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January 27, 2007

We were short 3 packages of list style reading records; how should I go about sending in a claim for them

We were short 3 packages of list style reading records. How should I go about sending in a claim for them?

And I did find out that Highsmith ships UPS freight on large orders, such as for the state, but it might be a better option to ask for UPS ground for some of the shipping points since we don't have loading docks. The truck drivers are only responsible for getting the boxes to the tailgate of their truck--after that it's up to us. If we go UPS ground, they deliver the boxes just like they do every day. We'll have to remember this when we order next spring so we can ask for this on our order.

Carol Barta

North Central Kansas Libraries System

January 25, 2007

Gaming Discussion Group

While I missed part of the discussion group and was disappointed because I am co-chair, I couldn't pass up speaking at the Sirsi Dynix booth right before the meeting. It was announced on Saturday and Sunday at Midwinter that they are sponsoring the two main islands in the InfoIsland project on Second Life. This includes virtual library services on the adult grid as well as the teen grid. I mention this, because while Second Life is not a game, it shares some similarities such as participants creating their own experiences.

The Gaming Discussion group meeting also took place in Second Life, where participants joined us via text chat in the Open Air Auditorium on InfoIsland. Check out the YouTube video by HVX Silverstar here.

What I did catch was over 40 strong attendees sharing their library gaming stories, tips (ask gamers to bring in their own equipment or use a mobile console that can travel to the branches if buying one for each branch is not affordable), questions, tie-ins for Teen Tech Week (hosting tournaments), and justification for gaming as a viable and core service in libraries to administration (publications such as Gaming & Libraries: Intersection of Services by Jenny Levine is helpful for this).

Jami Schwarzwalder presented information on table top games including types such as card (including CCGs-collectible card games), miniature, and RPGs (role-playing games). Ideas for programs such as 'build a deck' tournament with Yu-Gi-Oh! cards to create a social group and friendly competition, partnering with a local gaming store for ideas and resources, and tapping into the readers of historical and fantasy fiction by offering a wide selection of table top games at the library. For reviews of table top games and various types, check out Jami's site here.

Scott Nicholson, from Board Games with Scott, was present to discuss how he reviews various games through instruction video on his web site.

Thank you to Sophie Brookover, for gathering publication ideas and a representative from School Library Journal for attending the meeting and talking with us afterward.

We discussed that a proposal was sent to the YALSA board to consider creating a video game selection list (similar to the other lists already in existence here). Since video games are content, many libraries circulate games, and game reviews are included in such publications as School Library Journal by Amy Phillips and Beck Spilver, YALSA would be a source many librarians would trust for game recommendations for their library. A proposal for 2008 was submitted by Gaming Discussion Group chair, Beth Gallaway, regarding delivering engaging programs around tabletop and video games for teens.

Handouts on Gaming and Community Building and Virtual Worlds, along with a YALS 2007 issue, Get Connected @ your library were shared with the group. One lucky winner walked away with a copy of Gaming & Libraries: Intersection of Services by Jenny Levine.

The discussion group concluded by learning how to play Set Game (available in card and online), Guillotine, and more.

Don't forget to join the LibGaming google group which is a forum for discussion of gaming and libraries. Also, consult or share your gaming information on Library Success: A Best Practices wiki.

Building Teen Communities Online

01/23/07

Filed under: ALA MW2007 — fharris @ 02:43:18 pm

The YALSA Institute on Building Teen Communities Online, held Friday, January 19th, saw an overflow crowd of enthusiastic attendees. The first speaker was Audra Caplan, former president of YALSA, now Director of the Harford County Public Library, Maryland. Her role was to give the director’s (principal’s, superintendent’s, etc.) perspective.

Audra began by describing the many barriers librarians cite when trying to implement technology services for young adults, from concerns about resources to basic discomfort in working with teenagers. Next Audra described many of these issues from the director’s point of view. A director must be sensitive to the political climate and composition of the community. Sometimes communities are conservative, yet they love the library. Audra often feels she walks a tightrope (her library receives an average of two challenges a month!). One approach is to add new services without lots of fanfare. Then people gradually learn about new services and fear of the unknown is minimized. In sum, Audra advised: 1. Make choices (you can’t have it all or do everything at once). 2. Don’t blindside your director. 3. Watch how certain types of use can put pressure on the computer network, and always communicate with technology department. 4. Turn lemons into lemonade. If you have rowdy, loud kids, what do you do? Always support the staff, but implement programming, even security, and meet the situation head on. 5. Understand that the director may be very busy. Your top priority is not necessarily the director’s, who is juggling everyone’s top priority and continually putting out fires. Be patient and don’t badger. 6. Be aware of the budget process. There are always restrictions. To buy video games, Audra’s system literally shaved funds off every other materials budget line. When you do ask for funds, make your arguments compelling and have your ducks in a row.

Audra had a number of suggestions for overcoming barriers. 1. First and foremost, create well thought-out proposals. Do your homework. Have statistics and use published research to bolster your case. 2. Directors, principals, and superintendents are often fairly ignorant about technology. Take explanations down to the level that the administrator will understand. Plant your seed first by supplying “for dummies” articles, then tend the seed. Use incentives for reluctant staff (like free mp3 players after attending professional development sessions!). Don’t reinvent the wheel. Use YALSA’s Teen Tech Week materials, YALSA's 30 positive uses of social networking document, and data from the Pew Internet and American Life Project and from the Chapin Hall Center for Children. 3. Figure out how you can make your boss or your local politicians look good. Collaborative efforts are always good. Join up with another library, agency, etc. 4. Find money. Seek out funds from “Buy” grants from local retailers, friends groups, and library foundations. Tell your director before you apply for a grant!

The second speaker was Linda Braun, LEO: Librarians and Educators Online. Her mission was to describe how social technologies help build community. She first demonstrated by (*warning, not pretty!*) recruiting four volunteers to record the song "Fame" on singshot.com, an online karaoke site with sharing features. What makes this a community activity? Everyone knows the song, everyone sings, those singing together form a community, by posting it you are sharing it. You can add other singers in your group to your friends list, share profiles, etc. Communities happen when people share common interests and have opportunities to bond over those interests. Librarians can participate in the communities that teens use to reach those who don’t come into our buildings.

Linda showed us how she created a list of resources for the Institute using the social bookmarking site del.icio.us. She had already added the links Audra spoke about and demonstrated how libraries can build community by distributing login information to a user group so all members of the group can contribute bookmarks. This simple tool connects not only people, but resources (which is a lot of what we’re about). In the school setting, I can imagine students build collaborative online pathfinders as they find resources for research projects.

Next Linda played excerpts from a couple of podcasts, one from a class of middle school students in La Crosse, Wisconsin who described their fears on the first day of 7th grade, and the other from a class that was doing research on arthropods. The teacher also made her own podcast in which she described the year-long process and how she educated the larger community about it (as Audra advised). Class members developed a much tighter sense of community as a result. Linda observed that communities can also be temporary, serve a specific function, or die a natural death when a function is over. It’s okay if things don’t last forever because interests change or services fall in and out of favor. It doesn’t mean the service or community has "failed." For example, in some teen communities, Facebook has become favored over MySpace. One library managed this shift by making a widget in its MySpace page that links to its Facebook page. It’s very important to have policies and guidelines for anything you build collaboratively with teens. Have a policy for who can be "friended," in the same way you have a collection development policy. Customize your online presence. One MySpace page approach doesn’t fit all libraries. You can use the bulletin feature on MySpace to get out a message to everyone in your friends group. Authors and musicians do this and we should too. It's a way to connect to the kids, especially to those who don’t necessarily come in to the library on their own.

Last, Linda spoke about connecting to teens through devices. We are missing a really big boat by not making more use of text messaging. We need to start thinking about how our websites display properly on cell phones. We need to keep acceptable use policies up to date because new devices and services create new issues, particularly in terms of privacy. Pick the tool or service that works for you in your environment at the current moment. You want to build trust. But don’t try to do what you can't do.

Next up were two speakers from My Own Café, of the Southeastern Massachusetts Library System, Vickie Beene-Beavers (Assistant Administrator for Youth Services) and Kathy Lussier (Technology Consultant). Their presentation included a 10-minute video of teen volunteers describing their experiences working on the project.

The basic mission of the My Own Café project is to assist member libraries in their provision of online services to teens. Using grant funding, the system recruited teens to advise on site’s content and design and hired a professional design team and a project manager. The site provides information services, communication services like message boards, some downloadable music from local bands, community and local information, and college and job information. Users can view all information, but must log in with a library card number to use interactive services. Teen moderators monitor the message boards and are heavily involved in decision-making and administrative issues, from establishing conduct and privacy policies to selecting the logo of the service.

Teens feel safe using My Own Café. Vickie reported that in many ways the teen moderators and stricter than librarians would be. They also have a strong sense of ownership in the partnership, particularly as suggestions they make are acted upon. For example, teens are now given the option of selecting different skins (backgrounds, appearances) when they log in. Not all the member libraries have come on board. And it has been harder to reach school librarians, who are working with lots of restrictions. Even though the message boards are heavily moderated, many schools do not allow any such service on their computer networks.

For those who would like to take a look at the full range of My Own Café services, these guest logins are currently available: January – login is guest, password is midwinter; February – login is guest, password is groundhog.

The day concluded with a panel on using gaming to promote community. Panelists were Beth Gallaway, Trainer/Consultant for Metrowest Massachussetts Regional System; Andy Fletcher, (Upper Deck Entertainment); Jean Gardner, YA Librarian and Team Leader for Topeka and Shawnee County Public Library; and Jami Schwartzwalder, recent MLIS graduate and instructor/volunteer on the virtual world Second Life. All agreed that gaming is social by nature, which makes it perfect for community-building efforts. The big take-home message from the panel was to be open to teen interests and to listen, listen, listen. You don’t have to be a gamer yourself, but you do need to listen to what the teen gamers tell you and be aware of basic trends. Games fall in and out of fashion. Certain types of games lend themselves more to community building than others. For example, in MMORPGs (massively multiplayer online role playing games) all participants have to work together to move through the quest. Panelists reported that even when kids have the technology to play a game at home, they come to the library to play with a group. Similarly, even when being competitive, teens help each other get better.

How can we in libraries facilitate the community aspect of gaming? You can provide the wherewithal even if you aren’t a gamer yourself. Programs or collections can support the activities that occur around gaming, like card trading, miniatures, and gaming-related magazines, books, and films. Support a gaming initiative with communication technologies like blogs (check out the comments on the Ann Arbor District Library gaming blog!) and by sponsoring clubs or discussion groups. Capitalize on teens’ tendency to be “format agnostic.” So don’t just put up book displays, but add related content like videos and other formats. Justify what you want to do by connecting adolescent developmental needs to gaming attributes. Recent research on learning has a lot to say about the positive role gaming can play. Gaming has become legitimized in ways not seen before.

All in all, it was a VERY full day and gave participants a great deal to think about.

January 23, 2007

Information for rural libraries

A report was given today at Chapter Relations Committee meeting from the ALA office of Literacy and Outreach Services.  They have a tip sheet available online at www.ala.org/rural or you may contact ALA and they will send you hard copies through the mail.  The title of this tip sheet is:

 The Small but Powerful Guide to Winning Big Support for your Rural Library

 There is also a toolkit available online at www.ala.org/rural/advocacytooolkit.htm

These resources are designed to provide rural librarians information and resources to help them.  They are designed for use by rural librarians.  They are not developed for major urban libraries and then you have to cut them to fit your situation.  I was impressed with the quality of this work and the focused desire of ALA to help those who work in small and rural libraries.  This is a group that is often overlooked by ALA.

ESPECIALLY GOOD NEWS FOR KANSAS !  At the invitation of Carol Barta, Satia Orange from the ALA office of Literacy & Outreach Services will be spending about a week in Kansas visiting rural libraries!  Carol wanted Satia to find out what real rural libraries are like and what issues they face.  Kansas will be the first place she visits.  Thank you Carol for taking the initiative on this!

January 22, 2007

2007 ALSC Literary and Related Award Winners

In order to post the winning information as expeditiously as possible, we are providing a straight list of 2007 ALSC award winners, including book title, author, and publisher. Additional information, including annotations and book cover images for each award-winning title, will be posted to the individual award pages as soon as possible.

Newbery Medal

The Higher Power of Lucky by Susan Patron, illustrated by Matt Phelan (Simon & Schuster/Richard Jackson)

Newbery Honor Books

Penny from Heaven by Jennifer L. Holm (Random House)
Hattie Big Sky by Kirby Larson (Delacorte Press)
Rules by Cynthia Lord (Scholastic)

Caldecott Medal

Flotsam by David Wiesner (Clarion)

Caldecott Honor Books

Gone Wild: An Endangered Animal Alphabet by David McLimans (Walker)
Moses: When Harriet Tubman Led Her People to Freedom, illustrated by Kadir Nelson, written by Carole Boston Weatherford (Hyperion/Jump at the Sun)

2008 May Hill Arbuthnot Honor Lecturer

David Macaulay

Batchelder Award

Delacorte Press, publisher of The Pull of the Ocean, by Jean-Claude Mourlevat, translated from the French by Y. Maudet

Batchelder Honor Books

Delacorte Press, publisher of The Killer's Tears, by Anne-Laure Bondoux, translated from the French by Y. Maudet
Hyperion/Miramax, publisher of The Last Dragon, by Silvana De Mari, translated from the Italian by Shaun Whiteside

Carnegie Medal

Mo Willems, author/illustrator, and Weston Woods Studios, producers of Knuffle Bunny

Geisel Medal

Zelda and Ivy: The Runaways, by Laura McGee Kvasnosky (Candlewick)

Geisel Honor Books

Mercy Watson Goes for a Ride, written by Kate DiCamillo and illustrated by Chris Van Dusen (Candlewick)
Move Over, Rover!, written by Karen Beaumont and illustrated by Jane Dyer (Harcourt)
Not a Box, by Antoinette Portis (HarperCollins)

Sibert Medal

Team Moon: How 400,000 People Landed Apollo 11 on the Moon by Catherine Thimmesh (Houghton)

Sibert Honor Book

Freedom Riders: John Lewis and Jim Zwerg on the Front Lines of the Civil Rights Movement by Ann Bausum (National Geographic)
Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea, written by Sy Montgomery, photos by Nic Bishop (Houghton)
To Dance: A Ballerina's Graphic Novel, written by Siena Cherson Siegel, illustrated by Mark Siegel (Simon & Schuster/Richard Jackson and Simon & Schuster/Aladdin)

Wilder Medal

James Marshall

January 19, 2007

Pictures tell the stories for librarian

Megan Smith will have the task of reading more than 500 children’s picture books this year as she serves on a committee to pick a national book award winner. She is the youth services manager for the Cumberland County Public Library and Information Center downtown.

Published on Saturday, January 13, 2007

Fayettville Observer

Megan Smith will have to read 500 children’s books this year. But she doesn’t mind a bit.

Smith is one of 15 librarians nationwide chosen to serve on the 2008 Randolph Caldecott Committee, which awards an annual medal to the artist of the year’s most distinguished American picture book for children. She is the first librarian from Cumberland County to serve on the committee.

At 24, Smith has been youth services manager at the Cumberland County Library and Information Center in downtown Fayetteville for almost a year since completing her master’s degree in Wisconsin.

When she applied to be put on an American Library Association Children’s Division Committee, she didn’t expect such a prestigious appointment so soon.

“I thought maybe I could get on a smaller committee, being so new to the profession,” she said. “It was definitely a dream come true for me.”

Named for a renowned 19th century illustrator, the Caldecott Medal has been presented annually since 1938.

All illustrated books aimed at children from birth to age 14 and illustrated by American residents are judged. The committee will meet throughout the year to share their opinions on this year’s entries.

A short list will be generated in September, then the winner announced to national media in Philadelphia in January 2008. The medal will be awarded that June in Anaheim, Calif.

“It could be a book geared toward a middle-schooler or a toddler,” Smith said. “We’re looking at the whole spectrum.”

In the meantime, Smith will read a copy of each of the 500 or so eligible releases as the year unfolds.

“I think I’m going to have piles,” she said. “Divide it up.”

Smith said she’ll be looking not only for how the lines and textures in illustrations reveal feelings and character, but also for pictures that move a story along.

“The pictures really need to tell the story with additional information you wouldn’t get in the text,” she said.

Smith’s appointment is also a feather in the county library system’s cap, not to mention a literary windfall — she’ll be donating all the books to the library collection once she’s finished with them.

“That means thousands of dollars in children’s literature for our library system,” said library director Jerry Thrasher.

The library keeps an updated list of medal-winning books.

“Some of our customers come in and they want the best in juvenile fiction and illustration,” Thrasher said. “They use it as a reading list.”

Thrasher said Smith’s knowledge of her subject made her an excellent pick for the committee.

“She’s very organized, very dedicated and does a marvelous job with children’s programming,” he said.

Smith also orders books and trains employees, but she took pre-law classes before deciding to pursue a career in the library.

She said it combines her love of reading and desire to work with children.

“It really seemed to click,” she said.

Now she gets to help bring the same joy to children she received from classic children’s tales such as Lois Lowry’s “Number the Stars” and “Goodnight Moon” by Margaret Wise Brown.

“If they connect to a book as a child,” Smith said, “it gets them started on the process to enjoy reading as an adult.”

Staff writer Gregory Phillips can be reached at phillipsg@fayobserver.com or 486-3596.

Perfect for a Bedtime Story

Five of Megan Smith’s favorite past winners of the Caldecott Medal, all available at Cumberland County public libraries

"Where The Wild Things Are" illustrated by Maurice Sendak (1964)

Story: When a young boy dresses up as a wolf, his bedroom transforms into a forest where he gets into a wild rumpus with some wild things.

Smith’s verdict: With their unique facial expressions, the pictures help create a child’s perspective as the hero goes "into his own world where he has control."

"The Hello, Goodbye Window" illustrated by Chris Raschka (2006)

Story: A young girl discovers a magic window during a weekend with her grandparents.

Smith’s verdict: Abstract, childlike paintings in dazzlingly bright colors. "He has a very unique style, so it’s easy to recognize his artwork."

"Kitten's First Full Moon" illustrated by Kevin Henkes (2005)

Story: Mistaking his first full moon for a bowl of milk, a kitten sets out to drink it.

Smith’s verdict: The use of light and shade in the unusual black-and-white drawings "really help the story come alive to a young audience."

"Tuesday" illustrated by David Wiesner (1992)

Story: A colony of frogs mysteriously floats through town one night.

Smith’s verdict: Intricately detailed illustrations tell the story almost entirely without text, allowing her to "have children guess what’s happening next."

"The Man Who Walked Between The Towers" illustrated by Mordicai Gerstein (2004)

Story: True account of Frenchman Philippe Petit’s tightrope walk between the two towers of the World Trade Center in 1974.

Smith’s Verdict: Unusual perspectives and "a neat romantic feeling with all the different colors."

To subscribe to The Fayetteville Observer, click here.

Libraries go where teens are: Online

From ALA Online

Librarians discuss Web strategies, best books at national conference in Seattle January 19-24

(CHICAGO) When local teens log on to MySpace, they find classmates… favorite bands… videos… and the King County Library System. They’re not alone. Hundreds of libraries nationwide are open 24/7 at MySpace.com, YouTube, Wikipedia and more online community spaces.
The Young Adult Library Services Association (YALSA), the fastest-growing division of the American Library Association (ALA), will lead a full-day session on "Building Teen Communities Online" January 19 as part of the ALA Midwinter Meeting in Seattle January 19-24. A national panel will explore how and why teens interact online and discover ways libraries can take advantage of free online tools to enhance teen services. Technologies like social networking sites, chat, IM, blogs, wikis, podcasts & more will be featured.
"In today’s information age, people are going online to do more - especially teens," said YALSA President Judy Nelson. "Young adult librarians are leading the way in extending our reach beyond library walls and providing a safe and informative Web space for our library users."
A night of gaming will cap the day’s program. From 7 to 9 p.m. librarians will take part in the world of online and video games via demonstrations and hands-on play with all types of devices including gaming consoles and handhelds.
The first-ever Teen Tech Week, scheduled March 4-10, will officially launch during the ALA conference, as well. Librarians will meet January 21 to discuss the national effort and plans to celebrate nationwide. Aimed at teens, their parents, educators and other concerned adults, Teen Tech Week encourages teens to use libraries’ electronic resources for education and recreation and to turn to librarians for help developing the skills needed to use electronic resources effectively and efficiently.
YALSA hasn’t forgotten the analog environment even as it builds its own blog, wiki and MySpace page. YALSA will host local teens at the Washington State Trade & Convention Center Saturday 1:30 to 3:30 p.m. in an annual event to select the Best Books for Young Adults. Nominated books are online at: www.ala.org/yalsa/booklists/bbya .
On Monday, January 22, at 7:45 a.m., YALSA also will announce the only national young adult book awards - the Michael L. Printz Award for excellence in young adult literature, the Margaret Edwards Award for lifetime achievement in writing for young adults and the Alex Awards for the best books written for adults but with special appeal for teens. These awards are recognized by educators and families nationwide and signify the best of the best young adult books.
"Online and in person, librarians are leaders in connecting youth with literature," Nelson said. "Students who read for fun almost every day had higher reading scores in 2004 than those who never or hardly ever read for fun."
For 50 years YALSA has been the world leader in selecting, evaluating and recommending books, videos and audiobooks for teens. For more information about YALSA and recommended reading, viewing and listening for teens go to www.ala.org/yalsa.
  

ALSC, Target collaborate to support libraries celebrating El Dia

From ALA Online

Target logo

For Immediate Release
January 16, 2007

Free marketing materials available, Día Super Sites selected

CHICAGO - The Association for Library Service to Children (ALSC), a division of the American Library Association (ALA), has named Target as the official 2007 national sponsor of El día de los niños/El día de los libros (Children’s Day/Book Day), known as Día. This annual celebration held April 30 spreads "bookjoy" by linking children of all languages and cultures with books.

Through the support of Target, libraries nationwide may receive up to 200 complimentary bilingual brochures upon submitting information to ALSC about their Día celebrations. Beginning February 1, an online event submission form will be available via the Día Web site at http://www.ala.org/dia. Those who register their Día event information by April 1 will receive free brochures and bookmarks, while supplies last.

ALSC and Target will provide mini-grants of $5,000 plus a suite of Día-themed promotional materials to eight model public library systems. Selected library systems/libraries will be known as Día 2007 Super Sites. Grant funds will support efforts to purchase culturally relevant books for permanent collections or giveaways, or to fund Día programs. Super Sites also will receive a display banner, bookplates, bookmarks, and bilingual brochures featuring recommended children’s books and tips for parents on reading to/with their children.

"Día Super Site libraries have a proven track record for producing outstanding Día celebrations in their communities," said ALSC President Kathleen T. Horning. "What makes these super-site celebrations stand out is the libraries’ commitment to tying the celebration to literacy and culture. ALSC was also impressed with the libraries’ level of cooperation with other community groups and schools."

Día 2007 Super Sites include El Paso (Texas) Public Library, Hennepin County Library in Minn., Public Library of Charlotte-Mecklenburg County (N.C.), Queens (N.Y.) Public Library, Riverside County Library System in Calif., Broward County Library System in Fla., Providence (R.I.) Public Library and Phoenix (Ariz.) Public Library.

Día, nationally centered in ALSC, is an enhancement of Children’s Day, which began in 1925 as a day designated to bring attention to the importance and well-being of children. In 1996, nationally acclaimed children’s book author Pat Mora proposed linking the celebration of childhood and children with literacy. Día honors children and their languages and cultures, encourages reading and literacy, and promotes library collections and programs that reflect the country’s diverse communities.

ALSC is the world’s largest organization dedicated to the support and enhancement of service to children in all types of libraries. Visit http://www.ala.org/alsc for more information.

About Target
Minneapolis-based Target serves guests at 1,494 stores in 47 states nationwide by delivering today’s best retail trends at affordable prices. Target is committed to providing guests with great design through innovative products, in-store experiences and community partnerships. Whether visiting a Target store or shopping online at Target.com, guests enjoy a fun and convenient shopping experience with access to thousands of unique and highly differentiated items. Target (NYSE:TGT) gives back more than $2 million a week to its local communities through grants and special programs. Since opening its first store in 1962, Target has partnered with nonprofit organizations, guests and team members to help meet community needs.

AASL requests member feedback on

From ALA Online
For Immediate Release
January 16, 2007

 

CHICAGO – The American Association of School Librarians (AASL), a division of the American Library Association (ALA), is releasing a second draft of its new learning standards and soliciting member feedback.  The new draft document will be available for download via the AASL Web site, www.aasl.org, from January 16 to February 1, 2007.

 

AASL also will host an open forum on new learning standards at the ALA Midwinter Meeting in Seattle, on Friday, January 19, at 4 p.m.  The “AASL Open Forum on New Learning Standards” will be held at the Westin Hotel, Cascade Ballroom II and is open to anyone interested.

 

“AASL recognizes the changing role of school library media programs as we look into the future,” said AASL President Cyndi Phillip.  “We believe that the changing educational environment, especially with the focus on 21st century skills needed for today’s workplace, makes it necessary to update current learning standards.”

 

The AASL Learning Standards Task Force, chaired by Gail Dickinson and Cassandra Barnett, began working on the first draft of the new Learning Standards in early fall of 2006.  The first draft was available for review with feedback on the AASL Web site from November 6 through December 8, 2006.  The Task Force reviewed and considered comments and reactions received from members and incorporated the feedback into the second draft of the Learning Standards.

 

The American Association of School Librarians, www.aasl.org, a division of the American Library Association (ALA), promotes the improvement and extension of library media services in elementary and secondary schools as a means of strengthening the total education program.  Its mission is to advocate excellence, facilitate change and develop leaders in the school library media field.

AASL launches survey because “School Libraries Count!”

From ALA Online
For Immediate Release
January 12, 2007

 

 

CHICAGO – The American Association of School Librarians (AASL), a division of the American Library Association (ALA), is launching a longitudinal survey of school library media programs at the ALA Midwinter Meeting in Seattle.   The “School Libraries Count!” survey will open on January 18, 2007, and will gather data on changes in the field to gain understanding of the state of school library media programs nationally. 

 

“The survey is one of the special projects AASL is undertaking as a result of its new strategic plan,” said AASL President Cyndi Phillip.  “In 2006, the AASL Board of Directors approved a proposal that AASL conduct its own annual national sample survey of school library media programs to gain a better understanding of the field and trends for the future.  We are asking for support from the AASL Board, committees, AASL affiliates and members to spread the word and get extensive and varied data for the survey.”

 

While national estimates will be developed on the basis of survey responses from a stratified random sample of public schools, all K-12 schools, public and private, are invited to participate on a voluntary basis.  Private schools are being included in the survey with the endorsement and support of AASL's Independent Schools Section (ISS).  The survey will be conducted annually and will result in a longitudinal series that will provide data on the health of the nation’s school library media programs.

 

The brief survey's 20 questions cover the library media center's hours, staff and selected staff activities, collection, technology, usage, and expenditures.   These basic statistics will provide AASL and other advocates for school library media programs with critical data about the current and changing status of library media programs and library media specialists nationwide.   The survey project will be conducted under contract by the RSL Research Group and headed by Keith Curry Lance, lead author of “How School Librarians Help Kids Achieve Standards: the Second Colorado Study” and several similar studies conducted in other states.  More information about “School Libraries Count!” is available at  http://www.ala.org/ala/aasl/schlibrariesandyou/schoollibrariescount/survey.htm.

 

The American Association of School Librarians, www.aasl.org, a division of the American Library Association (ALA), promotes the improvement and extension of library media services in elementary and secondary schools as a means of strengthening the total education program.  Its mission is to advocate excellence, facilitate change and develop leaders in the school library media field.

January 18, 2007

Maplewood Stays Open, Will Offer More Programming

The article below outlines Maplewood's strategy to remain open. It is my opinion the library board's original decision to close the library between 2:45 and 5:00 pm irresponsible. Libraries across the country are facing these same issues and remain open while enforcing code of conduct policies and offering young adult clientele options regarding programming.

Jeff Dawson
Youth Services and Bookmobile Manager
Topeka and Shawnee County Public Library 

Trustees of the Maplewood (N.J.) Memorial Library met with Mayor Fred Profeta in an emergency meeting January 14 to reexamine their December decision to close the library weekday afternoons because of disruptive middle-school students—a policy that would have gone into effect two days later. Library Director Jane Kennedy told American Libraries that the “the board voted to rescind its decision about changing library hours” and the township offered some “funding for the library to develop new after-school programs.” The board’s unanimous vote will keep the main and Hilton branch libraries open between 2:45 and 5:00 p.m.

“We can do what Maplewood does best,” Profeta said at the meeting, “in a pragmatic way.” Shortly after the vote, trustee President Marianna Noto commented, “The squeaky wheel gets the what? Grease. And we squeaked a lot,” the January 15 Newark Star-Ledger reported.

Profeta announced that he had at his disposal $170,000 from the state’s Family Connections program and potentially $50,000 in proceeds from the Mayor’s Ball fundraiser in April. Declaring 2007 to be the “Year of the Middle School” in Maplewood, the mayor said that new after-school programs could be rolled out in days.

The board was less excited about the township’s offer to provide “nonthreatening safety supervisors” who would wear blazers and dress shirts rather than security-guard uniforms, and it deferred the issue for later discussion. “I have real issues about using security guards as our first line of defense against 11- and 12-year-olds,” board Vice-President Karen Pettis said in the Star-Ledger.

Posted January 15, 2007.

January 17, 2007

Children’s program evaluation project.

My library is going through a children’s program evaluation project. One of the topics that I have been asked to research is how libraries evaluate their children’s programs (for newborns through sixth grade) and how they share their results with the community. Currently, we use surveys that we have parents and sometimes school-age kids fill out at the end of a program or programming series like a storytime session. I’m not sure that we are asking the right questions or getting information that is useful though. Also, I think our parents are sometimes tired of filling out the forms. We also look at attendance statistics and talk to the programmer to get their impression of the success of the program but we don’t really do this in any formalized manner. I would appreciate any and all advice. I’ve included some questions below. If you wouldn’t mind answering them, I would be grateful.

How do you evaluate your programs? (If you have any forms that you use, could you send me a copy of the form?)

Do you have different evaluation methods for the different ages, i.e. storytimes vs. school-age?

How often do you evaluate your programs?

Does your library do any outcome based evaluation? If so, could you tell me a little bit about that process?

How do you evaluate your performers and/or programming staff?

How do you share your successes with the public?

As I’ve been researching this topic, I came across two really great books on outcomes: Dynamic Youth Services through Outcome-Based Planning and Evaluation and How Libraries and Librarians Help: a Guide to Identifying User-Centered Outcomes. If your library is doing outcome based evaluation, I would love to hear about it.

Thank you!

Amy Brown
Youth Services Lead Librarian
Worthington Libraries
2280 Hard Road
Columbus, OH 43235

(614) 807-2653

(614) 807-2659 fax

abrown@worthingtonlibraries.org

DOPA and other fear-based responses to social networking technologies and the internet.

figure 1

Hello. I just read a terrific piece by Pete Reilly that addresses many of the issues we as librarians have faced in responding to DOPA and other fear-based responses to social networking technologies and the internet.

http://www.districtadministration.com/pulse/commentpost.aspx?news=no&postid=18080

Please read this article and share it with anyone who confronts questions about young people and the use of e-mail, IM, blogs, and other internet tools.

Below are the closing paragraphs of Pete Reilly's article. Please click the link above and read the entire thing. It's really worthwhile.

Mickey

'Life' and learning at TSCPL


Library embraces online virtual community as tool for reaching local teens
By Taylor Atkins
The Capital-Journal
Published Tuesday, January 16, 2007
By Taylor Atkins
The Capital-Journal
Published Tuesday, January 16, 2007

The Topeka and Shawnee County Public Library no longer has just one branch.

The organization has opened up a new location at the coordinates 24, 157, 24 in Cybrary City, a growing community for libraries in Second Life, an online virtual world. 

SecondLife.com, which started in 2003 by Linden Labs, is a 3-D Internet community created entirely by the members of the site. Members, which now total close to 2.5 million worldwide, create online personas, called avatars, and interact with one another just as they would in real life. Avatars can buy land, build houses and create businesses, having a "second life" online.

Jeff Dawson, youth services manager at TSCPL, said his organization recently became a part of this growing trend and now plans to use the program as a new way to reach Topeka youths.

"This is so new. We're not even sure we understand all of it yet," Dawson said. "We just know we need to be here."

Large companies, including Ford and CocaCola, small businesses, universities and other libraries have taken up residence in Second Life as well. The program allows people anywhere to interact with members all over the world better than in a chat room or instant messaging. All members can see each other, talk to one another, ride in each other's cars or grab a bite to eat. The Web site evens allows people to go beyond human capabilities by flying around the world or visiting underwater communities.

Dawson said the real pull of Second Life for the library is that the world allows users to create and build whatever they want. If users are into the American Revolution, they can create a community where everything from clothing to language is based on that time period.

"It really requires a lot of creativity, which teens have," Dawson said. "I really believe once the teens get on there and are let loose, they'll have a blast."

Second Life is free for basic membership, but owning land requires a fee. The library's virtual branch, which is open to anyone to visit and browse the library catalog, is on the main grid of the virtual world.

To make the experience more enjoyable and safe for teens, Dawson said the library purchased an island for Topeka youths on the teen grid, which restricts access to only teens ages 13 to 17. Anyone older must complete a background check to gain access.

Dawson said even with the safety precautions, the library isn't quite ready to let teenagers have complete access to the library's land, called Oz Island, just yet. Two pilot programs have been developed to help the library staff get a better feel for how the technology can be used to benefit local youths.

For the first Second Life pilot program, the library is working with a class at the Hope Street Academy. Laura Smith, curriculum director at Hope Street, said the class is made up of upper classmen studying current social issues, science and literature. Once the teens are trained on Second Life, they will be create a world on the library's Oz Island based on what they have learned in the class.

Hope Street Academy teachers and TSCPL staff had Second Life training last week. The students will begin Friday. Afterwards, Smith said the teens will start creating all aspects of the island, even the environmental features. She said students have been studying biologist Rachel Carson's work and Henry David Thoreua's "Walden Pond," which will help them build the land's natural areas.

"Once they understand the program, the students may actually start to develop new ways to use Second Life to enhance what they are learning in the classroom," Smith said. "I have very high hopes for the project and how this can be used as an educational tool."

Jean Gardner, a young adult librarian, said Second Life members learn about social skills, spelling, writing, economics using Linden dollars, the world's currency, and several other subjects while using the program. Dawson said some universities and hospitals are even using the Web site for distance learning or to train nurses on patient interaction.

For the second pilot program, Gardner said she is hoping youths will use Second Life to learn and get excited about literature. During Topeka schools' spring break, the library will open up Oz Island for local teens to create content based on their favorite books.

"Remember when you made dioramas, and you used a shoe box and little figures?" Gardner said. "They'll basically be doing that, only in a virtual world."

Gardner set up a number of streets on Oz Islands that are based on fiction and nonfiction genres, such as Mystery Avenue or Biography Drive. Teenagers will be able to create displays about their favorite books that fit into those categories. For instance, if a reader likes Harry Potter, he or she can create a display of Hogwarts on Adventure Avenue. Or if a teen liked a romance novel from the dark ages, their display would illustrate that book at the corner of Romance Avenue and Medieval Drive.

"We're really excited about the potential for Second Life," Gardner said. "We're going to have to get imaginative, and we're hoping teens will help us with that."

Dawson said after the pilot programs have been completed and evaluated at the end of the semester, the library will start to create new ways for all Shawnee County teens to have access to Oz Island. He said the main purpose is to reach the youths and help them become avid library users and readers.

"We're going to where the teens are out in the world," Dawson said. "We want them to be involved and active with us. We want them to have a safe place online. This isn't a Myspace. This is a whole new world to explore."

Taylor Atkins can be reached at (785)295-1187 or taylor.atkins@cjonline.com.

 'Life' and learning at TSCPL
Submitted By Linden Research Inc
Second Life, an online virtual world, allows users to create their own persona and interact with other members around the world. Residents of the Second Life community can build houses, buy land, start businesses, shop, dance and do other everyday activities. They have the ability to fly and live underwater.

January 05, 2007

ALSC Announces Exceptional Web Sites for Children

(Chicago) The Association for Library Service to Children (ALSC), a division of the American Library Association, is pleased to announce the Web sites added in 2006 to Great Web Sites for Kids (www.ala.org/greatsites), its Web resource containing hundreds of links to commendable Web sites for children.

Great Web Sites for Kids (GWS) features links to valuable Web sites of interest to children, organized by subject headings such as animals; literature and languages; sciences; the arts; and history and biography. The Great Web Sites for Kids Committee maintains and updates the site.

"Each year, GWS Committee members review close to five hundred Web sites for children aged birth to 14, in search of sites that are outstanding in content and conception," said Maren Ostergard, co-chair of the GWS Committee and an early literacy/outreach librarian at King County (Wa.) Library System. "To make the cut and appear on the Great Web sites for Kids, a site must be of especially commendable quality, and reflect and encourage young people’s interests in exemplary ways."

ALSC’s GWS Committee voted to add the following sites in 2006:

Complete selection criteria can be found at www.ala.org/greatsites, click on "Selection Criteria" on the left-hand navigation menu.

For more information on GWS, please visit www.ala.org/greatsites.

  

January 02, 2007

Lock the Library! Rowdy Students Are Taking Over

Richard Perry/The New York Times

Published: January 2, 2007

MAPLEWOOD, N.J., Jan. 1 — Every afternoon at Maplewood Middle School’s final bell, dozens of students pour across Baker Street to the public library. Some study quietly.

The Baker Street library in Maplewood, N.J., near a middle school, will soon close from 2:45 to 5 p.m.

Others, library officials say, fight, urinate on the bathroom floor, scrawl graffiti on the walls, talk back to librarians or refuse to leave when asked. One recently threatened to burn down the branch library. Librarians call the police, sometimes twice a day.

As a result, starting on Jan. 16, the Maplewood Memorial Library will be closing its two buildings on weekdays from 2:45 to 5 p.m., until further notice.

An institution that, like many nationwide, strives to attract young people, even offering beading and cartooning classes, will soon be shutting them out, along with the rest of the public, at one of the busiest parts of its day.

Library employees will still be on the job, working at tasks like paperwork, filing, and answering calls and online questions.

“They almost knocked me down, and they run in and out,” said Lila Silverman, a Maplewood resident who takes her grandchildren to the library’s children’s room but called the front of the library “a disaster area” after school. “I do try to avoid those hours.”

This comfortable Essex County suburb of 23,000 residents, still proud of its 2002 mention in Money magazine on a list of “Best Places to Live,” is no seedy outpost of urban violence. But its library officials, like many across the country, have grown frustrated by middle schoolers’ mix of pent-up energy, hormones and nascent independence.

Increasingly, librarians are asking: What part of “Shh!” don’t you understand?

About a year ago, the Wickliffe, Ohio, library banned children under 14 during after-school hours unless they were accompanied by adults. An Illinois library adopted a “three strikes, you’re out” rule, suspending library privileges for repeat offenders. And many libraries are adding security guards specifically for the after-school hours.

In Euclid, Ohio, the library pumps classical music into its lobby, bathrooms and front entry to calm patrons, including those from the nearby high school.

A backlash against such measures has also begun: A middle school in Jefferson Parish, La., that requires a daily permission slip for students to use the local public library after school was threatened with a lawsuit last month by the American Civil Liberties Union.

Librarians and other experts say the growing conflicts are the result of an increase in the number of latchkey children, a decrease in civility among young people and a dearth of “third places” — neither home nor school — where kids can be kids.

“We don’t consider the world as safe a place as it used to be, and we don’t encourage children to run around, hang around and be free,” said Judy Nelson, president of the Young Adult Library Services Association, part of the American Library Association. “So you have parents telling their kids that the library is a good place to go.”

Rowland Bennett, who served as the director of the Maplewood Memorial Library for 30 years and is now president of the local school board, said libraries had become “the child care center by necessity.”

Linda W. Braun, a librarian and professor who has written four books about teenagers’ use of libraries, said the students want only to be treated like everybody else.

“If there are little kids making noise, it’s cute, and they can run around, it’s O.K.,” Ms. Braun said of standard library operating procedure. “Or if seniors with hearing difficulties are talking loudly, that’s accepted. But a teen who might talk loudly for a minute or two gets in trouble.”

She added: “The parents don’t want them, the library doesn’t want them, so they act out.”

That leaves librarians doing a job they did not sign up for: baby-sitting for kids old enough to baby-sit.

The Maplewood library has created a gallery space for young people’s artwork, put on an anime film festival and formed a Teen Advisory Group that attracted 30 youngsters for a recent pizza party.

But problems persisted.

In consultation with a lawyer, the library board came up with behavior guidelines in May 2005 that prohibited activities like “hairdressing or grooming of another person” and “refusal to leave the building.” The policy includes some politely precise language common to those who speak softly from behind a reference desk: “If a patron seems to be placing a staff member in the position of providing a nonlibrary-related function, the staff member may bring the interaction to a prompt conclusion.”

But library officials felt that a bigger stick was needed. Last week, the board posted a notice on its Web site and library doors saying it had “struggled with this problem for over 10 years” and voted “with great reluctance” on Dec. 20 to close after school.

“Having as many as 50 young people with nothing to do creates an untenable situation,” read the note, which pointed out that many students did not use library resources but simply socialized in the building. “It interferes with patrons of all ages who want to use the library and with the staff members who are there to serve them. The library can no longer deal with large numbers of students who come after school and wait, sometimes into the late evening, to be picked up.”

The decision has not been popular in town. In a posting on Maplewoodonline.com, the community’s Internet bulletin board, one resident, Joan Crystal, said an alternative needed to be developed before closing the library. “I also think it improper to close the library during hours when adults, older students and M.M.S. students find it most convenient to use the library,” she wrote.

David Huemer, who represents the Maplewood Township Committee on the library board, said he would like to see the current police station, which is being retired in favor of a new one, converted to a youth center.

“What we have to do now is build some long-overdue facilities and fund some programs so kids can have alternatives to hanging out,” he said. “To the extent that the vote of the library board is going to wake people up and get them to do something about kids from sixth grade to high school, that’s a good thing.”

About eight years ago, the library in nearby Irvington, N.J., struggling with similar problems, was shuttered for an hour each afternoon. But it was only for three days, until the students managed to settle down, officials said.

Veronica Morton, who was returning a Magic School Bus book to the Maplewood library the other day with her 8-year-old daughter, Alexandra, said she had become a “shush mommy” after watching librarians struggle to “get kids to calm down.”

Outside the library, students who use it gave the new hours two thumbs down, way down.

“Kids will get into real mischievous activities” with the library closed, warned one teenager, Jonathan Brock, a student at the district’s alternative high school program.

“I’m kind of annoyed,” said David Carliner, a middle schooler who was rushing up the library steps ahead of his father. “It closes right when my school gets out, so I can’t check out any books.”

Seeking guidelines for sharing K-8 resources

Reprinted from ALSC Managing Children's Services Disc. Listserv

Hello ALSC colleagues:

In a western suburb of Chicago, our library functions as the school library for our next-door-neighbors, a private K-8 school. The school does not have its own library.

I am interested to hear from other library managers who find themselves in this position, and am particularly asking if you have established any written guidelines that you would be willing to share.

If you respond to me off-list, I will compile any responses and share them with those who are interested.

Thank you & Happy New Year!

Susan McKean

Head of Youth Services
Villa Park Public Library
305 S. Ardmore Avenue
Villa Park, IL 60181
(630) 834-1176

New Harry Potter title

These dogs teach kids new tricks

 

Ann Williamson/The Capital-Journal
Lizeth Arteaga, right, reads to Sophie and her owner Kathy Schlotterbeck during a practice session for the R.E.A.D. program. The dogs are registered therapy dogs and also are part of the Reading Education Assistance Dogs program.

Published Tuesday, January 2, 2007


Library tries program designed to improve children's reading and communication skills using therapy dogs.

Lizeth Arteaga sat quietly in a corner of the Topeka and Shawnee County Library's homework center Friday. She was enthralled in the book, "Move Over, Rover!"

Seated near her were Kathy Schlotterbeck and her furry companion, Sophie.

"Sophie, look!" Lizeth excitedly called to the dog, pointing to a photograph in the book.

Sophie, a golden retriever, can't read, but she can listen. And she can help encourage children to read.

Sophie and at least 12 other dogs are part of a new program at the library, Reading Education Assistance Dogs. The program improves children's reading and communication skills by allowing children to read to dogs, according to literature provided by the library. R.E.A.D. dogs are registered therapy dogs that volunteer at the library with their owners.

"The idea behind the R.E.A.D. program is to set up an environment that is very encouraging for kids to read," said Schlotterbeck, a retired school teacher and therapy dog owner.

Schlotterbeck and Barb Smith volunteer in the program. The two took their therapy dogs to the library on Friday for a trial run. The program will start today.

 

Smith and her 4-year-old greyhound mix dog, Buddy, sat in another corner Friday, and encouraged Talena Brown, a 6-year-old first-grader at McCarter Elementary School, to read.

As the two readers shared several books with the therapy dogs, passersby smiled.

"That's beautiful," one person said.

Other children clamored to pet the dogs.

"Reading is the most important thing for kids," Schlotterbeck said.

Volunteers like Schlotterbeck and Smith, as well as their dogs, aren't new to the R.E.A.D. program. The program was started in Topeka in January 2003 at Williams Science and Fine Arts Magnet School and Highland Park Central. The program also takes place at East Indianola and Lyman Elementary schools. There are 15 R.E.A.D. teams in Topeka.

The Topeka teams are registered Pet Partners with the Delta Society, a national organization that registers and insures teams for visitation, Schlotterbeck said. Teams also are members of Prairieland Visiting Animals Association, a local group that is affiliated with Delta Society. The association has two evaluations a year for animal and human teams who want to be Delta Society Pet Partners, she said.

There will be several volunteer dogs at the library, including such breeds as miniature schnauzers, golden retrievers, beagles and collies.

"It's proving very, very successful," said Jeff Dawson, manager of youth services at the library.

Smith and Schlotterbeck are excited about the program, too.

"I'm anxious to see how it all plays out," Smith said.

Schlotterbeck added, "I enjoy interacting with the kids and dogs and sharing my love of reading."

And it's fun for the children, too, Talena and Lizeth said.

Talena, who was a little worried about reading aloud, was confidently reading a Dr. Seuss book to Buddy before the end of the trial on Friday.

"I like when she sits still and listens to me," she said with a huge smile on her face.

Ann Marie Bush can be reached at (785) 295-1207 or at ann.bush@cjonline.com.