are represented on the map, complete with images and information about each diner.
Elizabeth's Blogs:
Professional
Personal
Drill Team
Ok, so you haven't heard from me since the Drill team competition. I had to soak my sorrows in the free Chardonnay at the exhibits party, and pigout on cheese and crackers. It was extremely nice of Demco to give prizes to everyone and the Rockin' Robbins thoroughly enjoyed themselves, in case you couldn't tell. The four teams were fantastic! I think MLA has the best drill teams I have seen. I did not envy the judges. We were proud to be one of the first from MLA
Apparently where the RR missed was the fact that not everyone is a 'DR WHO fan. I had some very interesting conversations at dinner Thursday night. Apparently some of the audience thought that the Darleks were destroying the Robins in an ecological way and then the Robins were revived, ecology ws alive and well and we were tweeting again. S0mething to do with ddt??? and you thought Dr Who was confusing.
I should congratuate Gerry Deyemond and the paralibrarians for having the guts and determination to present this competition. It was great fun and for my library , a great team building experience. By the way, it was noted that My director, Maryellen Remmer- Loud was the only Director in the Drill team.
Congrats to the winners! We all won in the end!!
Thank you for the opportunity!
Apparently where the RR missed was the fact that not everyone is a 'DR WHO fan. I had some very interesting conversations at dinner Thursday night. Apparently some of the audience thought that the Darleks were destroying the Robins in an ecological way and then the Robins were revived, ecology ws alive and well and we were tweeting again. S0mething to do with ddt??? and you thought Dr Who was confusing.
I should congratuate Gerry Deyemond and the paralibrarians for having the guts and determination to present this competition. It was great fun and for my library , a great team building experience. By the way, it was noted that My director, Maryellen Remmer- Loud was the only Director in the Drill team.
Congrats to the winners! We all won in the end!!
Thank you for the opportunity!
English Conversation Circles (Thursday)
Speakers
Paris Bailie, ESOL Coordinator, Literacy Volunteers of Greater Worcester [virtually]
Tina Blood, Literacy Coordinator, Literacy Volunteers of America, Morrill Memorial Library
JoAnn Butler, Literacy Coordinator, Dudley Literacy Center, BPL
English Conversation Groups are an increasingly important part of many libraries' services to recently-arrived immigrants. They provide a bridge before, after, or in addition to formal English language classes. The presenters worked together to speak about different aspects of running these programs on a library-wide or district-wide scale. I've condensed their tips into a bulleted list; if you're thinking about starting conversation groups at your library, read on...
[Note: If you'd like a copy of Paris' excellent handout, contact her at "parisrenee at hotmail dot com"]
Why Do We Need Conversation Grouops?
How Do I Prepare a Conversation Group Program?
What Topics Work Well in Conversation Groups?
What Goes On During a Conversation Group?
Things to Remember
Questions from the Audience:
How do you train your volunteers?
How do you find volunteers? And once you find them, how do you keep them involved?
Resources
Paris Bailie, ESOL Coordinator, Literacy Volunteers of Greater Worcester [virtually]
Tina Blood, Literacy Coordinator, Literacy Volunteers of America, Morrill Memorial Library
JoAnn Butler, Literacy Coordinator, Dudley Literacy Center, BPL
English Conversation Groups are an increasingly important part of many libraries' services to recently-arrived immigrants. They provide a bridge before, after, or in addition to formal English language classes. The presenters worked together to speak about different aspects of running these programs on a library-wide or district-wide scale. I've condensed their tips into a bulleted list; if you're thinking about starting conversation groups at your library, read on...
[Note: If you'd like a copy of Paris' excellent handout, contact her at "parisrenee at hotmail dot com"]
Why Do We Need Conversation Grouops?
- Some students only speak English during a class; conversation groups give them another place to listen and practice speaking
- Provides additional English-speaking contacts for participants -- it's a good way to have a social interaction, combat isolation, and encourage cross-cultural exchange
- Offers a place to focus conversation on survival skills, work-related issues, and community topics
How Do I Prepare a Conversation Group Program?
- Planning is essential -- Conduct needs assessment, don't schedule against other programs
- Schedule more in summer when formal English classes aren't offered
- Keep the group small (10-15 people); create multiple groups if demand is high and possibly have different skill levels together
- Have a written take-away so that people feel that they've gotten something worthy out of it
- Tailor your literacy collections to support possible topics, or identify books from the regular collections to use
What Topics Work Well in Conversation Groups?
- Survival skills (e.g., Calling 911, navigating the local area/directions, household repairs, dealing with medical professionals, restaurants & shopping)
- Community resources and opportunities
- Holidays/special events
- idioms & pronunciation
- Topics that students introduce ("I just got a letter from my landlord and I've been evicted.")
- Discussion of community newspapers, short stories & essays
- 'Conversation starter' books, including from the Children's department (Where In the Wild?, How Big Is It?, The Living Breathing Human Body Book)
- Topics from students' daily lives; use questions from students as conversation starters
What Goes On During a Conversation Group?
- Volunteer can ask open-ended questions or introduce a topic to generate conversation; or, volunteer can ask students for topics or questions
- Remember that the focus is conversation; let grammar & punctuation correction come up naturally during the conversation.
- Model using language reference works -- dictionary, encyclopedia, computer
- Practice dialogues, use games & activities, card games, etc.
- Book club & conversation groups around books (intermediate level)
- Try a Cultural Night to let students celebrate their home countries
Things to Remember
- Don't talk down to students -- they are adults and agents of their own lives
- Encourage the students to talk more than the volunteer
- At the same time that we're teaching folks about English, we're teaching folks about the concept of a free public library
- Our mission is to make people feel welcome, and we're teaching that as much as anything else.
Questions from the Audience:
How do you train your volunteers?
- Sitting in on other conversation groups until you get a feel for how it works
- Send folks to Norwood to attend their trainings for literacy volunteers Use mentors; pair them up with existing volunteers
- Small-group or one-on-one orientation 101; have the coordinator sit in with new volunteers
- Guest speakers / trainers for the volunteers
- Call or email JoAnn for copies of the BPL Literacy Volunteers description or other materials
- LSTA grant funded program through MBLC, for literacy training
- Use a blog for literacy volunteers to create their own resource to pull ideas from (Brookline PL uses one)
How do you find volunteers? And once you find them, how do you keep them involved?
- Local newspapers -- invite reporters in to existing conversation groups, use Letters to the Editor
- Use your Friends Group to run the program or to drum up volunteers
- Faith-based organizations are full of folks who might volunteer; put blurbs in church newsletters, LDS kids on mission
- High school seniors or college/grad students doing community service hours
- Use non-native English speakers to teach English-speakers other languages
- Peer-to-peer YA conversation circles
Resources
- Don't use Rosetta Stone Online -- it's horrific at home and doesn't seem to work with non-native English speakers, too complex
- Tell Me More (Auralog) is much friendlier
- Hands-On English: a print magazine with exercises, tips for tutors/teachers, crossword puzzles, mini-lesson (approx. $50/year)
- News For You: New Readers Press, slightly older news written at a level for new English learners
- The Metro: also written at a reasonable level
Keynote Address 5/8/08: Positioning the Academic Library for the 21st Century: A New Model of Library Centrality
Keynote Address 5/8/08: Positioning the Academic Library for the 21st Century: A New Model of Library Centrality
Speakers: Susan Parker, Ph.D., Deputy University Librarian and CFO, UCLA
Susan Scrimshaw, President of Simmons College
Unfortunately I missed the first half of Ms. Parker’s presentation so my post will focus on Ms. Scrimshaw’s presentation and the Q and A.
Some background – I have served on the alumni board at GSLIS and had the pleasure of hearing President Scrimshaw speak a couple of occasions. She is dynamic and vivacious. Her energy is contagious and she seems genuine when she speaks about her admiration for Simmons College. Whenever she speaks about the Simmons Library, you can tell she admires the staff and is a fan of the library. Unfortunately she is leaving Simmons; so it was nice to see her speak about libraries one last time.
First thing she did was acknowledge anyone in the audience who was a Simmons alum, or affiliated with Simmons GSLIS program. Most of the hands in the audience went up. (As I looked around the room, it was great to see a number of friends from public and academic libraries.)
Scrimshaw is an anthropologist so she peppers her talk with vivid stories of people and their relevance to the subject she is talking about. This morning, the topic was libraries so she spoke of two family members (an aunt and uncle) and a university librarian she credited for providing good feelings toward libraries.
Her talk was geared toward helping librarians convey the importance of the library to the Chancellor/Provost/President of a college. She advocated doing some homework. Find out if the President of the college has any stories to share about his/her experience with libraries. Ask administrators directly – how do they feel about libraries? Then tailor your elevator speech to their experience.
Scrimshaw recommended not waiting till budget time to share your suggestions, recommendations and desires. Have an elevator speech prepared all of the time. Think of ways to get administrators to the library by hosting events at the library. Increase your visibility. Celebrate everything. Bring people to the library that will impact your budget. Get people out of their offices. Find excuses to show them what is happening at the library. Hold demonstrations. Find compelling ways for administrators to experience the library.
For the Q and A portion of the library:
Parker asks Scrimshaw her view of what is the library of today. Scrimshaw talked about not only the importance of collections but making the holdings available in a variety of ways. Libraries have changed and for the better. User centered. The notion of library as a place – the library is a place for help, for study, for gathering. Libraries are more complex.
Parker asked “what has the library done for you lately”. Without hesitating, Scrimshaw told us how she prepared for this talk and her other presentations by relying on librarians to provide her research assistance. Any time she needs data, she goes to librarians.
Parker asked Scrimshaw her approach towards resource allocation. Scrimshaw stressed the importance of keep up with the cost of living, and making the case for incremental expenditures. How to affect resource allocation? Be invited to key meetings with Provosts and Deans. Win Deans over and if you are not invited to a key meeting, get yourself invited next time around.
On the topic of assessment, Scrimshaw suggested to get the appropriate data points. Do surveys. Conduct systematic evaluation. Compare your library with other libraries.
Parker asked Scrimshaw “What makes you most proud of your library?” Scrimshaw beamed as she described the new library with the increased foot traffic. It was designed with users input. It is the core of the university. It has meeting rooms, comfy chairs, windows that one could actually see what is going on outside. Users are content and the place bustles with energy. Director of library listened to the community.
In terms of teaching information literacy, Scrimshaw recommended short courses tailored to information literacy skills and not necessarily offering a credit bearing course.
Too bad she is leaving Simmons. What a great advocate for libraries…
Millie Gonzalez
Reference and Electronic Services Librarian
Framingham State College
Speakers: Susan Parker, Ph.D., Deputy University Librarian and CFO, UCLA
Susan Scrimshaw, President of Simmons College
Unfortunately I missed the first half of Ms. Parker’s presentation so my post will focus on Ms. Scrimshaw’s presentation and the Q and A.
Some background – I have served on the alumni board at GSLIS and had the pleasure of hearing President Scrimshaw speak a couple of occasions. She is dynamic and vivacious. Her energy is contagious and she seems genuine when she speaks about her admiration for Simmons College. Whenever she speaks about the Simmons Library, you can tell she admires the staff and is a fan of the library. Unfortunately she is leaving Simmons; so it was nice to see her speak about libraries one last time.
First thing she did was acknowledge anyone in the audience who was a Simmons alum, or affiliated with Simmons GSLIS program. Most of the hands in the audience went up. (As I looked around the room, it was great to see a number of friends from public and academic libraries.)
Scrimshaw is an anthropologist so she peppers her talk with vivid stories of people and their relevance to the subject she is talking about. This morning, the topic was libraries so she spoke of two family members (an aunt and uncle) and a university librarian she credited for providing good feelings toward libraries.
Her talk was geared toward helping librarians convey the importance of the library to the Chancellor/Provost/President of a college. She advocated doing some homework. Find out if the President of the college has any stories to share about his/her experience with libraries. Ask administrators directly – how do they feel about libraries? Then tailor your elevator speech to their experience.
Scrimshaw recommended not waiting till budget time to share your suggestions, recommendations and desires. Have an elevator speech prepared all of the time. Think of ways to get administrators to the library by hosting events at the library. Increase your visibility. Celebrate everything. Bring people to the library that will impact your budget. Get people out of their offices. Find excuses to show them what is happening at the library. Hold demonstrations. Find compelling ways for administrators to experience the library.
For the Q and A portion of the library:
Parker asks Scrimshaw her view of what is the library of today. Scrimshaw talked about not only the importance of collections but making the holdings available in a variety of ways. Libraries have changed and for the better. User centered. The notion of library as a place – the library is a place for help, for study, for gathering. Libraries are more complex.
Parker asked “what has the library done for you lately”. Without hesitating, Scrimshaw told us how she prepared for this talk and her other presentations by relying on librarians to provide her research assistance. Any time she needs data, she goes to librarians.
Parker asked Scrimshaw her approach towards resource allocation. Scrimshaw stressed the importance of keep up with the cost of living, and making the case for incremental expenditures. How to affect resource allocation? Be invited to key meetings with Provosts and Deans. Win Deans over and if you are not invited to a key meeting, get yourself invited next time around.
On the topic of assessment, Scrimshaw suggested to get the appropriate data points. Do surveys. Conduct systematic evaluation. Compare your library with other libraries.
Parker asked Scrimshaw “What makes you most proud of your library?” Scrimshaw beamed as she described the new library with the increased foot traffic. It was designed with users input. It is the core of the university. It has meeting rooms, comfy chairs, windows that one could actually see what is going on outside. Users are content and the place bustles with energy. Director of library listened to the community.
In terms of teaching information literacy, Scrimshaw recommended short courses tailored to information literacy skills and not necessarily offering a credit bearing course.
Too bad she is leaving Simmons. What a great advocate for libraries…
Millie Gonzalez
Reference and Electronic Services Librarian
Framingham State College
The Universal Library: Access for the New Millenium
This session provided great team teaching by two accessabilty experts.
Very practical approach with great examples, this talk mentioned media resources and
practical examples. Highly recommend contacting either speaker for more information. I heard that both of these speakers are willing to make a visit to "your library".
Mary-Anne Parker O’Toole, Director of Information
Management/Librarian, Institute for Human Centered
Design, Adaptive Environments
Linda Stetson, Director,
Millis Public Library.
I missed the first half of the presentation regrettably, but here are some highlights that I did catch.
So who reads Playboy for the articles? Playboy in braille is provided "just for the articles".
Any degreed librarian can certify someone to qualify for Talking Books
Deal directly with the patrons to design their profiles. A real senior lady replied after having her
Very practical approach with great examples, this talk mentioned media resources and
practical examples. Highly recommend contacting either speaker for more information. I heard that both of these speakers are willing to make a visit to "your library".
Mary-Anne Parker O’Toole, Director of Information
Management/Librarian, Institute for Human Centered
Design, Adaptive Environments
Linda Stetson, Director,
Millis Public Library.
I missed the first half of the presentation regrettably, but here are some highlights that I did catch.
So who reads Playboy for the articles? Playboy in braille is provided "just for the articles".
Any degreed librarian can certify someone to qualify for Talking Books
Deal directly with the patrons to design their profiles. A real senior lady replied after having her
profile limited by her daughter to exclude violence, strong language, and sex
"Well, honey that's the only way I get it any more! "
Stetson also shared a heartwarming story about a blind man with a dog, who lead a group of people out of the second tower on 911
THE PHYSICAL ENVIRONMENT
Door openers are not required, but are wonderful for the handicapped
Slippery floors
Contrasting colors (Aging eyes: on average one has half the vision at age 50, as age 25)
between the door and the floor
between the chair and the floor
between the wall and the floor
Staff areas need to be considered too. To allow for the handicapped and to prevent
problems (carpal tunnel)
Variety in furniture, some chairs work well for people, some don't. Remember some people can't get out of bean bag chairs!
SHELVING
Adjustable shelves
Consider where you put things; make them accessible
LIGHTING
Go Green - Compact energy efficient florescent bulbs are good
Increase room lighting
Avoid bright light in a dark room
Provide alternatives lighting
Ceiling light
Desk lamps for those that need more light
COMPUTER
Computer screens
Replace the old ones (they do admit radiation)
Consider the resolution
Put them on adjustable tables, use adjustable arms
Computer chairs
Choose the ones that are adjustable
Provide a variety of chairs
WAYFINDING
People don't want to ask
People want to be independent
Provide signage that is large and prominent
Decorate so people know what room they are in (e.g. children's room)
Use icons, images, logos
SOUND
Acoustical Clouds
Ceiling Tiles
Sound dome - (good for teen spaces; keeps sound in one location)
AMBIANCE
Smell
Sound (some people navigate by sound; put in a small waterfall)
THE WEB
Use it to provide more services
Podcast run through quicktime to provide it in the written word
Blogging, email, and the written word important for deaf people
Telephone with a text screen
Make sure to use words with Alt tags - A reader will read these tags
as (e.g. Here's a picture of a horse)
Avoid tables to layout the page, these are not read well by screen readers
Use cascading style sheets:
Try CSS Zen Garden - all the same to a screen reader
Lots of research out there. Consider the future. Remember that many people with handicaps
use the web in many ways (Facebook....)
Check walkers out at the stacks, so you can load books into the walker and move them to the desk.
"Well, honey that's the only way I get it any more! "
Stetson also shared a heartwarming story about a blind man with a dog, who lead a group of people out of the second tower on 911
THE PHYSICAL ENVIRONMENT
Door openers are not required, but are wonderful for the handicapped
Slippery floors
Contrasting colors (Aging eyes: on average one has half the vision at age 50, as age 25)
between the door and the floor
between the chair and the floor
between the wall and the floor
Staff areas need to be considered too. To allow for the handicapped and to prevent
problems (carpal tunnel)
Variety in furniture, some chairs work well for people, some don't. Remember some people can't get out of bean bag chairs!
SHELVING
Adjustable shelves
Consider where you put things; make them accessible
LIGHTING
Go Green - Compact energy efficient florescent bulbs are good
Increase room lighting
Avoid bright light in a dark room
Provide alternatives lighting
Ceiling light
Desk lamps for those that need more light
COMPUTER
Computer screens
Replace the old ones (they do admit radiation)
Consider the resolution
Put them on adjustable tables, use adjustable arms
Computer chairs
Choose the ones that are adjustable
Provide a variety of chairs
WAYFINDING
People don't want to ask
People want to be independent
Provide signage that is large and prominent
Decorate so people know what room they are in (e.g. children's room)
Use icons, images, logos
SOUND
Acoustical Clouds
Ceiling Tiles
Sound dome - (good for teen spaces; keeps sound in one location)
AMBIANCE
Smell
Sound (some people navigate by sound; put in a small waterfall)
THE WEB
Use it to provide more services
Podcast run through quicktime to provide it in the written word
Blogging, email, and the written word important for deaf people
Telephone with a text screen
Make sure to use words with Alt tags - A reader will read these tags
as (e.g. Here's a picture of a horse)
Avoid tables to layout the page, these are not read well by screen readers
Use cascading style sheets:
Try CSS Zen Garden - all the same to a screen reader
Lots of research out there. Consider the future. Remember that many people with handicaps
use the web in many ways (Facebook....)
Check walkers out at the stacks, so you can load books into the walker and move them to the desk.
Making the Case: what research tells us about the value of libraries
Speaker: Keith Fiels – ALA Executive Director
Former director of the Mass. Board of Library Commissioners. Formerly, President of the Chief Officers of State Library Agencies, director of a library network and a staff consultant for the New York and New Jersey State Libraries.
Discussing the Value of Libraries
Educational, Economic, Social, Governmental
Educational
First area of value of libraries in education is for preschool. Plenty of research (mostly coming from Headstart) showing that children who have preparation preform better in school and life. Libraries have become eligible for Headstart funding.
Students – School Libraries Work
14 studies that have been conducted stating the importance of school libraries.
Examples given from North Carolina, Massachusetts, Missouri, Alaska, Ohio, Florida, Oregon, Pennsylvania.
Another study shows that students who use school libraries after school preform more successfully.
Studies show that college students preform better when use the library
Economic
Return on investment – how many dollars in value are generated for each dollar invested?
Direct values – if you borrow the book, you don't need to pay for it
Indirect values – for every dollar invested in the library, 4-7 dollars in benefits to the community
Florida Study –Taxpayer Return on Investment in Florida Public Libraries – found that there were nearly as many educational uses as recreational uses. Business use much higher than expected (third of use). Nearly as many person information uses as well (health, finance, job-seeking), remote internet use much higher than expected as well. $6.54 value for every dollar invested.
Measuring for Results The Dimensions of Public Library Effectiveness by Joseph Matthews:
A good books looking at:
- Individual benefits
- Technology Access
- Information for Investors
- Benefits to local businesses
- Development of new businesses
- Benefits to the Local Community
- Library as an employer (almost 1 in every 1000 people is a library)
- Purchasers of local goods and services
- Impact on retail sales
- Impact on neighborhood appeal (home buyers)
Social Value of Libraries
- Literacy
- Local history and genealogy
- IT skills
- Culture and Arts
- Quality of Life
- Equity and free access – libraries as the great equalizer
- Personal development
- Community building and community vitality
- Social communication
- Health – questions asked and answered
- Library users vote in higher numbers than non-users
- As more government services go online there is less personal access to people – libraries have changed because of that – getting tax forms, filling out FEMA forms (after Katrina).
Now:
We're gathering data to get more research for libraries to help with ADVOCACY!
ALA has made Library Advocacy a priority since late 80's. It began with non-research based advocacy because there wasn't as much research available.
ALA vision at this point looks at advocacy, attempting to push down to keep a focus on advocacy at the national level but to increase it at state and local levels. Now ALA wants to figure out how they give local librarians the tools to “do the job”- to advocate.
Advocacy University – series of modules focused on helping local libraries with advocacy. The goal being to create a network of speakers, experts, etc. available to help with local advocacy
On Sept. 1, 2007, ALA established new office for advocacy working mainly with local advocacy
Started website called I Love Libraries for people who love libraries and want to support them.
Statewide advocacy – interesting breakthrough: “No Child Left Behind should be called Every Library Left Behind,” for the first time ever we've been able to document the first ever drop in support for school libraries. It's also been found that if a public library is closed, many friends groups and library supporters are there to fight for them, school libraries don't usually have “friends” groups to fight for them. Exception: Spokane Moms, a group of moms in Spokane, WA who fought for their school libraries and got $4 million through state legislator.
In Conclusion:
Given the forces against us: recession - ideas of privatization and "thinking outside the box" are going to become stronger. It might be easy to become discouraged, but don't believe them for a minute.
Libraries are busier than ever and more popular than ever. Sitting in front of the computer at home just isn't the same and it shows. Libraries are a place where there is community and socialization, things you can't get online.
"Libraries are the only place you can converse with a person with an advanced degree for no charge."
-Sarah C.
A More Professional Me: (a kind of "Pimp my Librarian")
Anyone who has been around me for more than 5 minutes knows, my idea of dressing professionally is ironing my jeans and anime t-shirt. So, when I saw that there was a workshop on dressing more professionally, it was obviously something I could use.
Emily Neill, the founder of the company Closet Smarts was the presenter who gave the talk. She is a clothes Guru, a woman who comes in and helps women of all shapes and sizes to dress better and feel better.
First thing she made clear is that a person does not need to buy new clothes to make themselves look good. People can use what they have, just by wearing them in a different way.
The biggest thing she seems to advocate is clothes that help shape your body, rather than something that actively tries to hide your figure. You look more bulky when you do this. Anything that isn’t heavy and droopy is something that you want to go for.
She talked about using style to hide “Problem” areas. Empire waists are an example, which draws the eye to the area below the bust, and not what’s below it.
V-necks are preferable to turtlenecks. A v-neck draws the eye to the face; a turtleneck makes the top of a person look like a solid block. It can give the illusion of jowls.
Women who want to look a little smaller than they are shouldn’t try and wear skirts that have too much material. She advocates using the hemline of the skirt to make yourself look smaller.
Less is always more: clothes that hide less, and hug the body more. Too big clothes look like you are hiding something. (Guilty, I like my sweaters big because they’re cozy and warm. Not sure that I’ll give that up, but it’s a good point.)
While some of the fashion mistakes in her pictures were obvious, I found oddly that a lot of the pictures Emily said was a “bad” look…..I actually liked some of them. Maybe I have weird fashion sense but I kept thinking “That looks cute, and comfy. What’s wrong with it?”
She talks about letting one piece of clothing do all the work. For example, a long pair of fancy earrings doesn’t need to go with a necklace. They’ll do the work themselves.
She says that making up your mind that a certain color doesn’t sit well on you is a bad idea. All colors have variations, so not trying a piece of clothing because of a color is a mistake.
She also says that you have to take the time to find clothes that fit right, and look good. You have to commit to the idea, and give yourself the time to do it.
“Make every day a best outfit day” She advised. She notes that we have one or two really great outfits, so why do 80% of our clothes make us feel like…well…..the word she used would have gotten her removed from the kid’s dept, but the point is well taken.
She also advocates the idea that you have to be able to feel beautiful, feel good about what shape, size and look you have, before you can even begin to start re-hauling your closet.
To get the most out of a wardrobe, you can’t put clothes in groups. They have to work together to work for you, she says. “Get rid of the clothes ghettos” She says.
She suggests sorting a closet by pants and then tops, and sorted by color. Take everything that’s just “Hang around the house” clothes and get them out of the closet (Uh oh….that limits my wardrobe to about 3 things).
She also talks about exploring shoes and using a full length mirror to be able to check a whole outfit when you’re done. Shoes don’t have to ruin an outfit. There are so many options.
Choose clothes based on your body and what you want, not by what fashion dictates. If it looks good, it looks good.
Ask yourself: What are the cuts that look good on me?
Fashion is about industry, it’s about getting us to feel bad about ourselves to get us to buy a product. But when we choose clothes based on ourselves, and by what makes us look better, feel better, and feel more powerful, we change from the outside in, and show what’s inside out.
While I can’t say I agree with EVERYTHING she said in the choice of clothes, she made some great points about making yourself look good. I may just have to check out the website…….but I’m NOT giving up the Anime T-shirt.
Emily Neill’s website can be found at http://www.closetsmarts.com/
-Sarah "The Dyslexic Librarian" Hodge-Wetherbe, Springfield City Library
Emily Neill, the founder of the company Closet Smarts was the presenter who gave the talk. She is a clothes Guru, a woman who comes in and helps women of all shapes and sizes to dress better and feel better.
First thing she made clear is that a person does not need to buy new clothes to make themselves look good. People can use what they have, just by wearing them in a different way.
The biggest thing she seems to advocate is clothes that help shape your body, rather than something that actively tries to hide your figure. You look more bulky when you do this. Anything that isn’t heavy and droopy is something that you want to go for.
She talked about using style to hide “Problem” areas. Empire waists are an example, which draws the eye to the area below the bust, and not what’s below it.
V-necks are preferable to turtlenecks. A v-neck draws the eye to the face; a turtleneck makes the top of a person look like a solid block. It can give the illusion of jowls.
Women who want to look a little smaller than they are shouldn’t try and wear skirts that have too much material. She advocates using the hemline of the skirt to make yourself look smaller.
Less is always more: clothes that hide less, and hug the body more. Too big clothes look like you are hiding something. (Guilty, I like my sweaters big because they’re cozy and warm. Not sure that I’ll give that up, but it’s a good point.)
While some of the fashion mistakes in her pictures were obvious, I found oddly that a lot of the pictures Emily said was a “bad” look…..I actually liked some of them. Maybe I have weird fashion sense but I kept thinking “That looks cute, and comfy. What’s wrong with it?”
She talks about letting one piece of clothing do all the work. For example, a long pair of fancy earrings doesn’t need to go with a necklace. They’ll do the work themselves.
She says that making up your mind that a certain color doesn’t sit well on you is a bad idea. All colors have variations, so not trying a piece of clothing because of a color is a mistake.
She also says that you have to take the time to find clothes that fit right, and look good. You have to commit to the idea, and give yourself the time to do it.
“Make every day a best outfit day” She advised. She notes that we have one or two really great outfits, so why do 80% of our clothes make us feel like…well…..the word she used would have gotten her removed from the kid’s dept, but the point is well taken.
She also advocates the idea that you have to be able to feel beautiful, feel good about what shape, size and look you have, before you can even begin to start re-hauling your closet.
To get the most out of a wardrobe, you can’t put clothes in groups. They have to work together to work for you, she says. “Get rid of the clothes ghettos” She says.
She suggests sorting a closet by pants and then tops, and sorted by color. Take everything that’s just “Hang around the house” clothes and get them out of the closet (Uh oh….that limits my wardrobe to about 3 things).
She also talks about exploring shoes and using a full length mirror to be able to check a whole outfit when you’re done. Shoes don’t have to ruin an outfit. There are so many options.
Choose clothes based on your body and what you want, not by what fashion dictates. If it looks good, it looks good.
Ask yourself: What are the cuts that look good on me?
Fashion is about industry, it’s about getting us to feel bad about ourselves to get us to buy a product. But when we choose clothes based on ourselves, and by what makes us look better, feel better, and feel more powerful, we change from the outside in, and show what’s inside out.
While I can’t say I agree with EVERYTHING she said in the choice of clothes, she made some great points about making yourself look good. I may just have to check out the website…….but I’m NOT giving up the Anime T-shirt.
Emily Neill’s website can be found at http://www.closetsmarts.com/
-Sarah "The Dyslexic Librarian" Hodge-Wetherbe, Springfield City Library
Reaching out to the community
Two childrens librarians from Hudson, Debbie Backman and Melissa Caissie started with the schools, moved to the senior center. Hudson had over 55 book discussion throughout the community. They went to "The Paper Store" after 7 to reach working people. The "Harvest Cafe" for the working moms. They used four books. "The Prize Winner of Defiance Ohio", The Westing Game, Beetles Lightly Toasted, The Bugliest Bug. To reach everyone in the community.
Other programs, were Family scrapbooking, Family game night (board games),,,,, Storyteller, with stories about bugs,, Ice cream Hop with music and a local ice cream placed.
Penny Pincher shopping talk,, afternoon movies-not well attended. DVD went out 62 times during program.
A shopping spree was offered - the store donated $200. To enter, you needed to bring nonperishable food item for the food Pantry into the library. A Shopping cart was set up in the entrance and caused quite a lot of publicity.
A video was shown.
Great press - video was put on youtube , a real fun program.
Received great press in all the media.
Staff wore denim shirts every FRiday which helped advertise the books.
They passed out scraps of paper which trivia questions in the spirit of reaching out to the audience this morning."holt the pickle,hold the lettuce" came from what ad?
Hudson is not afraid to try new things, different ways of reaching out to the community and it appears it worked.
?? How did they approach Vendors? just asked. All the places that let you host provided the refreshments.
Publicity was done inhouse ( Publisher) . Sample of theri One Book One Hudson were passed out.
Rubi Simon from BPL. Started Spanish speak out for Children
Started as a 2 day program In the city - Writing workshop. all local developed as social network for Latinos in Boston.
Bilingual, a way to express themselves. The community brought it together first
1995 - THey took it to the next level.
Weeklong program - Writing workshops for whole week. An author series in the evenings. Open to all. 4,5, 6 graders writing about their personal experiences coming into the country.
Rubi attended a lot of community meetings. and offered the library for them.
Being in the library established a whole different level for the progrm.
They are working on getting the students work published. The workshops have grown and flourished. Musicians volunteered to perform for free.
Next year they will try to spread out and move from the Engleston branch to a larger branch.
Other programs, were Family scrapbooking, Family game night (board games),,,,, Storyteller, with stories about bugs,, Ice cream Hop with music and a local ice cream placed.
Penny Pincher shopping talk,, afternoon movies-not well attended. DVD went out 62 times during program.
A shopping spree was offered - the store donated $200. To enter, you needed to bring nonperishable food item for the food Pantry into the library. A Shopping cart was set up in the entrance and caused quite a lot of publicity.
A video was shown.
Great press - video was put on youtube , a real fun program.
Received great press in all the media.
Staff wore denim shirts every FRiday which helped advertise the books.
They passed out scraps of paper which trivia questions in the spirit of reaching out to the audience this morning."holt the pickle,hold the lettuce" came from what ad?
Hudson is not afraid to try new things, different ways of reaching out to the community and it appears it worked.
?? How did they approach Vendors? just asked. All the places that let you host provided the refreshments.
Publicity was done inhouse ( Publisher) . Sample of theri One Book One Hudson were passed out.
Rubi Simon from BPL. Started Spanish speak out for Children
Started as a 2 day program In the city - Writing workshop. all local developed as social network for Latinos in Boston.
Bilingual, a way to express themselves. The community brought it together first
1995 - THey took it to the next level.
Weeklong program - Writing workshops for whole week. An author series in the evenings. Open to all. 4,5, 6 graders writing about their personal experiences coming into the country.
Rubi attended a lot of community meetings. and offered the library for them.
Being in the library established a whole different level for the progrm.
They are working on getting the students work published. The workshops have grown and flourished. Musicians volunteered to perform for free.
Next year they will try to spread out and move from the Engleston branch to a larger branch.
Financial Literacy For Teens - Bibliography
Selected Financial Literacy Websites, Articles & Books
Below lies a small offering of websites where you can obtain free (or almost free pamphlets), curriculum
guides and brochures as handouts for your programs.
National Organizations
www.jumpstart.org Jumpstart Coalition
www.ja.org Junior Achievement—Teach Free Enterprise to Kids
www.nefe.org National Endowment for Financial Education
www.ftc.gov Federal Trade Commission—Consumer Protection
www.ncce.net National Council on Economic Education
National Grantors
www.jpmorgan.com J.P. Morgan Chase Foundation
www.ffliteracy.com The Foundation for Financial Literacy
www.emkf.org Ewing Marion Kauffman Foundation
www.citigroup.com Citigroup Foundation
....of course there are many more but feel free to seek other grantors through the Foundation Center’s Online
Directory!
Inspirational Reading Material
Bamford, Janet. Streetwise: A Guide for Teen Investors. (2000)
Bijlefeld, Marjolijn and Sharon Zoumbaris. Teen Guide to Personal Financial Management. (2000)
Draut. Tamara. Strapped: Why America’s 20 and 30 Somethings Can’t Get Ahead. (2006)
Godfrey, Neal & Caroline Edwards. Money Doesn't Grow On Trees: A Parent's Guide to Raising Financially
Responsible Children. (2006)
Kiyosaki, Robert and Sharon Lechter. Rich Dad, Poor Dad: What The Rich Teach Their Kids About Money—
That The Poor and Middle Class Do Not! (2000)
Jones, Patrick. New Directions for Library Services to Young Adults. (2002)
Mundrake, George and Betty Brown. “A Case for Personal Financial Education.” Business Education Forum.
15:1 (2002): 22-25.
Morris, Kenneth and Virginia. Wall Street Journal Guide to Understanding Money & Investing. (1999)
Owen, David. The First National Bank of Dad: The Best Way to Teach Kids about Money. (2003)
Jonathan, Jack. Yes You Can: Raise Home Grown Financially Aware Kids. (2002)
Talan, Carole. Founding & Funding Family Literacy Programs: A How-to-Do-It Manual. (1999)
Vaillancourt, Renee J. Managing Young Adult Services. (2002)
Articles of Interest
“Are Credit Cards For Teens a Good Idea?” NewsNet5. 2002. 8 January 2003.
http://www.newsnet5.com/yourmoney/troubleshooter/yourmoney-troubleshooter
Asinof, Lynn. “A Crash Course in Setting A Budget: A Young Professional Learns How to Stop Living from
Paycheck to Paycheck. Boston Globe. 11 December 2005
Brown, Carolyn M. “Teaching Financial Literacy. Africana.com Education
http://www.africana.com/Column/bl_ways_43.thm 8 January 2003.
Cook, Stephanie. “Teen Investors Lured by a ‘Game that Can Pay”. Christian Science Monitor. 26 February
2001.
Johnson-Elie, Tannette. “Club teaches girls value of money” Milwakuee Journal Sentinel. 6 May 2002.
Pressler, Margaret Webb. "Kids Get Money-Smart". Washington Post, 15 April 2007.
Reeves, Scott. “Kids Say 'Charge It!'; Granny Says 'Make Do'". Forbes. 26 October 2005
Rosen, Steve. “Kids’ Corner: Parents’ Efforts Can Go Far in Ending Financial Literacy.” Kansas City Star. 3
February 2002
Rosen, Steve. “Teens Who Earn Money May Need to File Tax Returns.” Kansas City Star.18 March 2002.
Silver-Greenberg, Jessica. "The Dirty Secret of Campus Credit Cards". Business Week. 6 September 2007.
Stefanova, Kristina. “High Schoolers, High Rollers”. Washington Times. 2 July 2001.
Tergessen, Anne. “No Kidding! Teens are Trading Big-Time. Business Week. 8 January 2003.
Todorova, Aleksandra. "Are We Better Off Today?". Smart Money, January 31, 2006
Webb, Dexter. “Why Teenagers Have an Entrepreneurial Edge.” Wall Street Journal.11 February 2003.
Children’s Fiction
Axelrod, May. Pigs Will Be Pigs: Fun with Math & Money. (1997)
Berenstain, Stan. Berenstain Bears’ Trouble with Money
Brown, Marc. Arthur’s Pet Business (1990)
Child, Lauren. Hubert Horatio Bartle Bobton-Trent. (2004)
Clements, Andrews. Lunch Money (2005)
Coleman, Evelyn. Riches of Osceola McCarty. (1998)
--------------------. Born in Sin. (2001)
Curtis, Christopher P. Mr. Chickee’s Funny Money. (2005)
-------------------------. Elijah of Buxton. (2007)
Davies, Jacqueline. Lemonade War (2007)
DePaola, Tommie. Erandi’s Braids (1999)
Friedman, Laura. In Business with Mallory (2006)
Flake, Sharon. Money Hungry. (2001)
----------------. Begging for Change. (2004)
Greene, Stephanie. Owen Foote, Money Man (2003)
Grey, Mini. The Adventures of the Dish and the Spoon. (2006)
Hayes, Joe. A Spoon for Every Bite. (1996)
Lasky, Kathryn. Vision of Beauty: The Story of Sarah Breedlove Walker. (2003)
Leedy, Karen. Follow the Money. (2003)
Merill, Jean and Jan Palmer. Toothpaste Millionaire. (1999)
Na, An. A Step from Heaven. (2003)
Paulsen, Gary. Lawn Boy. (2007)
Viorst, Judy. Alexander, Who Used to Be Rich Last Sunday. (1987)
Warner, Sally. This Isn’t About the Money. (2002)
Williams, Vera. A Chair for My Mother (1984)
Ziefert, Harriet. You Can’t Buy A Dinosaur with a Dime: Problem Solving in Dimes and Cents. (2003).
Young Adult Fiction (Grades 8 and up)
Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian. (2007)
Cheva, Cherry. She’s So Money (2008)
Ecklisen, Eric. The Last Mall Rat. (2003)
Jasper, Kenji. Seeking Salamanca Mitchell. (2004)
Johnson, Angela. First Part Last. (2003)
Mazer, Anne. Working Days: Short Stories About Teenagers at Work. (1997)
Souljah, Sister. Coldest Winter Ever. (1999)
Westerfield, Scott. So Yesterday. (2004)
Von Siegesar, Ceily. Gossip Girl Series (2002- )
Home Video Recommendations
Danny Schechter (Director). “In Debt We Trust” Disinformation, 2006. DVD
James D. Scurlock (Director). “Maxed Out” Magnolia, 2007. DVD
PBS:Frontline. “Secret History of the Credit Card” (2004). DVD & VHS
Children’s Nonfiction
Adams, T.R. and Rob. How to Be a Teenage Millionaire. (2000).
Berg, Adriane and Arthur Berg Bochner. The New Totally Awesome Money Book for Kids. (2007)
Cribb, Joe and Laura Buller. Money (DK Eyewitness Books) (2005).
Drobot, Eve. Money, Money, Money: Where It Comes From, How to Save It, Spend It, and Make It. (2004)
Fuller, Donna Jo. The Stock Market (How Economics Works) (2005)
Gray, Farrah. Reallonaire: Nine Steps to Becoming Rich Inside and Out. (2004)
Graydon, Shari and Warren Clark. Made You Look: How Advertising Works and Why You Should Know.
(2003)
Karlitz, Gail. Growing Money: A Complete Investing Guide for Kids (2001)
Lewis, Barbara. A Kid’s Guide to Service Projects. (1995)
Linecker, Adelia. What Color is Your Piggy Bank: Entrepreneurial Ideas for Self-Starting Kids (2004)
Maestro, Betsey and Guilio. The Story of Money. (1993)
McGillian, Jaime K. The Kids’ Money Book: Earning*Saving *Spending*Investing*Donating (2004)
Reeves, Diane L and Gayle Bryan. Career Ideas for Kids Who Like Money. (2001)
Godfrey, Neale. Neale S. Godfrey’s Ultimate Kids Money Book. (1998)
Loewen, Nancy. Ups and Downs: A Book About the Stock Market. (2005) Money Matters Series
Marioti, Steve. Young Entrepreneur’s Guide to Starting and Running a Business. (2002)
Nguyen, Duy. Origami with Paper Bills: Another Way to Impress People With Your Money! (2005)
Rancic, Bill. Beyond the Lemonade Stand. (2006)
Smith, Pat and Lynn Roney. Wow the Dow!: The Complete Guide to Teaching Your Kids How to Invest in the
Stock Market (2000)
Young Adult Nonfiction (Grades 8 and up)
Covey, Stephen. Seven Habits of Highly Effective Teens. (1998)
Gardner, David & Tom. Motley Fool Investment Guide for Teens: 8 Steps to Having More Money than Your
Parents Ever Dreamed Of. (2002)
Graham, Stedman. Teens Can Make It Happen. (2000)
Johnson, Cameron. You Call The Shots: Succeed Your Way—And Live the Life You Want—with the 19
Essential Secrets to Entrepreneurship. (2007)
Kiyosaki, Robert and Sharon Lechter. Rich Dad, Poor Dad for Teens: The Secrets of Money—That You Don’t
Learn in School.(2004)
McGraw, Jay. Life Strategies for Teens. (2000)
Temko, Florence and V’Ann Cornelius. Money Folding. (1995)
Zeiler, Freddi. A Kid’s Guide to Giving. (2006)
This bibliography was created by Vickie Beene-Beavers for the MLA 2008 Annual Conference: Growing Communities 5/8/2008 and is published here with her permission.
Below lies a small offering of websites where you can obtain free (or almost free pamphlets), curriculum
guides and brochures as handouts for your programs.
National Organizations
www.jumpstart.org Jumpstart Coalition
www.ja.org Junior Achievement—Teach Free Enterprise to Kids
www.nefe.org National Endowment for Financial Education
www.ftc.gov Federal Trade Commission—Consumer Protection
www.ncce.net National Council on Economic Education
National Grantors
www.jpmorgan.com J.P. Morgan Chase Foundation
www.ffliteracy.com The Foundation for Financial Literacy
www.emkf.org Ewing Marion Kauffman Foundation
www.citigroup.com Citigroup Foundation
....of course there are many more but feel free to seek other grantors through the Foundation Center’s Online
Directory!
Inspirational Reading Material
Bamford, Janet. Streetwise: A Guide for Teen Investors. (2000)
Bijlefeld, Marjolijn and Sharon Zoumbaris. Teen Guide to Personal Financial Management. (2000)
Draut. Tamara. Strapped: Why America’s 20 and 30 Somethings Can’t Get Ahead. (2006)
Godfrey, Neal & Caroline Edwards. Money Doesn't Grow On Trees: A Parent's Guide to Raising Financially
Responsible Children. (2006)
Kiyosaki, Robert and Sharon Lechter. Rich Dad, Poor Dad: What The Rich Teach Their Kids About Money—
That The Poor and Middle Class Do Not! (2000)
Jones, Patrick. New Directions for Library Services to Young Adults. (2002)
Mundrake, George and Betty Brown. “A Case for Personal Financial Education.” Business Education Forum.
15:1 (2002): 22-25.
Morris, Kenneth and Virginia. Wall Street Journal Guide to Understanding Money & Investing. (1999)
Owen, David. The First National Bank of Dad: The Best Way to Teach Kids about Money. (2003)
Jonathan, Jack. Yes You Can: Raise Home Grown Financially Aware Kids. (2002)
Talan, Carole. Founding & Funding Family Literacy Programs: A How-to-Do-It Manual. (1999)
Vaillancourt, Renee J. Managing Young Adult Services. (2002)
Articles of Interest
“Are Credit Cards For Teens a Good Idea?” NewsNet5. 2002. 8 January 2003.
http://www.newsnet5.com/yourmoney/troubleshooter/yourmoney-troubleshooter
Asinof, Lynn. “A Crash Course in Setting A Budget: A Young Professional Learns How to Stop Living from
Paycheck to Paycheck. Boston Globe. 11 December 2005
Brown, Carolyn M. “Teaching Financial Literacy. Africana.com Education
http://www.africana.com/Column/bl_ways_43.thm 8 January 2003.
Cook, Stephanie. “Teen Investors Lured by a ‘Game that Can Pay”. Christian Science Monitor. 26 February
2001.
Johnson-Elie, Tannette. “Club teaches girls value of money” Milwakuee Journal Sentinel. 6 May 2002.
Pressler, Margaret Webb. "Kids Get Money-Smart". Washington Post, 15 April 2007.
Reeves, Scott. “Kids Say 'Charge It!'; Granny Says 'Make Do'". Forbes. 26 October 2005
Rosen, Steve. “Kids’ Corner: Parents’ Efforts Can Go Far in Ending Financial Literacy.” Kansas City Star. 3
February 2002
Rosen, Steve. “Teens Who Earn Money May Need to File Tax Returns.” Kansas City Star.18 March 2002.
Silver-Greenberg, Jessica. "The Dirty Secret of Campus Credit Cards". Business Week. 6 September 2007.
Stefanova, Kristina. “High Schoolers, High Rollers”. Washington Times. 2 July 2001.
Tergessen, Anne. “No Kidding! Teens are Trading Big-Time. Business Week. 8 January 2003.
Todorova, Aleksandra. "Are We Better Off Today?". Smart Money, January 31, 2006
Webb, Dexter. “Why Teenagers Have an Entrepreneurial Edge.” Wall Street Journal.11 February 2003.
Children’s Fiction
Axelrod, May. Pigs Will Be Pigs: Fun with Math & Money. (1997)
Berenstain, Stan. Berenstain Bears’ Trouble with Money
Brown, Marc. Arthur’s Pet Business (1990)
Child, Lauren. Hubert Horatio Bartle Bobton-Trent. (2004)
Clements, Andrews. Lunch Money (2005)
Coleman, Evelyn. Riches of Osceola McCarty. (1998)
--------------------. Born in Sin. (2001)
Curtis, Christopher P. Mr. Chickee’s Funny Money. (2005)
-------------------------. Elijah of Buxton. (2007)
Davies, Jacqueline. Lemonade War (2007)
DePaola, Tommie. Erandi’s Braids (1999)
Friedman, Laura. In Business with Mallory (2006)
Flake, Sharon. Money Hungry. (2001)
----------------. Begging for Change. (2004)
Greene, Stephanie. Owen Foote, Money Man (2003)
Grey, Mini. The Adventures of the Dish and the Spoon. (2006)
Hayes, Joe. A Spoon for Every Bite. (1996)
Lasky, Kathryn. Vision of Beauty: The Story of Sarah Breedlove Walker. (2003)
Leedy, Karen. Follow the Money. (2003)
Merill, Jean and Jan Palmer. Toothpaste Millionaire. (1999)
Na, An. A Step from Heaven. (2003)
Paulsen, Gary. Lawn Boy. (2007)
Viorst, Judy. Alexander, Who Used to Be Rich Last Sunday. (1987)
Warner, Sally. This Isn’t About the Money. (2002)
Williams, Vera. A Chair for My Mother (1984)
Ziefert, Harriet. You Can’t Buy A Dinosaur with a Dime: Problem Solving in Dimes and Cents. (2003).
Young Adult Fiction (Grades 8 and up)
Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian. (2007)
Cheva, Cherry. She’s So Money (2008)
Ecklisen, Eric. The Last Mall Rat. (2003)
Jasper, Kenji. Seeking Salamanca Mitchell. (2004)
Johnson, Angela. First Part Last. (2003)
Mazer, Anne. Working Days: Short Stories About Teenagers at Work. (1997)
Souljah, Sister. Coldest Winter Ever. (1999)
Westerfield, Scott. So Yesterday. (2004)
Von Siegesar, Ceily. Gossip Girl Series (2002- )
Home Video Recommendations
Danny Schechter (Director). “In Debt We Trust” Disinformation, 2006. DVD
James D. Scurlock (Director). “Maxed Out” Magnolia, 2007. DVD
PBS:Frontline. “Secret History of the Credit Card” (2004). DVD & VHS
Children’s Nonfiction
Adams, T.R. and Rob. How to Be a Teenage Millionaire. (2000).
Berg, Adriane and Arthur Berg Bochner. The New Totally Awesome Money Book for Kids. (2007)
Cribb, Joe and Laura Buller. Money (DK Eyewitness Books) (2005).
Drobot, Eve. Money, Money, Money: Where It Comes From, How to Save It, Spend It, and Make It. (2004)
Fuller, Donna Jo. The Stock Market (How Economics Works) (2005)
Gray, Farrah. Reallonaire: Nine Steps to Becoming Rich Inside and Out. (2004)
Graydon, Shari and Warren Clark. Made You Look: How Advertising Works and Why You Should Know.
(2003)
Karlitz, Gail. Growing Money: A Complete Investing Guide for Kids (2001)
Lewis, Barbara. A Kid’s Guide to Service Projects. (1995)
Linecker, Adelia. What Color is Your Piggy Bank: Entrepreneurial Ideas for Self-Starting Kids (2004)
Maestro, Betsey and Guilio. The Story of Money. (1993)
McGillian, Jaime K. The Kids’ Money Book: Earning*Saving *Spending*Investing*Donating (2004)
Reeves, Diane L and Gayle Bryan. Career Ideas for Kids Who Like Money. (2001)
Godfrey, Neale. Neale S. Godfrey’s Ultimate Kids Money Book. (1998)
Loewen, Nancy. Ups and Downs: A Book About the Stock Market. (2005) Money Matters Series
Marioti, Steve. Young Entrepreneur’s Guide to Starting and Running a Business. (2002)
Nguyen, Duy. Origami with Paper Bills: Another Way to Impress People With Your Money! (2005)
Rancic, Bill. Beyond the Lemonade Stand. (2006)
Smith, Pat and Lynn Roney. Wow the Dow!: The Complete Guide to Teaching Your Kids How to Invest in the
Stock Market (2000)
Young Adult Nonfiction (Grades 8 and up)
Covey, Stephen. Seven Habits of Highly Effective Teens. (1998)
Gardner, David & Tom. Motley Fool Investment Guide for Teens: 8 Steps to Having More Money than Your
Parents Ever Dreamed Of. (2002)
Graham, Stedman. Teens Can Make It Happen. (2000)
Johnson, Cameron. You Call The Shots: Succeed Your Way—And Live the Life You Want—with the 19
Essential Secrets to Entrepreneurship. (2007)
Kiyosaki, Robert and Sharon Lechter. Rich Dad, Poor Dad for Teens: The Secrets of Money—That You Don’t
Learn in School.(2004)
McGraw, Jay. Life Strategies for Teens. (2000)
Temko, Florence and V’Ann Cornelius. Money Folding. (1995)
Zeiler, Freddi. A Kid’s Guide to Giving. (2006)
This bibliography was created by Vickie Beene-Beavers for the MLA 2008 Annual Conference: Growing Communities 5/8/2008 and is published here with her permission.
-Sarah C.
Building Community Through Photographs
Building Community Through Photographs
Speaker: Elizabeth Thomsen, Member Services Manager, NOBLE
http://www.noblenet.org/ethomsen/et@noblenet.org
Elizabeth begins by talking about the whole conference established by the idea of community, connected and seen as a group rather than as individuals.
Photographs really identify a group or community, or even a time.
Elizabeth showed Dorothea Lange's "Migrant Mother: Nipomo California," 1936 as an iconic image of the depression. Lange's picture epitomizes the idea of a culture or era.
Elizabeth followed by showing a Lewis Hine photograph. Typically, we never see Hine photographs of the Boston area. Elizabeth shows a Hine from Salem (1911) with a boy who is Elizabeth's boss' grandfather. This particular Hine, from the National Archives, is interesting for its local connection. This photograph really belongs to the community. Elizabeth mentions the "morningsonmaplestreet" project led by Joe Manning. Joe is a Mass. native who writes essays and compiles poems and photographs, including work on Lewis Hine.
Elizabeth discusses the ubiquitous presence of photography today thanks to the camera phone and digital photography.
- Cameraphones--news, crime and art
- Camerapedia--camera information wiki
- Online photo editing--Picnik, Photoshop Express
- Cool tools (often associated with flickr)--Big huge labs, Dumpr
- Social networks
- Flickr and other photo sites
- Sharing by default
- Any picture might be of interest to someone
- Photostream
- Casual organization through sets of tagging
- Social organization through friends and contacts (important to librarians)
Flickr Facts
- Pro Account: $24.95/year
- Permissions (Commenting, tagging, etc.)
- Copyright (photos protected by copyright--can change settings on flickr to be more generous)
- Groups: Local and regional (librarians should put photos in local groups where they will be seen by people interested in the community)
- Library pictures: programs, displays, artwork, garden
- Sprinkle, don't flood (do a little at a time)
- Noe expectation of privacy on the street (public)
- Libraries public? yes and No--need to be careful
- Presumption of privacy
We often don't preserve pictures of our community, of our local places. People are not often interested in preserving the tree in the park or the church; it is often the bakery or hardware store that people remember, or that marks local history. Lost places, then and now photos, and historic trails should be considered. These are picture related to history of the area.
Elizabeth showed pictures from around the area and related their importance to the community, such as a statue, or program from a local library, or the architecture and tree in bloom outside of the library (as a marketing tool). Another photo shows the volunteers having fun. Pictures can be used to communicate a message,as with Lewis Hine or Dorothea Lange, on a local level.
Participation in photography is good. Elizabeth suggests getting permission to use digital images. Borrow pictures to scan, get volunteers to take pictures, and capture memories and pair them with oral history. Do a Mass Memory Road Show, such as the show that goes on the road and scans images to preserve local history/memory in other communities.
Elizabeth shows the virtual community garden that Melrose Public Library created. Elizabeth is not a big fan of photography contests, but it is a good way to get people to participate, and an opportunity or participation, especially when establishing themes and categories.
Photography can be participatory with fun games such as Sleeveface--lining up a record cover with the face and take a picture so that it looks like the record cover is your face.
Elizabeth advises us to start with photos that are often requested, such as the LOC American Memory project started scanning with the picture of Nixon meeting Elvis. Find an excuse to incorporate photos, such as an anniversary or holiday, and weigh nostalgia with history.
Elizabeth also suggests ways to incorporate photos to maps, such as Google Maps. Programs can include teaching people how to create a map, create a historic trail, or even, Elizabeth suggests, create a slide show or movie. She shows Animoto, which allows us to make music slide shows with our pictures. Animoto can be used in library programming with a teen slide show, etc.
Check out Elizabeth's photographs on her wiki. There are links to flickr and animoto so you can play around with them.
Making the Case: What Research Tells Us About the Value of Libraries
Keith Michael Fiels, Executive Director, American Library Association
Despite having served as auctioneer and MC extraordinaire at last night's trivia contest, Keith was ready for his presentation, although sounding somewhat hoarse.
Value of libraries
Despite having served as auctioneer and MC extraordinaire at last night's trivia contest, Keith was ready for his presentation, although sounding somewhat hoarse.
Value of libraries
- Educational Value of Libraries
Preschool and early childhood development: public libraries are the primary literacy provider for children in this age group. For the first time ever, libraries are now eligible for Headstart funds
School-aged children: School Libraries Work! (Scholastic) outlines studies linking good school libraries* to student achievement.
*adequately funded, professionally staffed
Students who use public libraries after school are more successful.
Students who are successful are more likely to go on to college
Economic attainment is directly linked to educational success. The earning power of someone with a bachelor's degree is double that of someone with only a high school education.
- Economic Value of Libraries
Indirect values: Studies show that every dollar spent on libraries resulted in $4-7 of benefits
Florida study: There were nearly as many educational as recreational uses of libraries; business use was significant; nearly as many personal information uses; number of remote Internet users was larger than anticipated; online users were much heavier users than on-site users.
Sharing vs. purchasing books: Basic economic model that drives libraries. Some studies show that an average of 6 people will use every book purchased.
Technology access: Libraries serve a significant population of those that do not own technology. This gap is remaining fairly constant because there are always those who do not have access to the latest technologies.
Local businesses: Florida study showed $144 in benefits of information services for local businesses.
Local community: The library as employer - about 400,000 people work in libraries in the US. Library as purchaser of local goods and services - library money is spent twice - first in salaries to library workers, then spent for purchases of local goods and services by library workers. Impact of libraries attract development and home values (this is an area where research is needed).
- Social Value of Libraries
There are many areas that need more study to show the impact of libraries:
Literacy: role of library in teaching skills
Local history and genealogy - to what extent does historical significance create a sense of community?
IT skills - what is library's role in teaching?
Culture and arts -
Quality of life - how does the library contribute?
Equity and free access - the library is the people's university
Personal development - citizenship, dieting
Creating a sense of community - "A town without a library is just a bunch of houses."
Decreasing social isolation - increasing longevity, productivity
The library as social space - only place where people of all ages and socio-economic backgrounds come together
Crime reduction - relationship between literature and reading and crime; after school programs for teens
- Democracy & Government and Libraries
Elections: Does a more informed electorate perform better? Library's role in emerging e-government (e.g. online tax returns) has changed a lot in the last decade.
- Advocacy at ALA
Ahead to 2010 Plan - long range plan for the association. 16-17,000 members participated in development. Public awareness and advocacy consistently emerged as top priority of members.
Vision of ALA is to maintain a strong advocacy focus on the national level while also providing tools, networks, to support grassroots advocacy efforts. ALA has opened new Office of Advocacy. I Love Libraries website developed for the public. A breakthrough in the area of statewide advocacy for school libraries - the Spokane Moms were able to get a bill through the legislature to fund school libraries.
Incoming ALA President Jim Rettig will focus on advocacy in his term.
PLA/Gates Advocacy Training: How to use research documenting the value of libraries. "Show Me the Money" tips.
Gates/ALA study of library budgets
"For each dollar spent on a library we get $6 in benefits, but what is the value of the gleam in a child's eye at story hour? Priceless."
Fiels closed by urging the audience not to become discouraged. "A decade ago it was daring to predict the demise of the library due to the advent of the Internet," but the reality is that library use continues to increase. "Libraries are the only place where you can consult with a person with an advanced degree at no charge." No matter how the medium changes, libraries will work just as well. "The future is very bright indeed."
Posted by Kathy Lowe
Thursday, May 8, 2008
Trivial Pursuit Winners!
And here are the winners with the big impressive trophy from EBSCO.
And in second place!
Great game, but my team protests the buying of points!
Trivial Pursuit/Auction
Keith Feils, ALA executive director, encourages auction goers to bid high for MLA scholarships. Linda from the Princess Di team gives a queenly wave
!
!Paralibrarian Awards
The fifth annual presentation of the Paralibrarian Awards was as satisfying and exciting as the first. And, once again, out of a field of 17 nominees for 2 awards, even though only 6 candidates were able to attend the conference, both winners were there. Whew! (It's always worrisome that the winner might not come!)
Check out the webpage for the MLA Paralibrarian Section to see what's up with this section, and how to get involved and find out how to nominate or be nominated for one of these great awards next year! And see the nomination page to learn what criterion were used to select these candidates.
http://www.masslib.org/sectionsandcommittees/paralibrarian.htm
http://www.masslib.org/paralibrarian/2008AwardNominationForm.html
And the winners are....
Outstanding Paralibrarian of the Year for 2008: Melissa Caissie of the Hudson Library
Paralibrarian Advocate of the Year for 2008: Jim Sutton, Director of the Memorial Hall Library in Andover
Good job!
Check out the webpage for the MLA Paralibrarian Section to see what's up with this section, and how to get involved and find out how to nominate or be nominated for one of these great awards next year! And see the nomination page to learn what criterion were used to select these candidates.
http://www.masslib.org/sectionsandcommittees/paralibrarian.htm
http://www.masslib.org/paralibrarian/2008AwardNominationForm.html
And the winners are....
Outstanding Paralibrarian of the Year for 2008: Melissa Caissie of the Hudson Library
Paralibrarian Advocate of the Year for 2008: Jim Sutton, Director of the Memorial Hall Library in Andover
Good job!
Reaching More Readers-Online Reader's Advisory Services
Barry Trott, Director of Adult Services at the Williamsburg, Virginia Regional Library http://www.wrl.org/ led a lively discussion on how to enhance and expand reader's advisory services by implementing a form based reader's advisory on the web.
Some reasoning behind developing a form based reading suggestion service include; too few patrons asking for help choosing books, staff don't get enough practice doing RA and it allows for a more comfortable environment when it isn't face to face, reinforces that RA is not a ready reference process, documents the RA process and readers love it!
Benefits of a form based reading suggestion service include; creates a connection between staff and patrons, gives patrons the vocabulary to make their reading choices coherent, melds technology with service, provides the time and information to successfully respond to RA questions, enhances circulation of collection, particularly older items an less-known writers, and aids in collection development.
Implementation of a form based reading suggestion service requires a team willing to put aside personal bias and suggest books that fit readers, understanding the differences between genres, familiarity with resources available for researching books and authors and good communication skills. Design a form that allows open ended questions, avoid jargon and set a non-judgmental tone. Forms should be made available in paper and online. Respond to the form in a predetermined time allotment, compose responses based on a template, provide a mix of suggestions, both old and new as well as ones that 'stretch' the reader. Documenting and following up transactions allows for excellent customer service and provides the library with statistics on the reading community that can help shape programs and services.
For an example form- www.wrl.org/bookweb/ra/index.html
Reader's Advisory Tips:
Don't treat RA questions as secondary (no cringing)
Use signage indicating RA is something we do
Seek out readers in the stacks
Keep reading lists handy-in print and online
Promote RA in library newsletters
Use displays-mix fiction and non-fiction
Develop quick read alike lists for high demand materials
Sites you may want to explore;
http://www.aadl.org/catalog/books
http://www.bfgb.wordpress.com
http://www.waterborolibrary.org/blog.htm
joan h
Some reasoning behind developing a form based reading suggestion service include; too few patrons asking for help choosing books, staff don't get enough practice doing RA and it allows for a more comfortable environment when it isn't face to face, reinforces that RA is not a ready reference process, documents the RA process and readers love it!
Benefits of a form based reading suggestion service include; creates a connection between staff and patrons, gives patrons the vocabulary to make their reading choices coherent, melds technology with service, provides the time and information to successfully respond to RA questions, enhances circulation of collection, particularly older items an less-known writers, and aids in collection development.
Implementation of a form based reading suggestion service requires a team willing to put aside personal bias and suggest books that fit readers, understanding the differences between genres, familiarity with resources available for researching books and authors and good communication skills. Design a form that allows open ended questions, avoid jargon and set a non-judgmental tone. Forms should be made available in paper and online. Respond to the form in a predetermined time allotment, compose responses based on a template, provide a mix of suggestions, both old and new as well as ones that 'stretch' the reader. Documenting and following up transactions allows for excellent customer service and provides the library with statistics on the reading community that can help shape programs and services.
For an example form- www.wrl.org/bookweb/ra/index.html
Reader's Advisory Tips:
Don't treat RA questions as secondary (no cringing)
Use signage indicating RA is something we do
Seek out readers in the stacks
Keep reading lists handy-in print and online
Promote RA in library newsletters
Use displays-mix fiction and non-fiction
Develop quick read alike lists for high demand materials
Sites you may want to explore;
http://www.aadl.org/catalog/books
http://www.bfgb.wordpress.com
http://www.waterborolibrary.org/blog.htm
joan h
Dancing with the Book Carts!
The first annual MLA book cart drill team competition, as presented by the Paralibrarian Section.
MLA's first ever book cart drill team competition started what will hopefully become an annual tradition. This year's competition, which was organized and produced by the Paralibrarian Section, included four teams fighting for the honor of first place. The four teams were The Plymouth Rockettes (Plymouth Public Library), The “Austin”tations (Sandwich Public Library), The Rockin' Robbins (Robbins Library), and The Cartwheelers (Memorial Hall Library).
Event hosts Alison DaSilva and Keith Michael Fiels welcomed a near capacity crowd in the large ballroom setting. Between performances they explained the general rules and outlines for the judging, as well as introduced the competition judges: Marney Oakes (Director, Reuben Hoar Library, Littleton), John Ison (Demco, sponsor of the event), and Melissa Caissie (Hudson Public Library, this year's Paralibrarian of the Year award recipient). Both hosts provided witty banter to keep the crowd appeased between performances.
After a minor technical glitch the games began.
First to perform were the Plymouth Rockettes. Decked out in black evening dresses, the Rockettes performed a classy routine to the score of “Anything Goes” by Dionne Warwick. The team's elegant moves and precise choreography had the audience cheering loudly throughout.
Next up came The “Austin”tations, in full swinging sixties mod garb, twisting and shimmying in an homage to Mike Myer's Austin Powers character. Their choice of music was “Soul Bossa Nova” by Quincy Jones, from the Austin Powers film soundtrack. The smooth dance moves and comic relief provided by the team had the audience simultaneously laughing and cheering.
The Rockin' Robbins were next, performing to, you guessed it, “Rockin' Robin” by Bobby Day. They filled their performance with enthusiasm and energy, as well as a mid-performance shift to the theme song from “Doctor Who”, which created quite a surprise amongst the onlookers, leading to what can easily be described as a highly original and creative performance.
Lastly came The Cartwheelers, who performed a Peter Pan themed drill, complete with pirates, Tinkerbell and a crocodile. Their choice of music was a mixture of classical pieces, ranging from Shostakovich to Prokofiev. Their theatrical drama and fantastical cart designed were highlights from their drill.
After much tabulation (and re-tabulation), the judges presented their final scores. The honorable mentions went to The Rockin' Robbins and The “Austin”tations, while the second place prize was awarded to The Plymouth Rockettes. That left The Cartwheelers as the first place winners in a narrow victory. Each team received a trophy for their placing. Certificates were handed out for peripheral awards, as follows: Best Costumes to The “Austin”tations, Best Cart Decorations to The Cartwheelers, and Wow!Factor to the Plymouth Rockettes.
MLA's first ever book cart drill team competition started what will hopefully become an annual tradition. This year's competition, which was organized and produced by the Paralibrarian Section, included four teams fighting for the honor of first place. The four teams were The Plymouth Rockettes (Plymouth Public Library), The “Austin”tations (Sandwich Public Library), The Rockin' Robbins (Robbins Library), and The Cartwheelers (Memorial Hall Library).
Event hosts Alison DaSilva and Keith Michael Fiels welcomed a near capacity crowd in the large ballroom setting. Between performances they explained the general rules and outlines for the judging, as well as introduced the competition judges: Marney Oakes (Director, Reuben Hoar Library, Littleton), John Ison (Demco, sponsor of the event), and Melissa Caissie (Hudson Public Library, this year's Paralibrarian of the Year award recipient). Both hosts provided witty banter to keep the crowd appeased between performances.
After a minor technical glitch the games began.
First to perform were the Plymouth Rockettes. Decked out in black evening dresses, the Rockettes performed a classy routine to the score of “Anything Goes” by Dionne Warwick. The team's elegant moves and precise choreography had the audience cheering loudly throughout.
Next up came The “Austin”tations, in full swinging sixties mod garb, twisting and shimmying in an homage to Mike Myer's Austin Powers character. Their choice of music was “Soul Bossa Nova” by Quincy Jones, from the Austin Powers film soundtrack. The smooth dance moves and comic relief provided by the team had the audience simultaneously laughing and cheering.
The Rockin' Robbins were next, performing to, you guessed it, “Rockin' Robin” by Bobby Day. They filled their performance with enthusiasm and energy, as well as a mid-performance shift to the theme song from “Doctor Who”, which created quite a surprise amongst the onlookers, leading to what can easily be described as a highly original and creative performance.
Lastly came The Cartwheelers, who performed a Peter Pan themed drill, complete with pirates, Tinkerbell and a crocodile. Their choice of music was a mixture of classical pieces, ranging from Shostakovich to Prokofiev. Their theatrical drama and fantastical cart designed were highlights from their drill.
After much tabulation (and re-tabulation), the judges presented their final scores. The honorable mentions went to The Rockin' Robbins and The “Austin”tations, while the second place prize was awarded to The Plymouth Rockettes. That left The Cartwheelers as the first place winners in a narrow victory. Each team received a trophy for their placing. Certificates were handed out for peripheral awards, as follows: Best Costumes to The “Austin”tations, Best Cart Decorations to The Cartwheelers, and Wow!Factor to the Plymouth Rockettes.
Book Cart Drill Team Competition
"MLA Book Cart Drill!"
"Go Teams Go!"If you missed the 2008 MLA Book Cart Competition, you missed some creative library staffers strutting their stuff and lots of laughs. Here's a glimpse!
Did you know that the ocean is on the other side of the Sea Crest?
I was walking past two conference goers and one said to the other: "Did you know that the ocean is on the other side of this hotel?"
Don't miss it!
Get Your Game On: Gaming at Libraries.
Beth Gallaway’s earned her reputation as one of the most experienced speakers on video game culture. She presented this workshop about how to use games to bring in patrons and enrich both the gamer and the library.
Why should libraries use games?
Well, games provide fun. They tie in with literature, storytelling, learning, and many other advantages to players.
Beth used the example of .hack// is not only a game, but a manga and anime. Each format feeds into each other and enhances each other.
“Gaming is the Medium of choice for the millennial generation” Beth says. Gaming is the medium of choice for information and entertainment.
Some surprising facts back this up. The average age of the gamer is 33 years old, 24% of people over 50. 38% of gamers are females.
I was surprised to learn girls like games with no story, while boys generally like games with a story. I’ve always liked story games, and with the popularity of the Final Fantasy games among women I had assumed otherwise.
Games in libraries provide many things kids need to develop, including social skills and physical skills.
Games help promote literacy in surprising ways. People read in games in many ways.
They use environmental print by reading signs, labels, and maps. They are reading about the game. Gamers are also writing about the game: They’re talking about it on forums and websites.
Gamers are creative: They use fan fiction to tell new stories in the game world. They use the game to create movies made from video games. Librarians can use this to guide them in the technology and the ethics of how to do these things.
For folks worried about copyright, many game creators give limited permission for fans to create fan works based on their game.
But what about violence in games? Turns out a lot of this problem is really blown up by media outlets looking to make a story. 15% of games in 2006 were rated M for mature, but they got 85% of the press about video games.
Librarians can use games in libraries in many ways:
Connecting games with traditional material.
Helping them get to strategies about games.
Research game culture
Collect game materials
Run game events
Play games yourself.
Librarians can ask gamers about movies, TV, and games they like to help them connect with new material.
You can make displays based on thinking like a gamer. “If you like this game, you might like this book.”
She promotes “Fail Early, Fail Often.” Try many things to work with gamers, and learn from failures.
Gamers don’t generally like “Bosses”.
Show, don’t tell
Make it interactive
Have a free for all.
Ask for a demo of expertise.
Gamer Culture supports the idea of help in the place that they need and only then.
Librarians can experience some of the creativity of gamers by looking at creative game material. Online films like “Red Vs. Blue” or web comics like “Penny Arcade” are great example of creative game culture.
She says the easiest thing for a library can do is allow patrons to play games online. There are ways to address some of the issues that come up, like having “Game time” that wont bother patrons trying to study, etc.
She advocates gaming events, but there is some footwork to do a successful program. Research the games you want to use. Provide variety of games, and don’t be afraid to run multiple games at once. Spread the word, and use resources not used traditionally by libraries. Use game store, comic stores, anime clubs, etc. Use community connections, by getting the word out at schools, boys and girls clubs, etc. Best of all, she advocates playing as well. It breaks the ice and it also shows the kids there that you are more than just the person behind the desk saying hush.
She also suggests using multiplayer games for events, with short rounds so the turn over is high and everyone gets a turn. Pick a rated E or T game, and if you want to do a M game, have permission slips. Use things that are easy to learn, but challenging to master. This is so kids don’t get frustrated, but also are challenged. You’ll want to find games that appeal to a wide audience. This can allow libraries to bring in new patrons, and they will be able to help you choose games for the collection if you decide to start one.
She also advocates strongly to involve the gaming community in any choices the library makes in creating a gaming culture. They will help libraries decide what format to buy, what consoles to buy games for, what age ratings to buy for, and what genres to choose. They will also help put a policy for the check out of games, and make these policies gamer friendly and attractive to folks who will come to check out games.
Beth also talks about libraries having gaming culture material other than games in collections, like strategy guides and magazines about gaming. Libraries also have to consider space, theft, and time to develop a gaming collections. By creating a place for gamers, they tend to respect the libraries material and help take care of them.
“We have to stop being format snobs” Beth notes. It’s a grand idea to end on, as games are starting to have the same recognition as graphic novels and anime as worthy storytelling formats.
Beth also mentioned several books about gamers like “The Kids are Alright” by John C. Beck and “Grand Theft Childhood” by Lawrence Kutner. Having read both of these, they are excellent sources for facts about games, and how much research supports the idea that games are healthy and creative, which doesn’t really hit the mainstream media.
Beth Gallaway’s website can be found at http://informationgoddess.info/
-Sarah “The Dyslexic Librarian” Hodge-Wetherbe,
.
Spanning the Distance: Framingham State's Embedded Librarian Program Thursday May 8 4:00p - 5:15p
Spanning the Distance: Framingham State's Embedded Librarian Program Thursday May 8 4:00p - 5:15p
Bonnie Mitchell, Director of Library Services, Framingham State College
Peg Snyder, Circulation Librarian, Framingham State College
Robin Robinson, Director, Distance Education, Framingham State College
Andrea Pickles, Director of Academic Technology, Framingham State College
The Henry Whittemore Library at Framingham State College http://www.framingham.edu/wlibrary/ and the Embedded Librarian Program.
This grew out of the Distance Learning program – using Blackboard http://www.academicsonline.org/
Blackboard has an ASK THE LIBRARIAN discussion feature.
They have 70 + courses 700+ distance ed students.
Peg Snyder was the first Embedded Librarian.+ 2 Faculty members in 2004
2006 3 librarians – 5 faculty members
2008 3 librarians – 5 Faculty members
Peg Snyder’s experience – those who are on board tend to stick with it
EVOLUTION OF THE PROGRAM
· Peg determined faculty expectations - In one case, faculty prefer to use the "Ask the Librarian" discussion feature only.
· In other classes she creates an Exercise Assignment: Students find an article, explain how the student obtained, explain the importance of the article. Librarian reviews and gives feedback.
· For online students, librarians mail both books and articles to the student. (Not for oncampus students, however)
· Remote barcode registration http://www.academicsonline.org/support.htm Students interested in using the College library online should email msnyder@frc.mass.edu to get started. A bar code number will be sent back by return email.
· OffCampus access to electronic reserves and materials through EZ Proxy. Because of EZProxy access to electronic reserves and databases, the only reason students need a barcode is to be able place an interlibrary loan.
Student feedback - the librarians offered valuable assistance.
Peg estimates that her total time is about 5 hrs/semester as she and colleagues are not actually teaching in the classroom. Another embedded librarian participated in curriculum development and made up a 5 page worksheet: "what is a call number?" etc.
Other programs instituted at Framingham State
E-Reserves through Blackboard piloted in 2005 with a small number of faculty members.
OTHER COLLABORATIONS
They have instituted a number of Copyright workshops for faculty
The reach out to offer Academic affairs support
Encourage faculty involvement in developing library services
Advice: Form Relationships
· Take someone to coffee
· Volunteer for projects
· Work on Committees
· Get their attention.
Brenda
Bonnie Mitchell, Director of Library Services, Framingham State College
Peg Snyder, Circulation Librarian, Framingham State College
Robin Robinson, Director, Distance Education, Framingham State College
Andrea Pickles, Director of Academic Technology, Framingham State College
The Henry Whittemore Library at Framingham State College http://www.framingham.edu/wlibrary/ and the Embedded Librarian Program.
This grew out of the Distance Learning program – using Blackboard http://www.academicsonline.org/
Blackboard has an ASK THE LIBRARIAN discussion feature.
They have 70 + courses 700+ distance ed students.
Peg Snyder was the first Embedded Librarian.+ 2 Faculty members in 2004
2006 3 librarians – 5 faculty members
2008 3 librarians – 5 Faculty members
Peg Snyder’s experience – those who are on board tend to stick with it
EVOLUTION OF THE PROGRAM
· Peg determined faculty expectations - In one case, faculty prefer to use the "Ask the Librarian" discussion feature only.
· In other classes she creates an Exercise Assignment: Students find an article, explain how the student obtained, explain the importance of the article. Librarian reviews and gives feedback.
· For online students, librarians mail both books and articles to the student. (Not for oncampus students, however)
· Remote barcode registration http://www.academicsonline.org/support.htm Students interested in using the College library online should email msnyder@frc.mass.edu to get started. A bar code number will be sent back by return email.
· OffCampus access to electronic reserves and materials through EZ Proxy. Because of EZProxy access to electronic reserves and databases, the only reason students need a barcode is to be able place an interlibrary loan.
Student feedback - the librarians offered valuable assistance.
Peg estimates that her total time is about 5 hrs/semester as she and colleagues are not actually teaching in the classroom. Another embedded librarian participated in curriculum development and made up a 5 page worksheet: "what is a call number?" etc.
Other programs instituted at Framingham State
E-Reserves through Blackboard piloted in 2005 with a small number of faculty members.
OTHER COLLABORATIONS
They have instituted a number of Copyright workshops for faculty
The reach out to offer Academic affairs support
Encourage faculty involvement in developing library services
Advice: Form Relationships
· Take someone to coffee
· Volunteer for projects
· Work on Committees
· Get their attention.
Brenda
Are Libraries the new Nike?
Elisabeth Doucett enlightened us all with her fascinating and dynamic talk about "Finding Your Message: Brands Logos and Taglines" . More and more libaries are seeking long term plans that encompass marketing ideas as they struggle to make towns understand funding the cost of an institution many people perceive as losing relevance. Elisabeth's presentation was clear, concise, and dynamic. She offered alot of great advice about getting started on a marketing plan.
Elisabeth's book "Creating a Library Brand" will be released this summer.
Elisabeth's book "Creating a Library Brand" will be released this summer.
I'll Never Remember this Stuff: Teach Real World Skills and Learn How to Mix in Math
I think that every Childrens Librarian should look into the Mix in Math program. So many parents and school systems are reevaluating how children learn math and research shows us that the earlier they begin building those skills the better they perform later in life. Our library is working with this program and adding a math aspect to storytimes or other programs is really quite simple (TERC's website has suggestions to get you started). Using a math activity as a lead-in to storytime is a great way to add value to a child's library experience. The seminar leader, Martha Merson gave us a great deal of information in a short period of time...and sent us along with many many handouts to get us started!!
Genre Block: Street Lit
From the conference program:
"Sometimes called Street Lit, sometimes Urban Lit, this genre of fiction is growing in popularity in areas beyond big cities. It is probably one of the more misunderstood genres as well."
Speakers:
Carin O’Connor, Acting Branch Librarian, Dudley Branch of the Boston Public Library, began by asking participants if they had heard of:
True to the Game
Flyy Girl
Push
Coldest Winter Ever
Zane
Several people raised their hands, so Carin wondered why they were here! She went on to speak about how these books and authors were originally kept behind the circ desk when she first went to work at her branch because "they were so nasty." But these are the books that teens want to read. Now they are out in the stacks, but are seldom on the shelves for long.
She gave a brief overview of Urban Lit classics:
Down These Mean Streets/Piri Thomas, 1965
Pimp/Iceberg Slim, 1967
Dopefiend/Donald Gomes, 1971
Coldest Winter Ever/Sista Souljah, 1999
Flyy Girl/Omar Tyree, 2001
B More Careful/Shannon Holmes, 2001
Addicted/Zane, 2001
Sara Slymon, Branch Librarian, Mattapan Branch of the Boston Public Library spoke about the population her branch serves. 35% of the population of Mattapan is under 18. Urban lit is a nascent genre, literally changing from week to week and hard to keep up with, sparked by the publication of Coldest Winter Ever by Sista Souljah, who self-published the book and sold it out of the trunk of her car. The entrepreneurship of these authors is astounding; they use guerilla marketing and street teams to sell their books.
What people say, pro and con, about the effects of street lit:
"Sometimes called Street Lit, sometimes Urban Lit, this genre of fiction is growing in popularity in areas beyond big cities. It is probably one of the more misunderstood genres as well."
Speakers:
Carin O’Connor, Acting Branch Librarian, Dudley Branch of the Boston Public Library, began by asking participants if they had heard of:
True to the Game
Flyy Girl
Push
Coldest Winter Ever
Zane
Several people raised their hands, so Carin wondered why they were here! She went on to speak about how these books and authors were originally kept behind the circ desk when she first went to work at her branch because "they were so nasty." But these are the books that teens want to read. Now they are out in the stacks, but are seldom on the shelves for long.
She gave a brief overview of Urban Lit classics:
Down These Mean Streets/Piri Thomas, 1965
Pimp/Iceberg Slim, 1967
Dopefiend/Donald Gomes, 1971
Coldest Winter Ever/Sista Souljah, 1999
Flyy Girl/Omar Tyree, 2001
B More Careful/Shannon Holmes, 2001
Addicted/Zane, 2001
Sara Slymon, Branch Librarian, Mattapan Branch of the Boston Public Library spoke about the population her branch serves. 35% of the population of Mattapan is under 18. Urban lit is a nascent genre, literally changing from week to week and hard to keep up with, sparked by the publication of Coldest Winter Ever by Sista Souljah, who self-published the book and sold it out of the trunk of her car. The entrepreneurship of these authors is astounding; they use guerilla marketing and street teams to sell their books.
What people say, pro and con, about the effects of street lit:
- Reinforces racial stereotypes
- Helps urban youth deal with issues they encounter in their lives
- Has reinvigorated mom and pop bookstores
- Offers moral parables, showing consequences for actions
- It's entertaining
Spin offs:
- Erotica
- Christian urban fiction
- White street lit
- International translations
Tracy Brown, author of Black and Dime Piece, published by Triple Crown Publications, Criminal Minded, published by St. Martin’s Press, which was nominated for YALSA’s Quick Picks for Reluctant Young Adult Readers, and her most recent novel, Twisted, which comes out on May 13th.
Urban fiction gives the reader a glimpse into hard truths and harsh realities. As a mother, Tracy Brown thinks it's important that teens have something to read with which they can identify. Initially the reader is drawn in by the roughness, but a deeper look uncovers a message or lesson to be learned. Writing urban lit, for Brown, is "a chance to tell our stories." It motivates young people to read more and more. Brown feels that authors of street lit have a responsibility to depict urban life realistically without glamorizing the life-style, and that the lesson should be loud and clear. As she writes, she thinks about what would be appropriate for her own children.
"Writers are painters of words. I hope I can continue to paint clear pictures of the things my readers see."
Posted by Kathy Lowe
Community Curriculum & Communication: thoughts from a successful liaison program. Thursday May 8 1:45p - 3:00p
Community Curriculum & Communication: thoughts from a successful liaison program. Thursday May 8 1:45p - 3:00p
Healther Tompkins, Reference and Instruction Librarian for the Humanities, Gould Library, Carleton College
Ann Zawistoski, Reference and Instruction Librarian for the Humanities, Gould Library, Carleton College
Gould Library home page: https://apps.carleton.edu/campus/library/
Used a liaison model for eight years. Liaisons work closely with faculty to provide reference and instruction services in departments. Their liaisons do NOT select for the general collection.
Curriculum development
Initiatives
Outreach
CONSIDERATIONS WHICH HAVE AFFECTED HOW THE CARLETON LIAISON MODEL HAS DEVELOPED
Institutional Characteristics
· Where is the library situated
· Characteristics of communication with faculty
· Librarian status
· General education requirements
· Institutional divisions
· Current successfulacademic support models
· Size of the student body
· Student demographics
· Institutional culture
ACTIVITIES
THEY EMPHASIZE ONE ON ONE WORK WITH STUDENTS: INDIVIDUAL APPOINTMENT PROGRAM http://apps.carleton.edu/campus/library/
CLASSROOM INSTRUCTION
THERE IS A SENIOR CAPSTONE PROJECT THAT EVERY STUDENT NEEDS TO DO
Statistics
Number CLASSES have stayed the same and individual appointments have Tripled in the past 8 years. Now, it’s 180+ This is face to face and email assistance within the liaison subjects.
It is very important for the
There is a very active Learning and Teaching Center, the Perlman Center for Learning and Teaching http://apps.carleton.edu/campus/ltc/ which hosts frequent talks, presentations, colloquia. Very strong, faculty and librarians together. WOW, look at their website! Great dialog, interchange with faculty.
Thu. May. 8 (Today)12:00 pm - LTC: The Program on Intergroup Relations: Lessons from a social justice education program
Thu. May. 15 12:00 pm - LTC: Visualizing the Victorian Novel
Thu. May. 22 12:00 pm - LTC: Curricular Design Issues
Thu. May. 29 12:00 pm - LTC: Integrating and Supporting the Visual: How We Work
LTC has its own library http://apps.carleton.edu/campus/ltc/library/
THE REFERENCE DESK
An opportunity to learn other areas; helps with interdisciplinary activities.
The Gould Mission and Vision https://apps.carleton.edu/campus/library/about/mission/
Information Literacy at Gould: with the Mellon Grant 2000-2003 https://apps.carleton.edu/campus/library/about/infolit/
There’s an ice cream social at the end of Spring semester sponsored by the library
Film showing interviews with students. https://apps.carleton.edu/campus/library/about/orientation/?item_id=234868
They showed the video to incoming freshmen.
I love the libe because ____________
This is what I’d do if I were the Library Director______________________
Feedback from the students
They love to sleep on the 4th floor
What are future plans for the library? Questions and what’s coming.
· They need to think about sustainability. They can’t keep adding to the Reference staff. Some areas such as quantitative reasoning or critical thinking do not break down into disciplines.
· Have they taken liaison program too far? Student: “ I know you don’t do History, but Ann’s not here…”
· More integrated support throughout campus. There will soon be an arts union building. Academic support people, information technology people, writing center etc.
· Need to keep up on curricular initiatives.
QUESTIONS FOR THE AUDIENCE
1. How would you characterize your institution? Library? Community?
2. What successful models of academic support exist outisde the library?
3. How do you see the questions you get from students and faculty changing
4. What would constitute success for your liaison program? How would you evaluate the effectiveness of the program?
5. How do you see student and faculty expectations shifting over time?
6. What methods would you use to build a sustainable model or revise an existing model?
AND
1. What about supporting and increase in diversity?
2. How can the librarians stay flexible if the curriculum radically changes?
Mellon Faculty Lifecycles Grant to Carleton and Macalester http://apps.carleton.edu/campus/ltc/initiatives/mellon/
They use Libstats from the University of Wisconsin http://swik.net/Libstats http://code.google.com/p/libstats/ Needs PHP and SQL demo http://www.slideshare.net/vacekrae/libstats-demo-and-overview/
http://www.librarytechnologysolutions.com/services/libstats.html
http://pegasuslibrarian.blogspot.com/2006/10/making-reference-desk-statistics-fun.html
First Year Information Literacy in the Liberal Arts Assessment (FYILLAA) Developed right at Carleton
http://apps.carleton.edu/campus/library/about/infolit/fyillaa/
http://apps.carleton.edu/campus/library/assets/Balt7combined.ppt
Download the survey http://www.nitle.org/index.php/nitle/content/download/5408/31218/file/ResearchPractices.pdf
Over the past two years the Gould library has taken a lead role in a MITC / NITLE grant to create a web-based assessment tool to measure the information literacy of incoming students, before they've had any college library instruction.
The assessment tool focused on five dimensions of student information literacy: Experience, or what have students done; Attitude, or what do students value; Epistemology, or what do students believe; Knowledge, or what do students know; and Critical Capacities, or how do students evaluate.
Healther Tompkins, Reference and Instruction Librarian for the Humanities, Gould Library, Carleton College
Ann Zawistoski, Reference and Instruction Librarian for the Humanities, Gould Library, Carleton College
Gould Library home page: https://apps.carleton.edu/campus/library/
Used a liaison model for eight years. Liaisons work closely with faculty to provide reference and instruction services in departments. Their liaisons do NOT select for the general collection.
Curriculum development
Initiatives
Outreach
CONSIDERATIONS WHICH HAVE AFFECTED HOW THE CARLETON LIAISON MODEL HAS DEVELOPED
Institutional Characteristics
· Where is the library situated
· Characteristics of communication with faculty
· Librarian status
· General education requirements
· Institutional divisions
· Current successfulacademic support models
· Size of the student body
· Student demographics
· Institutional culture
ACTIVITIES
THEY EMPHASIZE ONE ON ONE WORK WITH STUDENTS: INDIVIDUAL APPOINTMENT PROGRAM http://apps.carleton.edu/campus/library/
CLASSROOM INSTRUCTION
THERE IS A SENIOR CAPSTONE PROJECT THAT EVERY STUDENT NEEDS TO DO
Statistics
Number CLASSES have stayed the same and individual appointments have Tripled in the past 8 years. Now, it’s 180+ This is face to face and email assistance within the liaison subjects.
It is very important for the
There is a very active Learning and Teaching Center, the Perlman Center for Learning and Teaching http://apps.carleton.edu/campus/ltc/ which hosts frequent talks, presentations, colloquia. Very strong, faculty and librarians together. WOW, look at their website! Great dialog, interchange with faculty.
Thu. May. 8 (Today)12:00 pm - LTC: The Program on Intergroup Relations: Lessons from a social justice education program
Thu. May. 15 12:00 pm - LTC: Visualizing the Victorian Novel
Thu. May. 22 12:00 pm - LTC: Curricular Design Issues
Thu. May. 29 12:00 pm - LTC: Integrating and Supporting the Visual: How We Work
LTC has its own library http://apps.carleton.edu/campus/ltc/library/
THE REFERENCE DESK
An opportunity to learn other areas; helps with interdisciplinary activities.
The Gould Mission and Vision https://apps.carleton.edu/campus/library/about/mission/
Information Literacy at Gould: with the Mellon Grant 2000-2003 https://apps.carleton.edu/campus/library/about/infolit/
There’s an ice cream social at the end of Spring semester sponsored by the library
Film showing interviews with students. https://apps.carleton.edu/campus/library/about/orientation/?item_id=234868
They showed the video to incoming freshmen.
I love the libe because ____________
This is what I’d do if I were the Library Director______________________
Feedback from the students
They love to sleep on the 4th floor
What are future plans for the library? Questions and what’s coming.
· They need to think about sustainability. They can’t keep adding to the Reference staff. Some areas such as quantitative reasoning or critical thinking do not break down into disciplines.
· Have they taken liaison program too far? Student: “ I know you don’t do History, but Ann’s not here…”
· More integrated support throughout campus. There will soon be an arts union building. Academic support people, information technology people, writing center etc.
· Need to keep up on curricular initiatives.
QUESTIONS FOR THE AUDIENCE
1. How would you characterize your institution? Library? Community?
2. What successful models of academic support exist outisde the library?
3. How do you see the questions you get from students and faculty changing
4. What would constitute success for your liaison program? How would you evaluate the effectiveness of the program?
5. How do you see student and faculty expectations shifting over time?
6. What methods would you use to build a sustainable model or revise an existing model?
AND
1. What about supporting and increase in diversity?
2. How can the librarians stay flexible if the curriculum radically changes?
Mellon Faculty Lifecycles Grant to Carleton and Macalester http://apps.carleton.edu/campus/ltc/initiatives/mellon/
They use Libstats from the University of Wisconsin http://swik.net/Libstats http://code.google.com/p/libstats/ Needs PHP and SQL demo http://www.slideshare.net/vacekrae/libstats-demo-and-overview/
http://www.librarytechnologysolutions.com/services/libstats.html
http://pegasuslibrarian.blogspot.com/2006/10/making-reference-desk-statistics-fun.html
First Year Information Literacy in the Liberal Arts Assessment (FYILLAA) Developed right at Carleton
http://apps.carleton.edu/campus/library/about/infolit/fyillaa/
http://apps.carleton.edu/campus/library/assets/Balt7combined.ppt
Download the survey http://www.nitle.org/index.php/nitle/content/download/5408/31218/file/ResearchPractices.pdf
Over the past two years the Gould library has taken a lead role in a MITC / NITLE grant to create a web-based assessment tool to measure the information literacy of incoming students, before they've had any college library instruction.
The assessment tool focused on five dimensions of student information literacy: Experience, or what have students done; Attitude, or what do students value; Epistemology, or what do students believe; Knowledge, or what do students know; and Critical Capacities, or how do students evaluate.
Liberating the reading habits of children
Speakers:
Roger Sutton, editor an-in-chief, The Horn Book Magazine and The Horn Book Guide
Maggie Bush, Children’s literature Professor at Simmons College
History of access to reading for children
ALA and state library associations have protected the reading rights of children
1967 – “age” was included into the Bill of Rights
Parents and only parents may restrict their own children’s reading access
With these additions we strengthen the responsibilities of parents in what their children read
The problem:
Who are we as librarians responsible for serving?
The parents or the children
Scenario:
Janey want to read Harry Potter books
Her parents believe these books are manuals for satanic rituals
What is our responsibility in this situation?
Maggie Bush’s answer
We must advocate for the child first and foremost
Then address the parent’s concerns
One important point mentioned was that librarians need to offer any books that children may need. These may be controversial but necessary. Some librarians have made these books available without the children needing to actually check the books out. This may be in the form of a specific shelf or box in a private area.
Roger Sutton, editor an-in-chief, The Horn Book Magazine and The Horn Book Guide
Maggie Bush, Children’s literature Professor at Simmons College
History of access to reading for children
ALA and state library associations have protected the reading rights of children
1967 – “age” was included into the Bill of Rights
Parents and only parents may restrict their own children’s reading access
With these additions we strengthen the responsibilities of parents in what their children read
The problem:
Who are we as librarians responsible for serving?
The parents or the children
Scenario:
Janey want to read Harry Potter books
Her parents believe these books are manuals for satanic rituals
What is our responsibility in this situation?
Maggie Bush’s answer
We must advocate for the child first and foremost
Then address the parent’s concerns
One important point mentioned was that librarians need to offer any books that children may need. These may be controversial but necessary. Some librarians have made these books available without the children needing to actually check the books out. This may be in the form of a specific shelf or box in a private area.
Getting Yourself Out Of a Rut
Helen Graham, Reuben Hoar Library, Paralibrarian Recipient; Diane Faye, (retired) Boston Public Library; Marnie Oakes, Reuben Hoar Library and Laurie Christie, Paralibrarian, 2007. Stand out! Ideas, creativity and inspiration were the words of Laurie Christie. Add to that mix, the crucial ingredient: the willing attitude of a library administrator.
Marnie Oakes revealed that it takes employees who have a devoted commitment to the library and community, sometimes to the point of working above and beyond to create a win-win for the library and the town. Diane Faye agreed with Marnie that it sometimes takes making the jump to another job. Diane feels it it is crucial to find your confidence, take risks and finding management that MUST support you. Diane wore many hats as a paralibrarian at the Boston Public Library, in the AFSME union and held posts in paraprofessional sections of national and state organizations. Helen Graham shared the story of her small town suffering financial woes and the library suffering from staffing cuts. Her director, Marnie Oakes, encouraged the paraprofessional staff to get involved with each other and paraprofessional organizations.
Liberating the Reading Habits of Children
Roger Sutton, Editor in Chief, The Horn Book Magazine and The Horn Book Guide
Maggie Bush, Professor, Simmons College
How do we protect the intellectual freedom of our children?
Background:
In 1967, the ALA Bill of Rights changed article five to read the rights of an individual to the use of a library should not be denied or abridged because of his age, etc. In 1980, the entire Bill of Rights was changed (de-gendered and de-sensitized) and article five now reads: A person’s right to use a library should not be denied or abridged because of origin, age, background, or views.
Now we have protected the rights of the children, but what about the rights of the parents? It has been determined that parents (and only parents) that have the right to keep children from the library and that if parents don't want their children in the library, they have to make sure they don't go on their own. Librarians need to serve all patrons, regardless of parental interest.
* * *
Roger poses a question to Maggie: if Janie wants to read Harry Potter, but Janie's parents don't want her to, what would she (Maggie) do as a librarian if Janie came in and asked for the book? Roger points out that the common idea is that if Janie's parents don't want her to read the books, they should come to the library with her. Maggie says that as a children's librarian she would try to help Janie out any way she could. She says that we should act as advocates for children, not gatekeepers. We should make it a practice to start with the child and affirm the child's interest in reading. Then we have to talk to the parents and take that on. We should engage the parents in a conversation about the book in question and find out eventually if they've read the book themselves.
* * *
Roger: What do you do when the parents want the child to take something (and come and tell you that that's what the child wants) and the child wants Gossip Girl (which inevitable they all do)?
Maggie: Tell them to take one of each and make sure the child gets the message (wink, wink).
* * *
Sometimes children want or need to read a book about a topic they're not comfortable letting anybody- not even the friendly librarian- know about (sexual issues, eating disorders, etc.) - make a corner, a private space, or a space that gives the illusion of privacy, for the children to read. Make sure those books are accessible, that they can be found on the catalog, that they're there and available.
Roger and Maggie's conversation continues on to address the question of if books can do good, can they do harms as well? Why don't people ask the question, “then what?” when we discuss what will happen if a child reads a book that scares them or arouses them or disturbs them? We seem to talk about books a lot more now and while this is important, we also need to let the child lead the conversation.
* * *
One audience member brings up the fact that as a librarian it makes sense to give children what they want, but as a mother, she's not sure how she feels about letting her daughter have free reign in the library and around all different kinds of books.
Another audience member brings up the question of what do you do when a popular book series crosses over age groups. For example, the Alice books by Phyllis Naylor, which start off as sixth grade appropriate books and then become racier as the series goes on.
The conversation between Mr. Sutton, Ms. Bush and the audience moves on to discuss how the age of YA books have changed, that there really weren't any YA books until 10-15 years ago and that now some of these YA books aren't really appropriate for kids under 15. Ms. Bush continues on to discuss that this also becomes an issue because now the teens these books are aimed at aren't interested in reading YA or things they might find in the children's room.
-Sarah C.
Liberating The Reading Habbits of Children
This discussion was lead by Maggie Bush and Roger Sutton.
Maggie Bush is a reviewer for the Horn Book and for School Library Journal, and a teacher at
Roger Sutton is the editor of Horn Book Magazine.
Rodger Sutton started off by talking about aspects of the
For example, Article 5 was changed in 1967 by
Is it against the libraries mission to promote the idea that parents should limit their children’s reading? Do libraries have an obligation to allow children to have the same reading freedom as adults? Roger Sutton uses the problem if a child wants to read Harry Potter, but his parents think that it’s evil, what does a library do?
Maggie Bush says we are more an advocate for children, not a gatekeeper. Children need to be respected by their librarian. The librarian has to affirm the child’s interest, and also talk to the parent.
Some ideas for dealing with this situation include things like entering into a conversation with the parent can be useful. Ask questions, especially things like “Have you read this book?”
Parents should be encouraged to read books with children, and often get a new perspective on the work from the child. Sometimes compromise works between children and parents.
Children and teens need to be able to have privacy in their reading, says Roger. They need to be safe, and to be able to have access to books that even the librarian doesn’t know they’re reading.
If books can do good, can they also do harm? We don’t know exactly. Obviously some stories can frighten children, introduce topics that they may have trouble processing.
Maggie brought up the point that an emphasis of talking with children about what they are reading, and may be able to discuss that fear or understanding of what they are reading. This can develop the ability to deal with the subject. But it’s important, notes Roger, to let the child lead the discussion. If a parent is perceived as “Butting” in or intruding on their world and can actually make it worse between them.
The point was brought up that if a kid becomes uncomfortable with a book they will stop reading it.
Roger also made the point that YA is aimed for older teens now, some YA is aimed now for 15-18.
Maggie noted that YA lit has changed and expanded what the area covers, subject and age wise.
They also talked about how what one person finds inappropriate, another will think its fine for their kids.
It was a good talk, and some good points were raised, but not much was addressed about what to actually do about challenges, or how to balance a parents rights with a child. A lot of questions to think about, but unfortunately not too many answers.
Information on Maggie Bush can be found at
http://www.simmons.edu/gslis/about/faculty/bush.shtml
Roger Sutton’s blog is at http://www.hbook.com/blog/
-Sarah "The Dyslexic Librarian" Hodge-Wetherbe, Springfield Public Library
Options for Librarians & Para librariaans (Contd)
Kate from Carey Lexington, loves doing varied jobs and you have to love to do many different things. She does tech and reference and childrens.
There is constant learning.
Mary Johnson Lally- Interim director of Haverhill Public library.
Signed up for Bibliotemp as a lark. You get to pick and choose your assignments. http://www.bibliotemps.com/
She kept saying no due to a variety of reasons.
This position was supposed to last 4-6 months., This is her 18th month.
She calls herself the Poster child for bibliotemps.
. Unfortunately I have to leave now but I will make an effort to email the other panelists and obtain a summary of their talk,
There is constant learning.
Mary Johnson Lally- Interim director of Haverhill Public library.
Signed up for Bibliotemp as a lark. You get to pick and choose your assignments. http://www.bibliotemps.com/
She kept saying no due to a variety of reasons.
This position was supposed to last 4-6 months., This is her 18th month.
She calls herself the Poster child for bibliotemps.
. Unfortunately I have to leave now but I will make an effort to email the other panelists and obtain a summary of their talk,
OverDrive Update: Expanding Access to Digital Downloads
Product demo: Karen Potash, Collection Development Specialist, did a brief overview of the product using the Boston Public Library Digital Media site.
Formats available:
- audio books
- ebooks
- video
- music
All can be downloaded for free with a library card
Downloadable Digital Media Guided Tour provides a good overview for the patron.
Karen pointed out various search options.
Streaming audio allows borrower to preview part of a book or movie before borrowing.
Transferring to MP3 player is easy.
- highlight title
- click transfer
Patron support
1. contact library
2. forward to OverDrive support@libraryreserve.com
What's new at OverDrive? Lisa Coreno, Partner Services Associate
- Top audiobook titles constantly added to the collection
- Download Standing Order Plan - allows patrons to add popular titles automatically
- Holds Manager - allows library to determine how to manage holds
- Community Reserve - all library partners upload local content to share with other OverDrive partners
The biggest news of the session:
- iPod and other Apple product compatibility available by end of summer
- Also offering OverDrive Media Console for Mac
- Initial collection will be about 3000 titles. New titles constantly added
Digital Bookmobile
Nationwide tour to promote libraries' digital collections: digitalbookmobile.com
Digipalooza '08 in Cleveland, OH in July: Conference for OverDrive partners. Sign up at digipalooza.com
Best Practices for Libraries
Collection Development
- keep it fresh
- Keep it varied
- Automate
- Stay informed
Building your virtual library
- Marketplace
- Shop Now
- Diverse collection
- Multiple formats
Library staff training
- attend OverDrive training
- customized (free) training
- online courses
- train new employees as part of new staff orientation
- listen to a recorded session
- request recorded training
- watch the Guided Tour
Promote in the Library
- customized marketing materials - bookmarks, business cards, brochures
- website and catalog
- newsletter
- email
Participants offered suggestions for improving the interface, searching and sorting options.
Participants were urged to let publishers know that you want them to make their titles available on OverDrive.
Posted by Kathy Lowe
Community, Curriculum and Communication: Thoughts from a Successful Liaison Program
Community, Curriculum and Communication: Thoughts from a Successful Liaison Program
Speakers:
Heather Thompkins, Reference and Instruction Librarian for the Humanities, Gould Library, Carleton College
Ann Zawistoski, Reference and Instruction Librarian for the Sciences, Gould Library, Carleton College
Thursday, 1:45-3:00pm
Director of Carleton College Library was charged with making the library very visible. There is no collection development as part of the liaison program at Carleton College, but contacts are made on the model of curriculum development with additional options for teaching, and feedback on instruction. Heather and Ann handed out a sheet with the three pillars of Carleton's liaison service--
- Reference Desk
- Individual Consultants
- Classroom Instruction
- Desk
- Build and maintain breadth of knowledge
- Provide a place for immediate help
- work with students normally wouldn't see
- Provide one-on-one research
- Increase value of reference expertise
- Observe students working through research
- Develop subject expertise
- Hear faculty talk about research
- Learn about assignments
At Carleton, librarians are professional academics, not faculty; however, they participate in strong faculty development program and curricular initiatives, such as theoretical discussions on citations. The librarians also participate in curricular initiatives. The model allows Ann and Heather to establish relationship sin classes, workshops, discussions, and participate in curricular task forces.
Ann and Heather develop subject expertise, hear faculty talk about research, and learn about assignments. This then in turn works with the appointments so that Ann and Heather can reinforce conversations and interactions with professors when meeting with students one-on-one.
The reference desk is an important part of the service triangle. The liaison model is important in informing one another about other disciplines. The reference desk creates respect for other librarians and facilitates relationships with students and faculty. This relationship is evident in a movie created by the library staff at Carleton College. Ann and Heather filmed seniors giving advice to first year students about the importance and convenience of the library. This film is in conjunction with a grant used to study First Year Information Literacy in the Liberal Arts Assessment (FYILLAA). A real connection was established between students and the librarians, as students cited the librarians as the primary reason they patronize the library. There is a real level of camaraderie between the students and librarians.
Ann and Heather invite academic libraries to consider questions for consideration.
- How would you characterize your institution? Library? Community?
- What successful models of academic support exist outside the library?
- How do you see the questions you get from students and faculty changing?
- What would constitute success fro your liaison program? How would you evaluate the effectiveness of the program?
- How do you see student and faculty expectations shifting over time?
- What methods would you use to build a sustainable model or revise an existing model?
Check out Ann's Hero card used in promoting library services. Check out Heather's Hero card. You can view other Hero cards and learn more about the liaison program from the Carleton College Library website.
Stuck in a Rut
This was a panel of terrific and inspirational people. Led by moderator Justin Termini, we heard from last year's MLA Paralibrarian of the Year award winner, Laurie Christie from Natick; last year's MLA Paralibrarian Advocate of the Year award winner, Marnie Oakes the director of the Reuben Hoar Library of Littleton; former BPL staffer and union leader, Helen Graham; and Diane Faye, Reuben Hoar Library staff member and recipient of a PARA, a PAralibrarian Recognition of Achievement award.
Laurie Christie: Loves her job, even after 11 years, but after awhile everything is rote work. She did some booktalking, but needed a new project. She saw a need for some sort of program to engage teens. So she began a chess club. That was the start of Games Day on every early release day. She feels if you are stuck in a rut, you should challenge yourself. Ask: What can I do that's not being done? ... or that would be different? Use your imagination. She says it is important to have a supportive director, who says sure, what do you need? She realized there was a large population of non- English speakers who were not being served by her library - they were sending these people elsewhere for ESL. So she contacted the people they were sending them to, and suggested collaborating on this program. She has become a trainer of tutors. She wanted "something that's mine." You can create innovative programming with the support of the director.
Marnie Oakes: Marnie felt it is incumbent on you to expand yourself, frequently it will require that you must do a lot on your own time. Take it upon yourself to learn, to go to meetings or workshops, to sacrifice. It may not be just in the library. She told of someone who had said to her, they would much rather have support than resources. The question was asked, what if your director/trustees are not supportive? She says ganging up is ok! Look at grants. If all else fails, you can leave. It's not a good option in this economy, but you can plan... dream. She recommends rebellion!
Diane Faye: She is retired from BPL after working there MANY years, in MANY positions. Her
background is as support staff. Her dad was the library custodian, and he organized the workers. She had been doing clerical work, and went to bpl while deciding what to do.
She says you need to look at, besides what you like to do, what does your library need. Then do it, so they need you, too. Without the support from management, you are stuck in rut.
Helen Graham:
She was not unhappy with her job. She was... complacent. Then financial woes hit the library, and trustees were looking at staffing with volunteers. Everyone became resentful, and nervous. Her director (Marnie Oakes) encouraged them to get involved in the PARA program. Once they became involved, what looked like just another hard project became a group effort, and they began to recognize their own professionalism. Being more aware of all the things they are capable of and accomplish made them stronger. She thanks Marnie Oakes - sometimes it takes a push from above.
Justin Termini:
Participating in the Bookcart Drill Team gets them out of rut. He says even the stupid costume helps. It's team building.
Question from the audience:
How can we get other directors on board?
Marnie Oakes; maybe through general meetings of various consortia - there could be some report on the progress and value of the PARA program, and being involved in professional development. The PARA may seem less useful immediately, but it looks good on a resume, and opens conversation. A director who is hiring would see added value in a candidate with a PARA.
Laurie Christie: Loves her job, even after 11 years, but after awhile everything is rote work. She did some booktalking, but needed a new project. She saw a need for some sort of program to engage teens. So she began a chess club. That was the start of Games Day on every early release day. She feels if you are stuck in a rut, you should challenge yourself. Ask: What can I do that's not being done? ... or that would be different? Use your imagination. She says it is important to have a supportive director, who says sure, what do you need? She realized there was a large population of non- English speakers who were not being served by her library - they were sending these people elsewhere for ESL. So she contacted the people they were sending them to, and suggested collaborating on this program. She has become a trainer of tutors. She wanted "something that's mine." You can create innovative programming with the support of the director.
Marnie Oakes: Marnie felt it is incumbent on you to expand yourself, frequently it will require that you must do a lot on your own time. Take it upon yourself to learn, to go to meetings or workshops, to sacrifice. It may not be just in the library. She told of someone who had said to her, they would much rather have support than resources. The question was asked, what if your director/trustees are not supportive? She says ganging up is ok! Look at grants. If all else fails, you can leave. It's not a good option in this economy, but you can plan... dream. She recommends rebellion!
Diane Faye: She is retired from BPL after working there MANY years, in MANY positions. Her
background is as support staff. Her dad was the library custodian, and he organized the workers. She had been doing clerical work, and went to bpl while deciding what to do.
She says you need to look at, besides what you like to do, what does your library need. Then do it, so they need you, too. Without the support from management, you are stuck in rut.
Helen Graham:
She was not unhappy with her job. She was... complacent. Then financial woes hit the library, and trustees were looking at staffing with volunteers. Everyone became resentful, and nervous. Her director (Marnie Oakes) encouraged them to get involved in the PARA program. Once they became involved, what looked like just another hard project became a group effort, and they began to recognize their own professionalism. Being more aware of all the things they are capable of and accomplish made them stronger. She thanks Marnie Oakes - sometimes it takes a push from above.
Justin Termini:
Participating in the Bookcart Drill Team gets them out of rut. He says even the stupid costume helps. It's team building.
Question from the audience:
How can we get other directors on board?
Marnie Oakes; maybe through general meetings of various consortia - there could be some report on the progress and value of the PARA program, and being involved in professional development. The PARA may seem less useful immediately, but it looks good on a resume, and opens conversation. A director who is hiring would see added value in a candidate with a PARA.
EMPLOYMENT OPTIONS FOR Library Professionals & Paralibrarian
The panel consisted of:
Amy Gavelis agavalis@minlib.net
Jane Flanders jflanders@minlib.net
Kate LeppanenKate Leppanen@minlib.net
Mary Johnson Lally MJohnson@mvic.org
Margaret Cardello mcardello@cmrls.org
Kelly J Woodside woodside@simmons.edu
Well, this is my last blog before the BTDT so I will be leavin at 2:45 to meet my team and prepare for the big moment.
But for now, Let's concentrate on the Staffing Options program.
(Don't worry Maryellen I am not looking for another job, just blogging)
What are other ways to get job satisfaction?
The panel consists of people on different tracks, different jobs.
Amy & Jane are job sharers from Lincoln Library for 21 years.
Childrens librarians. They are lost without their puppets.
Job sharing is coming back. IT was popular in 85.
Characteristics of a job sharer- seek a partner with similar values an customer service options, Complimentary styles, skills & experience, similar work styles. Park your ego at the door., Trust Communication between one another is all important. Use notebooks, emaila, "Handoff time talking .
Having a sense of humor. Their notebooks weren't much help. one quote was
"Jane I'm sorry about the vomit last Saturday, At least the mother could have helped pick it uP"
-Job sharing- teams communicates so well you act as a single individual .
"Two heads Are Better Than One, Mary O' Handley
It's up to you to convince library , that Job sharing is a" good thing."
Kate from Lexington, FLoater librarian
Mary is interval director
Kelly Jo Woodside - career resource at Simmons
Amy Gavelis agavalis@minlib.net
Jane Flanders jflanders@minlib.net
Kate LeppanenKate Leppanen@minlib.net
Mary Johnson Lally MJohnson@mvic.org
Margaret Cardello mcardello@cmrls.org
Kelly J Woodside woodside@simmons.edu
Well, this is my last blog before the BTDT so I will be leavin at 2:45 to meet my team and prepare for the big moment.
But for now, Let's concentrate on the Staffing Options program.
(Don't worry Maryellen I am not looking for another job, just blogging)
What are other ways to get job satisfaction?
The panel consists of people on different tracks, different jobs.
Amy & Jane are job sharers from Lincoln Library for 21 years.
Childrens librarians. They are lost without their puppets.
Job sharing is coming back. IT was popular in 85.
Characteristics of a job sharer- seek a partner with similar values an customer service options, Complimentary styles, skills & experience, similar work styles. Park your ego at the door., Trust Communication between one another is all important. Use notebooks, emaila, "Handoff time talking .
Having a sense of humor. Their notebooks weren't much help. one quote was
"Jane I'm sorry about the vomit last Saturday, At least the mother could have helped pick it uP"
-Job sharing- teams communicates so well you act as a single individual .
"Two heads Are Better Than One, Mary O' Handley
It's up to you to convince library , that Job sharing is a" good thing."
Kate from Lexington, FLoater librarian
Mary is interval director
Kelly Jo Woodside - career resource at Simmons
Genre Block: Fantasy
As an avid fantasy reader, who's fallen behind on her fantasy reading, this was a great workshop to get a heads up on whats out there that I need to catch up on.
The speakers include: Susan Fichtelberg, the children’s librarian from Woodbridge Public Library. She’s also an author the author of Encountering Enchantment: A Guide to Speculative Fiction for Teens, published by Libraries Unlimited. She also contributed to the Continuum Encyclopedia of Young Adult Literature.
Bonnie Kunzel, who is a youth services and adolescent literacy consultant for the New Jersey state library.
Finally, we had Author Elizabeth Haydon, who’s works include Rhapsody, The Assassin King, and The Thief Queen’s Daughter.
One of the points brought up is that readers of fantasy don’t care how old the protagonist is. Adults read Harry Potter, kids read Lord of the Rings.
Some of the books covered were:
The Smoke Thief is the first of the new series about a race that can turn from human to dragon. The smoke thief is the first book, and it combines romance, adventure, and mystery.
The women of the underworld series by Kelly Armstrong has strong women that are supernatural creatures like werewolves and demons.
This is a long standing theme with many writers like Kelly Armstrong.
Jim Buitcher’s Dresden Files, is like Sam Spade if he was a wizard. Mystery and magic mixed together. Fantasy Film Noir. A very weird but excellent mix.
One of my favorites is the Thursday Next series, which is a mix of fantasy, sci-fi and detective stories. A world where if you have the original copy of a book you can enter it and change the book. Literary detectives have to keep this from happening, and Thursday Next is one of these detectives. There’s a spin off series to this called the Nursery Crimes series.
The Tales of the Ortori are set in an alternate world based on ancient Japan. This series is by Lian Hearn. This is a fantasy series that appeals very heavily to fans of anime and manga.
Heir to Seven Waters by Juliet Marillier is a fantasy series for teens and adults based on the fairy tale, the seven swans. Her YA series that starts with Wildwood Dancing, is a retelling of the 12 Dancing Princesses with vampires.
Terry Pratchett writes the Diskworld series, a fantasy series that is full of bizarre humor and satire. He is called “The fantasy worlds Douglas Adams” and it’s a well earned title. For folks that loved Hitchhikers Guide for the Galaxy, this is the series to grab.
Sarah Zettel’s series that starts with The Sword of the Deceiver is about an outcast lighthouse keeper’s daughter who is recruited to save an alternate world and finds her own power.
After the review of the fantasy series, Elizabeth Haydon spoke. She talked about librarians. “You folks were the internet before there was an internet” she said. Librarians, Miss Haydon says, are a guardianship of all human knowledge.
The value of librarians is reflected in her books, where a dragon in the next book she is about to publish, the dragon is a librarian.
No one really knows where the fantasy genre is going exactly. Hollywood is obviously using a lot of fantasy, with the Lord Of The Rings and Harry Potter. It’s wonderful, but can backfire and turn readers off of the genre. Subtle fantasy stories are coming out now, mixing more elements into fantasy.
Women too have been changing the genre as well. Many of the changes in fantasy are being created by women. Everyone from Mary Shelly to J.K Rowling, have made huge leaps in the genre.
She spoke about how many realistic fiction like “A Day No Pigs Would Die.”, are sad books that seem to reinforce the idea that life is hard. Fantasy helps to give kids a way to suspend disbelief. She spoke on fables, myths, and fairy tales, and the fact that they are a vital part of literary history. They teach kids to hope, to try and be bigger than they are. Sci-fi was what inspired scientists to try for the space, and get there.
“Fantasy fosters inspiration” She said.
She spoke about not writing to teach, but writing to tell a story. But she says she gets much feedback that she inspires them to see something different, or better themselves. She looks for the people that are most in need of the release and fun of fantasy. Soldiers, inmates, etc, all enjoy her work and find it inspiring. She spoke about being humbled by the idea her work can change lives.
Good messages, one could say morals, show up in an author’s work almost on their own. Things come into an authors work when they write with an open heart, she says. She calls it “Channeling”.
Elizabeth Haydon is a very powerful speaker, who talks about giving people the ability to dream and to hope through reading and fantasy. I’ve never personally thought of fantasy exactly in that way, but when she spoke of that idea it became very clear. A funny, and very caring woman, having heard her I am really eager to get a hold of her work.
You can find more information on Bonnie Kunzel at http://www.bonniekunzel.com
Elizabeth Haydon’s website is at http://www.elizabethhaydon.com/
Susan Fichtelberg’s site can be found at http://www.encounteringenchantment.com/
-Sarah "The Dyslexic Librarian" Hodge-wetherbe, Springfield Public Library
The speakers include: Susan Fichtelberg, the children’s librarian from Woodbridge Public Library. She’s also an author the author of Encountering Enchantment: A Guide to Speculative Fiction for Teens, published by Libraries Unlimited. She also contributed to the Continuum Encyclopedia of Young Adult Literature.
Bonnie Kunzel, who is a youth services and adolescent literacy consultant for the New Jersey state library.
Finally, we had Author Elizabeth Haydon, who’s works include Rhapsody, The Assassin King, and The Thief Queen’s Daughter.
One of the points brought up is that readers of fantasy don’t care how old the protagonist is. Adults read Harry Potter, kids read Lord of the Rings.
Some of the books covered were:
The Smoke Thief is the first of the new series about a race that can turn from human to dragon. The smoke thief is the first book, and it combines romance, adventure, and mystery.
The women of the underworld series by Kelly Armstrong has strong women that are supernatural creatures like werewolves and demons.
This is a long standing theme with many writers like Kelly Armstrong.
Jim Buitcher’s Dresden Files, is like Sam Spade if he was a wizard. Mystery and magic mixed together. Fantasy Film Noir. A very weird but excellent mix.
One of my favorites is the Thursday Next series, which is a mix of fantasy, sci-fi and detective stories. A world where if you have the original copy of a book you can enter it and change the book. Literary detectives have to keep this from happening, and Thursday Next is one of these detectives. There’s a spin off series to this called the Nursery Crimes series.
The Tales of the Ortori are set in an alternate world based on ancient Japan. This series is by Lian Hearn. This is a fantasy series that appeals very heavily to fans of anime and manga.
Heir to Seven Waters by Juliet Marillier is a fantasy series for teens and adults based on the fairy tale, the seven swans. Her YA series that starts with Wildwood Dancing, is a retelling of the 12 Dancing Princesses with vampires.
Terry Pratchett writes the Diskworld series, a fantasy series that is full of bizarre humor and satire. He is called “The fantasy worlds Douglas Adams” and it’s a well earned title. For folks that loved Hitchhikers Guide for the Galaxy, this is the series to grab.
Sarah Zettel’s series that starts with The Sword of the Deceiver is about an outcast lighthouse keeper’s daughter who is recruited to save an alternate world and finds her own power.
After the review of the fantasy series, Elizabeth Haydon spoke. She talked about librarians. “You folks were the internet before there was an internet” she said. Librarians, Miss Haydon says, are a guardianship of all human knowledge.
The value of librarians is reflected in her books, where a dragon in the next book she is about to publish, the dragon is a librarian.
No one really knows where the fantasy genre is going exactly. Hollywood is obviously using a lot of fantasy, with the Lord Of The Rings and Harry Potter. It’s wonderful, but can backfire and turn readers off of the genre. Subtle fantasy stories are coming out now, mixing more elements into fantasy.
Women too have been changing the genre as well. Many of the changes in fantasy are being created by women. Everyone from Mary Shelly to J.K Rowling, have made huge leaps in the genre.
She spoke about how many realistic fiction like “A Day No Pigs Would Die.”, are sad books that seem to reinforce the idea that life is hard. Fantasy helps to give kids a way to suspend disbelief. She spoke on fables, myths, and fairy tales, and the fact that they are a vital part of literary history. They teach kids to hope, to try and be bigger than they are. Sci-fi was what inspired scientists to try for the space, and get there.
“Fantasy fosters inspiration” She said.
She spoke about not writing to teach, but writing to tell a story. But she says she gets much feedback that she inspires them to see something different, or better themselves. She looks for the people that are most in need of the release and fun of fantasy. Soldiers, inmates, etc, all enjoy her work and find it inspiring. She spoke about being humbled by the idea her work can change lives.
Good messages, one could say morals, show up in an author’s work almost on their own. Things come into an authors work when they write with an open heart, she says. She calls it “Channeling”.
Elizabeth Haydon is a very powerful speaker, who talks about giving people the ability to dream and to hope through reading and fantasy. I’ve never personally thought of fantasy exactly in that way, but when she spoke of that idea it became very clear. A funny, and very caring woman, having heard her I am really eager to get a hold of her work.
You can find more information on Bonnie Kunzel at http://www.bonniekunzel.com
Elizabeth Haydon’s website is at http://www.elizabethhaydon.com/
Susan Fichtelberg’s site can be found at http://www.encounteringenchantment.com/
-Sarah "The Dyslexic Librarian" Hodge-wetherbe, Springfield Public Library
UR Research at the University of Rochester: an Institutional Repository case study.
UR Research at the University of Rochester: an Institutional Repository case study.
Suzanne Bell, Univerity of Rochester.
Institutional Repositories – Activities
· Collection
· Organization
· Categorization
· Sharing, Providing access
· Preservation
Look to the mission of the college/university - Research OR Teaching & Learning
REASONS WHY FACULTY/STUDENTS MIGHT WANT PARTICIPATE IN AN INSTITUTIONAL REPOSITORY
· To be seen, googled and be cited. They like open access.
· To impress the admin/ get tenure
· To safeguard and preserve work
· Ability to give out links rather than hand out papers to interested colleagues.
· As a way to attract future students
· For students : to build an online portfolio
OBVIOUS AND EASY COLLECTIONS:
· Faculty theses and Dissertations
· Student star papers (e.g. Civil War or Cape Cod History papers can be instructive to future students)
· Departments with a history of Grey Literature ( poetry, etc written by students and faculty)
· Multimedia: theatre productions, lectures, events.
· Commencements & memorabilia
· Special projects or initiatives unique to the institution.
· Publications: Newsletters, annual reports
· Institutional Research : statistical reports
· Administrative staff “institutional memory” papers or documents are often very interesting.
· Student research posters, presentations. Aesthetic project capstone.
POLICIES:
Need easy to understand, simple policies.
Open access or available only on site an important consideration, though open access can benefit.
SOME IDEAS
You might personalize the Institutional Repository
· Researcher pages.
· Theme pages
· Check the Hit Counters
FUNDING!
IMLS grants are great and easy to get!
UR got one even for an anthropologist to study the IR!
Brenda
Suzanne Bell, Univerity of Rochester.
Institutional Repositories – Activities
· Collection
· Organization
· Categorization
· Sharing, Providing access
· Preservation
Look to the mission of the college/university - Research OR Teaching & Learning
REASONS WHY FACULTY/STUDENTS MIGHT WANT PARTICIPATE IN AN INSTITUTIONAL REPOSITORY
· To be seen, googled and be cited. They like open access.
· To impress the admin/ get tenure
· To safeguard and preserve work
· Ability to give out links rather than hand out papers to interested colleagues.
· As a way to attract future students
· For students : to build an online portfolio
OBVIOUS AND EASY COLLECTIONS:
· Faculty theses and Dissertations
· Student star papers (e.g. Civil War or Cape Cod History papers can be instructive to future students)
· Departments with a history of Grey Literature ( poetry, etc written by students and faculty)
· Multimedia: theatre productions, lectures, events.
· Commencements & memorabilia
· Special projects or initiatives unique to the institution.
· Publications: Newsletters, annual reports
· Institutional Research : statistical reports
· Administrative staff “institutional memory” papers or documents are often very interesting.
· Student research posters, presentations. Aesthetic project capstone.
POLICIES:
Need easy to understand, simple policies.
Open access or available only on site an important consideration, though open access can benefit.
SOME IDEAS
You might personalize the Institutional Repository
· Researcher pages.
· Theme pages
· Check the Hit Counters
FUNDING!
IMLS grants are great and easy to get!
UR got one even for an anthropologist to study the IR!
Brenda
Financial Literacy for Teen
Presenter: Vickie Beene-Beavers
Some Statistics (from 2004):
98% of teens reported spending rather than saving.
More than 1 in 5 youths (12-19) had their own credit card or access to one of their parents'.
Consumer Reports survey of 12 year olds:
28% didn't know that credit cards are a form of borrowing.
40% didn't know that banks charge interest
34% didn't know that you can't tell how good product is from by how much it's advertised.
Today's teen discretionary income:
US teens spent $155 billion in 2000 (mostly on clothing, cds and make up)
US teens spend $158 billion in 2005 and $168 billion in 2006
Children's spending has roughly doubled every ten years for the past 30 years, tripled in the 1990's.
Average adolescent spends $264 a month
Yearly spending increases from nearly $1500 at 12-13 to $4500 by ages 16 to17.
More young adults filed for bankruptcy than graduated from college in 2003.
* * *
In 2000 the SEC said that whole the problem used to be lac of information, now there is a glut of information. The problem being that people don't necessarily have the foundation in financial basics that allow them to use the information they have.
Advertising in teen magazines are for things that are typically very expensive (Coach, Yves St. Laurent, etc.) Not just for women- young men want to look good and will spend the money to do so and don't forget about the rims for their cars (which you can now get on layaway). Cell phones and new technology are the hippest new things that all young people want. - Young celebrities throw money around and they're the role models for our young people.
* * *
Basic Financial Literacy: Introduction to the knowledge and development of real-life skills for personal money-management.
Why should we be concerned:
There have been a number of examples of teens becoming entrepreneurs who have been very successful. Many more young people have the ability to better themselves and other people's live, but need the support (from people like us) to succeed.
Why should we have Financial Literacy programming?
2004 Harvard School of Ed study found that teens in entrepreneurship programs:
Increase in independent reading by 4%
Demonstrated a 32% increase in attending college
occupational aspirations rose by 44%
* * *
Actual Programming:
Vickie ran week-long programs introducing teens to the way finances work as well as the ways they could start a business. She had teen entrepreneurs and adult entrepreneurs come in and talked to teens. She mostly did advertising in newspapers.
Vickie put together an extensive presentation including many statistics and ideas that I'm sure she will be interested in sharing with you. Please email her at vbeenbeavers@semls.org for more information.
I will also be posting her bibliography as soon as I get it.
Some Statistics (from 2004):
98% of teens reported spending rather than saving.
More than 1 in 5 youths (12-19) had their own credit card or access to one of their parents'.
Consumer Reports survey of 12 year olds:
28% didn't know that credit cards are a form of borrowing.
40% didn't know that banks charge interest
34% didn't know that you can't tell how good product is from by how much it's advertised.
Today's teen discretionary income:
US teens spent $155 billion in 2000 (mostly on clothing, cds and make up)
US teens spend $158 billion in 2005 and $168 billion in 2006
Children's spending has roughly doubled every ten years for the past 30 years, tripled in the 1990's.
Average adolescent spends $264 a month
Yearly spending increases from nearly $1500 at 12-13 to $4500 by ages 16 to17.
More young adults filed for bankruptcy than graduated from college in 2003.
* * *
In 2000 the SEC said that whole the problem used to be lac of information, now there is a glut of information. The problem being that people don't necessarily have the foundation in financial basics that allow them to use the information they have.
Advertising in teen magazines are for things that are typically very expensive (Coach, Yves St. Laurent, etc.) Not just for women- young men want to look good and will spend the money to do so and don't forget about the rims for their cars (which you can now get on layaway). Cell phones and new technology are the hippest new things that all young people want. - Young celebrities throw money around and they're the role models for our young people.
* * *
Basic Financial Literacy: Introduction to the knowledge and development of real-life skills for personal money-management.
Why should we be concerned:
- It's what we do, we provide information to the public to assist them in making informed choices.
- We can help support 21st Century Learning practices by offering students what they need to understand.
- Today's teens are future taxpayers and need a reason to support our institutions if local governmental budgets dwindle.
There have been a number of examples of teens becoming entrepreneurs who have been very successful. Many more young people have the ability to better themselves and other people's live, but need the support (from people like us) to succeed.
Why should we have Financial Literacy programming?
- To attract new library users and expose them to the value, role an resource of the public library.
- Opportunities for intergenerational programming and peer role-modeling
- Parents, teachers and librarians can discuss how important literacy is for future success.
- Community outreach, local industries and businesses will want to partner with the library.
- Still supporting our kids.
- This is our chance to support and introduce the Economic Standards for the State of Massachusetts.
2004 Harvard School of Ed study found that teens in entrepreneurship programs:
Increase in independent reading by 4%
Demonstrated a 32% increase in attending college
occupational aspirations rose by 44%
* * *
Actual Programming:
Vickie ran week-long programs introducing teens to the way finances work as well as the ways they could start a business. She had teen entrepreneurs and adult entrepreneurs come in and talked to teens. She mostly did advertising in newspapers.
Vickie put together an extensive presentation including many statistics and ideas that I'm sure she will be interested in sharing with you. Please email her at vbeenbeavers@semls.org for more information.
I will also be posting her bibliography as soon as I get it.
-Sarah C.
Exhibit Tips
The exhibits opened to a waiting crowd. Some great tips? Knitting Out Loud has a show special that might appeal to librarians in every community. (Our library has been a knitting community for years now.) Knitting Out Loud has produced six knitting books on audio. Buy five and receive one for free at the conference. You can schedule a library talk with Kathy Goldner, company owner. Yale University Press is distributing A Voter's Guide: Election 2008 by the editors of The New Republic which may or may not interest you. You can receive a free book, Encyclopedia of New England, Encyclopedia of New York, or Encyclopedia of Ireland from Yale University Press just by filling out a questionaire. Make sure you support the exhibits by visiting them. They make the conference possible.
Finding Your Message: Brands, Logos, and Taglines
Speaker: Elizabeth Doucett
Creating a Tagline:
From the library's vision statement, we can brainstorm on how to develop a Tagline.
You don’t need to pay a marketing firm huge sums of money – all you need is some inspiration from your staff and a good thesaurus
Great Examples:
West Palm Beach Public Library - An oasis of knowledge
Boston Public Library – Books are just the beginning
Quaker Oats - Warms your heart and soul
We need to think about what makes our library unique.
Another exercise is to have your patrons fill in the blank:
My library is the only place that I can________________.
If the library is not open then I go _________________.
This will give us how and why our patrons use the library. Remember: We have many messages that we want to get across but we need to just pick the most important one.
Creating a Tagline:
From the library's vision statement, we can brainstorm on how to develop a Tagline.
You don’t need to pay a marketing firm huge sums of money – all you need is some inspiration from your staff and a good thesaurus
Great Examples:
West Palm Beach Public Library - An oasis of knowledge
Boston Public Library – Books are just the beginning
Quaker Oats - Warms your heart and soul
We need to think about what makes our library unique.
Another exercise is to have your patrons fill in the blank:
My library is the only place that I can________________.
If the library is not open then I go _________________.
This will give us how and why our patrons use the library. Remember: We have many messages that we want to get across but we need to just pick the most important one.
And the Winner Is...Paralibrarian Awards and the PARA presentation
The Fourth Annual Awards Presentation, presented by the MLA Paralibrarian Section
Each year the Paralibrarian Section presents two awards, for Outstanding Paralibrarian of the Year and Paralibrarian Advocate of the Year, as well as the awarding of the PARA certificates of achievement to paralibrarians who have collected points and obtained certification levels I, II, or III. The meeting was presented by Denise Faucher, the committee member in charge of awards.
She opened the ceremony with a show of hands from the crowd to establish how many paralibrarians were present, as well as the number of MLS librarians in the audience. There was a fairly equal split, which reflected the impact that paralibrarians and librarians have on each other's careers. Denise presented the idea of paralibrarians as the foundation of libraries, the base upon which staffing is built as well as the support system that professional librarians count upon. Every position in the library is valuable, she said, from the director down to pages and aides.
Denise next explained the criteria which the board used to choose amongst the 15 nominations that they received for Outstanding Paralibrarian of the Year. Nominees were selected by colleagues, who submitted detailed letters explaining why their co-worker was right for the award. The committee would base their decisions on a set of criteria which they believe to exemplify the traits of an outstanding paralibrarian, essentially leading to the choice of the nominee who could most accurately be described as a problem solver with a professional attitude who strives to reach above and beyond the limitations of their job-title. According to Denise, every nomination letter received showed enormous amounts of work done by the subject.
The fifteen nominees are as follows:
Carla Burke, Brooks Free Library
Melissa Caissie, Hudson Public Library
Jeanne Crosby, Granby Free Public Library
Lois Elliott, Lawrence Public Library
Jacqueline Ellis, Haverhill Public Library
Barbara Fulchino, Robbins Public Library
Barabra Goldin, Emily Williston Memorial Library
Jo Ann Helenius, Forbush Memorial Library
Deborah Jankowski, Taconic High School Library
Sharon Keith, McGlynn School Library
Judith Lively, Amherst College Robert Frost Library
Joan Owcarsky, North Adams Public Library
Fern Sann, David and Joyce Milne Library
Susan Schaeffer, Forbes Library
Maureen Tulley, Nevins Memorial Library
The winner was Melissa Caissie of the Hudson Public Library. Melissa is a circulation/ILL supervisor who, according to her nomination letter, accomplishes tasks in a professional manner while going far beyond the limits of her job. She fills in for both reference and childrens when they are short staffed, as well as taking charge of a situation when the director is not in the building. Melissa was described as “exemplifying professionalism”. Her nomination letter explained Melissa's long history with the Hudson Public Library, where she started going as a young child when her brother worked as a page, eventually working as a page herself and finally making her way to her current position. This life-long commitment to the library has lead to Melissa's co-workers referring to her as “our Melissa”.
Melissa stepped up to receive her award, graciously thanking her colleagues.
The next award presented was that of Paralibrarian Advocate of the Year. This was presented by Committee Chairperson Gerry Deyermond. Gerry explained that this award was reserved for the director, supervisor, colleague or paralibrarian who knows the value of paralibrarians and demonstrates outstanding support for paralibrarians. Paralibrarians can't grow, Gerry said, without advocates.
This year's nominees were Hope Bodwell of the Monson Free Library and Jim Sutton of Memorial Hall Library.
The award went to Jim Sutton, who also happens to be the director of Gerry's library. Gerry presented Jim with the award, mentioning the support that he gave her in joining the Paralibrarian Section committee when the section was reformed. Gerry went on to point out Jim's equal treatment of all staff, regardless of their individual position in the library.
Jim accepted his award and explained that, when he was president of MLA in 2001, he and the board felt that it was necessary to find ways to make the organization grow. From this thought they placed a strong focus on the development of paralibrarians as members of MLA. Patrons do not know if the staff has an MLS or not, he said, therefore all staff members are equally essential in creating a properly functioning library. He stressed the importance of self-empowering staff members, through means such as the paralibrarian section, in order to give them a bigger picture of what goes on outside of their own libraries.
Next came the awarding of the PARA recognition of achievement awards. These were presented by Debbie Pennino, the committee member in charge of Career Development. This year's recipients were Carol Geary of Sutton Public library, who earned her PARA III, and Alison DaSilva, Past-Chairperson of the Paralibrarian Section committee, who received her PARA III as well. These certifications are based on three criteria, Debbie said, experience, education and professional activities.
Finally, a certificate of appreciation was given to Debbie Bockus for her diligent work in helping to establish the PARA certification program over the course of many years.
Each year the Paralibrarian Section presents two awards, for Outstanding Paralibrarian of the Year and Paralibrarian Advocate of the Year, as well as the awarding of the PARA certificates of achievement to paralibrarians who have collected points and obtained certification levels I, II, or III. The meeting was presented by Denise Faucher, the committee member in charge of awards.
She opened the ceremony with a show of hands from the crowd to establish how many paralibrarians were present, as well as the number of MLS librarians in the audience. There was a fairly equal split, which reflected the impact that paralibrarians and librarians have on each other's careers. Denise presented the idea of paralibrarians as the foundation of libraries, the base upon which staffing is built as well as the support system that professional librarians count upon. Every position in the library is valuable, she said, from the director down to pages and aides.
Denise next explained the criteria which the board used to choose amongst the 15 nominations that they received for Outstanding Paralibrarian of the Year. Nominees were selected by colleagues, who submitted detailed letters explaining why their co-worker was right for the award. The committee would base their decisions on a set of criteria which they believe to exemplify the traits of an outstanding paralibrarian, essentially leading to the choice of the nominee who could most accurately be described as a problem solver with a professional attitude who strives to reach above and beyond the limitations of their job-title. According to Denise, every nomination letter received showed enormous amounts of work done by the subject.
The fifteen nominees are as follows:
Carla Burke, Brooks Free Library
Melissa Caissie, Hudson Public Library
Jeanne Crosby, Granby Free Public Library
Lois Elliott, Lawrence Public Library
Jacqueline Ellis, Haverhill Public Library
Barbara Fulchino, Robbins Public Library
Barabra Goldin, Emily Williston Memorial Library
Jo Ann Helenius, Forbush Memorial Library
Deborah Jankowski, Taconic High School Library
Sharon Keith, McGlynn School Library
Judith Lively, Amherst College Robert Frost Library
Joan Owcarsky, North Adams Public Library
Fern Sann, David and Joyce Milne Library
Susan Schaeffer, Forbes Library
Maureen Tulley, Nevins Memorial Library
The winner was Melissa Caissie of the Hudson Public Library. Melissa is a circulation/ILL supervisor who, according to her nomination letter, accomplishes tasks in a professional manner while going far beyond the limits of her job. She fills in for both reference and childrens when they are short staffed, as well as taking charge of a situation when the director is not in the building. Melissa was described as “exemplifying professionalism”. Her nomination letter explained Melissa's long history with the Hudson Public Library, where she started going as a young child when her brother worked as a page, eventually working as a page herself and finally making her way to her current position. This life-long commitment to the library has lead to Melissa's co-workers referring to her as “our Melissa”.
Melissa stepped up to receive her award, graciously thanking her colleagues.
The next award presented was that of Paralibrarian Advocate of the Year. This was presented by Committee Chairperson Gerry Deyermond. Gerry explained that this award was reserved for the director, supervisor, colleague or paralibrarian who knows the value of paralibrarians and demonstrates outstanding support for paralibrarians. Paralibrarians can't grow, Gerry said, without advocates.
This year's nominees were Hope Bodwell of the Monson Free Library and Jim Sutton of Memorial Hall Library.
The award went to Jim Sutton, who also happens to be the director of Gerry's library. Gerry presented Jim with the award, mentioning the support that he gave her in joining the Paralibrarian Section committee when the section was reformed. Gerry went on to point out Jim's equal treatment of all staff, regardless of their individual position in the library.
Jim accepted his award and explained that, when he was president of MLA in 2001, he and the board felt that it was necessary to find ways to make the organization grow. From this thought they placed a strong focus on the development of paralibrarians as members of MLA. Patrons do not know if the staff has an MLS or not, he said, therefore all staff members are equally essential in creating a properly functioning library. He stressed the importance of self-empowering staff members, through means such as the paralibrarian section, in order to give them a bigger picture of what goes on outside of their own libraries.
Next came the awarding of the PARA recognition of achievement awards. These were presented by Debbie Pennino, the committee member in charge of Career Development. This year's recipients were Carol Geary of Sutton Public library, who earned her PARA III, and Alison DaSilva, Past-Chairperson of the Paralibrarian Section committee, who received her PARA III as well. These certifications are based on three criteria, Debbie said, experience, education and professional activities.
Finally, a certificate of appreciation was given to Debbie Bockus for her diligent work in helping to establish the PARA certification program over the course of many years.
Technology Petting Zoo!
The Technology Petting Zoo is located at booths 501/502 in the middle of the Exhibit Hall.
Check out this video we made with a FlipVideo!
For links to products, go to http://del.icio.us/informationgoddess29/pettingzoo
For links to handouts, visit http://mlaconference.pbwiki.com/Petting+Zoo
Come to check out:
Dan petting the technology
How do you keep up with new technology?
Some websites to bookmark or add to your favorite feed reader:
EnGadget
C|Net
Wired
More links at http://del.icio.us/informationgoddess29/Technology; what do YOU recommend?
Check out this video we made with a FlipVideo!
For links to products, go to http://del.icio.us/informationgoddess29/pettingzoo
For links to handouts, visit http://mlaconference.pbwiki.com/Petting+Zoo
Come to check out:
- USB Flash drives
- Sony e-Reader
- Amazon Kindle
- MovieTime DVD projector
- Podcast Factory
- H2 digital recorder
- Canon GL DAT video camera
- Camtasia screen capture software
- SanDisk Memory Card Reader
- How to Create a Yahoo! Avatar
- How to use del.cio.us
- How to use Flickr
- How to use Library Thing
- How to Use Meebo
- How to use PBWiki
- How to Use Second Life
- Flip video cameras
- Video Podcasting (vodcasting)
- GPS
- Tablet PC (Friday)
- Clickers (Friday)
Dan petting the technology
How do you keep up with new technology?
Some websites to bookmark or add to your favorite feed reader:
EnGadget
C|Net
Wired
More links at http://del.icio.us/informationgoddess29/Technology; what do YOU recommend?
Book Truck Drill Team
Ok, fellow drill teamers. How can I concentrate on Brands, logos, marketing with the first MLA Book Truck Drill Team coming up in just a few more hours. Well, I have been good & did blog through most of it. So now I can have some fun and tell some more Drill Team stories. There are quite a few bloggers in here. so they will finish. Ms. Doucette is doing a wonderful job but I'm getting the Drill team jitters.
I wonder what the cleaning people thought when they went into my room this morning and saw all the strange objects I had scattered throughout the room. A laundry basket, 4 plungers, 10 hats, 10 pairs of gloves, in a drawer . 10 tunics, 10 tshirts.. How many people are staying in this room?
Well Gerry Deyermond, from Andover and I are wondering where the Plymouth and Sandwich people are. We haven't met anyone from there yet. Maybe they are hiding somewhere practicing. ( Gerry gave me that line.).
Well whatever happens today the MLA is making Drill Team history. Ok, we won't be in the history books but this will be something our team members will never forget, and for our audience.. a fun event during a great conference.
Tweet tweet for now.
I wonder what the cleaning people thought when they went into my room this morning and saw all the strange objects I had scattered throughout the room. A laundry basket, 4 plungers, 10 hats, 10 pairs of gloves, in a drawer . 10 tunics, 10 tshirts.. How many people are staying in this room?
Well Gerry Deyermond, from Andover and I are wondering where the Plymouth and Sandwich people are. We haven't met anyone from there yet. Maybe they are hiding somewhere practicing. ( Gerry gave me that line.).
Well whatever happens today the MLA is making Drill Team history. Ok, we won't be in the history books but this will be something our team members will never forget, and for our audience.. a fun event during a great conference.
Tweet tweet for now.
What's Your Brand?
Elizabeth Doucette, formerly the Assistant Director in Wakefield, is now the Library Director at Curtis Memorial Library in Brunswick, Maine serving the communities of Brunswick and Harpswell. While in Wakefield, Liz helped with the branding project (Where Wakefield Connects) and continues her marketing missions in Brunswick.
Finding Your Message-Brands, Logos and Taglines
Liz Doucett, Director of the Curtis Memorial library in Brunswick, Maine http://www.curtislibrary.com/ brought her vast experience with brand management to MLA today.
Marketing and Branding...How can they help my library and how do I get started...were the focus guestions.
Marketing is an umbrella term for strategy, planning, tactics, publicity and events. Branding is a component of marketing..just one piece...using your message and logo. The logo is the visual representation for your message . Branding is critical in a world of information overload and has become a site expectation to define a role and give alot of information quickly.
What you want to say has to be meaningful to the target audience. There is emotion based branding and there is attribute based branding. Emotion based is very powerful such as the VOLVO Saved My Life Club vs. the attribute based list of Beer ads. Emotion based branding is used to make a connection with your audience and change the way people think about you. Libraries want to stay away from a laundry list of information in there marketing.
Library message should address the everyday needs of their patrons and how those needs are met and what makes your library unique.
Examples of some library brands;
Boston Public Library "Books are just the beginning:
West Palm Beach Public Library "An oasis of knowledge"
Harris County Public Library "Your pathway to knowledge"
Library of Congress "More than a library"
When considering marketing...Is it unique, meaningful and relevant
Make sure you deliver on that message
Never promise what you can't deliver
Look for Liz Doucett's publication with ALA in June "Creating Your Library Brand"
joan h
Marketing and Branding...How can they help my library and how do I get started...were the focus guestions.
Marketing is an umbrella term for strategy, planning, tactics, publicity and events. Branding is a component of marketing..just one piece...using your message and logo. The logo is the visual representation for your message . Branding is critical in a world of information overload and has become a site expectation to define a role and give alot of information quickly.
What you want to say has to be meaningful to the target audience. There is emotion based branding and there is attribute based branding. Emotion based is very powerful such as the VOLVO Saved My Life Club vs. the attribute based list of Beer ads. Emotion based branding is used to make a connection with your audience and change the way people think about you. Libraries want to stay away from a laundry list of information in there marketing.
Library message should address the everyday needs of their patrons and how those needs are met and what makes your library unique.
Examples of some library brands;
Boston Public Library "Books are just the beginning:
West Palm Beach Public Library "An oasis of knowledge"
Harris County Public Library "Your pathway to knowledge"
Library of Congress "More than a library"
When considering marketing...Is it unique, meaningful and relevant
Make sure you deliver on that message
Never promise what you can't deliver
Look for Liz Doucett's publication with ALA in June "Creating Your Library Brand"
joan h
what's new in fantasy
Wow! What's new in Fantasy was great! and what's new in fantasy is lots of really exciting looking materials. I can't wait to start using these folks recommendations to get caught up.
We heard from Bonnie Kunzel - check her website:
www.bonniekunzel.com
and Susan Fichtelberg - check her website, too:
www.encounteringenchantment.com
The gave us a brief overview of the history of the fantasy genre, which really started with Tolkien, and which has gained renewed popularity recently with the advent of the Lord of the Rings movies, and the whole Harry Potter experience.
According to these women these are some of the best of the new:
Shana Abe - shapeshifting dragons!
They say, fangs & fur are in!
Kelley Armstong - werewolves, vampires, witches, demons, etc. Strong women & humor!
Kristen Britain's High King's Tomb, is adventure & shadow men - it's extraordinary!
Bujold's Sharing Knife series is essentially a May/Dec. romance at heart
Jim Butcher's Dresden files are Sam Spade with magic
David Gemmell's incredible Troy trilogy, which was finished by his wife after his death is a non-stop action/love story - very engrossing
Both of these women recommended and loved Elizabeth Haydon. She has a great series, The Symphony of Ages - The Assassin King is the latest. Has romance & time travel. We heard about a testimonial from a middle school boy who says this is the best fantasy ever!
Both also loved Juliet Marillier - she's fabulous! She bases her books on Grimm's tales.
George R R Martin - "The American Tolkien" wrote Ice Dragon which is recommended for5th grade and up.
Sarah Zettel has a series with a lighthouse keepers daughter in WI - She is an outcast and has magical powers but doesn't know. It's a rich, engaging series with a strong protagonist.
Following these wonderful recommendations, we heard from Elizabeth Haydon. She
talked about her love of librarians - she says they were "the internet before there was one."
She has a book Dragonslayer coming out in July.
Ms. Haydon is a strong advocate for the fantasy genre. She feels the emphasis on realistic fiction needs to be tempered with fantasy. Fantasy provides nutrients for the soul. It allows us to learn to dream. It gives us the imagination to allow for possibility and hope, and fosters inspiration.
She doesn't write to teach a lesson- she feels that is arrogance. She is just telling a story. But her mail has shown she has inspired people. There is a "pecking order" to who she responds to first when she hears from her fans. 1) Soldiers in the armed services in other country 2)Those who are incarcerated 3)children 4)those for whom English is a struggle - these are the people most in need of dreaming.
She strongly urged everyone to let publishers know what you want and what you like. They need that input to know which genres to keep and grow.
We heard from Bonnie Kunzel - check her website:
www.bonniekunzel.com
and Susan Fichtelberg - check her website, too:
www.encounteringenchantment.com
The gave us a brief overview of the history of the fantasy genre, which really started with Tolkien, and which has gained renewed popularity recently with the advent of the Lord of the Rings movies, and the whole Harry Potter experience.
According to these women these are some of the best of the new:
Shana Abe - shapeshifting dragons!
They say, fangs & fur are in!
Kelley Armstong - werewolves, vampires, witches, demons, etc. Strong women & humor!
Kristen Britain's High King's Tomb, is adventure & shadow men - it's extraordinary!
Bujold's Sharing Knife series is essentially a May/Dec. romance at heart
Jim Butcher's Dresden files are Sam Spade with magic
David Gemmell's incredible Troy trilogy, which was finished by his wife after his death is a non-stop action/love story - very engrossing
Both of these women recommended and loved Elizabeth Haydon. She has a great series, The Symphony of Ages - The Assassin King is the latest. Has romance & time travel. We heard about a testimonial from a middle school boy who says this is the best fantasy ever!
Both also loved Juliet Marillier - she's fabulous! She bases her books on Grimm's tales.
George R R Martin - "The American Tolkien" wrote Ice Dragon which is recommended for5th grade and up.
Sarah Zettel has a series with a lighthouse keepers daughter in WI - She is an outcast and has magical powers but doesn't know. It's a rich, engaging series with a strong protagonist.
Following these wonderful recommendations, we heard from Elizabeth Haydon. She
talked about her love of librarians - she says they were "the internet before there was one."
She has a book Dragonslayer coming out in July.
Ms. Haydon is a strong advocate for the fantasy genre. She feels the emphasis on realistic fiction needs to be tempered with fantasy. Fantasy provides nutrients for the soul. It allows us to learn to dream. It gives us the imagination to allow for possibility and hope, and fosters inspiration.
She doesn't write to teach a lesson- she feels that is arrogance. She is just telling a story. But her mail has shown she has inspired people. There is a "pecking order" to who she responds to first when she hears from her fans. 1) Soldiers in the armed services in other country 2)Those who are incarcerated 3)children 4)those for whom English is a struggle - these are the people most in need of dreaming.
She strongly urged everyone to let publishers know what you want and what you like. They need that input to know which genres to keep and grow.
FInding your Message ( or Branding is the Beginning
Liz Doucette
Marketing & Branding
is something that can be useful & helpful but don't know how to get started.
This should be a practical program of how to find your brand.
Marketing covers a lot of different Activities
Includes planning strategy and what kind of tools to use.
Promotions, Publicity. We need to do more preplanning.
Ask yourself What is the story you want to tell?
Branding is one component of marketing
a conversation, between anyone who wants to use your library
Story - Logo - Anything that represents your library
The conversation - who is the Target audience and what is the story.
Branding is like shorthand.
Why is branding important?
It is critical in a world of information overload.
- It helps cut through all
- Maakes you inique
- sets expectations
-defines role in community'
-a consistent look and feel
It is expected in this day and age.
The younger generation has grown up on brands.
Target audience- people who might be interested in using your services
Needs to be as broad as possible but specific to be efficient
Make sure your message look (brand) is developed so that your desired audience can hear your message.
Using more than 1 brand?
Parent brand as a whole. With sub brands that tie to the parent brand.
You can try to reach everyone in the community, but you have to think of all the different people in your community.
The message
What to say. Unique in terms of meeting the needs of your target audience. Make sure it is meaningful
-Emotion based
powerful because emotions are powerful
- Attributes
Must be unique and meaningful.
Don't do a laundry list. Don't do something unless it means something to your patrons.
Marketing & Branding
is something that can be useful & helpful but don't know how to get started.
This should be a practical program of how to find your brand.
Marketing covers a lot of different Activities
Includes planning strategy and what kind of tools to use.
Promotions, Publicity. We need to do more preplanning.
Ask yourself What is the story you want to tell?
Branding is one component of marketing
a conversation, between anyone who wants to use your library
Story - Logo - Anything that represents your library
The conversation - who is the Target audience and what is the story.
Branding is like shorthand.
Why is branding important?
It is critical in a world of information overload.
- It helps cut through all
- Maakes you inique
- sets expectations
-defines role in community'
-a consistent look and feel
It is expected in this day and age.
The younger generation has grown up on brands.
Target audience- people who might be interested in using your services
Needs to be as broad as possible but specific to be efficient
Make sure your message look (brand) is developed so that your desired audience can hear your message.
Using more than 1 brand?
Parent brand as a whole. With sub brands that tie to the parent brand.
You can try to reach everyone in the community, but you have to think of all the different people in your community.
The message
What to say. Unique in terms of meeting the needs of your target audience. Make sure it is meaningful
-Emotion based
powerful because emotions are powerful
- Attributes
Must be unique and meaningful.
Don't do a laundry list. Don't do something unless it means something to your patrons.
MLA Paralibrarian Section Annual Meeting and Breakfast
Presented by the MLA Paralibrarian Section Board.
Chair of the board Gerry Deyermond called the meeting to order at 8:35. The meeting began with an overview and approval of the minutes from last year's annual meeting (May 3, 2007) and minutes from the committee's previous meeting (April 17, 2007).
Following this, Gerry presented a summary of the Paralibrarian section's year-in-review. Highlights of the section's activities included:
Chair of the board Gerry Deyermond called the meeting to order at 8:35. The meeting began with an overview and approval of the minutes from last year's annual meeting (May 3, 2007) and minutes from the committee's previous meeting (April 17, 2007).
Following this, Gerry presented a summary of the Paralibrarian section's year-in-review. Highlights of the section's activities included:
- an increase in membership from 165 to 178 registered members
- the third year of a joint deal between ALA and MLA that includes discounted membership to both associations for paralibrarians
- the career development committee's review of online workshops
- the committee working with the ALA to establish their own paralibrarian certification program
- the Awards Committee's receipt of 15 nominations for Outstanding Paralibrarian of the Year, as well as two nominations for Paralibrarian Advocate of the Year
- the hosting of the first Book Cart Drill Team Competition at this year's conference
networking opportunities for paralibrarians at this year's conference
Vice Chair Justin Termini presented a membership report, stressing the need for a comprehensive email list of all active section members.
Treasurer Gael Nappa presented the annual treasurer's report, noting total expenses of $266.55 and a balance of $143.45 for the year.
Member-at-Large/Career Development Chair Debbie Pennino presented the career development report, highlighting two open positions on the committee. She stressed the committee's willingness to attend career development days at libraries as well as the committee's wish to start a paralibrarian mentoring program. She also mentioned the committee's work toward adding a PARA IV certification.
YSS Liaison Pat Link explained her capacity as a connection between the Youth Services committee and the paralibrarian section.
Past-Chairperson Alison DaSilva went further into the open positions on the committee. Treasurer Gael Nappa, whose term as Treasurer came to an end today, was nominated for the position of Secretary. A vote was called on this, with 14 in favor, none opposed and none abstaining. This leaves an open position in the Treasurer's position as well as one in Publicity. Alison put out an open call for nominations. She then went on to explain the formation of the Paralibrarian Section and its eventual growth over the years. As the Paralibrarian Section continues to grow and advocate for paralibrarians throughout the state the committee becomes more involved in various activities. The American Library Association is looking into creating a national certification system for paralibrarians; the committee is working with them to help establish this. The book cart drill team program has grown from a demonstration at last years conference to a full-blown competition this year, with four teams competing (the same number that competed at the ALA competition this year!). Alison pointed out the importance of paralibrarians within all libraries, as they form the foundation upon which the entirety of the staff is built.
Debbie Pennino pointed out the paralibrarian information available at the conference Career Center.
Gerry Deyermond then reminded everyone of the events the Paralibrarian Section is hosting today: the Paralibrarian Section Awards, Stuck in a Rut, and the Book Cart Drill Team Competition. She then opened the floor to questions, and, receiving none, urged everyone in the audience to speak to members of the board if they needed any help with anything. The meeting was officially closed at 9:25.
Academic Libraries have Friends (and Donors!) Thursday 10am
Academic Libraries have Friends (and Donors!) Thursday 10am
Emily Silverman Director of Library Development and Communication http://www.library.umass.edu/giving/howtogive.html UMass Amherst
Jay Schaeffer University of Massachusetts - Amherst. Director of Libraries http://www.library.umass.edu/
This series on library advocacy is underwritten jointly by MLA and ACRL.
Umass Amherst has 49 staff.
Silverman reaches out to alums. They have had a FRIENDS of the DUBOIS LIBRARY organization since the 70’s
Tips from Emily:
1. Believe in yourself - Her belief: this library is valuable, unique, does something that no other campus entity can, keeps evolving
2. Look like a winner – They changed from a “Woe is us” attitude in budget downturns. Quit whining.
3. Ask ask ask
4. Who do you know?
LOOK LIKE A WINNER
Some innovations with that CAN DO attitude which help U Mass
Creation of LEARNING COMMONS - open 24/5 hrs some days, landscaping, plantings, natural light http://www.umass.edu/learningcommons/ with the support of admin, writing center, career services, to bring about the concept of the learning commons to implement all kinds of services withing the library. http://www.umass.edu/learningcommons/lcfactsheet.pdf
There are workstation clusters, lots of light. Café called Procrastination Station. Individual and group seating. New policies. You can eat in the CAFÉ , we can staff 24hrs. Quiet study 2nd floor. Cellphone booths (funky red tubes where you can do your cellphone calls), laptop loaner program, digital repository) 600,000 to 1.2 million users in the last few years = potential DONORS
The LEARNING COMMONS was selected by the 50th reuion for Class of 1955 gift Library renovate one side of the library with landscaping, 1957 3 other sides for a pedestrian commons + an ongoing maintenance gift.
They sell a library mug, publicity is just a 8.5X11 trifold. They are not an official 501c organization. Members who donate $25 or more receive library FRIENDS newsletter, annual report and events. The newsletter is now few words, lots of pictures.
Creation of the courtyard gardens in the center of the library.
Ongoing Assessment
Surveys of users and nonusers, focus groups, events, information communication.
They let people know that they have taken their suggestions to heart.
ASK ASK ASK
They have defined their potential donors. Alums, Admin, Fac, Collectors of all kinds of things, Busines leaders. Some institutions look to parents of students.
They have worked with their retiring Faculty. Huge cohort of recently retired. The help them with their own personal libraries, ideas for giving their treasures to libraries when they are ready to downsize.
They look to alums for all kinds of fun realia. Freshman beenies, etc. http://www.library.umass.edu/giving/
Events http://www.library.umass.edu/dinner/ Had talk from famous alums, Jane Yolen. Ken Turan, Boston Antiquarian International Book Fair.
Business sponsorships for FRIENDS fundraising events.
The Second ASK. Any donors to UMass Amherst get in the Spring, a handsome note, asking for a second gift devoted to the library.
Bursar bills have a $65 “give to the library” addons.
They have some ENDOWMENT FUNDS.
http://www.library.umass.edu/giving/endowments.html
21st Century Library Technology Fund to support technology and infrastructure initiatives
Friends of the Library Endowment Fund to build the collections.
John W. Bennett Labor History Collection Endowment
Ann Elder Bestor Memorial Library Endowment for Business Reference for business reference materials
Howard E. and Margaret E. Barr Bigelow Endowed Fund for the Life Sciences Collection for biological sciences and geosciences journals
Randolph W. Bromery Library Endowment Fund to support initiatives that enhance the legacy of W.E.B. Du Bois, and to encourage academic scholarship that builds upon the contributions of the W.E.B. Du Bois Papers and related collections
Library Archive Fund for the preservation and restoration of archives
Oswald Tippo Library Endowment Fund for the acquisition of exceptional materials that enrich the scholarly collections
Veli W. and Ida G. L. Wallenius Library Endowment Fund for the acquisition of library materials and support of library programs representative of diverse cultures
Since the learning commons, donors have decided to fund technology and facility rather than just collections...
They have turned that joke /dog of a library into a benefit.
JAY SCHAEFFER – LIBRARY DIRECTOR
Recognizing donors. U Mass sends letters to donors $100 or more.
SMALL donors need to be recognized too. That’s good stewardship. They now send a colorful little Post card with students on the front.
There’s a difference between Donors and Friends. Friends often support the library philosophically, but they are not big givers.
NOBODY EVER GRADUATED FROM A LIBRARY,
BUT NOBODY EVER GRADUATED WITHOUT ONE
There is a “Director’s Council” These are people who are interested in advocating for support for the library. They are personal donors of at least $1000 to the library. Some have friends who are major donors for the library.
Parting shot from Jan Schaeffer: Always respect EVERY donation. Be visble, be sociable, be an advocate.
Brenda
Emily Silverman Director of Library Development and Communication http://www.library.umass.edu/giving/howtogive.html UMass Amherst
Jay Schaeffer University of Massachusetts - Amherst. Director of Libraries http://www.library.umass.edu/
This series on library advocacy is underwritten jointly by MLA and ACRL.
Umass Amherst has 49 staff.
Silverman reaches out to alums. They have had a FRIENDS of the DUBOIS LIBRARY organization since the 70’s
Tips from Emily:
1. Believe in yourself - Her belief: this library is valuable, unique, does something that no other campus entity can, keeps evolving
2. Look like a winner – They changed from a “Woe is us” attitude in budget downturns. Quit whining.
3. Ask ask ask
4. Who do you know?
LOOK LIKE A WINNER
Some innovations with that CAN DO attitude which help U Mass
Creation of LEARNING COMMONS - open 24/5 hrs some days, landscaping, plantings, natural light http://www.umass.edu/learningcommons/ with the support of admin, writing center, career services, to bring about the concept of the learning commons to implement all kinds of services withing the library. http://www.umass.edu/learningcommons/lcfactsheet.pdf
There are workstation clusters, lots of light. Café called Procrastination Station. Individual and group seating. New policies. You can eat in the CAFÉ , we can staff 24hrs. Quiet study 2nd floor. Cellphone booths (funky red tubes where you can do your cellphone calls), laptop loaner program, digital repository) 600,000 to 1.2 million users in the last few years = potential DONORS
The LEARNING COMMONS was selected by the 50th reuion for Class of 1955 gift Library renovate one side of the library with landscaping, 1957 3 other sides for a pedestrian commons + an ongoing maintenance gift.
They sell a library mug, publicity is just a 8.5X11 trifold. They are not an official 501c organization. Members who donate $25 or more receive library FRIENDS newsletter, annual report and events. The newsletter is now few words, lots of pictures.
Creation of the courtyard gardens in the center of the library.
Ongoing Assessment
Surveys of users and nonusers, focus groups, events, information communication.
They let people know that they have taken their suggestions to heart.
ASK ASK ASK
They have defined their potential donors. Alums, Admin, Fac, Collectors of all kinds of things, Busines leaders. Some institutions look to parents of students.
They have worked with their retiring Faculty. Huge cohort of recently retired. The help them with their own personal libraries, ideas for giving their treasures to libraries when they are ready to downsize.
They look to alums for all kinds of fun realia. Freshman beenies, etc. http://www.library.umass.edu/giving/
Events http://www.library.umass.edu/dinner/ Had talk from famous alums, Jane Yolen. Ken Turan, Boston Antiquarian International Book Fair.
Business sponsorships for FRIENDS fundraising events.
The Second ASK. Any donors to UMass Amherst get in the Spring, a handsome note, asking for a second gift devoted to the library.
Bursar bills have a $65 “give to the library” addons.
They have some ENDOWMENT FUNDS.
http://www.library.umass.edu/giving/endowments.html
21st Century Library Technology Fund to support technology and infrastructure initiatives
Friends of the Library Endowment Fund to build the collections.
John W. Bennett Labor History Collection Endowment
Ann Elder Bestor Memorial Library Endowment for Business Reference for business reference materials
Howard E. and Margaret E. Barr Bigelow Endowed Fund for the Life Sciences Collection for biological sciences and geosciences journals
Randolph W. Bromery Library Endowment Fund to support initiatives that enhance the legacy of W.E.B. Du Bois, and to encourage academic scholarship that builds upon the contributions of the W.E.B. Du Bois Papers and related collections
Library Archive Fund for the preservation and restoration of archives
Oswald Tippo Library Endowment Fund for the acquisition of exceptional materials that enrich the scholarly collections
Veli W. and Ida G. L. Wallenius Library Endowment Fund for the acquisition of library materials and support of library programs representative of diverse cultures
Since the learning commons, donors have decided to fund technology and facility rather than just collections...
They have turned that joke /dog of a library into a benefit.
JAY SCHAEFFER – LIBRARY DIRECTOR
Recognizing donors. U Mass sends letters to donors $100 or more.
SMALL donors need to be recognized too. That’s good stewardship. They now send a colorful little Post card with students on the front.
There’s a difference between Donors and Friends. Friends often support the library philosophically, but they are not big givers.
NOBODY EVER GRADUATED FROM A LIBRARY,
BUT NOBODY EVER GRADUATED WITHOUT ONE
There is a “Director’s Council” These are people who are interested in advocating for support for the library. They are personal donors of at least $1000 to the library. Some have friends who are major donors for the library.
Parting shot from Jan Schaeffer: Always respect EVERY donation. Be visble, be sociable, be an advocate.
Brenda
Mixing in Math
The session begins with a variety of games and activities set up on a table by the door where participants are asked to collect data for the presentation.
Presentation is by Martha Merson who is a project director for TERC.
Mixing in Math is aimed at creating ways for children to do math in school and out. They work with a lot of after school programs, YMCA's, etc. but realize they should be contacting libraries as well. They did some research to find out about what librarians want/need and then wrote a grant for government funding to help get Mixing in Math into libraries. This is a development project and they are looking for lots of feedback as it goes on.
* * *
Results of the early morning activities:
Did you eat breakfast: People had to put a red dot if they'd eaten breakfast and a blue dot if they hadn't. Discussion of what the ratio is, how do we know that? How could we do that in the library, put up a chart like that and put different kids of books around it (cooking, nutrition, etc.) Use it as a intro in a school library or library program as an entry point to get kids focused.
Can You Guess how many MPH a Cheetah can run? (poster where people make guesses)
People make guesses, what kind of math is that? How do you make those kinds of judgments? How could this be stretched into an activity, writing task-why would the cheetah be running, vocabulary-kilometers for the Olympics. How would this work in a library? Kids looking for books about cheetahs, asking more questions, etc. One participant says that in their library they are asking questions about the community and everyone brainstorms other ideas of questions that could be asked on the poster. (cheetahs can run appx. 70 mph, but we're not sure for how long)
Different areas of math done in activities: estimating, ordering, sequencing, data, speculating
* * *
Passes out information about Mixing in Math. Talks about a program they helped create and viewed that was done at the Newton Free Library with Debbie Foley (children's librarian - dfoley@minlib.net): “Mixing in Math Goes to the Library”
Martha then asks for a volunteer to count out beans by twos into a number of plastic cups. She asks how long it might take to cover the bottom of the cup, to fill the cup. She and a participant then read from some of the material provided (which can be found on the website).
On a table set up in the front of the room there are a variety of activities which Martha asks session-participants to look an and then present to the group. She does this to show that it is not difficult to learn how to use these games and activities. While some groups of people look at different games to present, the other participants play some of the games given out with the presentation materials.
The first group presents an activity where one person looks at a newspaper page for 30 seconds and has to find the largest number they can. They then give the paper to a partner and that person has 30 seconds to find the biggest number. Then they compare.
The second group presents an activity where everyone has to guess, or estimate, how many stars they can draw in one minute. Participants call out their guesses. Then they try it. Most people found that they drew more stars than they thought they could.
The last game involves having tags on your back. You don't know what it says on your back, but by asking people around you, you try to figure out what the correlating Dewey Decimal System number is to the words on the tag on your back. Then all participants get into order by Dewey number.
The presentation was wrapped up by discussing the different games and activities.
Presentation is by Martha Merson who is a project director for TERC.
Mixing in Math is aimed at creating ways for children to do math in school and out. They work with a lot of after school programs, YMCA's, etc. but realize they should be contacting libraries as well. They did some research to find out about what librarians want/need and then wrote a grant for government funding to help get Mixing in Math into libraries. This is a development project and they are looking for lots of feedback as it goes on.
* * *
Results of the early morning activities:
Did you eat breakfast: People had to put a red dot if they'd eaten breakfast and a blue dot if they hadn't. Discussion of what the ratio is, how do we know that? How could we do that in the library, put up a chart like that and put different kids of books around it (cooking, nutrition, etc.) Use it as a intro in a school library or library program as an entry point to get kids focused.
Can You Guess how many MPH a Cheetah can run? (poster where people make guesses)
People make guesses, what kind of math is that? How do you make those kinds of judgments? How could this be stretched into an activity, writing task-why would the cheetah be running, vocabulary-kilometers for the Olympics. How would this work in a library? Kids looking for books about cheetahs, asking more questions, etc. One participant says that in their library they are asking questions about the community and everyone brainstorms other ideas of questions that could be asked on the poster. (cheetahs can run appx. 70 mph, but we're not sure for how long)
Different areas of math done in activities: estimating, ordering, sequencing, data, speculating
* * *
Passes out information about Mixing in Math. Talks about a program they helped create and viewed that was done at the Newton Free Library with Debbie Foley (children's librarian - dfoley@minlib.net): “Mixing in Math Goes to the Library”
Martha then asks for a volunteer to count out beans by twos into a number of plastic cups. She asks how long it might take to cover the bottom of the cup, to fill the cup. She and a participant then read from some of the material provided (which can be found on the website).
On a table set up in the front of the room there are a variety of activities which Martha asks session-participants to look an and then present to the group. She does this to show that it is not difficult to learn how to use these games and activities. While some groups of people look at different games to present, the other participants play some of the games given out with the presentation materials.
The first group presents an activity where one person looks at a newspaper page for 30 seconds and has to find the largest number they can. They then give the paper to a partner and that person has 30 seconds to find the biggest number. Then they compare.
The second group presents an activity where everyone has to guess, or estimate, how many stars they can draw in one minute. Participants call out their guesses. Then they try it. Most people found that they drew more stars than they thought they could.
The last game involves having tags on your back. You don't know what it says on your back, but by asking people around you, you try to figure out what the correlating Dewey Decimal System number is to the words on the tag on your back. Then all participants get into order by Dewey number.
The presentation was wrapped up by discussing the different games and activities.
-Sarah C.
If You Build it, Will They Come?: Marketing from an Academic Library Point-of-View
If You Build it, Will They Come?: Marketing from an Academic Library Point-of-View
Speakers:
Lisa Wiecki, Assistant Director for Public Services and Outreach, Library and Technology Services, Brandeis University;
Joshua Wilson, Associate Director, Library and Technology Services, Brandeis University
I have a personal interest in this session. I wrote before that our library at Salem State College quite suddenly closed last October. In relocating in offices around campus, librarians really had to refashion and repackage what they do on a day-to-day basis. There seemed to be a lot of marketing involved in communicating with the campus what the librarians do, and do well, without a library building. This has been a good model for librarians to become highly visible in a profession that is constantly changing.
Lisa and Joshua introduced a tool that helps with communication, called the communication scorecard. There are two case studies in implementing marketing in an academic library.
Lisa and Joshua say they are a Liberal Arts/Research University and created a model for communication. The model is a distributed model designed for the 110 full time staff members in an effort to get the word out efficiently to campus constituents. There are still hurdles to effective communication with such a large number of staff--hence the scorecard that was created by Lisa and Joshua.
The presenters ask us to think about Aspects: Context (Project, Goals, Audience Focus), Message (Message clarity, Message consistency, message distribution, message frequency, and message timing), and Materials (collateral). These consist to make a Scorecard, or a model, to follow in marketing services. The case study Joshua reports on is Brandeis' migration to LATTE (Learning And Teaching Technology Environment).
Case Study:
Project LATTE
Context: Project
Name it LATTE (Learning And Teaching Technology Environment)
CONTEXT: Goals and audience
Scorecard: Context (On scale from 1-4)
Project = 3 (clearly defined?)
Goals = 3
Audience = 4 (defined?)
Clarity and Consistency
Told a 3-Part story
Spring
LISA talked about her case study. She held short info lit sessions once a week and sought participation from the Brandeis community. Here is the case study as it is followed by the scorecard.
Context: Project
Scorecard: Context
Lisa did not have ratings, but let the audience at the presentation vote.
Lisa had no budget--Assistant helped create logo
Thursdays@3:00 pm with the T as a tree and an owl at the top of the tree (owl=Brandeis logo)
Different flyer every week and changed color, which people were not fond of seeing.
Scorecard: Materials
Lisa had 10 sessions in the Fall, 8 in the Spring. predominantly staff who showed-up and raved about the number of staff who participated. Lisa never saw so many staff show-up.
Stuff that was "sexy" did well. Show-and-tell from archive, etc. Needed a different spin to services.
Meetings took place in "Commons" area of library where hip hang-out. udience at the presentation offered advice for working with faculty and finding other ways to arget students.
Joshua and Lisa then implemented a workshop for us at the presentation. The audience agreed to interview Heather Tompkins from Carleton College in Northfield, Minnesota. The audience participated in listening to Heather explain her project about imparting information literacy to faculty and helped to devise a scorecard to implement the project. Employed an interviewing technique based on the questions from the scorecard to really reflect and respond to a variety of projects.
Scorecard: Context (Why pursuing info literacy, learning and teaching with curriculum)
Speakers:
Lisa Wiecki, Assistant Director for Public Services and Outreach, Library and Technology Services, Brandeis University;
Joshua Wilson, Associate Director, Library and Technology Services, Brandeis University
I have a personal interest in this session. I wrote before that our library at Salem State College quite suddenly closed last October. In relocating in offices around campus, librarians really had to refashion and repackage what they do on a day-to-day basis. There seemed to be a lot of marketing involved in communicating with the campus what the librarians do, and do well, without a library building. This has been a good model for librarians to become highly visible in a profession that is constantly changing.
Lisa and Joshua introduced a tool that helps with communication, called the communication scorecard. There are two case studies in implementing marketing in an academic library.
Lisa and Joshua say they are a Liberal Arts/Research University and created a model for communication. The model is a distributed model designed for the 110 full time staff members in an effort to get the word out efficiently to campus constituents. There are still hurdles to effective communication with such a large number of staff--hence the scorecard that was created by Lisa and Joshua.
The presenters ask us to think about Aspects: Context (Project, Goals, Audience Focus), Message (Message clarity, Message consistency, message distribution, message frequency, and message timing), and Materials (collateral). These consist to make a Scorecard, or a model, to follow in marketing services. The case study Joshua reports on is Brandeis' migration to LATTE (Learning And Teaching Technology Environment).
Case Study:
Project LATTE
Context: Project
- WebCT heavily used; at great risk of failure
- Decision: Launch LATTE in Fall 2007
Name it LATTE (Learning And Teaching Technology Environment)
CONTEXT: Goals and audience
- Sophisticated, thoughtful, strategic approach
- use branding to enhance message
- focus on faculty audience
Scorecard: Context (On scale from 1-4)
Project = 3 (clearly defined?)
Goals = 3
Audience = 4 (defined?)
Clarity and Consistency
Told a 3-Part story
- Risk: WebCT in danger of failure
- Benefit: LATTE offers enriched environment for learning and teaching
- Support: LTS will offer excetional, innovative support for faculty and students
Spring
- CIO presentation to faculty meeting
- LATTE Project Action Plan
- Email and website news
- Clarity: 4 (Clear and concise?)
- Consistency:4 (disseminated consistently?)
- Distribution: 4
- Frequency: 4
- Timing: 4 (Appropriate timing--prior to semester start)
- Publications branding latte coffee bean packets, magnets, postcards and fliers
- Collateral: 4 (well-designed and eye catching)
LISA talked about her case study. She held short info lit sessions once a week and sought participation from the Brandeis community. Here is the case study as it is followed by the scorecard.
Context: Project
- Brandeis offers a wealth of services and resources
- 30,000 e journals and 250 databases
- mega huge challenge to get the word out
- Idea!
- Develop a weekly learning series to showcase services and info resources
- Name it Thursdays@3 (time no classes--theoretically students are available)
- Just dive in and do it approach
- Success criteria never really defined
- Target audience sometimes students, sometimes U employees, faculty, sometimes everyone
Scorecard: Context
Lisa did not have ratings, but let the audience at the presentation vote.
- Project (Project clearly defined?): 2
- Goals (communication success?): 2
- Audience Focus (audience clearly defined?): 2
- Flyers and table tents
- news alerts on our website, etc.
- Clarity: 3
- Consistency: 3
- Distribution: 4
- Frequency: 4
- Timing: 4
Lisa had no budget--Assistant helped create logo
Thursdays@3:00 pm with the T as a tree and an owl at the top of the tree (owl=Brandeis logo)
Different flyer every week and changed color, which people were not fond of seeing.
Scorecard: Materials
- Collateral (well-designed?): 2
Lisa had 10 sessions in the Fall, 8 in the Spring. predominantly staff who showed-up and raved about the number of staff who participated. Lisa never saw so many staff show-up.
Stuff that was "sexy" did well. Show-and-tell from archive, etc. Needed a different spin to services.
Meetings took place in "Commons" area of library where hip hang-out. udience at the presentation offered advice for working with faculty and finding other ways to arget students.
Joshua and Lisa then implemented a workshop for us at the presentation. The audience agreed to interview Heather Tompkins from Carleton College in Northfield, Minnesota. The audience participated in listening to Heather explain her project about imparting information literacy to faculty and helped to devise a scorecard to implement the project. Employed an interviewing technique based on the questions from the scorecard to really reflect and respond to a variety of projects.
Scorecard: Context (Why pursuing info literacy, learning and teaching with curriculum)
- Project: 3
- Goals: 3
- Audience: 4
- What message trying to send?
- How will your message change over lifespan of project?
- How will you maintain the consistency of your message?
- In what ways will you disseminate your message?
- Will these methods reach your target audience?
- What frequency and timing will best serve your communication effort?
- Clarity: 3-4
- Consistency: 3-4
- Distribution: 3
- Frequency: 2
- Timing: 3
- What collateral will you distribute?
- What resources will you allocate to create this collateral?
- How will this collateral amplify your message?
- 2
Journal Journal on the Wall – Who’s the Fairest of them all- A conversation with book review editors from Publisher’s Weekly and Library Journal
A discussion on how book review journals find reviewers and choose books to review
Speakers:
Librarians: Barbara Hoffert and Kathy Mikas
Reviews Editor from Publisher’s Weekly: Jonathan Segura,
Senior Editor Library Journal: Nancy Aberman
The session was introduced using a wonderful visual, a review journal with multiple post-it notes sticking out of every page. This was a great example of working journal that librarians use to decide how to spend our meager budgets.
The editors see up to 100 books a week. They receive galleys from publishers and are expected to have the book read and reviewed within a week or two. They must quickly move the books from their offices into a reviewers hands and then into print (either electronic or paper)
The audience for these review journals is primarily libraries. The journals review across the spectrum of genres: from nonfiction to chick-lit. An editor must assign the “right” book with the “right” reviewer. Most reviewers at Library Journal are librarians.
The audience used to be the book trade and book stores. This has changed. Now it is mostly libraries and librarians. However, their reviews make it to all of the online bookstores: Amazon, Barnes and Noble etc. so the audience can be virtually anyone. This makes the writing of the reviews more difficult. Speaking to librarians entails in-depth descriptions of the story. For the general public, the reviewers cannot give up plot and story.
How they choose reviewers:
Recommendation from present reviewers
Publish a call for reviewers on their website
Some people actually contact the review journals
These are paid position – but it doesn't pay too well- so don't quit your library job!
If the person has a specialty- such as a nonfiction subject - this makes it easier for the editors
Fiction must be broken down in to sub-genres and reviewers are sought for their abilities in that area.
The editors did stress that they are always looking for reviewers!!!
Some shocking numbers:
Publishers Weekly - 1600 reviews last year between 8 reviewers
Approximately 300,000 books are published a year
A review is an educated opinion. The reviewer must answer: What is this book trying to accomplish? Why is the author important? Whether the book is recommended or not? All in 200 words or less!
Speakers:
Librarians: Barbara Hoffert and Kathy Mikas
Reviews Editor from Publisher’s Weekly: Jonathan Segura,
Senior Editor Library Journal: Nancy Aberman
The session was introduced using a wonderful visual, a review journal with multiple post-it notes sticking out of every page. This was a great example of working journal that librarians use to decide how to spend our meager budgets.
The editors see up to 100 books a week. They receive galleys from publishers and are expected to have the book read and reviewed within a week or two. They must quickly move the books from their offices into a reviewers hands and then into print (either electronic or paper)
The audience for these review journals is primarily libraries. The journals review across the spectrum of genres: from nonfiction to chick-lit. An editor must assign the “right” book with the “right” reviewer. Most reviewers at Library Journal are librarians.
The audience used to be the book trade and book stores. This has changed. Now it is mostly libraries and librarians. However, their reviews make it to all of the online bookstores: Amazon, Barnes and Noble etc. so the audience can be virtually anyone. This makes the writing of the reviews more difficult. Speaking to librarians entails in-depth descriptions of the story. For the general public, the reviewers cannot give up plot and story.
How they choose reviewers:
Recommendation from present reviewers
Publish a call for reviewers on their website
Some people actually contact the review journals
These are paid position – but it doesn't pay too well- so don't quit your library job!
If the person has a specialty- such as a nonfiction subject - this makes it easier for the editors
Fiction must be broken down in to sub-genres and reviewers are sought for their abilities in that area.
The editors did stress that they are always looking for reviewers!!!
Some shocking numbers:
Publishers Weekly - 1600 reviews last year between 8 reviewers
Approximately 300,000 books are published a year
A review is an educated opinion. The reviewer must answer: What is this book trying to accomplish? Why is the author important? Whether the book is recommended or not? All in 200 words or less!
I'll Never Need to Remember This Stuff-Teach Real World Skills & Learn How to Mix in Math
This session was presented by Martha Merson Program Director for TERC an education research and development organization. http://www.terc.edu working with a grant from the National Science Foundation. http://www.nsf.gov/
The Mixing in Math focus is on improving math skills and math literacy in everyday, ,unstructured informal settings. http://mixinginmath.terc.edu
The session began with hands on activities displayed around the room from noting if you had eaten breakfast to estimating sugar content in cereals. The discussion demonstrated how these simple games and displays are teaching math skills; measuring, estimating, data collection, grouping, sorting, weighing, graphing, ratios, matching and sequencing.
There was much discussion of how to incorporate library resources while using a math activity. Always link activity with a book from "One Grain of Rice"-Demi, to "Can You Quess""-Brian Sargent and "Ten Minutes till Bedtime"-Peggy Rathmann. Great book display ideas such as cooking, nutrition, animals, museums, zoos...and the list goes on. Display table or math activity question at point of entry to regular storytimes is a great idea for kids to look at while they acclimate to their surroundings and communicate with the other children as they wait for the program to start and buys the librarian those extra few minutes that are always needed!
"Librarians can readily bring their own creativity to Mixing in Math, making the activities come to life with their favorite fiction and non-fiction books". Debbie Foley/Newton Free Library
"Embedded in these activities are science, math, literacy, and also the process skills you have to develop just to be successful in an academic environment.". Diane Miller/St. Louis Science Center
Most importantly, we use math skills everyday and kids are very willing to engage...keep it FUN, FUN, FUN!!
joan h
The Mixing in Math focus is on improving math skills and math literacy in everyday, ,unstructured informal settings. http://mixinginmath.terc.edu
The session began with hands on activities displayed around the room from noting if you had eaten breakfast to estimating sugar content in cereals. The discussion demonstrated how these simple games and displays are teaching math skills; measuring, estimating, data collection, grouping, sorting, weighing, graphing, ratios, matching and sequencing.
There was much discussion of how to incorporate library resources while using a math activity. Always link activity with a book from "One Grain of Rice"-Demi, to "Can You Quess""-Brian Sargent and "Ten Minutes till Bedtime"-Peggy Rathmann. Great book display ideas such as cooking, nutrition, animals, museums, zoos...and the list goes on. Display table or math activity question at point of entry to regular storytimes is a great idea for kids to look at while they acclimate to their surroundings and communicate with the other children as they wait for the program to start and buys the librarian those extra few minutes that are always needed!
"Librarians can readily bring their own creativity to Mixing in Math, making the activities come to life with their favorite fiction and non-fiction books". Debbie Foley/Newton Free Library
"Embedded in these activities are science, math, literacy, and also the process skills you have to develop just to be successful in an academic environment.". Diane Miller/St. Louis Science Center
Most importantly, we use math skills everyday and kids are very willing to engage...keep it FUN, FUN, FUN!!
joan h
Positioning the Academic Library for the 21st Century: a New Model of Library Centrality. Thursday, May 8 8:30
Positioning the Academic Library for the 21st Century: a New Model of Library Centrality. Thursday, May 8 8:30
KEYNOTE ADDRESS
Susan Parker, Ph.D. Deputy University Librarian and CFO UCLA library. Research interest: the role of the academic library
Susan C. Scrimshaw, President, Simmons College, formerly dean of the U of IL at Chicago School of Public health. Research interest: gender, ethnicity, race, culture and their impact on public health.
This series on library advocacy is underwritten jointly by MLA and ACRL.
The 16 second elevator speech. If you had an administrator all to yourself for 16 seconds, what would you discuss: Budget, How busy the library is, Library is the heart of the University, How to improve outcomes.??????
What does Library is the heart of the University mean to YOU. What does it mean to your administrators. Does it transfer enough to realize actual resource support???
THE CENTRALITY of the LIBRARY is a value The Library contributes so fundamentally to the success of the University that it is absolutely central
TWO SEMINAL RESEARCH SOURCES ON THE CENTRALITY OF THE LIBRARY IN THE UNIVERSITY
1. Hackman’s research : Power and centrality in the allocation of resources in colleges and universities; Hackman, Judith Administrative Science Quarterly; 1985 Vol. 30, p61-77, 17p. She divided University units: Core and Peripheral and assessed How well units connected with the mission
2. Grimes’ 1998 book: Academic Library Centrality; Grimes, Deborah Jean; 1998, Chicago : Association of College and Research Libraries.
MODERN RESEARCH
Susan Parker’s own article: She and 6 others surveyed 6 public institutions, interviewed 6 University Presidents, 6 University provosts: “What does Library is the heart of the University mean to you?”
Attitudes of Presidents and Provosts on the University Library. By: Lynch, Beverly P.; Murray-Rust, Catherine; Parker, Susan E.; Turner, Deborah; Walker, Diane Parr; Wilkinson, Frances C.; Zimmerman, Julia. College & Research Libraries, May2007, Vol. 68 Issue 3, p213-227, 15p; (AN 25301281) EBSCO persistent link http://search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=25301281&site=ehost-live Cited References (5)
Authors: Lynch, Beverly P.1 bplynch@ucla.edu; Murray-Rust, Catherine2 Catherine.Murray-Rust@ColoState.edu; Parker, Susan E.3 sparker@library.ucla.edu; Turner, Deborah4 urned@u.washington.edu; Walker, Diane Parr5 dpw@virginia.edu; Wilkinson, Frances C.6 fwilkins@unm.edu; Zimmerman, Julia7 Zimnmerj1@ohio.edu
Parker et al. FINDINGS on the Centrality of the Library @ the University
Metaphor. heart of the University
Standards and Technology. Information literacy instruction/ technology
Mission: connection of the library to the university’s mission. Does that factor in funding? Parker claims there is a DIRECT
Research allocation: does favorable or unfavorable benchmark marks with other instituion affect
Indicators of Centrality:
One provost: “Library is the LIFEBLOOD”
It’s the psychological center of what it means to BE the University”
A Marketing Slogan. Something the Library Director
It is time to upgrade the criteria and look at libraries in a different mode
Top 3 indicators of Centrality in Parker’s study
1. LIBRARY’S ABILITY TO OBTAIN OUTSIDE FUNDING
2. VISIBILITY AND LEADERSHIP ON CAMPUS
3. CIRCULATION/INTERLIBRARY LOAN STATISTICS
Other values
4. TECHNOLOGY INNOVATION
5. QUALITY OF PERSONNEL
6. QUALITY OF SERVICE TO THE UNIVERSITY (and by extension, its community)
This suggests a new model of Centrality:
Increased visibility for the library in service to the University
Outside funding
Develop strategic goals that reflect the larger university mission and its values
Collaboration within and without the institution. Other units, other colleges, academic departments, individual faculty
A 2008 study by Judy Luther (President, Informed strategies) is well worth reading
White Paper
· University Investment in the Library: What's the Return? A Case Study at the University of Illinois at Urbana-Champaign 2008, by Judy Luther, President, Informed Strategies ( HTML PDF)
Focus was on grantwriting. The study actually came up with a monetary “return on investment”
OLD STRATEGIES
· Describe the library’s measurable contributions to the institution. Circ statistics etc. Lately, add electronic resources/information literacy to the mix of statistics.
NEW STRATEGIES
· Determine and understand what the university values
o Examples at UCLA: Faculty retention, research grants, demonstrable impact on the institution & community
· Speak clearly and compellingly about the library’s contribution toward enhancing or furthering those values
o SOME libraries even hire lobbyists. Umass has a parttime lobbyist.
A CONVERSATION between Scrimshaw and Parker ON “WHAT IS THE LIBRARY???”
Traditional view. The library was a place where physical items resided, were collected, cataloged, preserved.
Modern view.
Clients LEARN how to access, but also get HELP in accessing. Faculty and students guided strategic access.
The library is the GATHERING part of the campus. For study, to discuss together. Meaning: gathering rooms with access to resources, quiet reading spots with comfortable chairs. This has big implications for the architecture.
STRATEGY – for working with Administrators. Advice from Scrimshaw:
Find a way to get key decisionmakers to have an EXPERIENCE in the library. Reports don’t cut it.
· Reference engagement
· Information literacy
Find excuses to show archives and access.
Question for an Scrimshaw as a University President: What impacts your decisions about funding the library? What influences resource allocation?
More requests than money. What criteria do I use in allocating money to the library?
· Inflation in subscription maintenance
· Incremental services: adding to collections (documenting the impact would be great, however, how can one measure the increase in student productivity, faculty productivity?)
· Role of the librarian. Look at where the conversations are held? Library Director should report to the provost table with the deans who are competing for the same money.
· Look at data points: use student satisfaction surveys, LibQual, use Benchmarking with sister institutions.
How can libraries be protected in tough budget times? A Question for President Scrimshaw.
In budget reductions, some institutions protect library resources. UIL @Chicago did. Scrimshaw supported digitizing art resources for example as a strategy. Access to information needs to be protected for the good of ALL the instructional efforts on campus and off.
Comments from Scrimshaw
Antiquated libraries need to be redesigned to accommodate the new paradigm, listening VERY CAREFULLY to the user community. The Simmons library: people have coffee, it’s abuzz with energy and activity.
What about Information Literacy? How should libraries set themselves up to make an impact?
Provide “short courses” for faculty and students tailored to specific literacy skills.
Question for Parker re: her team’s research conversation with Presidents and Provosts: Most surprising comment by a College President: “You people are badgering me for money all the time..” Scariest moment. Obvious that the President had not experienced the library, did not personally use.
What was the Best Elevator speech either Parker and Scrimshaw have heard?
· Staff member chased Parker into the elevator, gave her an idea on paper about how we can deploy our workstation resources and save $50,000.
· 2 days ago Scrimshaw met archivist who is cataloging Martin Luther King’s papers @ BU, talking about the incredible power of the letters… how it made her feel to see and hold a letter from Medgar Evers to Martin Luther King. Powerful moment for Scrimshaw to see what the long lasting contributions of librarians/archival work to scholarship for the future. Worth the money!
ADVICE: There are costs to partnering, but it’s often well worth it.
Brenda
KEYNOTE ADDRESS
Susan Parker, Ph.D. Deputy University Librarian and CFO UCLA library. Research interest: the role of the academic library
Susan C. Scrimshaw, President, Simmons College, formerly dean of the U of IL at Chicago School of Public health. Research interest: gender, ethnicity, race, culture and their impact on public health.
This series on library advocacy is underwritten jointly by MLA and ACRL.
The 16 second elevator speech. If you had an administrator all to yourself for 16 seconds, what would you discuss: Budget, How busy the library is, Library is the heart of the University, How to improve outcomes.??????
What does Library is the heart of the University mean to YOU. What does it mean to your administrators. Does it transfer enough to realize actual resource support???
THE CENTRALITY of the LIBRARY is a value The Library contributes so fundamentally to the success of the University that it is absolutely central
TWO SEMINAL RESEARCH SOURCES ON THE CENTRALITY OF THE LIBRARY IN THE UNIVERSITY
1. Hackman’s research : Power and centrality in the allocation of resources in colleges and universities; Hackman, Judith Administrative Science Quarterly; 1985 Vol. 30, p61-77, 17p. She divided University units: Core and Peripheral and assessed How well units connected with the mission
2. Grimes’ 1998 book: Academic Library Centrality; Grimes, Deborah Jean; 1998, Chicago : Association of College and Research Libraries.
MODERN RESEARCH
Susan Parker’s own article: She and 6 others surveyed 6 public institutions, interviewed 6 University Presidents, 6 University provosts: “What does Library is the heart of the University mean to you?”
Attitudes of Presidents and Provosts on the University Library. By: Lynch, Beverly P.; Murray-Rust, Catherine; Parker, Susan E.; Turner, Deborah; Walker, Diane Parr; Wilkinson, Frances C.; Zimmerman, Julia. College & Research Libraries, May2007, Vol. 68 Issue 3, p213-227, 15p; (AN 25301281) EBSCO persistent link http://search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=25301281&site=ehost-live Cited References (5)
Authors: Lynch, Beverly P.1 bplynch@ucla.edu; Murray-Rust, Catherine2 Catherine.Murray-Rust@ColoState.edu; Parker, Susan E.3 sparker@library.ucla.edu; Turner, Deborah4 urned@u.washington.edu; Walker, Diane Parr5 dpw@virginia.edu; Wilkinson, Frances C.6 fwilkins@unm.edu; Zimmerman, Julia7 Zimnmerj1@ohio.edu
Parker et al. FINDINGS on the Centrality of the Library @ the University
Metaphor. heart of the University
Standards and Technology. Information literacy instruction/ technology
Mission: connection of the library to the university’s mission. Does that factor in funding? Parker claims there is a DIRECT
Research allocation: does favorable or unfavorable benchmark marks with other instituion affect
Indicators of Centrality:
One provost: “Library is the LIFEBLOOD”
It’s the psychological center of what it means to BE the University”
A Marketing Slogan. Something the Library Director
It is time to upgrade the criteria and look at libraries in a different mode
Top 3 indicators of Centrality in Parker’s study
1. LIBRARY’S ABILITY TO OBTAIN OUTSIDE FUNDING
2. VISIBILITY AND LEADERSHIP ON CAMPUS
3. CIRCULATION/INTERLIBRARY LOAN STATISTICS
Other values
4. TECHNOLOGY INNOVATION
5. QUALITY OF PERSONNEL
6. QUALITY OF SERVICE TO THE UNIVERSITY (and by extension, its community)
This suggests a new model of Centrality:
Increased visibility for the library in service to the University
Outside funding
Develop strategic goals that reflect the larger university mission and its values
Collaboration within and without the institution. Other units, other colleges, academic departments, individual faculty
A 2008 study by Judy Luther (President, Informed strategies) is well worth reading
White Paper
· University Investment in the Library: What's the Return? A Case Study at the University of Illinois at Urbana-Champaign 2008, by Judy Luther, President, Informed Strategies ( HTML PDF)
Focus was on grantwriting. The study actually came up with a monetary “return on investment”
OLD STRATEGIES
· Describe the library’s measurable contributions to the institution. Circ statistics etc. Lately, add electronic resources/information literacy to the mix of statistics.
NEW STRATEGIES
· Determine and understand what the university values
o Examples at UCLA: Faculty retention, research grants, demonstrable impact on the institution & community
· Speak clearly and compellingly about the library’s contribution toward enhancing or furthering those values
o SOME libraries even hire lobbyists. Umass has a parttime lobbyist.
A CONVERSATION between Scrimshaw and Parker ON “WHAT IS THE LIBRARY???”
Traditional view. The library was a place where physical items resided, were collected, cataloged, preserved.
Modern view.
Clients LEARN how to access, but also get HELP in accessing. Faculty and students guided strategic access.
The library is the GATHERING part of the campus. For study, to discuss together. Meaning: gathering rooms with access to resources, quiet reading spots with comfortable chairs. This has big implications for the architecture.
STRATEGY – for working with Administrators. Advice from Scrimshaw:
Find a way to get key decisionmakers to have an EXPERIENCE in the library. Reports don’t cut it.
· Reference engagement
· Information literacy
Find excuses to show archives and access.
Question for an Scrimshaw as a University President: What impacts your decisions about funding the library? What influences resource allocation?
More requests than money. What criteria do I use in allocating money to the library?
· Inflation in subscription maintenance
· Incremental services: adding to collections (documenting the impact would be great, however, how can one measure the increase in student productivity, faculty productivity?)
· Role of the librarian. Look at where the conversations are held? Library Director should report to the provost table with the deans who are competing for the same money.
· Look at data points: use student satisfaction surveys, LibQual, use Benchmarking with sister institutions.
How can libraries be protected in tough budget times? A Question for President Scrimshaw.
In budget reductions, some institutions protect library resources. UIL @Chicago did. Scrimshaw supported digitizing art resources for example as a strategy. Access to information needs to be protected for the good of ALL the instructional efforts on campus and off.
Comments from Scrimshaw
Antiquated libraries need to be redesigned to accommodate the new paradigm, listening VERY CAREFULLY to the user community. The Simmons library: people have coffee, it’s abuzz with energy and activity.
What about Information Literacy? How should libraries set themselves up to make an impact?
Provide “short courses” for faculty and students tailored to specific literacy skills.
Question for Parker re: her team’s research conversation with Presidents and Provosts: Most surprising comment by a College President: “You people are badgering me for money all the time..” Scariest moment. Obvious that the President had not experienced the library, did not personally use.
What was the Best Elevator speech either Parker and Scrimshaw have heard?
· Staff member chased Parker into the elevator, gave her an idea on paper about how we can deploy our workstation resources and save $50,000.
· 2 days ago Scrimshaw met archivist who is cataloging Martin Luther King’s papers @ BU, talking about the incredible power of the letters… how it made her feel to see and hold a letter from Medgar Evers to Martin Luther King. Powerful moment for Scrimshaw to see what the long lasting contributions of librarians/archival work to scholarship for the future. Worth the money!
ADVICE: There are costs to partnering, but it’s often well worth it.
Brenda
The Future of Bibliographic Control: Predictions, Pratfalls, Dread or Delight?
An authority with a long list of accomplishments and a strong commitment to bibliographic control, Janet Swan Hill, Professor, Associate Director for Technical Services at the University of Colorado Libraries, presented an overview and update her work as ALA representative on the Library of Congress Working Group on the Future of Bibliographic Control.
Janet Swan Hill's slides will be updated and available at: http://spot.colorado.edu/-hilljs/
Janet gave credit where credit was due by naming all of the members of the Working Group, although so early in the morning reminded me of a reading of biblical lineage. The profession is certainly indebted to all of those who have served in this important work, but there was so much emphasis on people and the process of meetings that I wondered whether we would ever get to what I thought should have been the focus: the future.
The Working Group Charge
There were three Public Meetings, Washington, D.C., Chicago, and Mountain View, CA, (Google Headquarters). Hill said some may have considered some of the locations or actions political, but then everything is considered political.
Feeling that if you can write cataloging rules, every thing else should be possible this momentous task was intense and quickly reported to the Library Community through electronic and other means. The "back and forths" of many different people with different viewpoints in the end resulted in the report which is a "what needs to be done" not a "how to do it" report.
However, the Working Group believes their recommendations are valid and they are hoping that the report will not sit on a shelf, but be a working document.
The Guiding Principles:
Janet Swan Hill's slides will be updated and available at: http://spot.colorado.edu/-hilljs/
Janet gave credit where credit was due by naming all of the members of the Working Group, although so early in the morning reminded me of a reading of biblical lineage. The profession is certainly indebted to all of those who have served in this important work, but there was so much emphasis on people and the process of meetings that I wondered whether we would ever get to what I thought should have been the focus: the future.
The Working Group Charge
- To present findings on how bibliographic control and other descriptive practices can effectively support management of a and access to library materials in the evolving information and technology environment
- To recommend ways in which the library community can collectively move toward achieving this vision
- To advise the Library of Congress on its role and priorities
There were three Public Meetings, Washington, D.C., Chicago, and Mountain View, CA, (Google Headquarters). Hill said some may have considered some of the locations or actions political, but then everything is considered political.
Feeling that if you can write cataloging rules, every thing else should be possible this momentous task was intense and quickly reported to the Library Community through electronic and other means. The "back and forths" of many different people with different viewpoints in the end resulted in the report which is a "what needs to be done" not a "how to do it" report.
However, the Working Group believes their recommendations are valid and they are hoping that the report will not sit on a shelf, but be a working document.
The Guiding Principles:
- Redefine Bibliographic Control
- Redefine Bibliographic Universe
- Redefine the role of the Library of Congress
Findings and Recommendations:
- Increase Efficiency of record production and maintenance
- Enhance Access to Rare, Unique, and Other Special Hidden Materials
- Position our Technology for the Future
- Position our Community for the Future
- Strengthen the Library and Information Science Production
There are three tiers of recommendations that further define the above, but can be fournd online
What's happening:
- LC on June 6, 2008 Committee receives the report
- LC will respond in time for the ALA Annual Conference (late June of 2008 in Anaheim)
- Joint Steering Committee intends to Continue RDA
- An ALCTS Group will review and respond to the report.
- Some things are already underway in test or pilot mode (guidelines for publishers to submit data to LC)
- Working Group members are making presentations
- A Report to LC on LCSH has been sent
- A Group to follow the Working Group's groundwork is being considered
Hill knew it was not possible to consider all of the recommendations in her talk because there are so many, so briefly here is what she presented.
Controversial Recommendations
- MARC as it exists today, is not sufficient. Something needs to be done. Although, this does not say MARC is dead, since it does exist worldwide in billions of cataloging records, some changes to move forward
- LSCH as it exists has limitations. Increase flexibility, availability, and interconnectivity.
- Work with vendors to raise awareness for the need for metadata
- Suspend work on RDA, at least for a time
Recommendations for all:
"Don't be so picky, but be grateful for what you can find"
- Be more flexible in accepting bibliographic data
- Use metadata supplied by sound recording, motion picture, and other audio visual distributing sources
- Use descriptive cataloging provided by book vendors and non-U.S. libraries whenever applicable
Sharing the Responsibilities
- Share responsibilities for contributing bibliographic data for the common good
- Identify others that can contribute data
- Expand the number of participants
- Increase collaboration on authority data
"Admit we cannot do everything!" Practical, flexible, and realistic cataloging.
Make the Discovery of Rare, Unique, and other special hidden materials:
- Encourage Digization
- Share materials of interest
- Making finding aids accessible online
"Bugging your Vendors may pay off"
- Consider different levels of cataloging that already exist
- Take advantage of non-library data
- Include patrong added data
Develop a better way to share data
Recognize what is useful to others.
- We all have a role
- Realize that not just cataloging, but contributing to the profession, is important
What's next?
Some of what comes next is up to us. Acceptance of change is important. Anyone who expects to be around longer than it takes to clear your desk off.
- Need to recognized the importance in all libraries
- Single tool is not effective
- We are part of a whole
- Past decisions may not be relevant any longer
Implications:
Recognize that we are all part of a whole.
Thoughtful information is shared on blogs and in other reports.
The Committee has been united, but are not in agreement on all levels.
"The future will overtake us, even if we try to keep our finger in the dike".
To learn more:
http://www.loc.gov/catdir/cpso/pre_vs_post.html
http://catprinciples.pbwiki.com/
Look for Thomas Mann's report
http://www.guild2910.org/WorkingGrpResponse2008.pdf
Other related URLs
http://www.catalogingfutures.com/catalogingfutures/2008/05/index.htm
http://www.ifla.org/VII/s13/frbr/frbr_2008.pdf
More food for thought..after the session ended. Hill quoted Texas Library School Professor, cataloging guru, Fran Miksa: "First you do the work, then you do the rules, then we develop the principles"
Ready for Reference
Susan McGlamery, Director of Question Point Programs @ OCLC presented an update. Susan started the 24/7 Reference Cooperative. Memorial Hall in Andover was the only library outside of Southern California to join the cooperative, a rare step and on the cutting edge indeed in reference services. MassAnswers and BLC joined at some point after.
If you haven't watched Desk Set with Tracy and Hepburn, do it soon! Susan reminded us that harnessing the vast powers of librarians like Bunny Watson goes back to the 1950s.
Susan gave many examples of how libraries, including the LOC in DC, are using Question Point in cooperatives or in house. Question Point integrates walk-up, phone, fax, email, web forms, co-browsing and chat together to address and answer questions - whether patron or librarian-driven. Falmouth Public Library and Memorial Hall in Andover are using multi-format online reference services.
Worcester Public Library will be testing the Qwidget-powered reference session soon. Susan described the process to add the Qwidget box to your own library's website. You need to be a Question Point library to do this. To see the Qwidget at work at the Arlington Heights Library in Illinois; it's similar to the Meebo widget.
Susan also introduced the CAPTCHA enhancement for foiling spammers. There are many wonderful ways to address reference needs. Check out Question Point for more answers.
MLA Technical Service Section Breakfast Meeting
The muffins were great and abundant, but the "busy bees" of the MLA Tech ServicesSection were mostly not in attendance for the brief meeting, including the election of officers put forward by Michael Stevens of Springfield College.
Slate of Officers for MLA Technical Services Section
Cecile Bianco, U Mass Medical, Chair for the upcoming year
Wei Jeng-Chu, Past Chair, Worcester Public Library
Jan Forgit, Pembrook, Vice Chair Technical Services
Jeremy Goldstein, Berkshire Atheneum, Member at Large
Lois Bacon, MLA Membership Committee Liaison
Lydia Pittman, Lasell College, Secretary
Catherine Willis, Boston Public Library, Member at Large
One ballot was cast for the slate of officers.
Other topics of discussion were:
The incredible and successful pre-conference with attendance at over 172 participants
Possible stand-alone program in the fall
Whether Technical Services Section should encourage a separate IT Section
Until that happens, IT would be included in the Tech Services section.
A few members reminisced about the sections history of teaching how to use the fax and that "scarey thing" the Internet.
Cecille Bianco thanked to all Committee Members and especially Wei Jeng-Chu, who was not in attendance.
Motion to adjourn.
Slate of Officers for MLA Technical Services Section
Cecile Bianco, U Mass Medical, Chair for the upcoming year
Wei Jeng-Chu, Past Chair, Worcester Public Library
Jan Forgit, Pembrook, Vice Chair Technical Services
Jeremy Goldstein, Berkshire Atheneum, Member at Large
Lois Bacon, MLA Membership Committee Liaison
Lydia Pittman, Lasell College, Secretary
Catherine Willis, Boston Public Library, Member at Large
One ballot was cast for the slate of officers.
Other topics of discussion were:
The incredible and successful pre-conference with attendance at over 172 participants
Possible stand-alone program in the fall
Whether Technical Services Section should encourage a separate IT Section
Until that happens, IT would be included in the Tech Services section.
A few members reminisced about the sections history of teaching how to use the fax and that "scarey thing" the Internet.
Cecille Bianco thanked to all Committee Members and especially Wei Jeng-Chu, who was not in attendance.
Motion to adjourn.
Reaching Out to Users Wherever They Are: Keeping Up-To-Date with QuestionPoint
Reaching Out to Users Wherever They Are: Keeping Up-To-Date with QuestionPoint
Speaker: Susan McGlamery, Global Product Manager, OCLC's QuestionPoint
Thursday, 8:30-10:30am
I like to start many of my blogs with links so that readers may get some background info on the presentation. I included links here assuming many of you might be interested in QuestionPoint, but are not sure where to begin looking.
Here are a couple of links:
http://www.questionpoint.org/
http://www.oclc.org/questionpoint/default.htm
Susan McGlamery is responsible for setting up the 24/7 reference cooperative in 2000, known as 24/7 Reference. 24/7 Reference was acquired by OCLC in 2004, now called QuestionPoint.
The goal, or challenge, is to bring the power of librarians into the convenient format of the computer. The reference service set out to meet the user's needs by being user centric and format independent. QuestionPoint meets user needs at the point of need that combines with the cooperative aspect--meaning that many libraries participate in responding to patron questions.
The cooperative offers 24 hour service to every member who chooses to participate. Libraries don't need to staff their reference desks at all hours.
The biggest public cooperative is Mass Answers here in Massachusetts; the biggest academic cooperative is the BLC, also here in Massachusetts.
The link to the reference service can appear on the library web page, library OPAC, library databases, elearning integration, or Open WorldCat. The linking feature offers a chat widget, called "qwidget." However, the qwidget is not available to all in the cooperative while QuestionPoint is still working out the kinks. Qwidget sessions appear in the QuestionPoint chat monitor. Arlington Heights Library has an example of a qwidget. Check it out here: http://www.ahml.info/find_information/
QuestionPoint also offers enhancement features, such as a spam eliminator by including a CAPTCHA after a patron posts a question online. QP also developed a "Chat 2" by placing the chat frame on the left-hand side, eliminating a lot of the coding, and making the interface easier to read, especially for people with screen readers--equity for QuestionPoint, especially for the visually impaired. QP also offers a knowledge base that allows patrons to search an FAQ database.
QP offers chat transcript, emails, and qwidgets, which are all distinguishable on the library's side when receiving patron inquiries. QP also offers a report feature. The reports are available for institutional supporters of QP, which can access Institutional Reports based on patron usage, including time of day questions, and still links to transcripts.
QP had about 350,000 chat requests received by the Coop. The Coop librarians picked up 195, 761 (59.15%). The rest is picked up by back-up staff. The number picked up by Coop librarians is a little more than half since it represents time librarians are working, which does not reflect questions being asked and answered at 3:00 am.
The QP presentation was pretty straight forward. There seemed to be some concern about the reference service expanding into a larger consortium for academic libraries. As it exists right now, many academic libraries are linked to a regional public library 24/7 reference service, such as MassAnswers. I'd like to hear what you use in your library for 24/7 reference and get your input on developing collaboratives for libraries to be a part of such a coop.
Speaker: Susan McGlamery, Global Product Manager, OCLC's QuestionPoint
Thursday, 8:30-10:30am
I like to start many of my blogs with links so that readers may get some background info on the presentation. I included links here assuming many of you might be interested in QuestionPoint, but are not sure where to begin looking.
Here are a couple of links:
http://www.questionpoint.org/
http://www.oclc.org/questionpoint/default.htm
Susan McGlamery is responsible for setting up the 24/7 reference cooperative in 2000, known as 24/7 Reference. 24/7 Reference was acquired by OCLC in 2004, now called QuestionPoint.
The goal, or challenge, is to bring the power of librarians into the convenient format of the computer. The reference service set out to meet the user's needs by being user centric and format independent. QuestionPoint meets user needs at the point of need that combines with the cooperative aspect--meaning that many libraries participate in responding to patron questions.
The cooperative offers 24 hour service to every member who chooses to participate. Libraries don't need to staff their reference desks at all hours.
The biggest public cooperative is Mass Answers here in Massachusetts; the biggest academic cooperative is the BLC, also here in Massachusetts.
The link to the reference service can appear on the library web page, library OPAC, library databases, elearning integration, or Open WorldCat. The linking feature offers a chat widget, called "qwidget." However, the qwidget is not available to all in the cooperative while QuestionPoint is still working out the kinks. Qwidget sessions appear in the QuestionPoint chat monitor. Arlington Heights Library has an example of a qwidget. Check it out here: http://www.ahml.info/find_information/
QuestionPoint also offers enhancement features, such as a spam eliminator by including a CAPTCHA after a patron posts a question online. QP also developed a "Chat 2" by placing the chat frame on the left-hand side, eliminating a lot of the coding, and making the interface easier to read, especially for people with screen readers--equity for QuestionPoint, especially for the visually impaired. QP also offers a knowledge base that allows patrons to search an FAQ database.
QP offers chat transcript, emails, and qwidgets, which are all distinguishable on the library's side when receiving patron inquiries. QP also offers a report feature. The reports are available for institutional supporters of QP, which can access Institutional Reports based on patron usage, including time of day questions, and still links to transcripts.
QP had about 350,000 chat requests received by the Coop. The Coop librarians picked up 195, 761 (59.15%). The rest is picked up by back-up staff. The number picked up by Coop librarians is a little more than half since it represents time librarians are working, which does not reflect questions being asked and answered at 3:00 am.
The QP presentation was pretty straight forward. There seemed to be some concern about the reference service expanding into a larger consortium for academic libraries. As it exists right now, many academic libraries are linked to a regional public library 24/7 reference service, such as MassAnswers. I'd like to hear what you use in your library for 24/7 reference and get your input on developing collaboratives for libraries to be a part of such a coop.
President's reception
The President of MLA, Kimberly Lynn, invited everyone to her "presidential suite" for a small reception at the end of the first full day of the conference. Now, I think if everyone had come, there is no way we would have made it into the room, but she had quite a good turnout, nonetheless. We were offered wine, fruit, cheese and good company. It was quite cosy, and a lot of fun. Thanks, Kim!
Proof That Wii Were Rocked! Gaming Night Pics
More snaps at http://www.flickr.com/groups/91829621@N00/
Gaming Lessons: Laura shows Jackie how to use the Wii-Mote; Anna explains the guitar controller to Gianna
Rock Star Librarians playing Rock Band
Anna - Guitar
Sarah - Drums
Nina - Vocals
Jeremy - Guitar
Face Off: Nora & Brooke compete in Guitar Hero
Gaming Lessons: Laura shows Jackie how to use the Wii-Mote; Anna explains the guitar controller to Gianna
Rock Star Librarians playing Rock Band
Anna - Guitar
Sarah - Drums
Nina - Vocals
Jeremy - Guitar
Face Off: Nora & Brooke compete in Guitar Hero
Get your game on! Wii will rock you!
YSS hosted the “Wii Will Rock You” gaming session tonight to introduce librarians to the world of video gaming. On hand to play was Dance Dance Revolution, Wii sports, Guitar Hero, and the newest game craze, Rock Band.
For those who have never played before, let me explain each game.
Guitar Hero is a game where you use a guitar shaped controller, designed to simulate playing a guitar. There are colored buttons on the neck to be pressed as colors light on the screen. A “Strum” button is also pressed at the same time. The more accurate your button mashing, the better the music sounds.
Rock Band is the same idea, but with two guitars. You also have a “drum” kit that you hit with colored drum pads that must be struck in the same order as colors on the screen. You also have a singer, who sings into a mic. The game rates accuracy for the musicians, and tone and pace of the singer.
Dance Dance Revolution is a game where you follow arrows on a screen by putting your feet on a mat with corresponding arrows on it in dance-like moves.
And Wii is the latest Nintendo gaming system that relies on the player actually going through the motions of the game. For example, if you’re bowling, you move the controller like you’re throwing a bowling ball.
I have to say, you’ve never had fun until you’ve gotten to sing “Should I Stay or Should I Go?” with a group of librarians you’ve just met. Folks really got into the swing of the night, and forgot to be shy. Many an MTV hopeful jumped on Rock Band, and rocked the room out. Many were beginners, having never played before, and there were some failed games. But you’d not find a single Simon in the room as everyone just cheered each other on and tried again.
And we had an unexpected surge of players when the walls between Ballroom 1 and 2 were removed after dinner was over! Suddenly, it was all about the live audience!
I’ve also discovered that while I cannot bowl to save my life, I’m apparently very good at Wii Bowling. I think it’s a different set of skills needed to play the game. Must be the hand eye coordination we gamers are always talking about.
The best thing about an event like this is how those who are a little more familiar with the games help those who have never played before. Some folks were a little shy and preferred to watch, which was just as fun. And everyone was able to laugh at themselves and have a good time learning.
I must say, some really talented folks came along. I was able to play some Rock Band with a young lady, who had an excellent voice. I imagine she must be a hit at Karaoke Night!
It was a great event, and many folks walked away with a little more understanding of video games and why so many folks love them. I got to walk away with a better bowling score. In the end, everyone won!
-Sarah “The Dyslexic Librarian” Hodge-Wetherbe, Springfield Public Library.
For those who have never played before, let me explain each game.
Guitar Hero is a game where you use a guitar shaped controller, designed to simulate playing a guitar. There are colored buttons on the neck to be pressed as colors light on the screen. A “Strum” button is also pressed at the same time. The more accurate your button mashing, the better the music sounds.
Rock Band is the same idea, but with two guitars. You also have a “drum” kit that you hit with colored drum pads that must be struck in the same order as colors on the screen. You also have a singer, who sings into a mic. The game rates accuracy for the musicians, and tone and pace of the singer.
Dance Dance Revolution is a game where you follow arrows on a screen by putting your feet on a mat with corresponding arrows on it in dance-like moves.
And Wii is the latest Nintendo gaming system that relies on the player actually going through the motions of the game. For example, if you’re bowling, you move the controller like you’re throwing a bowling ball.
I have to say, you’ve never had fun until you’ve gotten to sing “Should I Stay or Should I Go?” with a group of librarians you’ve just met. Folks really got into the swing of the night, and forgot to be shy. Many an MTV hopeful jumped on Rock Band, and rocked the room out. Many were beginners, having never played before, and there were some failed games. But you’d not find a single Simon in the room as everyone just cheered each other on and tried again.
And we had an unexpected surge of players when the walls between Ballroom 1 and 2 were removed after dinner was over! Suddenly, it was all about the live audience!
I’ve also discovered that while I cannot bowl to save my life, I’m apparently very good at Wii Bowling. I think it’s a different set of skills needed to play the game. Must be the hand eye coordination we gamers are always talking about.
The best thing about an event like this is how those who are a little more familiar with the games help those who have never played before. Some folks were a little shy and preferred to watch, which was just as fun. And everyone was able to laugh at themselves and have a good time learning.
I must say, some really talented folks came along. I was able to play some Rock Band with a young lady, who had an excellent voice. I imagine she must be a hit at Karaoke Night!
It was a great event, and many folks walked away with a little more understanding of video games and why so many folks love them. I got to walk away with a better bowling score. In the end, everyone won!
-Sarah “The Dyslexic Librarian” Hodge-Wetherbe, Springfield Public Library.
Wednesday, May 7, 2008
Dinner with Dorothea Benton Frank
Dinner at the Sea Crest in Falmouth was lovely and delicious, as always, and I never fail to make new friends there. And tonight, the entertainment was Dorothea Benton Frank, author of "Sullivan's Island," "The Christmas Pearl " and many others. She was a hoot! I never knew someone with a southern accent could talk so fast! She delivered an address that was both well prepared, and seemed completely extemporaneous, with anecdotes about falling between the cracks of risers in front of an audience of oblivious elders, to asking if anyone had seen her speak before so she knew how much of her material she could "recycle"! Her writing career began midlife when she responded to a slew of emotional setbacks by becoming angry enough to write. She needed to buy her "Momma's House" on Sullivan's Island, so write she did. Thus began, "Sullivan's Island" and her career. This was a delightful evening, and I now need to go and read everything she has ever written! Check out her website at: www.dotfrank.com
http://www.dotfrank.com/index.html
http://www.dotfrank.com/index.html
Wednesday at MLA
What a day, I had today. I lost my "a" key. I officially blogged for the first time. The absolute best for me was Robert Rivest, the mime. I was so relaxed after his class that I blogged the Web 2.0 without using a draft. Yay! This class (mime) should have been longer. and had more people. It was well worth it. The class went on the beach and talk about breathing! We are all set!
Now for the Book Truck Drill Team. I am in charge of the Rockin' Robbins. Most of the team, and we are a team ,is coming tomorrow. Working out the specifics of how they would all get here was harder than teaching them the drill. But it is worth the work. I hope that more libraries will participate in the future. It is a real team building exercise. One of my members, Willow Hersh, a part time Circ person designed and painted all our costumes. Mary Hatch a full time circ library assistant glued and magnetized our hats and truck designs.
I have to say whatever the judges decide. I am proud of our little crew and we are all looking forward to entertaining you all. more to come . . . . . .
Now for the Book Truck Drill Team. I am in charge of the Rockin' Robbins. Most of the team, and we are a team ,is coming tomorrow. Working out the specifics of how they would all get here was harder than teaching them the drill. But it is worth the work. I hope that more libraries will participate in the future. It is a real team building exercise. One of my members, Willow Hersh, a part time Circ person designed and painted all our costumes. Mary Hatch a full time circ library assistant glued and magnetized our hats and truck designs.
I have to say whatever the judges decide. I am proud of our little crew and we are all looking forward to entertaining you all. more to come . . . . . .
An evening at the Falmouth Public Library
The Falmouth Public Library opened its doors and invited the MLA Conference to check out their beautiful new facility this evening. We were given a warm welcome, a delicious reception in their brand new meeting room, and then a guided tour. They reopened to the public in March 2008 after being closed for 16 months for renovations and an addition of 8000 square feet. They repaired or replaced everything but the books! It is a gorgeous facility, in natural shades of greens and golds, with the most stunning glass dome in their lobby. And while it is beautiful, function was not sacrificed to style. With plenty of staff workspace, a room designed for the sole purpose of receiving book deliveries, two working fireplaces, and an appealing area designed exclusively for teens, this library is built to work and please. Very, very lovely.
Stories from Dorothea Benton Frank
Dottie wrote her first book because she was angry enough to write the book that 'she had to write.' Her first book was written when she was 43 years old when she had spent years mothering her children, fundraising and working for community organizations. She's had nine books published in the meantime ... and is working on another.
Dottie Frank is one frank woman. She is delightful and she woke all of us up from dinner stupor. (The sandy sunset, wine and carbohydrates in the bread and bisque.) Her anecdotal talk was full of fun, peppered with colorful language. Her mother, her husband, her mother-in-law and Gore Vidal were all victims of her barbs.
You can read descriptions and a bio at Ms. Frank's website.
Dottie Frank is one frank woman. She is delightful and she woke all of us up from dinner stupor. (The sandy sunset, wine and carbohydrates in the bread and bisque.) Her anecdotal talk was full of fun, peppered with colorful language. Her mother, her husband, her mother-in-law and Gore Vidal were all victims of her barbs.
You can read descriptions and a bio at Ms. Frank's website.
Photos!
Are you taking pictures at MLA? Did you know there is a MA Libraries Group on Flickr? Please join the group at http://www.flickr.com/groups/91829621@N00/ and add your conference--or library!--photos!
Don't forget to TAG them! (suggestions: mla08, mla2008, masslib, conference)
Some snaps from today:
Sue Ellen Szymanski talks about what YSS means to her
Emily Center Remer gets excited about IM Reference
Aaron Schmidt explains that "to teens, not having a screen name is like not having a phone."
Don't forget to TAG them! (suggestions: mla08, mla2008, masslib, conference)
Some snaps from today:
Sue Ellen Szymanski talks about what YSS means to her
Emily Center Remer gets excited about IM Reference
Aaron Schmidt explains that "to teens, not having a screen name is like not having a phone."
Book Buzz, continued...
Looks like this session has been pretty well covered by others, but I did want to add a couple things. One thing I found interesting was that the authors all agreed that various types of genre fiction, and its authors, are frequently segregated - "ghettoized" was an expression they used. They were suggesting we may want to move towards treating all fiction, as just fiction - not separating humor or romance, and just put an author's work all together.
The second half of this interesting session allowed representatives from HarperCollins and Macmillan Publishing companies to show us some of the great new books coming out over the rest of 2008. Looks exciting!
Bobby Brinson of HarperCollins suggesting checking their website:
www.harperlibrary.com
or if you'd like to communicate with someone there about a book you've read, try emailing at:
libraries@harperlibrary.com
Talia Ross of Macmillan offered the following link:
www.macmillanlibrary.com
and you can email her at:
talia.ross@macmillan.com
Both of these publishers have some amazing sounding books coming out.
The second half of this interesting session allowed representatives from HarperCollins and Macmillan Publishing companies to show us some of the great new books coming out over the rest of 2008. Looks exciting!
Bobby Brinson of HarperCollins suggesting checking their website:
www.harperlibrary.com
or if you'd like to communicate with someone there about a book you've read, try emailing at:
libraries@harperlibrary.com
Talia Ross of Macmillan offered the following link:
www.macmillanlibrary.com
and you can email her at:
talia.ross@macmillan.com
Both of these publishers have some amazing sounding books coming out.
Not Your Grandmother’s Library
The former executive director of NELINET, Marshall Keys, was the presenter for this talk. I’m not sure, but I think I sat in on one of his addresses last year at MLA and my opinion hasn’t changed…and neither has his.
He’s a good speaker, and a funny guy. He makes good points about libraries serving the public, but goodness, I have to wonder what librarians he’s been talking to! Every time he speaks he makes us sound like the stereotypical little old lady with a bun, glasses on chains, grumbling about how the internet is “ruining” reading.
I don’t know about you, but I don’t know many folks in my library that are so dead set against new technology that they gripe for the “old days”. Mostly we worry how to balance good information with new ways of giving it to people, but no one’s angry that “These darned kids don’t know a book from a carrot!”
Statistically, they do. Nationally, the number of library users is climbing, and those using traditional services like story hours are on an up, as the presenter of the YSS Meeting segment on Reach Out and Read pointed out.
Still, Keys makes some good points. Looking at how users get their information from hand held devices like Blackberries is a good thing for libraries to do. Most users coming in are looking at cell phones and other hand held devices for their entertainment and info. Having services like stations to download music, and other such ideas serve libraries well.
People want personalized services. Let’s face it, they want quick and easy. They don’t care to learn the dewy decimal system to find a book; they want things done for them. His point is that’s not a critique, its just reality. They want Netflix brought to their door.
We have to look at what patrons want from us, and where they’re going to get it when we can’t give it to them. His point being, look at the competitor and then do what you can to compete in new ways.
Games and computer 3d environments like Second Life are new and exciting areas for libraries that patrons want. We already know they want things like Facebook and MySpace. We have to be able to provide them.
He gave an example of a library that offers things like drinks in the library, a drive through book service, and many other ideas that combine what we like about the instant gratification of many businesses with more traditional library services.
I was pretty surprised to see that he states that privacy is not very important to the newer generation (and I’m 30 years old, so we must be talking teens here). He says that the idea that librarians should protect patron privacy is not something patrons care about, but connivance is.
Far be it for me to cry for the “old days”. I for one am eager to see more technology and expansion of services in the library. Things like Video Games, Anime, Comics, computer usage, production of online videos as part of library culture. I’m all for it, but I have to admit that there’s a part of me that must be an old fogy when I hear that online users would rather have something fast and easy, than worry about who might be looking at it too. Maybe it’s because I never understood the idea of posting pictures of myself in my underwear, but apparently preserving your privacy is no big deal any more.
Still, I found a lot of what he said very interesting. I just wish he’d start hanging out with the librarians I know, and loose the uptight unwilling to change model of librarians he seems to tote.
-Sarah "The Dyslexic Librarian" Hodge-Wetherbe, Springfield City Library
YSS Meeting
The meeting opened with coffee and snacks. I knew it was going to be a good one, as the brownies were excellent. It’s my experience no workshop with good food can be a bust.
The meeting started with a review of the March 10 minutes, and then went to voting for new officers. Maureen Ambrosino became vice chair. Bonnie Pierce became secretary.
A Ma teen book award and the committee is in its beginnin