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Renée Vaillancourt McGrath Feature Editor

Kathleen M. Hughes CONTENTS Managing Editor

March/April 2003 Vol. 42, No. 2

98 The Public Children’s Librarian As Educator Elizabeth Danley 102 Hand in Hand Museums and Libraries Working Together Betsy Diamant-Cohen and Dina Sherman 106 Collections and Services for the Spanish-Speaking Issues and Resources Solina Kasten Marquis 113 The Young Adult OutPost A Library Just for Teens Michelle Saunders 117 You Can Get There from Here A Marketing and Public Relations Program for Montana Libraries Janelle M. Zauha

IN EVERY ISSUE

68 Editor’s Note 91 Internet Spotlight Renée Vaillancourt McGrath Steven M. Cohen 69 From the President 93 Tech Talk Jo Ann Pinder Paula Wilson 69 On the Agenda 122 News from PLA 76 Tales from the Front Kathleen Hughes Jennifer T. Ries-Taggart 126 By the Book 78 Perspectives Jennifer Schatz Hampton (Skip) Auld 129 New Product News Vicki Nesting

PLUS . . .

66 Readers Respond 86 InterViews 73 Verso Tax Deferred Retirement Investing More Than “May I Help You”: for Public Library Employees The Assertive Children’s Librarian Todd Morning Leslie Barban 88 Book Talk 75 Verso A Man of Letters: An Interview A Very Harry Potter Halloween with Frank DeFord Michael Garrett Farrelly Patrick Jones 82 InterViews 94 Opportunities, Awards, and Honors The Hollywood Librarian: An Rochelle Hartman Interview with Ann M. Seidl 127 Index to Advertisers Kathleen Hughes

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 02/20/2003 11:04 AM Page 66

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; Patricia Duitman, Vancouver, WA; Cindy Lombardo, Orrville, Man’s Best Friend OH; Lynn Lockwood, Towson, MD; Isabel Silver, Champaign, IL. I am the new development director for Hand-in-Paw in Birmingham, Alabama. We EX OFFICIO: Toni Garvey, Phoenix Public Library, recently came across the article “See Spot Read” by Kathleen Hughes in the 1221 N. Central, Phoenix, AZ 85004; (602) 262- November/December issue of Public Libraries. Thank you so much for that great article! 4735; [email protected] We have been using it in our grant update letters. We appreciate the time and effort spent PLA PRESIDENT: Jo Ann Pinder, Gwinnett County Public Library, 1001 Lawrenceville Hwy., Lawrenceville, on it.—Denise Bryant, Development Director, Hand-in-Paw, Birmingham, Alabama GA 30045-4707; [email protected] PUBLIC LIBRARIES (ISSN 0163-5506) is published bimonthly at 50 E. Huron St., Chicago, IL 60611. It is Reading to Rover the official publication of the Public Library Association, a division of the American Library Association. Subscription price: to members of PLA, Staff at the Athens-Clarke County $25 a year, included in membership dues; to nonmem- (Ga.) Library enjoyed “See Spot bers: U.S. $50; Canada $60; all other countries $60. Single copies, $10. Periodicals postage paid at Read” in the November/December Chicago, IL, and at additional mailing offices. POST- issue. We have been running the MASTER: send address changes to Public Libraries, 50 “Read to Rover” program at our E. Huron St., Chicago, IL 60611. library since September. The commu- SUBSCRIPTIONS nity has really embraced it! Our Nonmember subscriptions, orders, changes of address, Sunday afternoon time slots have been and inquiries should be sent to Public Libraries, Sub- filled with enthusiastic first- through scription Department, American Library Association, 50 E. Huron St., Chicago, IL 60611; 800-545-2433, third-graders, and the local press has press 5; fax: (312) 944-2641; e-mail: subscriptions@ found it an irresistable topic. We’ve ala.org. forged a good partnership with local ADVERTISING Seo Hyun Bae reads to Hallie at the Athens-Clarke dog trainers whose puppies are in William N. Coffee, c/o Benson, Coffee & Associates, County (Ga.) Library. training with the Canine Companions 1411 Peterson Ave., Park Ridge, IL 60068; (847) 692- for Independence organization, and 4695; fax (847) 692-3877. we hope to continue the program indefinitely. Your article will certainly inspire other PRODUCTION libraries to follow suit.—Gail Firestone, Athens-Clarke County Library, Georgia ALA PRODUCTION SERVICES: Troy D. Linker, Kevin Heubusch; Ellie Barta-Moran, Angela Hanshaw, Kristen McKulski, and Karen Sheets; www.ala.org/ala-ps. Help for the Homeless MANUSCRIPTS Unless otherwise noted, all submissions should be sent to Thank you very much for Beth Lawry’s thoughtful and thought-provoking article in the feature editor, Renée Vaillancourt McGrath, 248A N. Higgins Ave. #145, Missoula, MT 59802; publiclibraries@ the July/August issue of Public Libraries on “The Value of a Library Card to a aol.com. See the January/February issue or www.pla.org/ Homeless Person.” As a public services librarian in an Allegheny County library serv- publications/publibraries/editorialguide.html for sub- ing a largely poor population, I have often experienced the challenge of maintaining mission instructions. rules that, for the most part, make sense, while being flexible enough to consider the INDEXING/ABSTRACTING difficult social circumstances of poorer patrons and uphold their right to the same Public Libraries is indexed in Library Literature and quality information services we provide for other patrons. I have long believed that Current Index to Journals in Education (CIJE), in addi- tion to a number of online services. Contents are ab- we need to do a better job of educating our fellow library staff about the social mis- stracted in Library and Information Science Abstracts. sion of the library and our social responsibility to all members of the public we serve. MICROFILM COPIES Rules may be rules, but values and principles are more important than the mechani- Microfilm copies are available from University Micro- cal enforcement of those rules. Thank you again for expressing so well what I have films, 300 N. Zeeb Rd., Ann Arbor, MI 48103. long deeply felt and believed. That the article was written by a fellow Pittsburgh The paper used in this publication meets the minimum librarian makes it all the more heartening.—Mark Hudson, Adult Services Librarian, requirements of American National Standard for Carnegie Free Library of Swissvale, Pittsburgh, Pennsylvania Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992. ∞ continued on page 70 ©2003 by the American Library Association All materials in this journal are subject to copyright by the American Library Association and may be photo- Public Libraries encourages letters to the editor. Letters are used on a space-available basis and copied for the noncommercial purpose of scientific or 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 Acceptance is at the editor’s discretion. Send to Renée Vaillancourt McGrath, 248A N. Higgins reprinting, photocopying, or translating, address Ave. #145, Missoula, MT 59802; [email protected]. requests to the ALA Office of Rights and Permissions, 50 E. Huron St., Chicago, IL 60611. 42n2_2ndcorrex.qxd 02/20/2003 11:04 AM Page 67

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EDITOR’S NOTE

y mother would make From Greeting Cards What would I have found to nurture me a good librarian. She’s if I had shyly stumbled in there, not in not much of a book to the Classics 1938, but in 1998? We are at a very bad person, but she does moment in the history of reading, and subscribe to hordes of Renée Vaillancourt McGrath libraries necessarily suffer the moment. I magazines, and she Feature Editor am told perpetually that it does not mat- Mreads the newspaper regularly. What really ter what children read, so long as they makes her librarianlike, however, is that she read something, anything, be it Harry is a purveyor of information. She reads with Potter or Stephen King. I cannot agree. an eye towards what others might be inter- Learning to read Harry Potter will pre- ested in. pare you to read King, as he cheerfully I recently received an anniversary card proclaimed in a review of the latest from her that contained a newspaper article Potter. . . .2 about changing your name (which I finally decided to do, as a fifth anniversary present In all honesty, I find it hard to believe to my husband), a clipping announcing that that Harold Bloom never read anything other a high school friend of mine had been named than the classics or that he (or others, for principal of a high school in Ohio, an article that matter) was damaged by reading books about a new dial-a-story program at a of lesser literary quality. But perhaps he does library near my hometown, a magazine arti- have a point. If we encourage children and cle on how to raise a reader, and the text of teenagers to read whatever they want, with a speech given by Harold Bloom during a ceremony sponsored no suggestions or guidance, they may in fact by the Center for Portuguese Studies and Culture at UMass miss some of the great literary works of our time (and almost Dartmouth last spring. There was confetti in the card as well. certainly those of earlier periods). [See “A Very Harry Potter There’s always confetti. Halloween” by Michael Garrett Farrelly, reprinted in this issue While I admit that at times I’ve been amused that my for another perspective on this idea.] mother sends me everything that she comes across that has any- I distinctly remember having a budding interest in poetry thing to do with libraries (most of which I’m already aware of when I was in junior high and sharing my early attempts at anyway), this morning at the breakfast table I was struck by the writing poems with my teachers in the hope that they would similarities and differences of how libraries and reading were suggest books for me to read to learn more about this art form. portrayed in this particular collection of recent articles. None of them did, however, and I spent a lot of time reading At first, the dial-a-story article made me sad. I believe that Rod McKeun until my penpal (who was a couple of years older there is value in reading a story aloud or telling a story without than me and a voracious reader and gifted writer) recom- the use of books. I am even a frequent substitute host for a chil- mended the poetry of Anne Sexton and Jim Harrison. It wasn’t dren’s radio program that shares books, songs, and recorded until I got to college that I was introduced to “the canon” and stories with children in our listening area. But the thought of a by that time, as a lower-middle-class student in an Ivy League child, by himself, dialing the phone to listen to a story seemed school, I was painfully aware of the gaps in my reading. to say more about what was lacking in the home environment It may not be the role of the public library to fill in these than what was being offered by the library. To this library’s gaps. Most schools and universities are designed to make sure credit, they have invited local teachers to serve as guest readers, that students are exposed to important works in various fields in the hope that children would call to hear their favorite by the time that they reach adulthood (and I’m sure that teach- teacher read a story to them over the phone. ers, media specialists, and principals, like my high school A Better Homes and Gardens article that was also included friend, take this role very seriously). And I would be the last to in this package recommended (among other things) that par- advocate proscribed reading in a public library. But perhaps by ents who have to be away for a day or two record themselves creating this dichotomy between scholarly literature and recre- reading stories so that the children’s reading routine wouldn’t ational reading we have inadvertently given kids the impression be disrupted.1 This seems like a better alternative to me, but that classic literature isn’t fun. ultimately, I still think reading aloud should be a shared expe- I don’t agree that “we are in a bad moment in the history rience. It’s one of those things that can’t be done as effectively of reading.” Anyone who has been in a public library lately through television or computers (or tape recorder or phone). knows that they are vibrant and dynamic places. Thanks to Reading is still about a connection between the book and the Harry Potter (and perhaps Stephen King) and new technologies reader, and somehow that connection also creates a bond like Instant Messaging kids may be reading (and writing) more between reader and listeners (or between family members, lis- than ever. And in spite of what Harold Bloom says, reading and tening to stories together). writing of any sort improves literacy and writing ability. Harold Bloom offered an extremely pessimistic view on Perhaps more importantly, reading things that they love is the reading and learning in his speech. He talks about developing a only thing that will turn children into lifelong readers. love of books through visits to the public library when he was So let’s give young people all of the recreational reading seven years old, then states: they want and not pass judgement on their reading preferences.

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FROM THE PRESIDENT

hen I was in graduate Really Looking at culation statistics and used them as the meas- school and beginning ure by which we are judged by our funding the lifelong process Customer Service officials and our peers. While circulation is that would teach me still a very good indicator of one aspect of about librarianship, Jo Ann Pinder our service, there are many other ways in one of my professors which we serve our public that should also be Wsaid that all that we would read and learn considered. Gathering this management data from then on should be viewed in a different has been simplified with more sophisticated way. Not only should we read a novel for its software. Compiling and comparing data has sheer enjoyment, but we should also con- also gotten easier as computers have become sider how to recommend it and to whom we more powerful. should recommend it. As we read the paper Standard practices for gathering informa- each morning, we should think about how tion have been in place for years. PLA’s Public to use the information at work. Maybe we Library Data Service has employed the same would have to change our ready reference methods of data collection since the 1980s. files to reflect the resignation of an elected These standards are used by many states and official or consider a display of the works of national databases. But the ways in which a Nobel Peace Prize winner. It was stressed libraries deliver service have changed. Remote that we now had an obligation to have an access means our customers can reserve a awareness of many aspects of culture, sci- book from home in their pajamas after read- ence, literature, history, and the other liberal ing a review in the Sunday newspaper. It arts that is not expected of nonlibrarians. means the student can research a term paper at midnight using Beyond this responsibility, there is the expectation that we subscription databases. Several libraries are providing librarian gather information about our libraries, our customers, our serv- help via chat 24/7. These new ways of providing service affect ices, and our potential users. Libraries have always gathered cir- our door count and other standard measures of service. Customers are becoming more computer savvy and need less staff assistance in using this tool. But this new independence brings a potential downside: it is harder to browse databases than the many books they replace. Many customers are not skilled in search strategies. Still others do not know the differ- ence between an Internet resource and a subscription database available through the Internet. What does this mean for tradi- tional ways of measuring success? How should we measure vis- its to our home page? What should be included in the cost of offering a database? How should we count our hours of service? After we resolve the issues surrounding what and how to 2003 measure, then we need to use the information to improve our delivery methods. What barriers can we remove to increase the May 13 use of our express-check machines? How can we change the PLA Staffing for Results Workshop structure of existing jobs to better serve our customers? How Boston should the home page be configured to ease use? June 19–25 The expectation is that we gather and use data to continu- ALA Annual Conference ously improve our customer service. Just as I was taught many Toronto, Canada years ago, being a librarian means that we need to look at the information available to us from the customer’s point of view. 2004 As we read the newspaper, the latest bestseller, or our own man- January 9–14 agement data, we should think of how we can use this infor- ALA Midwinter Meeting mation to best serve our customers. ■ 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 66 Support for Shelter Residents leadership and is given to only ten individuals each year. The award comes with a $120,000 grant to continue their work, The Carnegie Free Library of Swissvale is a small public library and Withers has received national media attention. To learn in an older residential suburb of Pittsburgh. For several years more, I invite you to visit the CHLP Web site at www. we have worked with a local shelter for abused women to serve communityhealthleaders.org. I also invite you to continue to their clients. This is a residential program where women are share any stories that you might have about working with the present for several months before moving to their own homes. homeless, victims of domestic violence, or other underserved A staff member brings the residents to the library once a week. populations with me via e-mail. I congratulate you on your With new residents, we either get them a card or identify and efforts to provide quality service to all.—Beth A. Lawry replace their old card. We use the shelter’s mailing address. For [email protected] security reasons, the only way these accounts can be identified as program residents is by the address. When residents move on, they are reminded to stop at a local library and change the Praise for PL address on their accounts. We are able to work with the shelter staff to update who is a resident. The shelter program rules also The November/December 2002 issue of Public Libraries is one restrict the number and type of materials residents may borrow. of the most interesting and useful issues ever. Thanks so This relationship with the shelter, and the regular weekly visits, much!—Faye Clowe, Bettendorf Public Library Information have helped to keep material losses low. We feel that this pro- Center, Bettendorf, Iowa ■ gram helps introduce new patrons to our services and increases the likelihood of their continuing use of public libraries.— Bruce Egli, Director Carnegie Free Library of Swissvale, Pittsburgh, Pa. EDITOR’S NOTE continued from page 68 What Happened to Sylvia? But let’s also make sure that our children and young adults have access to classic literature in an environment outside of I just finished reading Beth Lawry’s article, “The Value of a school and that they have the opportunity to learn that the Library Card to a Homeless Person” in the July/August issue. I Greek gods and goddesses can be just as fascinating as the wiz- understand the stress that is created by the presence of the ards and goblins in Harry Potter. homeless—that the library staff is faced with the responsibility I’m still in touch with that penpal who encouraged me to to serve the public versus the need to maintain a respectable read so many years ago, in part because she steered me towards and clean environment. This article provides an excellent new stories and ideas. Sometimes, in our attempts to preserve “walk-in-their-shoes” viewpoint that will cause the public patron confidentiality, we don’t engage people enough in a dis- librarian to pause and reflect upon this clientele. Personally, I cussion about books. We all need to be more like my mom and would like to see a follow-up article, letting the reader know keep our eyes out for reading material that might appeal to par- whether or not this woman got a new library card.—Kathleen ticular readers and not narrow their choices by our assump- Washy, Archivist, Pittsburgh (Pa.) Mercy Health System tions about their preferences. Perhaps we could slip a reading [Editor’s Note: This message is representative of many that from Ulysses into that dial-a-story program . . . ■ we received inquiring about Sylvia’s situation after the time that the article was written.]

The Author Responds Thank you so much to those who took time to respond to my article about the homeless woman in Pittsburgh and her stolen library card. I was heartened by the passion for social respon- sibility that shone through the messages. I am also pleased to share two pieces of news in regard to Written October 2002. Contact the feature editor at 248A N. Higgins the article. For the many of you who asked about Sylvia, at this Ave. #145, Missoula, MT 59802; [email protected]. writing Jim Withers has finally been able to locate her (she is still on the streets of Pittsburgh) and learned that she indeed obtained a new card, though she had some fines to pay off. I References hope to explore the details on this further. 1. Steve Cooper and Caralee Adams, “Raising a Reader,” Better In addition, in August 2002, Withers was a winner of a Homes and Gardens (July 2002): 108. Robert Wood Johnson Community Health Leadership Program 2. “To Nurture the Life of the Mind, We Must Invest in Our Public (CHLP) award. This is the nation’s highest award in healthcare Libraries,” Standard Times, May 29, 2002: A15.

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We should convince parents to read a great volume and variety of books aloud to their children. We know that children who are frequently read aloud to develop a lifelong love of books and the library. We know these children develop large vocabularies, long attention spans, and good listening skills. They enter first grade ready to read. We know that after read- ing quality books that librarians select, children will have been introduced to the best in language and art. We bring children and books together. We turn them on to reading and thus enrich their lives. So, if we do all of this, why don’t parents let us guide their More Than children’s reading? Why don’t we have a stronger voice? More power? More influence? I believe there are two reasons. First, what we say we do “May I Help You” and what we actually do are sometimes inconsistent. We say we bring children and books together. But do we? Do we look up and say hello to everyone who walks into the children’s area? The Assertive Do we offer to select good books to take home? Do we walk to the shelf in lieu of pointing? Perhaps not always. Second, I Children’s Librarian believe we are not assertive or aggressive enough. We haven’t mastered the art of the sale or of convincing patrons that we are the experts they should listen to when it comes to books for children. We should sell not only ourselves but also our knowl- Leslie Barban edge of books. We should do so passionately. If children leave the library without books, we have failed. ere’s a riddle for someone you meet who doesn’t know The force of our personalities determines what patrons think Hwhat you do for a living: tell him you sell books that are of the library and of libraries in general. When it comes to chil- free. dren, this is especially true. What we say to children the moment “Sell books that are free? You mean you give them away?” they enter is what matters. It is not vital whether the books are “Yes, after convincing people to take them. I sell the idea of in perfect order and the computer system is easy to use. Children taking lots of books home. I work with children and parents.” do not remember that. What they do remember is the librarians. “You work at the United Way?” The library comes down to all of us. Whether we are quiet or This is going to take a while. outgoing is immaterial. What matters is how welcome we make “No. I work where there are the most books in town.” people feel and how much we are willing to help them. What “Oh. Barnes and Noble! I go there every Saturday. But matters is selling the literature. What matters is whether patrons their books aren’t free.” leave with books. We influence children’s reading choices. We No kidding. help children develop discerning taste as we introduce them to “You’re warm though. Give up?” quality language and art. We want them to experience as many “Yeah, I give up.” books as possible. We sell books. Not one book or two books, Deep breath. but all the books that are part of a child’s literary heritage. “The public library.” Recently, Major Owens—librarian, congressman from “Oh, of course! The public library. Hmmm. Funny, you New York, and leader in Washington, D.C.—said, “We need to don’t look like a librarian.” raise our voices, become more assertive, even aggressive in What does that mean? We all know the stereotype with the combating the stereotypes that won’t go away and prevent us bun and glasses. A shy, elderly woman who’s quiet and lives from getting funding on the federal level. If you don’t brag with five cats. But is that who we really are? What image about yourself, if you’ve got it and don’t flaunt it, in this cul- should we be portraying? ture, it gets lost.”1 The image we ought to portray is that of an expert. To Sometimes the public thinks we sit behind a desk waiting effectively convince the public we are the experts when it comes for a question or that we’re waiting to help them find books to books and children and bringing the two together, we need they already know. No wonder they are surprised when we to be more assertive and aggressive in our service. Just as pro- actually walk to the shelf instead of pointing to an area where fessionals such as doctors, lawyers, and nutritionists automati- the books can be found. No wonder they look at us, dumb- cally garner respect, so should we. We should be opinionated, founded, as we tell them what books they should read aloud to and those opinions should be based on a fierce and powerful their children. They are delightfully astonished to find out we love of books. know the books, we read the books, and we’re here to recom- We should convey to parents that books touch children’s mend the books. We know what books do for children. And souls by introducing them to richly woven lives beyond their we’re here to tell them so. own experience through beautiful, lyrical language with perfect Why are they surprised by this decidedly confident approach? pacing and rhythm. We should express to them that books Because that’s not what they think of when they think of people make children empathetic to the plight of others. Books inspire, who work in libraries. They aren’t surprised when their doctor, arouse curiosity, inform, and make readers deeper, more wis- lawyer, or nutritionist gives them a course of action to take. They dom-filled human beings. Books bring us all closer to the are amazed by librarians’ level of knowledge and service because human heart. Books change our lives. they don’t expect it.

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So, what can we do? How can we make sure that all country. They do not know the staff selected these books. We patrons who enter children’s areas know about our knowledge should tell them that we read the books, created the lists, and and expertise? would love to help them select some to take home. We can get the first word in. We can create a warm, invit- Of course for us to be confident about selling books, we ing mood through our initial greeting. We can say more than must know the books. Therefore, we must read. That may seem “may I help you.” We can say, “Hello! My name is ______. like a no-brainer. But I am always surprised by the librarians I Would you like me to help you pick out some good books to talk to who don’t read much. We have an obligation to read take home? I know lots of them!” We can be empowered to across every genre, old books, new books, long books, short find our own voice and our own words, but the four-part mes- books, award books, and sleepers. Our passion for books and sage must be the same. First, by our smiling welcome we are love of books must radiate in everything we do. Those of us saying we are thrilled they came to the library. Second, by offer- who work with children in a public library should love to read and know the power of the union of children and books. Staff working with children should be constantly reading. New staff should be required to read at least one hundred picture books It is high time we started bragging and several important novels before working the desk. We should allow staff time to read, on and off the desk. Finally, we about ourselves, flaunting ourselves must hire people who will find their own way to sell books, to and all we know. convince parents to read aloud to their children and take books home. With computer games, databases, and the Internet, it can be difficult to focus on books in the library. Will Manley once ing to help them select books we are saying we know the books wrote, “No one can deny the usefulness of the Internet and and are experts when it comes to books for children. Third, as databases. They are probably, along with the computer itself, we stand up we’re also saying we’re ready to move and walk to the most important things to come along since the invention of the shelf to do so. And fourth, we should tell them the library the printing press. But the computer doesn’t and never will sym- is all about taking books home. bolize wisdom and knowledge. It represents electronic access to When it comes to parents of young children it is our every written and visual document we desire, but it’s just the responsibility to tell them why they should read to their chil- vehicle. It’s not the real thing. It has no presence or physical dren. The New Read-Aloud Handbook by Jim Trelease and character. It’s not tactile, and we humans need objects to hold Mem Fox’s Reading Magic: Why Reading Aloud to Our on to.”2 Children Will Change Their Lives Forever offer plenty of rea- A computer cannot bring us closer to the human heart the sons. As we walk to the shelves to suggest books, we should way Roll of Thunder, Hear My Cry by Mildred Taylor can. The take the opportunity to educate patrons about the importance Internet cannot stir the soul and make us think about relation- of reading aloud. When selecting books, include old favorites ships the way Jacob Have I Loved by Katherine Paterson does. like Robert McCloskey’s Make Way for Ducklings, Maurice A computer cannot convey the wisdom of the history of Sendak’s Where the Wild Thing Are, and Wanda Gag’s Millions mankind the way books do. of Cats along with new titles like Jules Feiffer’s Bark, George, Selling books must be at the heart of everything we do. But Marc Simont’s The Stray Dog, and Ian Falconer’s Olivia. Tell sales? Librarians as salespeople? Will we turn the public off if parents these books are part of their child’s literary heritage and we push books? Balderdash! They will be surprised, even should be read to them while they are young. It is important for shocked, perhaps. But they will be delighted. It is high time we children to experience a variety of books with different kinds of started bragging about ourselves, flaunting ourselves and all we language and art. Hearing language outside their own daily know. experience improves children’s vocabulary and introduces them So let’s say more than “may I help you.” And let’s be about to literary devices without their even knowing it. Children books—about selling books—books that keep children quest- whose parents read to them usually pick up reading on their ing; books that hold adventure, knowledge, and wisdom; books own, without the use of phonics devices, flashcards, or work- that make children feel, think, wonder, and rejoice in the beauty sheets. Most parents don’t know this. And they don’t believe it. and bounty of words and art; books that revere the imagina- “Don’t you have a book that will teach my child how to read?” tion, and reach the recesses of the human experience. And let’s they ask. No single book will do that. But turning off the tele- do it with nothing less than passion, vitality, and style. ■ vision and reading aloud will. It takes time and effort, and we should be the ones standing up and saying so to all parents of Leslie Barban is the Children’s Room Manager at Richland County young children. Public Library, Columbia, S.C.; [email protected]. It’s up to librarians to sell the notion that there is no such thing as too many books and that reading aloud is the most important thing we can do to ensure children’s success in read- ing, school, and life. This is an easy sale because no one can References argue that books are bad. And as a bonus, at the public library 1. “Making a Difference: Our Librarian in Congress,” American they’re absolutely free! Libraries 32, no. 6 (June/July 2001): 56–59. Patrons are not aware of the staff’s involvement in compil- 2. “The Manley Arts: More Than Mere Words,” Booklist 97, no. 22 ing bibliographies on display in children’s areas throughout the (Aug. 2001): 2,057.

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broken broomstick wrapped in newspaper in my mailbox or wake up with a griffin’s head in my bed. In the end I chose the path of least resistance. I was a mug- gle, a nonmagic user. I even had to wear a placard around my neck that attested to my muggledom (mugglehood? muggle- ness?). Spending the entirety of Halloween having children run- ning past me on brooms screaming, “Look out! A muggle!” gave me a better understanding of why locking people in the stocks was ruled a cruel and unusual punishment. Harry Potter is the sticky issue of children’s fiction. I don’t mean because book-burning religious fanatics who decry A Very Harry Potter Harry’s adventures as instruments of the devil object to the books. While it’s great to see a child as young as seven plough through Ms. Rowling’s meaty texts, I can’t help but think that Halloween Harry Potter–mania is little more than a fad. I wonder if when those children have devoured all the books in the series, they will go on to read more or simply ride the pop culture current to whatever popular entertainment arises next. It would be Michael Garrett Farrelly calamitous to see reading suffering the same dusty fate as the Trapper Keepers and Teenage Mutant Ninja Turtles of my mis- am not dressing up like Hagrid.” That’s how it started. I had spent youth. Ibeen working at the library for less than three months, not as The best way to use Harry a librarian mind you, but in a much less auspicious, subservient Potter is to bear in mind a line role, and Halloween was just around the corner. The children’s from Robert Frost’s poem “The department was done up with the traditional orange and black, Road Less Traveled”: candy was becoming as plentiful as cynicism in high school, and everyone was twitterpated about what kind of beastie they Yet, knowing how way leads were going to come dressed as for the big day. on to way Then came the department head’s bold idea—a Harry It’s all about directing Potter theme. Each librarian would choose a professor from young readers from the Potter Hogwart’s School of Witchcraft and Wizardry to dress up as, “way” further into the literary while other staff would have their choice of fantastic beasts and world. Take that interest in the supporting characters. This was back in 2000, when the Harry fantastic and plunge it into the Potter craze was reaching such a frenzied peak we were hoard- world of Lord of the Rings or ing the adventures of that young wizard in our own Chamber direct kids’ love of Rowling’s of Secrets (the basement) just to keep them in stock. word play and give them a pass- So the plan was disseminated at a staff meeting. An older port to Terry Pratchett’s librarian snatched up Professor Dumbledore, the doddering Discworld. Many libraries are elder fellow of the venerable institution. Professors Snape and already creating book lists with titles like “When Harry Potter McGonagall went just as quickly. Even the ghost, Nearly Has Vanished, Try These Titles” and “More Magic for Young Headless Nick, was grabbed up right away. Being the low man Readers.” on the totem pole left me with the role of Hagrid, a role I In real magic—the prestidigitation and legerdemain prac- turned down flat. ticed by the likes of Ricky Jay and David Blaine—the key to the For those of you who haven’t read Harry Potter or been trick is misdirection. Keep your eye on my beautiful assistant, exposed to the marketing maelstrom attached to the first and pay no attention to the rustling behind the curtain. Using the second films, all these vaguely Anglophone names have very lit- fine works of Ms. Rowling as a means to a greater end is the tle meaning. Why is being a “Hagrid” worse than being a goal here. “Snape?” It’s all about literary sex appeal, really. Hagrid is a The real legacy of the Harry Potter fad should not be dis- big ugly bearded trouble-making oaf. He’s often described in carded toys and once-cherished, now eBay-fodder DVDs. It the J. K. Rowling books with all the inherent sexiness of a should be an army of readers who have developed a lifelong warm lumpy log. Professor Snape, played in the films by the love affair with the written word in all its manifestations and slick and cool Alan Rickman, is as elegant as they come, a fact genres. Now, that is a legacy almost worth dressing up as that can be attested to by the numerous “slash” fiction sites on Hagrid for . . . almost. ■ the Net devoted to the mysterious professor. I’m a pretty big guy, football-player big, so everyone assumed that I wanted to be Hagrid. This was, of course, com- Michael Garrett Farrelly is a columnist for Bookslut.com and a library science student at Dominican University; michaelfarrelly@ pletely inaccurate. My dissent caused a near riot. The head of hotmail.com. “A Very Harry Potter Halloween” originally my department even suggested it might be “advantageous” to appeared in the November 2002 issue of Bookslut.com. Reprinted my library aspirations to play along and fill the role. I was with permission. being muscled by the Potter mafia. I was expecting to find a

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leaders currently on staff, of- For more information, see fering them training that will www.flhawaii.org/flh_book_ help develop the next genera- sale.htm. tion of library leaders,” said Richard Panz, director of the Monroe County Library Sys- BPL’s Biggest Donor tem and the Rochester (N.Y.) to be Honored Public Library. The institute has received The retired Dorchester school- rave reviews. “Just wanted you teacher who donated his entire Readers Wanted for awarded to the Mohawk Val- to know that after last week’s $6.8 million estate to the ley Library System through BookTalk Web Site two-day start I’m getting very Boston Public Library was the New York State Library by positive feedback from the two honored at the library in a cer- the Federal Institute of Muse- If you’re curious about your staff I sponsored to the leader- emony led by Mayor Thomas um and Library Services. For favorite author or writers with ship institute. I am very M. Menino. more information, contact similar styles, current award- pleased and can see how they Thomas R. Drey, who Lois Gordon, Outreach Coor- winning books, book discus- are already being stimulated to went to the library every day dinator, at (518) 355-2010 or sions and guides, forthcoming grow and try new approach- after school, first as a student [email protected]. books, older books in a series, es—and I’m deriving some and later as a teacher, amassed genre fiction, e-books, pub- benefit personally through the a fortune by investing in the lishers, or book news and re- Leadership Institute highlights they share. I can see stock market based on re- how this investment will bring views, the BookTalk Web site Addresses Library search done at the library’s is for you! benefit to our entire library or- Kirstein Business Branch in BookTalk was developed Management in a ganization. I’m so glad we downtown Boston. by the Mohawk Valley Library Technological Future have this opportunity!” wrote In Drey’s honor, Mayor System (Schenectady, N.Y.) for Phyllis Andrews, assistant Menino unveiled a portrait of use by patrons and librarians Using a Library Services and dean of public services and col- Drey and hosted a reception alike. It can be found at Technology Act grant, the lection development at the for his friends. For more infor- www.mvla.org/booktalk. Monroe County (N.Y.) Li- University of Rochester River mation, contact Cate Zannino In the genre sections, pa- brary System, in collaboration Campus Libraries. at (617) 859-2217. trons link directly to the library with the Rochester Regional As a result of the enthusi- system catalog to reserve books Library Council, sponsored a asm and synergies created, the and search subject headings for leadership institute designed to leadership institute steering We Survived Teen committee is considering ap- specific subgenres. Built-in prepare future library leaders. Mystery Night! Google searches for authors, A series of six full-day plying for grants to support a book reviews, book discussion class sessions, led by national- second year. For more infor- The Central Library of the Vir- guides, or read-alike book lists ly known library consultants mation, contact Carole Joyce ginia Beach (Va.) Public Li- help when patrons can’t find Louella Wetherbee and Flo- at (585) 428-8051 or cjoyce@ brary System welcomed fifty what they are looking for else- rence Mason, taught forty in- libraryweb.org. young adults for an after- where on the site. There are dividuals from a five-county hours, murder-mystery night also sections for librarians and area the skills that are most Friends Book Sale of exciting proportions! The young adult patrons. needed to successfully lead li- Earns $128,000 yearly event encourages partic- Library staff members fa- braries in the technologically ipants to use the library’s print, miliar with the site report that complex environment of The fifty-fifth annual Friends nonprint, and electronic re- they are able to quickly an- today and the near future. De- of the Library of Hawaii book sources as they search for the swer a variety of patron and signed to enhance leadership sale collected $128,000 last identity of the “murderer.” personal questions. Libraries at all levels of library service, year, $1,000 more than the The plot is always a tricky one, are encouraged to link to the program was not limited previous year. At each annual making the search for informa- BookTalk from their own to librarians. sale, nearly 75,000 books, cas- tion just as important as the in- sites. “With impending retire- settes, CDs, records, and terrogations of the suspects. BookTalk was supported ments and the projected videos are offered to the gen- Dimly lit by the glowing by Federal Library Services shortage of librarians, it is es- eral public. embers of the campfire and and Technology Act funds, sential that we identify future Proceeds from the sale resonating with the creaking support local library programs of frogs in the rainforest, the and collections. The Friends of auditorium was set for action. “Tales from the Front” is a collection of news the Library of Hawaii also The suspects were gathered items and innovative ideas from libraries nation- supports continuing education and asked to account for their wide. Send submissions to the contributing editor, for Hawaii State Public Li- movements in the past twenty- Jennifer T. Ries-Taggart, Librarian, MCLS Office, Central Library of Rochester and Monroe County, brary System staff and pro- four hours. Who committed 115 South Ave., Rochester, NY 14604; jtaggart@ vides scholarships for students the crime—how and why? The mcls.rochester.lib.ny.us. pursuing masters degrees in li- empty library became hectic as brary science. teens—distinguished by the

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were a drawing for free com- braries. The fairs were held in puters and printers, bicycles North Carolina Barnes and and helmets, a fishing trip, ad- Noble stores from September ditional corporate-donated 18 to 20, 2002. items, free tickets to a Tulsa Prior to the event, local Drillers baseball game, and public libraries distributed coupons for local attractions vouchers through branches and and restaurants. The Tulsa such venues as newspapers, World daily newspaper, Thrifty community agencies, newslet- Car Rental, McDonald’s, and ters, and schools. Vouchers Pizza Hut were among spon- were not available in Barnes sors who donated prizes. and Noble stores. During the The themes of the children three-day fairs, shoppers pre- and teen programs, respective- sented the vouchers at the time ly, were “Got Books? What’re of purchase and 25 percent of You Reading This Summer?” the sale was set aside to benefit and “Books Ahoy! Sail through the libraries. Proceeds were Teen Mystery Night survivors with guest Rudy Boesch the Summer with Stories.” given to the North Carolina For more information, Public Library Directors Asso- contact Jackie Hill at (918) ciation and distributed equally brightly colored bandanas February 15. In one fell swoop 596-7974. among North Carolina’s 374 of their “tribes”—traveled the library celebrated Library public library outlets (main through clue-stations deter- Lover’s Month, provided an and branch libraries). mined to solve the mystery. opportunity for patrons to ro- Barnes and Noble The money will help off- After the mystery was mance their sweeties, and fos- Book Fairs Benefit set the loss of hundreds of solved and the murderer cart- tered support of the new Philip thousands of dollars in state ed off by “police,” both teens S. Miller Library—under con- North Carolina Public and local funding suffered by and staff were rewarded by a struction in the heart of down- Libraries state libraries in the past year. visit from Virginia Beach’s town. Admission of $10 Funds will help purchase new own survivor, Rudy Boesch. included hot and cold appetiz- In a unique partnership with books and avoid cutting hours Boesch, a participant in the ers, music, and dancing, with a the State Library of North and critical educational and original cast of CBS’s famed cash bar. The bash offered an Carolina and the North Car- community outreach services. reality program Survivor, ar- opportunity to support the olina Public Library Directors For more information, rived to award door prizes and new library and preview all of Association, Barnes and Noble contact Lynn Payne at regale the crowd with recollec- its outstanding features. Booksellers held book fairs to [email protected] or (704) tions from his experiences on For more information, raise money for state public li- 341-9481. ■ the island. please call the library district’s For more information, community relations office at contact the Virginia Beach (720) 733-9412. Central Library at (757) 431- 3001. 37,640 Kids and Teens Flipped over Summer Library Lovers Unite Reading Program on Valentine’s Day With the help of generous The Douglas Public Library sponsors, devoted parents, District (Castle Rock, Colo.) dedicated child-care workers, held Library Lovers Bash on and library staff, 37,640 chil- dren and teens participated in Tulsa City-County (Okla.) Li- brary’s 2002 summer reading program. Attendance was up 22 percent from the previous rary year. The library’s previous Lib record was set in 1992 when 28,200 youths participated. The Tulsa World daily newspaper donated computers and printers to give Among the prizes that at- away in a drawing for youth who completed the Tulsa City-County tracted youth to the program Library’s summer reading program.

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our busiest and most reclusive potential users. But when people do come into our libraries, they find gorgeous facilities that seem to have been designed to make us forget one hundred years of institutional stolidity and begin to appreciate the joys of learning. Does this mean everything is skittles and beer? Of course not. Public libraries face a multitude of challenges. The PATRIOT Act tosses out the twin ideals of individual privacy and government accountability that Americans had fought for over the years. The ubiquitous nature of the Web means that people have alternatives to using the library for many routine The Future of Public services, and we are still a little too glib in downplaying the nature and quality of information that can be found on the Web. And I fear that public librarians are still too reticent to Libraries . . . Today! market their services effectively or lobby their elected represen- tatives with the level of assertion needed to be heard today. I firmly believe that the best years of public libraries are Hampton (Skip) Auld ahead of us if we do a few key things. First, we need to make our services more prominent on the Web, and I don’t just mean recently asked more than twenty PLA past-presidents, the by having a flashy Web site. When people want information, Icurrent board of directors, and the three PLA executive direc- they want answers, not a link to your home page. We need to tors of the past sixteen years what they are thinking about the broadcast answers through search engines. world of public libraries. Each of these folks has a unique per- Second, library directors and especially their trustees must spective on the world of service we provide in communities step up to the responsibility they’ve assumed to lobby their throughout the country. funding agencies for a fair share of the pot. They can do this in They responded to the following questions: part by seeing themselves in the context of their entire commu- nities, not simply as cheerleaders for their own institutions.

■ Are you optimistic or pessimistic about the future of pub- This means understanding what marketing (not advertising, not lic libraries? public relations) really means. ■ Are concerns today the same as always or vastly different? Third, it’s up to us to train the next generation of public ■ What do you think are the most important things our pub- librarians. On November 6, 2002, Fred Kilgour, the founder of lic libraries should be doing right now, today? OCLC, addressed a staff meeting in the auditorium on the ■ Where do you think public library service is heading? OCLC campus that bears his name. He said, “The best library schools prepare you to think about the future.” The real edu- There are some common threads of opinion here, as well as cation in public libraries begins when you first sit at that pub- some distinctive and original ideas about public libraries. lic service desk and see what happens every day. It’s up to today’s public library directors and managers to inspire and encourage the people who are going to take up the reins in the years to come. It is just as easy to help someone soar as it is to George Needham crush them, and the long-term results will be better for all of us! Finally, I believe public librarians must make common cause with their academic library and school media center colleagues Vice President, Member Services, OCLC Online Computer to speak with a united voice on the role that good libraries play Library Center, Dublin, Ohio, and PLA Executive Director, in the life of our communities. We are not a field that can con- 1993–1996; [email protected] tinue to subdivide if we hope to thrive. We don’t have the time, the people, or the money to support the bureaucratic overhead Only a Luddite or an ostrich could be pessimistic about the of the little duchies we have created for ourselves today. future of the public library. For most of our history, public As I travel around the country and see the amazing variety librarians have been committed to the goal of connecting peo- of ideas that are coming to fruition in our public libraries, my ple with information. For decades, that has amounted to con- only regret is that there are still people in this field who aren’t necting the people who came into the library with the materials excited by our prospects. As Rosalind Russell as Auntie Mame we had in that building (or maybe with other libraries in our said, “Life is a banquet, and most poor suckers are starving!” system or within an interlibrary-loan group). Today we have the opportunity to connect people with information far more extensively than ever before. The pres- Ellen G. Miller ence of statewide information systems like AccessMichigan and Georgia Library PINES have put powerful resources in the hands of librarians and library users alike. We can uncover President, Kansas Library Trustee Association, Founder, Ellen more of the resources that are held in the many libraries with Miller Group Marketing and Management Consulting, Lenexa, which we interact and use delivery systems that get those Kansas, and ALTA Representative to PLA Board of Directors; resources in our users’ hands in record time. [email protected] Libraries can even be part of the lives of people who never come into our buildings. The variety of access channels, from Thanks for the opportunity to comment on the future of pub- Web sites to books by mail, means that we can reach out to even lic libraries. My perspective is that of a passionate, active

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trustee. I’m optimistic about public libraries existing twenty, ties, from scores of countries streaming into our central library, fifty, and even seventy-five years from now. and I still wonder, “Why are all these people coming here?” But I’m pessimistic about their ability to get more When I walk through the library, I see six people using resources. Why? Because for too long library directors alone word-processing terminals, twenty-two using Internet termi- have carried the burden of trying to convince voters, elected nals, fourteen using the online catalog and electronic databases, officials, and other decision makers to increase funding. As thirty parents with toddlers attending a morning story time, ten employees, they are seen as self-serving, seeking to enlarge their people reading newspapers and magazines, eighteen quietly empire. studying at carrels, two browsing community newspapers and What’s needed is an effective advocacy team. The first handouts, and two brave souls out in the reading garden on a string must consist of trustees along with other grass-roots brisk fall day. folks (Friends, volunteers, etc.) as well as librarians. Directors, My wondering stops, but at the same time my worrying you are the coaches; the rest of us play our positions. But do begins as I also see a staff, more than 40 percent of whom, include genealogists, minorities, homeschooling families, and including myself, will be retired in the next five years. These others on your team as needed. It’s a fact that elected officials idealists from the sixties and early seventies have worked their pay special attention when an unexpected mix of faces appears dedicated butts off at shamefully low salaries for the value of on the doorstep with a unified message. the services they provide. I wonder where in the world are we As team members, we trustees need to tell elected officials ever going to find replacements? and others how kids, students of all ages, businesses, families, seniors, job hunters, and others will benefit—whether it’s from more hours, an enlarged kids’ room, a new computer lab, or a Susan Hildreth remodeled branch library. In my opinion, the long-term viability of America’s public library depends on creating advocacy teams that get results. Director, San Francisco Public Library and member, Library Currently there’s a patchwork quilt. Some states have used their Development Cluster Steering Committee, PLA Board of library advocacy teams effectively, despite tough economic Directors; [email protected] times. For example, the Kansas legislature funded $5.9 million for FY2003 to establish a telecommunications backbone for all My biggest concern regarding public libraries is our ability to schools, libraries, and hospitals. But many states don’t even remain relevant to twenty-first-century society. I have great think to call on their trustees or Friends. What a waste! faith that our institutions are respected and valued in the eyes What’s needed? A national movement whose passion is of the public. I see this value reflected in the public’s memory of effective advocacy for every public library in the United States. their childhood library experiences, which are often difficult to If you’re ready to start, let’s do it! replicate today. Although we are still engaging parents and their young children and older adults who may be lifelong print users, I remain concerned about engaging our young adults— Jo Ann Pinder the children of those of us managing and delivering library serv- ices today. These are the adults of the future, and they are very accustomed to instantaneous delivery of information and serv- Director, Gwinnett County (Ga.) Public Library and current ice, which is a challenge for libraries. I do believe that we need PLA President; [email protected] to be ever diligent in listening to our communities and provid- ing the services that are important to them. This can be chal- My quick and brief thoughts—our forefathers could not have lenging but will ensure the library’s ability to remain valuable envisioned the country we have today. But they gave us a in their minds. framework that continues to function with what we have become. That framework needs an informed, educated elec- torate, which they addressed peripherally. Those thoughts and Charles M. Brown writings have evolved into today’s public library. I am as opti- mistic about the future of public libraries as I am about the future of the Constitution. Like many other professions and Director, Hennepin County (Minn.) Library and PLA President public services, we need to adapt and change while keeping to (1990–1991); [email protected] our basic mission. Libraries, library staff, trustees, and friends have done this successfully for years. We are capable of doing From my vantage point, the future of America’s public libraries this well into the future. seems to be in relatively good shape. While the nation’s current economic downturn is having a significant and negative impact on many libraries, public library use still remains on the Patrick O’Brien upswing almost everywhere, and many libraries actually are thriving. Here at Hennepin County Library (HCL), as an example, Director of Libraries, Alexandria (Va.) Library and PLA use of expanding traditional as well as online resources is at an President (1985–1986); [email protected] all-time high. The organization finds itself in the midst of a building boom that will see seven multimillion-dollar new and Daily, I look out over a 175-car parking lot that is full by 11 A.M. renovated library projects completed between 2002 and 2005. I watch people of all ages from all walks of life, from all ethnici- This, despite questioning just a few years ago by a generally

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progressive and relatively generous county board about the ■ We’ve opened two new branches since 2000 and have a ongoing viability of the public library—resulting from the dual new 84,000-square-foot main library under construction. advent of widespread access and use of the Internet and the ■ Each year over the past three years, our circulation has arrival of Amazon.com on the commercial scene. Times rarely doubled. We’ve increased circulation from 56,000 items a have been better for HCL, and I sense that the same is true for year in 1998 to almost 900,000 items in 2002. The amaz- many other libraries as well. ing thing to me is that we’re getting this kind of circulation While I acknowledge that not all libraries enjoy HCL’s level out of a collection of 130,000 items. The key to our high of support, I am confident that public libraries will, in one form turnover rate is our vigorous weeding program and aggres- or another, be around for the remainder of this century and sive collection development. beyond. ■ We’re working hard to offer new services like free online homework help and tutors and 24/7 chat reference service. ■ Of course, our most valuable resource is our hard-working Harriet Henderson and talented staff. Thanks to a good benefit and wage package, we have plenty of applicants for every job posting and have assembled a great team that is committed to pro- viding the best customer service possible, developing a top- Director, Montgomery County (Md.) Public Libraries and PLA notch collection, and offering interesting and entertaining President (1999–2000); [email protected] programs. The issues that continually are on my desk are those that: (1) The theme of the seventh PLA National Conference was reflect changing conditions that require a response; and (2) “Public Libraries: Vital, Valuable, Virtual.” This still rings true require creativity in order to respond effectively. So as I think for me! about the world of public libraries, change and creativity are at the top of my list. Change can be as simple as the regular election cycle we have just gone through as a country and as local communities— Carol Simmons it’s expected, we can identify the choices and the consequences, but we’re never sure until the end how the election will come out and who will be the elected officials making decisions about Assistant Library Director, Daly City (Calif.) Public Library and public library budgets and services. current member, Library Services Cluster Steering Change is usually more complicated and gradual. The last Committee, PLA Board of Directors; [email protected] ten years, for example, have seen a tremendous change in the diversity of our community. It didn’t happen overnight, but one As a librarian who spent many years in the private financial sec- day we looked at the census information and could calculate tor before getting my MLS, my perspective may be a bit differ- that one in four residents was born in another country. You ent than most. Also, I don’t have the historical background of could see it and hear it happening, but turning the anecdotal most of my peers, so bear that in mind . . . into the measurable statistic gives the issue a very different I am very optimistic about the future of public libraries. It dimension and immediacy. seems to me that we are more valuable than ever to an increas- We’ve been creative at designing and implementing new serv- ingly diverse patron group. Part of this is because I am an eternal ices to address changing conditions, but we need to continually optimist, but I also see libraries and library staff members really foster creativity at all levels of the organization. I’m optimistic reaching out to their communities. I think our profession is when I hear good ideas from all levels of staff and when I see the attracting new kinds of librarians who are changing the way we good leadership characteristics exhibited by many in our profes- serve the public and view our jobs. Although we retain many “tra- sion, both here in the United States and in other countries. I’m ditional” staff members who are our institutional memories, I see pessimistic when I calculate the roadblocks to implementation a new energy and a willingness to look at new models of service. and calculate the time necessary to implement these creative ideas. As to what are the most important things our public libraries PLA has long been an association that fosters creativity should be doing—my first response is more outreach. After all, and helps ideas become reality—so I appreciate the leadership our libraries belong to our citizens, and our first priority should of all who have been officers or board members, committee be to ensure that we are providing the materials, programs, and leaders or members, and contributors to PLA projects. They customer service that our patrons want from us and to promote have helped me, and we continually look to PLA for a fresh these needs to our funding agencies and generous donors. look at the future.

Eleanor Jo Rodger Christine Lind Hage

President and CEO of the Urban Libraries Council in Director, Clinton-Macomb (Mich.) Public Library, ALA Evanston, Ill., and PLA Executive Director (1986–1992); Councilor for PLA, and PLA Past-President 1998–1999; [email protected]. The views and opinions in this article [email protected] are the author’s, not those of the council.

Maybe I can’t speak for all public libraries, but the future for Choosing to focus on your question about what public libraries the Clinton-Macomb Public Library is very encouraging! should be focusing on today, here are a few brief thoughts . . .

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Thriving public libraries pay attention to the issues, con- dents? What would happen if we could partner with the schools cerns, challenges, and opportunities involved with engaging the of other disciplines to create internships in which, for example, communities they serve. The day is almost over when public a theater major would work in the literature department? libraries can survive (let alone thrive) by merely being in “the Maybe we need to find a way to recruit from business, engi- library business.” neering, and other professions. Maybe we need to look at the Our professional conversations often assume library use is early retirees from other professions who are ready for a new an end in itself and self-evidently a good thing. Our publics do challenge. We are a graying profession; graying isn’t bad, dis- not share those understandings. I don’t know anybody who appearing is. If we seek diversity, perhaps we need to recruit in wakes up in the morning needing to use the library. I do know foreign countries. There must be opportunities in an economic people who wake up needing information that will help them climate of unemployment and downsizing to draw new skills handle their children’s adolescence, their investments, or a deci- and perspectives into the profession. sion about finding the right nursing home for an elderly parent. And we need to work creatively and aggressively to reduce The public library is one resource for finding such information. our costs. I don’t say that we need to find new sources of Public libraries are means to ends for the individuals we serve. income, because we are either dedicated to equal access, which To understand our role as a resource for individuals and means some form of public funding, or we are not, and that communities, we need to pay attention to the issues that per- means some form of private funding. In other words, I think plex and delight them. What are the major challenges in the our options for income are fairly limited. New product lines communities we serve? Safety for kids after school? Creation of and better marketing don’t affect revenue directly; in fact, they successful new, small businesses? The welcoming and assimila- can have an inverse relationship with our bottom line. tion of new Americans? Health services for increasing numbers However, libraries are wonderful models for resource sharing of senior citizens? The possibilities are endless. in the interlibrary loan sense. We need to expand that model to Thriving libraries will understand issues that concern indi- capitalize on the ability to share content digitally. We need viduals and their communities and will work with civic part- rational models for the pricing of electronic products. We need ners to create responses that are easily available. Thriving the public bidding process to work effectively for us. We need libraries will conduct themselves as community players, organ- to find ways to reduce the cost of being a public employer with izations that come to the table with services of value in address- superordinate obligations. ing shared concerns. Illustrating with my hometown library, the Maybe, most of all, we need to continue to like what we do Evanston Public Library will understand that it is in the enough to keep a fresh eye and an open mind on it every day. Evanston business, not just the library business. Charles W. Robinson Joan Clark

Director Emeritus, Baltimore County (Md.) Public Library, Head of Main Library, Cleveland (Ohio) Public Library and cur- Editor, Library Administrator’s Digest, and rent member and former Chair, Library Services Cluster PLA President (1984–1985) Steering Committee, PLA Board of Directors; [email protected] For whatever it’s worth: public libraries are not necessary for I am very optimistic about the long-term prospects for library life, liberty, or the pursuit of happiness, as millions in this services and library use. We have proven ourselves to be a nation and around the world know, but they surely are nice remarkably adaptive institution, from the collection of papyrus things to have for those of us who use them. For more than a rolls to the creation of digital content. We are grounded in the century in this country, libraries were publicly financed free fundamental beliefs that knowledge matters and that the pur- bookstores. Recently, however, we have added free Internet suit of knowledge is an intrinsic human quality. As long as that cafés, free video stores, free computer instruction, free reading is true, I believe we will have a role of primary worth and value. instruction, and free home access to pay databases. Free current As a microcosm of the larger world of social and techno- fiction and children’s books for your reading tablet are cer- logical change, we sometimes get hung up on format, means, tainly in the future. Libraries will be here forever: who can give and methods, but our ability to continue to serve is only limited up all this free stuff? by our imaginations and our creativity and by our understand- ing of how people seek knowledge. We need to exploit every way of connecting people to their chosen means of learning and Summary developing, whether that is through new technology or one-on- one discussion. In the foregoing comments, PLA leaders have expressed some We need some real longitudinal research about how and aspects of their personal vision and concerns about the future why people use libraries over a lifetime, or why they don’t. So world of public libraries. Some of their key ideas are recapped much of our decision making is based on anecdotal information here: and hash marks. We survey our users and endlessly count what we already know. No one preaches to the choir better than we ■ Many libraries are thriving. do. What about the rest of the world? We need to travel outside ■ We need to pay attention to the issues, concerns, chal- of our own borders. lenges, and opportunities engaging the communities we We need to recruit creatively and to find ways to make the serve. Our first priority should be to ensure that we are pursuit of a degree simultaneous with a contribution to the pro- fession. How can we recruit high school and early college stu- continued on page 85

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InterViews is an occasional column highlighting unique perspectives, individuals, and institutions in the library world.

Girl, and going to library school—that planted the seed in my life. But it wasn’t until 2000 that I started getting serious about producing this project. I began a list of librarian characters and images of libraries that I remembered seeing in movies, and I started researching The Hollywood filmographies, reviews, and film dictionaries. Then I discovered the incredible filmography maintained by Martin Raish of BYU called “Librarians in the Movies: An Annotated Filmography” Librarian (www.lib.byu.edu/dept/libsci/films/introduction.html). It was first printed in Collection Management, and now it’s available online. It’s an amazing resource, and it was like discovering a An Interview with pot of gold at the end of the rainbow. I got in touch with a director, a screenwriter, and a sound Ann M. Seidl designer and began the process of talking to the experts. I’ve got some background in radio and I’ve been involved in public television for years. Barbara Jabaily is an Emmy award–win- ning independent filmmaker I know from Colorado, and she Kathleen Hughes was interested from the start. Also, I am working with Valliere Richard, the associate dean of the Film School at Florida State nn M. Seidl is an independent library consultant with a University, and an experienced documentarian. She has agreed Amaster’s degree in library and information services. She to help me get the script in place. She’s been a wonderful provides research, database, and mapping products and serv- resource and very encouraging. ices to a wide variety of library clients. Seidl has been develop- The primary message of The Hollywood Librarian is that ing a feature length documentary about Hollywood librarians librarians are interesting individuals who are vital in our soci- and is currently working with a screenwriter and a director on ety, and never more so than right now. The title is a deliberate the project. She has presented “The Hollywood Librarian” in juxtaposition, almost an oxymoron. “Hollywood” usually con- Florida, New Jersey, Nevada, Colorado, and Illinois, and will notes glamour and fame, “librarian” presumably the opposite. be in Vermont and Michigan in 2003. This interview was con- By comparing the image we see on screen with real librarians in ducted via e-mail in September 2002. interviews, we will be able to show the diversity of the women and men of our profession and the fascinating places that real PL: Please tell us a little about yourself and your back- libraries are today. I’m going to take the stereotype out of ground in librarianship. Hollywood and use it as a pretext (okay, bait) to look at the his- tory of librarians and libraries in America as well as our future. AMS: I have an MLIS from the University of Denver, and The main stages of filmmaking are preproduction (writing, currently I am working as a library consultant. My specialty is fund-raising, planning, obtaining permissions, etc.), production research and geographic information systems (GIS) in libraries, (traveling, shooting the interviews, developing the film, and so as well as training, staff development, and computer coaching. forth) and then postproduction (editing the film, adding narra- tion, and distributing it). With a little luck, the film process will PL: Please tell our readers about your documentary film move along; it probably won’t be done any sooner than 2005, project The Hollywood Librarian. but hopefully not later than 2007. I expect it will wind up as a feature-length piece, meaning it will run between 105 and 115 AMS: Around the time I was getting into library school in minutes, which is a lot of work, but necessary, in my opinion. 1995, I saw a documentary based on Vito Russo’s book, The Celluloid Closet, by Rob Epstein and Jeffrey Friedman. The PL: What is the process of documentary scriptwriting, and film looked at the image of homosexuals in cinema from the how did you come to learn it? beginning of movies through the present. It is a wonderfully written piece, narrated by Lily Tomlin. I’ve always loved com- AMS: A documentary script is quite different from a pilation pieces like That’s Entertainment, clips and bloopers, screenplay for a fiction film. In a fictional movie, you can tell that sort of thing, and The Celluloid Closet has dozens of clips what’s going to happen from the script. In a documentary, you from both famous and little-known movies. It occurred to me sketch things out—the kinds of interviews you’re going to to find out if anyone had done the same thing with librarians. shoot, the order you think is best, some of the voice-over dia- That is, used film clips as a backdrop for examining the image logue—and then the film itself takes over, the structure of the and stereotype of librarians. Well, no film existed, so I was documentary evolves organically. Hopefully, the interviews will hooked on the idea. At that precise moment, a friend of mine be compelling and honest. I’m planning to interview every kind in library school recommended that I watch Party Girl. I loved of librarian, plus library historians, architects, library patrons, that movie! So it was a coincidence, a kind of a harmonic con- and current library school students, among others. I want to lis- vergence of these three things—The Celluloid Closet, Party ten to them talk about their lives, show them on their jobs, hear

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their views and experiences with their Then, of course, there’s what I call collections and programs, maybe intel- the “holy trinity” of librarian films: lectual freedom challenges, the full Storm Center (1956), Desk Set (1958), range of who they are and what they do. and Party Girl (1995). These are films So a documentary is much more fluid— where the librarian is the lead role, it goes where it goes, not necessarily where she is portrayed as competent, where you tell it to go. That’s the excit- and she is actually a full human being, ing and scary part. The letting go, and not a cartoon. All these movies have seeing where people take you. multiple speaking parts for librarians, I’d also like to talk to movie stars and the three leading actresses are rec- who have played librarians—for exam- ognizable names: Bette Davis, Katharine ple, Tim Robbins, Goldie Hawn, Parker Hepburn, and Parker Posey. Finally, Posey—and ask them about their role Marian in The Music Man is in a class preparation. And a script can assist in by herself, in my opinion. I’m quite fond fund-raising; if it’s well written, it can of her, because, for one thing, she’s a fine give your funders and investors a clear advocate for intellectual freedom. Her picture of what your film is about, even dialogue with Mrs. Shinn, the mayor’s if it’s more of a wish list than a strict for- Ann M. Seidl wife, is eerily contemporary. mula. These are just a few of the ones I’m And getting good people to make the planning to use, partly to laugh at our- film—so much rests on the quality of your camera work and selves and partly to celebrate. So I come not only to bury but sound. I’m a stickler for good sound, so I want to get an experi- also to praise. enced sound designer for The Hollywood Librarian. I have some- one in mind, and I want to raise the funds to be able to use him, PL: How are you using libraries and librarians to help con- and shoot it on 16mm film, which is more expensive but better duct your research? quality than video. And in postproduction, good film editing is essential for a quality piece. AMS: I have been using the online resources at New York I developed a Microsoft Access database of film scenes Public Library, UCLA, and the Library of Congress, which are because there is so much information I need to keep track of: the outstanding. The Internet Movie Database (www.imdb.com) is a length of the movie, the running time of a particular librarian valuable source for technical information and backstory. In addi- scene, actors, director, writers, year of release, whether it’s a tion, I have an advisory board of librarians and scholars for the black-and-white film or color . . . in other words, all the meta- film, including Wayne Weigand at the University of Wisconsin– data around the film. Most importantly, in some ways, the data- Madison; Michele Besant out of Florida State University; Louise base also lists who owns the distribution and broadcast rights. Robbins, also at Madison and the author of a wonderful book Getting permissions to include film clips will be one of the most called The Dismissal of Miss Ruth Brown about the real-life challenging parts of making this picture, and it could become Storm Center; Kathleen de la Peña McCook at the University of very expensive, although not necessarily. Studios have been South Florida; Jan Radway, a humanities scholar at Duke; and known to be generous with rights for a nonprofit project like Noa Wahrman, a librarian at Indiana University who has a film this, but I’m not counting on it. It’s not unheard of to pay as background. And, as I mentioned, Martin Raish and all the won- much as $5,000 per minute of footage from a commercial film. derful librarians who contribute to the filmography.

PL: Please describe a few of the film clips that will be used PL: Have you noticed any trends in film portrayal of librar- in this documentary. ians and librarianship over the years. Have things gotten more balanced? AMS: Depending on whether we can secure permissions from the rights holders, I have dozens of short clips I’d like to AMS: Unfortunately, no. Recent releases have used the use. Many of them will focus on a theme. For example, the same tired image—librarians in buns who are self-satisfied and “Nasty Librarians” have their own category. The world’s worst unhelpful. The one rule of thumb I’ve found is that the larger librarian appears in Sophie’s Choice. A mean bookmobile librar- the role, the less stereotypical a librarian on film tends to be. ian appears in Billy Elliot, and even Citizen Kane, which many consider to be the finest American film ever made, features a PL: What aspects of librarianship in film and in real life very domineering librarian. Then there are the “Shushers”: will be most surprising to people as they watch? Philadelphia Story, Breakfast at Tiffany’s, and Stanley and Iris, to name a few. I have a cluster about flirting and sex in the AMS: I think the diversity of real-life librarians will be a library (American Pie, Stephen King’s Christine, the scene in huge surprise to general audiences. Whenever someone goes Love Story when Ali McGraw and Ryan O’Neal meet, etc.) and from a two-dimensional stereotype to a three-dimensional a cluster of clips that reveal danger in the library (Foul Play with human being, it’s generally a surprise. Librarians, like every Goldie Hawn, Jason Robards in Something Wicked This Way group, are individuals who are varied and interested in many Comes, and the haunted library in Ghostbusters). things. It’s also possible that the diversity of the librarian on Films involving children’s librarians are great. Specifically, screen may come as a surprise to some librarians. I think A Tree Grows in Brooklyn, Matilda, and Goodbye, Columbus have excellent scenes that focus on children and PL: Are you hoping to affect how Americans think of their interactions with librarians. librarians?

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AMS: Definitely. Most Americans love and support their Bradbury’s Fahrenheit 451 show the consequences of their libraries, but their support is passive in nature—it shows best absence. So I was surprised at the variety of our image. when the library is threatened. Depending on the success of the And one of the most surprising films for me was distribution of this film, I would like everyone who sees The Pleasantville, which is a profound examination of American Hollywood Librarian to go away with a larger understanding of culture that really nails the issues of freedom of expression and librarians as people and professionals, as well as a renewed the freedom to read. I found out that Gary Ross, its writer and appreciation of what it takes to run a modern library. I would director, is a former library commission member for the city of love it if they also get excited about all the things a library can do Los Angeles library. for them, either as patrons or even as recruits to the profession. PL: Who is the film’s intended market, and do you think it PL: Have any ideas for future projects arisen out of this will have widespread appeal (outside of the library world)? experience? AMS: I do think the film will have widespread appeal. AMS: The whole recruitment initiative and the looming There’s something for everyone, be they film fans, history buffs, shortage in our profession has given me new ideas about how or library users. There’s some film criticism, some library his- tory, some American history, some architecture, plenty of kids, and a certain amount of star power. There will be an enormous human interest in the stories of the real-life patrons and the I would like everyone who sees The librarians we will interview. Ideally, if librarians like this picture, they will buy it for Hollywood Librarian to go away with a their video collections, which is the likely primary source of larger understanding of librarians as tape sales. But it could also find its way into rental stores and will hopefully be seen on public television and cable. people and professionals . . . PL: Of the films you have researched on this subject, do you have a favorite?

The Hollywood Librarian can be used in the future. For exam- AMS: One of my favorite motion-picture library scenes is ple, I love the idea of high school guidance centers showing this from the 1994 film Philadelphia, which is about a young lawyer film to juniors and seniors as part of a career fair. It might also (Andrew Beckett, played by Tom Hanks) who is dismissed from be helpful to recruiters for library schools, particularly in rural a corporate law firm because he has AIDS. In the film up to that areas and with minority populations where we desperately need point, Beckett’s case has already been turned down by ten lawyers, to draw new members to the profession. I am also talking with including Joe Miller, who is brilliantly played by Denzel Steven J. Schmidt, a librarian at Indiana University–Purdue Washington. Miller is ignorant of AIDS and loathes homosexuals. University at Indianapolis about being his coauthor on a book In the library scene, the two men are in a law library, where a about the cinematic image of librarians. librarian is assisting Beckett in finding legal precedents. The librarian has a short but compelling role; he is both the facilitator PL: Were there any surprises uncovered as you researched of information and at the same time the enforcer of prevailing this film? mores. He tries to isolate Beckett, voicing the prejudice and fear of AIDS of the other library patrons, asking him, “Wouldn’t you AMS: I guess I am surprised at how often the image of the be more comfortable in a private research room?” Hanks, visibly librarian pops up in both mainstream and independent films. suffering from the fatal disease, replies thoughtfully, “No. Would Also, as a librarian myself, I have been amazed at the tenacity of it make you more comfortable?” There is a tense, silent standoff the stereotype. Just recently I was in a casual conversation with a between the Hanks character and the librarian, only broken when few strangers at a restaurant. One of them asked me what I do, Washington comes over and offers a greeting, thus subtly siding and I told him, “I’m a librarian.” His response was “Oh, do they with the discriminated man. They go on to discuss the nature of still have those?” I was flabbergasted. It’s another example of the discrimination within the law, and their common experience with gap between how I see myself and how the world sees librarians. prejudice proves stronger than any difference between them. Many people think there is a single stereotype, but in my What I love about this scene is that it incorporates so many research I have found that the image of librarians in film is by no societal tensions into a single scene: black and white, healthy means monolithic. In some movies, the librarian and the library, and sick, married and single, straight and gay, working class and as entities, are seen as one and the same, either entirely positive or Ivy League. The film is saying, Look, there are so many places altogether negative. At other times, they have their own cate- in America where these two men are literally segregated—sepa- gories: the librarian is seen as positive (helpful or warm or special) rated by race, class, sexual orientation, life circumstances, and while the library around them represents the establishment, an profession. Where do they find common ground? In the library. iconographic oppressive force. Sometimes it’s vice versa—what I Where can they dialogue about things like discrimination and call the “bad apple” syndrome—where a film reflects positively prejudice? In the library. Where are they most capable of on the value of the library but shows a cold or discourteous librar- humanity? In the library. The scene is quite beautifully shot, too, ian. In some films we see librarians in nonlibrary settings, and in ending with an overhead pan of the library reading room. This others we are shown libraries without any librarians at all. And is a perfect example of what film can capture so wonderfully— finally, in some movies, the true value of libraries is revealed only the human dynamic in all its pain and all its dignity. in worlds where they are no longer available. Movies like Soylent Green from 1973 (starring Charleton Heston) and Ray PL: Do you have any interest in moving on to fiction films?

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AMS: No. I’m a librarian by training and inclination, not a filmmaker. Once The Hollywood Librarian project is over, I’ll probably revert to my status as avid amateur. Celebrate National Poetry Month This April! PL: You present workshops on this subject at library con- ferences and meetings. Please describe a typical “Hollywood Librarian” presentation. First Time at the Library AMS: I love doing this presentation! It’s vital that we as a profession examine and critique the image Hollywood has of us. Sometimes I give a straightforward forty-five- to seventy- five-minute talk, and sometimes my presentation precedes a Michael Sullivan panel discussion on the image and status of librarianship. I show short clips of several films and then elaborate on their My daddy said that I could pick background and meaning. One thing that always happens is Most any book I see the audience invariably has lots of questions and comments. From rows and rows and rows of them Many people also have great trivia about library films, and Stacked high as two of me. everyone has their favorite. I love the Q&A sessions after a presentation—I learn a lot. I have presented in Florida and The books were falling off the shelves New Jersey and will be speaking in Vermont, Colorado, And piled up on the floor Illinois, and Nevada later this year. ■ The lady there behind the desk Was stacking even more.

Kathleen Hughes is the Communications Director for PLA and I asked if I could take one home Managing Editor of Public Libraries; [email protected]. Ann She said, “Take two or three. M. Seidl may be contacted at [email protected]; I have to put the rest away The Hollywood Librarian Web site is at www.freewebz.com/ And need the space you see.” hollywoodlibrarian. She showed me every single book That fell within her reach. “Here’s one for reading on the bus and one for on the beach. PRESPECTIVES “Here’s fifteen pets piled on a bed, continued from page 81 And here’s a flying frog, A girl with pigtails long and red, providing the materials, programs, and customer service A teacher who’s a dog. that our customers want. ■ Our communities are becoming increasingly diverse. “Here’s one about a pig that sings, ■ Teens are accustomed to instantaneous delivery of infor- A spider that can write.” mation and service. So many, many, many books ■ We face a crisis of recruiting and training the next genera- Without an end in sight. tion of public librarians. ■ Trustees and other grass-roots advocates must bring a uni- I trembled as I said, “I want fied message to elected officials and other decision makers The one about a horse. to increase funding. It’s blue, I think,” I said, “but I Forgot the name of course.” ■ Public librarians should unite with colleagues in academic libraries and school media centers on the role that good My daddy slowly shook his head libraries play in the life of our communities. He didn’t see much chance. But then the lady stopped and stared Thanks to the PLA leaders who responded to our request. Like she was in a trance. For a future column, we invite your own thoughts on the ques- tions posed, as well as on the answers you’ve read here. ■ A thousand books piled all around Ten thousand, maybe more! Her eyes took in the lot of them The purpose of this column is to offer varied per- stacked ceiling to the floor. spectives on subjects of interest to the public library profession. All correspondence should be directed to I thought that she had gone to sleep the contributing editors. Hampton (Skip) Auld So rigid did she stand is Assistant Director, Chesterfield Then smiled so sweet, reached out and put County Public Library, 9501 Lori Black Beauty in my hand. Rd., Chesterfield, VA 23832-0297, (804) 748-1767; [email protected]. Nann Blaine Hilyard is Michael Sullivan is the Director of the Weeks Public Library, Director, Zion-Benton Public Library, 2400 Gabriel Greenland, N.H.; [email protected]. Ave., Zion, IL 60099; [email protected].

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InterViews is an occasional column highlighting unique perspectives, individuals, and institutions in the library world.

The limit will continue to increase in $1,000 increments annu- ally until it hits $15,000 in 2006. In addition, there are so- called “catch-up” provisions, which allow participants who meet criteria involving age or proximity to retirement to put additional money into their accounts each year. (Keep in mind, Tax Deferred however, that Congress enacted many of these changes to last for ten years. After that, they can be renewed, modified, or even dropped.) Retirement Contributions to a 457 plan will also lower a participant’s taxable income. For example, a single person with no deduc- Investing for Public tions making $40,000 a year would have $6,916 in Federal tax withheld. If this person contributed $5,000 to the 457, it would reduce the tax withheld to $5,226. In addition, the $5,000 Library Employees invested would grow tax deferred until it began to be with- drawn. Finally, the tax law changes enacted in 2001 also allow money from the 457 plan to be rolled over into an individual retirement account when you leave your employer. Or if you go Todd Morning to work for an employer who offers a 401(k), 403(b), or another 457 plan, you can roll the money into any one of these ot everyone realizes that one of the advantages of being a plans. And, unlike some other retirement plans, you can also Npublic service employee is the ability to invest money in a start to withdraw money, without penalty, when you leave your tax-deferred retirement plan. Several plans are available, cover- employer, even if it is before age fifty-nine-and-a-half. ing different categories of employees in the public and non- Distributions must begin by April 1 of the year after you profit sectors. Until recently, it has not been easy to sort reach age seventy-and-a-half, unless you are still working for through the jumble of federal government regulations govern- the employer with which you have the 457. If this is the case, ing these plans. This situation was eased somewhat by legisla- you do not need to start withdrawals of the money. tion passed by Congress in July 2001, which made the rules for each of the various retirement plans more uniform. Although these plans have different numbers assigned to The 403(b) Plan them by the IRS, they do share certain characteristics: they usu- ally supplement traditional pension plans, they are usually vol- The 403(b) plan shares many of the characteristics of the 457. untary, and contributions to them can lower your taxable Both plans have the same yearly limits on contributions, and income. Most nonprofit or public service employees are eligible the money invested grows tax deferred and lowers your taxable for either the 457 plan or the 403(b) plan. Since the 2001 tax income. Both offer catch-up provisions. Money from both law changes, these two plans generally follow the same rules plans can be rolled over into an IRA or another type of retire- and offer the same advantages. There are still some differences ment plan. Money generally cannot be withdrawn from a between the plans, however, and each is meant for employees 403(b) plan before age fifty-nine-and-a-half without incurring a working in specific areas of the public sector. 10 percent penalty (although you may be able to withdraw money without penalty if you are older than fifty-five and retir- ing from your job). The money from a 403(b) can be invested The 457 Plan in insurance annuities or a custodial account invested with a mutual fund group—a plan invested with a mutual fund group The 457 plan is a deferred compensation retirement plan is called a 403(b)(7). As with the 457, money can be withdrawn offered specifically to state and local government employees. If without penalty under special circumstances such as a medical you read about this plan in an older source, you may find it emergency. This is called the “hardship provision.” mentioned that the money in a 457 was held in the employer’s Many public librarians will find themselves ineligible to name and stayed that way until it was withdrawn. This meant participate in the 403(b), however. Two types of employers gen- that if your employer went bankrupt, you would have to get in erally qualify for a 403(b). They are public schools and some line with the other creditors. Financial writers frequently said tax-exempt organizations. The IRS publication 571 defines that this was a disadvantage of the plan. This has now changed, which employers qualify for a 403(b) and states that: however. As of January 1, 1999, the money that employees con- “Government instrumentalities that are wholly owned state or tribute to the plan is held in a separate trust. The employer or municipal instrumentalities are generally not qualified employ- the employer’s creditors have no claim to it. ers.” In order for a public library to offer the 403(b) plan, it Even more sweeping changes were made to the laws gov- must apply for and receive a 501(c)(3) designation from the erning the 457 plan in 2001. For one thing, the maximum con- IRS. To receive this designation the organization must meet cer- tribution limit has been substantially increased from $8,500 to tain criteria explained in IRS publication 557, Tax-Exempt $11,000. In 2003 the contribution limit increases to $12,000. Status for Your Organization. According to this publication:

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“A state or municipal instrumentality may qualify under sec- record-keeping fees) cover the administrative costs of running tion 501(c)(3) if it is organized as a separate entity from the the plan. These should generally range from $15 to $50. Fees governmental unit that created it and if it otherwise meets the for advertising are called 12b-1 fees and should generally go no organizational tests of section 501(c)(3). Examples of a quali- higher than 0.25 percent. Other fees that may lurk in a plan fying instrumentality might include state schools, universities, include initial sales charge or back-end sales charges that go or hospitals. However, if an organization is an integral part of directly to the agent selling the plan. These can sometimes be local government or possesses governmental powers, it does avoided through negotiation or by simply choosing a plan that not qualify for an exemption.” The fact that most public doesn’t charge these fees. libraries are thought of as nonprofit institutions does not mean Some tax-deferred plans are run as annuity contracts pur- that they automatically qualify. Libraries interested in setting chased from insurance companies. Participants in annuity con- up a 403(b) will want to check directly with the IRS to see if tracts can sometimes find themselves charged over and above they can qualify as a 501(c)(3) organization before pursuing what a mutual fund or other plan administrator would charge. this option. But before a library administration or board begins For example, some insurance companies add a mortality and to hack through this thicket of IRS regulations, it is important expense charge. This can range from 0.75 percent to 1.25 per- to remember that since the summer of 2001, the regulations cent and covers the cost of guaranteeing that your heirs will covering the 457 and 403(b) plans are virtually the same. Any receive a greater amount than you paid into the plan or your advantage that the 403(b) once offered—higher contribution account’s current market value if you die before you retire. limits, the ability to be rolled over to an IRA, more liberal with- Another fee that insurance companies sometimes assess is the drawal rules—are no longer relevant, probably making the 457 maximum surrender charge. This is an extra fee levied if par- plan the best choice for most public libraries. ticipants take money out of their accounts within the first five years. The lesson here is to pay attention to fees because they can add up to the detriment of the sum available to you when Why Invest? you retire. But fees shouldn’t be the only factor considered when Why bother with these plans? Isn’t it enough to just put aside a choosing or reviewing a plan. In this age of instant information, little every month for retirement and not get involved in retire- it is helpful for a provider of tax-deferred investment vehicles to ment savings plans and their complicated regulations? offer a Web site for information and account access. You may The simple answer is . . . taxes. Not only will investing in also want to be able to choose among stock, bond, and money a tax-deferred plan lower your taxable income, but the money market funds. you accumulate grows tax-deferred. What are the ramifications of tax-deferred investing? Considerable, when you consider that if you invest $100 a month for twenty years into a 457 Conclusion plan at a 6-percent annual rate of return, you will have a nest egg of $100,452. Invest the same amount at a federal tax rate Public employee tax deferred retirement plans such as the 457 of 30 percent and you will have $66,044 available when you are great ways for employees to supplement the income that retire. That’s a difference of $34,408. they will receive at retirement. If one goes back to the old Yet, only about 25 to 30 percent of eligible public service maxim about retirement planning being like the three-legged employees participate in tax-deferred plans. This is much lower stool—with Social Security, a pension plan, and individual sav- than in the private sector where 75 to 80 percent of workers ings making up the three legs—it is obvious that library participate in 401(k) plans.1 As financial planners attest, the employees will be able to accumulate much more money in single most important factor that determines whether workers their individual savings if they can invest on a tax-deferred will be financially independent during retirement is whether basis. In order for this to work most effectively, however, they voluntarily save while working.2 But even if you are con- libraries will need to find the correct plan for their type of vinced that investing on a tax-deferred basis is a good deal, it is organization and the right plan provider, taking into account still important to get the best deal that you can. Public service such factors as the services offered to the employees and the tax-deferred plans can be subject to high fees and poor service. fees charged. Retirement planning is something that workers In fact, people in 457 or 403(b) retirement savings plans often should not overlook, and tax-deferred investing is a powerful pay twice the fees that their counterparts in 401(k)s do.3 tool to help them achieve their retirement goals. ■

Fees and Services Todd Morning is the Director of Youth Services, Schaumburg Township District Library, Schaumburg, Ill.; [email protected]. All investment plans have fees; you can’t avoid them. Yet exces- sive fees can significantly eat into the amount of money that an employee collects at retirement. Generally, management fees References (the annual charges made by companies for the management of their funds) should run between 0.5 percent and 2 percent, 1. Andrea Rock, “Protect Yourself from America’s Flawed Pension depending on the type of fund. Index funds (funds that are not Plans (Billions Lost in Retirement Savings),” Money (Dec. 1997): actively managed but mirror the performance of various bond 151–64. 2. Jeffrey L. Esser, Girard Miller, and Dallas Salisbury, “Tell Public and stock indexes) charge the lowest fees and actively managed Employees: Choose to Save!” Government Finance Review (Feb. stock funds the highest. There are often other fees attached to 1999): 5. an investment, however. Contract fees (sometimes called 3. Rock, “Protect Yourself from America’s Flawed Pension Plans.”

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

good one to write for Sports Illustrated.” But you just can’t go back to that well again.

PL: Are you still doing all your writing on a typewriter?

A Man of Letters FD: No, I finally gave up my typewriter for a computer, mostly because the people I worked for wouldn’t tolerate it. And then, you reach a stage where you can’t get parts anymore. It An Interview with gets to the point where you have to concentrate more on buying parts than you do on your writing! I write in a certain way. I Frank DeFord mean, the process of writing worked in a certain way, and I was afraid that if I shifted over to another type of mechanism that would affect my writing. I was scared to switch over. It’s not just that I’m afraid of any apparatus, I am; I’m technologically blind, Patrick Jones deaf, and dumb. But I really was afraid that it would affect my writing, and so I was scared to make the change. rank Deford is a media man of letters: EPSN, HBO, SI, and FNPR, where he writes about and comments upon the athletes PL: And has it been a big deal? of the NBA, PGA, NHL, NFL, and more. He is also a “classic” man of letters in that his words span genres: he is a television FD: No, it hasn’t. It does change the way you do things, journalist, a magazine reporter, a radio commentator, an essay- because on the screen you tend to correct as you go along, ist, a screenwriter, an interviewer, a biographer, a freelance whereas with a typewriter you tend to get everything down and writer and a novelist. He has been voted U.S. Sportswriter of the then cross things out and that sort of thing. But a computer Year six times by his peers and was elected to the Hall of Fame almost forces you to be more anal, to clean it up, get it done. of the National Association of Sportscasters and Sportswriters. So it is a different style, but I haven’t found that it completely DeFord’s best-known work is Alex: The Life of a Child, a mem- discombobulated me, as I feared it might. oir about his daughter’s death from cystic fibrosis. His new novel, An American Summer, revolves around another deadly PL: One offshoot of computers and technology has been disease (polio) and represents yet another departure for a writer the democratization of the media. It started with sports radio who shoots from all over the floor. Before presenting at the call-in shows, where everyone has an opinion, and now on the American Library Association Annual Conference in June 2002, Internet anyone can be a reporter and commentator. Do you DeFord spoke with Patrick Jones for Public Libraries magazine. think that’s been good for sports or sports writing?

PL: How do you decide what is the right vehicle for the FD: I doubt that it’s been any different for sports. I think it’s story you are trying to tell? For example, why would you do a an across-the-board development, and it affects writing about pol- radio commentary about one subject while choosing a long itics or writing about science. Maybe it has a little more effect on article in Sports Illustrated for another topic? sports because everybody can be an instant expert on sports, any- way. So maybe the democracy is even wilder when it comes to FD: I only do three major stories a year for Sports sports, but that’s good in the sense that it gets more people Illustrated. I just finished one on Bud Selig, so I pretty much involved. I think sometimes, though, it goes overboard. You’re shied away from talking about that on the radio until the arti- watching some game on television, and they say, “Vote and tell us cle came out.1 I try to keep those two lives sort of separate. And who you think is going to win.” Then five minutes later it’ll come doing a profile is an entirely different thing than doing com- up and say, “86 percent of the people think that team A is going mentary. That’s why they’re so complimentary in the best way, to win.” I mean, it’s nonsense. It’s like a new toy, and it’s com- because they don’t really conflict with each other at all. They’re pletely overdone. There’s too much of it. Secondly, of course, it’s different sides of the same coin. The trick with the commentary lowered standards. That’s the more important thing. The first is to figure out what you’re going to say, because you’ve got to thing is a nuisance issue. The second is that it has lowered stan- do it every week. You also need variety: not to be light every dards; sports radio did the same thing. People say things that are week or to get on a soapbox every week. I try to vary my style. just hearsay. And that kind of innuendo is suddenly out there, and people pick it up. It’s like a virus, it just goes on like an epidemic. PL: How does HBO’s Real Sports program fit into this? PL: One profile quoted you as saying that you always knew FD: I do five of those a year. The television producers come you wanted to be a writer. Where did that love of language up with most of the subjects, but every now and then I’ll put come from? one forth that they’ll buy. So that fits into the schedule in a dif- ferent way. Every now and then there’ll be a piece that I do on FD: I don’t know; it was just always there. I was very good Real Sports and I’ll say, “Damn . . . this would have been a at it from an early age, and I think when you’re good at

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something, you’re crazy not to stick to go and pick up books and magazines with it. You receive accolades for it, in any more so than they do now? Again, the same way that somebody who is a I’m dubious. natural athlete does. If they find that out at an early age, they’re going to keep on PL: One book people will want to playing games. And I was the same way pick up and read is your new novel, An with writing; it just came to me. And I American Summer, about a young boy loved it, and from the very beginning, growing up in the 1950s. What is the too, I was writing. I’d be head of the story of the book? school newspaper, but I’d also be writ- ing short stories. I’ve always been schiz- FD: It is set in the last summer ophrenic that way, as a writer. Never before polio was conquered. That was have known quite who I am, and part of the thing that interested me about this. I me is a reporter, part of me is a story- would read books about the 1950s, and teller, and part of me now is a commen- there would be no reference to polio at tator. So maybe that’s good. I sometimes all. They would always talk about the thought it would be best if you could same five or six things. They always find something that you’re really good talked about McCarthyism, and they at and stick to it, but to write this way is would talk about the Cold War, all very my nature; it’s the way I have to be. important things. But they didn’t have the impact on our lives and our thinking PL: You have even tried screenwrit- the way polio did, at least in the begin- ing, right? Frank DeFord ning of the 1950s. Everybody was scared to death of polio. It’s amazing, when I FD: I’ve done a little bit of that. I’ve bring it up now and say I’ve written a never had as much success with screenwriting, and I think the book about polio, right away anybody born from 1947 on says, reason is that screenwriting is very much a collaborative “Oh, I remember! My mother wouldn’t let me go swimming,” “I process. Most screenwriters work with someone, and you hand remember there was a kid in my class . . .” in the first draft and then eighteen people pick it apart. I mean, When Salk cured polio, he took it off the face of America. that’s the way it’s done, and I’m just not very good at that. I It took a little while longer to get it off the face of the earth. It don’t have the patience. Novels are much more rewarding to still pops up. But, it’s also like it just dropped out of history. It me and much more gratifying. doesn’t exist anymore, but at one time, the fear of polio, par- ticularly in the summer times when it would peak, was just PL: You once wrote about the negative influence of televi- extraordinary. So it’s a book about growing up in that time. sion on literacy. Do you still think that is true, and do you think The main woman character in the book has polio. She’s in an the Internet helps or hurts people’s desire and ability to read? iron lung, and she has a unique relationship with a kid who doesn’t have any other friends because he’s new in town. It’s FD: I think what we’re finding is more and more of a about things that happen to him at the same time, but polio is divided society in the same way that we’re seeing a much sort of the center of the book. And it’s very bittersweet—the greater split than ever before between the rich and the poor in story. I like it very much. this country. I think there is more of a split between people who read and people who don’t. That’s a big division. I know, obvi- PL: Are you already at work on another novel? ously, it was always there. There was never any golden age where everybody came home from work and read Thackery FD: A lot of the book that I’ve been working on takes place and Dickens. I’m not delusional. But I think there’s an even in a library. I don’t know whether we’ve ever had two main greater divide today. And I can tell it just from athletes. When characters meet in a library before. I was trying to write a novel I first started in the business, they would read. They weren’t about Agnes Sorel, who was the mistress of Charles the VII. reading Shakespeare’s sonnets, but at least they were reading Charles the VII was the king most famously known for having newspapers. I don’t think now that many of them even read his ass saved by Joan of Arc. He was a very interesting guy. He that. They just watch ESPN, basically, and play video games. was the luckiest king who ever lived, because he wasn’t worth But I can’t, for the life of me, figure out what kind of affect a damn himself but all these people would come along and save e-mail and the Internet in general is going to have. You would him. And most were women, too: First Joan of Arc, and the last think that it would suggest that more people would be using one was Agnes Sorel, who was his mistress, who sort of words. You know, they’re writing letters again, which they inspired him to go out and fight: “Get rid of the English! Let’s haven’t done for a long time, that’s for sure. Whether there’s a go!” She was poisoned, and nobody ever knew who killed her. ripple effect beyond that, I don’t know. Whether it means peo- So I tried to write a novel about all of this, but it was too ple will say, “Well, I’ll go read,” I just don’t know. I’m dubi- complicated, there were too many things going on, and nobody ous—let me put it that way. I think it is pretty obvious that knew the truth. It dealt with a different country and everything, there aren’t going to be books read on the Internet. I think peo- and I finally put it aside. Later, I came back to it and connected ple really do need to hold something like a book in their hands. Agnes Sorel to the here and now. So in this new book there are It’s one thing to read a quick article on the Internet—if you’re two people who are studying about her in a library. And then looking for something. But I don’t think people are going to there’s a serial murderer—and Agnes. The story of Agnes Sorel just read off the Internet. So, does that mean that they’re going is intertwined with all of this, but it also allows me to decide

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who killed her. Since nobody will ever know, I can decide as thing he does, and he does it over and over again. I’ve never been well as anybody else. And they can’t sue, because they’re dead! good at that; I have to move around. People have tried to get me to write biographies, and there are all sorts of people I’m fasci- PL: How do you manage this workload? Do you set a nated by, but to spend that much time on one person would be word quota each day? difficult for me. I’m sixty-three years old, and there are a finite number of words left in me, and maybe as I wind down, that FD: No, I don’t think I could do that. I try to write a cer- would be something that I could do. You know, that’s a very con- tain amount each day, and I’ve read that some people will work trolled situation in which you’re interviewing people or just work- until they get X number of words done, but that doesn’t work ing in libraries. Maybe that would be something in my dotage. for me. Because sometimes I’m on a roll, and I’d hate to stop and say, “Well, got that.” So sometimes I’ll keep on writing, PL: What do you think you would give up if you decided and other times I’ll stop early because I’m just not going any- to cut back on your workload? where and I think it’s better to go on and do other things. I guess I’m just very good at dividing things up. And maybe it’s FD: You see, that’s the problem. I like all the things I’m doing. good for me; I don’t know if I could be a full-time novelist. I I bitch and moan when I’ve got to start a new story, and I scream don’t know when I could do that. So I’ve jumped from flower at all these dopey athletes, and they’re so hard to get hold of, and to flower—like a busy bee—and that works best for me. all that. But then by the time I sit down in front of the typewriter, you know, I’m into it. So there’s really nothing—I suppose I’ll sort PL: What honey do you have left to find? You have won of cut back—but there’s nothing I want to give up completely. I’m the Peabody and a host of other awards. What else is there? very fortunate that way, I’m very happy in what I do. ■

FD: I’ve been very, very fortunate. But I think I would love to Frank DeFord’s most recent novel is An American Summer have a really good book. I’ve had books that have done very (Sourcebooks, 2002). His recent writings are collected in I’m well—gotten good reviews—but they’ve never taken off. The only Just Getting Started: The Best of Frank DeFord (Triumph book that really did was the one about my daughter who died. Books, 2001), and his NPR work may be found at www. But that’s a memoir; I’m talking about a novel. I had Everybody’s npr.org/about/people/bios/fdeford.html. All American, which was made into a good movie, but I’ve never felt altogether fulfilled by a book. I’ve felt fulfilled writing them, but I’ve never had the success that I would like, so I think that Patrick Jones is a youth services consultant and coauthor of A Core would be . . . that would be sort of a crowning achievement. Collection for Young Adults (Neal-Schuman, 2003); patrick@ connectingya.com. PL: Anything else that you’d like to share about your writ- ing life? Reference FD: Just that I am very fortunate that it comes easy to me, and I am eclectic, and as I said, I wonder whether that’s good. 1. Frank DeFord, “Suicide Squeeze,” Sports Illustrated 97, no. 2 Maybe you’re best when you are like Robert Caro. He found one (July 8, 2002): 66.

ASCLA Preconference on Serving People with Disabilities Is Your Library Still Segregated? Making Your Library Services Accessible to All Patrons

American Library Association Annual Conference will also be able to network with accessibility professionals. Toronto, Canada For example, librarians whose career focus is service to per- Friday, June 20, 2003, 8:30 A.M.–6 P.M. sons who are deaf will discuss effective methods for working Jim Sanders, president and chief executive officer of the with this community. Toronto-based Canadian National Institute for the Blind, will All preconference participants will be invited to attend deliver the keynote address detailing the importance of inclu- the Dr. Dayton M. Forman Award ceremony, which will be sive library services. Patrons with various disabilities will held following the session. The Forman award recognizes an cover the topic of why there is a need to create libraries that individual or organization that has improved library services give all users equal access to materials and information. A for blind or visually impaired Canadians. panel discussion composed of representatives from American Note: The conference will be held at OISE, which is and Canadian libraries (both public and academic) who are accessible and near conference hotels. Registration fees will successfully doing this will follow. Additionally, Web design include a light lunch. professionals will instruct attendees as to how to create acces- Fees: ASCLA/CASLIS members: $135; AM: $175; NM: sible Web sites as well as how library staff can help persons $250; R, S: $81. surmount inaccessible sites. To register, visit www.ala.org/events/annual2003/precon- Break out sessions will follow which will allow partici- ferences.html. For additional information, contact Barbara pants hands-on access to software and equipment such as Mates, 216-623-2911, [email protected]; or Steve JAWS, ZoomText, and specialized input devices. Participants Prine, 202-707-9245, [email protected].

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

lections. These collections can easily be located via the Collection Finder (http://memory.loc.gov/ammem/collections/ finder.html). This section allows browsing by broad topic direc- tory, original format (e.g., manuscripts, maps, and motion pic- The Library of tures), time period, place, the LC division that sponsored the collection, and the format of the content (e.g., mp3, JPEG, and Congress Online MPEG). A semi-hidden link also provides for browsing by sub- ject heading (http://memory.loc.gov/ammem/collections/coll- subjindex1.html). Also, the entire list of collections is available Part 1 for searching (http://memory.loc.gov/ammem/mdbquery.html). The American Memory project is also home to one of my favorite features, Today in History (http://memory.loc.gov/ ammem/today/today.html). Every day, this section reveals a Steven M. Cohen part of the digital collections that corresponds with the events of the day. For example, on March 17 there is a tribute to St. This is the first in a two-part series that will explore the newly Patrick’s Day. The archives of the Today in History collections updated Library of Congress Web site. can also be browsed and searched (http://memory.loc.gov/ ammem/today/archive.html). hile attending a conference in Washington, D.C., during The Global Gateway (http://international.loc.gov/intldl/ Wthe early part of 2001, I had the opportunity to take a intldlhome.html) provides links to databases and resources for full-day tour of the Library of Congress (LC). Since choosing the study of international culture, ideas, and facts, as well as librarianship as a career, I realized that it was my obligation to information on the vast collections available at LC. There are visit the mecca of American information science. I was not dis- two features of this section that stick out as useful ready-refer- appointed. From the moment I stepped in the building to the ence material: (1) Portals to the World; and (2) Research Guides first glance at the central reference room, I knew that this was and Databases. Portals to the World provides factual informa- a special place. This trip was indeed a rite of passage, be it an tion from numerous countries around the globe (www.loc.gov/ expensive one: I spent more than an hour at the gift shop alone! rr/international/portals.html). After choosing a country in the After six hours in this magical yet serene atmosphere, I helped directory, a political map of that county is displayed along with close the place and with a half glance back at the Gutenberg links to various other resources. The map links to the country Bible, my experience was cut short by time. information guide of the CIA World Fact Book. Research Time in physical academic buildings, especially libraries, Guides and Databases (www.loc.gov/rr/international/spguides. has been replaced by round-the-clock access via the Web and html) is another place to start when looking for information on has provided a sense of comfort for those whose schoolwork is foreign countries. It is filled with research databases such as the performed late into the evening. Thus, while there are no true Vietnam Era POW/MIA database (http://lcweb2.loc.gov/pow/ alternatives to actually congregating within the three buildings powhome.html) and the U.S./Russia Joint Commission Docu- that make up the library, the LC Web site is also worth a visit, ments Database (http://lcweb2.loc.gov/frd/tfrquery.html). The and librarians would be remiss if they didn’t visit it on a regu- Global Gateway is well worth the visit. lar basis. I assume that most librarians have already logged on The Thomas Database (http://thomas.loc.gov), a staple in to the LC (www.loc.gov), which was featured in “Internet the LC site since its inception, continues to provide an account Spotlight” back in November/December 2000, but the site had of all of the bills introduced in the United States Congress as a complete overhaul in early 2001, and it deserves another well as archives that go back ten years or more. Search the cur- look. The richness and enormous content of LC await us. rent legislation by bill number or via keyword. When a partic- The new interface gives more options to the user up front ular piece of legislation is found, one can view the full-text, (the old site provided only a few links off the home page). summary, references to the bill in the Congressional Record, Described as “more than a library,” the site is now more invit- and its status in Congress. The section on legislation from past ing to the public and is quick to display its vast collections years contains bill summary and status (back to the 93rd (American Memory, the Global Gateway, America’s Library, Congress), full-text of the bill (back to the 101st Congress), and Exhibitions, and the new Web magazine, Wise Guide). Also public laws by law number (back to the 93rd Congress). It offered, of course, is basic information about LC, such as con- should be noted that each part of the legislation section con- tact information and searching tools. That said, the front page tains a hefty search feature with many advanced options. doesn’t do the site justice. There are many hidden treasures that Thomas also provides a searchable database of the this article will attempt to push to the forefront while review- Congressional Record, a collection of the debates, speeches, ing the aspects of the site that have made it popular. proceedings, and activities that take place on the floor of One of the most extensive digital collections lies in the Congress. Here one can read the current issue (released a few American Memory database, which contains more than seven days after the initial activity), search the full text (back to the million digitized items distributed throughout one hundred col- 101st Congress), search the index (back to the 104th

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Congress), and a look at the roll calls from the House and on the Web. Through such projects as the National Digital Senate. There is also committee information from the House Information Infrastructure and Preservation Program (www. and Senate as well as committee reports (back to the 104th digitalpreservation.gov) and the Minerva Web Preservation Congress). The Thomas database is a very useful tool whose Project (www.loc.gov/minerva), Web content is archived over contents are not indexed by the search engines. the years, preserving the content of important cultural changes The Exhibitions section (www.loc.gov/exhibits) provides of the twentieth and twenty-first centuries. LC is working hard information on the exhibits currently on display at LC; infor- to make sure that it is on the forefront of digital collections and mation on past exhibits is also available. While all exhibits are preservation, and it is indeed leading the way. However, LC not fully available online, there are many samples to browse. also understands that it can’t do it alone, and it has created The site lists each exhibit that the library has handled back to partnerships with other organizations. 1992. I found this section well worth the trip and spent many Part 2 of this column will discuss other parts of the LC site an hour “walking” through the hallowed halls of LC at home that make it appealing to users, such as the copyright office, the in my sleepwear. This section is also searchable. Don’t miss out new ask-a-librarian feature, and the vast link structure that on two collections: “Witness and Response: September 11 assists researchers. Stay tuned . . . ■ Acquisitions at the Library of Congress” (www.loc.gov/ exhibits/911) and American Treasures of the Library of Congress (www.loc.gov/exhibits/treasures), an exhibit that I was lucky enough to see first hand. One of the newest features to the LC site is the monthly Steven M. Cohen is Assistant Librarian at the Web magazine Wise Guide (www.loc.gov/wiseguide). Started in law firm of Rivkin Radler, LLP. He can be October 2002, Wise Guide features articles that are based on reached at [email protected]. the various digital collections available on the LC site. Providing this information in article format highlights pieces that readers may not have noticed before, moving embedded material to the forefront. The site is not searchable yet, and it References need not be for a while, as Wise Guide is still in the early stages of development. Besides, most of the information is also avail- Main LC site able elsewhere on the LC site. www.loc.gov On the front of the LC site, a small link appears under- American Treasures of the Library of Congress neath Wise Guide that reads, “More online collections” www.loc.gov/exhibits/treasures Collection Finder (www.loc.gov/library/libarch-digital.html). This link takes the http://memory.loc.gov/ammem/collections/finder.html reader further into the vast collections of the LC. One interest- Collection Finder by Subject Heading http://memory.loc.gov/ammem/collections/collsubjindex1.html Collection Finder Search Screen http://memory.loc.gov/ammem/mdbquery.html Exhibits I found [the Exhibition] section well www.loc.gov/exhibits Global Gateway worth the trip and spent many an hour http://international.loc.gov/intldl/intldlhome.html Minerva Web Preservation Project “walking” through the hallowed halls of www.loc.gov/minerva More online collections LC at home in my sleepwear. www.loc.gov/library/libarch-digital.html National Digital Information Infrastructure and Preservation Program www.digitalpreservation.gov Portals of the World ing feature is the Prints and Photographs online catalog, a www.loc.gov/rr/international/portals.html searchable database of a “cross-section” of pictures contained Prints and Photographs Catalog in the Prints and Photographs Division of the LC. From the cat- http://lcweb2.loc.gov/pp/pphome.html alog page (http://lcweb2.loc.gov/pp/pphome.html), one can Research Guides and Databases www.loc.gov/rr/international/spguides.html choose to search all of the collections available (forty-four col- September 11 Acquisitions at the Library of Congress lections as of this writing) or only one particular collection. www.loc.gov/exhibits/911 From the query screens, one can search via four parame- Thomas ters: all text in the catalog records, subjects and formats, cre- http://thomas.loc.gov ators and other associated names, and titles. The real strength Today in History http://memory.loc.gov/ammem/today/today.html of these databases is in the browsing feature. One can browse Today in History Archive each collection by subject and format headings or names of cre- http://memory.loc.gov/ammem/today/archive.html ators. Also, one can preview all of the images in each collection. U.S./Russia Joint Commission Documents Database These catalogs can be used by students looking for primary http://lcweb2.loc.gov/frd/tfrquery.html Vietnam Era POW/MIA database sources and should not, in my opinion, be hidden from the http://lcweb2.loc.gov/pow/powhome.html main LC site. Wise Guide The Library of Congress is also on the forefront of collect- www.loc.gov/wiseguide/index-flash.html ing and digitizing works that only appear in electronic format

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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.

spends a lot of time searching the Web and collecting sites may need more functionality than what browsers offer. In most cases, Researchers bookmark managers enable researchers to access their book- marks from any Internet terminal and create folders and sub- folders with descriptions, ratings, and keywords. Web-based Online Toolkit bookmark managers allow researchers to log in at any computer and access their files. Two free Web-based programs offering the standard features listed above are BackFlip (www.backflip.com) and Yahoo! Bookmarks (bookmarks.yahoo.com). Paula Wilson Powermarks (www.kaylon.com) is an affordable bookmark manager that organizes bookmarks with folders and uses a non- ibrarians can provide customers with information to support hierarchical list and keyword searching to locate links. Ltheir research. Organizing and managing that information is Bookmarks that can be categorized in two or more subject areas something that librarians normally leave up to the patron. Now must either be assigned to one category or duplicated in multi- patrons can employ online tools that assist with tasks such as ple folders. Powermarks is a stand-alone software that operates searching for information, organizing bookmarks, formatting on an individual computer; however, users can synchronize their bibliographies, and managing research projects, quickly taking bookmark files to the Web using a feature named NetSync. them from query to manuscript. An awareness of these products Netsync allows users to backup bookmarks, synchronize collec- will help librarians show customers how best to use the materi- tions, and access bookmarks from any computer. als we helped them find once they leave the library. Creating Bibliographies Search Engine Toolbars Researchers will be pleased at the number of useful products Many search engines offer a toolbar that can be integrated into available to assist them in creating bibliographies. The once free the user’s Internet browser. This allows the user to perform a and now affordable NoodleBib 3.0 (www.noodletools.com/ search without visiting the search engine’s home page. Such tool- noodlebib) provides users a way to automate the creation of bib- bars often include additional features. Google (www.google.com), liographies. Subscriptions are available for individuals and for example, offers a toolbar that also allows users to search the groups, and prices range from $4 for three months to up to pages of the currently viewed site, ranks the number of links to the $300 per year for up to 4,000 students. Custom quotes are page from other Web sites, and analyzes the importance of the available for larger groups, including consortium pricing. pages making those links. Other buttons on the toolbar allow the Once logged in, users choose between MLA or APA format- user to automate certain tasks, such as translating pages to ting. A drop-down list allows users to choose the type of mate- English, retrieving similar pages, and launching a prewritten rial, such as audiovisual media, books and other nonperiodicals, search. Lastly, search terms are highlighted in the results page. At electronic sources, periodicals, technical reports, theses and dis- this time, the Google toolbar only works with Internet Explorer sertations, and unpublished manuscripts. Once the source cate- 5.0 or later. Other search engines also offer customizable toolbars gory is established, further descriptive options may be available. that integrate with the user’s Web browser. A form soliciting the type of information needed for each specific Other products also exist to help boost Web search capabili- citation enables users to input information about the resource. ties. Two tools that work with Internet browsers are Copernic Within the form are notes and instructions that prompt for the Agent Basic and WebFerret. Copernic Agent Basic (www.coper- correct information. Users may also type in an annotation. nic.com) is a free, downloadable program that searches ninety Source lists can be saved and retrieved at a later date, and items search engines simultaneously; however, many of the features that may be added and deleted. Bibliographies that did not originate will enable you to manage your results effectively are only avail- in NoodleBibs cannot be imported into the program. able in the upgraded products that Copernic offers (other versions A similar, more robust product called EndNote (www. with varying degrees of functionality and pricing include Copernic endnote.com) dubs itself the “complete reference solution.” Agent Professional and Copernic Agent Personal). WebFerret EndNote searches online bibliographic databases and collects (www.ferretsoft.com/webferret.htm) also searches multiple search selected references into a file. EndNote also acts as an image data- engines simultaneously. Results can be validated and saved, and base, storing images, charts, and figures. Product costs range from users can filter pornography and remove duplicates. $29.95 (a student’s six-month rental price) to $329 (a full license to own). EndNote organizes references into “libraries,” which the Bookmark Managers researcher fills by either manually typing the entries or collecting them through database searches. Fields that appear in a reference Internet browsers have made adding, organizing, importing, and exporting bookmarks fairly easy. However, the researcher who continued on page 121

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Opportunities, Awards, and Honors is an occasional column featuring library and librarian achievements, grants, bequests, and other funding announcements.

Twenty-First Century Librarian Award was established to rec- ognize the role librarians play in shaping the twenty-first cen- tury information environment. The cash awards are presented Opportunities, annually to leaders in the field who are actively involved in shaping the organizational, social, and technological transition Awards, and Honors to the increasingly digital library. Nominating information and criteria can be found at http://21stcentury.syr.edu/nomination.php. Rochelle Hartman Wadham Invited to Serve on Foundation for America’s Libraries Advisory Committee elcome to the first “Opportunities, Awards, and WHonors,” a new, occasional column that will give public The White House invited Tim Wadham, youth services coordi- librarians and libraries a space to share their good news about nator for the Maricopa County (Ariz.) Library District to be a outstanding professional achievements, bequests received, and member of the advisory committee for the Laura Bush grants and other financial or material awards. In addition to Foundation for America’s Libraries. The foundation, estab- horn-tooting, the column will also feature news about grant lished in Laura Bush’s name through the Community and other competitive funding opportunities. Foundation for the National Capital Region in Washington, Share your favorite sources for gathering information on D.C., will make grants to school libraries across the country to grants and other funding sources, such as electronic lists, sub- purchase books and print materials. Wadham is the only mem- scription databases, and print resources. I’ll highlight some in ber representing a public library. each column. The Laura Bush Foundation, www.laurabushfoundation.org; Maricopa County Library District, www. maricopa.gov/library.

Honors Author Peck Wins Anne V. Zarrow Award Cronin Given S. S. Green Award Although he’s not a librarian, author Richard Peck was hon- Elizabeth J. Cronin of the Ocean County (N.J.) Library–Toms ored by the library community with the Tulsa Library Trust’s River Branch received the S. S. Green Award from Library 2002 Anne V. Zarrow Award for Young Readers’ Literature. Systems and Services, LLC, for best reference transaction. The Peck was feted in a fan-filled ceremony on August 23, 2002, at $500 award is given in recognition of the best transcript of a the Tulsa Central Library, where he was presented with a virtual, synchronous reference transaction and was presented $5,000 cash prize and an engraved crystal book. Begun in during the LITA National Forum in October 2002. The trans- 1991, the annual award is given to a nationally recognized action was selected by a panel of nine practitioners and author who has made a significant contribution to the field of research specialists. In selecting the best electronic transcript of literature for young adults and children. a chat or live transaction (exclusive of e-mail transactions), the www.tulsalibrary.org/eventguide/press/zarrowfactsheet.htm panel considered factors such as user and librarian satisfaction, accuracy, and utility of the answer to the user. The Green award is given bimonthly and is open to all librarians who participate Grants Awarded and Bequests Received in virtual reference. Bloomington (Ill.) Public Library Transactions can be submitted to http://rca.pwl.com/ Receives Illinois First Grant greenaward/green_submit.html. Guidelines can be found at http://purl.org/net/checklist. Thanks to an Illinois First grant, the Bloomington (Ill.) Public Library will have a twenty-computer electronic classroom by fall 2003. The award comes from the Illinois First program and Strong and Polly Win is administered through the Illinois Department of Commerce Twenty-First Century Librarian Awards and Community Affairs. Retired state senator John Maitland of Gary E. Strong, director of the Queens Borough (N.Y.) Public Bloomington and state representatives Dan Rutherford and Library, is the winner of the second annual Twenty-First Dan Brady, of Chenoa and Bloomington, respectively, are cred- Century Librarian Award given by Syracuse University’s School ited with helping the library obtain the money. Awarded in of Information Studies. Strong and Jean Armour Polly, winner spring 2002, the $200,000 grant will be used to create a high- of the Twenty-First Century Librarian of Central New York tech lab and meeting space for staff training, public classes, and award, were honored in a ceremony in Syracuse on October 18, community groups. 2002. Polly is founder of Net-mom and administrator of sys- Bloomington Public Library, www.bloomingtonlibrary.org; tems and technology at the Liverpool (N.Y.) Public Library. The Illinois First, http://illinoisgis.ito.state.il.us/ilfirst

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Grant Funds and Awards Available Rochelle Hartman to Edit New Fifteenth Annual Ezra Jack Keats Public Libraries Column Foundation Minigrants Available Public Libraries is pleased to welcome Rochelle In celebration of the fortieth anniversary of the publication of Hartman as the contributing editor for our new “Op- The Snowy Day, $40,000 will be awarded in December 2003 portunities, Awards and Honors” column. Hartman is for the Fifteenth Annual Minigrants. The grants recognize inno- the Public Services Librarian at the Bloomington (Ill.) vative and imaginative public library and public school library programs designed to combat illiteracy. Minigrants of $350 are Public Library. She has worked in public libraries for available for such programs. The deadline for submissions is more than ten years and has an interest in library devel- September 15, 2003. Minigrant applicants must be from the opment and public relations as well as community United States, and proposed projects must be exclusively spon- information issues. She was the editor of Cognotes at sored by the Ezra Jack Keats Foundation. Programs that will be the 2002 ALA Annual Convention and the 2003 Mid- considered include storytelling, innovative or noteworthy work- winter Meeting and was a contributor to Revolting shops, and festivals. Workshops targeted at parents and librari- Librarians Redux (McFarland 2003). ans are also considered worthy. Programs featuring the works of Ezra Jack Keats will be given special attention. Applications for proposals may be downloaded from the Keats Web site: www.ezra-jack-keats.org. Eugene (Ore.) Public Library Receives Giehart Bequest The Eugene (Ore.) Public Library received a bequest of more than $1 million from the estate of Ruel Giehart. The library was Community Facilities Direct notified of the gift, which came as a surprise, in May 2002. Little Loans and Grants Available is known about Giehart, who passed away at the age of 90 in Community Facilities (CF) Direct Loans and Grants provide early 2002. He lived in a modest home with his sister and drove funds to public bodies, nonprofit corporations, and Indian an old, well-kept truck. Both he and his sister Mary loved books tribes for the development of essential community facilities for and read a book a day. The library used the bequest to establish public use in rural areas and towns with a population of 20,000 an endowment fund for future programming and services. or fewer. Under the CF program, grants may be made to public www.ci.eugene.or.us/library bodies and nonprofit organizations to assist in the development of essential community facilities for public use in small, poor, and needy communities. Grants may be made for up to 75 per- Toledo-Lucas (Ohio) Public Library Receives cent of the cost to develop the project. Priority is given to appli- Area Office on Aging Grant cants located in and serving rural areas and towns with The Toledo-Lucas (Ohio) Public Library received a $50,000 populations of 5,000 or fewer and where the median household grant from the Area Office on Aging of Northwestern Ohio in income of the population to be served by the proposed facility June 2002. Members of the library board of trustees announced is below the poverty line or 60 percent of the state nonmetro- that they would accept the grant at a June 2002 meeting. The politan median household income, whichever is higher. Grant grant will be used to purchase books, videos, magazines, and funds are highly competitive and are based on a priority selec- brochures. The materials will be available at the main library tion process. and all eighteen branch libraries to aid in counseling, support, More information is available from state Rural Develop- training, and respite services for caregivers. The library is also ment offices. A list of state offices is available at www.rurdev. providing training for its staff about issues affecting senior cit- usda.gov/recd_map.html. A FAQ is available at www.rurdev. izens and about local services for seniors. usda.gov/rhs/cf/cp_d_g_faq.htm. ■ www.library.toledo.oh.us

Round Rock (Tex.) Public Library Receives Burelbach Bequest The information provided in this column is obtained from press releases from libraries, In June 2002 the Round Rock (Tex.) Public Library received a award, and funding agencies. Send announce- $20,000 bequest from the Muriel Burelbach estate. The funds ments to the contributing editor, Rochelle were used to improve the aging nonfiction collection by pur- Hartman, 905 N. Madison, Bloomington, IL chasing works identified in the Public Library Catalog. 61701; [email protected]. www.ci.round-rock.tx.us/library/library.html

PLA Awards and Honors

PLA offers awards and honors designed to highlight the best in public library service. Application deadline (date of postmark) is December 1, 2003. For more information, see the article “PLA Awards and Honors” on page 122 in the news section of this issue.

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FEATURE

that knowledge is what the teacher has The Public Children’s to impart to the students. Under this phi- losophy, content and strategy are imposed on the learner by the teacher; Librarian As Educator the curriculum is organized along a pre- set sequence that students follow. The success of learning is measured by Elizabeth Danley change in observable behavior, and the common measurement tool is the stan- dardized test. The public library is a community’s informal educational On the other hand, constructivists say that “knowledge is not a single con- institution. Public librarians serving children are natural stant,” some one thing to be attained by teachers as they implement elements of constructivist the learner. It is built by the learner from hands-on experience in realistic settings learning theory in their reference transactions with the young. and enhanced by collaboration with a more knowledgeable other person who performs as guide. Lev Vygotsky, in his ho are public children’s librarians? Are they storytellers? Are they studies of cognitive theory, emphasized reader’s advisors, Internet guides, makers of cute things? Certainly they the social influence of the adult on the perform all these roles. But these responsibilities make up only a minor child’s problem-solving abilities. At any part of the job description of the public library youth specialist. What point in a child’s development, there are Wmay come as a surprise for some outside the library community, and even some within three levels of tasks: problems that the it, is that the public children’s librarian is an educator. child can solve independently without David Carr describes public libraries as cultural institutions “intended for learn- assistance, others that are beyond the 1 ers and for lives of self-invention and pursuit.” But the public has some difficulty rec- child’s developmental level to solve, and ognizing and acknowledging the educational function of public libraries. Although the still others that the child can solve with public library is associated with lifelong learning, Margaret Steig asserts that the guidance from a more capable other per- library’s “educational effort is usually difficult to isolate because it is supporting and son. He referred to this third area of the 2 reinforcing” rather than direct. Similarly, while public library youth services are gen- developmental continuum as the “zone of erally viewed by the community as supportive of formal education, youth services proximal development.”5 Constructivist- librarians are often not recognized as educators, even by those on the library staff. minded librarians know how to provide Two American Library Association publications allude to the educational role of the guidance needed when a child under- the library and the children’s librarian in the life of the community. Planning for takes a task in the zone of proximal devel- 3 Results delineates thirteen ways the public library can meet community needs. Five of opment. They are educational scaffolders those responses—basic literacy, cultural awareness, formal learning support, informa- in the truest sense. tion literacy, and lifelong learning—specifically address the educational role of the public library. Competencies for Librarians Serving Children in Public Libraries 4 names the standards for what makes an effective children’s librarian. Throughout this Scaffolding book, the children’s librarian is identified as a teacher and mentor. Competencies describes an information professional who is informed by learning theory and applies Wood, Bruner, and Ross coined the term it to the library setting, who designs learning experiences to address specific needs, and scaffolding to describe the teaching- who guides children to become independent information gatherers. The book learning that occurs in the zone of prox- describes the librarian who serves children in public libraries as one who helps chil- imal development mentioned above. 6 In dren develop the tools to locate and sift through information, to gain skills that will building construction, a scaffold pro- empower them to control their lives. vides support and extends the reach of The particular educational theory practiced by public library youth services the worker. It enables the worker to providers over the years is actually a group of theories that make up an educational complete a task that could not be accom- philosophy called constructivism. Constructivism emerged from the cognition studies plished without it. So too in learning the of Jean Piaget and the mediated learning writings of Lev Vygotsky and Jerome Bruner. scaffold provides a constantly shifting It is a view of learning that is working its way into the formal educational establish- structure to support the learner’s increas- ment. As it settles alongside traditional teaching methods, it is contributing to the less- ing abilities. Three conditions must exist ening popularity of behaviorist teaching practices in the schools. for effective scaffolding to occur: (1) the For most of the latter half of the twentieth century, those attending public schools learner must be able to participate in the were taught using behaviorist methods fathered by psychologist B. F. Skinner. activity from the beginning; (2) he or she Behaviorism is associated with external rewards that motivate the learner and the view must be able to do more and more of the activity without assistance; and (3) the scaffold must be adjustable to the Submitted July 2002; accepted October 2002 learner’s changing capability.

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Implementation of the scaffolding model originates in out-of-school learn- How to Recognize a Constructivist ing situations: between master and apprentice, parent and child, expert and Children’s Reference Librarian novice. In those real-life interactions, learners are encouraged to participate The constructivist librarian will: from the beginning in authentic activities with others and only just beyond the 1. Show interest in the child and the child’s question level they are able to perform alone. In- 2. Gently encourage the child to state the question as the child understands it school learning has been generally char- 3. Listen for uncertainty and acknowledge the anxiety that accompanies the acterized as a solitary but competitive beginning of an investigation endeavor in which success is measured by 4. Explore the question together, so that both librarian and child understand whether the learner is more or less suc- what is being sought cessful than others. Out-of-school learn- 5. Avoid taking over the homework question or refusing support for solving ing situations rely on social interaction it where collaboration involves learner and 6. Gauge the child’s intellectual level so the potential information sources will teacher as well as others participating in be appropriate the learning process. Learners are placed 7. Think out loud while identifying possible sources in positions in which they are not 8. Give the child hands-on experience with materials—using the computer, for allowed to fail; modeling is common as example, and handling a print source the teacher demonstrates behaviors that 9. Talk through the process as a partner to the child make the activity successful. As learners 10. Allow the child the pleasure of taking the lead in the task completion progress, participation increases until the line between learners and teachers fades. Clearly, scaffolding is an apt label interact with the librarian; for instance, work together in the learner’s zone of for how youth services librarians inter- “Oh, I’m so glad you have that question.” proximal development when the learner act with children on a daily basis. A most needs guidance to complete a task. closer look at the elements of scaffolding The guide’s collaborative role is to extend Ownership provides insight into the librarian’s role the learner’s efforts without rejecting as educator. Responsibility for establishing ownership what the learner has already done. is identified with keeping the learner Integral to successful collaboration focused by making the activity matter between child and librarian is the shared Elements of Scaffolding personally. When the child brings to the understanding of the goal of the interac- public librarian an information request tion. When children seek answers to their Wood, Bruner, and Ross and Applebee that comes from the child’s personal own questions, they recognize what they and Langer explored the functions of interest, the sense of ownership about the want to accomplish with the information scaffolding.7 From their descriptions request predates the reference request. gained. But when children bring ques- emerge eight interdependent elements Other times, a child may seek informa- tions that were assigned to them, they that inform, support, and extend each tion on an assigned question, an often do not understand the point of the other: attention, ownership, collabora- “imposed query.”9 In such a case, the quest. In those cases the collaborators tion, appropriateness, modeling, sup- child may not yet have a proprietary feel- work together to figure out the who, port, adjustment, and internalization.8 ing about the subject of the question, but what, where, and when of the query The effective children’s librarian puts he or she has taken responsibility for the before going on to explore the question, these elements into action to provide interaction with the librarian. It is the give it focus and personal meaning, and scaffolding for young clients. librarian’s job not only to avoid taking then locate the information. that control of the interaction away from the child but also to treat the child and Attention Appropriateness the query in such a way that the child will Gaining the young information seeker’s assume a firmer authority over the quest The most effective learning occurs when attention is the librarian’s task long and maintain the lead in the interaction. the more capable partner knows at what before the reference meeting—that is, For example, the librarian might ask, point to provide support in the zone of placing the public library and the librar- “What kind of questions would you like proximal development.10 Kuhlthau ian in the young information seeker’s to answer about the subject?” Put simply, describes the librarian as a mediator, “a world. Both in-house services and off-site the librarian does not merely find the person who assists, guides, enables, and programs (including outreach efforts to needed information and give it to the otherwise intervenes in another person’s schools and other associations) are essen- child, but engages the child in the process search for information.”11 Cooperative tial to getting the attention of the child. of negotiating the question, locating exploration of the reference question pro- By the time the child comes to the library sources, and identifying the information. vides the child with the experience of with a reference query, that part of the question negotiation. At the same time, it scaffolding process has been accom- gives the librarian the needed information Collaboration plished. The next step in gaining attention for recognizing the appropriate level of is approaching the child with verbal and Collaboration occurs throughout the intervention. When the child approaches body language that invites him or her to scaffolding process as teacher and learner the librarian, whether or not the query is

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imposed, he or she recognizes that there occurs during the process, and internal- often first examine their own knowledge is a gap, a need for information, but the ization is the anticipated result of scaf- bases, then perform some preliminary lack of experience as an information folding. When scaffolding is successful, looking-up, and then approach the seeker and limited vocabulary might the scaffolder gradually adjusts by with- information professional. It is at this make articulation difficult. The librarian drawing unneeded assistance. The librar- stage that librarians have the opportu- as counselor listens for and accepts the ian-scaffolder retains and revises the nity to serve as scaffolders. The con- confusion that marks the early stages of supports that the client continues to need structivist librarian does not provide the child’s information search. Conver- as he or she goes on to use the library for answers; rather, he or she performs the sation allows the child to identify gaps, assistance as an independent learner. As role of guide. Through open-ended ques- clarify incompatibilities, and build a supports are withdrawn, the child can tioning, the scaffolding librarian encour- focus.12 The information professional internalize the learning that then ages the seeker to articulate the need. In serving children understands from the becomes part of the child’s information so doing, the seeker is able to identify reference interaction and from knowl- seeking toolbox. The librarian is gratified himself or herself as the leader in the edge of developmental needs the point at to see the child enter the library and pur- interaction. The librarian shows per- which to intervene and the level of scaf- posefully self-engage in the search for sonal interest in the individual and hon- folding to provide in the quest. information. ors the seeker’s quest as the librarian applies his or her understanding of the information-seeking process to the Modeling Scaffolding Model learner’s cognitive level. The librarian as The learner observes and learns from facilitator of learning delves into the another while at the same time carrying Figure 1 illustrates a model for scaffold- store of personal contacts to determine if out pieces of the task individually; this is ing in information seeking by organizing he or she needs to direct the seeker to part of the progression toward taking seeking into three broad categories: self, another human resource. For the con- responsibility for the task’s accomplish- interpersonal, and impersonal. Although structivist, learning is not a one-person ment.13 As the effective librarian assists information seekers have different pref- process but one that is shared by copar- with the child’s request, he or she erences, Brown notes that most people ticipants; teachers also learn during the demonstrates to the child the procedure express their favorite source category as process. The effective librarian who of focusing on, clarifying, locating, and interpersonal.16 Information-seekers identifies himself or herself as an educa- extracting information. The librarian thinks out loud, demonstrating search strategies that the child can then use. The librarian’s interest in the child’s Scaffolding in Information Seeking information need gains the child’s trust. That trust makes modeling possible. Self Interpersonal Impersonal Search one’s store of Ask someone Look it up Support knowledge Support infuses and defines the other elements of scaffolding. It can be physi- cal (creating an atmosphere that invites Someone else becomes scaffolding Someone else supplies answer investigation), intellectual (dialogue agent built around an activity and leading to a progression of thought), and emotional (trust, respect, encouragement). Carr Scaffolding Librarian Qualities Scaffolding Librarian Actions describes the librarian-scaffolder as a

“committed human being, a person who 1. Knows more about 1. Adapts to learner’s level and is paying attention.”14 The effective chil- information-seeking than learner style dren’s librarian conveys to the child seri- 2. Accessible and approachable 2. Collaborates with learner ous consideration of the request, whether the query is self-initiated or 3. Self- identified as learner 3. Models information-seeking imposed. The librarian shows respect for 4. Respectful of learner strategies the young information seeker by listen- 5. Willing to guide learner to 4. Provides material for learning ing closely and by helping the child artic- more appropriate scaffolding 5. Asks questions ulate the request. Asking open-ended agent 6. Encourages learner to take lead questions, using encouragers such as “go 7. Validates learner’s curiosity and on,” and restating the question help the findings child refine and clarify the information needed.15 Desired Outcome Adjustment and Internalization Learner internalizes techniques Adjustment and internalization are closely related in scaffolding. Adjustment FIGURE 1

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tor and a learner not only performs the seeking experience to guide them to 7. Ibid; Arthur M. Applebee and Judith A. role of collaborator in the individual become self-directed learners. In so Langer, “Instructional Scaffolding: Read- quest, but also serves as a model of the doing, children’s librarians bring ing and Writing As Natural Language Activities,” Language Arts 60 (Feb. self-directed information seeker. together formal and informal educa- 1983): 168–75. Information providers who are accessi- tional systems to grow lifelong learners. 8. Elizabeth B. Danley, “The Use of ble and approachable and who establish One can think of no more important Scaffolding Agents in Homeschool relationships of trust encourage children responsibility for librarians serving chil- Learning Environments of Early to return to the library to collaborate in dren in public libraries. ■ Adolescents: A Case Study Conducted in Tallahassee, Florida” (Tallahassee, Fla.: future information-seeking quests. University Microfilms, 1998). 9. Melissa Gross, “The Imposed Query Elizabeth Danley is a reference librarian at and Information Services for Children,” Conclusion the Arkansas State Library; edanley@ Journal of Youth Services in Libraries 13 asl.lib.ar.us. (winter 2000): 10–17. 10. David Wood and David Middleton, “A For the public librarian serving children, Study of Assisted Problem-Solving,” constructivism has great relevance. The British Journal of Psychology 66 (1975): public library fulfills its role as a learning References 181–91. institution when it is staffed with infor- 11. Carol C. Kuhlthau, Seeking Meaning: A 1. David Carr, “Minds in Museums and Process Approach to Library and mation providers who apply construc- Information Services (Norwood, N.Y.: tivist teaching practices to the Libraries: The Cognitive Management of Cultural Institutions,” Teachers College Ablex, 1993). information-seeking needs of their Record (fall 1991): 11. 12. Ibid. patrons. During the reference interview 2. Margaret Steig, Change and Challenge 13. Bonnie E. Litowitz, “Deconstruction in the child and the librarian negotiate the in Library and Information Science the Zone of Proximal Development,” in question, thereby encouraging the Education (Chicago: ALA, 1992). Contexts for Learning: Sociocultural 3. Ethel Himmel and William James Wilson, Dynamics in Children’s Development, seeker’s inquiry and helping to clarify Planning for Results: A Public Library eds. Ellis A. Forman, Norris Minick, and thought. The librarian is engaged with Transformational Process (Chicago: ALA C. Addison Stone (New York: Oxford the individual at the moment of need. 1998). Univ. Pr., 1993). The separation of the public library from 4. “Competencies for Librarians Serving 14. David Carr, “Reading the Tracks.” the school setting and source of assign- Children in Public Libraries,” Journal of Speech given at the New York Public Youth Services 14 (winter 2001): 21–24. Library, March 17, 1995. ment for teacher-imposed queries gives 5. Lev Vygotsky, Mind in Society: The 15. Elaine Z. Jennerich and Edward J. the child the leadership position as the Development of Higher Psychological Jennerich, The Reference Interview As a young client asks for assistance from the Processes (Cambridge: Harvard Univ. Creative Art (Englewood, Colo.: Libraries trusted librarian in pursuing the solution Pr., 1978), 86. Unlimited, 1997). 6. David Wood, Jerome Bruner, and Gail 16. Mary E. Brown, “A General Model of to a question. As scaffolding agents, Ross, “The Role of Tutoring in Problem Information-Seeking Behavior,” Pro- librarians in public libraries listen to Solving,” Journal of Child Psychology ceedings of the 54th ASIS Annual their clients and adjust the information- 17 (Apr. 1976): 89–100. Meeting 28 (1991): 9–14.

Critical Librarian Shortage Leaves Thousands of Jobs Open across the United States

The following was excerpted from a press release issued ter lists more open library positions than at any time in the last August 7, 2002, from the University of Buffalo Department twenty years,” Robinson says, “and library administrators are of Library and Information Studies. Read the full article vying for the smallest pool of candidates in three decades.” online at www.buffalo.edu/news/fast-execute.cgi/article-page. Librarians are in such demand, Robinson says, an esti- html?article=58020009. mated 80 percent of the University of Buffalo’s 120 library- science graduates last year were employed in the field within High Demand for Hot Info-Tech Skills Makes three months of graduation. Librarians a Precious Commodity Whether the traditional or high-tech aspects of library BUFFALO, N.Y.—If you’re looking for a good job with science are most appealing, Robinson says now is the time to superior benefits, great hours, and attractive working condi- pick up a degree whose value is waxing while others wane. tions—Get thee to a library school! “You can earn a master’s degree in library science—an In America’s libraries, thousands of good jobs are going MLS—in a little more than one year,” she points out, “and be begging, says Judith S. Robinson, Ph.D., professor and chair in very high demand on the job market.” of the Department of Library and Information Studies in the “School libraries, which project 25,000 job vacancies by University at Buffalo School of Informatics. 2005, call the librarian shortage a ‘crisis.’ “Most people don’t know that there is a massive job sur- “Administrators of school, university, and public plus in the field. It is the result of a wave of retirements, the libraries are beating the bushes to locate qualified applicants movement of librarians into lucrative business positions, and to fill thousands of vacancies,” she adds. “Many urban the new prosperity of many library systems, which has libraries can’t staff new branches and small-town libraries, allowed the creation of new positions. sometimes hobbled by lower salaries, can remain unstaffed “Today, the American Library Association Placement Cen- for years.”

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FEATURE

Hand in Hand Pratt at the Port: An Overview of the Museums and Libraries Exploration Center In December 1998 the Baltimore chil- dren’s museum, Port Discovery, opened Working Together its doors to the public. Inside Port Discovery was the Exploration Center, a public library. The Exploration Center is a part of the Enoch Pratt Free Library, Betsy Diamant-Cohen and Dina Sherman serving as a public library for the State of Maryland as well as Baltimore. Library and museum collaborations are the wave of the future. Maryland residents are able to obtain library cards there, check out books, and Sharing resources and expertise can help institutions save return them to any public library in the state. Deserving of its name, the money, build new audiences, and expand programming Exploration Center offers computers capabilities. Two examples of long-term, successful and books that enable visitors to explore and expand upon different aspects of the collaborations are the Exploration Center at the Port museum exhibits. Children can often be found in the library using the Internet, Discovery Children’s Museum and the Brooklyn Expedition. playing games on computers, participat- ing in programs, and looking at books. t sounds so simple: museums and libraries working together. But while they share In the planning stages of the similar missions and similar audiences, it doesn’t happen very often. However, museum, Port Discovery had approached when it does, amazing things can happen! There are many possible ways to col- several cultural institutions in Baltimore laborate, from small, one-time programs to large, long-term projects that can with the idea of a collaboration that Idrastically change the way people think about these institutions. would help launch kids into lifelong What are the benefits of partnerships? Simply put, the whole becomes greater learning. Although an art museum, a sci- than the sum of its parts. Collaborations can save institutions money by allowing them ence center, and a few other nonprofit to share resources and can lend support to overworked staff by bringing in programs organizations were invited to participate, from a partner site. Staff development is a natural outcome of these partnerships, as Baltimore’s public library system, the museum staff and librarians learn from one another as they work together. Enoch Pratt Free Library, was the only Marketing and audience development are also areas in which collaborations add organization that rose to the challenge. strength. In Brooklyn, New York, collaboration has gone beyond one or two partners. Six The museum raised private money that cultural institutions have joined together to create the Heart of Brooklyn. The goal of the was earmarked for capital expenses relat- consortium is “not only to market each of the institutions to the entirety of Brooklyn and ing to establishing the center. Once the the city, but also to do some collaborative programming,” says Sofia Sequenzia, deputy library opened, Port Discovery agreed to director for public service for the Brooklyn Public Library. “One of the areas we started be responsible for cleaning, electric bills, focusing on was attracting children and families to the various institutions.” housekeeping, insurance, security, and Collaborative projects often have an impact on more than just the institutions other facility-related issues. The Enoch involved, and as such, they can make community members sit up and take notice in Pratt Free Library agreed to provide the ways they haven’t before. In Indianapolis, Indiana, the public library system has staff and to be responsible for salaries, opened a full-service branch in the local children’s museum. The branch was created materials, supplies, and maintenance of by seed money from the Institute of Museum of Library Services, and a $5.3 million the computer network. endowment will support it in the future. “It will be the only branch that is not funded The center’s materials collection is through our operating budget. It is not funded by the city . . ., [and] the local politi- eclectic, yet everything is related to the cians are very pleased about [that],” says Chris Cairo, director of project development concepts and programs in the museum. for Indianapolis Marion Public Library. For example, young customers to the Two examples of successful long-term collaborations are the Exploration Center (a museum can “perform” brain surgery project of the Enoch Pratt Free Library and the Port Discovery Children’s Museum, while hearing about Ben Carson, the Baltimore) and the Brooklyn Expedition project (a collaborative venture of the Brooklyn notable African-American neurosurgeon Children’s Museum, Brooklyn Public Library, and Brooklyn Museum of Art). These two and director of pediatric neurosurgery at projects function in very different ways, yet both have combined the resources of muse- the Johns Hopkins Medical Institutions ums and libraries to provide new and exciting services to the public. in Baltimore. In the Exploration Center, they can “perform” heart surgery using computer games and read Carson’s auto- This article was solicited by the feature editor. biography. In the museum, visitors travel

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to ancient Egypt while trying to find a hidden tomb. In the library, they can read books about mummies, pyramids, and pharaohs and be linked to related Web sites.

Policy The Exploration Center was designed to expand upon the topics of the museum. In order to make the collaboration as successful as possible, the partners agreed on a plan of outreach as well as simply one of supplementation. One of the first challenges was to set a policy of how the library could utilize museum exhibits. This is not as simple as it seems: entrance to the library is free, but entrance into museum exhibits requires admission tickets. It was finally agreed that nonpaying visitors would be allowed into museum exhibits as part of a scheduled library program, with a librarian in attendance at all times. This opened the door for some excit- ing and fun collaborative programming. One good example is a storytime program featuring Tomie de Paola’s Bill and Pete and Bill and Pete Go Down the Nile. During the storytime, the group leaves the Exploration Center and takes a trip to the museum’s ancient Egypt exhibit. Having heard about pyramids, the Nile river, and mummies (and seeing Bill pushed into a sarcophagus!), children now get a chance to ferry themselves across the Nile, to walk inside long stone corridors similar to those of a pyramid, to view a mummy, and to climb into a sarcophagus. When they return to the Exploration Center, they are directed to both serious and fun Web sites on Ancient Egypt. The Exploration Center staff works with the Port Discovery staff on collabo- rative programs that introduce the library to kids, families, and teachers. One suc- cessful example was a Harry Potter week- end, which brought in thousands of eager fans. Sponsored by the library, all activi- ties were free and held in the main entry hall of the museum. Since the museum helped with planning, materials, and tech- then divided into their houses for a their research for other programs and nical assistance, the event occurred on a “Hogwarts final exam” administered by exhibits. The Exploration Center also grand scale with exciting signs and props. library staff; the museum gift shop pro- has traditional library programs such as For instance, when children went through vided prizes. After enjoying the free preschool storytimes, booktalk pro- the sorting hat ceremony, a library volun- events, about half of the visitors pur- grams geared for ages six to ten, film teer used the museum’s cordless mike with chased tickets into the museum. They screenings, and three weekly Mother a radio receiver, making it seem as if the were able to participate in a museumwide Goose on the Loose nursery rhyme pro- hat itself was speaking. Once children Harry Potter scavenger hunt. In just one grams for children of ages three months were assigned to their house, a picture was weekend, both the museum and library to two years with a parent or caregiver. taken with the museum’s Polaroid camera, had gained new fans. Naturally, logistical questions arise pasted onto a Hogwarts ID card, lami- Library resources and staff are all the time, from major issues to minute nated, and given to the child. Children available to assist the museum staff in ones such as who is responsible for

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Other Museum–Public Library Collaborations

The Strong Museum (www.strongmuseum.org) in The Denver Public Library (www.denver.lib.co.us) is located Rochester, New York, is a highly interactive history museum across a plaza from the Denver Art Museum (www. that operates its lending library in partnership with the denverartmuseum.org). Joint programming takes place Central Library of Rochester and Monroe County between these two institutions: librarians give storytimes in (http://mcls.rochester.lib.ny.us/central). Museum visitors can the museum, and art educators lead art projects in the choose books from shelves in the exhibits as they walk library. Since these programs have started, more families through the museum and check them out through a public have been visiting the museum. circulation system upon exiting the museum. In Harrisburg, Pennsylvania, the Dauphin County Library The Four County Library System (www.4cls.org) in the System (www.dcls.org) has included local museums as desti- Southern Tier of New York State is a public library that nations on summer reading-club program scavenger hunts. works with a children’s and science museum and a history The Providence (R.I.) Public Library (www.provlib.org) and and art museum in Binghamton. They share joint program- the Rhode Island School of Design Museum (www.risd.edu/ ming and collections. The library also provides reading museum.cfm) collaborate through Art ConText (www.risd. areas in the museum exhibits. edu/artcontext/index.htm), a program that brings art and The Children’s Museum of Houston, Texas, hosts the Parent reading to Rhode Island residents. Resource Library (www.cmhouston.org/library/library.htm), The Leigh Yawkey Woodson Art Museum (www.lywam.org) part of the Houston Public Library system. Parents can and the Marathon County Public Library (www.mcpl. check out both parenting and children’s materials. The pub- lib.wi.us) in Wausau, Wisconson, produced a series of public lic library system provides the collection, and the museum programs with visits by Australian and American authors, an provides the space, equipment, and staff. exhibition of illustrations by American and Australian chil- The Boston Children’s Museum (www.bostonkids.org) and dren’s book illustrators, and an interactive Web site for chil- the Boston Public Library (www.bpl.org) system in Boston, dren, parents, and teachers called “Down under and over Massachusetts, run a program called “Countdown to Here” (www.imls.gov/closer/archive/hlt_c0200.htm). Kindergarten” (www.bostonkids.org/news/kindergarten.htm; The Colorado Digitization Project (http://coloradodigital. www.bpl.org/kids/booklists/countdown.htm). Families with coalliance.org) has given the public access to state historical children entering kindergarten sign up for the program at and cultural resources—such as letters, diaries, government their neighborhood library and receive invitations to a school- documents, manuscripts, photographs, maps, digital ver- readiness event at the Children’s Museum. Buses pick up fam- sions of exhibits, artifacts, and oral histories—through a ilies from designated spots (including some neighborhood large virtual collection available on the Internet. Partners libraries) and bring them to the museum for a few hours of include Colorado State Library, the University of Denver, fun, practical information about going to school in Boston, Denver Museum of Natural History, Littleton Historical and reading readiness activities. Society, and the Colorado Alliance of Research Libraries. In Cambridge, Massachusetts, all residents visiting the The Seattle Museum of History, Seattle Public Library, King Harvard Museum of Natural History (www.hmnh.har- County Public Library, and Seattle Pacific University in vard.edu) can participate in the Library Ambassador pro- Seattle, Washington, combined forces to create “Nearby gram. Individuals can pick up a pass at the Cambridge History” (www.imls.gov/closer/archive/hlt_m0100.htm). Public Library (www.ci.cambridge.ma.us/~CPL) and present The program consists of free workshops presented by it at the museum admissions desk for entry with a $1 copay museum professionals in public libraries, exploring the skills per person. needed to conduct historical research from scratch.

hanging a clock behind the circulation people of Brooklyn, New York. The America from pre-Columbian times to desk! But the answer to any question can Brooklyn Expedition is a collaborative today. “Structures” explores the charac- usually be found by focusing on the one project of three leading cultural institu- teristics shared among animal skeletons, central question: “How can we best tions: Brooklyn Public Library, Brooklyn animal homes, architecture, art forms, serve the museum while maintaining our Museum of Art, and Brooklyn Children’s and information cataloguing systems. The autonomy as a public library?” Museum. Brooklyn theme celebrates the history The Web site is arranged thematically and culture of this unique borough of and draws on objects, books, and photo- New York City. While the primary output The Brooklyn Expedition: graphs from the three institutions. There is the Web site, the project also includes are three themes currently active on the components of teacher and librarian A Virtual Experience in site: “Latin America,” “Structures,” and training and a teen program. Collaboration “Brooklyn.” A fourth theme, “Africa,” is The partnership began in 1997, in development. The Latin American when the Brooklyn Children’s Museum, In June 1998 the Brooklyn Expedition theme focuses on the arts, cultures, and Brooklyn Museum of Art, and Brooklyn Web site was officially introduced to the environments of Mexico and South Public Library, in response to sugges-

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tions from their directors and funders, themes were created, using the inte- ect is to complete “Africa” and to begin began a collaborative technology proj- grated process that had worked so well creating tools that will make the site even ect. While they have been neighbors in for “Latin America.” As the team’s com- more interactive and fun for children. the borough of Brooklyn for more than fort level with the technology grew, more Once these developments are in place, one hundred years—situated within one interactive ideas were developed. A high- the Brooklyn Expedition can become mile of each other—they had never light of “Structures,” and one of the what it has always been meant to be: a worked together on a large project. A most popular parts of the entire site, was virtual addition to the already rich col- Web site was conceived, to be called the created. The game “Build-a-Bug” allows lections of the three partner institutions. “Brooklyn Expedition,” that would users to create their own imaginary allow young people and their families to insects by using virtual parts from real explore the collections of the three insti- insects such as grasshoppers, butterflies, Conclusion tutions. The Web site would excite users and mosquitoes. For each finished about the themes they explored and With so many librarians working with encourage them to extend the experience or in museums and other cultural and of their virtual expedition by visiting the educational institutions, the next step is institutions. The game “Build-a-Bug” to create a network of librarians from allows users to create similar situations who can provide sup- port for one another, share ideas, and The Evolution of the Collaboration their own imaginary discuss topics of interest. At the 2002 A steering committee was formed, made insects by using virtual American Library Association Annual up of one representative from each part- Conference, the first-ever Librarians and ner institution, and staff from each insti- parts from real insects . . . Museums Roundtable meeting was held. tution came on board to help provide This was an informal meeting of approx- content. “Structures” was the first theme imately ten librarians as well as repre- created. The content was divided into insect, a “bug bio” is produced that sentatives from the Institute of Museum three large categories: structures of ani- includes two views of the insect, as well and Library Services. Out of this meet- mals, structures made by animals and as details about the insect they’ve cre- ing, an electronic discussion list is being people, and structures of information. ated. Children can print this page out developed, and future meetings will be Each institution took sections within and color in the bug, and thought-pro- scheduled. The hope is that the group these categories and created its own con- voking questions encourage them to can become an official roundtable of tent. In addition to creating content, the think about how the bug might move, ALA, and perhaps even host its own Brooklyn Public Library took on the what it might eat, what they might call small conference, as well as presenting at responsibility of designing, hosting, and it, and more. conferences around the country and the maintaining the site. When “Structures” For a third, new theme, the team world. If you are interested in signing up was finished, the result was encyclope- focused inward for a bit and chose for the list or attending future meetings, dic, with its few interesting bits of infor- Brooklyn. At the same time, the project contact Dina Sherman at dinasherman@ mation buried under too much text and launched its newest component, the yahoo.com. small images. It was agreed by all that Brooklyn Expedition Explainer Corps Based on the number of different while the idea was correct, the imple- (BEEC). BEEC was envisioned as a teen- types of successful collaborations mentation had somehow failed. employment program. Teens from already at work between public libraries Rather than launch the site as it Brooklyn were hired to work in the part- and museums, it is clear that this is a was, the steering committee decided to ner institutions, facilitating the use of the trend that is going to grow. Combining make some changes and create the Web site for the public. They were also resources to create better programs Latin American theme in a different trained in basic Web development to while reducing expenses is the wave of way. The committee hired a project assist in the creation of content for the the future. The wide variety of examples manager and created a core team of site, and they served as advisors to the given here proves that it can be done vir- content developers, staffed from each staff to keep the site “kid friendly.” tually, physically, through programs, institution. The development team “Brooklyn” differed from the first through kiosks, through printed materi- brainstormed content material, sharing two themes because it was based on oral als, or through many other ways no one ideas of objects and books from each histories and personalities rather than on has yet tried! Start thinking—see if you agency. Through regular meetings the physical objects. Because it is about the can find a way for your institution to group put together seven subthemes, history and the people of Brooklyn, the partner with another today! ■ each including objects and books from theme remains an open and ever-grow- the collections of the three partners. ing part of the site, inviting residents of The final step was the hiring of a pro- Brooklyn to tell their stories and con- fessional Web designer, who gave the tribute their histories. Betsy Diamant-Cohen is a Children’s site a cohesive look and style and intro- Every part of the Brooklyn Expe- Programming Specialist at Enoch Pratt duced the team to new ways of making dition project has been a learning experi- Free Public Library in Baltimore; bco- [email protected]. Dina Sherman is the the content come alive. When it was ence. Changes in technology, staff Educational Resource Manager for the completed, “Latin America” was a col- turnover, and the reality of time con- Brooklyn Children’s Museum and the orful, interactive Web site. straints have on occasion slowed the Project Director for Brooklyn Expedition; Having learned valuable lessons, the process down or made the team change [email protected]. team revisited “Structures.” New sub- direction. The current focus of the proj-

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FEATURE

or economic status, public librarians Collections and must actively strive to identify and acquire Spanish-language, culturally sen- sitive resources for their Latino users. Services for the This article examines the Spanish- language publication industry’s develop- ment, the problems libraries have Spanish-Speaking encountered in locating and purchasing appropriate materials, and progress in this area of collection building. Issues and Resources Recommended strategies and tools to identify and acquire Spanish-language monographs, periodicals, and audiovisual media for adult and youth audiences will Solina Kasten Marquis be discussed. For the purpose of this arti- cle, the term Latino will refer to users who are dominantly Spanish speaking. Librarians committed to building Spanish-language collections have traditionally struggled to identify and meet the Barriers and Problems in informational and recreational needs of their diverse and Spanish-Language and Latino growing Latino communities. This article describes factors that Collection Development have hindered collection development for this population, and Over the past three decades, numerous library professionals have discussed the suggests strategies and tools that can help the non-Spanish- multitude of problems that can challenge speaking librarian select and acquire Spanish-language librarians responsible for the acquisition of Spanish-language materials, many of monographs, periodicals, and audiovisual media for which have been summarized by Latina 4 adult and youth audiences. library leaders like Linda Chávez. Even when commitment to procuring these materials is strong and funds are allo- This article is the first in a two-part series on collections and services for the Spanish- cated, such collection development can speaking. The second article will appear in the May/June issue. pose a complex array of selection and acquisition issues. ublic librarians do not need statistics to realize that their Latino communities are As in any area of collection building, growing rapidly—faster, it seems, than the resources available to meet the needs libraries should base their decisions of these residents. Hispanic residents in the United States numbered almost regarding Spanish-language and Latino thirty-three million in 2000, and the Census Bureau projects that this population materials on an accurate profile of the Pwill nearly double to fifty-nine million by 2025.1 Although Latinos are concentrated in community’s needs and preferences, as the western and southern areas of the nation, 80 percent of Cuban-Americans live in the well as on professional evaluation crite- 5 South, and the majority of Puerto Ricans reside in the Northeast. More than 90 percent ria. More than one investigator has noted make their home in large metropolitan areas.2 As a result, libraries in cities across the that circulation figures, commonly used to country are examining ways to provide service to the Spanish-speaking. determine collection levels and funding Noted library leaders Salvador Güereña and Edward Erazo wrote an extensive priorities, are lower in public libraries that overview of the progress and current status of U.S. librarianship to Latinos. They con- serve minority and recent immigrant resi- cluded that, despite the hard work of individuals involved with REFORMA and other dents than in areas populated by more tra- 6 organizations dedicated to improving library services to Spanish-speaking communi- ditional library users. However, studies ties, “acceptance of library services and materials for the Spanish speaking is still an comparing materials utilization, library emerging concept, and although such services are now supported in many communi- assistance, and other activities within U.S. ties . . . there are still many libraries that are reluctant to support [them].”3 Güereña public library facilities in majority-minor- and Erazo note that the persistent shortage of staff who are linguistically, culturally, ity markets have found greater use of juve- and professionally prepared for librarianship to Latinos compounds the challenge of nile materials and services, educational providing service to Spanish-speaking residents. If they are to accomplish the mission software, the Internet, and the online cat- 7 of serving their communities regardless of language dominance, cultural background, alog in the Latino communities. A well- designed needs assessment may, contrary to popular expectation, reveal a demand Submitted May 2002; accepted July 2002 for diverse resources that range from low-

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literacy, survival materials to highly libraries in turn have often limited their States is by no means on an equal foot- sophisticated works in Spanish.8 selections to these “easier,” more readily ing with English-language collection Even libraries armed with a thor- available choices.13 building, but the recent growth in selec- ough assessment of their community’s Although problems remain in the tion tools, improvements in binding and wants and needs, and the best of inten- selection and availability of titles that paper quality, greater attention to trans- tions and budgets, typically held little match public library needs, the biggest lation and other linguistic issues, and hope of meeting these until the late obstacles to Latino collection develop- progress in marketing and distribution 1990s. Larger United States publishers ment now often result from bottlenecks in systems have combined to make collec- awakened to the possibilities of the the distribution and marketing of Spanish- tion development less daunting. The Spanish-language library market in the language books.14 As publishing industry remainder of this article will discuss gen- 1990s, but many of their early publica- expert Karen Kiser points out, “English- eral review sources; juvenile, young tions suffered from linguistic problems, language jobbers . . . primarily warehouse adult, and adult selection aids; identifi- including poor translation and the use of books and fulfill orders. . . . In contrast, cation of serials and audiovisual materi- nonstandard Spanish.9 Accustomed to the primary role of Spanish book distribu- als; and some frequently recommended the traditional underfunding of public tors is to select and import material.”15 selection and acquisition strategies. libraries in Mexico and other countries, Vendors and libraries alike must fre- Sidebars containing bibliographic and the majority of Latin American publish- quently contend with the unpredictable contact information for the resources ers and vendors did not begin to realize prices produced by fluctuating exchange discussed here, as well as further sug- the major economic potential of United rates, widely varying shipping costs, and gested sources, provide the librarian States libraries until the latter half of the large differences in publisher discounts. with a kit of tools to build effective 1990s.10 Historically, few foreign com- Import distributors serve a broad market Spanish-language collections. panies provided library-friendly services that includes—but is by no means limited such as complete bibliographic data and to—libraries, which can in turn restrict the General Review Sources product descriptions, purchase order depth of their selection. When one adds in acquisition systems, and copy cata- the small print runs typical of many for- A recommended starting point for librar- loging. Poor binding and paper quality, eign publishers (averaging one- to two- ians new to this area of collection build- which characterized much of this indus- thousand copies), it is not surprising that ing is an examination of the Guidelines try until the mid- to late-1990s, substan- libraries often report poor order fulfill- for Multilingual Materials Collection tially increased the cost of processing, ment by distributors of foreign materials. and Development and Library Services, maintaining, and replacing materials Because of these industry problems, Susan formulated by a group working with from abroad and further discouraged Freiband, former chair of ALA’s Library ALA’s Subcommittee on Multilingual widespread Spanish-language collection Services to the Spanish Speaking Comm- Materials (www.ala.org/rusa/stnd_mul- development. To this day, entrenched ittee, suggests that librarians should first tiling.html). Those evaluating children’s library policies requiring two positive investigate sources before making pur- materials may first wish to consult the reviews before purchase, or restricting chasing decisions.16 cultural and linguistic selection criteria acquisitions to one or two major ven- compiled by Moller and based on the dors, continue to add unnecessary com- work of several authorities in Latino plications to this collection process. Collection Development children’s literature.17 Book industry specialists and library Strategies and Resources Retrospective selection aids are lim- experts express concern about another ited, but librarians can now choose from common collection development frustra- The business of selecting and acquiring a growing list of review tools to identify tion: limited resources in subject areas Spanish-language materials in the United Spanish-language, bilingual, and Latino- that may comprise much of a public library’s demand. These subject areas include high-interest/low-level books for adults and survival publications that help Selected U.S. Spanish-Language and Latino Book recent immigrants find information con- Publications Sources cerning jobs, healthcare, and legal assis- tance.11 Much of this scarcity can be Arte Público Press and Piñata Books (imprint). 4800 Calhoun, Houston, TX attributed to the lengthy and complicated 77204-2090; tel: 800-633-ARTE, (713) 743-2998; http://benito.arte.uh.edu. international publishing rights process. Astran. 591 S.W. 8th St., Miami, FL 33130. tel: 800-431-4957, (305) 858- This can delay publication of many items 4300; www.astranbooks.com. until the intended audience has lost inter- Bilingual Review Press at Arizona State University, Hispanic Research Center, est or the materials themselves become so Arizona State University. P.O. Box 872702, Tempe, AZ 85287-2702; tel: dated that their inclusion in a collection (602) 965-3867; http://mati.eas.asu.edu:8421/bilingual/HTML. could be a liability rather than an asset to Children’s Book Press. 2211 Mission St., San Francisco, CA 94110. the library and its users.12 Many North www.cbookpress.org. American publishers have also been reluc- Cinco Puntos Press. 701 Texas, El Paso, TX 79930; tel.: 800-566-9072; tant to support children’s fiction that www.cincopuntos.com. reflects the range of Latino experiences, Thorndike Press. 295 Kennedy Dr., Waterville, ME 04901; tel: 800-223-1244; instead opting to invest in the less finan- www.galegroup.com/thorndike. cially risky business of translating main- stream juvenile titles from English. Many

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eracy level, language skills, geographical Bibliographies and Lists of Recommended Spanish- area, and socioeconomic and citizenship status, so librarians must use a variety of Language and Latino Children’s and Young Adult Materials means to determine appropriate selection parameters for their particular communi- Agosto, Denise. “Bilingual Picture Books: Libros para Todos.” School Library ties.20 Feedback from reference desk Journal 43, no. 8 (Aug. 1997): 38–39. staff, in-house measures of materials use, Internet School Library Media Center, “Selecting Hispanic Books: Hispanic and input from community groups can Bibliography.” http://falcon.jmu.edu/~ramseyil/mulhispbib.htm. help formulate an accurate picture of Marquis, Solina. “Spanish-Language, Bilingual, and English-Language Latino- needs and preferences. Paying attention Focused Fiction, Folklore, Poetry, and Drama for Children Ages Four to to Spanish-language media—including Ten: A Core List for Public Libraries.” 2001. [email protected]. radio, television, and newspapers—can Vandergrift, Kay E., and Denise Agosto. “Powerful Hispanic and Latin- also provide clues about local interests.21 American Images Revealed in Picture Books.” Created 1995, with regular After needs are ascertained, librari- revisions. www.scils.rutgers.edu/~Kvander/ChildrenLit/hispanic.html. ans can refer to the same journal review Wadham, Tim. “Recommended Children’s Spanish/Bilingual Core Collection.” sources previously discussed. However, 2002. [email protected]. because of the scarcity of awards and core lists for adults, libraries commonly rely heavily on alternative selection focused additions for their collections. translated publications. Children’s librari- methods, particularly for retrospective Many public librarians turn first to the ans can find additional guidance in the choices. Many librarians post queries on bimonthly English-language review and Pura Belpré (www.ala.org/alsc/belpre. REFORMAnet (http://lmri.ucsb.edu/ preview periodical Críticas (available at html), Tomás Rivera (www.education. mailman/listinfo/reformanet), particu- http://libraryjournal.reviewsnews.com/ swt.edu/Rivera/mainpage.html), CLASP larly when seeking advice on specific index.asp?layout=criticas), produced by Américas (www.uwm.edu/Dept/CLACS/ subject areas. Another option involves the editors of Publishers Weekly, Library outreach_americas.html), and Parents’ examining the holdings of public Journal, and School Library Journal. Choice (www.parents-choice.org) awards libraries whose Spanish-language collec- This publication, which debuted in 2001, and honors lists. tions demonstrate sustained commit- offers more than one hundred reviews Tim Wadham’s Programming with ment and careful attention to the needs per issue, in addition to a strong “Heads- Latino Children’s Materials (Neal- of Latino users. One such list can be up—Here’s What’s Coming Out” fea- Schuman, 1999) contains a highly com- found at the Newark Public Library’s ture. Críticas has also recently broadened prehensive review of Spanish-language Multilingual Materials Acquisition Cen- its critiques to cover magazines, video and bilingual juvenile fiction, folklore, ter site (www.npl.org/Pages/Multimac/ and audio recordings, and feature drama, and music, as well as a biograph- Booklist/spanish.html), where recent columns that concentrate on specific sub- ical look at noted Latino children’s Spanish-language additions can be ject areas. authors and their works. Marquis has viewed. The Web sites for the journal Review columns in standard library prepared a core list that can also assist Críticas (http://libraryjournal.reviews- journals, including Booklist, School libraries starting or enhancing a basic news.com/index.asp?layout=criticas) Library Journal, Library Journal, and collection for this community of young and Spanish Book Distributors (SBD) Multicultural Review, also supply peri- readers. Noted Latino children’s libary (www.sbdbooks.com/lists/top10.htm) odic expert input. The reviewers for specialist Oralia Garza de Cortés recom- post bestsellers in the United States. SBD these columns assume responsibility for mends other sources for Latino children’s contains separate lists for fiction and evaluating linguistic accuracy and literature bibliographies, many of which nonfiction. The topical organization at appropriateness, the use of regional are organized by format and age.18 the Club Amigos del Libro Latino bilin- dialects, and cultural aspects. Online Frequently these lists perform a dual gual site (http://librusa.amigoslibro.com/ and print catalogs from United States function, assisting librarians assembling index.htm) can help identify recent and publishers specializing in books that juvenile collections and guiding parents back-listed titles, some written originally portray Latino experiences and culture who want to give their children a good in Spanish and some translated. serve to identify current publications. start in reading. Information about chil- Some companies to explore are listed in dren’s and young adult bibliographies Serials Selection the sidebar on the preceding page. can be found in the sidebar on this page. Because Latino library users seek out mag- azines and newspapers to keep informed Juvenile and Adult Selection about current events in their countries of Young Adult Selection Adult collection librarians often first ask, origin, as well as local issues that affect Many youth librarians make frequent use “So what should we buy for our Spanish- their lives, libraries should devote careful of the Barahona Center’s online juvenile language collection?” Experienced book attention and perhaps a significant part of book review feature, which provides mul- industry specialists can offer general their Latino materials budget to magazine tiple search options (www.csusm.edu/ guidelines based on their understanding and newspaper choices.22 Locating and csb). The center’s director, Isabel Schon, of the available choices and common subscribing to these serials, however, pres- also writes regular commentaries for adult interests.19 However, just as with ents special challenges. Güereña and Booklist that guide librarians to quality any adult audience, no one-size-fits-all Pisano’s Latino Periodicals: A Selection choices and away from poorly written and answer exists. Needs vary greatly by lit- Guide (McFarland, 1998), William Katz’s

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standard periodicals selection tool working relationships with book ven- goals. Although libraries cannot antici- Magazines in Libraries (Bowker, 2000), dors specializing in the field. Publishing pate the same promptness in order fulfill- and reviews in the journal Críticas cur- industry specialist Karen Kiser contends ment that they typically expect for most rently are the primary informational that using multiple vendors produces of their English-language acquisitions, sources for Spanish-language serial publi- faster and better fill rates, more options orders that remain open for months or cations. The principal electronic aids and reduced costs.25 Unless a library cus- years can give the mistaken impression include the major Latin American Internet tomarily places large multiple-copy that the library assigns a low priority to portal Zona Latina (www.zonalatina.com/ orders with a single publisher, she Latino collections. A distributor’s atten- ZLmagaz.htm), OnlineNewspapers.com advises against dealing directly with for- tion to service may ultimately have the (www.onlinenewspapers.com), and the eign-based publishers because the costs greatest impact on staff and patron satis- Internet Public Library (www.ipl.org/ of long-distance phone calls and special- faction. Locating basic ordering data, reading/news). These three resources con- ized staff time can quickly consume any including ISBNs and publisher informa- tain links to hundreds of Spanish-language anticipated savings. Instead, Kiser tion, can be problematic with many dis- and Latino magazine and newspaper sites, advises choosing several acquisitions tributors and publishers, and some including many Web-based publications. partners based on three assessment crite- libraries find they must utilize services Fotonovelas, short adult stories told ria: selection, service, and speed. like LEER (Libros en Español Repertorio, in comic book format, are popular with Distributors with a narrow selection www.leer.nisc.com) to obtain biblio- many Latino readers. Robert Logan’s of titles may offer little of interest to pub- graphic information. Some companies discussion of this unique genre contains lic libraries that have broad collection have no online or print catalogs in any recommendations for “less sensational” series that may be more acceptable for library collections.23 Librarians will find that Spanish-language children’s maga- Selected Acquisition Sources for Spanish-Language and zines are very scarce, with only a few Latino-Focused Books nonscholastic serials available in this country, principally those published by Note: The vendors listed below deal primarily in books, but many also offer a Bayard Revistas in Spain. Until options limited selection of audiovisual materials. in juvenile periodicals broaden and review tools improve, public librarians Adelante! Bilingual Books and Music for Children. Tel: (310) 453-2933. must base their serials selection prima- Adler’s Foreign Books. 915 Foster St., Evanston, IL 60201-3199; tel: (847) 864- rily on availability and dependability, as 0664; www.afb-adlers.com. well as local interest.24 Bilingual Books for Kids. P.O. Box 653, Ardsley, NY 10502-0653; tel: 800-385- 1020; www.bilingualbooks.com. Audiovisual Selection Bilingual Publications. 270 Lafayette St., New York, NY 10012; tel: (212) 431- Noncommercial reviews of Spanish-lan- 3500. guage audiovisual products are still in Bookstore of the Americas. 3020 27th Ave. South, Minneapolis, MN 55406; short supply. Children’s and young adult tel: 800-452-8382, (612) 276-0801; www.americas.org/Store. librarians can benefit from the anno- Chulainn Publishing Corporation. 244 Wagon Tongue Rd., Bailey, CO 80421; tated reviews in Irene Wood’s Culturally tel: 888-525-2665, (303) 838-4375. Diverse Videos, Audios, and CD-ROMs Donars Spanish Books. P.O. Box 808, Lafayette, CO 80026; tel: 800-552-3316, for Children and Young Adults (Neal- (303) 666-9175. Schuman, 1999). While contact and Downtown Book Center. 247 SE 1 St., Miami, FL 33131; tel: 800-599-8712; availability information rapidly becomes www.libros-direct.com. dated, Wood’s narrative descriptions and Hispanic Books Distributors (HBD Division of Teacher’s Pal). 10851 N. Black vendor lists can lead to lesser-known Canyon Hwy., Ste. 500, Phoenix, AZ 85029; tel: 800-515-2535, (602) specialty companies. Críticas now also 861-3440. regularly critiques videos. However, Ileón. 3701 Market St., Ste. 340, Philadelphia, PA 19104; tel: (215) 966-6090; because reviews are limited, and local www.ileon.com. preferences may be strong, media selec- Latin American Book Source. 289 3rd Ave., Chula Vista, CA 91910; tel: (619) tion for adults frequently requires signif- 426-1226; www.latambooks.com. icant input from the local community. Lectorum Publications. 205 Chubb Ave., Lyndhurst, NJ 07071-3520; tel: 800- 345-5946, (201) 559-2225; www.lectorum.com. Lectorum is part of Scholastic, marketing Mexican publisher Selector’s Spanish-language trans- Acquisition Approaches lations of popular English-language titles (www.selector.com.mx/ingles/ homefrm.html). and Strategies Libros sin Fronteras. P.O. Box 2085, Olympia, WA 98507-2085; tel: 800-454- 2767, (360) 357-4332; www.librossinfronteras.com. Because of the unique characteristics of Mariuccia Iaconi Book Imports. 970 Tennessee St., San Francisco, CA 94107; the Spanish-language publishing market, tel: 800-955-9577, (415) 821-1216. library leaders across the United States Spanish Book Distributors. 8200 Southwestern Blvd., Ste. 1316, Dallas, TX propose a diversified plan for acquiring 75206-2180; tel: 800-609-2113; www.sbdbooks.com. materials. The most universally voiced approach is the establishment of strong

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language. An increasing number of ven- Immroth and de la Peña McCook’s is the most well-known, but the Monter- dors boast well-organized, readable Web Library Services to Youth of Hispanic rey Feria del Libro (http://fil.mty.itesm. sites, but others utilize illegible colors and Heritage (McFarland, 2000), Güereña’s mx/2002), the Miami Book Fair Intern- incomprehensible navigational systems Library Services to Latinos (McFarland, ational (www.miamibookfair.com), and that can frustrate even determined online 2000), and Moller’s Library Services to the springtime BookExpo America (www. collectors. Some electronic, and even a Spanish Speaking Patrons (Libraries bookexpoamerica.com) also merit con- few print catalogs, only assist searchers Unlimited, 2001). Their distributor and sideration. ALA subsidizes attendance of who know exactly what they want. publisher lists, although by nature its members at the huge nine-day Additionally, some vendors appear to quickly out-of-date, provide an informed Guadalajara fair, and the Texas Library offer no purchase-order plan, and most starting point for selecting possible Association supports its members’ travel foreign-based companies require payment “acquisition partners” for further evalu- to the fall Monterrey gathering in in that country’s currency, which often ation. Alire and Archibeque have created Northern Mexico. Some larger publish- adds prohibitive complications and the useful “Latino Distributor Tracking ers also underwrite library participation uncertainty to the acquisitions process. Chart,” accompanied by suggested ques- in the Miami and BookExpo events. Because of these common problems, tions, for libraries that are evaluating These fairs give librarians the opportu- libraries are advised to evaluate each vendors.27 The sidebar on the preceding nity to speak to publishers about library company’s services carefully, including its page contains a list of selected vendors needs, to practice hands-on selection, to language options for vendor-library com- and distributors specializing in Spanish- obtain print catalogs from smaller pub- munication, its ability to filter the market language materials. lishing houses and vendors (often not for products that match library needs, the Approval plans are often recom- sent to the United States because of pro- format and organization (and existence) mended, both for smaller libraries need- hibitive shipping costs), and to establish of its catalogs, the availability of biblio- ing extensive selection guidance and for beneficial long-term contacts. Although graphic data, and an ordering and pur- larger systems that need multiple copies. facility in spoken and written Spanish is chase process. Many libraries also benefit from the almost mandatory to derive the greatest The complexity of analyzing vendor shared expertise of in-house or regional benefit from the Mexican fairs, some options can overwhelm decision makers. groups that meet regularly to discuss col- non-Spanish-speaking librarians attend Traditional ways of comparing such com- lection development issues and assess with colleagues who are fluent but may panies, such as sending out requests for materials as a group. The Children’s not be collection specialists. Librarians proposals, will likely yield limited results. Service Department of the Houston in cities with large Latino populations Instead, libraries typically resort to what Public Library has created a Spanish-lan- also recommend the low-cost alternative acquisitions expert Mary McLaren calls guage materials committee, which con- of visiting local specialty stores to find “more informal methods of inquiry.”26 venes monthly to examine juvenile out what is popular and to assess the Librarians may wish to participate in elec- materials sent on approval from a major quality of current materials. tronic discussion groups such as U.S. distributor and to recommend pur- Government and other nonprofit REFORMAnet and examine the archives chases based on the needs of each branch agencies are often the most up-to-date of the online newsletter Spanish in Our within its system.28 Many librarians now and least expensive source for consumer Libraries (http://skipper.gseis.ucla.edu/ also examine catalogs of general distrib- health, legal, tax, and social security students/bjensen/html/sol.htm) for direc- utors like Ingram and Baker and Taylor, information. Because cataloging these tion from libraries with similar needs and which have recently made a more serious materials can create technical headaches, limitations. commitment to the Spanish-language some librarians choose to download Several recently published manuals market. such documents as needed. A number of for librarians working with Spanish- Many librarians fluent in Spanish organizations and businesses offer mate- speaking communities offer guidance on also enthusiastically endorse attendance rials specifically for parents and child- and contact information for publishers at international book fairs as their most care providers, including the National and distributors, including Alire and productive selection and acquisition Association for the Education of Young Archibeque’s Serving Latino method. The late-November Feria del Children (www.naeyc.org/resources/ Communities (Neal-Schuman, 1998), Libro in Guadalajara (www.fil.com.mx) catalog/in-spanish-brochures.asp) and Active Parenting Publishers (www. activeparenting.com/index.cfm). Acquiring periodicals and audiovi- Selected Acquisition Sources for Periodicals sual materials can consume an inordi- nate amount of time and frustrate the most dedicated librarian. Periodicals EBSCO Subscription Services. Tel: 800-487-2426; www-us.ebsco.com/ experts strongly recommend using a home/printsubs/default.asp. Chief U.S. distributor for children’s magazines serials vendor to help identify appropri- from Bayard Revistas in Spain. ate and available nonlocal titles and to Latin American Periodicals. 2555 N. Coyote Dr., Ste. 109, Tucson, AZ 85745; reduce problems common to serials tel: (520) 690-0643; e-mail: [email protected]. acquisition, which can be further com- Mexico Magazine Distribution. 2252 Seagull Dr., El Paso, TX 79936; tel: plicated when dealing with foreign pub- (915) 593-4907. lishers.29 The sidebar on this page lists Novelas Popular. P.O. Box 104 Yonkers, NY 10710; tel: (914) 337-4434. contact information for distributors Fotonovelas only. experienced in the Latino periodicals market.

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Even without strict selection criteria, many libraries have difficulty building Selected Acquisition Sources for Audiovisual Materials their media collections due to the small number of vendors and limited audiovi- sual choices, particularly for adult audi- ences. Communities with local retail Books on Tape and CD-ROM outlets for video and audio recordings AudioLibros del Mundo. 24307 Magic Mountain Pkwy., #299, Valencia, CA often have the best luck acquiring items 91355; tel: (877) 372-8242, (661) 513-9800; www.audiolibros.com. that match their patrons’ recreational Limited selection, primarily fiction. interests. The sidebar on this page pro- Live Oak Media. P.O. Box 652, Pine Plains, NY 12567; tel: 800-788-1121; vides suggestions for national audiovisual www.liveoakmedia.com. Children’s book-tape sets. vendors that market partially or exclu- Recorded Books. 270 Skipjack Rd., Prince Frederick, MD 20678; tel: 800-638- sively for the Spanish-language market. 1304; www.recordedbooks.com/library/index.cfm. Spanish-language audio book selection at the Audiolibros icon. Spanish Audio. 10100 W. Sample Rd., Ste. 403, Coral Springs, FL 33065; tel: Conclusion (954) 753-7474; www.spanishaudios.com/spanishaudios. Self-help and business audio recordings. Publication and distribution of Spanish- language materials has improved im- mensely in the past decade. However, Musical Recordings libraries in the United States developing A & A Music Enterprise. 2137 E. 37th St., Vernon, CA 90058; tel: 800-797- public collections that meet a Latino 1999. Latin American and Tejano music CDs, cassettes, and videos. community's needs will require patience, Arco Iris Records. P.O. Box 7428, Berkeley, CA 94707; tel: 888-354-7373; ongoing investigation of user interests, www.joseluisorozco.com. Jose Luis Orozco’s children’s recordings. and a flexible approach in choosing and acquiring books. Because of limited selection and a more complicated distri- Videos bution system, finding and purchasing Facets Multimedia. 1517 W. Fullerton Ave., Chicago, IL 60614; tel: 800-331- appropriate media and periodicals con- 6197; www.facets.org. tinues to present great challenges. Latin American Video Archives. 124 Washington Pl., New York, NY 10014; Librarians can benefit from the tel: (212) 463-0108; www.lavavideo.org. selection assistance found in an array of Library Video Company. P.O. Box 580, Wynnewood, PA 19096; tel: 800-843- publications and online resources 3620, (610) 645-4000; www.libraryvideo.com. Search site by keyword devoted to evaluating Spanish, bilingual, “Spanish.” and Latino-focused materials. However, because collection excellence ultimately depends on timely material delivery, Various Audiovisual Formats libraries attempting to acquire all but the Baker and Taylor. Tel: 800-775-1800; www.btol.com. Videos and audiotapes in most minimal collection will find that Spanish for children. working with several vendors will yield Center for Cultural Fluency. Mount St. Mary’s College, 10 Chester Pl., Los the best results. Generally, a vendor’s Angeles, CA 90007; tel: (213) 477-2533; www.msmc.la.edu/ccf/ service record, specialized industry IR.Intro.html. Audio and video recordings, books and visual aids. knowledge, and selection finesse should CompuLibros. 2116 N.W. 107th Ave., Miami, FL 33172; tel: 888-599-1584, all play a major role in libraries’ distrib- (305) 599-1584; www.compulibros.com. Computer-related books and utor decisions. ■ software. Multi-Cultural Books and Videos. 28880 Southfield Rd., Ste. 183, Lathrup Village, MI 48076; tel: 800-567-2220; www.multiculbv.com. Multiple Solina Kasten Marquis is a graduate student search options, excerpts from journal reviews, and rebinding and at the School of Library and Information cataloging services with transliteration cards. Studies, Texas Women’s University; solina- NODA Audio-Visual. P.O. Box 24, Loveland, CO 80539-0024; tel: (970) 532- [email protected]. She would like to 3600; e-mail: [email protected]. Classic and popular children’s and adult thank Lynn Akin and REFORMA members of for their support and encouragement. videos, CD-ROMs, and software. Monthly newsletter and catalog. Spanish Multimedia. 1690 W. Shaw Ave., Ste. 103, Fresno, CA 93711; tel: 888- 624-2669; www.spanishmultimedia.com. Videos, DVDs, and audio recordings only; good search capabilities. References

1. Sharon C. Moller, Library Services to Spanish-Speaking Patrons: A Practical Bureau, March 2001). Accessed Feb. 4. Linda Chávez, “Collection Development Guide (Englewood, Colo.: Libraries 13, 2002, www.census.gov/population/ for the Spanish-Speaking,” in Latino Unlimited, 2001), xvii. socdemo/hispanic/p20-535/p20-535.pdf. Librarianship: A Handbook for 2. Melissa Therrien and Roberto R. 3. Salvador Güereña and Edward Erazo, Professionals, Salvador Güereña, ed. Ramírez, “The Hispanic Population in the “Latinos and Librarianship,” Library (Jefferson, N.C.: McFarland, 1990) United States: March 2000” (U.S. Census Trends 49, no. 1 (summer 2000): 139. 68–77.

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8. Yolanda J. Cuesta, “From Survival to Sophistication: Hispanic Needs = Li- brary Needs,” Library Journal 115, no. 9 (May 15, 1990): 26–28. 9. Isabel Schon, “Spanish-Language Books for Young Readers—Great Expectations, Disappointing Realities,” Booklist 92, no. 3 (Oct. 1, 1995): 318–19. 10. Karen Kiser, “The Spanish Language Book Challenge,” Críticas 1, no. 1 (spring 2001). Accessed Jan. 20, 2002, www.kiserassociates.com/ article_3_12_01.htm. 11. Michael Shapiro, “What about the Li- brary Market?” Publishers Weekly 244 (Aug. 25, 1997): S47. 12. Oralia Garza de Cortés, “Developing the Spanish Children’s Collection,” in Library Services to Latinos: An Anthol- ogy, Salvador Güereña, ed. (Jefferson, N.C.: McFarland, 2000), 81. 13. Ibid, 76. 14. Sally Taylor, “Books across the Border: In Search of the Spanish Market,” Pub- lishers Weekly 244 (Aug. 25, 1997): S44; Kiser, “The Spanish Language Book Challenge.” Weiss Ratings 15. Kiser, “The Spanish Language Book Challenge.” 16. Susan J. Freiband, “Developing Collec- tions for the Spanish Speaking,” RQ 35, bw island no. 3 (spring 1996): 330–42. 17. Moller, Library Services to Spanish- Speaking Patrons, 71. 18. Garza de Cortés, “Developing the Span- 112 ish Children’s Collection,” 84–85. 19. Moller, Library Services to Spanish- Speaking Patrons, 23–24. 20. Camila Alire and Orlando Archibeque, Serving Latino Communities: A How- to-Do-It Manual for Librarians (New York: Neal-Schuman, 1998), 178. 21. Freiband, “Developing Collections for the Spanish Speaking,” 332. 22. Cuesta, “From Survival to Sophistica- tion,” 28. 23. Robert Logan, “Focus on Special Litera- ture: Fotonovellas,” Críticas 1, no. 3 (May/June 2002): 33. 24. Salvador Güereña and Vivian M. Pisano, Latino Periodicals: A Selection Guide (Jefferson, N.C.: McFarland, 1998). 25. Karen Kiser, “How Much? That All De- pends,” Críticas 1, no. 1 (winter 2001): 19–23. 26. Mary K McLaren, “Vendor Selection: Service, Cost and More Service!” in Un- derstanding the Business of Library Ac- quisitions, 2d ed., Karen A. Schmidt, ed. (Chicago: ALA, 1999), 79. 27. Alire and Archibeque, Serving Latino Communities, 184–87. 28. Mary Stanton, personal communica- tions, Oct. 2001. 5. Chávez, “Collection Development for of Hispanic Heritage, Barbara Immroth 29. William Katz, Magazines for Libraries the Spanish-Speaking.” and Kathleen de la Peña McCook, ed. (New York: Bowker, 2000), 867. 6. See, e.g., Dean K. Jue, “Measuring In-Li- (Jefferson, N.C.: McFarland, 2000), 161. brary Usage” in Library Services to Youth 7. Ibid, 162–70.

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FEATURE

The Young Space As a Focus for Service The necessary support was found to cre- ate the position of young adult librarian. Adult OutPost I was hired in September 2000 and moved to Louisville, trying to change a discouraging statistic: “According to a report of the U.S. Department of A Library Just for Teens Education, scarcely over 10 percent of the nation’s 15,000 public libraries employ a young adult specialist, trained to work with teens.” 3 Michelle Saunders Fortunately, Louisville’s city officials also recognized the public’s expectation Responding to perceptions that it wasn’t doing enough to for proactive youth services, and they responded with the funding to imple- reach young adults, the Louisville Free Public Library opened a ment at least one new service for young adults. The library needed to decide small teen branch adjacent to the main facility. Staff members which idea would reach teens most effec- found that a library catering just to teens requires unique tively and how to implement it. In addi- tion to funding, the city also had a space planning, poses unique problems, and awards unique to offer: a storefront adjacent to an existing branch library in one of the satisfactions. most popular teen neighborhoods in town. The location was ideal: a busy t began as a version of the game “Wouldn’t it be cool if. . .” Prompted by public street full of stores, restaurants, cafes, opinion that the Louisville Free Public Library could be doing more to reach skate shops, and music stores. It seemed young adults, two children’s librarians hunted for a fresh approach. The librari- a sensible location for a teen branch. ans considered after-hours programs (“Wouldn’t it be cool if the library were open While an ambitious project, it could Iwhen teens were most likely to use it?”), a mobile unit (“Wouldn’t it be cool if the potentially serve a great number of library went to where teens hung out, like the Extreme Park?”), and a branch just for young adults by providing books, peri- teens (“Wouldn’t it be cool if teens had their own library, a space designed specifically odicals, computers, and a space for teen- for them, filled with the books, magazines, and other materials that they most wanted focused programming. The teen branch in a library?”). and its staff would also function as coor- In the spring of 1999 the Louisville Free Public Library assembled two focus dinators for young adult services groups with representatives from youth service agencies in Louisville and Jefferson throughout the library system. County.1 Among the key findings were: (1) children in middle and high school are not With the vision of a teen branch always aware of the range of library services available to them; (2) the library is con- came the energy to concentrate on young sidered safe but could be developed into a “cool” place; (3) the library needed to adult services in an organized way. develop a teen audience through marketing and targeted programming and services. Previously, there had been a youth advi- Susan Moore, manager of children’s services, considered some of the challenges sory board, book discussion groups, posed by the focus group, such as: book discussion kits, teen parent train- ing, and a few other programs for teens,

■ Could the library provide positive relationships with caring adults, access to after- but there wasn’t a central focus, and the school activities, a sense of connection to the community, and a place to spend programming wasn’t done throughout time with friends? the system. Children’s librarians who ■ Would the library be willing to replace its “quiet only” approach with engaging had the interest, audience, and time activities and educational programming? tended to do it. ■ Knowing that “youth aged 12 to 17 are more likely to be crime victims during the When I first started, we identified hours of 3 P.M. to 11 P.M. than any other time of day,” would the library adjust three branches and the main library as its hours of operation?2 target young adult areas. In choosing these locations we tried to reach a cross- Synthesizing this information, Moore proposed a new staff position: one that would section of the city and county so that we address the community’s concern that the library wasn’t doing enough to serve young could reach as many different teens as adults in the city. possible. Some of these locations also had some young adult programming in place. We decided to focus our collection development and programming efforts This article was solicited by the feature editor. at these libraries first and gradually

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extend the same efforts to all of the branches. In addition, I began to pro- duce book lists and plan special pro- grams for young adults at our target locations. Almost immediately I began getting calls to do things that would serve as a bridge between children’s services and adult services. Some of these involved working with other staff, such as adapt- ing the library’s adult-level database training for middle-school students. I also did outreach at middle schools in our target areas: book talks, readings, and special evening events. Some service projects fit into long-term goals of other departments, including work-oriented programs for the general public that focused on our career and business col- lections. Toward this end, I went to an event held by the city’s Office of Youth Development with two librarians from Comfortable furniture, magazines, and computers combine to make a welcoming space. Main Information Services. Here, I would forge a partnership that would prove very rewarding with existing in-school program. Later, the some of the school media specialists if I an agency just getting started in library partnered with Project Empower could meet with their students. I felt con- Louisville, Project Empower. Part of the during Poetry Month, when we had fident telling the students that their input Louisville Youth Opportunity Network, three poets visit the library. We held “A mattered ten times more than what I Project Empower focuses on youth ages Poet’s Night Out for Teens” at Project thought they wanted. If I could take 14–21 who have dropped out or are at Empower’s Spectrum Center: teen poets something they told me and bring it to risk of dropping out of school. The proj- read from their work and served as hosts the director of the library, then it would ect sought to get them back in school, in for our guest poets, who also read and carry much more weight than an author- a job, or into the military. spoke on a panel about being published ity’s theory about what teenagers With Project Empower, we devel- authors. wanted. What I heard that day influ- oped a “Read to your Baby” program enced the direction we would eventually for teen parents, based on our librarians’ take in designing both the collection and Gathering Information the space itself—I hope, too, that it con- tinues to influence the services we pro- I quickly began to realize that while I vide. The single most significant thing knew the library’s needs, I still required that I heard from those students was, a better sense of the community’s needs. “It’s so insulting when adults think that I began with an informal needs assess- teenagers are all alike, that we like all the ment. I called all of the middle and high same books or all the same music. If you school library media specialists, as well want to respond to our needs, respond as a few teachers at schools associated to our differences.” with the libraries in our focus areas. I began to feel equipped with the Speaking with them, their students, and information necessary to design a space leaders of community organizations, I that teenagers in Louisville might appre- could visualize how a teen branch could ciate. What I didn’t have was a budget or serve both its neighborhood and the a timeline. In retrospect, if I could have entire city. Responses ranged from prag- changed anything, I would have had matism (“You could help us by buying those two components from the start of current fiction that we’re not able to the project. As it was, we had an active purchase at the school library”) to ela- youth advisory board, an architect, a tion (“I feel like I’ve just been given a space, and a supportive administration. present!”). With those elements, we started getting I was determined to make the teen down to the business of designing a teen space as youth-focused as possible. This library. meant that I didn’t just want adults’ The youth advisory board went opinions; I wanted to know what teens’ through many design phases, considering thoughts were and act on them. I pre- themes that ranged from jungle to urban Checking in new music CDs at the reference pared a brief user survey and some addi- to fantasy. Another recurring suggestion desk. tional in-depth questions and asked was a quiet study space (because we

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would otherwise avoid the “shhh . . . rethinking what was important. I was quiet only” rule). I felt that it was crucial met with a stony silence. I couldn’t to show respect for the teens by listening blame them. But I did want to motivate to and acting upon their ideas, but I them—and myself—to move forward. wasn’t getting much support from some What elements did they like about the of the library administration for a study marshmallow couch and the other furni- room. One day, we met at the space and ture? A list developed: sleek design, I decided to make a final pitch for the black leather, light wood, chrome, and idea. the color red. I promised to see what I Like a good children’s librarian, I could do with what was available to me. told a story. It was a story about spend- Fortunately, someone in the busi- ing most of my days in the library when ness office hooked me up with a city-cer- I was in high school and how as soon as tified supplier who was willing to listen you walked in the door, the space was and suggest some innovative ideas. We divided into the “quiet, serious” side and met several times over cutouts from the side where you could talk a little bit. magazines and huge sheets of sugges- It helped a lot to know where to go and tions from the advisory board. The con- what was expected in each place. It sultant was armed with catalogs and didn’t, of course, mean that you always fabric samples. We were able to pinpoint behaved perfectly. But at least you knew a few pieces of furniture that looked rea- what the options and expectations were. sonably similar to what I thought the Much to my surprise, the story worked. board had in mind. I also met with a The next time I saw the drawings, there sales representative from one of the fur- was a small study room worked into the niture companies. Listening stations provide a sample of the plans. I felt that I had really accom- One of the funkier pieces of furni- music collection. plished something for the teens by cham- ture that the teens had liked was a “gui- pioning their idea. tar pick” table. I asked if it would be From the start, the advisory board possible to custom make one of these. What Is This Place? wanted to meet the architect and discuss They said they would look into it. their ideas with her. One Saturday after- Finally, the furniture consultants, the More than a year after I started, the noon we all gathered in the empty space architect, the manager of children’s serv- Young Adult OutPost of the Louisville that was to become the teen library. I ices, the assistant director, and I met to Free Public Library opened quietly on had a list of questions and design prob- see if we could finalize our choices. We November 19, 2001. Did I think it lems to address, and we had furniture wouldn’t be getting a marshmallow sofa, would take more than a year to accom- catalogs, blueprints, paint chips, and rug but we would end up with a Kurv bench plish? No, but there were plenty of times samples to pore over. From writing on (see photo, below), four stylish (and I doubted it would ever happen. From the walls to walking off dimensions, the comfortable) armchairs, and the guitar- building the collection, to choosing the teens began to see how ideas, sketches, pick tables. paint, to writing selection policy for and lists on paper become a three- dimensional reality. I think that for me, as well, it was the first time I thought, This is really going to happen; we are actually going to have a teen branch. The teens had an unerring instinct for the classics of modern design: Le Corbusier couches, Eames tables and chairs, and the one they all agreed on, the George Nelson Marshmallow Sofa. At the end of the day, the sofa surfaced as the library’s defining design element.

The Marshmallow Sofa

Alas! It was not to be. Not only would city purchasing policies prohibit the dream, the sofa itself was determined too outré for a library setting. Even worse, the unenviable task of explaining this to the youth advisory board lay before me. I explained as best I could about compromise and policy and not always getting what you want and Replacement for the Marshmallow Sofa: the Kurv bench.

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ture, and programming are all designed At the OutPost, teens’ needs are our pri- for and by teens and that staff members orities. Adults listen, respond, and treat are specialists in young adult services. them with respect. Sometimes the adults look disappointed One day when I arrived at work and comment, “There was never any- there were five young adults—some of thing like this when I was growing up.” our older teen regulars—waiting for us More often than not, however, they to open although the library next door smile and say, “I think that is wonderful. was open already. I think that we have Teens need someplace like this.” We are created a welcoming space that is used always sure to let adults know that they by the intended audience. My biggest are welcome to enjoy the space, but surprise is that the teens who use the teens get priority at busy times. It was a space tend to be slightly older than I had difficult decision for me, not having a imagined. I predicted we would get “teens only” policy. But now I am glad mostly middle school students, but we that the former manager of branch serv- mainly see high school students and ices persuaded me that offering service those just out of high school. We have to all is the appropriate model. developed a certain loyal following, but We have a regular group of teens still I would like to see it expand and that visits the library every day, and a serve the needs of young adults through- few groups who come in often. We also out the city. So, what is this place? It is a have a father and son who come in library, a community center, a teen almost every day. Sometimes they read branch, and a vision realized. ■ or do homework, and sometimes they play pool together on the Internet; “Live Chat Room” or a quiet place to study— Michelle Saunders is the Young Adult recently, the boy’s sister started coming one of the key elements requested by teens. Librarian at the Young Adult OutPost of in with them. Quite often, teens just sit the Louisville (Ky.) Free Public Library; and read graphic novels in our comfy [email protected]. She would like to music CDs, the challenges of opening a chairs. Many of our regulars have part- thank the Youth Advisory Board, namely young adult branch were more than I time jobs at nearby stores or restaurants Akinwande, Becky, Ruben, Betsy, Sarah, had ever imagined. I hope that the and come in during their breaks. They and Laura; Susan Moore whose vision rewards are the same. share pieces of their lives with us, stories finally became a reality; Mary Frances Nearly every day, someone—usually they have written—and have found— Cooper who was behind this project 100 a curious adult passing by—walks in the here. One regular found her biological percent; Craig Buthod whose support as door and asks, “What is this place? This family, after a search that began at the director never wavered; Kerry Hunter, isn’t part of the library is it?” We always without whom the door never would have library and continued with the assistance opened; Kim Thomas and Jane McMahon smile and say, “Yes, it is part of the of the adoption agency. She brought her who keep the door open; Martha Link for library. It’s the new teen branch.” We go biological sisters in to be introduced general support and laughter; Paul on to explain how the collection, furni- when they came and visited from Texas. Bowling of facilities who got the nails hammered in; Cheryl Kersey, our archi- tect; Joanne Roe, of Munson Business Interiors, who worked with us on the fur- niture; and Anthony Tameling of the busi- ness office, who made the purchase orders go through in triplicate if necessary.

References and Notes

1. Joan Riehm, Executive Summary, Louisville Free Public Library, Children’s Services Study (spring 1999). Informa- tion cited is based on summaries of in- formation gathered from focus groups and recommendations for improvement to library service. 2. Snyder and Sickmond, quoted in “Ounce of Prevention: Plan of Action” (Louisville, Ky.: Youth Violence Preven- tion Coalition, 1998). 3. Regina Minudri and Francisca Gold- smith, “Top 10 Things You Need to Know about Teens,” SLJ Online 45, no. 1 (Jan. 1999). Accessed Jan. 16, 2003, http://slj.reviewsnews.com/index. asp?layout=articleArchive&articleid=C The library’s nonfiction titles include college and career guides. A153008.

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FEATURE

all it’s cracked up to be. The Montana You Can Get There Library Association (MLA) makes these connections happen and Montana’s librarians have learned the worth of a from Here! robust professional network with a local focus. The value of this network is espe- cially apparent to the many libraries in A Marketing and Public Montana that are one- and two-person operations carrying out their business in Relations Program for decidedly challenging settings. Some occupy buildings shared by other county or city offices. Some are housed in build- Montana Libraries ings never intended to serve as a library of any kind, like Wibaux Library in the far eastern badlands of Montana. Wibaux’s circa-1909 building once Janelle M. Zauha served as a saloon, a bank, county offices, and a jail until it came to rest as the public library for five hundred Montana libraries have developed innovative ways of sharing patrons in a county where the cattle out- ideas and meeting the challenges of their work. The “PR Hint number human inhabitants almost twenty to one.1 of the Week” column published on the state’s electronic mail For remote libraries like these, MLA offers more than just a good chat with a list draws together public relations ideas from all kinds of fellow librarian. In a state that ranks libraries and makes possible close connections between forty-sixth in personal income, librarians need to make the most of every dime and distant professionals. find the opportunity lining every hard- ship. The association provides tangible means of doing so in its workshops, pub- ontana. You can drive for miles in this state and see only endless hori- lications, conferences, and other serv- zon. Montana is known as Big Sky Country for a reason. From Yaak, in ices. As a result, MLA’s ranks are the forested far northwest corner of the state, to the most southeasterly holding steady at a time when member- town of Alzada the distance is 813 miles. That’s 19.5 hours by car, or, ship in many national and regional pro- Mfor the nostalgic, 8 days by hard-ridden horse. Try crisscrossing the state in the other fessional organizations is falling. With direction from the high, windy town of Lima (elevation 6,256, population 242) to the 652 members ready to share, advise, and golden wheat fields of Plentywood near the Canadian and North Dakota borders, and otherwise contribute, MLA has become the 14-hour drive will definitely tax your transmission and challenge your sense of the local library professional’s intrepid connectedness. As the guidebooks often point out, Montana’s 145,552 square miles of mountain search and rescue team. variable badlands, forests, high plains, and lush fields are home to only 902,195 souls, averaging just more than 6 per square mile. If you want to be alone, this is the place. It is on this magnificent stage that the state’s 754 libraries transact their essential A Lifeline to the business of providing services to a scattered populace. As in most rural states, connect- ing with patrons is one of the biggest challenges Montana librarians face. From Alberton Lonely Librarian to Wolf Point, finding the time, the resources, and the creative ideas to make those con- nections is a very important part of every library’s business. As in libraries all over the One of the many services MLA offers is country, the marketing and public relations efforts of Montana libraries have become the aid of the Marketing and Public vital for their survival. Faced with meager funding and immense distances, Montana Relations Committee. The committee is librarians must pay even more attention than most to these outreach functions. In true dedicated to helping Montana librarians pioneer tradition, they turn to each other for the wherewithal to spread the library word. understand and pursue effective public relations and marketing practices for the benefit of their individual libraries, The Montana Library Association to the Rescue library groups, and the association as a whole. In addition, the committee repre- In a state where sharing is the name of the game, the business of libraries must also sents the association in various public include connecting far-flung librarians, most of whom recognize that being alone isn’t relations efforts, including its work with the Montana State Library, the MLA Government Affairs Committee, and This article was solicited by the feature editor. other endeavors.

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from: Jan Zauha Wired to Go to: Wired-MT Designed to spark ideas, promote shared date: January 28, 2002 subject line: PR Hint of the Week, January 28, 2002 materials, and offer encouragement to the average librarian in Anywhere, February Is International Boost Your Self-Esteem Month and Library Lovers’ Month. Coincidence? Montana, the Marketing and Public Relations Committee’s “PR Hint of the Take this last week in January to plan some February PR tactics that will pump up your library’s self- Week” program has been a great success. esteem and remind your public that there are lots of things to love about your library. How? Explore Begun in November 2001 by the com- getting some additional newspaper coverage for your services, your collections, or your special mittee chair at the time, Cherie Heser, programs. Contact the local (or regional) newspaper and propose some new library contributions, including: director of Rosebud County Library, the weekly hints are written in turn by a * A regular or occasional column on Web resources geared toward public interests like sites for rotation of committee members from planning weddings, family reunions, home repairs, pet care . . . Give credit: make it clear in each piece public, school, and academic libraries. that these sites were carefully chosen by information experts: your library staff! You constantly train the Broadcast each week to subscribers public in how to locate and evaluate Internet information, even if you don’t hold regularly scheduled of Wired-MT, the MLA-sponsored elec- classes. Use the newspaper to extend your training opportunities. tronic mailing list, the hints traverse the * If you are a government depository at any level, write something to highlight the great government state, spanning the miles with practical resources you have in your collection and how easy it is for the public to access them, in print and ideas, shared stories, and words of electronically. It’s tax time. What have you got that might help the public with this daunting task? encouragement. The substance of each Besides those nasty forms! week’s missive is determined by its writer and may reflect personal interests, local * We are often good at letting the public know about new books in our collection, but what about collections that have accrued over time and ripened into fabulous resources? Cookbooks don’t go out issues or events, holiday themes, of date—when they’re old, they connect us with our past. Montana writers will always be of interest to national awareness campaigns, practical the state. Quilting books just get better with age . . . You could tie columns about these resources into advice, and personal reflections—just current exhibits in your library. about anything goes. The thread that runs through all the hints is concern with * You probably publicize your programs already in your local newspaper, but look into doing some the public image, programs, and rela- special features from the public point of view. What stories do your users have about how the library tions of the library. As Heser put it in the and its programs have made a difference in their lives? Profile them. Human interest stories can be powerful testimonials to the worth of your library. Use them! inaugural hint, “You can look forward to a fresh and useful hint every Monday Some practical points for getting these into the newspaper: this year . . . for putting your library on the right track with your public.”2 * Familiarize yourself with the publication before you call with ideas. No editor wants to hear about The ensuing weeks since November things they’ve already done. Every editor would like specific input on where in the newspaper you think 6, 2001, have unearthed some very inter- this story or column would be best used. esting ideas and heightened the Montana * Contact the managing editor or the city editor first and then ask to be connected with the person who library community’s awareness of the edits the section where your idea fits best. For small newspapers, one person may be all you need to committee, its function, and the founda- talk to. tions and importance of public relations work in all types of libraries. The result * If you are an academic library, contact your institution’s office of university relations or news or is a patchwork quilt of PR ideas that outreach. They already have lines of communication (and influence) established with local papers—let them help you. continues to develop and grow. As the service matures, some essential founda- * As you inquire and as you write your piece, be mindful of space limitations. Some newspapers are tions for good public relations have very short on space and you may only get 300 words. Ask how they would like to receive the piece. Ask emerged, woven throughout the weekly about editorial policies, guidelines. messages: planning, programming, broadcasting, borrowing (taking advan- Good luck, stay warm, and think good thoughts about yourself. Best wishes from your MLA Marketing tage of ideas and materials already and PR Committee. developed), and appreciation (taking Jan Zauha care of yourself, your staff, and your patrons). The following excerpts are drawn from a year of PR broadcasts. Their Committee members are drawn devoted to library promotion and out- authors are volunteers from all walks of from all types of Montana libraries. The reach, driven by a need to make things the library profession and all parts of the committee includes librarians from the better. Working together, these librarians state: Marylane Pannell is a library Montana State Law Library in Helena, deliver innovative ideas and assistance in media specialist at Kalispell Junior High Missoula Public Library, Montana State a number of ways, from templates for School in northwestern Montana; Cheri University in Bozeman, Kalispell Junior library posters and bookmarks to press Heser is director of Rosebud County High School, and Rosebud County releases, flyers, ideas, and feedback. One Library in the southeastern town of Library in Forsyth. Some members have of the primary ways the committee deliv- Forsyth; Jan Zauha is a reference team prior experience in marketing or public ers the goods across the state is through a leader at Montana State University– relations; many do not. Most are simply weekly program of public relations hints. Bozeman in the southwest; and Linette

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Ivanovich is young adult librarian at the from: Jan Zauha Missoula Public Library from the middle to: Wired-MT of Montana’s western edge. The partici- date: February 18, 2002 pation of these diverse professionals is subject: PR Hint of the Week, February 18, 2002 itself a model of the cooperative cross- pollination the service promotes. Their Everybody loves a winner. Just watch the Olympics and you can see how much our society invests in the glories of competition, accomplishment, and recognition. hints are organized here under the fun- damental PR elements that have emerged How can you provide more opportunities for your library patrons to be winners? over the year. The date of each hint’s broadcast is given to help illustrate the Unlike the Olympics, library contests don’t need to be costly, fraught with security issues, dangerous, nonlinear energy of the service. or (hopefully) scandal-prone. They do need to be carefully thought out, creative, positive, well- publicized, and end in a celebration of winners and participants alike.

Planning Of course, contests aren’t new to libraries. Reading contests are a traditional method for public and school libraries to encourage young readers and to highlight the value of reading. Summer reading The best PR happens when you are on programs, for instance, have been around for a long time. Whether you highlight a single winner, many winners, or the winner in every participant who achieves a certain level of reading, these contests top of things. While some things can provide a way to regularly highlight the tandem values of reading and public participation. happen spontaneously, planning can help take the stress out of PR and Other opportunities for contests in libraries abound. If you already have a well-established reading increase its effectiveness. Use January as contest, think about some alternative contests that will highlight your library’s values or collections, a time to review where your library is in draw your patrons closer, provide an opportunity for them to shine, and make them into staunch library its public relations activities. Identify a supporters now and in the future: weakness and proactively plan how you * Book collection contests are designed to get patrons to think more about their own relationship with will address it in the coming year, includ- books. All kinds of libraries can encourage their patrons to describe a collection of books they have or ing the progress you hope to see by would like to have, and then provide rewards (money? more books? a medal?) for the best collection. spring (Heser, 1/14/02). Keep an idea file Our own University of Montana Mansfield Library is currently sponsoring a student book collection and use an eighteen-month calendar to contest (www.lib.umt.edu/dept/hum/Bookcontest.htm). For the history of book contests, read Donald sketch out when you’d like to try some Farren’s “What is Book Collecting” article in RBM (vol. 2, no. 1 (2001), p. 48-72). new things (Pannell, 6/17/02). * Scholarships are another competitive way to encourage patrons of any library to connect learning with Planning for positive staff-patron rela- library use. Whether you require an essay on a book or library-related topic, an application form, or tions is another must for ensuring suc- some other means of identifying the winners, scholarship competitions will prove to your patrons that the library is interested in their future. cessful public relations. Staff need the training and tools to get the job done * Recognizing student workers is another way of connecting learning and libraries. Have supervisors and to work well with the public. Get nominate student workers or have the workers submit an essay on why they love to work at the library. ready for the arrival of new staff mem- Then recognize the winner with a gift certificate, a scholarship, or a special staff luncheon. All kinds of bers by preparing a “Survival Packet” libraries rely on dedicated student workers for essential functions; let yours know how much you for each one. Include library policies and appreciate them! procedures, services available, informa- * Hold a public contest to name a new resource, room, program, or other aspect of the library. Give the tion about library equipment, a map of winner a gift certificate; recognize him or her at the opening of the new room. Honoring the creativity the library, and copies of the staff man- of your patrons will make them feel more connected with their library. ual. Set the tone for a fun, relaxed work atmosphere by including some comfort * Be a borrower! Look into what other libraries are doing. Read Janet Woodward’s article “She’s Got a items as well, like candy bars, book- Winner” in School Library Journal (vol. 47, no. 4 (April 2001), p. 43) to get some good ideas. Use your marks, and sticky notes (Pannell, professional networks to borrow ideas from others. April’s MLA conference in Great Falls and August’s PNLA conference in Missoula will provide excellent opportunities for this. 5/13/02). Decide on some new contest ideas then set yourself up for a win-win-win situation. Not only will your patrons win prizes, your library will win recognition. In addition, the local entities you draw in as prize Programming sponsors, contest judges, or award granters will win community kudos and positive publicity.

Programming can take many forms, Remember, though, it isn’t enough to hold the competition and award the prizes. The winners, and even from passive to active. Think of displays those who didn’t win, need to be publicly recognized and celebrated in order for your library to be a as intimate programs for their creators winner, too. as well as for the audiences who get to Good luck and enjoy those Olympic dreams! from your MLA Marketing and PR Committee. enjoy them, especially if you have patrons and staff working together to Jan Zauha develop and mount the displays (Pannell, 11/11/01). More traditional event programming ideas include a December open house centered on the (Heser, 12/3/01). Hook into local histor- them by planning similarly themed pro- theme of a particular book like A Cup of ical anniversaries, such as the Lewis and grams in the library, adding or highlight- Christmas Tea by Tom Hegg. Serve hot Clark Bicentennial. Identify other public ing related materials in the collection, beverages, provide public readings from programs that are being held in honor of and putting up supporting displays the book, and follow with a discussion the event and make connections with (Heser, 11/19/01).

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from: Cherie Heser fessions around, and we need to draw on to: Wired-MT those powerful connections to make our date: April 8, 2002 local work easier. Keep your eyes and subject: PR Hint of the Week, April 8, 2002 ears open at conferences so you can pick up new PR ideas from colleagues there, Next week is National Library Week, and I hope that you have printed your Press Release from the in conversation as well as through the Montana Library Association Web site and given it to your local paper—and modified it as needed for scheduled programs (Zauha, 6/10/02). a public service announcement for your local radio station, if possible. Also, I hope you’ve printed your brochures from the site to hand out to patrons and other librarians. Use materials from professional bodies like ALA and your state association and The human soul has a need for beauty, and I think in some ways the harried modern soul, with all its adapt them for your own use. Take care to pressures and commitments, has this need even more, particularly when many days are spent cooped up in offices or constantly on pavement. Knowing the need for beauty (if you’re curious, look over a get permission when needed, but recog- book on the study of aesthetics), we can make a PR effort out of satisfying some of that need. nize that often these materials are offered as templates designed to be changed for Libraries are places of beauty, not just because we love them, but because books and other materials local use. For instance, download Holiday of all colors and wood shelves, etc., are beautiful. Hopefully, you enhance that every month with bulletin Season Bookmarks from Library Media boards, posters, flowers, or anything that adds more color and beauty. But you can do more, and a and PR, www.ssdesign.com/librarypr good suggestion is to have a Quilt Show, as we are doing right now with our Forsyth Piecemakers’ Quilt (Ivanovitch, 12/16/01). Use ALA’s Na- Guild. Quilts not only have an old-fashioned beauty of their own, but they bring out the colors in the tional Library Week materials—take the books and give folks something to look at while they’re considering what materials they need. @ your library™ theme and make it your Quilt Shows don’t have to be large—if you have limited space, consider asking just one quilt maker (or own. See the Missoula Public Library’s collector) to share a few with the public for a few weeks. NLW 2001 events page, www.missoula. lib.mt.us/nlweb.html, for more ideas Other ideas along the same line include having a public or student art display or crafts display, sized to (Ivanovitch, 2/25/02). fit your space. Programming ideas can also be bor- Second hint (it’s two-for-one week!): National Library Week is a great time to say thank you to your rowed from national sources. Use the supporters, board members, volunteers, staff, etc. Something as simple as an inexpensive bookmark Library of Congress’s “Poetry 180” can be a warm reminder of how they are valued. If you have a little bigger budget, there are many gifts (www.loc.gov/poetry/180) program available for staff and volunteers, but don’t make it the same old mug every time. One time all my staff ideas and materials to connect patrons and volunteers got “library socks” with “Hooked by a Book” and little bookworms on fishing hooks on with poetry in your library (Zauha, them—that was the hit of the week! If your budget is limited, make something, even if it’s just a card on Print Shop. 4/22/02). The program is designed for use in high schools, but all kinds of Thank yous should also be made publicly. Ask your local radio station for a little “spot” during National libraries can develop interesting ideas Library Week, and do thank yous to all the people who support you and contribute to the success of from it. your library. Put a little “thank you card” in the classifieds in your local paper. Put up some posters around town that tell that you are celebrating National Library Week by saying “thank you” to those who help libraries be an important force in our communities. And list some names. Don’t forget those who Appreciation give sizeable donations of books or other materials. Appreciation of those around you, be Gratitude should be sincere, but it also is a very effective PR tool, and it often has the “side effect” of they staff or patrons, can take many dif- gaining you more volunteers and supporters, too. ferent forms. It may simply mean paying Cherie Heser attention to details. Make the effort to create a soothing atmosphere at particu- larly stressful times of the year by play- ing quiet holiday music and giving out Broadcasting ences or other professional events that holiday candy (Pannell, 12/10/01). Send they have attended. It helps to let the holiday cards to those who have helped Simply setting up an environment that world know what librarians do outside out during the year. Include staff, volun- encourages information flow can be a the library. Use a press release from the teers, custodians, board members, great way of using the broadcasting sponsor of the conference you attended patrons, and anyone else who has made approach to PR. For instance, displays to easily let your community know the your year a little bit better (Pannell, are an easy in-house way to broadcast details of the event (Heser, 4/29/02). 11/25/01). If December is too busy a the good news about your staff, pro- Don’t forget the tried-and-true library time to do this, use the theme of grams, or collections. Put up a display of newsletter as a great way to get informa- Thanksgiving and send the cards in staff photos so patrons can better appre- tion out about your library, but consider November (Heser, 11/6/01). ciate the people who help them (Pannell, including some new content like recipes 2/4/02). To improve external broadcast from your staff, craft instructions, and You don’t have to go to a lot of expense coverage, take a fresh look at the local patron interviews (Heser, 6/3/02). to show your appreciation for others; newspaper and think about new ways to remember, “gratitude in itself is a gift” get additional coverage there (Zauha, (Heser, 11/6/01), but it needs to be 1/28/02). Borrowing expressed. Have an appreciation lunch for your volunteers and staff each year Both in and out of the library, encourage Don’t reinvent every wheel. Librari- and individually thank them for their staff to talk about any recent confer- anship is one of the most networked pro- work (Pannell, 4/15/02).

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Show the public that you appreciate special libraries are becoming less dis- titioners all over Montana is a potential what your library has to offer so that tinct. Increasingly we are faced with simi- next step in the evolution of the service. they will appreciate it too. After all, if lar issues and challenges, from Internet Librarians across the state have mapped you don’t love your library, who will? use to funding shortages. out some incredible routes for arriving at Make a list of the top ten reasons for Academic libraries need to under- more despite starting at less. The com- loving the library, and post them in a stand marketing and public relations mittee can help distribute that map for place where staff and patrons can be principles that have governed public the benefit of all library users in reminded of them on a daily basis libraries for years. School libraries use Montana and elsewhere. ■ (Heser, 2/11/02). Likewise, if you don’t innovative ways to involve teaching staff love your work, it will show. Take steps in the library and to enfold students into to deal with job-related stress so that daily library routines, and other types of Janelle M. Zauha is an Associate Professor you can put your best face forward to libraries can learn something from their and Reference Team Leader at the your public and staff (Zauha, 5/28/02). methods. Special libraries are adept at Libraries of Montana State University– the timely dissemination of information Bozeman; [email protected]. to clients and thereby make themselves Something for Everyone indispensable. What library couldn’t learn from their example? Public References These PR Hints are an eclectic mix of wis- libraries must always be on the lookout dom, advice, and ideas focused broadly for new and better ways to catch the 1. “Wibaux Library in the News,” on all kinds of libraries in the state. One patron’s eye and meet community needs. Montana Library Focus 20, no. 3 (June of the driving ideas behind such a mix is And the list goes on. 2002): 10–11. 2. Cheryl Heser, “PR Hint of the Week” that, throughout the Montana library MLA’s Marketing and PR Comm- (Nov. 6, 2001). Accessed Jan. 6, 2003, community, all types of libraries need to ittee plans to continue its weekly rounds www.mtlib.org/prmaterials/prhints01. talk to each other more. The boundaries of PR hints for the foreseeable future. html. separating academic, public, school, and Increased involvement from library prac-

TECH TALK

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are determined by the reference types, which include books, mag- azine articles, reports, and dissertations. A toolbar allows the user Paula Wilson is the Virtual Library Manager at to easily insert and edit citations, format bibliographies, find fig- the Las Vegas–Clark County Library District, ures, and generate a figure list when working in Microsoft Word. Nevada; [email protected]. The mention of sys- tems and vendors in this column does not consti- In addition, EndNote has manuscript templates that load in tute an evaluation or an endorsement of the Microsoft Word and guide the researcher through the various for- products or services by the Public Library matting requirements. Although both EndNote and NoodleBibs Association or the editors of this magazine. The automate the task of formatting a bibliography, it is advisable that contributing editor of this column welcomes any comments or ques- users of these programs have a good grasp of formatting stan- tions at the e-mail above. dards so that they will able to identify citations inconsistent with standard formats. Resources Organizing Research Projects BackFlip, Backflip, Inc. Once researchers have collected relevant resources and begin to www.backflip.com write and create documents supporting their research, they can Copernic Agent Basic, Copernic Technologies use software such as Research-Desk Professional (www.win- www.copernic.com ferno.com) and Microsoft’s Binder to organize their documents. EndNote, ISI ResearchSoft Research-Desk Professional allows users to open, edit, and save www.endnote.com Web pages and Microsoft Office documents in a single “work- Google toolbar, Google space.” The software also allows sets of documents to be saved http://toolbar.google.com as workspaces or individual files. This is helpful when working NoodleBib, NoodleTools with multiple file types related to the same research project. A www.noodletools.com keyword search helps locate documents without opening each Powermarks, Kaylon Technologies file individually. Another great feature is the ability to attach a www.kaylon.com sticky note on Web sites. Once saved, the Research-Desk Professional, Capital Intellect note remains on the page where it was placed. www.winferno.com Researchers have an arsenal of tools available to them that WebFerret, CNET Networks complement the online collections and resources that libraries www.ferretsoft.com offer. Many of the products discussed in this article are free or can Yahoo! bookmarks, Yahoo! be downloaded for trial purposes. It is recommended that users http://bookmarks.yahoo.com test several products to determine which best suits their needs. ■

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Staffing for Results knowledge about books or other library materials. A plaque and $3,000 honorarium awarded annually. A Guide to Working Smarter Workshop Sponsored by Baker & Taylor. A workshop based on the latest entry in the PLA “Results” ● Baker & Taylor Entertainment Audio Music/Video Product series, “Staffing for Results: A Guide to Working Smarter,” will Award. Annual grant consisting of $2,500 of audio music be held May 13, 2003 at the Swissotel Boston. The workshop or video products. Sponsored by Baker & Taylor. will help you answer key questions related to the output and ● Charlie Robinson Award. Honors a public library director. performance of your staff. By first systematically analyzing Award consists of $1,000 and a gift. Awarded annually. how long work activities take and then assigning steps to each Sponsored by Baker & Taylor. unit of work, you will have a quantifiable measure of the staff ● Demco Creative Merchandising Grant. Provides cash and output. “Staffing for Results” walks you through the process of supplies to a public library proposing a project for the cre- measuring work, identifying best practices, assigning costs to ative display and merchandising of materials. Annual grant each activity, analyzing resource allocation, and communicat- consists of $1,000 cash and $2,000 worth of merchandise ing results. ordered through Demco, Inc. Sponsored by Demco, Inc. In this one-day workshop, Diane Mayo and Jeanne ● Excellence in Small and/or Rural Public Library Service Goodrich—coauthors of the book—will provide library man- Award. Honors a public library serving a population of agers and human resources managers information on how to 10,000 or less that demonstrates excellence of service to its use the book’s figures and work forms to ensure that your community A plaque and $1,000 honorarium are presented library is optimizing its resources. After attending the work- annually. Sponsored by EBSCO Subscription Services. shop, you will be able to answer questions such as: ● The Highsmith Library Innovation Award. Recognizes a public library’s innovative and creative service program to ■ Who is doing the work? the community. A plaque and $2,000 honorarium are pre- ■ How long does it take? sented annually. Sponsored by Highsmith, Inc. ■ Is this the best use of people available? ● New Leaders Travel Grant. For public librarians new to ■ Do we need more staff? the field. Annual award consists of plaques and travel grants of up to $1,500 per applicant. Diane Mayo is vice president of Information Partners, an information technology and library automation and manage- ment consulting firm that specializes in helping libraries with PLA Programs At ALA planning and implementing a wide range of technologies. 2003 Annual Conference Jeanne Goodrich is a consultant and trainer who specializes in public library planning, job analysis, and data collection and All events listed below are held in conjunction with the analysis. American Library Association’s 2003 Annual Conference in Visit www.pla.org to print out the registration form for the Toronto, Canada. Preconference programs require registration, workshop or call 1-800-545-2433, ext. 5PLA, to have one which can be made by visiting http://cs.ala.org/annual2003. All mailed to you. other PLA events listed below are open to all ALA attendees with no additional fee. PLA reserves the right to cancel pro- grams, and programming information is subject to change. PLA Awards and Honors Visit www.pla.org for the latest program descriptions, speakers, updates, a final schedule, and program locations. PLA awards and honors are designed to highlight the best in public library service. To get more information and application forms visit www.pla.org/awards/info.html or contact the PLA PLA Preconference Programs office at 800-545-2433, ext. 5026. Application deadline (date Friday, June 20, 9 A.M.–5:30 P.M. of postmark) is December 1, 2003. PLA Awards include: How Libraries Add Real Value in A Warp-Speed World

● Advancement of Literacy Award. Honors a publisher, Friday, June 20, 9 A.M.–5:30 P.M. bookseller, hardware and/or software dealer, foundation or Librarians and Trustees: Teamwork for the Community’s Benefit similar group (not an individual) that has made a signifi- cant contribution to the advancement of adult literacy. A Programs plaque is awarded annually. Sponsored by Library Journal. ● Allie Beth Martin Award. Honors a public librarian who Saturday, June 21, 8:30 A.M.–10 A.M. has demonstrated extraordinary range and depth of Alphabet Soup: RFPs, RFIs, and RFQs

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Reading Education Assistance Dogs: A Pawsitive Reading Experience in the Library Celebrate National Poetry

Saturday, June 21, 8:30 A.M.–Noon Month This April! Challenges and Opportunities: The Leadership Role of Public Libraries in Helping Young People Develop Digital and Information Literacy Skills Good Times, Bad Times: Strategies for Managing There’s Always Tomorrow Your Collection Budget The Bad Day Poem Teaching for Lively Learning: Putting Active Learning into Classes Paul J. Ruschmann Saturday, June 21, 10:30 A.M.–Noon The Numbers that Count We’ve all had ’em . . . Those “bad hair,” blue mood, red letter days Where it just doesn’t matter what you do or what you say Saturday, June 21, 1:30–3:30 P.M. You just know that everything is not going to be O.K. AV 101 Policy Matters: A Guide to Writing Effective Public So you do your best to muddle through Library Policies Eat some chocolate, say a prayer, tell a joke or two Spotlight on Canadian Authors and Books Anything—everything—just to change the mood. The Best of the Rest from the University Presses: And then it happens: You get the customer from hell Books You Should Know About Who you can’t hide from and who knows you so well That when you have “one of those days,” they can always seem to tell. Saturday, June 21, 4 P.M.–5:30 P.M. How We Survived: Coping Strategies for Rural Li- And they start in on you with their tale of woe braries And—like a deer in their headlights—you’ve nowhere to go But they go on and on, like a boxer, with their blow by blow by blow . . . Intellectual Freedom on Both Sides of the Border You try to smile, though you’d much rather cry Sunday, June 22, 1:30 P.M.–3:30 P.M. And somehow—miraculously—the time passes by Don’t Drop the Baton: Workforce Planning and Before you know it, you’re home sipping a glass of wine Passing Responsibility in Your Library And toasting yourself for having survived. Emerging Immigrant Communities: The Public It’s then that you remember that it wasn’t so bad— Library Responds There was that smart, smiling kid and that kindly old man Hot Topics Talk Tables That when you found their books, they smiled and thanked you Helping to remind you why you do what you do— Sunday, June 22, 4 P.M.–5:30 P.M. Aiding patrons, helping them find what they need: Compensation: Trends in Public Libraries Helping commuters compute and readers to read. Detente: Peace between Public Service and IT Staff Is Possible! It’s then that you realize with a certain amount of glee That the library’s like a toy store and you’re a kid with a key And your job is unlocking the toy box for all those who want to play Monday, June 23, 8:30 A.M.–10 A.M. And for this, my dear librarians, for this (!)—you get paid! They Never Tell Me Anything! And by the third glass of wine Monday, June 23, 8:30 A.M.–Noon You’re thinking of something your dad used to say, Homework Help for Children and Youth: Strategies for About how anyone can get through a single bad day Successful Library Involvement And that some days there’s bound to be pain and sorrow Providing Effective Library Services to Homeless People But if you can get through one day—just one miserable day There’s hope in knowing that there’s always tomorrow.

Monday, June 23, 10:30 A.M.–Noon Paul J. Ruschmann is a library and information science student at Wayne Intellectual Freedom is for Librarians, Too: Freedom State University; [email protected]. of Speech in the Workplace

Monday, June 23, 1:30 P.M.–3:30 P.M. Do We Make a Difference? Evaluation of Public Li- Save the Date brary Services to Preschool Children Suffering Innovation: Staffing Implications of Changing Techn- PLA’s Tenth National Conference will be held February 24–28, ologies 2004, in Seattle, Washington. Don’t miss this conference—the The Librarian as Personal Information Shopper: New Ways of only library conference dedicated entirely to public librarian- Looking at Service Delivery ship. PLA 2004 will feature more than 100 continuing educa- Monday, June 23, 4 P.M.–7 P.M. tion programs, author events, receptions, tours, more than 600 PLA President’s Program and Reception with keynote speaker booths in the exhibits hall and much more. Visit www.pla.org Margaret Atwood. for more information. ■

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sociation and a customizable This book is tailor-made guide to finding local communi- for public libraries, although the ty services from the National procedures described could eas- Alliance for Caregiving. Finally, ily be adapted to other kinds of there is a checklist of services libraries. The authors, Preston for seniors and a set of ten de- Driggers and Eileen Dumas, are mographic tables and graphs. public librarians with many There are a few drawbacks years of experience managing to this work, mostly attributa- volunteers. In 1992, Colorado ble to its being a compilation librarian Dumas helped organ- Library Services to the tional living were built into so- from other earlier sources. The ize the Metro Area Library Vol- Sandwich Generation ciety. Because of the cultural bibliographies and directories unteer Coordinators Council generally date from 1997, so (later renamed the Colorado and Serial Caregivers disconnect with those earlier times, contemporary families more current materials and Web Volunteer Managers Council) to Compiled by Linda Lucas must rediscover such coping sites are missing. Also, some of bring together library staff Walling. Chicago: Association techniques. To fill the informa- the demographic material lacks members who manage volun- of Specialized and Cooperative tion gap for these families, the source attribution and dating. teer programs. Driggers joined Library Agencies, American Li- Association of Specialized and Finally, all the resources are the council the following year, brary Association, 2001. 47p. Cooperative Library Agencies heavily skewed toward caretak- bringing his knowledge of $20 ($18 ALA members) (ISBN (ASCLA) has published, as the ing of older family members. human resources and risk man- 0-8389-8139-9). fourth item in its Changing Less attention has been paid to agement to the group. This During the twentieth centu- Horizons Series, Walling’s com- the challenges of grandparents book grew out of the group’s ry, cultural and economic pilation of caregiver resources. raising children; a compilation discussions and their interest in changes in America led to a pro- Both inspiration and material of resources on that subject developing a manual based on found shift away from the clas- contributions for the book come would have been welcome. their experiences. sic pattern of multiple from participants in a panel dis- Despite these few short- As the subtitle says, this generations living together in cussion at the American Library comings, the book is a unique book is a practical tool kit. It is the same home or community Association’s Annual Confer- and excellent resource. Libraries divided into six sections cover- and toward adults living and ence in June 1997. need to be attentive to this ing volunteer library programs caring for themselves as sepa- Walling’s introduction is a growing special population. As in general, volunteer recruit- rate generations. Now, due to concise summary of the major Walling states, doing so re- ment, training and development, increased longevity, sometimes issues confronting multigenera- quires, not major funding, but awards and recognition, volun- coupled with economic necessi- tional families, and it highlights awareness, resource allocation, teer rules and discipline, and ty, more people in late middle the steps libraries should take to and networking. Her book volunteer record keeping. With- age find themselves caring for meet this new information need. guides librarians, caregivers, in each section, the larger topic their elderly parents at the same To her own compilation of rele- and community groups to the is broken down into chapters. time that their adult children are vant associations, Web sites, tools for those tasks. Public li- Each short chapter addresses returning to live at home, often and materials, she adds an ex- braries will want to have both specific issues in volunteer man- bringing grandchildren. These tensive bibliography from the circulation and ready-reference agement (job design, volunteer middle-aged folk are the “sand- Public Library Association’s copies on hand.—Michael application forms, interviewing wich generation,” and they and sandwich generation discussion Austin Shell, Jacksonville (Fla.) and selection, legal and risk their parents, children, and group and another on home Public Library management issues, orientation grandchildren are increasingly modification and adaptive tech- training, safety training, recogni- finding themselves responsible nology from the Lee County Managing Library tion programs, volunteer rules, for “serial caregiving” for one (Fla.) Library System. Particu- Volunteers and corrective action). The book generation after another. larly useful for library service A Practical Toolkit includes numerous sample forms Linda Lucas Walling notes planning are the guidelines for and job descriptions, as well as that in previous ages the means services to older adults from the By Preston Driggers and Eileen an extensive bibliography and of coping with multigenera- Reference and User Services As- Dumas. Chicago: American Li- index. brary Association, 2002. 168p. Managing Library Volun- $38 ($34.20 ALA members) teers builds on earlier works If you are interested in reviewing or submitting (ISBN 0-8389-0806-3) LC about volunteer management by materials for “By the Book,” contact the contribut- 2002283096. Marlene Wilson (Effective Man- ing editor, Jen Schatz, 213 Waterfield Library, Libraries struggling to gain agement of Volunteer Programs, Murray State University, Murray, KY 42071; jen- control of unwieldy or ineffective Boulder, Colo.: Volunteer Man- [email protected]. volunteer programs will benefit agement Associates, 1976), “By the Book” reviews professional develop- from this no-nonsense guide to Sally Gardner Reed (Library ment materials of potential interest to public librar- recruiting and managing volun- Volunteers: Worth the Effort! A ians, trustees, and others involved in library service. teers. Managing Library Volun- Program Manager’s Guide, Jef- PLA policy dictates that publications of the Public Library teers is designed to be a handy Association not be reviewed in this column. Notice of new publica- ferson, N.C.: McFarland, 1994) tions from PLA will generally be found in the “News from PLA” sec- reference for both the newly ap- and Bonnie F. McCune and tion of Public Libraries. pointed volunteer manager who Charleszine “Terry” Nelson A description of books written by the editors or contributing is not sure where to start and the (Recruiting and Managing Vol- editors of Public Libraries may appear in this column but no evalu- experienced volunteer coordina- unteers in Libraries: A How-to- ative review will be included for these titles. tor looking for direction on a Do-It Manual, New York: particular problem. Neal-Schuman, 1995). This slim

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book, however, offers the most vocates that youth development, up-to-date information in an not merely collection develop- A Warm Welcome easily accessible format. Some ment, be the primary function of may find fault with the arrange- services to the twelve-to-eighteen- Public Libraries is pleased to announce ment of the book—why, for in- year-old user population. The the appointment of Jen Schatz as the new stance, do the chapters on job mission of library work with contributing editor of “By the Book.” design and writing job descrip- teens should be to engage them, Schatz is reference and instruction librar- tions come more than halfway through strategic program and through the book, after chapters resource choices, as active collab- ian at Murray State University Libraries orators in the process of becom- in Murray, Kentucky. She worked as a ing competent adult community librarian and branch manager at the Free members. To this end, YALSA Library of Philadelphia for seven years and remains . . . this book and author Patrick Jones have involved with public library issues. Schatz has served as a published New Directions for Li- book reviewer for Public Libraries in the past and has a could have a brary Service to Young Adults, a BA in English and an MLS, both from Indiana University, profound effect much-expanded replacement for Bloomington, Indiana. She can be reached at jenschatz@ the second edition of Directions earthlink.net. Welcome aboard, Jen! on the public for Library Service to Young Adults (1993). library in this age A principle value of this of market-driven, new book is that it maps how lined Approach (ALA, 2001), YA specialists. The gap between the various national library and then from the “key goals for services to children and those to electrified standards, guidelines, and com- school libraries” perspective of adults is often pronounced. petency checklists, together the American Association of YALSA and author Jones argue information with current knowledge about School Librarians’ Information convincingly that libraries could adolescent development, inter- Power: Building Partnerships reclaim their responsibility for services sect in thoughtfully planned for Learning (AASL, 1998). An community well-being and for young adult (YA) services. Two extensive checklist of specific nurturing the rising generation initial chapters present the case strategies and services follows, of citizens by making YA servic- on recruitment, interviewing for youth development as a li- organized into seven action es an integral part of program and selection, and training? Yet brary responsibility and pose areas (e.g., administration, pro- and resource development. the value of the information the questions necessary for grams) to support priority set- What is more, because it provided and the straightfor- strategic planning. A third chap- ting and resource allocation. A gathers together so many rele- ward manner in which it is pre- ter discusses ten core values chapter of success stories de- vant professional guidelines, sented far outweigh such minor upon which YA work should be scribes thirty YA projects devel- New Directions could act as a faults. It is highly recommended based, ranging from develop- oped by eighteen school and valuable toolbox in planning for all public libraries.—Vicki mental needs and assets to public librarians. The final third and justifying such work. It Nesting, St. Charles Parish Li- youth advocacy and collabora- of the book gathers referenced serves as a companion piece to brary, Destrehan, Louisiana tion to adolescent literacy, equi- professional and youth develop- YALSA and PLA’s Bare Bones ty of access, and intellectual ment standards, guidelines, and Young Adult Services: Tips for New Directions for freedom. This chapter also of- other resources into ten useful Public Library Generalists by Library Service to fers supporting arguments to appendixes. Renée J. Vaillancourt (ALA, Young Adults convince library and school ad- If given the attention it de- 2000), a hands-on guide with ministrators that proactive YA serves, this book could have a more specific, practical ideas for By Young Adult Library Ser- services are crucial to meeting profound effect on the public li- YA services. Both books will be vices Association, with Patrick larger institutional goals. brary in this age of market-driv- great aids either to individual li- Jones. Chicago: American Li- To illustrate the intersection en, electrified information brarians developing youth pro- brary Association, 2002. 151p. of professional guidelines, New services. New Directions re- grams or to managers and $32 ($28.80 ALA members) Directions examines YA work ports that while teens make up directors looking to include (ISBN 0-8389-0827-6) LC first from the “service respons- 25 percent of public library youth development in their in- 2002003377. es” perspective of the Public Li- users and their age group is ex- stitutional vision.—Michael The Young Adult Library brary Association’s The New panding, only 11 percent of Austin Shell, Jacksonville (Fla.) Services Association (YALSA) ad- Planning for Results: A Stream- American public libraries have Public Library. ■

INDEX TO ADVERTISERS

Baker & Taylor ...... cover 2 Ingram Library ...... 96–97 Book Wholesalers Inc...... cover 3 OCLC ...... 67, 132 Dynix ...... cover 4 Poisoned Pen Press ...... 103 EBSCO ...... 128 Sirsi ...... 125 Gale ...... 72 TLC ...... 71 Gaylord ...... 131 Weiss Ratings ...... 112

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New Technology Enhances ■ Streamlining the planning process health, science, technical, and regulatory Safety of Spacesaver’s through goal setting sources, including the New England ■ Accelerating the acquisition process Journal of Medicine, Consumer Reports, High-Density Mobile through effective RFP development Medline, GeoRef, and thousands of Storage System ■ Evaluating system design needs other widely used sources. News cover- ■ Understanding the critical impor- age is rich, containing nearly 50 data- Spacesaver Corporation now offers a tance of decisions about the library’s bases with more than 1,500 newspaper completely passive safety option for its data and journal titles pulled from the powered, high-density mobile storage ■ Identifying training needs acclaimed Dialog NewsRoom online lines. This unique safety feature, called ■ Achieving successful implementation service, including the Boston Globe, AisleGuard, is a microprocessor-con- USA Today, and Global Reporter. trolled, laser-optic system that prevents In addition to covering system Libraries may subscribe to only the carriage movement whenever a person design and maintenance, facility plan- newspaper database, which provides or an object is detected in an open aisle. ning, data considerations, staff and access to the news content, or in combi- AisleGuard requires no conscious patron training, and public relations nation with ReferenceLink to get the full effort or pressure to stop or prevent car- planning, the guide includes several content set. riage movement. The system, which has a helpful checklists. www.gale.com patent pending, is unlike any safety fea- www.gis.gaylord.com/ContactUs/ 1-800-877-4253 ture on the market. When a person enters LitForm/litrequest.htm an aisle equipped with AisleGuard, the 1-800-272-3414, ext. 413 aisle automatically locks into its full open Private and Spanish position. The face panel controls indicate Calendars Now Available for which aisle is in use. When the aisle is Thomson Introduces Library EventKeeper clear, AisleGuard resets automatically, Gateway to Thousands of and the panel indicates that the mobile system is ready for use. News Sources Plymouth Rocket announced the release www.spacesaver.com of EventKeeper 3.0, offering libraries the The Thomson Corporation has intro- choice of public calendars, private calen- duced ReferenceLink, an online informa- dars, private events on public calendars, Free Guide Available to Aid tion gateway designed for public and and calendars for Spanish-speaking educational libraries. The new product patrons. Libraries with enables library patrons and students to EventKeeper calendars are cus- Automation Planning search thousands of news sources and tomizable and easy to maintain. Editors databases simultaneously through a sin- fill out simple forms from any standard To help libraries avoid the pitfalls asso- gle, friendly interface without having to browser and the library’s Web site is up ciated with acquiring a new automation jump between individual Web sites or to date. EventKeeper 3.0 provides three system, Gaylord Information Systems access multiple online information serv- ways to add privacy to your calendar. has issued a free guide titled Planning ices. The product is the first to be intro- Your Integrated Library System. The duced in a line of planned online ■ Private notes, available only to forty-page booklet is designed to help products and services serving academic EventKeeper editors, can be libraries consider all aspects of acquiring and public libraries worldwide. included with any event. a new system during the planning ReferenceLink is a multidisciplinary ■ The second alternative adds private process. Topics include: database containing medical, reference, events to a public calendar. These events can be viewed only by editors or users provided with a login ID and password. The contributing editor of this column is Vicki Nesting, Regional Branch ■ A completely private calendar may Librarian at the St. Charles Parish Library, Louisiana. Submissions may be be created, accessible only to sent to her at 21 River Park Dr., Hahnville, LA 70057; vnestin@ authorized users. bellsouth.net. The above are extracted from press releases and vendor announce- A Spanish calendar framework is ments and are intended for reader information only. The appearance of such notices herein does not constitute an evaluation or an endorsement of the also available, and Plymouth Rocket is products or services by the Public Library Association or the editors of this magazine. expanding language support with other non-English calendar options. In addition

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to private and Spanish calendars, tions to extend patron time or end a issues. In response to an enormous EventKeeper 3.0 offers numerous en- patron session with the click of a button. demand for information on these issues hancements, including page hit counters, VAM is now shipping with its during the past twelve months, the event archiving, and more ways to cus- newest feature, Closing Time. Closing National Technical Information Service tomize your calendar. Time will close patron applications and (NTIS) has created a new central site, the www.eventkeeper.com power off workstations at a predeter- Homeland Security Information Center. mined time of day. Planned features The site’s home page is divided into five include Web-enabled and voice-activated topic areas: health and medicine, emer- TLC Brings Automated Debt scheduling and automatic powering up gency preparedness and response, bio- Collection to Library.Solution of computers to start the day. logical and chemical warfare, food and www.vendprint.com agricultural safety, and safety training The Library Corporation (TLC) has 1-800-224-5242 packages. Under each heading, NTIS has added debt collection capability to assembled a menu of documents and Library.Solution, its integrated automa- multimedia resources. Many of the doc- tion system. The new capability is pro- Gale Launches uments can be accessed and downloaded vided through a partnership between E-book Program immediately. TLC and Unique Management Services, The site contains information on an Indiana-based company that partners Gale has announced that it is launching combating terrorism, West Nile Virus, with libraries to recover overdue funds an e-book program. Through an alliance smallpox, vaccines, waterborne and and materials. with netLibrary, Gale’s reference works other disease outbreaks, biological and Unique Management’s debt collec- will be available in versions that library chemical warfare, chemical agents, and tion system is integrated with patrons can search and read via the safety training packages for reducing Library.Solution to help recover overdue Internet. problems associated with fires, haz- materials, fines, and fees accumulated by NetLibrary will host Gale eBooks, ardous materials, and biological, chemi- patrons. When a patron exceeds overdue which will be available to any institution cal, and hazardous materials. balance thresholds specified by the with a netLibrary account. While an ini- www.ntis.gov/hs library, the system provides the patron’s tial release of thirty to fifty Gale titles is information to Unique Management. expected this fall, the companies ulti- Unique Management then writes or mately expect to make hundreds of Spanish Audios Offers New phones to recover the overdue fines and works available. The initial selection of Promotions and Outreach materials. Unique Management uses a titles will serve broad reference needs gentle, professional manner to maintain and include both single-volume works Programs the patron’s goodwill throughout the and multi-volume sets. Content will be process. identical to the print version. Spanish Audios now offers two pro- TLC and Unique Management offer NetLibrary’s e-books provide users grams to help librarians promote their the debt collection capability on a with access to library resources any- new Spanish-language products and ninety-day, no-risk trial basis so librari- where, anytime. Full-text searches can services. The Florida-based company has ans can see that the system and service be conducted across hundreds of books developed a promotional campaign and works to their satisfaction and can or within a specific book to speed is working closely with several librarians recover enough funds to pay for itself. research and reference projects. The to incorporate an innovative seminar www.tlccarl.com books can be viewed online from a into their outreach programs. library, office, home, or remote location Spanish Audios created three promo- using an Internet browser, or books can tional pieces as part of the “Has VendPrint Offers New be downloaded to a laptop. E-books are escuchado a un libro hablar/Have you heard a book talk?” campaign. A poster, Patron Management available for varying checkout periods and are automatically checked back into shelf-talker, and counter piece are being Solution for Libraries the library collection when the checkout included in every new order, free of period expires. charge. These eye-catching tools announce VendPrint recently announced a new Gale eBooks will be sold as individ- the existence of Spanish-language audio- patron management solution for public ual units or in bundles with print titles. books and highlight their advantages. libraries. VendPrint Access Manager www.gale.com In addition, Spanish Audios will (VAM) is a workstation time manage- 1-800-877-4253 cosponsor a seminar series with several ment solution designed to automate the libraries across the country. “In Search of process of patron sign-in and use of pub- the American Dream” by author and lic workstations. VAM offers the flexi- NTIS Launches New speaker Camilo Cruz provides libraries bility to enforce library policies in a with an ideal opportunity to offer the variety of ways, including the ability to Homeland Security Hispanic community a positive message automatically enforce time limit policies Information Center and promote Spanish-language materials. only during periods of high patron activ- www.spanishaudios.com ity. Additional features include override Homeland security is a short phrase that (954) 321-5560 ■ capabilities at library personnel worksta- encompasses a wide range of complex

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