Teen Library Volunteers for Librarians Who Are Lesley Farmer Considering the Switch 144 Verso Matthew L

Home , Jan Burke, Jill Churchill, Kay Teer Crawford, Webby Awards

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Renée Vaillancourt McGrath Feature Editor

Kathleen M. Hughes CONTENTS Managing Editor

May/June 2003 Vol. 42, No. 3

166 Stories in the Workplace Martha L. Hale 172 Collections and Services for the Spanish-Speaking Accessibility Solina Kasten Marquis 178 Personalized Information Environments Do Public Libraries Want a Slice of the PIE? Lea Worcester 184 College Access Programs and Services June Eiselstein 188 Web Site Awards As a Selection Tool for Librarians Shedrick T. Pittman-Hassett

IN EVERY ISSUE

138 Editor’s Note 159 Internet Spotlight Renée Vaillancourt McGrath Steven M. Cohen 139 From the President 162 Tech Talk Jo Ann Pinder Paula Wilson 139 On the Agenda 194 News from PLA 146 Tales from the Front Kathleen Hughes Jennifer T. Ries-Taggart 196 By the Book 148 Perspectives Jennifer Schatz Hampton (Skip) Auld 200 New Product News Vicki Nesting

PLUS . . .

136 Readers Respond 154 InterViews 141 Verso Public to Academic: Reflections Teen Library Volunteers for Librarians Who Are Lesley Farmer Considering the Switch 144 Verso Matthew L. Hall A Passion for Cultural 157 Book Talk Understanding Makes “Let’s Talk Stories That Have Heart: An English” a Success Interview with James Lee Burke Diane Nevill Penny Fender 199 Index to Advertisers

The Public Library Association is a division of the American Library Association, 50 E. Huron St., Chicago, IL 60611; www.pla.org. Cover design by Jim Lange, Jim Lange Design, Chicago Interior design by Dianne M. Rooney, American Library Association, Chicago 42n2_2ndcorrex.qxd 04/24/2003 10:50 AM Page 136

EDITORIAL FEATURE EDITOR: Renée Vaillancourt McGrath MANAGING EDITOR: Kathleen M. Hughes CONTRIBUTING EDITORS: Hampton (Skip) Auld, Steven Cohen, Rochelle Hartman, Nann Blaine Hilyard, Vicki Nesting, Jennifer Ries-Taggart, Paula Wilson, Natalie Ziarnik EDITORIAL ASSISTANT: Brendan Dowling ADVISORY COMMITTEE

Victor Kralisz, Chair, Dallas, TX; Nancy Charnee, New York, NY; Mary Cosper-LeBouef, Houma, LA; Isabel Dale Silver, Champaign, IL; Luren E. Dickinson, Jackson, Library Recruitment through Procreation MI; Patricia Duitman, Vancouver, WA; Lynn Lockwood, Towson, MD; Cindy Lombardo, Orrville, OH. Just a note in response to Renée Vaillancourt’s Editor’s Note, “Why Do You Love EX OFFICIO: Toni Garvey, Phoenix Public Library, Your Job,” in the September/October 2002 issue. I offer another model for public 1221 N. Central, Phoenix, AZ 85004; (602) 262- librarian recruitment based on the successful model of Mother Nature: procreation. 4735; [email protected] In the least, each of us should strive to replace ourselves, to pass on our public PLA PRESIDENT: Jo Ann Pinder, Gwinnett County Public Library, 1001 Lawrenceville Hwy., Lawrenceville, library “genes” to the next generation. Some of us may abstain, some may be promis- GA 30045-4707; [email protected] cuous, but in the end we can keep the bloodline going one by one by one. It’s a noble PUBLIC LIBRARIES (ISSN 0163-5506) is published lineage, and we should proudly pass it on. bimonthly at 50 E. Huron St., Chicago, IL 60611. It is [Although I don’t have any children,] I claim to have done my part by encourag- the official publication of the Public Library Association, a division of the American Library ing a young woman who worked with us as a student. She went on to get a radiology Association. Subscription price: to members of PLA, degree, then a business degree, and then . . . a library degree. She’s just graduated from $25 a year, included in membership dues; to nonmem- UT-Austin. bers: U.S. $50; Canada $60; all other countries $60. Single copies, $10. Periodicals postage paid at But, I’m young, so I’ll keep working at it . . .—Jeffrey Donlan, Director, Salida Chicago, IL, and at additional mailing offices. POST- Regional Library, Salida, Colorado MASTER: send address changes to Public Libraries, 50 E. Huron St., Chicago, IL 60611. SUBSCRIPTIONS Praise for the Pooches Nonmember subscriptions, orders, changes of address, and inquiries should be sent to Public Libraries, Sub- I’m writing because I loved Kathleen Hughes’ article “See Spot Read” in the scription Department, American Library Association, 50 E. Huron St., Chicago, IL 60611; 800-545-2433, November/December 2002 issue. I was so happy to see it provide such sound advice press 5; fax: (312) 944-2641; e-mail: subscriptions@ as trying out a pilot program, getting liability coverage, and remembering that qual- ala.org. ity is more important than quantity. Cheers to you! ADVERTISING I am a full-time library assistant for the Pleasanton Public Library William N. Coffee, c/o Benson, Coffee & Associates, (www.ci.pleasanton.ca.us/library.html) in the south Bay Area in California. I am also 1411 Peterson Ave., Park Ridge, IL 60068; (847) 692- the volunteer director of humane education for the Valley Humane Society (www.val- 4695; fax (847) 692-3877. leyhumane.org), which conducts a pet therapy program. PRODUCTION Three years ago, I was invited by Best Friends Animal Sanctuary to do a humane ALA PRODUCTION SERVICES: Troy D. Linker, Kevin education presentation in Salt Lake City. There I met members of Intermountain Heubusch; Ellie Barta-Moran, Angela Hanshaw, Kristen Therapy Animals on the very day they were to try out “READ” in a local bookstore McKulski, and Karen Sheets. that evening! MANUSCRIPTS I brought the idea to my library, and in time, and with incredible support and Unless otherwise noted, all submissions should be sent to enthusiasm from my supervisor and our library director, we just started “Paws to the feature editor, Renée Vaillancourt McGrath, 248A N. Higgins Ave. #145, Missoula, MT 59802; publiclibraries@ Read” this past fall! For me, seeing this [program] successfully in action was like aol.com. See the January/February issue or www.pla.org scratching a three-year itch! It’s been an incredible experience. for submission instructions. As cute as the photo ops and the great kids stories have been, one other particu- INDEXING/ABSTRACTING larly gratifying aspect of all this has been how it has affected the handlers. I have been Public Libraries is indexed in Library Literature and hearing stories from them on what an emotional experience it is for them, how they Current Index to Journals in Education (CIJE), in addi- feel they are witnesses to something magical between their dogs and kids, how tion to a number of online services. Contents are ab- thrilling it is for them to see “their” kids improving in confidence and reading. stracted in Library and Information Science Abstracts. This [program] has become far more for the handlers than just showing up with MICROFILM COPIES a sweet dog and meeting kids. This has been a win-win-win-win-I-could-go-on pro- Microfilm copies are available from University Micro- gram for everyone involved! Anyway, thank you very much for your feature article. films, 300 N. Zeeb Rd., Ann Arbor, MI 48103. . . . I wish I could see this [type of program] in every library everywhere!—Sue Jones, The paper used in this publication meets the minimum requirements of American National Standard for Pleasanton Public Library Children’s Services, and Valley Humane Society Director of Information Sciences—Permanence of Paper for Printed Humane Education, Pleasanton, California Library Materials, ANSI Z39.48-1992. ¥ continued on page 140 ©2003 by the American Library Association All materials in this journal are subject to copyright by the American Library Association and may be photo- copied for the noncommercial purpose of scientific or Public Libraries encourages letters to the editor. Letters are used on a space-available basis and educational advancement granted by Sections 107 and may be excerpted. Preference will be given to letters that address issues raised by the magazine. 108 of the Copyright Revision Act of 1976. For other reprinting, photocopying, or translating, address Acceptance is at the editor’s discretion. Send to Renée Vaillancourt McGrath, 248A N. Higgins requests to the ALA Office of Rights and Permissions, Ave. #145, Missoula, MT 59802; [email protected]. 50 E. Huron St., Chicago, IL 60611. 42n2_2ndcorrex.qxd 04/24/2003 10:50 AM Page 137

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EDITOR’S NOTE

ast fall, when the Maureen and Our Friends in questions tend to be less of a personal nature Mike Mansfield Library at the than those that are often received in a public University of Montana in Academia library. And while college students are often Missoula found themselves grateful for the help that they receive, I did- unexpectedly short-staffed, they Renée Vaillancourt McGrath n’t feel that there was as much potential for invited me to fill in on the refer- Feature Editor the kind of life-changing interactions that Lence desk for a semester. I was hired as an sometimes occur in the public library. “adjunct visiting instructor,” which, I The faculty-staff hierarchy in an aca- gather, is a glorified way of saying “refer- demic library was also different than what I ence librarian.” Having worked in public was accustomed to. The MLS positions at libraries for my entire career, I was excited the university are faculty positions, which about the opportunity to explore a different include teaching and research responsibili- work environment. While there were many ties. While most faculty work at the reference things I enjoyed about working in an aca- desk for a few hours each week, the desk is demic setting, it also made me appreciate generally staffed by library workers who some of the unique aspects of working in a don’t have an MLS. During my first few public library. weeks on the job, several people asked me The most significant difference, of whether I was faculty or staff. This distinc- course, was the focus on research at the uni- tion made me uncomfortable, since, in my versity. I was introduced to many subject- case, I was doing the same work as my staff specific databases that one would only be colleagues. likely to find in the largest and wealthiest public libraries. I was The Mansfield Library also uses students as technology excited about having access to so many different sources of assistants to help with troubleshooting computer terminals. A information. But without an integrated interface, searching sev- technology assistant is stationed at the reference desk nearly all eral different databases as well as print sources often took hours that the library is open. This allows the reference staff to longer than working with the resources I was accustomed to in focus on research-related questions without being interrupted public libraries. by software and hardware concerns. Since all items printed Although the University of Montana library does have a from public computer terminals were sent to the copy center, small recreational reading section, students seeking popular fic- librarians also didn’t have to deal with replacing paper and fix- tion and mainstream nonfiction titles were often out of luck. I ing printer jams. found my public library background came in handy on several Each faculty librarian in this academic library is a subject occasions when students were seeking items that couldn’t be specialist skilled in finding information in a particular field. found in the university library. Checking the public library cat- Students can schedule an appointment for help with in-depth alog online or calling the reference or children’s department at research in their subject area if they require more assistance the Missoula Public Library sometimes saved the patron the than what can be provided at the reference desk. Generalists wait of requesting an item through interlibrary loan. staffing the reference desk can also call upon subject specialists The patrons themselves were another major difference from for help with search strategies. the public library. Although the university library is open to the While many of these features can be found in larger public general public, most of its patrons are students. This is a de facto libraries, I think public libraries of all sizes can learn a few things from our friends in academia. First of all, academic librarians seem to know how to approach any question in a systematic manner. That is not to say that public librarians don’t, Public libraries of all sizes can learn a but as evidenced by the discussion lists, we often turn to our few things from our friends in colleagues first for advice about topics that much has been written about. I would love to see public librarians do more academia. research about the topics that we’re interested in (as well as those that our patrons ask us about), consulting indexes such as Library Literature for professional books and articles, as well as surveying our friends. prescreened group, and most of the people who approached the Academic librarians also often have a greater incentive to reference desk were polite and had at least minimal skills in publish what they learn through their research, since publishing technology and information retrieval. Nonetheless, I still is often required to achieve tenure. There is no doubt in my encountered one fight, one flasher, and one rude patron during mind that public librarians have every bit as much knowledge my semester of part-time work at the university. about the profession as academics and others, yet Public Also, since many reference questions are related to course- Libraries receives fewer acceptable feature submissions from work, academic librarians are often dealing with secondary or practicing public librarians than from others in the library “imposed queries” in which the patron is seeking information world. to satisfy a third party (the instructor). While many students develop a deep investment in their academic research, their continued on page 142

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FROM THE PRESIDENT

ost people associated Read Anything There is a new emphasis on reading that with libraries like to probably started with Oprah and has contin- read. In fact, many of Good Lately? ued with the help of the media, bookstores, us were first attracted and libraries. The “One Book, One Com- to the profession be- Jo Ann Pinder munity” concept started by Nancy Pearl and cause we love books. the Washington Center for the Book has MSo it is only natural that when someone spread the joy of reading and discussing finds out you work in a library, they ask if books to many communities. My book you have read “such and such” or if you can group brings together ten women once a recommend a good book. My conversations month to discuss Southern literature. These with my eleven-year-old nephew always educators, scientists, engineers, moms, start with his asking my opinion of the latest librarians, and supervisors are divorced, book he is reading. It would never occur to happily married, young, ageing, Southern, him that I might not have read this or any Yankee, British readers with one very impor- other book. (It is times like these that I wish tant thing in common: a passion for reading I had started out in the children’s room or at books and sharing their reactions to them. least had taken one “kiddie lit” course!) Building on that passion, the ALA Another friend, slightly older and a Public Programs Office has planned a new retired lawyer, is always asking me what I program, “One Conference, One Book,” am reading, hoping to get some good rec- which will take place at Annual Conference ommendations. He has yet to realize that I in Toronto. The program will serve as a get many more “good reads” from him than he has ever got- model for librarians interested in hosting similar programs and ten from me. The reality is that my reading time has decreased will provide an opportunity to bring all conference attendees as my professional career has advanced. I do feel obliged to together for reading and discussion. What a great addition this have several “have you tried” titles and the latest bestseller to will be to Annual Conference, and one in which PLA plays a recommend in various social situations. I read reviews and, major part. like many of us, ask friends to keep me current on good reads. First, all attendees are encour- My book group always has a few suggestions, as well. aged to read Margaret Atwood’s The Another great source of new author finds is professional con- Handmaid’s Tale before coming to ferences, which always have authors in attendance. Not only conference. On Saturday, June 21; do you get to hear the author talk about his or her writing, Sunday, June 22; and Monday, June but you can also snag an autographed copy. 23, a series of facilitated discussions of the book will be held. Librarians with extensive reading and discussion series experience will host these programs. Finally, the highlight of the program, and the one that involves PLA, is Margaret Atwood’s presentation at the PLA President’s Program on Monday afternoon. Margaret Atwood was my first choice as speaker for the program, which will mark the end of my year as PLA president. Through the hard work of staff and the 2003 President’s Event Committee, she will also mark the finale of June 19–25 what should be a great addition to the conference. I hope many ALA Annual Conference of you can join me in discussing this thought-provoking novel Toronto, Canada and hearing from its author in Toronto. It has been a pleasure serving as your president. Thank you 2004 for giving me the opportunity. n January 9–14 ALA Midwinter Meeting San Diego, Calif. February 24–28 PLA 2004 National Conference Jo Ann Pinder, Gwinnett County Public Library, 1001 Lawrenceville Seattle Hwy., Lawrenceville, GA 30045-4707; [email protected].

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READERS RESPOND

continued from page 136 Public Libraries Has Gone to the Dogs Our Trusty Trustees

I was very interested to read “See Spot Read” in the Jo Ann Pinder is right on the mark with her astute and com- November/December 2002 issue because we have started a pro- prehensive understanding of the partnership between trustees gram similar to it at my library. I am the head of the Youth and directors (“From the President,” January/February 2003). Services department at the Acorn Public Library District in Oak When directors and trustees have awareness and understanding Forest, Illinois. As far as I know, we are the only library in of each other’s role and responsibility, the library benefits. Illinois that currently runs this program. Trustees, whether appointed or elected, volunteer to be trustees I was approached by a woman from my community, because we care about our libraries. We assert our fiduciary Debbie Tomasik, who had a trained therapy dog and was inter- responsibility when we advocate for adequate funding; we ested in using her in this way. Since the name of her dog was understand that our responsibility for the library’s policies Mattie, we called it “Read with Mattie.” The program ran for means that we may sometimes have to deal with controversial eight weeks with two to three children reading at each twenty- and difficult issues. However, well-developed policies are essen- minute session. After the children had read books to Mattie, tial to the well-being of the library. they were able to help her with her tricks. Mattie is a Golden Retriever and she is two years old. She is a trained therapy dog as well as a dog scout and is fully insured. During the winter, since Mattie’s owner is a special education teacher, we are hav- When trustees and directors ing her come in one Saturday a month. Our program has been featured in the local newspaper as well in the Chicago Tribune. understand one another and work From my point of view there are no drawbacks to this pro- together, good things will happen. gram. The children gain confidence in reading and become friendly with a fellow creature. We try to include some information about dogs in the program so that children will know how to handle a dog and what is involved in the care of a dog. Pinder’s approach to trustee education should be copied by Hopefully this will make them aware of the responsibilities and every public library director. It is a formula for relationship suc- pleasures of owning a dog.—Julia Churchill, Head of Youth cess. There is another route to trustee education, and that is to Services, Acorn Public Library District, Oak Forest, Illinois have your trustees join and attend the Association of Library Trustees and Advocates [ALTA]. One of ALTA’s functions is to be responsible for continuing and comprehensive educational Another Use for Dogs in Libraries programs for library trustees. We do this at ALA Annual Conferences, and we make available many written materials on I really enjoyed the article about the reading therapy dogs! I am all aspects of trusteeship. the children’s librarian at the Upland Public Library in Upland, These are extraordinary times for libraries. When trustees California, and my husband and I are raising a guide dog and directors understand one another and work together, good puppy-in-training named Amelia who accompanies me to work things will happen. Let’s make it happen now.—Shirley Lang, every day. We’ve had her now for three months, and it’s worked President, Board of Trustees, Syosset Public Library, New York out really well. She spends the morning with me at work most days, and on Wednesdays she’s there all day because we started “Amelia’s Afterschool Adventures” story time for the after- Access-ability school crowd. The puppy accompanies me to story time and listens to stories, then visits with the kids. As chair of the ADA Assembly, I am writing to congratulate We’ll have Amelia with us until she is between eighteen and Public Libraries on an excellent issue on accessibility twenty-two months old, then she will return to Guide Dogs of (January/February 2003). You have done a terrific service by America for formal guide dog training. The experience of hav- providing librarians with much-needed examples on how to ing her at the library has, so far, been very positive. We call the provide services to people with disabilities.—Rhea Joyce Rubin, program PAWPALS—Providing Access to the World: Puppies Oakland, California and Libraries. I feel it’s a logical extension for a library; after all, our mission is to provide access to information . . . these dogs provide People First access to the world for a blind person. I’m fortunate that my director and staff share my passion and have been very sup- Feature Editor Renée Vaillancourt McGrath was right to place portive of this idea. a disclaimer about language at the beginning of the January/ Little by little, as Amelia becomes more socially polite and February special issue “Serving People with Disabilities.” Since mature, she will be more “visible” in the library and at library the passage of the Americans with Disabilities Act, more mem- functions. She already attends all meetings and workshops I bers of the disability community in the United States are show- attend. I hope other librarians might consider doing the same. ing a preference for “Person First” language. There are people The library is a great place to raise a puppy, and people really who prefer other language, who have become accustomed to enjoy seeing her and learning about guide dogs.—Ann-Marie Biden, Children’s Librarian, Upland Public Library, California continued on page 142

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As with other services, the public library should have a policy for volunteers, which can be adjusted for teenagers. The teen policy should detail an application process that includes a formal application form and requires an interview. An adult, such as the teacher assigning the community service hours or a parent or guardian, should refer the volunteer or approve the activity. This step helps the public librarian get in contact with another adult in order to gain more information about the teenager or to get advice in case of problems. It also signals to the teenager that the librarian takes the teenager and the service seriously. Both the librarian and the teenager should discuss Teen Library their expectations. Finally, the library and the volunteer should sign a contract of volunteer service that covers contact information, timeframe, agreed-upon tasks and responsibilities, Volunteers training, and the benefits to the student and the library. One main challenge that public libraries face is “what do we do with these teens?” Again, preparation is vital—librarians must decide what tasks are appropriate for teens. One approach Lesley Farmer is to list possible tasks, the training needed, and a range of hours necessary for completing the task. For instance, licking o you get these requests from teens: “Can I do service envelopes requires five minutes of training and can be done with Dhours with you?” and “I want to volunteer for the a student who wants one hour of service. On the other hand, library?” Do you sometimes wish they didn’t ask, because storytelling may require ten hours of training and an upfront they’re more trouble than they’re worth? Maybe you’re commitment of fifty hours of service. Particularly for those stu- swamped with all this good will. Yet, on the other hand, the dents who want a quick job, the library might post a running list majority of young people identify their career choice by the of likely jobs (e.g., picking up unattended newspapers or books, time they graduate from high school, so nurturing a teenage tidying, and performing simple clerical tasks). Indeed, students librarian wannabe makes good sense. who show more serious interest in library volunteering could be Having been a high school librarian and a YA public librar- trained for more sophisticated functions that match their inter- ian, I’ve worked with teens in several capacities (I led a Girl ests and skills (the “pay-off” for sustained volunteer effort). Scout troop of middle schoolers, too). I also started volunteer- It should be noted that some teens like to do the same task ing in libraries in grade school. I’ve found that the major factor repeatedly, thereby developing a sense of ownership for that that ensures success is a sound infrastructure supported by solid responsibility (such as maintaining a section of the library training and ongoing communication. shelving), while others like to explore a variety of jobs. The First, why are these teenagers volunteering? Many reasons librarian’s responsibility is to find the right match and task bal- exist: ance for each teenager—which is usually predicated on the degree of volunteer commitment. Regardless of the task, how- n Something to do ever, it should be communicated to the teens that their work is n Personal reasons (their best friend said it would be fun; important and useful. Teens will work hard if the job is mean- romantic networking; safety . . .) ingful and purposeful, but they may be insulted if the task is n Personal career interest considered demeaning or unimportant. For teens, the task n Career exploration activity as part of school or youth equals their status. group In any case, teens do need supervision, especially as they n Community service hours requirement as part of school or start, to ensure that they can do the job well and, ultimately, inde- youth group pendently. After the teen shows competency, spot-checking their n Detention-based community service hours (really, this does work helps to show that the librarian cares—and can recognize happen, sometimes without the library being notified) their efforts positively or correct mistakes before they affect others. As with other relationships between teens and adults, a fine When a school or youth agency is involved, the public librarian is wise to establish a formal partnership with these institutions. The easiest approach is to wait for the volunteer to mention the affiliation and a possible contact person; the more Teens will work hard if the job is proactive method is to identify and approach key community meaningful and purposeful, but they stakeholders (e.g., Scouts, churches, and recreation centers). Within a school, several entities might be the source of volun- may be insulted if the task is teer connections: career center, academic counselor, activity clubs, administrator, and school librarian. The last name on considered demeaning or unimportant. this list should be the public librarian’s first contact person, because the school librarian will likely know the volunteer scene in the school and can act as a liaison between the public line needs to be drawn so teenagers don’t think that the adult is library and the rest of the school community. Clear expecta- looming over them. Teens need to know that the adult respects tions at this level between institutions lay the groundwork for them enough to give them room, but they also need to know that success with the teenagers themselves. the adult is available when needed and cares for them. It’s a good

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idea to have a point person for teen volunteers at each library are allocating precious time and effort, so the goal is for both site. And even those librarians who do not work directly with parties to have a successful experience. If done thoughtfully, the teen volunteers should maintain a respectful relationship with library can gain needed help and burgeoning support—and teenagers that fosters a safe and caring environment. maybe a future librarian. n The librarian has the right to expect a specified level of effort and results. When a teenager does not meet those expectations, the two parties can agree that the “fit” isn’t right. The Lesley Farmer is the Library Media Teacher Services Credential timing may be off, the personalities may clash, the tasks might Program Coordinator at California State University, Long Beach; not be appropriate (a teen who is dyslexic would not be a good [email protected]. choice for shelving books, for instance). Both the teen and adult

READERS RESPOND

continued from page 140

other language, and so it is correct to respect each individual’s ing at the public library reference desk I have seen an increase in choice of address. Libraries, because they experience so much the number of Spanish-speaking people looking for materials in direct contact, are in a good position to “read” the tenor of the their native language. Even in times of limited budgets when we local community and choose language from face-to-face expe- may not be able to purchase the materials, so many are grateful rience, a real advantage. even for assistance in locating sources for purchasing the mate- Missing from this issue were articles about people like myself rials on their own. The references in the article and the help of who have psychiatric disabilities. Since most people with psychi- organizations like REFORMA will help make sure these patrons atric disabilities interact as would any other patron of a library, needs are met. I am looking forward to the second article of the most of us will need little more than the general public in the way series and hopefully continued coverage on ways to make the of attention. But occasionally our needs make themselves known, library the community resource for all our patrons!—Michelle and generally a caring interaction is sufficient to calm whatever Speight, Providence (R.I.) Public Library n fears we are experiencing. With the closure of many state mental institutions, most of which had refuges called “libraries,” where [Editor’s note: part 2 of this series appears on p. 172 of this issue.] we could experience a semblance of normalcy and acceptance, public librarians may well encounter us in greater numbers. I went to my local library to learn how to access the EDITOR’S NOTE Internet. I lasted about three minutes before the tears came. It was far too frustrating for me the first time, and the librarian, continued from page 138 who fortunately knew me, did not press me to do more. After In an attempt to address this, PLA offers an annual award about five attempts, five different times, I was up and running. for the best articles written by at least one public librarian and Now I have my own computer, and though I will never be a published in Public Libraries. Cash prizes of $500 and $300 hacker, I do all right. I am grateful that my librarian pulled are awarded to the winning authors. The articles are evaluated back when I started to show emotions.—Harold Maio, advo- and winners selected by members of the Public Libraries cate for people with disabilities, Lee County, Florida Advisory Subcommittee. This group makes policy for the journal and advises the managing editor and feature editor. See page 153 for more information about the award and our win- More than Meets the Eye at the ners from 2002. Library of Congress Web Site Public librarians are encouraged to partner with academics and others in submitting articles to be considered for the award. I just finished reading Steven Cohen’s “Internet Spotlight” col- The skills of public and academic librarians complement each umn “The Library of Congress Online: Part 1” in the other well, and each side has much to gain through a closer rela- March/April 2003 issue of Public Libraries. I’d like to thank Mr. tionship that will ultimately benefit our shared patrons. n Cohen for writing this article. Although I have visited the Library of Congress Web site several times to look at their Exhibitions section, I wasn’t aware of all of the other things that are available. I’m really looking forward to part 2 of this article.—John Kniesner, Librarian, Bellaire Public Library, Ohio

[Editor’s note: part 2 of this series appears on p. 159 of this issue.]

¡Gracias! Written February 2003. Contact the feature editor at 248A N. Higgins Ave. #145, Missoula, MT 59802; [email protected]. Thank you for the timely article on building collections for our Spanish-speaking communities (“Collections and Services for [Editor’s note: see Matthew Hall’s article in the InterViews col- the Spanish-Speaking: Issues and Resources” by Solina Kasten umn on p. 154 of this issue for another perspective on a public Marquis in the March/April issue). In my few months of work- librarian’s experience in the academic world.]

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the rest is history! The first class began January 9, 2002, with eleven participants.

The Concept

Mark knew that people from other countries needed to understand the American culture as well as speak English. He devised a program that included information about daily life: shopping, holidays, friendship, family life, school, food, politics, getting help with directions, feelings, and idioms. He used a variety of A Passion methods to keep the class involved: short video clips followed by discussions and questions, games, Q&A, short articles from news magazines, and clips from television newscasts. for Cultural Mark was concerned that the classes might become too crowded, so he considered limiting the number of students who Understanding could attend by having them preregister. But he reconsidered, realizing that some people would be reluctant to call and sign up. The resulting “registration not required” feature turned out Makes “Let’s Talk to be a good choice. Even though a total of forty people took part in the series, each class averaged around twelve people. Only one news release was sent out. Word-of-mouth was English” a Success extremely effective once the series began. There are two schools of higher learning in Glendale that have foreign students. Approximately half of the students at the American Graduate Diane Nevill School of International Management, or Thunderbird, come from foreign countries. Many of these students have spouses. Twelve of the “Let’s Talk English” class members were ake one committed young man eager to use his extensive Thunderbird wives. Tcross-cultural experience, add forty enthusiastic nationals Next door to the library is Glendale Community College, from other lands wanting to communicate better with which has an active foreign student program. Five students Americans, and what do you get? At Glendale (Ariz.) Public came from the college. Other class members were retired, Library, the community was the winner with “Let’s Talk housewives, or in the country for a limited time with a working English,” a twenty-one-week series of weekly, free, one-hour spouse. Some of the class members came to almost every ses- English conversation classes for adults. sion; others came only a few times. Glendale, a city with a population of 240,000 people, is The final session on May 29 was a time of celebration— situated in the Phoenix metropolitan area. One expects a high with participants receiving a certificate of achievement. It was concentration of Spanish-speakers, given the city’s proximity also an opportunity to show off treats from around the world, to Mexico. However, the Phoenix area is also a draw for peo- with everyone bringing something to share. ple from all over the world, with students in the classes coming from Vietnam, Peru, Japan, Hong Kong, Cuba, Italy, Romania, Turkey, Lithuania, Nigeria, Colombia, South The Good and the Bad Korea, China, Taiwan, the Philippines, and Thailand, as well as Mexico. What worked and what did not? Mark discovered that a one- Mark Reiswig, a twenty-four-year-old, part-time page at hour class is too short. In the second series, each class lasted the library, had recently graduated from Hope International ninety minutes. The level of English spoken by class partici- University in Fullerton, California, with a BA in intercultural pants varies greatly; hence, Mark developed some extra chal- studies. He came to the library knowing that in eighteen lenging activities for the more fluent students. In the second months he would be heading to Thailand to teach English. He session, he did not talk as fast, nor use as many idioms as he decided to put his skills to work right away by volunteering to did in the first session. And, finally, he did not ask yes-or-no start an English-language class in the library. questions, since there is no discussion after the answer! Mark had already acquired quite a bit of experience work- But the positives far outweighed the negatives. Each class ing with other cultures. He had taken five separate trips to began with a question written on the board. Examples Tijuana to build houses with AMOR Ministries, gone on short- included: term mission journeys to Honduras and Peru, lived with a Filipino family for two months, plus honed his skills doing pri- n What did you do on New Year’s Day? vate tutoring. n How would you describe yourself using ten adjectives? Glendale Public Library had never offered this type of n How many brothers and sisters do you have? service, but when Mark explained his concept, an immediate n Do you like pizza? “yes” was the answer. He got busy arranging room space, n What is your favorite American food? outlining the concept and activities for each class, and n How is Valentine’s Day celebrated in your home country? designing a flier for publicity. The planning took place in n What is difficult for you when you grocery shop? November 2001. A news release went out to the media—and n What do you like to do with your friends?

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n What is most different about American culture compared to your home culture?

These questions paved the way for interactive discussion in small groups and large groups. In each class, participants were paired with a different partner to discuss the day’s question and other topics. Mark found that visual objects worked best in getting discussion going. For the first day, he brought a favorite object from home and talked about why he liked it. The following week everyone else was asked to bring an object from home that represented him or her. A young woman from Hong Kong brought her favorite bathing suit to class! As it got close to Valentine’s Day, Mark brought in symbols of the holiday for discussion. Movie clips were another popular visual. Mark showed a short clip from a movie, then asked true-or-false questions. Besides movies, Mark showed sections from a Living Language video, English for New Americans: Everyday Life.1 The hour- Mark Reiswig, top row, far left, with the graduates of the first English long video contains exercises in making introductions; asking conversation class. the time, date, and directions; shopping for food; finding an apartment; opening a bank account; and using a telephone. The class, he would quickly review the answers. Mark’s favorite Web Living Language self-study package also includes an hour-long sites are Webster (http://webster.commnet.edu/grammar) and audiocassette and a 128-page book. ESL Café (www.eslcafe.com). Grammar and writing are the One activity that got everyone moving around the room focus of the Webster Web site. It covers every facet of writing, was the Hot and Cold game. Mark explained that everyone in from the elements of sentences to developing paragraphs and the United States has opinions, and a part of freedom of speech understanding the writing process. The site also provides a quick is the ability to express one’s opinion. He declared that the east grammar review for native English speakers. ESL Café contains wall in the room was “hot” and the west wall was “cold.” He quizzes on geography, grammar, history, idioms, slang and would then ask a question, and each person was to take a place words, people, reading comprehension, science, world culture, on an imaginary line according to how they felt about the ques- and writing. The “idea cookbook” section provides a cornucopia tion. For instance, “Do you like pizza?” began the game. People of suggestions for teachers dealing with diverse topics such as who loved pizza went to stand next to the east wall, while those business English, using food in classes, holiday ideas, ice break- who only liked it somewhat stood in the middle of the room. ers, activities for groups, pronunciation, and English spelling. Those who did not like pizza at all were along the west wall. Future classes will include more time for questions about Mark then took an imaginary microphone and “interviewed” life in America, a suggestion box, a weekly recipe, a class syl- several people to let them share their opinion about the topic. labus, creative homework, and some reading and writing He went through a series of questions, ending with “Will the assignments. Because everyone enjoys eating, a snack sign-up United States ever find Osama Bin Laden?” list will be available. There was not enough time to cover everything in class, so Mark is now in Thailand teaching English. He has planted Mark assigned Internet homework through the use of ESL Web the seed of holding English conversation classes in our library sites. The topics usually concerned grammar. At the beginning of and has left behind a blueprint to continue what he started. A class member from Italy, Antonella Manetti, learned enough in the classes to take Mark’s place when he left and is currently leading the English conversation classes at the library. n Start an English Conversation Class at Your Library Diane Nevill is the Public Information Officer at Glendale Public Are you interested in starting English conversation Library in Arizona; [email protected]. classes at your library? Mark Reiswig has put together a packet of information on the topics and issues covered in each class, along with helpful Web sites. References Contact Diane Nevill at (623) 930-3554 or e-mail [email protected] to receive a copy. 1. English for New Americans: Everyday Life. Producer Raquel Ortiz, Director Andrei Campeanu. Videocassette. Living Language, 1999.

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are always telling us how they and math activity kit. The pro- appreciate being able to con- gram will be implemented with verse, one on one, with real regular story times already professionals who know how held at the store. In addition to to find information quickly. storytelling, employees will The more people who know train caregivers in skills that about Nightline, the better,” will improve children’s con- Based at the East Bruns- ceptual and language develop- wick Public Library, the serv- ment through reading. ice is staffed by reference For more information, see Magazine “food for thought.” While librarians who field thousands www.fortworthlibrary.org. Sponsorships awaiting their noodle soup, of telephone questions each Source: Library Hotline, diners perusing their placemats month on virtually any topic. Nov. 25, 2002 The Newberg (Ore.) Public Li- at the Montclair Char-Broil Callers can also request to brary subscribes to more than Restaurant and the Verona have up to five pages of infor- 200 magazines, with a bill that Diner are learning to call 1- mation faxed or e-mailed to Speakers Ready to Tell 800-922-2233 when they need them each night. totals more than $6,000. To the Library Story help offset the costs, library answers from a librarian after New Jersey Nightline is patrons are stepping up as their local libraries have closed supported by the New Jersey Community groups looking magazine sponsors. for the day. Library Network, adminis- for an interesting meeting Sponsors pick the maga- The toll-free number con- tered by the New Jersey State presentation will be pleased to zine of their choice from the li- nects patrons to New Jersey Library and funded by state learn about the new speakers brary’s subscription list. They Nightline, a late-night tele- tax dollars. For more informa- bureau at the Jefferson Coun- can pay for the subscription phone reference service avail- tion about the program, please ty (Colo.) Public Library in with cash, check, or charge able free of charge to all state call Cheryl McBride at (732) Lakewood. right at the library’s main residents. The contact number 390-6643 or e-mail her at cm- Speakers discuss library desk. In return, the sponsor’s is colorfully displayed on the [email protected]. resources, addressing meetings name, business name, or the placemats, along with exam- countywide and tailoring the name of someone they wish to ples of actual questions that emphasis to audience inter- honor appears on the maga- are sure to inspire mealtime Starbucks Staff ests. Potential audiences in- zine’s display cover. It’s a great conversation, such as ‘Which Storytellers Trained clude parent groups, business way for patrons to show their three movies won all four top by Fort Worth PL Staff organizations, older adults, support of the library. Oscar categories?” “What are service clubs, and nonprofit The display plate remains the twenty-one counties of The Fort Worth (Tex.) Public groups. for one year, when the maga- New Jersey?” and “Who was Library (FWPL) Foundation Speakers receive training zine’s subscription comes up the last president born in the has received a $5,754 grant to explain library resources for renewal. Sponsors are nineteenth century?” from the Starbucks Foundation that many in the community given first choice to renew New Jersey Nightline man- to train Starbucks employees in may not be aware of, such as their sponsorship. ager Cheryl McBride worked the “Mother Goose” method of books on tape, videos, CDs, For more information, see with New Jersey advertising storytelling. The FWPL Com- and DVDs. Speakers also ad- [email protected]. agency Placemats Plus to munity Outreach Department dress the variety of informa- or.us. arrange a discount rate for the will initiate a one-year pilot tion available around the Source: Library Administra- new ads, set to expand to six program at one Starbucks loca- clock through the Online Li- tor’s Digest, Nov. 2002 restaurants in Essex and Hun- terdon counties. tion, with the goal of incorpo- brary, including databases for “Now thousands of peo- rating the family literacy business and household use, ple who drop by for a meal or storytelling method at all Star- help with homework, and Appetizers a quick bite can feed their cu- bucks locations citywide. links to librarian-recommend- for the Brain riosity as well,” said McBride, Library staff will train ed Web sites. who was instrumental in New Starbucks personnel in the As part of their presenta- The first course on the menu at Jersey Nightline’s creation “Mother Goose Asks ‘Why?’” tions, speakers provide audi- two New Jersey restaurants eleven years ago. “It’s a nice, method, a literacy and science ence members with forms to these days isn’t exactly edi- relaxed way to learn about series that integrates math and obtain a library card, request a ble—unless you count it as such a helpful service. Callers science concepts through vari- mailed copy of the monthly ous reading techniques. The newsletter, or join the Friends program was first created by of the Library. Speakers also “Tales from the Front” is a collection of news the Vermont Center for the make available information items and innovative ideas from libraries nation- Book and was funded by the on classes, children’s activities, wide. Send submissions to the contributing editor, National Science Foundation and adult programs. Jennifer T. Ries-Taggart, Librarian, MCLS Office, Central Library of Rochester and Monroe County, to expand the program’s geo- Approximately thirty vol- 115 South Ave., Rochester, NY 14604; jtaggart@ graphic reach. Trainees will re- unteers comprise the bureau. mcls.rochester.lib.ny.us. ceive program books, family They include members of the activity guides, and a science library staff and volunteers

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from the trustees, foundation, bidder known only as “I love With this service, anyone ham trustees and staff hope to and friends groups. For more a good mystery.” who has a laptop or PDA expand the library’s space, information, call Janell Kerski Marty and her husband enabled with Wi-Fi can have perhaps in cooperation with at (303) 985-2455 or e-mail were flown to Hollywood, high-speed access to library one or more community or- [email protected]. with all expenses paid by the and Internet resources even if ganizations. The Northfield anonymous bidder. They en- other customers are using all Library did just that only a joyed the comforts of a chauf- the high-speed workstations. few years ago and now hopes Solving the feured limousine and a top Associate director Brian Auger to broaden its children’s pro- floor suite in Merv Griffith’s comments, “We already add gramming and other services, Mystery behind the Beverly Hilton. On Valentine’s value to using the Internet which is a strength of the Platt Mystery Bottle Day, Marty delivered the bot- through our growing collec- Memorial’s offerings. tle to the mystery bidder’s rep- tion of subscription databases, Two incorporated public Following Hurricane Floyd in resentative, Ash Narayan, a and now that they can be libraries—Mark Skinner Li- 1999, Williamsburg (Va.) Re- principal at RGT Capital available to you on your own brary (Manchester) and Bran- gional Library Foundation Management. Narayan’s client equipment while you are in the don Free Public Library—will board member Martha (Marty) list is a who’s who of Holly- library adds even more value.” support each other during the DeWelt found on her property wood personalities and pro- Those who are interested automation process and in de- a remarkable thing—a mes- fessional athletes. need to apply at the central veloping a range of communi- sage in a bottle. A former cast- Exchanging the bottle for library for a free Wi-Fi ty support. ing agent, film producer, radio a $15,000 check, Marty account, which takes about Contact Marianne Kotch show hostess, and business returned to Williamsburg to five working days to activate. at (802) 828-2320 for more woman, Marty recognized an personally help distribute the After receiving an account, information. opportunity when it fell into proceeds. True to her nature, customers can access the her lawn. This past February however, Marty did take a Internet from anywhere in the library itself or even just outside the building. Howard Young Adult County Library is the first Advisory Board Maryland library to offer Wi- Fi. Any questions about the How do you attract young service can be directed to adults to the library? The

Marty DeWelt [email protected]. Lawrence (Kans.) Public Li- delivers the brary has a way. Get them in- message in volved in the Young Adult the bottle to Advisory Board (YAAB)! Ash Narayan, Libraries Sign Up A group of teenage library the anonymous for “Mutual Aid” patrons who love the library bidder’s repre- and books make up YAAB. sentative. Several Vermont public li- Since teens are busy, the libraries have signed up to par- brary tries to keep time re- her vision transformed a note brief detour before leaving the ticipate in the Department of quirements to a minimum. sealed in a bottle into support glitz and glitter of Hollywood. Libraries’ new Mutual Aid The board meets monthly on for several of Marty’s most She visited the Beverly Hills program, a voluntary mentor- Sunday afternoons for a gen- cherished causes. Public Library. ing program. The libraries are eral meeting and book discus- In December 2002 Marty For more information paired on the basis of interest sion, usually from 2 to 4 P.M. decided to auction off her bot- about Williamsburg Regional and need, offering support The library requests that tle on eBay, with proceeds Library, visit www.wrl.org. and guidance in whatever board members also spend going to support the Williams- form the librarians and board time volunteering at the li- burg Regional Library Foun- of trustees feel is needed. The brary. There are numerous dation, Williamsburg’s Relay Howard County program may involve visits jobs available, including shelv- for Life, the Providence Classi- Library at and meetings between li- ing books, putting carts in cal School, Lakewood Elemen- braries, or the partners can order, filing, and helping with tary School in Wisconsin, and Technology’s work together on an on-call the newsletter. families affected by the tor- Cutting Edge basis. Contact between li- As a YAAB member, teens nado that devastated Mossy braries is intended to be at have input into the selection of Grove, Tennessee, in Novem- Howard County (Md.) Li- least once a month for a year, the young adult collection. ber 2002. Promoting the auc- brary is pleased to offer an which may be renewed by mu- They also help plan program- tion on national television, in exciting new wireless network tual agreement. ming. YAAB is open to all national and local newspa- service at its central library. The first libraries to take young adults between the ages pers, and on radio programs Wireless Fidelity (Wi-Fi) part in the program are the of eleven and eighteen years. across the country, Marty cre- allows electronic connections Platt Memorial Library For more information, ated interest enough to see the without computer terminals (Shoreham) and Brown Public contact Kim Patton at (785) bottle sell for $15,000 to a or network jacks. Library (Northfield). Shore- 843-3833, ext. 121. n

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library and systemwide.” Each task force member was supplied with a Compaq iPaq personal digital assistant (PDA). The library also purchased wireless access points that were placed around public service floors of our main library and also in a smaller branch library. The task force’s main objective was to test hardware, software applications, and implementation methods of wireless technology before the library decided on full-scale deployment. To do that, the task force is currently testing a number of PDA functionalities, both for staff use and for use with library cus- Cutting-Edge tomers. These functionalities include: accessing the library catalog; communicating with staff via instant messenger software; placing library catalog requests for customers; accessing cus- Technologies tomer records; testing e-book use; tracking in-house use of library-related materials; remote updating and processing of and Services library catalog records; circulation functions; bar-code scan- ning; and inventory and weeding. Task force members are also testing functionality usually related to “traditional” PDA activities, like appointment setting, note taking functions, managing Hampton (Skip) Auld e-mail, and synchronizing basic functionality to both the PDA and to the staff member’s PC. The experiment was slated for completion in early 2003. e’re not on the cutting edge. We’re on the bleeding edge,” “ The second phase is full-scale deployment of wireless tech- Deputy Director Gail Griffith would often say with a W nology throughout the library system. For the new building gleam in her eye when I was a branch manager with Carroll projects, a full wireless communication system is being County (Md.) Public Library in the 1990s. Recognizing that planned. Staff members will use wireless network devices, implementing the new sometimes meant unanticipated difficulties including PCs with wireless connectivity and wireless PDAs and and painful struggles, her statement reflected pride in being free of handhelds, for both back-office and public service work. bureaucratic lethargy and the ability to move quickly to deploy Staff will also use wireless IP-based phones (Voice-over-IP new services and technologies. This column highlights projects of technology, or VOIP) that can be carried throughout the new several libraries that staff members feel are “cutting edge.” buildings. Wireless access will be available on all floors for staff and public. Library customers will be able to connect wirelessly in a variety of ways. Meeting rooms will be designed for video Taking the Wireless Plunge conferencing sessions, and the library will provide sixty wire- in Kansas City less laptops for use during meetings.

David King “My Florida” Web Portal IT/Web Project Manager, Kansas City (Mo.) Public Library; [email protected] Debra Sears Kansas City Public Library, a large urban public library, will be Chief, Bureau of Library and Network Services, moving its current downtown facility into a larger renovated State Library of Florida; [email protected] facility in early 2004. This new central library will feature more floor space than the current downtown building and will also The State Library of Florida, in partnership with the State have unstaffed floors in the upper levels of the building. In Technology Office and the Florida Public Service Commission, addition to this project, the library system is building a larger now provides an online service that is both a database of fre- branch library in Kansas City’s midtown Plaza area. quently asked Florida-related questions and an expanded “ask- Because of these two projects, the library decided to take a-librarian” service. The State Library is charged with the plunge into the world of wireless technology, both for day-to-day administration of the service. library staff and for library customers. This is being done in Visitors to the state Web portal, www.myflorida.com, can two phases: phase 1 is a testing phase with the library’s Wireless search a database of answered questions. If they do not find the Task Force; phase 2 builds on the experience of the task force, answer they need, they can submit a question online. The ques- incorporating wireless technology into the new central library tion is directed to the State Library’s reference staff for an indi- and the new Plaza library. vidual response. As of late 2002, there were close to one During phase 1, the library is testing wireless handheld thousand questions and answers in the database, and the State devices via a specially formed library committee, the Wireless Library plans to double that number within a year. Task Force. The task force is charged with “researching, devel- Using a software product produced by RightNow oping, and testing wireless applications and connectivity to the Technologies, the library offers a resource that is useful to library’s computer network and associated databases and to patrons and especially helpful to reference staff of public external functions and databases through the Internet and mak- libraries. With a single click, for example, staff members and ing recommendations for use of this technology in the central patrons can choose to be notified if the answer to a question is

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updated. Additionally, any answer in the database can be Access Fairfax is Fairfax County’s new e-gov center, a joint copied to a patron, hyperlinks intact, an aspect that is appreci- effort between FCPL and the Fairfax County Department of ated by those staff members who answer questions via e-mail Information Technology. The program offers residents free use or live chat. of twelve computer terminals to find information about county services and to conduct online transactions with county agencies. Access Fairfax allows users to pay for vehicle decals; check Fairfax County: Gateway to the “E” real estate records; get information on building permits; pay County taxes online; find bus fare, schedule, and transfer information; and perform other transactions through the county’s Web site. Access Fairfax also offers telecommuting offices to Lois M. Kirkpatrick county staff. Marketing and Public Relations Manager, Fairfax County (Va.) Fairfax County is the largest suburb of the Washington, Public Library; [email protected] D.C., area, which is one of the most diverse communities in the country—one in five residents was born in another nation. In Fairfax County, Virginia, is one of the most wired communities Fairfax County, more than one-third of our residents speak in the world. More than 80 percent of county residents have another language at home. Such diversity requires a great deal access to the Internet from home or work. With Internet com- of social savvy, patience, and sensitivity by library staff mem- panies headquartered in the area, 40 percent of the world’s bers. In an era when technology sometimes means the loss of Internet traffic passes through Fairfax. The Fairfax County human interaction, FCPL strives to remain both high-tech and Public Library (FCPL) is one of the leading government agen- high-touch. cies using technology to serve people who work, live, and learn in Fairfax County. FCPL launched its Web site in 1995 (www.fairfaxcounty. Wi-Fi Internet Access at the gov/library). In the following years, the library: Staunton Public Library n started e-mail reference service in 1998; n launched an e-mail newsletter in 1999; n helped the county government redesign its site in 2000; David Steinberg and Karen Pifher n began offering e-books in 2000; David Steinberg is Adult Services Librarian n launched an e-mail newsletter for agency directors in 2001; ([email protected]), and Karen Pifher and ([email protected]) is Head of Technical n opened an e-gov center and unveiled a new catalog system, Services, Staunton (Va.) Public Library. through which we plan to offer both holds and overdue notices via e-mail, in 2002. Since December of 1996, Internet access has been one of the Staunton (Va.) Public Library’s most popular services. But The public e-mail newsletter is FCPLEASE (the Fairfax although demand for access continues to grow, the library, like County Public Library Events, Activities and Services E-Letter many others across the country, has little space for additional (sign up at www.fairfaxcounty.gov/e-mail/lists). public-access computers or the money for more wiring and Although FCPL offers access to thousands of titles through hardware. The library’s solution has been to go wireless. netLibrary, e-books have not ignited the public’s interest to the Wi-Fi is the name given to the Institute of Electrical and degree initially hyped. While our overall e-book circulation has Electronics Engineers 802.11b standard for wireless network- remained steady, the most popular category with users continues ing. Wi-Fi connections can be made within approximately 300 to be computer-related titles. FCPL’s collection management feet of the access point, or “hot spot,” which is connected to coordinator, Julie Pringle, notes that e-book circulation has been the library’s Internet service. The Internet connection can be “flattening out in terms of public library use, but is becoming an any speed from DSL to T3 and can be shared with wired PCs. accepted way to provide reference material.” She notes that In a wireless network, computers communicate with the net- printed reference material takes up precious space in public work much like a cordless phone. libraries, and that vendors are moving towards providing more For the cost of one computer (approximately $1,800), the reference material online by partnering with netLibrary. wireless system allows the the Staunton Public Library to make In 1999 FCPL director Edwin S. Clay III began planning the Internet available to many users simultaneously. Wireless management seminars that would bring in well-known experts access allows unlimited time online for patrons with their own to discuss technological, economic, demographic, and cultural laptops and PDAs, and because access is available throughout trends affecting county operations. Although originally the building, these users are not confined to the crowded com- designed as a Year 2000 event, the NACo award-winning puter section but can use seating areas in other parts of the Millennium Forum has been extended indefinitely because of facility. Wi-Fi makes Internet access easily available in two attendee response. More than 2,200 staff members have meeting rooms that are used by both staff and the public and in attended a forum to hear such speakers as Thomas Friedman, a third room used primarily for children’s programs. This bene- Pulitzer Prize-winning author of the bestselling book The Lexus fits both staff and patron training, library programming for and the Olive Tree; syndicated columnist Judith “Miss adults and children, and presentations by community groups. Manners” Martin, who spoke on civility among government The library does not provide patrons with either the neces- staff in a post-9/11 environment; and futurist Gio Van sary wireless cards or wireless-capable hardware, but this may Remortel of the Institute for Alternative Futures, which was be an option for the future. To go wireless currently, a patron cofounded by Future Shock author Alvin Toffler. requires a Wi-Fi-certified 802.11b card and a laptop computer,

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a notebook, or a PDA (such as Palm or Handspring). Many of MHL-Mail, an opt-in e-mail alerting service, started in these products purchased today come equipped with Wi-Fi February 2000. To jump-start the service, the library sent a cards; those that don’t can be adapted via Wi-Fi connectivity message to the approximately 1,200 e-mail addresses of PC cards, which can be purchased for less than $100 at most Andover residents in our patron database. We asked if the per- stores selling computer hardware. son would like to receive one or two e-mail alerts about library The library provides users with instructions for configuring services each month and included instructions for unsubscrib- the wireless device with the Wi-Fi network. These instructions ing and an assurance that we do not share patron information cover various operating systems, both Windows and with anyone. A few people unsubscribed, nobody complained, Macintosh. The average user needs little or no assistance from and 600 e-mails bounced back. We were not surprised by the library staff members to access the service, who are further bounce-backs, as there had been no reason for people to keep saved the time of registering and tracking loaned computers. us informed of e-mail address changes. So we were left with As the number of Wi-Fi users increases nationally, the library 600 subscribers, and the rest, as they say, is history! expects that more and more local residents and visitors will take Using our home page, library card application forms, and advantage of the service. The system provides broadband access, articles in the local newspaper, we began a concerted campaign allowing patrons to surf at up to 11 mbps. Since this connection to sign people up for the alerts. The biggest boost came when is faster than most home Internet services in the area, even patrons we began e-mail notification of reserves and notices, and people signed up for the alerts as well as e-mail notification. We use MHL-Mail to tell people about new services, programs, holiday hours, and additions to the collection. We keep the alerts Despite the fact that libraries have been short and sweet. We generally feature three or four items in an introducing the public to computers alert—only a sentence or two about the item and a link to a Web page with complete information. It’s easy for the patron to for the last two decades, libraries see quickly if there is an item of interest without wading through rivers of narrative. You can see an example of MHL- have not always been considered Mail at www.mhl.org/alerts/latest.htm. technology leaders. We generally send out one alert a month, never more than two. We use an Access database and Campaign 5 mass-mailing software to create and send out the e-mails. It takes only a few minutes to send out the entire batch of text-only e-mails. We with home connections may find it advantageous to use the spend about two hours a week managing bounce-backs and library to download lengthy programs or documents. All users entering subscribers into the database and aggressively try to share the bandwidth on the access point, thus the more clients on get correct e-mail addresses for the bounce-backs. MHL-Mail is the access point, the more congested the network and the slower our most productive and cost-effective way to promote our the overall performance. When overall demand begins to bog services, and we don’t want to lose even one subscriber. down the system, a second access point easily can be added. Stumbling blocks have been few. We did have some techni- Despite the fact that libraries have been introducing the cal problems sending the alerts before we went to Campaign 5. public to computers for the last two decades, libraries have not And when our biggest local Internet provider, MediaOne, was always been considered technology leaders. This has been true bought by AT&T Broadband, we had to deal with hundreds of for the Staunton Public Library, which automated in 1986— bounce-backs and e-mail address changes. But that’s life in the early for a small public library—but financially has not been twenty-first century. able to keep up with many technological advancements. Wi-Fi We know the alerts work. Within hours of sending out at the Staunton Public Library has caught the interest of the MHL-Mail about our new digital audiobook service technologically knowledgeable in the area, such as members of (www.mhl.org/collections/eaudio), we had twenty reserves for the Shenandoah Valley Technology Council. Council members the devices, people swarmed the reference and circulation desks have been surprised that their small-town public library is at with questions, and the phones were ringing off the hook. In the forefront in implementing this state-of-the-art technology. the first day, we had sixty online requests. We have never had such buzz about a new service, and we owe it all to MHL-Mail.

MHL-Mail: E-mail Alert Newsletter Electronic Ordering: We Did It Our Way Beth Mazin and Eleanor Sathan Beth Mazin is Assistant Director ([email protected]), and Eleanor Sathan is Regional Reference Librarian Brent Ferguson and Diana Gill ([email protected]), Memorial Hall Library, Andover, Mass. Brent Ferguson is Webmaster and Young Adult Librarian ([email protected]), and Diana Gill is Reference Memorial Hall Library (MHL) is the public library of Andover, Librarian ([email protected]), Elkhart (Ind.) Public Library. Massachusetts, serving a population of approximately 31,000. MHL also serves as the regional reference center for northeast- In November 2000 the Electronic Acquisitions Study Team ern Massachusetts. The library has been very successful in using (EAST) was established at the Elkhart Public Library (EPL) to technology to deliver both traditional and new services to its bring electronic ordering to the library. EAST had three basic local and its regional patrons. goals: to review what other libraries were doing, to evaluate the

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types of technology that were currently in use, and to see how drag the image. The database is standards-based, adhering to well these technologies could be adapted for electronic ordering Missouri’s Digitization Metadata Guidelines, the Encoded at EPL. Archival Description guidelines, and Dublin Core standards. EPL wanted many specific features in an electronic order- The new digital local history database is designed to repre- ing system, such as the ability to order from multiple vendors sent multiple versions, collections, aggregations, and hierar- and to incorporate specific codes that would streamline book chies of digital objects. For example, some archival processing. It was decided that a custom-written, in-house soft- photographs have two sides, both of which could have useful ware solution would best take into account the quirks of the information. In this database, both sides can be represented as EPL ordering system. part of a single record. The EAST team chose to develop their system using open- source software. MySQL was chosen as the database and Perl as the computer code that would link the Web browser and the database. The overall goal was to automate the ordering and The library’s ultimate goal for the selection processes as much as possible. In some ways, the new digital purchase order form (POF) was a duplicate of the paper database is that it represent and search form. The main difference was that most of the ordering infor- all our local history materials using a mation that had been originally handwritten was now filled in automatically. This digital version was dubbed the ePOF. One single search interface, a catalog for unanticipated problem was the lack of uniformity in the library’s selection procedures. Many procedures had to be revised to our library’s digital collections. ensure bibliographic continuity within the ordering records. The new program successfully integrated three existing software packages that ran on two different operating systems For customers, searching can be either basic or advanced. across EPL’s locations. Enough attention was paid to the needs Simple keyword searching gives results that can be divided into of the selector so that the transition from a paper-based system media types (i.e., photos, sound, video, archival material, or to an automated electronic ordering system was made citations). Advanced searching adds field-specific search smoothly and efficiently. The ePOF ordering system has been options as well as Boolean search capabilities. Patrons can also in operation since 2001 and has proven to be a stable and search by subject over a wide variety of media type and collec- robust system. As of November 2002, electronic ordering tion types—something that couldn’t be done within our collec- became the primary method of ordering both print and non- tions before this database was created. print material at all EPL locations. Selectors are so pleased The library’s ultimate goal for the database is that it repre- with electronic ordering that they speak up at meetings saying sent and search all our local history materials using a single how much they love it. search interface, a catalog for our library’s digital collections. Once all current digital material is placed into the database, the library plans on adding other collections, until all special col- Kansas City Public Library’s New lections are represented digitally and are searchable using the database. Digital Local History Database Two other goals are to create a regional Virtual Local History Center, to be housed in the new central library facility, and to actively pursue other institutions’ digital collections for David King the database. These institutions would either become digital IT and Web Project Manager, Kansas City Public Library; consortium members, who physically add their information to [email protected] Kansas City’s database, or would create a seamless “search link” to both databases, so they can be searched together rather Kansas City Public Library’s Special Collections Department than individually. collects, preserves, and provides access to numerous types of resources pertaining to the history of the Kansas City metropolitan area, genealogy, the Civil War, and Western Embracing Technology at PLCMC Americana. In recent years, some of this rich information has been represented in Microsoft Access databases, the library’s catalog, and in static HTML pages on the library’s Web site. Robin Bryan, Susan Herzog, and Bob Peaseley In 2002 the library merged these disparate collections into Robin Bryan is Brarydog Coordinator ([email protected]), a “one-stop-shop” database. The library outsourced the cre- Susan Herzog is Information Services Manager ation of a digital metadata repository for all of its archival ([email protected]), and Bob Peaseley is Manager items, including photographs, oral histories, postcards, letters, of the Virtual Village Communication Center maps, diaries, citations, and books. This database and the ([email protected]), Public Library of newly redesigned local history Web site were scheduled to go Charlotte and Mecklenburg County (N.C.) live in early 2003. The database was created using Microsoft SQL, and the The top two innovations that give patrons of the Public Library coding for both the back-end data entry side and the front-end of Charlotte and Mecklenburg County (N.C.) (PLCMC) the customer side was created using Macromedia’s ColdFusion biggest bang for their collective buck are the library’s ten serv- MX. Images are viewed using Zoomify, a product that allows ice Web sites and the Virtual Village. The Web Services users to zoom in and out of an image, pan left and right, and Department consists of a staff of six: a director of Web services,

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two web developers, a web graphic artist, a library staff tech- voice-recognition software (the Eye Gaze system, which allows nology trainer, and the student portal coordinator. This depart- patrons to control a cursor by moving their eyes) and the ment provides internal customer support to more than 150 Cyberlink headband, which picks up nerve signals to allow front-line public service staff members who are actively hands-free control of a mouse. involved in the development of the content of our Web sites. Several professional-grade applications give budding In 2002 the PLCMC “family” of eleven Web sites garnered artists, programmers, musicians, and video producers the 18.5 million page views (i.e., the total number of individual chance to learn and create without spending $500 and more per pages accessed) from more than 4.5 million users. Assigning program for this software. There is a digital darkroom, and each site its own domain allows broad visibility and allows the print graphics stations feature desktop publishing programs sites to be located more easily in subject searches. The entire including QuarkXPress, Adobe Illustrator, and Freehand. In family of sites can also be easily accessed from the library home addition, web graphics stations have Web-development appli- page (www.plcmc.org). Individual content management sys- cations like Dreamweaver, GoLive, and Flash. The Virtual tems allow content teams to update the sites themselves. An Village also has hands-on learning stations equipped with example of this is the digitization of local history information Linux, BeOS, Mac OS X, and various versions of Windows. A found on our CMStory site (www.cmstory.org). full-time library resources trainer position was created in 1996 Some sites have been totally redesigned for a current look to develop workshops that improve PC skills and teach staff and the addition of fresh content and new features, such as e-mail about the many electronic products. newsletters and video. Brarydog.net (www.brarydog.net) is a PLCMC looks for opportunities to offer new technologies student portal that allows access to multiple databases without to our patrons. It is truly the staff members—including admin- individual authentication. A user’s library card number, stored in istration who initiate and support ideas, front-line staff who a database, provides authentication via a log-in. The design, develop content, and support staff who make it work—who are geared for middle school students, includes customization of the key to PLCMC’s ability to utilize new technologies for our background colors, resources displayed, choice of Internet search patrons. tool, and the ability to add links to favorite Web sites. The Brarydog coordinator helps students and teachers utilize the resources to research homework and support curriculum. Conclusion The Virtual Village, made possible through a 1999 county bond issue, opened to the public in 11,000 square feet of newly If you believe a service or technology at your library is as good renovated space in August 2001. Two nonprofit partners, the or valuable as, or even better than, the ones you’ve read about Program for Accessible Living and the Carolina Computer here, please write to us. We would very much like to highlight Access Center, urged the county board to support the funding, your experiments with the bold, new, and visionary. Your sto- helped design the facility, and provided staff training. Open sev- ries of either triumph or tragedy are welcome as you pursue enty-one hours over a seven-day week, the center serves more efforts to improve library services in your community. n than 8,000 patrons each month. A brightly colored computer lab offers desktop publishing, résumé writing, video editing, plus teacher-led and self-directed computer training on ninety Macintosh and Windows work- The purpose of this column is to offer varied per- stations, which have high-speed T1 Internet connections and spectives on subjects of interest to the public library general office-productivity software. More specialized stations profession. All correspondence should be directed to have MIDI keyboards, video-editing equipment, smart media the contributing editors. Hampton (Skip) Auld readers, and a host of assistive hardware devices and software is Assistant Director, Chesterfield applications. County Public Library, 9501 Lori Sixteen computers are equipped with assistive hardware Rd., Chesterfield, VA 23832-0297, (804) 748-1767; [email protected]. Nann Blaine Hilyard is and software beyond what is available on the general Internet Director, Zion-Benton Public Library, 2400 Gabriel machines. These devices range from a Braille embosser and key- Ave., Zion, IL 60099; [email protected]. board to foot mice and jellied wrist and arm supports. There is

Public Librarians Win Cash for Telling Their Stories in Public Libraries!

The Public Library Association is pleased to announce the 2002 winners of its annual article contest. The contest awards cash prizes to the authors of the best feature articles by public librarians published in the previous year’s issues of Public Libraries. The first prize award of $500 goes to Edward Elsner, director of the Crawford County Library in Grayling, Michigan, for his article “The Evolution of PLA’s Planning Model,” which appeared in the July/August 2002 issue. Second prize of $300 goes to Robin Bryan, Brarydog Coordinator at the Public Library of Charlotte and Mecklenberg County, for her article “Brarydog.net: A Homework Assistance Portal for Students,” published in the March/April 2002 issue. Contest winners are selected by members of the Public Libraries Advisory Committee. The prizes will be awarded at the 2003 ALA Annual Conference in Toronto. Public librarians interested in being considered for the 2003 prizes, should visit the PLA Web site at www.pla.org for submission guidelines or e-mail [email protected] for more information.

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of popular fiction, etc.). But checkout patterns for research do not mirror checkouts for casual reading; it is extremely rare for a community college student to come into the library every three or four weeks to check out dozens of books. I had to quickly give up the notion that pumping up circulation numbers carried as much weight in the academic library as in the public library.

Quantifying Success Public to Academic As noted above, one of the main measurements of success in a public library is high circulation statistics. High circ translates into a well-used collection, which should make any supervisor Reflections for Librarians in a public library happy. Success in the community college library is assessed quite differently. Two main benchmarks are: Who Are Considering (1) do the students graduate with information literacy and researching skills? and (2) are those skills transferable to future the Switch academic and professional endeavors? Since success is not as visible on a day-to-day basis in the community college, I am getting accustomed to long-term payoffs as opposed to daily or immediate successes. Matthew L. Hall

ccording to census data, more than 30,000 of the roughly Collection Development A125,000 school, public, and academic librarians in the United States are expected to reach retirement age by 2009.1 In the public library, I cast a wide net to serve the many dis- This possible mass exodus of talent presents the professional parate elements in my surrounding community. Now I’ve had library community with many challenges, but it also creates a to narrow my focus to concentrate on purchasing materials that myriad of opportunities for librarians who want to explore new support the college’s curriculum, altering my definition of a areas in our extremely diverse field. No doubt many of these well-rounded collection. Along with material selection, another upcoming vacancies will be supervisory positions filled by added wrinkle to my new collection development train of internal candidates moving up into leadership roles; however, thought was acknowledging the huge role that faculty play in many of these retirements will be filled by librarians who the collection development process. It is rare in a public library choose to move between work environments, moving, for that such a small number of people influence collection devel- example, from the public library world into academia. opment on a consistent basis. I had to quickly get comfortable Having recently made the jump from branch manager in a with the fact that a relatively small percentage of my service large public library system to a director at a small community population has such a large impact on the collection. college, I have had the opportunity to experience the workplace shift that many people may choose to explore in the near future. When I was preparing to move into the academic sector Fund-raising and I had a pretty good idea that some things were going to be dif- Community Relations ferent—my patron base, for example—but I quickly discovered after arriving that many of my preconceived notions were far When you raise funds for your library at a public library, the off-base. library is the organization that you are supporting. At a com- The following list is a sampling of the changes managers munity college, the library is only part of the organization, so face when transferring from a public library to an academic you have to be careful that your goals in the library match the library. By no means do I imagine that these situations apply goals of the college as a whole. Similarly, when you speak or everywhere, but the suggestions may help supervisors who are perform any advocacy, you need to keep in mind that as a com- considering moving get in the right frame of mind. munity college librarian your audience perceives you as speaking for the entire college, not just the library.

Circulation Reference Services One of my goals when I arrived at my community college was to increase circulation. This was a perennial goal of mine in In the public library, it was a goal of mine to teach my patrons the public library, but I quickly learned that high circ stats do how to find the information themselves. Unfortunately it was a not matter nearly as much in an academic library. Public goal that seldom came to fruition. Long lines meant quick libraries frequently rely on circulation statistics, and rightfully answers, so time was at a premium. In addition, the majority of so, because escalating circulation indicates that the collection my questions were “ready reference,” so the teaching aspect is serving the community well. In addition, it was not uncom- was not as practical. In the smaller community college setting, mon that a patron in the public library would check out thirty I get fewer questions, but those questions are usually research or forty books at a time (picture books for children, armloads oriented. I am now able to walk through the research process

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with students and teach them how to locate and interpret the Tenure information. Since it is part of my library’s mission to make students information literate, I now have the opportunity to Although this is mainly an issue at larger college and university implement this mission during the reference process. libraries, where roughly half of libraries employ tenure-track librarians,2 it is relevant at community colleges as well. When you are hired into a tenure-track position in academia, you are Committees frequently held to the same standards as the instructional faculty, which can include writing articles for publication in your When you work in the public library, you do not have to worry area of expertise. Be aware that in addition to your regular about the library being overlooked or the opinions of the librar- supervisory duties, the added expectation of publishing is ians going unheard. In the community college you compete for something you have to consider when you are budgeting your attention with other departments that may not understand the time. value of the library or, worse, think the library is not important. Serving on committees with other members of the college community can help educate your colleagues on library-related Library Instruction issues, bring a librarian’s perspective on college matters to the group, and generally help in weaving the library into the fabric When I taught library instruction in the public library, the of the institution. classes were not usually tied to any particular topic. The workshops were almost always about general Internet searching, but they were very adequate for what we were trying to accom- Patron Base plish, which usually consisted of helping the public learn how to navigate cyberspace. Library instruction in the community As mentioned earlier, the patron base is an obvious difference college is quite different. We have a formal program, and atten- between academic and public libraries; in a college it is mainly dance is required for certain classes. We tailor the instruction to faculty, staff, and students, and meet the needs of specific classes in a public library it is the com- and class assignments, and we munity at large. In a community have discovered it is much more college, where students graduate . . . in the public library I never had beneficial than a general or “turn over” every couple of to worry about an outside group of overview because students can years, you are constantly seeing apply the lessons learned during new faces. In the public library people assessing my library . . . their research. We also design you are apt to see the same faces classes with input from the for many years. In fact, many of instructor, which gives us an your favorite patrons will prob- opportunity to demonstrate to ably be visiting your library long after you have moved on. The the faculty that the library is an integral part of the institution. stability of our patron base is important to note because in the eyes of our patrons we are often more than just people who Although there are many differences between supervising in a answer questions. Since we are by nature and profession a public and academic library, we must not forget that the core group who listens, we are frequently looked upon as confi- principles of librarianship still remain the same. We will always dants, counselors, and advisors; and many people seek out the be a source of information for our communities. We defend the opinions of supervisors because of the position’s authority. As basic right of intellectual freedom. We ensure equitable access a result, we develop close relationships with many of our to our service populations. Supervisors who make the switch patrons, and I have had to come to grips with the fact that can take comfort in knowing that these fundamental values many of the students who I enjoy interacting with will leave hold true throughout the profession. n after a short period of time.

Matthew L. Hall is the Director of Library Services at Quinebaug Accreditation Valley Community College in Danielson, Connnecticut; mhall@ qvcc.commnet.edu. In the public library I had my fair share of patrons coming in and critiquing my library, and occasionally a student will do it now; however, in the public library I never had to worry about References an outside group of people assessing my library as an area that might determine accreditation for the institution as a whole. 1. American Library Association, “Need for Librarians on the Rise: For example, what if the library does not provide adequate With Retirement Looming for 1 in 4 of America’s Librarians, resources to support the curriculum? Will the accreditation or Libraries Face Major Shortages,” November 11, 2002. Accessed re-accreditation process be affected if the library is woefully ill- cited January 10, 2003, www.ala.org/pio/presskits/recruitment/ librarians.html. equipped? I need to keep in mind that other departments, as 2. W. Bede Mitchell and Mary Reichel, “Publish or Perish: A Dilem- well as the uninterrupted academic careers of some students, ma for Academic Librarians?” College & Research Libraries 60 depend on me to fulfill my obligations to the college. (May 1999): 232–43.

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Book Talk provides authors’ perspectives on libraries, books, technology, and information.

JLB: Well, I made use of the story from the New Testament when Jesus performs an exorcism on what appears to be an afflicted man. I’m sure the meaning of the story is figurative, but in the Biblical account Jesus calls the demon out of the Stories That afflicted man, and He asks, “What is your name?” and the demon says, “My name is Legion.” Well, in the parable Jesus Have Heart casts the demon into a herd of hogs, which rushes into the Sea of Galilee. It’s kind of a low rent thing to do—I stole the plot from the Bible. [laughs] An Interview with PL: I’m sure you’re not the first one to do that. James Lee Burke JLB: It’s kind of like stealing out of the church plate.

PL: At least you embroidered on it. Bootsie has lupus in your Penny Fender novels. What is the status of that?

orn in 1936 in Houston, Texas, James Lee Burke grew up JLB: Well, of course, it’s a very dangerous illness. It’s been pres- Bon the Texas-Louisiana Gulf coast. Over the years, Burke ent in the books for several years. has worked in the oil fields and on a pipeline, taught at several colleges, been a social worker on skid row in Los Angeles, a PL: I haven’t noticed you mentioning it in the last book or two. newspaper reporter in Louisiana, a landman for Sinclair Oil Company, a land surveyor in Colorado, and an employee of the JLB: It is featured more prominently in the sequel to Jolie U.S. Forest Service in eastern Kentucky. Blon’s Bounce, which is in progress now. Burke is the author of twenty-one novels, including Cimarron Rose (which won an Edgar Award for Best Mystery PL: Do you have a title for that one? Novel in 1998), Cadillac Jukebox, Burning Angel, Dixie City Jam, the New York Times bestselling Sunset Limited, JLB: It has a working title. I won’t be finished with it until Heartwood, Purple Cane Road, Bitterroot, and Jolie Blon’s spring. I have to be finished with it by June 2003. Bounce. Black Cherry Blues is also an Edgar winner; Burke is the only author to have won the award twice. Burke and his PL: You have unusual titles. Where do you get them? wife split their time between Missoula, Montana, and New Iberia, Louisiana. They have four children. JLB: They are all in the book someplace. I very seldom have a Penny Fender interviewed Burke at the Pacific Northwest title in mind when I start the story. The title tends to present Library Association conference in August 2002. After reading a itself in the narration at some point. favorable review of In the Electric Mist with the Confederate Dead in the Denver Post, Fender called her daughter, Bette PL: And Alafair [Robicheaux’s adopted daughter] is now Ammon, director of the Missoula (Mont.) Public Library, to grown up. find out if she knew Burke. As it turned out, Ammon had just answered a reference question for him. Fender asked her JLB: Yes. That’s the name of our own youngest daughter. Her daughter for an autographed copy of the book for her birthday, first novel looks like it’s going to be accepted by a publisher. and that was her introduction to Burke’s work. PL: She’s writing? I thought she was a lawyer. PL: In Jolie Blon’s Bounce [Burke’s twelfth book in his Cajun cop Dave Robicheaux series], Robicheaux’s wife, Bootsie, says, JLB: She is. She teaches law at Hofstra on Long Island. But she “Evil always consumes itself.” Do you really feel that? was a prosecutor for four years in Portland, Oregon, and she’s written a novel narrated by a prosecuting attorney in Portland’s JLB: I think so. If it cannot feed off of others, if we deny it sus- DA office. It’s quite a book. tenance, if we deny it a host, it eventually has to turn upon itself. Evil is a negative force; it’s like a black hole that eventu- PL: What are you working on now? ally collapses upon itself. JLB: I have a novel that came out in November 2002 titled PL: Your consummate bad guy in Jolie Blon’s Bounce is a vio- White Doves at Morning, set during the Civil War. It takes lent former plantation overseer, Legion Guidry. Do you think place between the years 1837 and 1868, and it’s based on a the evil in Legion turned back on himself? couple of my ancestors and a number of historical figures.

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PL: It deals with Reconstruction? pendent woman for the South in the 1920s, and she respected black people JLB: Yes, it deals with Reconstruction and taught us to respect them as indi- and the White League and the Knights viduals. I liked what you had to say of the White Camellia in particular— about the man who didn’t want his terrorist organizations. children going to school with African American children but didn’t want PL: I always wondered about my anyone but black women taking care great-great-grandfather. He was a of his children. captain in the Confederate army. He and my great-great-grandmother JLB: That’s a common attitude in went to Texas, and I’ve often won- the South in which I grew up. dered if they were in that backwash of the Reconstruction in Alabama PL: Oh yes, for me, too. where they came from. JLB: The people who were the most JLB: They were called GTTs—Gone adamant in their segregation views to Texas. I think everybody who would never hire a white person to moved to Texas in that era was look- work in their home. They would ing over his shoulder, including my never trust a white person. [laughs] ancestors. [laughs] When recently asked by his pub- PL: Is this a part of the Billy Bob lisher about his writing career, Burke series? explained, “Freshman year I had an epiphany. An English professor JLB: No, this is a historical novel. It’s named Lyle Williams gave me a D- set entirely in the Antebellum era dur- on a paper. I went and asked her ing the War between the States—with James Lee Burke why. She said, ‘Your spelling is an Stonewall Jackson, Shenandoah cam- assault upon the eyeballs. Your pen- paign, the Battle of Shiloh, and then manship makes me wish the Reconstruction. The two strongest characters in it, however, are Phoenicians had not developed the alphabet. But I couldn’t give women—a black slave by the name of Flower Jameson, who is you an F because you have so much heart.’ Every Saturday I the illegitimate child of the man who founded Angola Prison in went with her and rewrote the essay for the week. I got a B and Louisiana. Originally that was a plantation. The other woman made the dean’s list. Lyle Williams changed my life.” is named Abigail Dowling. She is a Massachusetts abolitionist During a panel discussion at the Pacific Northwest Library who came to Louisiana during the yellow-fever epidemic and Association Conference, Burke stated that he writes one thousand was instrumental in the underground railway. It’s quite a book. words a day (seven days a week), rewrites the second day, then I have a bias, but it’s quite a book. proceeds. He writes from true events that he has encountered. n

PL: For people like me it will be of interest because I grew up with Penny Fender is an avid reader and library conference attendee, and some of that. I saw some interviews that you did years ago here in a former lab technician, librarian, reporter, rural mail carrier, and Missoula, and I realized that we have a lot in common with rela- library board member. She lives in Delta, Colorado. tionship to African Americans. My mother was an unusually inde-

PUBLIB Best Books, 2002: Public Librarians Select Their Favorite Fiction

The PUBLIB electronic discussion list is for issues relating to public librarianship. Once a year, members discuss the best books they’ve read during the preceding year. The following list of 2002 favorites was compiled by Vicki Nesting and David Faulkner from messages posted in December 2002. The first two books received two votes each. For information about PUBLIB, visit http://sunsite.berkeley.edu/publib.

The Eyre Affair, Jasper Fforde Still She Haunts Me, Katie Consciousness Plague, Paul The House of the Seven The Lovely Bones, Alice Roiphe Levinson Mabels, Jill Churchill Sebold Death of Riley, Rhys Bowen Roscoe, William Kennedy The Clerk’s Tale, Margaret Best American Short Stories Nine, Jan Burke The Gates of Sleep, Mercedes Frazer 2002 Visions of Sugar Plums, Janet Lackey The Number One Ladies In Revere, in Those Days, Evanovich Middlesex, Jeffrey Eugenides Detective Agency, Roland Merullo Hard Eight, Janet Evanovich The Glorious Cause, Jeff Alexander McCall Smith Crow Lake, Mary Lawson Justice Hall, Laurie R. King Shaara Tears of the Giraffe, The Dive from Clausen’s Pier, Stay, Nicola Griffith Pictures from an Expedition, Alexander McCall Smith Ann Packer Wet Grave, Barbara Hambly Diane Smith Morality for Beautiful Girls, You’ve Got Murder, Donna Diplomatic Immunity, Lois The Crimson Petal and the Alexander McCall Smith Andrews McMaster Bujold White, Michel Faber continued on page 202

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Internet Spotlight explores Internet and Web topics relevant to librarians in the public library sector. Your input is welcome.

alogs not included in the main catalog section, including the online presence for the National Academy for the Blind (www.loc.gov/nls/web-blnd/search.html). There is also a master list of the Web databases available throughout the LC site The Library of (http://search.loc.gov:8765/#db). This page, too, should be bookmarked as a ready-reference tool. Congress Online The Library Today (www.loc.gov/today) provides a daily snapshot of what is happening both on the LC site itself and at the physical buildings in Washington, D.C. Notable sections Part 2 include Current Press Releases (www.loc.gov/today/pr), recent and archived press releases, and the Calendar of Events (www.loc.gov/loc/events), which allows visitors to see LC hap- penings for the current and the past month. There are a few sec- Steven M. Cohen tions that aren’t updated frequently, although they are beneficial to the LC community. CyberLC (www.loc.gov/ This is the second in a two-part series that explores the newly today/cyberlc) provides webcasts on a variety of topics. The updated Library of Congress Web site. The first installment Information Bulletin (www.loc.gov/loc/lcib) is a print newslet- appeared in the March/April 2003 issue of Public Libraries. ter whose content is also published online, but (as of this writing) no issues have been added in nearly a year. y last Internet Spotlight column focused on the major sec- The LC also offers Ask a Librarian (www.loc.gov/rr/ Mtions of the Library of Congress (LC) Web site askalib), in which librarians from specific departments answer (www.loc.gov). This column will complete our virtual tour of reference questions via e-mail and, since June 2002, are avail- the largest library in our nation. I have chosen to use two able to help via online chat. The e-mail uses a system called columns to describe in detail the various aspects of the LC site for two reasons. First, there are hidden pages within the LC server that may not be accessed on a regular basis but could be of use to librarians and patrons performing research. Second, for those readers who do not visit the LC site on a consistent basis, this is the perfect opportunity to get acquainted (or reac- quainted) with the site. While the myth that the LC has every book ever published has been proven false, it does house more than fourteen million volumes that can be searched from various online catalogs (http://catalog.loc.gov). This page contains the two main search possibilities, either via a basic search query or a guided search, an advanced feature in which the user is assisted in forming a query for the catalog. There is an extensive help section (http://catalog.loc.gov/help/contents.htm), which addresses questions that may arise during the search process, such as why a connection cannot be made to a catalog (not a rare occur- rence depending on the time of day that the search takes place). Question Point (www.questionpoint.org), a collaborative refer- This section is filled with information about how the catalog ence service created by LC and OCLC Online Computer works, tips on how to search, and other possible issues that may Library Center (www.oclc.org). Question Point directs online arise. For those who anticipate high use of the LC catalog, it reference questions to the best possible resource. LC guarantees may be worthwhile to bookmark this page for ready reference. that a reply will be sent within five business days. The online catalog section also links to the Prints and My library has first-hand experience with the chat aspect Photographs Online Catalog (www.loc.gov/rr/print/catalogabt. of Ask a Librarian. We were having difficulty locating a copy html) and the Sound Online Inventory and Catalog (www. of an obscure journal article, and, according to OCLC, LC car- loc.gov/rr/record/Soniccont.html). There is also a Gateway to ried the volume. We were not able to find the article in the Library Catalogs site (www.loc.gov/z3950), in which the user online catalog, and we decided that our best bet would be to can search the holdings from organizations and academic insti- chat with a librarian to avoid the possible delay in getting a tutions from all over the country. response. Customers can only chat with a librarian at the LC With all of the information available on the LC site, during a few hours out of the day, so we had to wait until help searchers will be delighted to discover the advanced search page was available. But once we had our virtual discussion with the (http://search.loc.gov:8765), where one can search all of the reference librarian and were assured that our article would be pages within the site. Here, there are also links to other LC cat- found and shipped off at no cost, we were thrilled. I just wish

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forms page (www.copyright.gov/forms) provides access to the numerous applications for gaining copyright. There is also licensing (www.copyright.gov/carp) and registering (www.copyright.gov/register) information. Copyrighting a work can be tricky, and this site goes a long way toward assisting users in protecting their original material. Copyrighted material is searchable in several databases. Users can search registrations and documents for ownership from 1978 to the present at www.

Especially for Researchers . . . brings all LC research aspects Weiss Ratings into one page. copyright.gov/records. Books, music, and other registered works may be bw island searched at www.copyright.gov/records/ cohm.html; serials, www.copyright.gov/ records/cohs.html; and copyright docu- 160 ments at www.copyright.gov/records/ cohd.html, which include name changes or transfers. Each search interface has multiple fields in which to form search queries. Take a minute to search for your favorite musician or author to see what songs or books they have copyrighted that you may not know are theirs. For those interested in new material published by the U.S. Copyright Office, see the electronic newsletter NewsNet (www.copyright.gov/newsnet). Listed here are press releases (www.copyright. gov/pr/index.html), a calendar of effective dates for various rules and regulations promulgated by the office, and links to past issues of the publication. You can also subscribe to an electronic mailing list (www.copyright.gov/newsnet/subchange.html). Researchers who intend to use LC (both online and off) should consider visiting Especially for Researchers that they would increase the number of hours in the day that (www.loc.gov/rr), a subportal of the LC site that brings all LC the service is available. research aspects into one page. The page is divided into three The U.S. Copyright Office (www.loc.gov/copyright) was sections: one that lists the general resources available (collec- established to protect the works of authors from outside influ- tions overview, special collections, international collections, ence and theft. The Web site is filled with useful information for etc.), a second that is specific to research in the LC Web site authors as well as the general public. Those with limited (virtual programs and services, digital collections, searching the knowledge of how copyright works can visit the Copyright catalogs), and a third that pertains to performing research at the Basics page (www.copyright.gov/circs/circ1.html) or see the physical library (travel information, maps and floor plans, Frequently Asked Questions (www.copyright.gov/faq.html). research centers). It would behoove researchers to take a look Circulars and brochures (www.copyright.gov/circs) distributed at this page before arriving at the LC for research purposes. by the office also explain aspects of the copyright system. The I mentioned in part 1 of this column that I had spent more

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than an hour in the gift shop while visiting LC in early 2001. If Current LC openings readers are not able to get to the building itself, the Sales Shop www.loc.gov/hr/employment/jobposts.html is also available online (www.locstore.com). The store is bro- Docent and Information Desk ken down into many sections, including books, music, posters, www.loc.gov/loc/visit/volunteer.html and gift items. The store is searchable (www.locstore.com/ Federal career benefits nsearch.html), which makes it easy to find materials, however www.loc.gov/hr/employment/jobs-benefits.html I found that browsing the store was more fulfilling. A word of Preservation caution: Do not have your credit card within 20 feet of you http://lcweb.loc.gov/preserv/servpubs.html while perusing the LC store or you may buy everything you Witter Bynner Fellowships see. http://lcweb.loc.gov/poetry/bynner.html The last site to visit before closing out this LC series is the The Library Today Jobs and Fellowships section (www.loc.gov/hr/employment). www.loc.gov/today This section highlights available jobs at LC, including at the National Academy for the Blind Congressional Research Service (www.loc.gov/crsinfo), and www.loc.gov/nls/web-blnd/search.html provides information on Federal Career Benefits (www.loc. OCLC Online Computer Library Center gov/hr/employment/jobs-benefits.html). Links also lead to www.oclc.org information on the various fellowship opportunities available, Online Catalogs including the Witter Bynner Fellowships for poetry (http:// http://catalog.loc.gov lcweb.loc.gov/poetry/bynner.html) and those dealing with Online Catalog Help Section preservation (http://lcweb.loc.gov/preserv/servpubs.html). This http://catalog.loc.gov/help/contents.htm section also advertises volunteer positions available in the Prints and Photographs Online Catalog American Folk Life Center (www.loc.gov/folklife/interns.html), www.loc.gov/rr/print/catalogabt.html the Docent and Information Desk (www.loc.gov/loc/visit/vol- Sound Online Inventory and Catalog unteer.html), and many other places within LC. When I visited, www.loc.gov/rr/record/Soniccont.html the tour guide that brought us through the various halls of the Press Releases buildings was very knowledgeable and was able to answer any www.loc.gov/today/pr question with detail and enthusiasm. I hope that your two-col- Question Point umn online tour was just as pleasurable. www.questionpoint.org One more note: if you do go to the Library of Congress, The Sales Shop make sure to get a library card. They are given out free to any n www.locstore.com. United States citizen. And they make for a fabulous souvenir. Search www.locstore.com/nsearch.html Search, master http://search.loc.gov:8765/#db Steven M. Cohen is Assistant Librarian at the Advanced search law firm of Rivkin Radler, LLP. He can be http://search.loc.gov:8765 reached at [email protected]. U.S. Copyright Office www.loc.gov/copyright Books, music, and other registered work www.copyright.gov/records/cohm.html Circulars and brochures Resources www.copyright.gov/circs Copyright basics Library of Congress www.copyright.gov/circs/circ1.html www.loc.gov Copyright documents Ask a Librarian www.copyright.gov/records/cohd.html www.loc.gov/rr/askalib Forms Calendar of Events www.copyright.gov/forms www.loc.gov/loc/events Licensing CyberLC www.copyright.gov/carp www.loc.gov/today/cyberlc Mailing list Frequently Asked Questions www.copyright.gov/newsnet/subchange.html www.copyright.gov/faq.html NewsNet Gateway to Library Catalogs www.copyright.gov/newsnet www.loc.gov/z3950 Press releases The Information Bulletin www.loc.gov/loc/lcib www.copyright.gov/pr/index.html Jobs and Fellowships Registering www.loc.gov/hr/employment www.copyright.gov/register American Folklife Center Registrations and documents www.loc.gov/folklife/interns.html www.copyright.gov/records Congressional Research Service Serials www.loc.gov/crsinfo www.copyright.gov/records/cohs.html

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Tech Talk explores issues that public librarians face when they offer electronic services and network content. It aims to create a bridge between the practical and theoretical issues related to technology.

ister at the reference desk, and, in some cases, nonlocals’ use of tax-payer resources. Resource Software companies have stepped up to the plate and created products to relieve staff of their role as computer cop. Many libraries have implemented this type of software, known Management as a resource management system (RMS). The systems will handle patron authentication, time control, reservations (via the Systems Web or telephone), print management, access security, reporting and statistics, and e-commerce capability. Some systems can even handle class registrations, room booking, book sales, and volunteer management Paula Wilson Essentially the software works like this: Patrons approach a master terminal and input their user identification or library ublic libraries initially provided computers so that their card number. The monitor displays the next available time slot Ppatrons could access information on floppy disks and CD- and location for an open Internet terminal. When patrons ROMs. Library patrons also used programs like Lotus 1 2 3, approach the Internet terminal they input their identification WordStar, WordPerfect, and Microsoft Office applications. number and, if they are scheduled for the terminal at that loca- Then came the Internet. Fast forward to FY2000, and United tion and time, they are allowed to log in to the session. The States public libraries found themselves signing up patrons for a patrons then use the terminals and may send print jobs to the whopping 99,453 Internet terminals at 9,074 public libraries.1 printing management station. When the users are nearing the As libraries began adding more terminals, software, and end of their sessions, notices are displayed on their terminals printers, staff demands increased. Patrons began bringing in stating that the session is about to expire and patrons should résumé paper, transparencies, and envelopes and asked staff to begin saving their work. After patrons have completed their feed them into the printers. Scanners and speakers were added sessions they proceed to the printing station, where they type as peripherals, and librarians found themselves assisting users in their identification number and can view, delete, and print in finding the best resolution for their images and, at the same their documents. The patron can either pay in cash or use their time, handing out headphones. debit card. The increased workload has pulled library staff away from There are, of course, a great deal of variations to this sce- their reference and reader services responsibilities, leaving less nario. How does the system handle a visitor, for instance? Can time to answer a dwindling number of reference questions. the visitor get a guest pass or purchase one-time access, or must Librarians, information professionals accustomed to helping they apply for a library card? Other considerations include people find information, now spend their time signing people access points for making reservations. Can customers call in via up to use computers. The most frequently asked question, at the telephone and make a reservation, or must this be staff some libraries, is: “Am I next?” or “How long until I get on the mediated? Can they access the reservation system via the Web Internet?” and make a reservation from their work or school terminal? Computer-use guidelines were created in hopes that new When users authenticate as they log in to the system, can they rules would ease the workload or at least give staff the guidance use their current PIN, which they also use to log into their needed when dealing with this new clientele. Staff continues to account information in the library catalog? Can debit amounts tweak procedures for Internet use as librarians use clipboards, be placed on their library accounts via the integrated library signs, spreadsheets, designated waiting tables, and shared files system (ILS), or does the RMS maintain this information in a to distribute the workload among staff. separate database? Will your library purchase the software and In addition to signing patrons on to terminals, librarians hardware or pay an annual subscription to the company who spend much of their day asking for identification, verifying will host the system on their servers? What are the costs information from minors, distributing printouts, and telling involved and what type of a one-time or recurring investment patrons their time is up. It is frustrating for both staff and must the library make? administration that librarians spend the majority of their time For as many scenarios that there are, there are questions— underutilized and employers are paying a salary level dispro- and answers. Libraries should begin the process by reviewing portionate to their performed tasks, ones best performed by a their Internet policies and procedures. Can the system be con- computer monitor. figured to support the current Internet policy? Therein lies the Additional staff concerns include print jobs unpaid for and key. First and foremost, systems must be made configurable so left behind, consuming paper and valuable toner, increasing that, should library policy change, the system can change with hostility between staff and users regarding time and session limit. In addition, the system should be scalable so that, if you add itations, the amount of time needed to log on to terminals to more terminals, the system will allow for that. The system clear the cache and protect patron privacy, the use of a cash reg- should also be modular. Each part should operate alone or

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together. Libraries may want to first start with the computer time. That is, administrators want even-handed policies that management system, and later add on the print management boards, patrons, and staff can understand, enforce, and live module or debit card system. with, while returning staff from monitoring PCs to conducting There are three groups of people who have a vested inter- their real jobs,” explains Ford.3 Reporting and statistics are est in how the software works: public service staff, patrons, and important to managers who are required to report this infor- administration. Each group must be satisfied that their needs mation; the reports will probably play a major role in resource allocation and future terminal placement. More technical concerns would include the ability of the system to use standard industry protocol so that it is compatible with the ILS and exist- Many libraries want to designate ing hardware and software. The author would like to acknowledge fellow members of certain terminals express stations, or the Technology Selection Team of the Las Vegas/Clark County one- and two-hour terminals, and Library District, and Joe Ford of Joe Ford and Associates in assisting with the research for this article. n change the configuration automatically after school lets out. Paula Wilson is the Virtual Library Manager at the Las Vegas–Clark County Library District, Nevada; [email protected]. The mention of sys- are met by the system. Public service staff can create myriad tems and vendors in this column does not consti- requirements in addition to those mandated by policy. tute an evaluation or an endorsement of the Examples include an easy way to handle nonresidents, no- products or services by the Public Library shows, and bumping (where the patron who has been on the Association or the editors of this magazine. The longest is asked to end their session) with little or no staff inter- contributing editor of this column welcomes any comments or ques- vention. Many libraries want to designate certain terminals tions at the e-mail above. express stations, or one- and two-hour terminals, and change the configuration automatically after school lets out. In addition, staff need the ability to block terminals from the reserva- References tion system during training sessions. Staff members want the system to recognize the patron by login, and, if a minor, log 1. Adrienne Chute et al., Public Libraries in the United States: Fiscal Year 2000 (NCES 2002–344) (Washington, D.C.: U.S. Depart- them into the appropriate profile, lifting the burden off of staff. ment of Education, National Center for Education Statistics, It is no surprise that staff favor the least amount of intervention 2002). on their part, and may be concerned that RMS installation may 2. Joe Ford, e-mail to author, Jan. 9, 2003. only transfer the workload. However, Joe Ford, a library con- 3. Ibid. sultant who has worked with libraries in assisting them in acquiring RMSs, says, “A well-functioning PC reservation system can take a big burden off of public services staff. The staff Resource doesn’t have to adjudicate disputes, ‘time keep’ or referee usage, double-check identification, or manage queues of Richard W. Boss, PC Reservation and Print Management Software, www.pla.org/publications/technotes/technotes_print.html. patrons wanting Internet access.”2 Library staff know what they want the software to do for them, but how are patron concerns addressed? What would a Company Directory patron want the system to do for them? They would probably want multiple access points for reservations either by the tele- Comprise Technologies, Inc. phone or Web. They would want to know exactly when and Smart Access Manager (SAM) where the terminal they are using is located and to receive con- www.comprisetechnologies.com firmation of the reservation on screen or through e-mail. 1-800-854-6822 Computers By Design Patrons would also want an easy way to delete their reserva- CybraryN tion—many libraries penalize patrons for no-shows. In most www.cybraryn.com situations, patrons want to know the rules and know that they 1-800-THE-TOWN are uniformly enforced. RMS should support those rules. If Envisionware patrons can only have one two-hour session per day then the www.envisionware.com 1-800-216-8370 system should not allow them to log in any longer. Patrons GuardiaNet Systems want to know how much time they have left, including a warn- LibraryGuardian ing message asking them to save or print their work. These www.libraryguardian.com capabilities are just some that are available. If your library is 1-866-888-9955 Pharos Systems going to purchase a system, ask some of your regular computer www.pharos.com/Products users to jot down notes on what they think is important. 1-888-864-7768 Lastly, administration has requirements of the system. First Telus Enterprise Solutions (formerly SRI) and foremost, the system must support the current computer- www.sri.bc.ca use policy and be configurable so that any change in library or 1-888-799-6548 board policy can be supported. “I think administration is looking for a combination of accountability and recovery of staff

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FEATURE

From time to time, for example, Stories in the librarians are called on to testify before legislative subcommittees for state funding, defend a local tax increase before a Workplace group of taxpayers, or advocate staff salary increases at board meetings. We can’t often drag customers to political Martha L. Hale offices for conversations, but stories introduce decision makers to the library’s staff members and customers. Stories provide a human face to library advocacy, orientation, Librarians from Seattle to Tampa have discovered that politicians like to hear and discovery. This article will help you determine which about their constituents, people who stories about patrons will teach legislators about your library’s resemble the ones they know (or should know). Libraries are often bricks and value, how to use stories to welcome new staff members, and mortar, paper and problems, until leaders “meet” the neighbors who make how to discover what is most important in your organization. daily use of them. Stories make the unknown familiar for the listeners; busy atthew and his mother and sister had been coming into the library fre- people can remember a story better than quently. This day Matt told his mom to go get her books, he wanted to facts. You can use stories to introduce choose his own without her help. After helping her daughter find age- stakeholders to Keith, a triplet who appropriate books, the mother glanced over to see if Matt was ready to became an engineer with the encourage- Mleave. He was still pulling books off the shelves, glancing at them, and leaving them ment of a librarian; to Aunt Millie, who on the table. After slowly choosing her own books she heard Matt decline the librar- volunteers to bring mysteries to residents ian’s offer of help, so she and her daughter wandered off to look at magazines, go to of the local continuing care center; to the bathroom, and talk to the librarian. Still Matt was not finished. On the way home Oscar, who came to learn how to send she asked him if he had found what he wanted. “No,” he said rather sadly. “I was an e-mail to his grandchild, a lonely col- looking for some books about a boy like me. I wanted to find books about boys whose lege freshman; to Suzy, a sixty-six-year- daddy had moved out.” old who came dashing in to tell the What happened when you read this story? Did it make a point or help you think janitor that she could now read a library of something in a different way? Did you remember a child like Matthew? Did you book to her neighbor’s children; or to wonder what kinds of books about divorce are available in your library and how easy Robert, the owner of a new small busi- they might be for a child to find or ask about? Did you remember similar incidents? ness who needed a copy of a recent state Did you want to add a story that’s even better? statute. Whatever your reaction to this story, you will probably still remember it when Other times, librarians have an you reach the end of this article, because stories help us remember and interpret opportunity to promote libraries in front events, comprehend ideas, and create new thoughts. They also help us understand how of civic organizations and alumni clubs events fit together. Stories can be used in three ways: to effectively introduce real peo- or on administrative retreats. Sometimes ple and real situations, to help newcomers build experience in an organization, and to we would do well to heed the advice of a discover and communicate workplace knowledge. Comfort Inn employee in a recent television ad to “Cut the slides. Just talk to them.” Presentation software has made Stories Introduce Real People it easier for speakers to design charts and graphs. Many library administrators Do you remember Ronald Reagan’s State of the Union messages? He introduced us to enrich speeches with circulation figures real people. Presidents before and since have also told stories, but whether you liked or charts that compare their libraries his policies or not, we call Reagan a great communicator, in part because we related favorably to libraries in nearby settings. to his people. When librarians market library services or advocate for funding, they Audience attention slips to wonder use stories about the people who will benefit from the services or who will be neg- “how did they get the colors to change lected if the programs are not available. Ann Wylie is one of many authors who writes like that?” Concentration during the about using stories as communication devices.1 The need to communicate comes at presentation too often is on whether you many times, but stories about people are particularly valuable for advocacy. changed the slide at the right time or what will happen if the electricity fails. The software reflects the analytical Martha L. Hale is a Professor at Emporia State University School of Library and Information approach we’ve been taught will impress Management in Kansas. The author extends sincere thanks to Catherine Hoy for assistance and intelligent listeners. Stephen Denning, encouragement. Stories encourage conversation, so if you would like to contribute a workplace the former World Bank program director story to a Web site that will be up in summer 2003, send it to [email protected]. of knowledge management, urges speak-

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ers to risk throwing away “intellec- Stories Build Experience tual scaffolding” when the goal of the speech is to encourage listeners Dawn came into my office frown- to own the ideas.2 Our job with ing. “I just don’t get it,” she said. decision makers is not to demon- And then she paused, taking meas- strate knowledge or to transmit ure of whether or not I was going detailed data. When we want to be receptive. She read from the politicians to rearrange what they pages in her hand, “‘Prior experi- already know, make new connec- ence preferred . . . three years pub- tions, or grasp a new view of lic library experience . . . experience library service, stories about real in providing reference assistance . . . people will catch their attention. two or more years recent library The best stories will encourage lis- experience . . . experience working teners to respond with a story of in an academic setting.’ How am I their own, or, as Denning writes, supposed to get experience before I “the listeners invent analogous sto- get my first job? I’ve held responsi- ries.”3 Stories prompt ideas, and ble positions in corporations; I’ve

It’s easier for legislators to explain their votes with a story.

politicians’ ideas are worth their juggled work, school, and being a own support. It’s also easier for leg- single parent. I know a lot about islators to explain their votes with a being responsible, about multitask- story. ing, about life—does that experi- Other times stories serve as a ence ever count for anything?” GPO prelude to a few facts; the faces you Shortly thereafter I wrote to paint with your stories or the pho- local library administrators and tos you insert into your presenta- asked what “experience required” bw island tion may support figures or charts. meant to them. According to Patti Library director Sue Blechl often Butcher, incoming president of the asks community groups to estimate Kansas Library Association, tech- 167 how many of the 28,000 people in nically, experience is evidence of Emporia, Kansas, use the public having done things explicitly library. Their eyes widen when she appropriate to the job being filled. tells them not fifty to one hundred, But interviews allow employers to but five hundred to six hundred assess applicants’ experiences that residents use the library on an aver- don’t show up in a formal résumé age day. Stories make the unknown or traditional cover letter: familiar for listeners. If the Rotarians haven’t been in the We want them to tell us how library as grown-ups they can only they work with people. We imagine it was like the building usually ask them to describe they knew as children. The politi- being responsible for a project cians who backed the remodeling from beginning to end. Was it of the Topeka (Kans.) Shawnee successful or not, and why? We County Public Library will be glad ask what kind of teaching or to know about the wide-eyed six- training experiences they have. year-old boy who turned to his dad We ask them to tell us about and said, “Wow, Dad, thanks for teamwork experiences. We ask bringing me to this library.” The how a difficult professional staff will gladly quote the rather experience turned out.5 gruff-looking retired man who asked that the important people be In other words, the applicant told that he was “never going to tells stories to reveal the intangi- worry about my library taxes bles, the attitudes, people skills, again.” As Denning writes, such perhaps a sense of humor or a cus- tales might even “turn resistance tomer-service orientation as well as into enthusiasm.”4 experience.

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Resources for Future Reading This book is a collection of stories from one corporation. Its strength is that the stories might help you to recall your own Articles experiences. The book includes a section on how to write a Nancy L. Breuer, “The Power of Storytelling,” Workforce 77, story and, by example, teaches the importance of the begin- (Dec. 1998): 36–41. Available on InfoTrac Web: Business nings of stories. Two pieces of how-to advice from this book: and Company ASAP. (1) keep the stories short; and (2) don’t worry about all the Breuer tells brief stories as she writes about the uses of story- details. telling in the workplace. She focuses on the use of stories to empower (don’t groan) employees by teaching them how the Donald Davis, Telling Your Own Stories: For Family and organization’s core values affect outcomes. The article con- Classroom Storytelling, Public Speaking, and Personal cludes with three brief components of a good story: “First, the Journaling (Little Rock, Ark.: August House, 1993). teller describes a situation . . . Second, he or she describes the Many resources are available to aid in the telling of stories. action . . . Third, the teller describes a memorable resolution.” This little book not only does that but also has some advice about gathering and sharing stories. The author distinguishes John Seely Brown and Paul Duguid, “Organizational Learning between portraits and stories. A story can be centered on “any and Communities-of-Practice: Toward a Unified View of event or happening that takes a part of the world we have Working, Learning, and Innovation,” Organization Science grown comfortable living with and turns it upside down.” 2, no. 1 (Feb. 1991). Accessed Jan. 8, 2003, www2. Good stories may include “unvolunteered-for events,” some- parc.com/ops/members/brown/papers/orglearning.html times called a crisis. It is helpful to those who want to write The subtitle summarizes the article. Within the article, the stories by reminding us that simple transcription doesn’t authors describe the use of stories to diagnose work problems work. Section 2 includes ideas on how to listen. and to preserve and share accumulated knowledge. An oft- told story that comes from Julian Orr’s study of Xerox service Stephen Denning, The Springboard: How Storytelling Ignites technicians in training and at work can be found in this arti- Action in Knowledge-era Organizations (Boston: cle and is illustrative of how a story can be of more use than Butterworth-Heinemann, 2001). the details of a research report. Imagine you worked for an international organization with 183 member countries, 10,000 employees, and close to 60 years of experience. Think of all the knowledge contained in Books the heads of these employees. Surely the questions being asked David M. Armstrong, Managing by Storying Around: A New today are related to what is known. But how can so much Method of Leadership (Three Rivers, Mich.: Armstrong knowledge be gathered, organized, and shared? Stephen International, 1999). Denning tells how the World Bank knowledge management

Supervisors frequently urge new the lounge, or during a meeting also keeps coming up? Is there a story that employees to get up to speed—to explain why something works by reveal- explains why staff meetings always demonstrate that they know how and ing the causes as understood by the teller. begin in the same manner? What stories why the library works as it does—but At Hewlett-Packard, the graybeards tell might warn about changes that will some knowledgeable personnel forget newcomers the stories that “help them upset the public? that newcomers can’t act in accordance see the big picture and give them per- Research has shown that new work- with knowledge not shared. Others spective about how the company ers proactively seek information. assume beginners catch what is implied works.”8 Experience in the organization Orientation programs designed to help between the lines at meetings or revealed also includes understanding how values, employees get their bearings usually by raised eyebrows. Alan Wilkins points traditions, and people in the organization include introductions, tours, speeches, out that, “Stories are the experience of influence daily activities. Telling stories and exhortations to ask what they need others which can potentially fill in the that have been around the organization to know.9 Give new employees time to gaps in our experience.”6 In the hall- long enough to be called classics draws seek stories during orientation programs ways, at lunch, or via e-mail, shared sto- employees into the workgroup. As time and they will get information they think ries about past and current events are extends from the events in the tale, the most important and will learn whom to easily grasped and repeated, and are facts may wither or expand and the inter- query in the future. The veterans who used more frequently than formal direc- pretations may vary, but they still repre- use a story about themselves to share tions. Stories about actual events also sent commonly held values and their organizational knowledge demon- give reality to abstract mission state- traditions that need to be examined. strate an openness to queries from new- ments and credibility to official claims.7 Furthermore, telling stories reveals comers. “Newcomers learn shortcuts Veteran personnel use stories to explain the vocabulary that people in the organ- and subtleties from experienced workers when formal procedure manuals are ization accept and understand. Be- that training courses never teach because needed or when ways to avoid formal coming experienced includes learning the official organization does not know procedures, often called work arounds, the subjective words of the organization them.”10 Stories are concrete expressions are more useful to describe their own as well as the tone. Stories and culture of common knowledge, and newcomers experience. mold each other. Has anyone told you want to know what is commonly known. Stories at the drinking fountain, in about the retired employee whose name It’s hard to lecture about the organiza-

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system came to be centered on stories. Here’s one 30-word from literature or experience are included as examples of how excerpt from The Springboard (p.81): stories can stimulate change in any organization. In June 1995, a health worker in Kamana, Zambia, logged on to the CDC Web site in Atlanta and got the Web Sites answer to a question on how to treat malaria. MakingStories.net This book inspires you to focus on stories but is not a www.makingstories.net guide on how to record, organize, or preserve these resources The content of this site changes. It briefly reviews books, in your organization. It only makes you want to do so and repackages articles, and advertises for consulting services might help you to persuade others to use stories to share related to stories. You can get ideas related to stories by skim- knowledge or build a knowledge management system. Read ming the page presented by the American Society for Training The Springboard, stay tuned to what appears on the Web site and Development, an organization-development company. stevedenninng.com, and enjoy forthcoming books by Denning, including one on the seven highest value forms of Story Dynamics organizational storytelling. http://storydynamics.com Doug Lipman’s focus is on telling stories, but the Web site Annette Simmons, The Story Factor: Inspiration, Influence, and does provide occasional references and suggestions that are Persuasion through the Art of Storytelling (Cambridge, useful to anyone interested in using stories in an organization. Mass.: Perseus, 2001). You can also subscribe to a monthly newsletter and ignore the In the tenth chapter of the book Simmons briefly lists seven sales pitches. “memory joggers” to help you gather stories: The Storytelling Organization Game 1. Look for patterns http://cbae.nmsu.edu/~dboje/sto.html 2. Look for consequences David M. Boje is one of the leaders in writing readable aca- 3. Look for lessons demic articles about stories. 4. Look for utility 5. Look for vulnerability Storytelling: Passport to Success in the 21st Century 6. Look for future experience www.creatingthe21stcentury.org 7. Look for story recollections This Web site stems from a successful seminar at the Smithsonian in 2001. The notes of the speakers,—John Seely The rest of Simmons’ book is close to inspirational as its Brown, Larry Prusak, Katarina Groh, and Steve Denning— author encourages the use of stories in organizations. Stories give a broad sense of the values of stories in the workplace.

tion (even with PowerPoint presenta- Add to that what Cohen and Prusak write, tinely give their names and identify tions) without bragging, boring the lis- “Stories are basic to how we know and their primary jobs or research inter- teners, or giving partial information, yet trust one another, and how groups create ests, all of which sounded like an employers want newcomers to be and maintain coherence.”12 obscure secret code. A few hours quickly assimilated into the local library, Let the new recruits tell their experi- later students were desperate community, and staff. Stories provide ences as stories from other work set- enough to ask for time to meet each the necessary information in an interest- tings, stories about working with people, other. Orientation facts hadn’t ing and direct manner. supervising others, managing a project, focused on them, they had not felt Stories also help to build a commu- or overcoming difficulties. Experiences important. They weren’t ready to nity of practice. In writing about commu- from their past activities or their recent absorb all the carefully prepared, learning often spawn related stories valuable, boring, detailed informa- from other attendees. Telling stories can tion we gave them on technology, be a safe way for new people to express the library, schedules, etc. They had- Give new employees ideas as they enter an organization. n’t been asked to tell their stories to time to seek stories Newcomers can discover patterns ac- each other. What they wanted to fig- cepted by veterans by listening to stories. ure out during orientation was how during orientation Furthermore, attentive listening is an they compared to the others in the excellent way for veterans to welcome room. New students more quickly programs . . . newcomers and learn more about them. grasped the necessary facts from the Here’s an account of one unsuccess- stories of last year’s recruits than ful orientation for new students: from formal presentation. Students nity building, Wendell Berry asks, “How need to hear a story or two about can [people] know one another if they Unfortunately we got behind sched- faculty in order to decide whether to have forgotten or have never learned one ule and abandoned the plan to give share concerns and questions. And, another’s stories? If they do not know one students time to introduce them- whether we told them our stories or another’s stories, how can they know selves. As we’d done for years, we other students filled them in, they whether or not to trust one another?”11 did parade faculty and staff to rou- were going to get that information!

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Stories Reveal Discoveries during conversations or when delivering of stories “truth” is what rings true.18 a speech. Some storytellers give away the Annette Simmons puts it this way: Stories are also a discovery tool. They fact that they are vested in the status are a means to discern something old quo. Others inadvertently encourage Selecting the facts, sequencing them, and forgotten or to reveal new insights improvisation in the unknown, or think and picking a place to begin and end into the organization. One way to dis- of an experience in a totally new way always alters the meanings of the cover the values and thoughts of the peo- because of the way they tell the story. facts. Your story creates meaning, ple in the organization is to encourage Stories reveal proven processes and and meaning is by nature subjective. employees and stakeholders to tell sto- general principles. New ideas emerge History is merely a sequence of stories about the organization. Start an during daily experiences, yet when a ries we tell ourselves that helps us build assumptions about cause and effect. We figure out how the world works through the stories we choose We often think of listeners as the people who learn to believe.19 n from stories, so we use stories as illustrations to teach values, norms, and feelings. References

1. Ann Wylie, “Storytelling: A Powerful Form of Communication,” Communica- tion World (Feb./Mar. 1998): 30–32. informal lunch gathering or a staff meet- manager stares with raised eyebrows, 2. Stephen Denning, The Springboard: ing with, “Who do others say that we workers feel guilty listening to a whole How Storytelling Ignites Action in are?” When people correct each other’s story from another staff member. Guilt Knowledge-Era Organizations (Boston: stories, collaborate, or interpret events increases if we stand at the drinking Butterworth-Heinemann, 2001): 49. in story form, both the listeners and the fountain or in doorways long enough to 3. Ibid, 86. 4. Ibid, xx. speakers make discoveries. You discover exchange the stories of the day. We cut 5. Personal e-mail correspondence, Mar. that you share the same memories, and short the librarian who rehashes stories 13, 2002. that memories provide frameworks for at the staff meeting, or become impatient 6. Alan L. Wilkins, “The Creation of interpretation or reactions to current in the parking lot because we have to get Company Cultures: The Role of Stories and Human Resource Systems,” Human events. David Boje writes, “The process on to the real work of the day. Few have Resource Management 23, no. 1 (spring of collective storytelling occurs as a mul- learned to share stories via e-mail. All 1984): 48. titude of tellers relate bits of storylines this decreases the shared discoveries in 7. Alan Wilkins, Developing Corporate that convey storylines that one person the knowledge of the workplace. Allan Character (San Francisco: Jossey-Bass, may not know in detail, but in aggregate Webber, cofounder of Fast Company, 1989). 8. Ibid., 108. the full tale is collectively created, told, emphasized the need to “Start Talking 9. Elizabeth Wolfe Morrison, “Newcomer 13 17 revised, and maintained.” Think about and Get to Work!” Information Seeking: Exploring Types, the rich summary that could be told by The knee-jerk reaction to someone’s Modes, Sources, and Outcomes,” asking residents and staff to tell a little query, “Why do we do it this way?” is Academy of Management Journal 36, no. 3 (June 1993): 557–89. story that sums up what’s best about the often a story. Despite groans when the 10. Dan Cohen and Larry Prusak, In Good library. question occurs, storytellers and listeners Company: How Social Capital Makes We often think of listeners as the can discover that portions of the organi- Organizations Work (Boston: Harvard people who learn from stories, so we use zation’s history are revealed in its stories. Business School Pr., 2001): 168. stories as illustrations to teach values, This may enable them to dig behind the 11. Wendell Berry, What Are People For? (San Francisco: North Point, 1990): norms, and feelings. A listener can also resistance to change or rework a plan, 157. recast the discovery by telling a related making it easier for people to accept by 12. Cohen and Prusak, In Good Company, story.14 In fact, what Denning calls a linking the new with the known. 116. springboard story is very useful: “In Discovering what we know requires 13. David M. Boje, “Consulting and Change in the Storytelling Organization,” effect, it invites them to see analogies time to share meanings and understand- Journal of Organizational Change from their own backgrounds, their own ings. When we tell a story we not only Management 4, no. 3 (1991): 9. contexts, their own fields of expert- look back on an event, but add analysis, 14. Cohen and Prusak, In Good Company. ise.”15 The listener may learn not from meaning, and understanding in the 15. Denning, The Springboard, xix. what the storyteller says, but because she words and sequence of the story. In 16. Karl Weick, The Social Psychology of Organizing, 2d ed. (Reading, Mass.: remembers her own story and connects retelling the tale, the meaning sometimes Addison-Wesley, 1979): 5. it to the event at hand. becomes the focal point and the facts 17. Cohen and Prusak, In Good Company, But storytellers also make discover- fade. The story won’t last if it becomes 105. ies. Karl Weick’s well-known axiom says too fictional or too analytical to ring 18. Denning, The Springboard, 38. 19. Annette Simmons, The Story Factor: it well: “How do I know what I think ’til true. In other words, a story must appear 16 Secrets of Influence from the Art of I hear what I say?” This rings true to to the listener to be “a reasonable and Storytelling (Cambridge, Mass.: Perseus, many speakers who listen to themselves believable” account; within the context 2001): 229.

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FEATURE

Collections and Several elements key to improving library accessibility will be explored in this article, including linguistically appro- Services for the priate cataloging of Spanish-language, bilingual, and Latino-focused resources; Spanish-language bibliographic and Internet instruction; language and cul- Spanish-Speaking tural awareness and sensitivity training; and ongoing professional support for staff. For the purpose of this article, the Accessibility term Latino will refer to users who are dominantly Spanish speaking.

Solina Kasten Marquis Cataloging Issues and Solutions Public librarians who acquire materials and implement services Historically, researchers have paid little for Spanish-speaking communities must also make these attention to the technical aspects of making United States public library cataloging assets visible and useful. This article describes the records truly visible to non-English- consequences that can result from inattention to linguistic speaking library users, yet the quality of a library’s technical services work, includ- and cultural accessibility, and it recommends technical services ing the sophistication of its cataloging, strategies and tools and educational and communication may greatly influence such users’ ability to access a library’s resources. resources that can improve public library accessibility for Bruce Jensen, a west coast librarian who has created two Web sites to assist Latino patrons. librarians working with Latino communities, decries the tendency of libraries to opt for purchasing more materials in lieu This article is the second in a two-part series on collections and services for the of constructing useful catalog records Spanish-speaking. The first article appeared in the March/April issue. for the materials they already own. He labels this acceptance of substandard ibrarians across the United States are experiencing firsthand the need to records a form of robbery, one that acquire resources for their Latino residents, a population that the Census deprives patrons of the resources they Bureau predicts will almost double to 59 million by 2025.1 In the late 1990s are seeking.5 REFORMA’s Information it was estimated that 25 percent of Hispanics in United States read only in Technology Committee (ITC) has also LSpanish, and that about 45 percent are somewhat or fully bilingual, percentages that criticized the “continued use of subject have remained fairly constant over the past two decades.2 Various studies show that headings that are general, biased, or approximately half of the United States Latino population is Spanish-dominant in con- non-specific to the topics covered by the versation.3 Many public libraries have responded to this community’s needs by devel- materials” in the descriptive cataloging oping Spanish-language and Latino-focused collections and services. of Latino digital materials.6 However, funding and developing such resources should be only the first step in Many would agree with Jensen and serving the Spanish-speaking. Librarians must devote attention to enhancing the ITC, including Florida Library and accessibility of their collections and services: Information Science professor Elaine The delivery of Spanish language library services includes planning for and pro- Yontz, who comments, “Needed materi- viding access to resources. This includes providing access to both collections and als which cannot be found by patrons or library facilities. It is all too easy to simply acknowledge the need for a Spanish- by the librarians who help them repre- language collection, set one up somewhere in the library (maybe in the back), sent a waste of valuable resources and watch and evaluate the collection and its usage or lack of usage for a few months do not, for practical purposes, even or years, and come to the conclusion that maybe there was less need than staff exist.”7 In the late 1990s Yontz exam- thought, and move on to other tasks.”4 ined two of her state’s bibliographic databases that library media specialists might use to locate the works of noted Solina Kasten Marquis is a Graduate Student at the School of Library and Information Latina author Pat Mora. After discover- Studies, Texas Woman’s University; [email protected]. She would like to thank Lynn ing a multitude of accessibility problems Akin and members of REFORMA for their support and encouragement. during her search, Yontz urged biblio-

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graphic utilities and vendors to strive to develop cataloging that reflects greater MARC Record Enhancements for Spanish-Language consistency and sensitivity to special populations. She also encouraged local Materials catalogers to add and enhance access points in their system’s records to pro- MARC Field: Number and Name duce a more useful catalog for their Suggested MARC record enhancements unique user communities.8 Although many smaller libraries 008—Fixed-length field lack the resources needed to enhance 35–37—“spa” to indicate books written in Spanish MARC records for Spanish-language materials, larger systems may be able to 04—Language upgrade such records by adding details Specify Spanish that can improve Latino patrons’ access to collections. Because many online cat- 240—Uniform Title, subfield L alogs do not look at all MARC record “Spanish,” “Bilingual—Spanish-English” as appropriate fields during a keyword search, catalogers must pay special attention to their 246—Alternate Title own library system’s electronic search Titles of bilingual items process when deciding where in the record to place Spanish-language terms.9 505—Formatted Contents The sidebar on this page summarizes Spanish-language descriptive copy such as tables of contents, individual short common cataloging enhancement guide- story titles, or titles of volumes in a set lines, suggested by experienced professionals working in this field, that can 520—Summary Notes improve accessibility to Spanish-lan- Spanish-language descriptors, possibly taken from the table of contents, for guage and bilingual materials.10 materials on newer subject areas, especially those that lack a standardized Bilindex, originally developed under vocabulary the Library Services and Construction Act (LSCA) in the early 1980s by a 521—Target Audience Note, indicator 3 for “special audience characteristics” group of California librarians, is cur- Important particularly for juvenile fiction: Indicate items of particular interest rently the most readily available and to Latino readers widely used Spanish-language subject heading guide based on the Library of 546—Language Note Congress’s English-language terms. (Alternatively, some libraries use the 250 field) Floricanto Press, which currently mar- For subtitled and dubbed audiovisual items, indicate language, especially for kets this product in print and CD-ROM items that display only the original English title on packaging. Examples: form, has combined the original edition “Spanish language ed.,” “Ed. en español,” “Doblado(a) (dubbed) en español,” with its six supplements into one alpha- or “Subtitulado(a) en español” (Subtitled in Spanish) as appropriate betized list. The company also sells Bilindex 2002, a subject heading the- 586—Awards Note saurus that “focuses on expanding the Information about Children’s, YA, and adult literature awards new high tech concepts and lexicological developments in the computer industry, 650—Subject Headings n communications, and library science.”11 Spanish-language subject headings taken from Bilindex or other source that Because such cataloging tools are expen- follows LC form n sive, smaller libraries may need to pur- “Bilingual—English and Spanish,” along with its Spanish equivalent chase these cooperatively or access them “Bilingüe—inglés y español,” as a subject heading, especially for materials through a consortium as needed. that are part of small collections. (Though this does not follow LC form, The San Francisco and Oakland pub- this may be useful for some collections.) lic libraries have together created a Spanish-language subject headings resource to supplement Bilindex, as well create this database did not accommodate The Web site for NISC’s LEER: as to make their cataloging records match such diacritical marks as accents, tildes, Libros en Español Repertorio (Repertory: local usage more closely. Their Spanish and umlauts, whose omission can create Books in Spanish) (www.leer.nisc. Subject Headings list contains an esti- linguistic confusion. Because the database com) links to Spanish-language materials mated 1,500 terms that are readily acces- does not contain the subject headings the and can be searched by title, author, and sible to other libraries on the Web site two libraries have added since the list was English or Spanish keyword. Because maintained by Bibliotecas para la Gente initially posted, Vivian Pisano and her LEER typically provides extensive biblio- (Libraries for the People), the Northern staff at the San Francisco Public Library graphic information once an item is California chapter of REFORMA are now creating a file of all unique found—including ISBN, publisher, copy- (http://clnet.ucr.edu/library/bplg/sujetos. Spanish subject headings used in the right date, English translation of title, and htm). Unfortunately, the program used to library’s catalog.12 Spanish and English subject its resources

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can be useful for completing or enhancing cataloging records. The Agencia Españ- Selected Exemplary Public Library Web Sites for the ola del ISBN (Spanish ISBN Agency), part of Spain’s Ministerio de Educación, Spanish-Speaking Cultura, y Deporte (Ministry of Educa- tion, Culture, and Sports) can supply Atlanta-Fulton Public Library System basic data on books published in that www.af.public.lib.ga.us/portada.html country (www.mcu.es/bases/spa/isbn/ Los Angeles Public Library ISBN.html). An additional tool for inter- http://catalog.lapl.org preting the title and verso page data of Multnomah County (Ore.) Public Library Spanish-language books can be found in www.multcolib.org/libros/index.html Sharon Chickering Moller’s Library New Castle-Henry County (Ind.) Public Library Services to Spanish-Speaking Patrons.13 www.nchcpl.lib.in.us New Haven (Conn.) Free Public Library www.cityofnewhaven.com/library/spanish/spanish.htm Phoenix (Ariz.) Public Library After Cataloging: Hands-on www.phoenixpubliclibrary.org/web/SPindex.html Methods of Improving Access Queens Borough (N.Y.) Public Library www.queenslibrary.org/spanish Many smaller library systems cannot Salt Lake City (Utah) Public Library afford extensive cataloging enhance- http://salty.slcpl.lib.ut.us/screens/mainmenu_spa.html ments, but most can implement less San Antonio (Tex.) Public Library expensive, yet often highly effective, www.sanantonio.gov/library/espanol.asp accessibility tools, such as Spanish shelf San Francisco Public Library labels and signage and thoughtful organ- http://sfpl4.sfpl.org/intcenter/sfpl.spanishhome.htm ization and display of materials.

Labeling these prize-winning children’s books, as specialized resources. Ultimately, major Special spine labels that identify Spanish well as library promotional posters and decisions regarding the shelving scheme and bilingual materials help shelf signs. need to be based on users’ familiarity searchers locate these quickly and with the library, their linguistic skills, and increase the likelihood that shelvers will the size of the collection. Shelving return them to their proper place in the collection. San Antonio librarian Danelle A carefully thought-out shelving plan Signage Crowley points out, though, that proper can partially compensate for MARC Spanish labeling terms can cause confu- record and OPAC shortcomings. Many Opinions vary on the shelving system sion because many cognates mislead librarians advocate placing Spanish-lan- most likely to get materials into patrons’ those not well-versed in the language. guage materials in their own section to hands, but librarians universally agree For example, though the correct Spanish facilitate shelf browsing. New users that arranging materials for high visibility adjective to describe items in a children’s unfamiliar with United States library is the first step. Prominent and welcoming collection is “infantil,” many would sug- organization and unaccustomed to uti- bilingual or Spanish-language signage can gest alternate descriptors for these mate- lizing a library catalog, as well as staff help newer visitors locate areas of inter- rials because of the term’s “babyish” not fluent in Spanish, may especially est. Suggested wording for shelf signs, tone. Similar problems occur with other appreciate this arrangement. Others prepared by Teresa Pacheco at the Hall words similar to English: “juvenil,” believe that Spanish-language materials County Library, Gainesville, Georgia, can (“juvenile”) may carry negative connota- should be integrated with English-lan- be found in the Spanish in Our Libraries tions; “novela” means all fiction in guage collections to make all users more archives (www.sol-plus.net/30.htm#2). Spanish; “referencia” is a broad term aware of the library’s holdings in other used for much more than library refer- languages, to benefit multilingual clients, ence service; and a “bilingual” or “bilin- and to avoid singling out those who are güe” label may provide little clarification not fluent in English.16 After Cataloging: Electronic in multilingual collections.14 For these Some librarians counter that a small Methods of Improving Access reasons, many libraries prefer labels such Spanish-language collection becomes lost as “Libros en Español para Niños” if filed among other materials, and may Many larger libraries across most of the (“Books in Spanish for Children”). not have the same impact on the intended United States, especially those serving Moller recommends soliciting input audience. Some libraries choose to pur- sizeable Latino communities, have from a variety of users, as well as staff chase two copies of many bilingual attempted to make their collections more from various departments, to develop books so that one may be shelved in the accessible by developing Web pages and labeling systems that make sense to all Spanish collection and the other in the OPAC interfaces in Spanish. Though involved, and also make the collection English section. Larger institutions often most library automation vendors now more available to users.15 ALA Graphics maintain Latino-focused collections in a offer multilingual options that are fre- markets Pura Belpré Award labels for separate area to draw attention to these quently customizable, because of the

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n Ask several bilingual staff members Spanish-Language Sites That Can or other qualified individuals to write and review your Spanish Web Aid Spanish-Speaking Web Learners pages. Do not translate your site’s files by machine. At best, your insti- Aprenda la Red (Learn the Internet) tution and its governing body will www.learnthenet.com/spanish/index.html be mildly embarrassed, at worst you Well-defined and organized explanations of Internet terms in several lan- may totally confuse (and perhaps guages, including Spanish and English; learning modules about Internet amuse) your intended audience.18 concepts, from the most fundamental to the very advanced Aprendiendo a Usar la Internet (Learning to Use the Internet) The sidebar on the previous page lists www.sol-plus.net/solinaweb.htm (See “Recursos en español”) selected exemplary public library sites Annotated guide to Internet learning tools. that offer good library user bibliographic Ocean County Public Library guidance or information in Spanish and http://oceancountylibrary.org/español/español.htm links to resources in Spanish. These sites Spanish tool bar and browser tutorials and “Mousercise” practice exer- demonstrate how libraries can provide cises in Spanish catalog searching guidance, service infor- Mágica Red (Magic Net) mation, and categorized Internet links for www.magicared.com their Spanish-speaking patrons. Because Spanish and English terms, synonyms for Internet terms, and translations the complexity of designing and main- and clear definitions; instructions for using Outlook Express taining such sites requires an ongoing El Internet: Una Guía para Padres de Familia (Internet: A Guide for Parents) commitment from bilingual staff who are www.ed.gov/pubs/parents/El_Internet or www.ed.gov/PDFDocs/ highly skilled in technology, the mainte- Internet_sp.pdf nance of such resources may decline when Comprehensive guide—not just for parents—to numerous aspects of key personnel leave a library system. Internet use Until a library is able to make its Guía para Padres a la Supercarretera de Información (Parents’ Guide to the catalog interface more usable for Latino Information Superhighway) library customers, Moller suggests plac- www.learnthenet.com/spanish/html/11parent.htm ing bilingual printed signs next to the Children’s Partnership document posted on “Learn the Internet” Web site OPAC screens to explain common Ciber-Léxico Comparativo (Comparative Cyber-Lexicon) searching and computer terms.19 Such www.telefonica.es/fat/lexc.html linguistic augmentation of a library’s cat- Comprehensive Internet glossary alog interface will not, of course, assist Glosario Básico Inglés-Español para Usuarios de Internet (Basic English- the remote searcher, but can help in- Spanish Glossary for Internet Users) house users overcome common elec- www.ati.es/novatica/glointv2.html tronic linguistic gaps. Another comprehensive vocabulary resource Public libraries are also scrambling El CyberSpanGlish (Cyber Spanglish) to bridge the digital divide for their www.santatecla.com/manual/chapter9.1/9.1a.html diverse communities through Internet Quick reference list of English-language computer and Internet terms orientation and instruction in languages with both “Spanglish” and Spanish equivalents other than English. The sidebar on this page lists Spanish-language sites that can aid Spanish-speaking Web learners. expense and time involved in implement- connect to English-only pages fail to pro- ing and maintaining such electronic vide the expected instruction or service. enhancements, the majority of public In a ReformaNet posting regarding her library systems have not yet arrived at new resource, Reinford suggests these Spanish Language this aspect of customer service. Moller additional strategies to increase the value Training for Staff investigated numerous libraries that of library Web site pages for Spanish- have expanded their OPAC’s linguistic speaking users: The ongoing shortage of bilingual and capabilities and determined that, though bicultural librarians multiplies the chal- progress has been made, “. . . no matter n Organize all of the library’s Spanish- lenge of serving Latino communities how well a library does with initial language Web links under one eas- effectively. Sonia Ramírez Wohlmuth, screens, at some point most patrons ily-accessible heading (in Spanish!) assistant director of the University of arrive at screens with English only.”17 near the top of the library’s site. South Florida’s School of Library and San Antonio reference librarian n Avoid intermingling links to Information Science, is one of the nation’s Wanda Reinford, who researched hun- English-language Web resources of top experts in language and other contin- dreds of public library Web sites to com- possible interest to Latinos with uing education programs for library staff. pile an extensive online annotated links to Spanish-language Web She makes a strong case for preservice directory of U.S. Public Library Web pages. and in-service language and cultural sen- Sites with Information in Spanish (www. n Use Spanish or bilingual link names sitivity training, stating that potential reforma.org/spanishwebsites.htm), has when directing searchers to Spanish- library users may react to language and also noted that Web links in Spanish that language Web sites. cultural barriers by avoiding the library

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altogether, preferring to seek out alterna- (Neal-Schuman, 1998) are rich in vocabu- awareness of how culture affects peo- tive sources to meet their recreational and lary lists and bilingual forms and flyers. ple’s verbal and nonverbal information- informational needs. Or, out of polite- The Queens Borough Public Library offers seeking behaviors. Although a deep ness, they may accept English-language an online Dewey decimal classification understanding of another culture takes materials and information that they don’t (DDC) guide titled “Una Guía Rápida years of involvement and sustained really understand.20 para el Sistema Decimal Dewey” (www. interest, libraries can facilitate improved Larger library systems with the queenslibrary.org/spanish/dewey-sp.asp). customer relations with their Latino financial means to make an investment Jensen has also posted comprehensive patrons if management prioritizes ongo- in Spanish-language staff training may Spanish-language DDC guides as well as ing cultural awareness and sensitivity wish to consider The Learning Light printable basic library signage and cus- education for staff members. Educational Materials and Services’ pro- tomizable public library communication Yolanda Cuesta, a nationally recog- gram Spanish That Works . . . in the documents on his “Public Libraries Using nized public library consultant and Library (www.thelearninglight.com). Spanish—PLUS” Web site (http://skipper. trainer, offers a series of short work- Prepared by an experienced Spanish gseis.ucla.edu/students/bjensen/html/plus/ shops to assist library systems in devel- teacher working with a public librarian, links.htm#2). This librarian’s bilingual oping their services to Latino and other and test-driven in two public library sys- explanation of the terms “librería” (book- communities that have not traditionally tems, the sixteen-hour course package store) and “biblioteca” (library) can clar- been public library customers. She pro- includes a student text, pull-out phrase ify, both for staff members and patrons, vides training on such broad topics as sheets, flashcard templates, a facilitator’s the important differences between these celebrating diversity and on more nar- guide, and consultation with the pro- two frequently confused words. rowly focused subjects, such as how to gram’s author. Purchase gives the buyer gather input from diverse communi- license to make thirty copies of the stu- ties.21 A number of other agencies, foun- dent manual for one calendar year. Intercultural Communication dations, and individuals offer cultural The sidebar on this page lists addi- awareness resources, some specifically tional online glossaries and dictionaries Many librarians recognize that commu- for library staff. These include ALA’s that can help librarians communicate nication is more than a matter of learn- Ethnic and Multicultural Information with their Spanish-speaking patrons. ing a language or consulting a Exchange Round Table (EMIERT) dictionary. Improving the quality and (http://lonestar.utsa.edu/jbarnett/ breadth of Spanish-language collections emie-l.html); the relatively new organi- Additional and accessibility tools will do little to zation A Librarian at Every Table, which Communication Tools benefit a population if the supposed ben- sponsors a Web site and an electronic eficiaries feel unwelcome or intimidated communication forum to promote Moller’s Library Service to Spanish Speak- by a library’s staff or environment. Truly library involvement in community-building Patrons (Libraries Unlimited, 2001) effective information service to ethni- ing (www.cas.usf.edu/lis/a-librarian-at- and Camila Alire and Orlando Archi- cally diverse populations requires cul- every-table/libraries.html); and the beque’s Serving Latino Communities: A tural as well as linguistic competence, online cross-cultural resources available How-to-Do-It Manual for Librarians and libraries must strive to develop their from the Mid-Atlantic Equity Center (www.maec.org/cross).

Continuing “Library Spanish”—Online Glossaries and Guides Professional Support Sí, hablo español, un poquito! (Yes, I speak Spanish, a little bit) The ability to address the changing needs www.txla.org/groups/tmr/libnappe.pdf of a diverse user community improves Appendixes from Texas Library Association Conference session contain when librarians can communicate regu- extensive library glossary larly and easily with colleagues to identify LIS Dictionary possible solutions and resources. A num- http://eubd1.ugr.es/RIS/RISWEB.ISA#TOPOFREFLIST ber of LIS students and specialists have Shows translated items used in context designed electronic arenas to support Survival Spanish: Staff Library Guide to Assist the Spanish-Speaking Patron librarians working with Latino communi- http://skipper.gseis.ucla.edu/students/bjensen/html/plus/survspa/toc.htm ties. Bruce Jensen regularly publishes a Glossaries, basic, and advanced library phrases fully archived online newsletter, Spanish Library Jargon in Spanish in Our Libraries—SOL (http://skipper. www.unm.edu/~emmons/nmla/spanish-library-jargon.html gseis.ucla.edu/students/bjensen/html/sol.ht Two lists of basic library terms m), an effort begun as part of his graduate Spanish Language Resources at Globe-Gate work at UCLA. While enrolled in the http://globegate.utm.edu/spanish/spandico.html University of Illinois Urbana-Champaign’s Specialized dictionary School of Library and Information Diccionarios.com Science, Yanira Vegerano and Heather www.diccionarios.com Booth developed “A Librarian’s Guide to Frequently supplies illustrations of proper use Latino Services” (http://leep.lis.uiuc.edu/ seworkspace/LatinoService/collecte.htm),

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a Web resource that links to sites that dis- education institutes across the United 6. REFORMA Information Technology cuss collection development, programs, States. Much of the work and research Committee, “REFORMA’s Information Technology Agenda,” in The Power of and cultural insights, and also links examined and discussed during the 1999 Language / El poder de la palabra: searchers to related library organizations, program has been compiled in the book Selected Papers from the Second Internet pathfinders, discussion lists, and Library Services to Youth of Hispanic REFORMA National Conference, Lillian indexes. Heritage, edited by Barbara Immroth Castillo-Speed and the REFORMA Librarians working with Latino and Kathleen de la Peña McCook National Conference Publications Committee, ed. (Englewood, Colo.: communities can also benefit from the (McFarland, 2000). The University of Libraries Unlimited, 2001), 69. hard work and talents of the members of California will host the sixth Trejo- 7. Elaine Yontz, “Subject Access to Fiction: REFORMA, an ALA affiliate established Foster institute, “Memoria, Voz y A Case Study Based on the Works of Pat in 1971 to develop and promote library Patrimonio: The First Conference on Mora,” in Library Services to Youth of Hispanic Heritage, Barbara Immroth and information services to Latinos and Latino/Hispanic Film, Print, and Sound and Kathleen de la Peña McCook, ed. the Spanish-Speaking (http://clnet.ucr. Archives,” from August 15–17, 2003, at (Jefferson, N.C.: McFarland, 2000), edu/library/reforma). Members of its Los Angeles campus. 131. REFORMA’s twenty-one chapters pro- 8. Ibid., 133–34. vide the local and national library com- 9. Danelle Crowley, personal communication, Mar. 2002. munity with myriad resources on a daily Conclusion 10. Danelle Crowley, “Use of the Spanish basis, including REFORMANet, the Language in Organizing Library Mater- organization’s electronic communica- Public librarians realize that acquiring lin- ials for Latinos,” in Library Services to tions network. This Internet discussion guistically and culturally appropriate Latinos: An Anthology, Salvador Güereña, ed. (Jefferson, N.C.: McFar- group can quickly provide librarians and materials is of little value if the intended land, 2000), 66–70; Glenda Roberts, information specialists with input from audience remains unaware of these online posting on REFORMANet, May other professionals in the field regarding resources. Collecting Spanish-language 14, 2001, and personal communica- publishers and vendors, translations, materials is only half the job. Making tions, May 2002; Jensen, “The Latino Web sites, Spanish-language tech- these same resources available to their Monolingual Cataloging Monolith”; Vivian Pisano, personal communication, nical services issues, and outreach and intended users is the other half of the puz- Mar. 2002; Yontz, “Subject Access to political issues. This collegial forum also zle that public librarians must put in place Fiction,” 66–70. Susan Burke, personal affords librarians support and recognition to complete the collection development communications, Apr. and May 2002; (http://lmri.ucsb.edu/mailman/listinfo/ picture. Enhanced cataloging, increased Anne Sheldon, personal communications, Mar.–June 2002. reformanet). The online REFORMA collection visibility, and improved biblio- 11. Floricanto Press, Bilindex 2002. Accessed newsletter archives serve as an informa- graphic instruction all play an important Sept. 9, 2002, www.floricantopress.com/ tion storehouse for those interested in the role in achieving public library service to bx2002tx.htm. history and development of Latino library underserved populations. Investment in 12. Vivian Pisano, personal communica- issues as well as continuing education, Spanish-language tools and linguistic and tions, Mar. and Dec., 2002. 13. Sharon C. Moller, Library Service to scholarship, and mentoring opportunities cultural awareness training for staff will Spanish Speaking Patrons: A Practical (http://latino.sscnet.ucla.edu/library/refor open the door to an even greater return Guide (Englewood, Colo.: Libraries ma/newsletter.html). for Latino patrons and the communities Unlimited, 2001), 148–49. REFORMA has organized two in which they live. n 14. Crowley, “Use of the Spanish Language in Organizing Library Materials for national conferences and has written Latinos,” 64–65. documentation to disseminate their 15. Moller, Library Services to Spanish- results (See The power of language/El References Speaking Patrons, 109. poder de la palabra [Libraries Unlimited, 16. Salvador Güereña and Edward Erazo, 2001]). Over the next two years 1. Sharon C. Moller, Library Service to “Latinos and Librarianship,” Library Spanish Speaking Patrons: A Practical Trends 49, no. 1 (summer 2000): 139. REFORMA will partner with other 17. Moller, Library Service to Spanish library associations to produce two Guide (Englewood, Colo.: Libraries Unlimited, 2001), xvii. Speaking Patrons, 106. major continuing education efforts: a 2. Sally Taylor, “Books across the Border: 18. Wanda Reinford, REFORMANet post- joint conference with the Nevada and In Search of the Spanish Market,” Pub- ing, Nov. 13, 2002, archived at http:// Mountain Plains Library Associations in lishers Weekly 244 (Aug. 25, 1997): S36. lmri.ucsb.edu/pipermail/reformanet/ 2002-November/009895.html, and per- Lake Tahoe, November 3–7, 2003, and 3. Salvador Güereña and Vivian M. Pisano, Latino Periodicals: A Selection Guide sonal communication, Dec. 11, 2002. the first-ever Joint Conference of (Jefferson, N.C.: McFarland, 1998), 5. 19. Moller, Library Service to Spanish Librarians of Color in 2005, an event 4. California State Library Task Force on Speaking Patrons, 106. that will involve all ALA affiliates that Serving Spanish-Speaking Communities, 20. Sonia Ramírez Wohlmuth, “Breaking focus on concerns specific to United “Adelante: Recommendations for Effec- through the Linguistic Barrier: A Chal- lenge for Initial Professional Education States ethnic and racial minority groups. tive Library Service to the Spanish- Speaking,” Sept. 1994. Accessed Feb. and Continuing Education of Librar- REFORMA founder Arnulfo Trejo, 20, 2002, www.library.ca.gov/assets/ ians,” in Library Services to Latinos: An recognizing the need to educate librari- acrobat/Adelante_1-41.pdf. Anthology, Salvador Güereña, ed. ans in training and those involved in 5. Bruce Jensen, “The Monolingual (Jefferson, N.C.: McFarland, 2000), 42. their professional preparation, estab- Cataloging Monolith: A Barrier to 21. Yolanda J. Cuesta, personal communica- Access for Readers of Spanish,” Public tion, Mar. 21, 2002. lished the Trejo Foster Foundation for Libraries Using Spanish, 2001. Accessed Hispanic Library Education. Since 1993, Feb. 4, 2002, www.sol-plus.net/plus/ this group has sponsored five continuing cataloging.htm.

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FEATURE

ize it according to his or her own inter- Personalized ests and personal needs by selecting from lists of databases and information resources, adding their favorite Internet Information links, and choosing their interface’s colors. The end result is an individualized page with all of the user’s preferred elec- Environments tronic resources in one place. Do Public Libraries Want PIE History In 1945 Vannevar Bush described an a Slice of the PIE? ever-increasing flood of information that overwhelmed information seekers using outdated methods of transmitting and reviewing research. He envisioned a tool Lea Worcester called Memex that would allow users to organize information in ways meaningful to them.1 The need for his vision Personalized information environments, or personalized remains as the mechanisms to generate information in a variety of formats con- interfaces, offer user-centered, customizable access to a tinue to grow faster than methods for fil- collection of information resources and a solution for users tering and organization. In the late 1990s, commercial sites, swamped by information. This article reviews the development responding to the user’s need for a way of library personalized interfaces; explores in detail the Public to limit and filter the flood of information, quickly began to leverage technol- Library of Charlotte and Mecklenburg’s personalized interface, ogy and expand customer bases by creating PIEs. Services such as My Excite brarydog.net; includes observations from experts Robin Bryan (www.excite.com), My Yahoo!, and My and Eric Lease Morgan; and concludes with a discussion Netscape (my.netscape.com) offered the user a personal interface with customiza- of the opportunities and challenges personalized tion options. As a result, Web users began to expect customization and inter- interfaces offer public libraries. activity when using Internet services.2 Recognizing that library-centered ibrary patrons and staff members strive to find, sort, analyze, and use the vast approaches have become increasingly variety of electronic resources that reside in a bewildering tangle of networked irrelevant to sophisticated users, the CD-ROMs, subscription databases, and Internet links. Free access to exten- Library Information and Technology sive collections of subscription databases selected by their state library com- Association identified user-focused sys- Lpounds the problem for many public libraries. In addition, access to information has tems as a future trend at the 1999 ALA 3 changed due to the rapid evolution of new technologies, which led to the development Midwinter Meeting. During the late of virtual libraries available at all times and in all places. User complaints and staff 1990s the university community had sev- stress serve as signals that public libraries cannot continue to design and deliver serv- eral projects in development in response to ices based upon traditional methods; instead they must look for alternative models. the complaints of patrons overwhelmed One system, My Yahoo! (http://my.yahoo.com), enables users to select content from a by information excess and the expecta- choice of features, including news, stock updates, and weather reports, arrange them tions of Web-savvy patrons. In 1998, Eric on the screen, and determine update frequency. Using My Yahoo! and other commer- Lease Morgan first publicly conceptual- cial Web portals as guides, libraries are beginning to create their own version, a per- ized MyLibraries in “MyLibrary in Your sonalized information environment (PIE), which enables them to implement new, Library Could Make for Satisfied value-added services. These new services allow online users to customize their Web Patrons” and was the driving force behind information on the basis of their personal requirements and interests. MyLibrary@NCState (http://my.lib.ncsu. edu) at North Carolina State University A PIE is a user-centered, customizable interface that provides users with the tools 4 to compose collections from a variety of information resources. Each user can organ- (NCSU). NCSU distributes MyLibrary@ NCState as open source software, which has been adopted by other libraries.5 Lea Worcester is a Doctoral Student at Texas Women’s University, Denton; Because MyLibrary@NCState is an insti- [email protected]. tute-specific term, the developers recently

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images. Brarydog.net appeals to a Glossary of Terms younger audience with a selection of footprints, zigzags, stars, or solid back- Technical literature often contains new and conflicting terms. The following grounds. definitions reflecting common usage provide a basis for understanding the Users select from lists of subscrip- accompanying article. tion databases consisting of electronic Customization. The user may configure the interface manually, adding and journals, dictionaries, manuals, atlases, removing links and resources as desired. Despite the use of the word “person- bibliographic databases, and bibliogra- alized,” PIEs essentially offer patrons customization options. Popular commer- phies and Internet links selected by the cial sites such as My Yahoo! enable the user to fill out a profile and select library. Users typically place selected options. resources into modules or folders organ- Personalization. Users individualize pages based upon a model developed ized according to format. They can through an analysis of their navigation of a Web site. Users do not create pro- remove or add links and databases to files themselves and may not even know that profiles have been created for suit their research and personal interests. them. A well-known example is Amazon.com, which records a patron’s Many libraries offer an alert service searches and selections upon his or her first visit to the site and then, during fol- that informs readers and researchers of lowing visits, suggests titles based upon previous choices. new resources. Unlike the Amazon.com model, which suggests titles based upon the user’s navigation of the site and purchasing habits, library alert services are began searching for a new name that ning and job search process where users initiated and controlled by the user.9 The could be used by all the libraries adapting develop their own customized list of user can add or reject new resources sug- the program.6 resources.8 Because Career Bookmarks gested by the alert service and modify Other universities were producing essentially serves as a temporary list that their research profile as their interests parallel projects, and academic library is not preserved within a personal page, it change. PIEs now exist under a variety of names, will not be evaluated for this article. The Library PIEs offer links to services including My Gateway at the University Public Library of Charlotte and Mecklen- provided by the library, such as refer- of Washington (www.lib.washington.edu/ burg County (PLCMC) created brary- ence, interlibrary loan, and circulation, resource/login.asp), Virginia Common- dog.net (http://brarydog.net) as a student as well as a link to the institution’s home wealth University’s (VCU) My Library homework help and Web companion in page. Unfortunately integration with (www.library.vcu.edu/mylibrary), and September 2000. Brarydog.net serves as a other library services, such as borrowing Cornell’s MyLibrary@Cornell (mylibrary. prototype for public libraries because it records, material renewal, and interli- cornell.edu). Based upon traditional most closely approximates the academic brary loan services, remains a problem library service goals of collecting, evaluat- and commercial models. Despite the lim- due to the sheer number of different sys- ing, organizing, and disseminating sets of ited sample, information from interviews tems that cannot communicate with each information, the universities use the with brarydog coordinator Robin Bryan other.10 Because of this problem, users Internet to present conventional informa- and MyLibrary@NCState’s designer Eric may have to provide a username and tion and services. The library’s content of Lease Morgan provide some insight into password again when they wish to licensed research databases and ability to development, usage, and technology access their library records. meet the research needs of their users dis- issues for public libraries. tinguishes it from commercial, personalized online services. Brarydog.net Academic libraries, motivated by Working PIEs Teal-blue and definitely cool, brary- their mission statement, service popula- dog.net offers convenient access to a tion, and higher expenditures per capita PIEs in libraries have many common fea- wide variety of expertly selected materi- for library materials and computer tech- tures, including user authentication and als with zest and gusto to the tune of a nology, explored innovative technology information customization and selec- brarydog rap. The funky rhythm can be and implemented PIEs. In contrast, public tion. User authentication ensures that played from the Web page and adds to libraries have been slow to adopt person- the information users choose to enter the attraction of the site for North alized interfaces, and as university into the system remains private. Carolina students. Situated between the libraries begin revisions on their systems Validation also restricts access to sub- Appalachian Mountains and the Atlantic and consider second design stages, only scription databases to the library’s Ocean in the nation’s fifth largest urban three public libraries offer a personalized patrons and thus protects the vendor’s region, PLCMC’s twenty-two locations interface. Hennepin County Public digital rights. Typically the system serve 746,427 residents. Library’s My Reference Tools (www. prompts the user to enter a user name While adults can use the service, the hennepin.lib.mn.us/pub/search/ (frequently their library card number) library designed brarydog.net as a stu- reference.cfm) service enables users to and password. dent portal page and homework assis- select titles from approximately sixty After users enter their personal tance site for middle and high school databases for display on their personal pages, they can proceed to customize its students. New users only have to choose page.7 Toronto Public Library offers a look. Most academic systems offer a lim- a unique user name and password, enter unique service called Career Bookmarks ited choice of colors for fonts and sub- in their zip code, and type in their name (careerbookmarks.tpl.toronto.on.ca) ject heading bars and a few options for to create a new account. Library patrons organized according to the career plan- content placement or inclusion of have the option of entering their library

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Brarydog research tips list examples and suggestions for citing online resources in MLA, APA, and Turabian formats. One-click access from the library’s home page and a straightforward, user- friendly design make brarydog.net accessible for anyone interested in exploring and using a personal information environment. Bryan remarked that PLCMC continues to develop brarydog.net in response to user feedback. When asked what she would like to do next, she com- mented that the library wanted to make the contents more curriculum-specific and include a study break feature so that students have access to entertainment resources. Plans for promotion include a brarydog.net e-mail newsletter.12 As part of their ongoing improvements to the site, the library continues developing content and simplifying the initial page.

Making, Promoting, and Evaluating PIEs

Libraries interested in exploring the feasibility of creating a PIE for their library have access to a variety of resources. In 1999 Morgan created a guide for libraries to follow for researching, designing, installing, and maintaining a PIE and described many of the following service issues that must be addressed as part of the implementation process.13 Morgan notes that research should begin with visiting existing online PIEs and becoming familiar with how they work. Preliminary studies should also include an internal review of staffing levels because constant updating of content will place an increased demand upon their time. During this phase, initial analysis should incorporate a meeting Screenshot of Brarydog.net patron’s personal page. with technical support to determine whether they can install, back up, and maintain the free NCSU source code or card number for access to premium sub- on Crafts, StoryPlace, and Book Hive. write in-house script. scription databases. Once they login, My Desk enables students to collect and After the decision to implement a they can select their favorite resources use personal Web links. PIE, the planning stage consists of creat- and place them in the one of five folders In addition to the features common ing a collection development policy called desks. The Reference Desk serves to most academic library PIEs, brary- along with controlled vocabulary that as a research tool, with familiar resources dog.net offers services designed to attract addresses audience, quality and number such as Electric Library and Ency- and instruct students. Ask Brarydog, an of resources, and links to the library and clopedia Americana, and makes an excel- e-mail reference service staffed by the ref- governing body. During this stage, plan- lent companion to the Reader’s Desk, erence department, provides research ners identify which staff members will which offers NoveList and a link to the assistance and guidance on where to add and delete information resources, online card catalog. The News Desk con- search on brarydog.net. Live homework send messages, and maintain user tains links to national and international help gives students access to chat sessions accounts. newspapers. The Children’s Desk not with subject experts from Tutor. Making the PIE begins with the only offers subscription databases, but com. Bryan notes that students found installation of an SQL database server, also has links to interactive resources math assistance helpful because that sub- which holds the data for user profiles, developed by library staff, such as Hands ject is poorly represented online.11 and an HTTP server supporting CGI

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scripts so that the program can interact success depended upon promotion, users. For instance, recently Bryan meas- dynamically with users. Many libraries PLCMC hired a full-time Brarydog coor- ured the success of promotion and mar- already have the necessary hardware, dinator responsible for communicating keting in 2002 by comparing the which costs between $2,000 and $5,000. with schools, community organizations, increase in page views from 6,100 in Scripting language, offered for free by and adults that work with children. April to 9,400 in May and reviewing NCSU or developed in-house with a free Currently academic and public user profiles to determine that 65 per- programming language such as Perl, libraries do not have access to auto- cent of brarydog.net users had a links the two servers. mated tools for evaluating their PIEs. PLCMC library card.20 The timeframe for developing a PIE Consequently, they rely upon a combina- varies from three months for VCU’s My tion of server log file analysis, which Library, to approximately eighteen counts the number of times users log in; Do Public Libraries Want months for PLCMC’s brarydog.net.14 As user account assessment; and database a Slice of the PIE? with most library services, development statistics. Traditional methods of evalu- continues through the evaluation process ating library services, such as formal Public librarians have an opportunity to and redesign phases to insure success patron surveys and user comments, also reduce patron information overload and and sustainability. The redesign phase in serve as tools for program evaluation staff stress through a synthesis of their many academic libraries includes explor- and revision. traditional collection development and ing the feasibility of integrating their Most libraries refer to the number reference skills and technology.21 PIEs PIEs into the emerging personalization of active accounts and number of times enable libraries to continue providing features of the library system and thus that users access their services. Reports core services to users anytime and any- allowing users access to their library based upon server log records after the place in an increasingly complex and records, while others investigate the pos- first few years of use indicate that chaotic environment. Online users have sibility of developing interactive features instead of the anticipated general audi- access to quality resources, answers to such as message spaces or personalized ence of Web users, VCU serves two reference questions, and news about bulletin boards.15 In addition, several classes of specialized users. The first library programs and new products as libraries are considering push technol- group used the service as part of the well as an ongoing, positive relationship ogy, which sends users alert information library instruction programs and classes with their library. and newsletters through e-mail or within they attended. Between October 1999 NCSU’s open source code has the their customized Web page. and March 2000 students logged on essential quality of PIEs—customization Academic libraries rely upon tradi- 2,070 times in accounts set up in library and information organization—and offers tional print advertisements and online instruction sessions and nineteen class a ready-made resource for public libraries. promotion. Initial promotion for VCU’s accounts. Library and university classes Morgan noted that it can be either My Library consisted of an announce- represented 28 percent of the use during adapted as written or easily modified to ment on discussion lists. More than five that time.18 The second class of unique support additional features, such as alert hundred people from all around the users consists of researchers with a services, newsletters, or integration with world logged on to test and explore the greater need for a specialized research the library’s circulation system.22 new service. After determining that the portal than the average student.19 The challenge for public libraries system handled heavy traffic, the library Public libraries also use server logs consists in serving diverse populations advertised with traditional methods and to measure access and, like academic with a wide range of interests. This placed a link on the library home page, libraries, keep statistics on the profiles of means that each library must evaluate which has proven to be the best marketing tool for VCU.16 Librarians and staff members also promote the service when using it as part of their training programs. MyLibrary Development and Implementation Because public libraries serve Resources for Librarians diverse populations, their PIEs require aggressive and creative promotion, and “Issues to Be Addressed by MyLibrary Adopters” PLCMC’s brarydog.net responded to the http://dewey.library.nd.edu/mylibrary/librarians-guide.shtml challenge with pizazz. Patrons in A guide for adopters of MyLibrary. branches were tantalized with posters MyLibrary featuring the teal blue prairie dog wear- http://dewey.library.nd.edu/mylibrary ing sneakers and cool glasses as well as Links to the current version of MyLibrary@NCState, administrative inter- giant footprints leading to the comput- face, and installation information. ers; throughout the community people Mylib-dev Mailing List could see his excited face on billboards http://dewey.library.nd.edu/mylibrary/mailing-list.shtml and T-shirts. The mayor declared Mylib-dev mailing list supports a community of people discussing the September 13, 2000, as Brarydog Day, technical and policy issues to consider when developing PIEs. and brarydog could be found every- Portal Vendors where greeting his fans and visiting local http://infomotions.com/portals/vendors.shtml schools. Live demonstrations and train- Annotated links to vendors who provide fee-based portal applications or ing classes helped local students and services. adults become familiar with the new service.17 Recognizing that continued

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their user needs and staffing levels as part of a preliminary assessment survey. Selected Web Sites With PIEs Bryan suggests that they look at all of the possibilities and be clear about the Library PIEs service population and the ways a PIE brarydog.net, Public Library of Charlotte and Mecklenburg County 23 could help them. For instance, basic brarydog.net assistance for children could consist of My Gateway, University of Washington University Libraries Web sites because their research and www.lib.washington.edu/resource/login.asp information needs are relatively simple. My Library, Virginia Commonwealth University In contrast, support for researchers may www.library.vcu.edu/mylibrary need to include online alert and refer- My Reference Tools, Hennepin County Library ence services. www.hennepin.lib.mn.us/pub/search/reference.cfm While only a small fraction of the MyLibrary@Cornell, Cornell University user population may utilize this mylibrary.cornell.edu resource, Morgan does not consider it a MyLibrary@NCState, North Carolina State University problem for public libraries. Just as a rel- my.lib.ncsu.edu atively small percentage of people use the library by checking out a book or asking a reference question, only a few Commercial PIEs online users would require a personal- Amazon.com 24 ized interface. Libraries have always amazon.com included new formats and services while My Excite continuing to support traditional ones. www.excite.com The sidebar on this page has links to My Netscape several examples of working PIES for my.netscape.com individuals interested in exploring and My Yahoo! investigating how they work. Most offer my.yahoo.com guest or free accounts to nonmembers. Each public library must determine Note: Punctuation and capitalization of the names of PIEs and library serv- whether PIEs fit their community’s ices within this article are as written on the organization’s Web pages and pub- needs, library’s budget, and staff’s ability lications. to support the new technology. Early adopters tolerate immature technologies in return for the promise of improve- ment and the chance to influence its evo- Information Technology and Libraries 14. Jimmy Ghaphery and Dan Ream, lution. Late adopters prefer mature, 20, no. 4 (Dec. 2001): 171. “VCU’s My Library: Librarians Love it 6. Eric Lease Morgan, e-mail to author, . . . Users? Well, Maybe,” Information easy-to-use technology without bugs and July 2, 2002. Technology and Libraries 19, no. 4 the guarantee of benefits for their users. 7. Hennepin County Public Library, “My (Dec. 2000): 186–90; Robin Bryan, The future of PIEs can take libraries Reference Tools.” Accessed July 17, 2002, “Brarydog.net.” beyond the current limitations of elec- www.hennepin.lib.mn.us/pub/search/ 15. Ghaphery and Ream, “VCU’s My tronic resources in many different, and reference.cfm. Library”; Suzanne Cohen et al., n 8. Toronto Public Library, “Career Book- “MyLibrary: Personalized Electronic perhaps unexpected, directions. marks.” Accessed July 17, 2002, career- Services in the Cornell University bookmarks.tpl.toronto.on.ca. Library,” D-Lib Magazine 6, no. 4 (Apr. 9. Monica Bonett, “Personalization of Web 2000). Accessed July 17, 2002, References Services: Opportunities and Challenges,” www.dlib.org/dlib/april00/ Ariadne 28 (June 2001). Accessed July mistlebauer/04mistlebauer.html. 1. Vannevar Bush, “As We May Think,” 17, 2002, www.ariadne.ac.uk/issue28/ 16. Ghaphery et al., “Personalized Infor- Atlantic Monthly 176, no. 1 (July 1945): personalization. mation Clients.” 101–8. 10. Jimmy Ghaphery, Martin Kesselman, 17. Bryan, “Brarydog.net.” 2. Eric Lease Morgan, “Personalized and Sarah Barbara Watstein, “Per- 18. Ghaphery and Ream, “VCU’s My Library Interfaces,” Exploit Interactive sonalized Information Clients: Short Library.” 6 (June 2000). Accessed July 17, 2002, Answers to Simple Questions about ‘My 19. Ghaphery et al., “Personalized Infor- www.exploit-lib.org/issue6/libraries. Library’ Services,” Reference Services mation Clients.” 3. Library Information and Technology Review 29, no. 4 (2001): 276–81. 20. Bryan, telephone conversation, June 27, Association, “Technology and Library 11. Robin Bryan, “Brarydog.net: A Home- 2002. Users: LITA Experts Identify Trends to work Assistance Portal for Students,” 21. Jose Ortega y Gasset, “The Mission of Watch,” ALA Midwinter Meeting, Jan. Public Libraries 41, no. 2 (Mar./Apr. the Librarian,” Antioch Review 21, no. 1999.Accessed July 17, 2002, www. 2002): 101–3. 2 (summer 1961): 133–54. lita.org/committe/toptech/mw99.htm. 12. Robin Bryan, telephone conversation 22. Eric Lease Morgan, telephone conversa- 4. Eric Lease Morgan, “MyLibrary in Your with author, June 27, 2002. tion with author, July 15, 2002. Library Could Make for Satisfied 13. Eric Lease Morgan, “Issues to Be 23. Robin Bryan, telephone conversation Patrons,” Computers in Libraries 18, Addressed by MyLibrary Adopters,” with author, July 15, 2002. no. 5 (May 1998): 40–41. Nov. 1999. Accessed July 17, 2002, 24. Morgan, e-mail. 5. Dan Marmion, “Editorial: The Open dewey.library.nd.edu/mylibrary/ Source Movement and Libraries,” librarians-guide.shtml.

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provide services in seven different lan- College Access guages. In addition to paid staff, the center also has a dedicated group of volunteers who offer financial and career Programs and counseling to adults and assistance for families filling out financial-aid applications. Although HEIC is not a part of BPL, the library generously provides free space Services for the center. It is not staffed with library personnel, although there is a close working relationship between the management June Eiselstein of the center and of the library. It is staffed with trained guidance counselors, administrators, financial aid advisers, academic College access services at public libraries bring together advisers, and volunteers—advocates who programs designed to spark student interest in postsecondary help thousands of individuals who never expected to continue their education. education and help parents plan for academic support and HEIC is open seven days a week from October through May, and six days financing. Resources cover a wide variety of topics, from early a week during the rest of the year, fol- college awareness activities for middle school students to lowing the BPL general library’s operating schedule. resources for adult learners. Networking and collaborations

with local and state colleges and universities are key to the Who Visits HEIC and success of these endeavors. Uses Its Services?

Services are offered to the traditional he Higher Education Information Center (HEIC) at the Boston Public Library college applicant just graduating from (BPL) started in 1984 and serves thousands of students and adults annually. high school as well as to returning stu- HEIC provides free advising and referral services regarding high school course dents. Individuals come from all walks selection, scholarship and other financial aid assistance, college admissions, and of life. Some of those who are helped by Teducational requirements of various careers. The services are provided to assist people of the center include middle and high all ages and backgrounds who are interested in furthering their education, and the center school students, particularly those who is one of the most appreciated services provided to young adults and their parents at BPL. are low-income and underserved, wel- However, the center’s focus of attention is on low-income and underserved students and fare mothers, women who are recently those who are the first generation in their families to attend postsecondary education. In divorced or widowed, doctoral candi- addition, HEIC provides early awareness programs for students in grades six through dates, downsized managers, career twelve, such as Talent Search, Gaining Early Awareness and Readiness for Undergraduate changers, and senior citizens. Programs (GEAR UP), and Kids to College, sponsored by Sallie Mae. HEIC users acquire If visitors desire to continue their information through many avenues, including printed resources, online information, one- education after high school or obtain an to-one advising, and workshops on a variety of topics. Services are offered throughout the advanced degree, HEIC can help them city at BPL and its branches, the public schools, community-based sites, and online. The achieve their dream. HEIC staff help online services, available through the HEIC Web site (www.heic.org), include college users with all aspects of the admission advising as well as an interactive feature that allows users to interact with center educa- and financial aid process, including the tional advisors. In addition, a statewide hotline, supported by a contract with the completion and filing of the Free Massachusetts Department of Higher Education, allows students and their families to Application for Federal Student Aid make direct contact on issues related to college access and financial aid. (FAFSA), which is the gateway to federal grants and loans for undergraduate and graduate students. All federal financial HEIC Staffing aid is based on financial need. HEIC is staffed with four full-time and fifteen part-time advisors who provide admissions, financial aid, and career advising to students and adults. They also help users understand Collaboration Is Key how to complete financial aid applications. All advisors have college degrees, and they Collaboration with area colleges and uni- June Eiselstein is the former Supervisor of General Library Services at the Boston Public versities has been a key ingredient to the Library. She is currently the Assistant Administrator at the Eastern Shore Regional Library in success of these centers in reaching stu- Salisbury, Md.; [email protected]. dents and parents. For example, thirty-

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two higher education institutions partici- Advisors are also avail- pate as members of HEIC (see figure 1), able to present workshops and they help support the center through for community agencies, annual dues. By providing speakers for centers, and organizations educational awareness workshops, open- throughout the greater Bos- ing their campuses to numerous student ton area. Some of the work- groups, and communicating with HEIC shops include: about their college’s offerings to students, the member colleges contribute signifi- n orientation to the cen- cantly to the center’s efforts. ter; n adults going to college; n financial aid; HEIC Resources n technology in higher education; Some of the resources offered through n debt management; HEIC are: n careers of the future; and n admissions for high n college and financial aid advising; school students. n career exploration; n identification of appropriate higher In addition, workshops education institutions and pro- can be provided at remote grams; locations free of charge. n identification of possible financial aid sources; and Computerized n completion of application and fee Resources waiver forms. HEIC home page, www.heic.org Center visitors may use computerized academic, career guidance, and financial aid n publications for middle and high HEIC Member Colleges programs on a first-come, first-served school students and their parents. Babson College basis. At BPL’s main location, more than Bay State College four hundred college and career video- These are some of the services avail- Benjamin Franklin Institute of tapes are also available for viewing. In able through HEIC. If you are interested Technology addition, the Massachusetts Career in more information about HEIC, please Bentley College Information System (CIS) provides com- visit their Web site at www.heic.org. Boston College prehensive career information for career Boston University planners of all ages. Maintained by the Brandeis University Massachusetts Division of Employment The Education Resources Bunker Hill Community College and Training, CIS has information on Institute (TERI) Cambridge College hundreds of occupations, programs of Curry College study and training, schools nationwide, HEIC is a division of The Education Re- Emerson College job search and self-employment, and sources Institute (TERI), a private, not- Emmanuel College Fisher College financial aid options. for-profit organization promoting access Harvard University to education at all levels for students of all ages and backgrounds. TERI pursues Lesley University Print Resources Massachusetts College of Pharmacy and this mission through education loan Allied Health Sciences While much of the information is high programs, college access information Mount Ida College tech, the center still maintains print programs, and sponsorship and partici- Newbury College resources. These include: pation in community activities encourag- Northeastern University ing educational opportunities for all. Pine Manor College n more than 3,500 college catalogs TERI is the oldest and largest guar- Regis College from around the United States; antor of alternative, or private, student Roxbury Community College n more than four hundred books on loans. Its purpose is to provide students Simmons College college and career planning, includ- with economic alternatives for attaining Stonehill College ing educational programs and finan- their educations and to assist universities Suffolk University University of Massachusetts at Boston cial aid information; in providing education in a cost-effective Urban College of Boston, ABCD n financial aid brochures and applica- manner. TERI offers many different loan Wellesley College tion forms; programs that reach undergraduate, Wentworth Institute of Technology n admissions test applications, such as graduate, and professional students, as Wheaton College ACT, SAT, TOEFL, and GRE; well as parents of students in elementary Wheelock College n admissions applications for Massa- and secondary school. TERI also offers a chusetts’ colleges and universities; series of loans for students enrolled in FIGURE 1 and specialized programs of study.

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parents and families of students about precollege planning, the college admission process, financial aid, and college services; enhancing the services and opportunities provided to youth by community organizations and programs that serve them; and increasing collaboration among area K–12 schools, community service providers, and colleges and universities.

COMPASS Guide, Milwaukee, Wisc. Founded in 2001, COMPASS Guide is a program designed to increase access to colleges, technical schools, and trades and apprenticeships for Milwaukee county residents, particularly for low- income and minority youth. COMPASS TERI home page, www.teri.org Guide offers a Web site (www.compass- guide.org) with postsecondary education information and links as well as the Replicable Models lege, career, and financial aid issues; city’s first online searchable database of workshops on college and financial aid local scholarships. The information is Because of HEIC’s success, the Wallace– topics in community settings; print and free to the public, and people without Reader’s Digest Fund awarded TERI two electronic resources; and resources and home Internet access can visit a separate grants, totaling $2.6 million, in training for staff from community organ- Milwaukee public library for assistance. order to replicate the Boston center in six izations, colleges, schools, libraries, and COMPASS Guide is also a key compo- additional cities: Louisville, Ky.; St. Louis, others involved in college planning for nent of the Milwaukee public schools’ Mo.; San Francisco; Milwaukee, Wisc.; students and families. The center also college advising services. Charlotte, N.C.; and Washington, D.C. operates a federally funded Talent Search In addition to a local Web site, The centers in Charlotte, San Francisco, project. COMPASS Guide also includes a and Washington are located in public GWCIC is a program of the Consor- national, licensed, Internet-based system libraries. Each center provides free admis- tium of Universities of the Washington called ECOS that allows people to sions, financial aid, and career advising Metropolitan Area supported by the U.S. search, save, and retrieve postsecondary services to low-income and underserved Department of Education, Sallie Mae, information through their own virtual students and those who are the first gen- the Philip M. Graham Fund, Fannie Mae, locker. Users can set up an account for eration in their families to attend college. and the Meyer Foundation. free at any Milwaukee public library. Once the account is created, it is then available from any Internet-connected Greater Washington ThinkCOLLEGE and Career Center, computer (for example, from home, College Information Center, Charlotte, N.C. work, or school). Washington, D.C. Founded in 2001, the ThinkCOLLEGE Founded in 1995, the Greater and Career Center is a community-based Washington College Information Center college information and advising center San Francisco College (GWCIC) is located in the Martin created through a partnership of Access Center Luther King Jr. Memorial Library. It has Communities in Schools, the Public Founded in 2001, the San Francisco as its mission increasing the number of Library of Charlotte and Mecklenburg College Access Center (SFCAC) has as low-income, minority, and immigrant County, Charlotte-Mecklenburg schools, its mission providing culturally relevant, students and families in the Washington, Foundation for the Carolinas, and local comprehensive college preparation D.C., metropolitan area who enroll in higher education institutions. The center information and assistance. Although postsecondary education by providing is an expansion of Communities in open to the community, the program tar- information and assistance regarding Schools’ ThinkCOLLEGE program, gets students who are low-income and educational opportunities and financial which currently provides school-based the first generation in their family to aid. Resources include books, fact college advising services to area stu- attend postsecondary education. SFCAC sheets, catalogs, and computerized guid- dents. The center will extend is a collaborative program focusing on ance programs. Advisers help students ThinkCOLLEGE’s services to include all service coordination, enhancement, and and adults use the materials and com- students in the Charlotte-Mecklenburg expansion. It is a centralized resource plete admission and financial aid appli- community. using three modalities to serve students: cations, providing free guidance Services at the center include: assist- (1) a central walk-in site; (2) satellite throughout the process. ing students through one-on-one advis- sites at which targeted services are Current programs and services ing, printed and electronic information, offered, including branch libraries, com- include: information and advising on col- workshops, and outreach; educating munity centers, Beacon Centers, neigh-

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borhood organizations, schools; and (3) Students from high-income families serving as active members of a center’s a virtual site that provides information are fifteen times more likely to have advisory board. over the Internet. completed a bachelor’s degree than those from low-income families. Resource Materials for The good news, however, according The Kentuckiana College to Allen, “is that low-income students Communities Interested in Access Center, Louisville who do get information on college Establishing College Access Founded in 1995, the Kentuckiana admission and financial aid, see an College Access Center (KCAC) promotes adviser for help with college planning Centers or Programs postsecondary access and success for the and academic preparation, and anticipate With funding assistance from the youth and adults of the Kentuckiana receiving some type of grant aid are more Wallace–Reader’s Digest Fund, TERI has region and the state of Kentucky. KCAC likely than their peers to attend college.” developed tools that are helpful to com- helps students and adults identify and munities interested in establishing col- achieve their educational goals, enabling lege access centers or programs. They them to enter viable careers, prepare for Funding College include: a changing workforce, attain financial and personal success, and become pro- Access Centers 1. A Guide to Establishing Commu- ductive citizens. In order for a college access center to not nity-Based College Access Centers, All KCAC services are free, and they only be launched successfully but also be which serves as a blueprint for other include: assistance in completing finan- sustained over time, it must be able to communities interested in starting cial aid and admission forms for college; attract funding and in-kind support centers. The guide describes what a educational advising; career counseling, from diverse sources. Some of those college access center is and the steps including career assessments; scholar- funds may include the following: that are necessary in order to estab- ship searches; field trips to postsec- lish and sustain a center. ondary institutions; summer youth n in-kind staff and infrastructure sup- 2. The Web-based toolkit at www.col- educational programs; tutoring; resource port from the host institution and legeaccess.org, which provides materials; and college planning and test- the partners; numerous examples of forms and taking and study skills workshops. n private philanthropic support, espe- reports, such as job descriptions, Services also include federally funded cially those with college scholarship budgets, and business plans that are Talent Search and EOC projects. programs, including foundation and used to plan and start a center. According to Judy Allen, National corporate grants, corporate spon- 3. Going to College: Information and Programs Consultant at TERI: sorships, and individual donors, Guidance, a research paper that the purpose of the Wallace-Reader’s United Way, and other federated summarizes findings documenting Digest/TERI replication project is to funds; the importance of college planning promote college-going among low- n contracts with employers to provide information and advising, particu- income students and those who are services to their employees; larly for underserved and low- the first generation in their families n college and university support; income students and families. to attend college. Obstacles seem- n government support; 4. The College Access Center Impact ingly formidable to students from n federal and state college access pro- Study, which analyzes the satisfac- low-income families include inade- grams, such as TRIO and GEAR- tion of center users with the services quate academic preparation, limited UP; they received and the influence of financial resources, lack of college, n grants from quasi-public higher edu- the services on their college plan- career, and financial aid information cation finance entities, usually at the ning and enrollment at four of the and advising, as well as the scarcity statewide level; college information centers. The of strong role models and low n state boards of higher education and study involves college access centers expectations for themselves. departments of education (K–12); in Boston, Louisville, Philadelphia, Because of these hurdles, low- n school system support, most often and Washington, D.C. income students lag behind middle- from staff development and student and upper-income students in col- services line items; and If you are interested in receiving any lege enrollment and graduation n tax-based and grant funds that flow of these materials or in learning more rates. In 1997, for example, only 50 through local municipalities and about establishing a college access center percent of eighteen to twenty-four- school districts. in your library, please contact Judy year-olds with family incomes below Allen, national programs consultant, at $20,000 attended college, as com- Accessing a sufficiently wide array [email protected], or June Eiselstein at pared with 89 percent from families of funding opportunities requires broad- [email protected]. n with incomes above $75,000. based community partners and leaders

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reviews.3 Librarians must ascertain the Web Site Awards As strengths and weaknesses of current Web review resources.4 The very nature of an award implies a Selection Tool review and critique. Natural fascination with awards often gives them credence beyond the safety of our lists and crite- for Librarians ria. How many librarians would dream of not selecting winners of the Pulitzer, the Caldecott, or the Newbery for their collections? These honors are the highest Shedrick T. Pittman-Hassett awards of their respective industries and would obviously weigh heavily in any With the evaluative processes of print and Web-based decision involving material selection. materials being analogous, can industry-driven Web site Imparting Value awards represent the same benchmarks of quality as similar honors given to printed works? The criteria of eleven elite Professionals who use awards to weigh their judgments about a product (be it a Web site awards programs are evaluated, with a focus on the widget or a Web site) bestow value upon 5 weight given to issues of content. This assessment that award. Thus, it is natural for people to take them into account, especially demonstrates that while Web site awards criteria have shown when professionals within that industry bestow the award. For Web site awards, progress in regards to content, there are several aspects in it is imperative that the evaluator-librar- which such awards fall short as selection tools for the ian closely examine the criteria used for selecting the award winner; as in the evaluator-librarian. selection of more traditional materials, the inclusion of the site into the collection of resources available to library patrons imparts further value on the he Internet is the ultimate in informational democracy—sites disseminating product and, by proxy, the award itself.6 information in new and creative ways share the same cyberspace with the unorganized, the unverified, and the unexamined. The exponential growth of the medium coupled with the glut of misinformation and flash on the Web Content-Based Evaluation Tcompels information professionals to take the lead in evaluating these sites for their patrons. In order to do so, it is imperative for librarians to develop benchmarks to aid An evaluation of elite Web site awards is in selection and recommendation. essential to assist the modern librarian in Librarians have developed many standard procedures for the evaluation and assessing the weight such awards should selection of material for their collections. Web site evaluation is analogous to these tra- be given in the selection process. There 1 ditional processes. As with other reviewed materials, award-winning works are often are awards for nearly any category of given greater consideration—such awards serve as benchmarks of excellence and Web site available on the Internet.7 In authority. If awards can be used as a benchmark of quality in the realm of print, can considering Web sites for referral to their counterparts in cyberspace be used in the same capacity? In both realms, awards patrons or for inclusion in webliogra- play two roles as indicators of excellence by deferring judgment via a review process phies, librarians examine the means by and by imparting value to the works thus honored. which such sites fulfill information needs and institutional goals. As a result, content must be the first consideration in Awards As Review assessing these awards.8 This research examines current Web One response to the incredible proliferation of Web information involves the defer- site awards, paying particular attention 2 ment of judgment. This deferment occurs in the use of review journals as selection to content issues. How much weight is tools. Established book selection procedures set the precedent for the use of such given to issues such as accuracy, level of research, or original content in propor- tion to issues of design, such as style, Shedrick T. Pittman-Hassett is a Graduate Student in the School of Library and Information flair, or technical expertise? This article Studies at Texas Woman’s University in Denton and a Library Technician in Access Services at explores the awards considered the elite the William T. Cozby Public Library in Coppell, Texas; [email protected]. of the elite in order to ascertain which

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honors should be considered bench- acceptance, and by submitting these sites contributes to numerous other marks of quality from the content-ori- to further evaluation by multiple review- awards programs and committees ented point of view of librarianship. ers, the World’s Top Awards distin- dedicated to ethical Web site award guishes itself as a truly elite list of quality practices. Gold and Diamond Web site awards. Certified Awards recognize Web Limitations Eleven awards were culled from this sites that are “aesthetic, useful, and list to form the research sample for the dignified.” The awards examined were the top hon- study. Each program is listed with its n StarSite Award Program (http:// ors given to Web sites by their peers in supporting Web site and the level of starsiteaward.com/msie4.html): The the industry. This study includes only award recognized by the World’s Top StarSite program focuses on the English language awards sites based in Awards listing: evaluation of Web site layout and the United States. Subject specific or nar- creative design principles. row niche-driven awards were not con- n 42nd Street Awards (http://nikks. n Surreal Graphics and Awards (www. sidered; only general awards. For com): 42nd Street purports to recog- surrealaward.com): The Surreal site example, the Web Marketing Awards nize the “best that the Web has to offers both a Web site awards pro- were excluded from the pool of awards offer” with its elite Gold and Design gram and “an online gallery of orig- programs as their awards committee Awards. The program is affiliated inal digital and traditional art.” only evaluates corporate Web sites. All with both CEM/CEMA and APEX, Their Masterpiece Award purports programs were assessed according to organizations dedicated to ethical to recognize artists expressing their their posted selection criteria, with an Web site evaluation and awards talents through the use of the emphasis on their evaluation of site con- practices. Internet. tent. Finally, the awards were evaluated n An Arete Wave of a Site (www. n Ultraweb Award Program (www. according to their usefulness as selection aretesurf.com): The Arete Awards ultrawebaward.com): The Ultraweb tools for Web-based materials. seek to reward sites that contribute program offers four levels of to the pool of human knowledge. awards. Levels 3 and 4 are consid- The site also offers resources in lit- ered elite, symbolizing sites high in World’s Top Awards erature, philosophy, pelicans, eagles, technical precision, deep content, and surfing. and beautiful professional design. The Web Awards Community has n Beeline (http://bton.com): Based in n Webby Awards (http://webbyawards. defined an elite award as “Any Web south central Indiana, the Beehive com): The Webbies are perhaps the award that is top-rated or designated serves as a regional search engine most recognized Web site awards in world-class.”9 The World’s Top Awards and directory for local Web sites on the world. In design and prestige, the serves as a shortlist of world-class a variety of topics. The Beehive pro- program serves as the Academy awards programs. Don Chisholm, web- gram awards elite Beehive Awards, Award of Web design. master of Website Awards, maintains the as well as the rarely bestowed list and serves as head of the review Golden Hive Award. It is important to note that the team. The honorees have been desig- n International Web Page (IWP) Webby Awards and the International nated as elite awards by being widely Awards (www.webpageawards.com): Webpage Awards do not meet the mini- recognized by webmasters as “the best IWP Awards focus on interactive mum requirement of having been desig- awards in their country of origin and by design and creativity. The program’s nated 5.0 by Award Sites!. The World’s having very high standards.”10 international scope makes it one of Top Awards excuses this oversight by The review team evaluates the the most recognized awards on the acknowledging the national prestige selected awards in order to substantiate Web. associated with these programs.14 Their claims of being elite. This team of judges n Mesweet’s Award Site (www. absence would make the listing incom- includes experienced awards evaluators mesweet.net/awards.html): This pro- plete, despite their failure to meet mini- and expert webmasters. These evaluators gram offers Gold and Platinum mum qualifications. ensure that the nominated programs are awards for sites with “exceptional widely recognized by webmasters as being site content.” Mesweet also provides General Awards Qualifiers world-class awards programs, that the resources to assist webmasters in award itself exemplifies high standards of attaining Web site awards. Each of the awards programs listed above Web design, and that the program’s origi- n Nem5 Awards Program (www. has been examined according to its nator is qualified to judge “high standards webmaggic.com): The Nem5 pro- posted guidelines, rules, or criteria. Tables of Web design and development.”11 The gram began in 1999 and has been 1 and 2 indicate the general qualifiers and reviewers consider the ratings provided by earning awards in its own right criteria points present in these awards other prestigious ratings services, such as since its inception. Nem5 offers elite programs. Table 1 indicates general qual- Award Sites!, the “most recognized award Silver and Gold Maggic Awards. ifiers applied to sites by these awards pro- rating service in the world”—by defini- The program also distributes stu- grams that do not directly pertain to tion, an elite award in itself.12 In fact, the dent aid funds based on student content criteria, but are vital in determin- minimum qualification for a Worlds’ Top Web site design. ing the quality of the judging process. Award is that it has been given a 5.0 rat- n PeaceWork Certified Sites (www. ing by Award Sites!13 peacework.com): Gold Award (or Fees By making the receipt of an accepted better). Jef Peace, designer and Most of the examined awards do not elite award the minimum requirement for director of services for PeaceWork, charge entry fees of any sort. The

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notable exceptions are the IWP Awards evaluated awards are judged by a single right, does require that sites make refer- and the Webbies. IWP charges $125 per individual. The Mesweet Award Site, ences or citations regarding nonoriginal entry, while the Webby Awards charge while judged by an individual, relies on a work.19 $150 per entry.15 The Webbies distin- team of “fairness and integrity site eval- Librarians address copyright con- guish themselves by offering a discount uators” to judge sites in which the pri- cerns every day. These concerns play a for nonprofit groups—their entry fee is mary judge feels there would be a central role in the work of the public only $95. This fee is for the payment of conflict of interest.17 library and are of equal importance in evaluators and guarantees that the It is self-evident that a panel of content-based evaluation. An awards entered site is evaluated. Sites that do judges would be preferable to an indi- program must demonstrate regard to not enter may be judged if nominated vidual. The objectivity of the judging issues of copyright in order to be consid- independently by one of the judges.16 process is much more secure with a team ered elite by an evaluator-librarian. The significance regarding the deci- of individuals than with a single evalua- sion of an awards program to charge tor. With a clear view to the objectivity Site Age fees lies in the fact that this act arbitrar- inherent in an award’s judging process, Site age is a qualifier based on how long ily reduces the pool of excellent Web the librarian can better assess the credi- the awarded site has been in existence sites based on their ability or willingness bility of the award. previous to the judging process. Only to pay a substantial sum. By charging three of the elite awards take the age of entry fees, these awards seriously inhibit Copyright Considerations the site into consideration. Two of these, their ability to judge a site solely on its The majority of the elite awards make the Webbies and IWP, only require that merits. By definition, these awards wish clear statements regarding the copyright the site be live by the date of the judging only to recognize quality Web sites with requirements for the sites they honor. or entry deadlines, respectively.20 The the wherewithal or willingness to pay. These statements can be as simple as Beehive Awards require that the site be “We will not accept or consider sites live for at least six months.21 Judging with obvious copyright infringe- The age of a site gives an indication In table 1, a panel of judges consists of at ments.”18 The Beeline site, while making to the evaluator of the site’s stability. In least two individuals. Three of the eleven no formal statement regarding copy- a medium in which here today, gone tomorrow is a familiar refrain, elite TABLE 1 awards should only be awarded to sites with staying power. That these awards, General Award Qualifiers for the most part, do not take this factor Panel vs. Copyright into account raises serious concerns for Award Fees? Individual Judge Considerations? Site Age? 42nd Street Awards p x their reliability as benchmarks of quality. Arete Wave of a Site i x Table 2 indicates the content criteria Beeline i x points present in the evaluated awards International Web Page Awards x p x programs. These guidelines are at the Mesweet’s Award Site i x heart of what is important to the evalua- Nem5 Awards Program p x tor-librarian. PeaceWork Certified Sites p x StarSite Award Program p x Surreal Graphics and Awards p x Content Qualifiers Ultraweb Award Program p x All but one of the awards evaluated Webby Awards x p x include provisions for the disqualifica- Legend: i (individual judge); p (panel judging); x (contains indicated qualifier) tion of sites according to certain content-

TABLE 2

Content Criteria Points Content Content Content Criteria Original Award Qualifiers vs. Design Statement Listed Currency Accuracy Content Grammar Organization 42nd Street Awards x = x x x x x Arete Wave of a Site x n/a x x x x x x Beeline x c x x x x x x International Web Page Awards n/a x x Mesweet’s Award Site x c x x x Nem5 Awards Program x d x x x x x Peacework Certified Sites x n/a x x x x x x StarSite Awards Program x n/a x x x Surreal Graphics and Awards x n/a x x Ultraweb Award Program x = x x x x x x Webby Awards x varies x

Legend: x (contains indicated qualifier); n/a (unable to calculate weight); c (content weighed over design); d (design weighed over content); = (content and design equally weighed)

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based criteria. These content qualifiers usually indicate that sites containing pornography or nudity, advocacy of ille- gal activities, profanity, and racist themes or hate-speech will be instantly disqualified from winning the award. Some of the more interesting caveats dis- allow sites that include content “pertaining to the Occult, Wicca, or Paganism,” “political sites that espouse dangerous ideas,” or sites containing “controversial material of any kind.”22 Some programs rule out sites for having “any other con- #OMEVISITUSAT"%!"OOTH tent we find unsuitable.”23 One program not only prohibits sites with “racist, pro- *OANNE$OBSON fane, or hateful content,” but also sites 4HE-ALTESE-ANUSCRIPT 24 (C with links to similar subject matter. h/H WHAT/H WHATFUNAWOMENSSTUDIESCONUNAWOMENSSTUDIESCONFERERENCEON!MERI ENCEON!MERI Evaluation based on content is CANCRIMElCTIONENTITLED@-URDER4HE0EN+NIFEANDTHE rooted in the concepts of authority, style, 0ATRIARCHY WITHAKEYNOTEADDRESSCALLED@$ECONSTRUCTING and professional practice, not on the $EATH#LASS"INARIESINTHE2EPRESENTATIONOF-URDERIN level of distaste that the evaluator holds !MERICAN7ORKINMERICAN7ORKING #LASS$ISCOURSE ANDSEMI #LASS$ISCOURSE ANDSEMI for the subject matter. These awards pur- NARSONTOPICSLIKE@$EAD"LONDESIN2ED$RESSES7HITENESS3TUNARSONTOPICSLIKE@$EAD"LONDESIN2ED$RESSES7HITENESS3TUDIESINDIESIN port to be elite, a selection of the best the !MERICAN#RIME&ICTION7ITHSUCHMANICWITDOES*OANNE$OBSONSEND Web has to offer—so long as the evalua- UPACADEMICARCHNESSINHERlFTHCAMPUSMYSTERY+AREN0ELLETIERHAS HERHANDSFULLATTHECONFERENCE WHATWITHBABY SITTINGAFRISKYCELEBRITY tors are not offended by the subject mat- AUTHOR IDENTIFYINGABODYINTHELIBRARYANDHEADINGTHESEARCHFORSOME ter. An excellent site on a controversial RAREBOOKSSTOLENFROMTHECOLLEGESSPECIALCOLLECTIONv topic would be swept under the rug due .EW9ORK4IMES"OOK2EVIEW to many of these caveats. Even if a site met these guidelines, it could be disqual- *-(AYES ified if it offered its visitors links to sites 0RAIRIE'OTHIC with opposing viewpoints. This style of (C blanket disqualification based on con- h(A(AYESBRINESBRINGSBACKHISODDCOUSBACKHISODDCOUPLEOLEOFHALHALF BROTHERSHERETHE BROTHERSHERETHE tent runs contrary to the evaluative prac- RELATIVELY SEDATE AND RELIABLE 3HERIFF%NGLISH AND (ARVEY tices of librarianship. @--AD$OAD$OG-ADDOX WHOIS-ADDOX WHOISPAART#HERT#HEYENNEANDISIMMERSEDENNEANDISIMMERSED UPTOHISSTRINGYNECKINTHESHAMANICPRACTICESOFTHATHALF Content versus Design OFHISHERITAGE!DEADBABYFOUNDDURINGAHOWLINGBLIZZARD A few of the programs utilize a scoring ISTHEMURDERENGINETHATJUMP STARTSTHENARRATIVE BUT(AYESCOLORFUL system posted alongside their criteria. CHARACTERSHAVEALLSORTSOFOTHERACTSOFMISCHIEFONTHEIRMINDSv Scoring systems allow for the quantifica- #HICAGO4RIBUNE tion of the weight of content in compar- ison to design. Of the eleven selected 2ECENT/RIGINAL0UBLICATIONS awards, five have posted scoring sys- &OURFORA"OYYBY-ARY2EED%RIC-AYER 4HE3NAKE#ATCHERS$AUGHTER!-AMUR:APT-YSTERY tems. Two programs, 42nd Street BY-ICHAEL0EARCE Awards and Ultraweb, score content and 25 design in equal proportions. The &ORACATALOGORTOCONTACTUS Nem5 program clearly weighs design considerations over content.26 Of those GF@JFE<;G

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from Mic Miller, reviewer for the librarians or their patrons. Less than half Organization Beehive Awards. Miller evaluates based of the elite Web site awards list accuracy Only five of the eleven awards require on content first, looking for “useful, as a criterion in their evaluation. This organization of content in their guide- interesting, and accurate information on fact speaks against their usefulness as lines. These evaluators urge webmasters a specific topic” with content being “the selection aids. Ignoring the importance to ensure their content is “categorized primary concern.” For Miller, “there is of credibility and accuracy in informa- and presented logically,” or to organize an additional cardinal sin in the tion ensures the triumph of style over content into “meaningful groups.”40 Information Age and that is premedi- substance. Interestingly, the sites that fail to con- tated misinformation.”31 Original Content sider grammar also fail to consider The most revealing aspects of these organization. criteria appear to be their statements Nearly all of the awards programs All of the awards examined have regarding content and the posting of emphasize the amount of original con- provisions for the layout or navigation supporting criteria. While nearly all of tent needed to win their prize. One cites of the site. Arguably, this constitutes a the evaluated programs offer statements a requirement of 75 percent original con- concern for organization. However, the 35 regarding content, only seven of those tent. Some refer to a number of pages, layout of the pages of a Web site is far actually list the criteria used to evaluate such as five pages of “quality content” or different than the organization of the 36 it. Another interesting fact is that neither three pages of “real content.” The webmaster’s thoughts. While similar and of the fee-based awards posts their con- Arete program suggests that at least five symbiotic, the difference lies in the tent criteria. A connection would only be pages of Web content “teaches” the user emphasis of presentation over communi- 37 speculative, but the coincidence is cer- “something” about the covered topic. cation. Awards that emphasize content tainly provocative. Awards that are Other programs make statements con- organization are cognizant of this dis- unwilling to address content, either by cerning the value of original content tinction. statement or posted guidelines are, at without any quantification in regard to best, dubious benchmarks of quality. their criteria. The Webby Awards guidelines fail to mention original content, but Conclusion Currency do stress creativity.38 However, these Within the criteria of these awards, only terms are not necessarily synonymous. Librarians desperately need benchmarks one site, Ultraweb, addressed the impor- The importance of original content with which to judge the exponential tance of maintaining the information should be a given for an elite award. growth of Internet content. The poten- posted on a Web site.32 In contrast, Even programs that have not specified tial use of elite Web site awards grows Ultraweb does not have any provisions how much original work is required from an acknowledgement of tradi- for the age of a site in their criteria. How stress the importance of research and tional practices of collection develop- can the evaluators determine if a site is citation of nonoriginal ideas. All of the ment and a natural need for the keeping current if they fail to specify the awards make a concerted effort not to deferment of judgment. Benchmarks minimum time for the site to have been reward derivative, unoriginal Web sites. used by the evaluator-librarian must in existence? There are no indications This demonstrates a great deal of growth demonstrate an awareness of the impor- that the evaluators check up on sites in from the cool-site-of-the-day approach tance of content. this regard. to Web site awards. Elite Web site awards attempt to The omission of currency weakens demonstrate this awareness through the evaluative processes of these elite Grammar content statements. However, these awards. For most Web sites (at least Concerns about grammar appear in statements lack the support of posted those not archival in nature), old infor- more than half of the criteria examined. points of evaluation. The few sites that mation is bad information. Updating Most simply state a need to practice do post criteria focus on the originality and keeping current stabilize a Web site. proper spelling and syntax. Others cite of the content, not on authority or accu- Stability on the Web is a rare feat; a feat more specific guidelines, such as “using racy. The disregard to the importance of worthy of an elite award. homonyms where the contraction was current Web information demonstrates a intended” (for example, substituting lack of understanding of the medium’s Accuracy “your” for “you’re”) or prohibiting the shortcomings. The extensive use of con- Five of the eleven evaluated awards issue use of slang.39 tent qualifiers, inimical to the traditional statements regarding the accuracy of the Any Web site that cannot demon- evaluative processes of librarianship, information presented by the sites they strate mastery of spelling or grammar ensures that only the ideologically tame judge. Two sites clearly state this should not be considered an elite site. Web site can be considered elite. requirement in their criteria.33 The oth- This fundamental requirement applies to Content-based evaluation is crucial ers mention “completeness,” “preci- materials presented in any medium that in an open medium such as the Internet. sion,” and “credibility.”34 All emphasize wish to be taken seriously. Curiously, These awards purport to be elite, but all the need to refer to sources and establish with the exception of Mesweet, sites that fall short on key aspects of content authority on the topic presented, as well did not specifically address the use of evaluation. For now, librarians must as the importance of textual depth. grammar were also those that did not continue to rely on other resources, Accuracy encapsulates what the post content-based criteria of any kind. such as reviewed directories and peer- librarian-evaluator assesses in evaluating This pattern aptly demonstrates the reviewed articles, to assist them in rec- Web information. A badly researched yet piecemeal nature of much of the content ommending quality sources of online well-designed site holds little value to criteria presented. information. n

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References 12. Ibid. cessed July 21, 2002, www.mesweet.net/ 13. Chisholm, Website Awards, “World’s criteria.html; Mic Miller, the Beeline 1. G. Edward Evans and Margaret R. Top Awards: Selection Process.” Awards, “How Reviews Are Scored,” Zarnosky, Developing Library and In- 14. Ibid. 2002. Accessed July 29, 2002, www. formation Center Collections (Engle- 15. International Webpage Awards, bton.com/tb4/scoring.html. wood, Colo.: Libraries Unlimited, 2000), “Rules,” 2002. Accessed July 21, 2002, 28. Webby Awards, “Criteria,” 2002. Ac- 232; Boyd R. Collins, “Beyond Cruising: www.webpageawards.com/rules_s.html; cessed July 29, 2002, www.webbyawards. Reviewing,” Library Journal 121, no. 3 Webby Awards, “FAQ,” 2002. Accessed com/main/webby_awards/criteria.html. (Feb. 15, 1996): 122–24; Hope N. Till- July 29, 2002, www.webbyawards.com/ 29. Surreal Graphics and Awards, “Criteria man, “Evaluating Quality on the Net,” main/submit/faq.html. 1 of 3,” 2002. Accessed July 29, 2002, May 30, 2000. Accessed June 23, 2002, 16. Webby Awards, “FAQ.” www.surrealaward.com/sga/ www.hopetillman.com/findqual. 17. Debra Kay Sharp, “Award Evaluating— surrealframe.shtml. html. My Experience As an Award Evaluator,” 30. AniRex and PDPBProductions, “The 2. Nicholas Burbules, “Paradoxes of the 2002. Accessed July 21, 2002, www. StarSite Award: Criteria—Rules—Regu- Web: The Ethical Dimensions of Credi- mesweet.net/judging.html. lations—Tips.” bility,” Library Trends 49, no. 3 (winter 18. Jenny Goellnitz, An Arete Wave of a Site 31. Miller, the Beeline Awards, “Guide- 2001): 441–53. Award Program, “Program General Cri- lines.” 3. Evans and Zarnosky, Developing Li- teria,” 2002. Accessed July 21, 2002, 32. Ultraweb Award Program, “Ultraweb brary and Information Center Collec- www.aretesurf.com/GQ.html. Award Program—Evaluation.” tions, 81. 19. Mic Miller, the Beeline Awards, “Guide- 33. Miller, the Beeline Awards, “Guide- 4. Alastair G. Smith, “Criteria for Evaluat- lines,” 2002. Accessed July 29, 2002, lines”; Nem5 Web Maggic, “Awards ing Internet Information Resources,” www.bton.com/tb4/guide.html. Program Criteria.” Mar. 2, 1997. Accessed June 4, 2002, 20. Webby Awards, “FAQ”; International 34. Ultraweb Award Program, “Evaluation”; www.vuw.ac.nz/~agsmith/evaln/index. Webpage Awards, “Rules.” Jenny Goellnitz, An Arete Wave of a Site htm. 21. Miller, the Beeline Awards, “Guidelines.” Award Program, “Program Content Cri- 5. Tanja S. Schweizer, Erasmus Research 22. Nikki S., 42nd Street, “Criteria,” 2001. teria,” 2002. Accessed July 21, 2002, Institute of Management, “Managing Accessed July 21, 2002, http://nikks. www.aretesurf.com/CC.html; Jef Peace, Interactions between Technological and com; Jenny Goellnitz, An Arete Wave of “PeaceWork Certified Site Award for Web Stylistic Innovation in the Media Indus- a Site Award Program, “Program Crite- Design and/or Content Excellence,” 2002. tries: Insights from the Introduction of ria FAQ,” 2002. Accessed July 21, 2002. Accessed July 21, 2002, www. eBook Technology in the Publishing In- www.aretesurf.com/FAQ.html; AniRex peacework.com/pwcs/bigcriteria.htm. dustry,” Feb. 2002. Accessed June 26, and PDPBProductions, “The StarSite 35. Nikki S., 42nd Street, “Scoring.” 2002, www.eur.nl/WebDOC/doc/erim/ Award: Criteria—Rules—Regulations— 36. Nem5 Web Maggic, “Awards Program erimrs20020208091024.pdf. Tips,” 2002. Accessed July 29, 2002, Criteria Basics,” 2000. Accessed July 21, 6. Joyce M. Latham, “To Link, or Not to www.starsiteaward.com/criteria.html. 2002, www.webmaggic.com/crit/basics. Link,” School Library Journal 48, no. 5 23. Surreal Graphics and Awards, “Disqual- html; Sharp, “Criteria.” (spring 2002): 20–22. ifications 1 of 3,” 2002. Accessed July 37. Goellnitz, An Arete Wave of a Site 7. Laura Gordon-Murnane, “Evaluating 29, 2002, www.surrealaward.com/sga/ Award Program, “Program Criteria Net Evaluators,” Searcher 7, no. 2 (Feb. surrealframe.shtml. FAQ.” 1999): 57–66. 24. Ultraweb Award Program, “Require- 38. Webby Awards, “Criteria.” 8. Evans and Zarnosky, Developing Li- ments,” 2002. Accessed Mar. 20, 2003, 39. Peace, “PeaceWork Certified Site Award brary and Information Center Collec- www.ultrawebaward.com/rules.htm. for Web Design and/or Content Excel- tions, 216. 25. Nikki S., 42nd Street, “Scoring,” 2001. lence”; AniRex and PDPBProductions, 9. Web Awards Community, “Terms and De- Accessed July 21, 2002, http://nikks. “The StarSite Award: Criteria—Rules— finitions,” 2001. Accessed July 27, 2002, com; Ultraweb Award Program, “Evalu- Regulations—Tips.” www.awardsscoop.org/background/ ation,” 2002. Accessed Mar. 20, 2003, 40. Peace, “PeaceWork Certified Site Award terms.html. www.ultrawebaward.com/evaluation. for Web Design and/or Content Excel- 10. Don Chisholm, Website Awards, “World’s htm. lence”; Mic Miller, the Beeline Awards, Top Awards: Selection Process,” 2002. 26. Nem5 Web Maggic, “Awards Program “Criteria,” 2002. Accessed July 29, Accessed June 23, 2002, http:// Criteria,” 2000. Accessed July 21, 2002, 2002, www.bton.com/tb4/criteria.html. websiteawards.xe.net/topawards2.htm. www.webmaggic.com/crit/index.html. 11. Ibid. 27. Debra Kay Sharp, “Criteria,” 2002. Ac-

INDEX TO ADVERTISERS

AWE ...... 143, 201, 204 OCLC ...... 134, 151 Baker & Taylor ...... cover 2 Public Library Association ...... 199, insert Books on Tape ...... 171 Poisoned Pen Press ...... 191 Book Wholesalers Inc...... cover 3 Reference USA ...... 155 Dynix ...... cover 4 SIRS Mandarin ...... 203 EBSCO ...... 195 Sirsi ...... 137 GPO ...... 167 TLC ...... 133 Ingram Library ...... 164–65 Weiss Ratings ...... 160 Neal-Schuman ...... 183

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Early Literacy Project Update “Staffing for Results.” The 2003 symposium also featured an author luncheon with writer Chris Bohjalian, who amused the PLA’s Early Literacy Project, which began in 2000, continues to crowd by describing his life as a writer and as a “bookish” per- educate public librarians about research-based preschool pro- son. Bohjalian (whose presence was sponsored by Random gramming and reading development in America’s children. At House) also signed books following his presentation. the 2003 PLA Spring Symposium, Susan Burns, researcher and A PLA bookstore, continental breakfasts, and a number of author, George Mason University, and Gilda Martinez, Center tours rounded out this year’s symposium. In addition, PLA for Reading Excellence at the Johns Hopkins University, Gold Partner and symposium sponsor Gaylord and Gaylord brought new information on the public library’s role in estab- Information Systems was on hand to showcase its products and lishing the foundation for learning in preschool children. PLA services for attendees. PLA’s next continuing education oppor- has planned another program on this topic, which will be held tunity (outside of programming at ALA conferences) is the on Monday, June 23, at the ALA Annual Conference in upcoming Tenth National Conference, PLA 2004, which will Toronto. To read more about this critical initiative, visit the be held February 24–28, 2004, in Seattle, Washington. Visit the PLA Web page, www.pla.org, and click on the projects tab. PLA Web page at www.pla.org for photos and highlights from the 2003 Spring Symposium and for national conference news and updates. PLA thanks Gaylord and Gaylord Information Put It on Your Calendar! Systems for their sponsorship of the Spring Symposium and Random House for their sponsorship of the author luncheon. Plan to attend PLA’s Tenth National Conference, PLA 2004. The conference, which is focused exclusively on public librarianship, will be held February 24–28, 2004, in Seattle, PLA President’s Program and Award Washington. Visit www.pla.org for conference updates and reg- Reception at ALA Annual Conference istration information or call 1-800-545-2433, ext. 5PLA with questions. Monday, June 23, 4–7 p.m. PLA President Jo Ann Pinder invites you to attend PLA’s pre- miere event at the ALA/CLA Annual Conference featuring 2003 Spring Symposium Wrap-Up keynote speaker Margaret Atwood. Atwood, who was born in Ottawa in 1939 and grew up in northern Quebec and Ontario, Nearly 800 library professionals gathered in Chicago for PLA’s is the author of more than thirty books of poetry, fiction, and Ninth Spring Symposium, held March 6–8, 2003, at the Palmer nonfiction. Her upcoming book, Oryx and Crake, is due to be House Hilton Hotel in Chicago. The attendance figure was on released in May 2003. Atwood’s presentation will be the cul- par with registration figures from the association’s last spring mination of the first-ever associationwide reading and discus- symposium, which was held in March 2001. “Beginning with sion program hosted by the ALA Public Programs Office, in the opening keynote presentation, through the workshops, the collaboration with PLA. “One Book, One Conference” aims to author luncheon, and other organized events, the symposium engage ALA, PLA, and Canadian Library Association (CLA) was a tremendous success. We left equipped with lots of new members and attendees at the ALA/CLA Annual Conference in information, ideas, and professional contacts to take back to reading and discussing Atwood’s The Handmaid’s Tale. n our libraries,” stated PLA President Jo Ann Pinder. Comments from participants ranged from “fascinating and challenging” to “an excellent learning experience.” Keynote The symposium began with an opening general session fea- speaker Mem turing noted children’s author and educator, Mem Fox. Fox dis- Fox, PLA cussed her career and her books while emphasizing her belief in president Jo the absolute importance of reading to babies. She also read Ann Pinder, and aloud, in character, from her bestseller, Koala Lou. Following president of her talk, the colorful author signed books and chatted with Gaylord attendees. The evening culminated in a well-attended dessert Information Systems reception. Katherine Programming began on Friday morning, with the work- Blauer at the shops “Building the Perfect Library”; “Emotional Intelligence 2003 Spring and Leadership Effectiveness”; “Power up with Print: Symposium Connecting Teens and Reading in a Digital Age”; Emergent Opening Literacy, Part 2: Research and Preschool Services”; and General Session.

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EBSCO 2c page 195 42n2_2ndcorrex.qxd 04/24/2003 10:51 AM Page 196

on having available a selection bookmarking selected quality of high-quality, timely, relevant sites or by providing customers materials that provide the types with information about how to of information most sought by evaluate a Web site for rep- patrons. The authors address a utable information. variety of related collection de- Consumer Health Informa- velopment issues. There is tion for Public Librarians is tremendous advantage to hav- highly recommended for its sen- ing a written materials selection sible advice and thorough cov- and collection development pol- erage of this subject.—Carla S. Consumer Health library community as a first step icy for the healthcare collection Roberts, Muskingum County Information for Public in planning the focus of con- based on goals and objectives Library System, Zanesville, specifically tailored to the insti- Ohio Librarians sumer health services. They note that an important consideration tution. Focus groups and user By Lynda M. Baker and Vir- may be that those seeking surveys can provide the librari- [Editor’s note: PLA also pub- ginia Manbeck. Lanham, Md.: healthcare information, whether an with additional evaluative lishes a helpful monograph on Scarecrow, 2002. 174p. $45 ill themselves or caring for a measures. consumer health information. (ISBN 0-81084-199-1) LC loved one, may have different Ongoing staff training and The Public Librarian’s Guide to 2001049468. needs than the general demo- awareness is also critically im- Providing Consumer Health Public librarians working graphics of a community sug- portant. To supplement re- Information (0-8389-8200-X, in any size library will find this gest. Who comes to the library sources provided in house, the $32), by Barbara Palmer Casini title, written by Baker, associate seeking medical information? librarian must develop his or and Andrea Kenyon, is available professor of library and infor- What kinds of information do her awareness of available com- from the ALA Order Depart- mation science, Wayne State they need? As individuals cope munity and online resources. Li- ment; tel.: 1-866-Shop ALA (1- University, and Manbeck, proj- with the stress and role changes brary collections should be 866-746-7252); online: www. ect consultant for the New York brought about by diagnosis or designed to reflect and comple- ala.org.] Public Library, a sensible and illness, they respond in a variety ment what is available locally practical guide. Public librarians of ways and may require differ- and avoid needless duplication. have taken on an essential role ent types of information. In addition, librarians can use Helping the Difficult as an adjunct to the healthcare Knowledge of the commu- their knowledge of area health Library Patron agencies as they refer library team, as more and more con- nity and the individuals seeking New Approaches to sumers seek out information to consumer health information customers to community health Examining and Resolving a aid in the prevention and treat- will naturally help determine the programs, nursing homes, and Long-Standing and Ongoing ment of their medical condi- scope of the library collection. In support groups. Partnerships Problem tions. In this arena, it is vital for order to select the types of mate- with local healthcare providers the librarian to evaluate what rials that patrons most request, are an excellent way to provide Edited by Kwasi Sarkodie-Men- type of information the patron the authors recommend such ac- current medical information in sah. New York: Haworth, 2002. is asking for, determine and pro- tivities as conducting periodic the library, as well as to pro- 303p. $49.95 (ISBN 0-78901- vide the best source of that in- surveys of the health-related mote to those offsite the health- 731-8) LC 2002001916. formation, and often, provide questions received, perhaps by care information services Library public service staff instruction in the use of re- recording such requests at the available at the library. The au- members are regularly chal- sources. This book aims to as- reference desk, and reading pro- thors point out that members of lenged by the tension between sist librarians who are fessional literature about infor- the public may not view the li- their value of decorum and civil- developing comprehensive con- mation needs of patients and brary as a potential resource of ity and their responsibility to sumer health information serv- their loved ones to provide addi- consumer healthcare informa- give impartial professional services within their facilities. tional helpful guidelines. tion, nor may they know that li- ice even in troubling patron sit- The authors stress the im- Much of the librarian’s brarians are available to assist uations. Stress or faltering portance of a thorough knowl- ability to meet customer health in locating and using medical re- self-confidence may lead to an edge of the needs of one’s information needs is dependent sources. overreliance on impersonal rule A discussion of the Inter- enforcement in such situations. net’s potential as a health re- Most staff know, however, that If you are interested in reviewing or submitting source is also included. As risking a genuine person-to-per- materials for “By the Book,” contact the contribut- librarians know, although ideal son interaction, despite the un- ing editor, Jen Schatz, 213 Waterfield Library, for some types of patron in- pleasantness, is ultimately a Murray State University, Murray, KY 42071; quiries, the Internet may not al- more effective and rewarding [email protected]. ways be the best option. By approach. “By the Book” reviews professional develop- conducting a thorough refer- In this new monographic ment materials of potential interest to public librar- ence interview, the librarian collection (published simultane- ians, trustees, and others involved in library service. should evaluate potential re- ously as the journal The Refer- PLA policy dictates that publications of the Public Library ence Librarian, nos. 75/76, Association not be reviewed in this column. Notice of new publica- sources and make her selection 2002), editor Sarkodie-Mensah tions from PLA will generally be found in the “News from PLA” sec- based on the type and amount tion of Public Libraries. of information sought. As with gathers twenty-five articles that A description of books written by the editors or contributing much information technology, propose ways to identify, antici- editors of Public Libraries may appear in this column but no evalu- the librarian must remain cur- pate, and deal with difficult ative review will be included for these titles. rent in her knowledge and serve public service situations. With as an intermediary, perhaps by some overlap, he sorts the en-

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tries into three sections: tradi- volves victims of abusive rela- brarians are hesitant or silent all library architects and interior tional problem situations; prob- tionships, the model and its during the planning process, designers as the questions high- lems arising from library access remedies generalize well to any they are sidelined by more con- light the complexity of library to electronic resources; and so- patrons who expect and there- fident architects and city or service points, materials han- lutions from inside and outside fore create and draw staff into campus planners who know lit- dling, and people flow. the profession. The selection is conflict situations. Jackson tle about library customers and Although all color photos uneven; about a quarter of the shares the business world’s even less about library func- in Brown’s book are uniformly articles are primarily rehashes awareness that 96 percent of tions. In this situation, the re- superb, some black and white of discussion in the professional dissatisfied customers complain sulting building is usually a photos are of uneven quality. literature. Most of them, to acquaintances but not to malfunctioning monument that Another minor criticism is that though, offer useful informa- staff. She stresses systematic the library staff must endure for paragraphs are overly full of tion, and the best third reframe complaint management as a key years until money is found to short bits of very valuable infor- core issues to reveal valuable in- to customer satisfaction and renovate. mation: greater use of lists and sights and promising opportuni- loyalty. Several articles address Help is on the way, howev- tables would have helped with ties for enhancing customer staff training and self-care, no- er, in these new books by estab- information digestion. services. tably Fescemyer’s discussion of lished authors on this subject. Lushington’s new book is a While several articles in the angry customer situations and Brown is a public library man- complete revision of his 1979 first section are preoccupied the steps for staff recovery over ager and former library planning bestseller; this new title has a with categorizing problem pa- the following hours and days. consultant who has written two much stronger emphasis on trons and behaviors, the most Overall this collection is previous books on the selection managing the planning process, useful offer new perspectives on skewed toward academic li- of library furnishings. Lushing- technology, and overall er- professional practice. Currie braries, yet one can translate the ton has been a library consultant gonomic design for both cus- and several others shift the best ideas into the public setting for more than thirty years and tomers and staff. Although focus from patrons to staff, ar- more readily than the authors has also written two previous li- useful to architects and board guing that perceived difficulties themselves suspect. The least brary planning books. members, the book’s first audi- often represent real patron useful pieces are preoccupied Brown’s new book on inte- ence is public librarians. Both needs for which staff have not with satisfying the scholarly arti- rior design will be useful to first- experienced and neophyte plan- adequately planned and trained. cle paradigm and fail to offer the time library planners, but will ners will benefit from Lushing- Chelton, for example, examines new approaches promised in the be of greatest value to those un- ton’s guidance on what to do the habitual mislabeling of nor- book’s subtitle. Nonetheless, the familiar with library functions before the architect is hired: the mal adolescent behavior as innovativeness of the strongest and services, especially such diagrams, lists, and tables in the problematic and describes con- pieces, together with the articu- new developments as self-check- needs assessment chapter are structive library strategies that lateness with which several oth- out machines. It will be a treas- exceptionally good. How to support young adult learning as ers restate accepted practice, ure for librarians working with choose and work effectively a social process. Ford similarly make this book a worthwhile inexperienced board members, with an architect are topics also addresses the service needs of read.—Michael Austin Shell, In- architects, and interior design- covered very well. But Lushing- mentally ill patrons. Redfern tegrated Library Services Librar- ers: The librarian can hand ton gives his most valuable ad- adds a brief yet valuable anno- ian, Jacksonville (Fla.) Public them this readable book that ex- vice in his ten short chapters on tated survey of the literature. Library plains in lay terms the basic li- such problematic functional In the second section, Baron brary functions and how best to areas as meeting rooms, refer- considers those patrons left be- Interior Design for design interiors to facilitate ence services, browsing and hind by the online revolution, Libraries those functions. The book magazine storage, public com- dividing the blame between should also be a key resource in puter workstations, and staff Drawing on Function and users’ technophobia and librari- Appeal all courses on library architec- work rooms. Numerous check- ans’ faulty assumptions about ture and planning. lists, diagrams, and floorplans users. She proposes a cyclical By Carol R. Brown. Chicago: Major topics included in are sprinkled throughout the model of learning information ALA, 2002. 143p. paper, $45, Brown’s book include library very informative text. technology and provides rele- $40.50 ALA members (ISBN 0- furnishings, signage, floor and The chapter containing vant tips for teaching users in 83890-829-2). LC 2002001325. wall coverings, color selection, model templates for specifica- each phase of the cycle. Taylor lighting and acoustics, and a tions of various library areas is and Porter describe an academic Libraries Designed for special section on child and teen a goldmine. Librarians planning library’s effective anticipation of Users areas. Readers will find particu- such areas as the young adult and preparation for the major A Twenty-First Century Guide larly interesting the four library section, the audio-visual area, challenges created by adding a floorplans that Brown recom- or the director’s office can con- virtual reference desk. Cubbage By Nolan Lushington. New mends and explains in detail, sult these templates for ideas re- tells how her library used Inter- York: Neal-Schuman, 2002. giving reasons for adjacencies, garding major design features, net tracking software to study 247p. paper, $99.95 (ISBN 1- traffic patterns, and furniture proximity requirements, and patterns of patron use and ad- 55570-419-0) LC 2002511205. configurations. Another gem in furniture and equipment needs. just service procedures. Every librarian is usually the book is an appendix titled The mountain of details in- The final section continues involved in planning for a new “Interview Questions for Ob- volved in any library planning the emphasis on staff develop- library building or major reno- taining Information from Li- project engenders great fear that ment, sometimes from novel vation at least once in a career, brary Staff.” These questions a feature or piece of furniture perspectives. Quinn applies the but most librarians do not have could be used to guide library will be forgotten. These tem- psychotherapist’s model of diffi- the opportunity to take courses staff as they decide on prefer- plates will help still that fear. cult clients to the library setting. in this area. Unfortunately, re- ences for a new building, and As a Carnegie library afi- Though Quinn’s main topic in- search has shown that when li- should be required reading for cionado, I have to recommend

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that the author check the name da by supplying sample floor ing, I would purchase both 2000). Genreflecting provides a of Carnegie’s library consultant, plans. His name was James (not Brown’s and Lushington’s books brief explanation of the sub- who strongly influenced the Richard) Bertram. to shore up my knowledge base, genre and a list of books that look of public libraries through- If my library board voted guide my planning processes, fall into that category, but out the United States and Cana- for a new public library build- and give me increased confi- Buker’s annotation of selected dence when dealing with archi- works adds depth to the discus- tects and municipal planning sion of speculative fiction. The officials. But if I had to choose annotations, combined with a just one resource to consult, conversational tone, make The Books in Brief Lushington would get my vote.— Science Fiction and Fantasy Annotations of Books Received but Not Reviewed Ann Curry, Associate Professor, Readers’ Advisory accessible to Bioterrorism and Political Violence Web Resources. School of Library, Archival, and most readers. At times, the tone Edited by M. Sandra Wood. Binghamton, N.Y.: Information Studies, University descends into flippancy, but this Haworth, 2002. 154p. $34.95 (ISBN 0-78901-964-7); of British Columbia, Vancouver is relatively infrequent. paper, $19.95 (ISBN 0-78901-965-5). LC Public librarians who want 2002006071. Valuable guide to Web sites and search The Science Fiction and to learn more about the appeal tips dealing with such post-September 11 topics as Fantasy Readers’ of science fiction or fantasy subgenres would benefit from read- anthrax, disaster preparedness, and terrorism. Advisory ing The Science Fiction and Creating a Winning Online Exhibition: A Guide for The Librarian’s Guide to Fantasy Readers’ Advisory. The Cyborgs, Aliens, and Sorcerers Libraries, Archives, and Museums. By Martin R. book is highly recommended for Kalfatovic. Chicago: ALA, 2002. 117p. paper, $40, By Derek M. Buker. Chicago: public libraries with strong sci- $36 ALA members (ISBN 0-8389-0817-9). LC ALA, 2002. 230p. paper, $38, ence fiction and fantasy collec- 2002283614. This practical guide covers proposals, $34.20 ALA members (ISBN 0- tions, and for public libraries design, staffing, technical issues, and more. Includes 83890-831-4). LC 2002001494. wishing to develop those collec- numerous illustrations, examples, and references. The Science Fiction and Fan- tions. Academic libraries which Journals of the Century. Edited by Tony Stankus. tasy Readers’ Advisory provides collect genre fiction may also Binghamton, N.Y.: Haworth, 2002. 506p. $49.95 an in-depth look at the science benefit from this book.—Denice (ISBN 0-78901-133-6); paper, $29.95 (ISBN 0-78901- fiction and fantasy genres. The Adkins, Assistant Professor, 134-4). LC 2002024215. Background and annotated author divides science fiction into School of Information Science lists of influential journals of the past one hundred seventeen subgenres and fantasy and Learning Technologies, Uni- years organized by subject area. into sixteen subgenres. Beyond versity of Missouri, Columbia The Librarian’s Guide to Intellectual Property in the naming these subgenres, he ex- Digital Age: Copyrights, Patents, and Trademarks. By plains the underlying premises of Usability Testing for Timothy Lee Wherry. Chicago: ALA, 2002. 170p. each. For instance, he explains Library Web Sites one fantasy subgenre by saying, paper, $38, $34.20 ALA members (ISBN 0-8389- A Hands-on Guide 0825-X). LC 2002283091. An understandable, enter- “Quest fantasy comes in three taining discussion of copyright, trademarks, and flavors: locate and/or rescue a By Elaina Norlin and CM! Win- patents geared toward librarians’ changing responsi- person, locate and/or retrieve an ters. Chicago: ALA, 2002. 69p. bilities. The text is supplemented by useful illustra- item, or journey to destroy an paper, $32, $28.80 ALA mem- tions, charts, screen shots, and URLs. item. . . . Most frequently it in- bers (ISBN 0-83893-511-7). LC volves a party of disparate adven- Magic and Hypersystems: Constructing the Information- 2001033817. turers armed with both sword Have you ever had difficul- Sharing Library. By Harold Billings. Chicago: ALA, and spell” (123). ty navigating a library Web site? 2002. 147p. paper, $38, $34.20 ALA members (ISBN After a relatively brief ex- Ever looked for something as 0-8389-0834-9). LC 2002005338. A collection of planation of the subgenre, simple as a public library’s essays about the information technology explosion Buker goes on to provide an an- hours of operation and could and the creation and development of the relational notated bibliography for five not find them? Being a librarian, library. books and titles of ten to twen- you will soldier on, searching Online Community Information: Creating a Nexus at ty other books that fall into the the site until you’ve found the Your Library. By Joan C. Durrance and Karen E. subgenre. The annotations, hours, perhaps under a link ti- Pettigrew. Chicago: ALA, 2002. 191p. paper, $42, while not generally revealing tled “policies” or “services,” $37.80 ALA members (ISBN 0-8389-0823-3). LC too much of the plot, are engag- but how long will a typical user 2002283092. Instruction and best practices from ing and encourage the reader to search before giving up? libraries providing online community information to try some of these books. At the The purpose of Usability their local citizens. end of each section, the author Testing for Library Web Sites is Super Searcher Author Scribe: Successful Writers Share provides two recommendations, to make libraries aware of the Their Internet Research Secrets. By Loraine Page; titled “Derek’s Pick” and “Best benefits of Web usability. The edited by Reva Basch. Medford, N.J.: Cyberage, 2002. Pick for the Reluctant Reader” book is not a guide to Web de- 216p. paper, $24.95 (ISBN 0-910965-58-7). LC respectively. An appendix enu- sign flaws, but rather a guide to 2002001448. This title in the popular Super Searcher merates winners of major sci- assist librarians in creating and series includes research tips from authors of many gen- ence fiction and fantasy awards. implementing a test that can de- res, including Ridley Pearson, Catherine Coulter, and This source is a good com- termine what parts of a library’s panion for Diana Tixier Her- David A. Fryxell. Web page users are having diffi- ald’s Genreflecting (Englewood, Colo.: Libraries Unlimited, continued on page 202

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Baker and Taylor Offers eBook Editorial to provide users with Consulta, a automatic search of the library’s other Solution for Public, Academic, new Spanish-language reference source for open-URL–compliant databases (no matter and School Libraries patrons in United States public, academic, what the vendor). There’s no additional and school libraries. There are more than cost, and no additional hardware is neces- Baker and Taylor, supplier of books, 100 Gale and Oceano reference titles in sary—WilsonWeb subscribers can take videos, music, and services to libraries, Consulta, along with more than 60 full- advantage of their entire full-text collec- launched ED, its integrated circulation and text journals and 1,600 primary source tion without investing thousands of dollars management solution for eBooks. documents. in their own SFX server. The ED system is a Web-based inter- Consulta maintains the scope and WilsonWeb hosts more than fifty ref- active digital library solution that allows functionality users have come to expect erence databases for public, academic, libraries to present and distribute eBooks from Gale Resource Centers, providing school, and special libraries. The to their network of locations and patrons. basic, advanced, name, timeline and WilsonWeb service is used by researchers ED is uniquely branded for each library’s chronology, and image gallery search worldwide. site and can be constructed and brought paths. In addition, Consulta includes sev- www.hwwilson.com online quickly. eral bilingual Spanish dictionaries. ED manages the library’s eBook Consulta gathers reference material, The 1930 Census: A Reference inventory and makes content available for primary sources, journal articles, and more and Research Guide secure online viewing and browsing as well than 6,200 full-color photographs, maps, as providing time-based, off-line checkout and artwork in one Web-based product for Tom Kemp, of the Godfrey Memorial to a patron’s own computer using Adobe’s Spanish-speaking and bilingual students Library in Middletown, Conncticut, is the Content Server functionality. Full reporting and general researchers. author of The 1930 Census: A Reference and administrative functions round out www.gale.com and Research Guide published by this unique solution that replicates the ProQuest. This book describes how the entire book distribution process in a virtual H. W. Wilson Launches New census was taken, details the records that setting. Version of WilsonWeb are now available, and offers numerous The ED digital library of eBooks can tips for researchers. The book gives exam- be selected using the same collection devel- H. W. Wilson has launched an entirely new ples of the handwriting, abbreviations, and opment tools that Baker and Taylor cus- version of its WilsonWeb database service. key terms used in the census to make it eas- tomers currently use for their traditional Completely redesigned using state-of-the- ier for genealogists to interpret the records. collections, including standing order, art technology, the new WilsonWeb offers: In addition to the Census of Population, approval, and online services, and can be the Fifteenth Decennial Census included n extensive integration with existing added to their ED system for availability to special censuses on agriculture; merchant web-based content and services; patrons in a fraction of the time required seamen; religious bodies; consular sched- n multiple search and display options; for printed materials. Customized MARC ules; special municipal schedules, and the n database-specific subject thesauruses; records are also available for ED titles to bureau’s special reports on birth, marriage, n a wealth of customization options, for facilitate easy integration with existing cat- and death statistics for that year. both administrators and users; and alogs. There are detailed government n a simpler yet more capable interface. www.btol.com descriptions and definitions of the Native Unique to the new WilsonWeb is American tribes and groups as they existed Gale and Oceano Offer New WilsonLink, SFX-powered software that in 1930 as well as an index to all military Spanish-Language Online provides access to full-text articles in addi- bases, installations, and veteran’s facilities. Reference tion to the extensive full text delivered by Also included are more than ninety maps Wilson databases. If the full text of a cited produced by the Census Bureau that show Gale has partnered with Spanish-language article isn’t available on WilsonWeb, users the major metropolitan areas. There is a reference publisher Oceano Grupo simply click the WilsonLink icon for an large foldout sample page from the 1930 census in the back of the book. www.heritagequest.com

The contributing editor of this column is Vicki Nesting, Regional Branch Librarian at the St. Charles Parish Library, Louisiana. Submissions may be Digital Library Reserve Enables sent to her at 21 River Park Dr., Hahnville, LA 70057; vnestin@ Circulating eBook and Digital bellsouth.net. Magazine Collections The above are extracted from press releases and vendor announce- ments and are intended for reader information only. The appearance of such OverDrive announced Digital Library notices herein does not constitute an evaluation or an endorsement of the Reserve, a library application service for products or services by the Public Library Association or the editors of this magazine. developing and managing circulating collections of e-books, e-magazines, e-news-

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papers, journals, audio books, and other libraries with Discovery Channel Home for access to these items. It also enables downloadable media for lending to Videos at 40 percent off list price. Through users to launch a search across databases patrons. Libraries using Digital Library a special vendor arrangement, FMD can and other reference sources, yet view results Reserve services will be able to integrate offer its exclusive pricing to librarians who in their native result screen and format, digital media into their existing collection want to provide their patrons with high- ensuring copyright compliance. Thus, from a variety of sources as well as license quality materials while operating under researchers using AGent would retrieve titles from OverDrive’s Content Reserve, a tightening budgets. results from EBSCOhost databases, com- collection of digital books and periodicals Discovery Channel Home Videos, plete with EBSCOhost native navigation from leading publishers including more available in VHS and DVD, include pro- tools and display pages, while still within than 35,000 eBook products from 400 grams from the Discovery Channel, the the realm of the AGent system. In addition, publishers. Animal Planet, and The Learning Channel. AGent supports a variety of delivery for- The Digital Library Reserve consists In addition, FMD is now the exclusive dis- mats, including EBSCOhost Z39.50 of a series of Web services for the library to tributor of Discovery Channel Home MARC format, SUTRS format, and its establish and manage its digital media col- videos in Spanish, which are also available native format. lection. OverDrive has been working at 40 percent off list price. AGent is designed to be simple to closely with Adobe Systems to take advan- www.titlesightsandsounds.com administer and offers four different search tage of the library support and lending types for researchers. The system offers models available for eBooks and electronic flexibility, allowing libraries to increase magazines formatted in Adobe Acrobat EBSCOhost Now Compatible functionality where appropriate. (PDF) and secured using Adobe Content with AGent www.auto-graphics.com Server. Digital Library Reserve will also Thanks to a new partnership between or www.ebsco.com take advantage of the Digital Rights EBSCOhost and Auto-Graphics, the AGent Management services available to other system can now be used to access a library’s media formats to enable libraries to New Reference Works for EBSCOhost resources, providing powerful Students Learning English expand their digital media collections to searching and convenience to the end user. include audio books and PDA titles. Not to be confused with commercial The editors of The American Heritage line www.overdrive.com linking servers, AGent is a tool that allows of dictionaries have developed a set of ref- librarians to simultaneously search multiple erence works especially designed to suit the Exclusive Pricing Offer on databases and other subscriptions and needs of students learning English: The Discovery Channel Home Videos retrieve intuitively displayed results from American Heritage Dictionary for those resources. AGent creates a single Learners of English and The American Follett Media Distribution (FMD) has entry point to all of these electronic materi- Heritage Thesaurus for Learners of announced a unique program to provide als and automatically validates a researcher English.

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The American Heritage Dictionary for provinces and capitals, countries and Docutek’s flagship product. The first ver- Learners of English features an up-to-date capitals of the world, and continents sion of this electronic reserves system was word list and definitions adapted from the of the world. introduced in 1995. American Heritage Dictionary of the The new version of Docutek VRLplus The American Heritage Thesaurus for English Language, 4th ed. features the following: Learners of English was designed for users This comprehensive resource includes: who already have some command of the n full cobrowsing, so that librarians and n abundant sample sentences and English language but would like to refine patrons can easily share the same Web phrases; their vocabulary and learn to distinguish pages, online databases, and other n comprehensive grammar information; various shades of meaning. services that require authentication; n word building and usage notes; www.houghtonmifflinbooks.com/ahd n form sharing, so that librarians can n an easy-to-use alphabetic pronuncia- easily assist patrons in filling out on- tion system; screen forms; n a new reference and study guide offer- New Version of Docutek VRLplus n real-time chat, enabling librarians and ing convenient help with basic English Features Full Cobrowsing, Off- patrons to converse through a com- grammar and style, such as capitaliza- Hours Staffing Support fortable, easy-to-use interface; tion, punctuation, forms of address, n e-mail reference services integrated numbers, pronouns, and irregular Docutek announced the availability of a into Docutek VRLplus features; and verbs; new version of Docutek VRLplus virtual n 24/7 live reference librarian support n a handy periodic table of the elements reference librarian system. More than two available to assist library patrons and a table of measurements; and million students at schools such as around-the-clock. n a reference appendix with United Massachusetts Institute of Technology and www.docutek.com n States states and capitals, Canadian University of California at Berkeley use

BY THE BOOK

continued from page 198

culty with. Norlin and Winters in such a way that readers can public of the need to do Web us- the concept of Web usability argue that librarians should not start at the appropriate chapter ability tests, and how to plan testing. Anyone who has studied organize their library’s Web page depending on their familiarity and put a test into practice once the topic in library school will as they do their library. Instead, with the topic without having to permission has been granted. not find anything new here. they should think about how a read extra material. The first Examples are used to good ef- However, for someone who is patron will use the page. Web half of the book gives back- fect throughout the work, such new to the concept, feels some- usability testing, they contend, is ground on usability testing, as sample print surveys to give what intimidated by the idea, an effective way to discover how what it is and what some of the to patrons to determine usabili- and wants a quick introduction, well a library’s Web site is get- important elements of Web de- ty tasks and a sample usability this will be an excellent place to ting its information across. sign are. The second part of the test at the end of the book. start.—Julie Elliott, Reference The book is easy to read, book suggests how to convince The price is a bit steep for Librarian, Goshen (Ind.) Public clear, and concise. It is designed coworkers, superiors, and the librarians already familiar with Library n

PUBLIB BEST BOOKS, 2002

continued from page 158

True to Form, Elizabeth Berg Burning Marguerite, Elizabeth Perma Red, Debra Magpie Earling Hamilton The Monk Downstairs, Tim Inness-Brown Hominids, Robert Sawyer Slow Dollar, Margaret Maron Farrington Torn Skirt, Rebecca Godfrey Chasing the Dime, Michael Crime School, Carol The Middle Ages, Jennie Fields The Time of Our Singing, Connelly O’Connell The Staggerford Flood, Jon Richard Powers City of Bones, Michael Connelly Shot, Jenny Siler Hassler The Sweetest Dream, Doris When the Devil Dances, John Jolie Blon’s Bounce, James Lee The Burying Field, Kenneth Lessing Ringo Burke Abel The Christmas Train, David A Fearsome Doubt, Charles Todd White Doves at Morning, China Run, David Ball Baldacci Wolf’s Head, Wolf’s Heart, James Lee Burke Shelters of Stone, Jean M. Auel Night Watch, Terry Pratchett Jane Lindskold Chindi, Jack McDevitt 1633, Eric Flint Alexandria, Nick Bantock Kiln People, David Brin Witches Abroad, Terry Pratchett Light Music, Kathleen Ann The Frogs Wore Red War of Honor, David Weber I Dare (Liaden universe series), Goonan Suspenders, Jack Prelutsky The Last Place, Laura Lippman Sharon Lee and Steve Miller Spaceland, Rudy Rucker Stanley Park, Timothy Taylor The Big Dig, Linda Barnes Chasm City, Alastair Reynolds Chained, Lauren Henderson Lemony Snicket: The Unauth- Partner in Crime, J. A. Jance Last Scene Alive, Charlaine Pretty Boy, Lauren Henderson orized Autobiography, Hunting Season, Nevada Barr Harris Blackwood Farm, Anne Rice Lemony Snicket Fallen Dragon, Peter F. The Watch, Dennis Danvers

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