More Petting Zoo Handouts!

Thanks to Heidi McCann for providing handouts and links to the products they showcased at the MLA Petting Zoo!

Clickers:

http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/crs_biblio.htm

http://www.educause.edu/ir/library/pdf/ELI7002.pdf

http://www.qwizdom.com/ (The Q4 specifically)

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:

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.
  

Sullivan added that "Compromise is short of true collaboration". In true collaboration, the needs of all are satisfied, and may result in the end product being greater than what was anticipated.

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.

Stages of Negotiation
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.

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

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

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.

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.


-

-

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:

• 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?

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!

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

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

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
  

POLICIES
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

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

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

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

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.

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

Democracy and Government Value of Libraries

• 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.

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.

-Sarah C.

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

• 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

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!