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The U.S. Government Printing Office congratulates the Tulsa, Oklahoma City-County Library as the winner of its first-ever Federal Depository Library of the Year award

The award, presented at the 2003 fall Federal Depository Library Conference, cited the Tulsa City-County Library for excellence in providing public access to Government information and for innovative approaches to increasing that access via the Internet.

he Federal Depository T Library Program (FDLP) was established by Congress to ensure that the American public has access to its Government’s information. The mission of the FDLP is to disseminate information products from all three branches of the Government to nearly 1,300 libraries nationwide. Libraries that have been designated as Federal depositories maintain these information products as part of their existing collections and are responsible for assuring that the public has free access to the material provided by the FDLP.

For more information: www.gpo.gov/fdlp

Make the Connection at a Federal Depository Library

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Renée Vaillancourt McGrath Feature Editor

Kathleen M. Hughes CONTENTS Managing Editor

January/February 2004 Vol. 43, No. 1

Government regulations 33 Read This! It Will Change Your Life The Making of a Creative Reader Peggy Christian 41 Mother Goose on the Loose Applying Brain Research to Early Childhood Programs in the Public Library Strategic partnerships Betsy Diamant-Cohen 47 California DREAMin’ A Model for School-Public Library Cooperation to Improve Student Reading Mark Smith 53 READ/Orange County Changing Lives through Literacy Shari Selnick

IN EVERY ISSUE

8 Editor’s Note 28 Tech Talk Renée Vaillancourt McGrath A. Paula Wilson 9 From the President 58 News from PLA Luis Herrera Kathleen Hughes 16 Tales from the Front 59 On the Agenda Jennifer T. Ries-Taggart 60 By the Book 18 Perspectives Jennifer Schatz Nann Blaine Hilyard 64 New Product News 26 Internet Spotlight Vicki Nesting Steven M. Cohen

PLUS . . .

6 Readers Respond 30 InterViews 12 Verso Making Meaning: An Interview STARs (Story-Telling Adult with Elizabeth Birr Moje Readers) Shine in Chicago Linda W. Braun JoAnne M. Grant 59 Index to Advertisers 24 Book Talk 66 Instructions to Authors A Slave to Reading: An Interview with Annie Proulx Brendan Dowling

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 43n1_final.qxd 12/16/2003 3:09 PM Page 6

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, Jen Schatz, Paula Wilson EDITORIAL ASSISTANT: Brendan Dowling ADVISORY COMMITTEE

Isabel Dale Silver, Chair, Champaign, IL; Marilyn Boria, Elmhurst, IL; Nancy Charnee, New York, NY; Barbara Custon, Pasadena, CA; Nann Blaine Hilyard, Zion, IL; Reading and Comprehension Marcia Schneider, San Francisco, CA; Luren E. Dickinson, Jackson, MI; Cindy Lombardo, Orrville, OH. I heard about the literacy theme for the January/February 2004 issue of Public EX OFFICIO: Jo Ann Pinder, Gwinnett County Public Libraries on the Healingstory electronic discussion list. I have no papers or research Library, 1001 Lawrenceville Hwy., Lawrenceville, GA to submit. But, as a pre-K, second-, and fifth-grade teacher (twelve years) and special 30045-4707; [email protected] education therapist (ten years) in poverty areas, I can tell you this truth about literacy PLA PRESIDENT: Luis Herrera, Pasadena Public Library, 285 E. Walnut St., Pasadena, CA 91101-1556; and reading comprehension: [email protected] A child cannot hear without the experience of being heard. PUBLIC LIBRARIES (ISSN 0163-5506) is published A child cannot understand without the experience of being understood. bimonthly at 50 E. Huron St., Chicago, IL 60611. It is Through these two experiences, a child develops an “inner voice” that can con- the official publication of the Public Library Association, a division of the American Library nect with meaning to both internal and external experiences. “Connecting with mean- Association. Subscription price: to members of PLA, ing” means the ability to develop a cohesive sense of narrative continuity in one’s life. $25 a year, included in membership dues; to nonmem- A child cannot “read for meaning” unless the child first has developed his or her own bers: U.S. $50; Canada $60; all other countries $60. Single copies, $10. Periodicals postage paid at inner voice. Only then can the voice of the author find a way to connect with felt- Chicago, IL, and at additional mailing offices. meaning to the child’s experience of life.—Bob Seigetsu Avstreih, Retired Teacher, Traveling Storyteller/Musician, [email protected] POSTMASTER: send address changes to Public Libraries, 50 E. Huron St., Chicago, IL 60611.

SUBSCRIPTIONS What Comes Around, Goes Around Nonmember subscriptions, orders, changes of address, and inquiries should be sent to Public Libraries, Sub- Interesting article on rotary reference wheels (“What Goes Around: Telephone Refer- scription Department, American Library Association, ence Rotary Wheels” by Sharon McQueen and Douglas Zweizig in the Sept- 50 E. Huron St., Chicago, IL 60611; 800-545-2433, ember/October 2003 issue of Public Libraries)! My library, the Inglewood, California press 5; fax: (312) 944-2641; e-mail: subscriptions@ ala.org. Public Library, has had a reference wheel for years. (I think I remember it from the ADVERTISING late ’60s.) Our reference desk is generally staffed by two librarians, and our wheel enables us to perform ready reference and control materials most likely to be muti- William N. Coffee, c/o Benson, Coffee & Associates, 1411 Peterson Ave., Park Ridge, IL 60068; (847) 692- lated or in high demand without having to bump into a colleague. 4695; fax (847) 692-3877. The wheel is three-tiers high, with a fourth tier that’s actually the top of the axle PRODUCTION and rotates with the one just below it. We try to maintain materials in LC class order, ALA PRODUCTION SERVICES: Troy D. Linker, Kevin except for the Information Please books that are alphabetical by title on the bottom Heubusch; Ellie Barta-Moran, Angela Hanshaw, Kristen tier and the investment services on the top. McKulski, and Karen Sheets. We don’t have a separate telephone reference desk, although we did have a sepa- MANUSCRIPTS rate line people could call to have numbers looked up in our reverse directories (we Unless otherwise noted, all submissions should be sent to no longer offer that service).—Sue Kamm, Head, Audio-Visual/Stack Maintenance the feature editor, Renée Vaillancourt McGrath, 248A N. Divisions, Inglewood (Calif.) Public Library Higgins Ave. #145, Missoula, MT 59802; publiclibraries@ aol.com. See the January/February issue or www.pla.org for submission instructions. It’s the Collection, Stupid INDEXING/ABSTRACTING Public Libraries is indexed in Library Literature and Current Index to Journals in Education (CIJE), in addi- Gary Deane’s article, “Bridging the Value Gap,” and Michael Sullivan’s “Fragile tion to a number of online services. Contents are ab- Future of Public Libraries” (both in the September/October 2003 issue of Public stracted in Library and Information Science Abstracts. Libraries) arrived in our library like thunderbolts. We had just finished the final draft MICROFILM COPIES of Pickering (Ontario) Public Library’s Long Term Plan, which had been fondly (and Microfilm copies are available from University Micro- unofficially) titled “It’s the collection, stupid.” Based on an analysis of client use pat- films, 300 N. Zeeb Rd., Ann Arbor, MI 48103. terns and the results of a client survey, the data showed what all our surveys going The paper used in this publication meets the minimum back more than a decade had shown: our clients want books and media far more than requirements of American National Standard for Information Sciences—Permanence of Paper for Printed continued on page 10 Library Materials, ANSI Z39.48-1992. ∞ ©2004 by the American Library Association All materials in this journal are subject to copyright by the American Library Association and may be photo- copied for the noncommercial purpose of scientific or Public Libraries encourages letters to the editor. Letters are used on a space-available basis and educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. For other may be excerpted. Preference will be given to letters that address issues raised by the magazine. reprinting, photocopying, or translating, address Acceptance is at the editor’s discretion. Send to Renée Vaillancourt McGrath, 248A N. Higgins requests to the ALA Office of Rights and Permissions, Ave. #145, Missoula, MT 59802; [email protected]. 50 E. Huron St., Chicago, IL 60611. 43n1_final.qxd 12/16/2003 3:09 PM Page 7

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EDITOR’S NOTE

ne of the goals of the PLA Many People, the One Community, One Book Initiative,” Strategic Plan, approved by which taught participants how to plan still the PLA Board of Directors Many Books more One Book inititatives. at the ALA Annual Con- The concept of having large numbers of ference in June 2002, is for Renée Vaillancourt McGrath people read and discuss the same book is not “PLA [to] be a strategic Feature Editor new. We have been doing this since elemen- Opartner of public libraries’ initiatives to cre- tary school, and by high school many stu- ate a nation of readers.” Public Libraries is dents have already grown to dread being proud to participate in this initiative by ded- forced to read and discuss works that they icating our 2004 theme issue to the topic of didn’t choose of their own accord. literacy. We continue to read the same books as The articles in this issue address the lit- our classmates in college, although at least in eracy needs of adults and children, native that case, we have some choice over the English speakers, and those who are learn- selection of the course, if not the individual ing English as a second or other language. titles. This is analogous to traditional book The articles spotlight model initiatives and discussion groups in libraries, bookstores, offer useful resources to improve literacy and other community venues. Many people programs in public libraries. enjoy reading and discussing the same book, One topic that is not directly addressed especially if titles are chosen by group mem- in these articles, however, is the problem of bers in a democratic fashion. aliteracy, or the choice not to read by those But encouraging everyone in a city, a who know how. Since one of the main goals of many public state, or a whole country to read and discuss the same book libraries is to encourage reading for pleasure, we have become removes a particular element of pleasure that comes with recre- adept at developing reading promotion strategies such as story ational reading—that of being able to choose what you are times, bibliographies, author visits, book displays, and summer most interested in reading. One of the things that I’ve always reading programs that seek to entice reluctant readers with liked about public libraries is that they support self-directed books on topics they are eager to know more about. learning. There is an element of free choice in the public library We also often jump at the opportunity to partner with that is absent in the school setting. Most public libraries other agencies to sponsor events and programs that can be seen encourage patrons to select whatever materials they choose, as encouraging reading within our communities. But I believe without restriction. The One Book programs don’t allow for that before public libraries agree to participate in broader read- that freedom of choice. ing programs, we should assess these programs to make sure Another problem with the One Book model is that the that they are in line with the values and goals of our own insti- books are usually selected by a small panel of “experts.” Five tutions. If we seek to encourage reluctant readers to learn to panelists chose the title that all of Canada would read in 2002: love books, then the programs we support must allow for indi- two authors, an actress, a rock star, and former prime minister viduals to choose titles that are particularly suited to their own Kim Campbell.1 “If All Seattle Read the Same Book” relies on unique interests. an ad hoc committee of about six booksellers, librarians, and In the state where I live, the Montana Center for the Book, members of other cultural organizations to provide suggested with partners Montana State Library, Montana Public Radio, titles, with the final decision being made by the director and Yellowstone Public Radio, and the University of Nebraska associate director of the Washington Center for the Book.2 Press (go figure), is currently sponsoring “One Book What qualifies these people (or, in fact, anyone) to determine Montana,” encouraging all Montanans to read and discuss what books an entire city, state, or country should be reading? Winter Wheat by Mildred Walker. I think the spirit of the public library is better represented The One Book concept is credited to Nancy Pearl, director by other initiatives to promote reading. Many schools have of the Washington Center for the Book at Seattle Public instituted Sustained Silent Reading (SSR) periods in which all Library, who introduced “If All Seattle Read the Same Book” students, faculty, and staff are encouraged to read for pleasure in 1998 [see the November/December 2003 issue of Public for a certain amount of time (usually ten to fifteen minutes or Libraries for a Book Talk interview with Nancy Pearl]. Chicago so) per day. Participants can read anything that their heart and Milwaukee soon developed similar programs, and the desires, from the back of a milk carton, to comic books, to model spread like wildfire. Many other cities and states across encyclopedias. What if we took this model to the library, city, the United States have since created One Book programs, and state, or national level and encouraged everyone to set aside a Canada has gone so far as to designate one book for the entire certain amount of time each day to read together? country to read (In the Skin of a Lion by Michael Ondaatje). Or what if we created book discussion groups that didn’t ALA joined the trend with its “One Conference One require all of the members to read the same title? When I was a Book” program at the ALA/CLA Annual Conference in young adult librarian, one of the highlights of my Teen Toronto in June 2003, at which attendees were encouraged to Advisory Board meetings was a period at the beginning of each read The Handmaid’s Tale by Margaret Atwood and partici- meeting during which kids could talk about the books that pate in discussion programs throughout the conference. The conference also featured a preconference program, “Mastering continued on page 10

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FROM THE PRESIDENT

ccording to the National Toward a and Dover-Foxcroft, Maine, are proof that Academy on an Aging Society, these models are effective and will make a seventy-three billion dollars is Literate Nation difference in improving literacy levels. As the estimated annual cost of children’s author Mem Fox notes, librarian- low literacy skills in the form Luis Herrera parent partnerships should be part of the of longer hospital stays, emer- equation in instilling the love of reading at Agency rooms visits, more doctor visits, and an early age. increased medication. Further sobering is the fact that the United States ranks forty-ninth among the 156 United Nations member The Power in Partnerships countries in literacy levels. Whether the costs are in our health, safety, education, or other Public libraries also have the opportunity to quality of life issues, we may face a future collaborate with associations that share our where many Americans are unable to fully vision in promoting reading and literacy such participate, contribute, and compete locally as the International Reading Association. and globally because of functional illiteracy. IRA has prepared position papers in support Public libraries, however, do offer a variety of of libraries and has outlined ten basic chil- opportunities to help make our country a dren’s literacy rights, including access to a nation of readers. wide range of resources and materials as key This issue of Public Libraries is devoted to enhancing literacy. But this also calls for to the topic of literacy. It comes at a time stronger alliances between public librarians when PLA is also on the verge of promoting results on its mul- and schools to ensure that our future readers and leaders have tiyear Early Literacy Project, which will provide practical tools strong information literacy skills to compete in an information- for librarians to work with parents and caregivers in promoting based society. Joint library instruction initiatives can pay high reading in communities. A literate nation is also one of four key dividends when it comes to funding and political support. goals in PLA’s Strategic Plan that calls for increasing the num- Equally significant is public library support for adult liter- ber of key audiences aware of services provided by libraries in acy and basic education programs. These programs are literacy development. The goal stresses the role of libraries as addressing the problem of illiteracy and getting attention at the essential partners in literacy efforts. local, state, and national level. Initiatives led by literacy coali- My goal in this column is to highlight some specific areas tions such as the Cities That Read campaign in California are where public libraries can make a significant difference in com- raising awareness about the problem of illiteracy on the econ- munities through literacy partnerships. These include working omy and quality of life at the local, state, and national level. By with community agencies to promote literacy; partnering with forging strong alliances with these groups, our role as literacy mission-friendly associations to advocate the importance of lit- providers will be strengthened in the political and social arena. erate communities; and making public library collections and services relevant and accessible to a diverse public. Access for All

Partnering with Community Public libraries have traditionally played a role in support of literacy. Promoting summer reading programs, providing access Public libraries across the country are leading efforts to pro- to information, and developing strong library collections have mote community reading initiatives. The One City, One Book been a mainstay of our public library mission. But with the programs provide excellent vehicles to build community challenges of an electronic information world, we must contin- through dialogue and at the same time position the local library ually seek ways to remove barriers to access by designing tools as the focal point of reading and literacy. From Seattle to Saint that facilitate self-learning and enhance information literacy. Paul, and Palm Beach to Pasadena, these programs are engag- Moreover, a commitment to serve the underserved by making ing our communities by bringing people together to bridge dif- funding and staffing for literacy collections and services a pri- ferences and commonalities, and they are giving libraries a high ority will go a long way toward making public libraries more profile as civic partners. Public libraries of course cannot do relevant in our communities. Partnerships with our communi- this alone. To make an impact, public libraries must continue ties will also be crucial if we are to have an impact in improv- to make working with schools and neighborhood agencies an ing literacy. It’s good to know that by making literacy a ongoing priority. One vital partner is Head Start. As this fed- strategic priority, PLA is supporting public library efforts to eral program enters into its fortieth year, its philosophical shift build a community of readers and a literate nation. ■ and focus will be on literacy. Working partnerships with Head Start programs such as the one in the Tacoma (Wash.) Public Library that targets Hispanic families through bilingual pro- Luis Herrera, Pasadena Public Library, 285 E. Walnut St., Pasadena, grams have shown a dramatic increase in library use by kids CA 91101-1556; [email protected]. and families. Other similar programs in Ft. Wayne, Indiana,

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READERS RESPOND

continued from page 6

they want our reference services. The overwhelming prepon- With respect to diagramming, the article was intended as derance of data shows that the collection is our flagship service an overview of a few key value issues, each of which could have no matter which way we analyze it. Surveyed clients told us been expanded upon in some form or other. I tried to describe that their most frequently used services, highest service priori- in sufficient detail what a value chain was and offer examples ties, and main purpose in using the library, were books and of where value chain thinking in libraries could apply. As far as media: reserving them, renewing them, browsing them. When I went, I hope that I managed to get the idea across. we look at our monthly Web site activity, catalog access And in regards to services marketing, public libraries accounts for around 12,000 visits. By contrast, the two highest- need to get better at both understanding their markets’ needs use electronic information tools, which together cost over and wants and developing clear value propositions and offer- $14,000 annually, were visited fewer than 900 times. Our rec- ings that reflect library commitments to service quality and ommended sites, created with great care and at considerable choice. The kinds of service transformations referred to in labor cost, are visited less than 1,000 times per month. the article will happen only if determined and shaped by very We have clearly practiced benign neglect of our clients’ deliberate marketing strategies and actions. I should have chief priorities in the past, and we believe that Deane is correct been more explicit about that.—Gary Deane, Library in ascribing this to a culture of professional values. Our Long Strategy Consultant and Events Speaker, InformationRich, Term Plan this time, however, will focus intensively on our Ottowa, Canada ■ clients: connecting with them, making our services more con- venient and our facilities more welcoming and comfortable, and above all, getting as many books and media into their hands as we can. This will entail some uncomfortable priority setting, but not the complete abandonment of everything we hold dear as professionals.—Valerie Ridgway, Deputy CEO, EDITOR’S NOTE Pickering Public Library, Ontario, Canada continued from page 8 they’d been reading and recommend them to others. In this Value Chain and Service Marketing fashion, we developed a collection of “Choice Picks” or titles that had been read and recommended by at least three teens. Gary Deane’s article, “Bridging the Value Gap” in the Sept/Oct Gathering groups throughout the city, state, or country to dis- Public Libraries contained valuable insights, both his prescrip- cuss books—all different types of books—might be an interest- tive questions and suggestions as well as the overarching philo- ing way to introduce readers to new authors, titles, and genres. sophical approach. While the ALA/CLA conference earlier this And finally, statewide or regional book awards (either for year in Toronto offered one or two programs addressing the adults, children, or both), in which titles are nominated by the general concept of customer value, they were (of necessity) public and voted on by members of the community, are a great focused on a narrow list of actions, and did not have the option way to assess the interests of people in a particular geographic of encouraging attendees to consider the larger philosophical area as well as to promote reading. issue of “What is a library, and what do our patrons (read “cus- I am aware that individuals and organizations that pro- tomers”) want? Thanks for directing many readers towards at mote One Book initiatives have good intentions, and I least one useful alternative way to view their professional acknowledge that interesting discussions may come out of the efforts. groups that agree to meet and discuss the same title. But as I have only one small concern about Deane’s article. I’ve public librarians, I think we need to broaden the choices that been in the Marketing profession for 30+ years, and know well we offer to our patrons. If public libraries really seek to of Michael Porter’s 1985 “Value Chain” article. I’d have felt combat illiteracy and aliteracy, we need to ■ much happier if he had not only given him credit in the offer many people, many books. References, but directed readers curious about the value chain concept to a diagram explaining how it might be applied to libraries. I also was a bit bemused at the lack of any article reflecting the substantial amount of work done in the field of “Services Marketing,” mostly because I think the library community would enjoy knowing that there are resources available.—Joel Selling, Trustee, Sno-Isle Regional Library Written October 2003. Contact the feature editor at 248A N. Higgins (Snohomish and Island Counties) Washington Ave. #145, Missoula, MT 59802; [email protected].

The Author Responds References My initial experience with value chain planning came nearly ten years ago with Coopers Lybrand, as part of a library busi- 1. Christine Watkins, “One Country, One Conference, One Book,” Grassroots Report (column), American Libraries (Mar. 2003): 83. ness process re-engineering project. I know Porter on competi- 2. Nancy Pearl, Director of Library Programming and the tion but I’ve not gone to his writing on value-chains. However, Washington Center for the Book at the Seattle Public Library, per- thanks for noting it. sonal e-mail correspondence, Aug. 19, 2003.

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Internet Access “In a library such as ours… ReferenceUSA-online database ReferenceUSA is among the most in-demand databases because of New Features its scope and accuracy. ” for 2003 John Ganly Assistant Director New York Public Library

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After each school visit, we saw our new volunteers glowing with excitement, giggling with enthusiasm, and looking forward to their next STAR visit. One volunteer commented that she would start her day feeling low from the bitter winter weather but come away from a STAR visit energized and uplifted. Beyond the emotional benefits, many of our volunteers have developed friendships with fellow STAR members and have become library regulars. STARs (Story-Telling How the Program Works STAR teams consist of two to four volunteers who present one school program a month. Team members visit the library prior Adult Readers) to their STAR visit to decide which books to read and which activities to include. The STAR Program is successful for a Shine in Chicago number of reasons, and any public library that is considering starting a similar program should review these important components to ensure its success.

JoAnne M. Grant Lots of Fun, Little Time The key selling point for our STAR Program is the low time very library wants to shine in its community. At the Roden commitment: our volunteers spend no more than two hours per EBranch of the Chicago Public Library, we found a way to do month preparing for and presenting a program. The minimal that with the STAR Program, short for Story-Telling Adult time commitment allows STAR members to leisurely visit the Readers. Now in its third year, the twelve volunteer members of library to prepare for their visit without disrupting their busy the STAR Program make more than thirty-five school visits per lives. Volunteers need to spend roughly an hour preparing for year, sharing their love of books and libraries with more than their visit, although most of our teams have such a good time 300 children. Simple and inexpensive to administer, the STAR together that they usually end up staying longer! Program can be adopted by almost any library, benefiting volunteers, students, and the library. Team Approach The formation of teams allows one STAR team member to How It Started tell/read a story or two during the school visit while the other team members help with students’ questions or take a breather. Three years ago, our branch had a full schedule of daytime, pre- After the STAR visit, the team escorts the students to the chil- school story-time activities. We also provided theme-based dren’s section of the library where librarians assist them with library programming to four local elementary schools, kinder- their book selections. garten through fourth grade, that visit the library on a weekly basis. Story Kits Children’s librarian, Nan Freeman, and children’s library associate, Terry Tikovitsch, recognized the importance of the The staff of the children’s department at the Roden Branch has weekly elementary school visits to the library but were scratch- created a variety of story kits that provide the structure and ing their heads as to how to staff the school visits while main- theme for each library visit. The story kits are literally a story taining the full juvenile programming schedule. program in a box. The Chicago Public Library’s central offices As the branch’s newest staff member and adult services purchased some of the kits, but most were developed by our librarian, I had noticed the large number of senior citizens juvenile department. The kits contain books, storyboards, hanging out in the adult section of the library and suggested poem boards, props, games, puppets, and other items tied to recruiting local seniors and stay-at-home adults to conduct the various themes such as dinosaurs, fairies, snow, pirates, pigs, weekly library visits. After some brainstorming with Terry and firefighters, and families. Nan, some healthy worst-case-scenario skepticism, and ulti- Tikovitsch and I encourage the STAR teams to be creative mate approval by branch manager, Bruce Fox, the STAR and flexible when they prepare for their school visit, and many Program was set into motion. STAR team members add their own original activities, such as songs, crafts, puzzles, or even experiments, to the books and other materials contained in the story kit. It’s a Multigenerational Thing and More Support and Appreciation It didn’t take long for us to see that the STAR Program was benefiting more than just our library programming. It provided Tikovitsch provides enthusiastic advice to STAR members a new way for patrons to get involved in the library, while at about which books work best for particular grade levels and the same time giving our volunteers and students an enriching, groups. She also follows up with the STAR team after each visit multigenerational experience. to make suggestions and provide positive feedback.

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Roden Branch’s STAR volunteers Bonnie Panico gets students excited about making family trees.

Saying thank you is also important. The Friends of the The workshop should be fun and interactive: have the volun- Roden Library underwrite the cost of two annual catered teers tell a funny story about themselves to the group as an ice- thank-you luncheons, usually in January and at the close of the breaker, and don’t forget the refreshments! school year. These luncheons are wonderful opportunities to We have found that people interested in becoming STAR foster camaraderie among STAR members and library staff and volunteers are those who love reading to children. Many of our provide a forum for discussing problems, new ideas, and intro- STAR volunteers are parents, grandparents, or retired school- ducing new story kits. teachers and librarians.

Are STARs in Your Future? Gather Your Teams Once you have a committed group of volunteers, cluster them in The library staff and our STARs have had so much success and teams of two to four, depending on the number of volunteers joy from our STAR Program that we encourage other public who join the program. Then have the newly formed STAR teams libraries to implement similar programs. Any library wishing to sign up for prescheduled STAR visits posted on a calendar. implement a STAR-type program should consider both staff We have found that scheduling one specific day and time capabilities and audience. The success of any STAR Program per week for STAR visits works best for both the STAR volun- will depend on whether a library has a regular audience of teers and the library. For example, STAR Programs at the school groups and a community of stay-at-home parents or a Roden Branch take place only on Thursdays at 1:00 P.M. senior population. The library should have at least two story Scheduling one specific day and time helps STAR volunteers kits already developed and the staff capability to develop more. and the schools remember their visit, and keeps library sched- And finally, we have found that the program runs best when uling problems to a minimum. We also schedule STAR lunch- two library staff members administer and nurture the program. eons on the same day and time.

Getting Started Staffing Your STAR Program The most important step to implementing a STAR Program is A STAR Program will operate best with at least two library to get the word out into the community. Create a flyer adver- staff members working on the program. One staff person tising the program, making sure to pitch the low time commit- should serve as the school’s liaison, scheduling school groups in ment. Send the flyers to local community groups, churches, advance for each semester. We suggest that this staff member be retirement facilities, park districts, and other local organiza- part of your juvenile department, since he or she should be tions. Write and send out press releases about the program to familiar with the story kits and also have a relationship with the local newspapers. Create a display advertising the STAR visiting schools. The second staff member will manage the Program in a prominent place in the library. Attach a clipboard STAR volunteer teams, produce and send out team schedules, and sign-up sheet to the display. And, if a patron shows inter- provide follow-up, and handle publicity. est, pitch the program in person. Finally, once you’ve got a list of volunteers, schedule a STAR workshop that will introduce the program and provide A Unique Interchange story-telling training for new volunteers. The training may include tips such as how to hold a book so the audience can see Teachers from the schools involved in our STAR Program con- the pictures or how to use your voice to add drama to a story. tinue to marvel at the energetic exchange of ideas and perspectives

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Former Chicago Public Library branch manager Almeda Maynard plays Construction paper and scissors helped turn this school group into fire- holiday Jeopardy with her class. fighters

their books, props, and other items, they are smiling too, as they chuckle about how bright the children were.

Keep It Simple, Keep Them Coming Back

We’ve learned a lot since the STAR Program first began. We tried new things along the way, adding different days and times, but found that our original plan always worked best. My advice is to operate a STAR Program as simply as possible. Don’t stray from the original set of duties or the original time commitment. Think twice about adding additional STAR days per week unless you have more volunteers than you know what to do with! Follow up with schools, and allow for STAR volunteer feedback after each STAR visit. Don’t forget to thank volunteers each time they present a STAR Program. Lastly, expect the first year to be a bit rocky, but soon the program will virtually run itself.

Shining STARs

The STAR Program is truly a gem in our community and a real Beverly Petzold, Bonnie Panico, and Arlette Englemann share a funny asset to the Roden Branch of the Chicago Public Library. It has story with students. inspired children, teachers, seniors, and adults by bringing together a multigenerational audience to explore the many between the STAR volunteers and students. Our STAR members treasures of the library. Our STARs are shining here in are delighted with the fresh faces and youthful interaction, which Chicago—your STARs can shine, too! ■ keep our STARs sharp and ready for anything. The best part is seeing the students’ smiling faces as they leave the branch clutching their armfuls of books, carrying cot- JoAnne M. Grant is a former Adult Services Librarian at the Chicago ton and aluminum foil comets with streaming crepe paper, or Public Library, Roden Branch. She is currently Head of Adult wearing red construction-paper firefighter helmets made during Services at the Palm Harbor (Fla.) Library; [email protected]. their STAR program. And as our STAR team members load up

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rior decoration by award-win- the fees collected on debit card ning designer Kent Fischer transactions, plus feature the from Tulsa, Oklahoma. library in its local advertising. Project coordinator Linda Prolific author Julius Lester Kesler was delighted with the agreed to be featured in the response. “The furniture dis- publicity campaign, saying, plays and Kent Fischer’s work- “Here’s a great way to be shop brought in hundreds of book smart.” Library trustee interested customers who had and Rotary president Arthur no reservations about telling Quinton also appeared in ads Columbus are part of an experiment, lead- us what they wanted to see in with the message “Physics Metropolitan Library ing to a more targeted effort to the library. In fact, the only professor helps Jones Library reach children with blocked reservations we had about the get a big bang for his buck.” Allows Kids to Read cards. A campaign to offer chil- project were those placed on Tabletop posters and book- Off Fines dren a “fresh start” is slated for our books about interior de- marks promoted the “civic ac- the future, with details still sign,” Kesler said. tion” accounts at the three The Columbus (Ohio) Metro- being ironed out. After one month, the furni- Amherst libraries. politan Library (CML) wants “A blocked card does no ture arrangement from Mar- “It has been terrific pub- to make sure fines don’t keep one any good,” said Losinski. quis Furniture Store in Shawnee licity for the library during a children from reading. Last The Columbus Dispatch was voted the popular favorite. year of tight budgets,” com- summer, CML’s main library praised the effort in a editori- In response, the Friends of the mented library director Bon- and twenty branches allowed al, saying, “It’s a smart invest- Shawnee Public Library offered nie Isman. “I am sure the young customers to “read off” ment in the community.” to help purchase the furniture promotion helped us reach fines. For every fifteen minutes For more information, for the library. With the gift our Annual Fund Drive goal of reading with staff members contact Lisa Sloan at (614) from the Friends, a grant from of $30,000.” or volunteers, a child can elim- 645-2930. the Shawnee Junior Service For more information, inate $2 in fines. League, and a great deal from call (413) 256-4090. The library blocks a card Marquis, the purchase was when fines exceed $5. Admin- Library Issues a made and the result of the de- istrators acknowledge that a Designers’ Challenge signers’ challenge is a beautiful, Tablet PCs: Blending large number of cards regis- comfortable, popular addition Technology with tered to children under the age When the staff of the Shawnee to the ambiance of the Shawnee Customer Service of seventeen are blocked be- (Okla.) Public Library wanted Public Library. cause of outstanding fines and to furnish a new reading area, For more information, Librarians without reference overdue materials. they turned to a popular HG- contact Gary Kramer, public desks? That’s where the “Fines are important as TV cable television show for information officer, Pioneer Salem-South Lyon (Mich.) they serve as an incentive for inspiration. Taking their cue Library System, at (405) 701- District Library is headed with customers to return materials from Designers’ Challenge, a 2646 or e-mail him at the help of tablet PCs. This to the library,” said Patrick program in which design [email protected]. groundbreaking technology Losinski, executive director. teams compete for a client’s allows librarians to have all “Once we have those materials business, the library issued its their online reference tools at back, we want children to con- own challenge to local furni- Local Bank their fingertips, no matter tinue to check out materials.” ture stores: Design a reading Supports Library where they are throughout the The idea to have children nook for the library. library. Reference transactions reading to eliminate fines orig- Three businesses respond- In six months the “Civic Ac- have never been so fast and inated at CML’s Franklinton ed and were invited to set up tion” accounts at the Green- easy! Branch, which is located in a their designs in the library. field Savings Bank (GSB) Tablet PCs are notebook low-income neighborhood. Customers who visited the li- generated $1,170 for the Jones computers that are just smaller The program proved so suc- brary had an opportunity to Library in Amherst, Massa- than a legal pad—about nine cessful there that the entire vote for their favorite furni- chusetts. An extensive news- inches by eight inches and an system is offering it this year. ture display. In conjunction paper ad campaign was run, inch thick, weighing only 3.2 Losinski said that the with the displays, the library featuring well-known local pounds. The screen swivels and “read off your fines” programs presented a workshop on inte- people endorsing the library lays back down on itself so that and the bank as smart choices the user can actually write on for the community. the screen with a special stylus. “Tales from the Front” is a collection of news GSB’s marketing director There is no special graffiti like items and innovative ideas from libraries nation- Joan Cramer approached the personal digital assistants re- wide. Send submissions to the contributing editor, library with an innovative quire, so users write in their Jennifer T. Ries-Taggart, Director, Seymour proposal in order to promote own natural handwriting. It Library, 161 East Ave., Brockport, NY 14420; its new branch bank in also functions as a full note- [email protected]. Amherst. The bank would book computer, with a key- give the library a portion of board and mouse, just by

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and other Internet sites available all at once. They find themselves going back and forth between the patron, the bookshelves, and the computer. Tablet PCs allow librarians to stay with the patron through the entire transaction. The librarians at Salem-South Lyon have realized how much more they can offer patrons when the tools are with them all the time. The tablet PCs purchased by the Salem-South Lyon Dis- trict Library cost about Library Clerk Gerri Dorais and $1,600 each. “Rather than re- Adult Services Librarian Holly place a few older laptop com- Hibner beam as they show one of puters that the library had, we the new tablet PCs at the Salem- decided to upgrade to the South Lyon District Library. tablets,” said Derek Engi, Mentor Linda Paddock assists residents during an evening class on Adobe Photoshop Elements at the Haines Borough Public Library. computer systems manager at swiveling the screen in the SSLDL. “They integrate new other direction (for a demo, computer skills with people of to manipulating images in technology with our trade- check out Acer’s Web site at all ages in the community Adobe Photoshop Elements mark customer service.” www.acer.com). through individualized instruc- through evening classes and New technologies help The librarians experi- tion and evening classes. individualized instruction. public libraries get better all mented with the new tablets Funded by a Native En- “It’s amazing what this the time! As Gerri, a South for about a week to learn the hancement Grant from the In- program and the new facility Lyon senior citizen said, “The ins and outs of the new tech- stitute of Museum and Library have done for our communi- future is here!” The Salem- nology. “It was really easy to Services (IMLS), which was ac- ty,” said Barbara Blood, li- South Lyon District Library get used to the tablet PC. It quired by the library partner- brary administrative assistant. can be found on the Web at doesn’t require special graffiti, ing with the Chilkoot Indian “There’s a renewed sense of http://salemsouthlyonlibrary. and the handwriting recogni- Association Tribal Govern- pride in the library. And you info. tion is amazing! It feels very ment, the Dragonfly Project is can just see the satisfaction the natural to use—easier than a helping to address critical mentors feel every time they PDA,” said Holly Hibner, Patience and Pride needs in the community, and in help someone accomplish adult reference librarian. the process is bringing more something on the computer.” Library director Doreen Who would have thought that people to the library. The grant allowed the li- Hannon said, “We want to getting at-risk youth to learn “Two problems were brary to expand the number of eliminate all possible barriers the patience to teach elders identified in our community,” computers available to pa- to providing first-rate cus- computer skills would bring stated library director Ann trons from five to eighteen, tomer service. We believe in pride to the library? At the Myren. “Young people with- five of which are laptops with ‘hugging our customers’ every Haines Borough Public Li- out direction in their lives and a full complement of software chance we get, and being in brary in the remote southeast native elders and other older programs. A wireless network the forefront with technology Alaskan community of Haines, people without computer was also installed, the first in is just one more way we do young people and elders are skills.” Alaska libraries. it!” learning the rewards of pa- Since the program kicked For more information So often during reference tience by participating in a off in January 2001, twenty about the program, visit the transactions, the librarian technology awareness pro- mentors have worked with Web site at www.hainesli- needs to have the online cata- gram called the Dragonfly Pro- hundreds of people teaching brary.org and click on Drag- log, the online databases, the ject. The program engages them everything from how to onfly Project. ■ patron’s library card account, youth mentors to share their use the library’s online catalog

PDA Downloads Prior to PLA’s conference, attendees will be able to download the PLA’s Web site (www.pla.org) in late January. In addition, there conference program, late-breaking conference information, will be download stations available onsite at the Seattle exhibitor information, floor plans, and more to personal digital Convention and Trade Center during the conference (February assistants or mini-pcs. The download link will be available on 24–28, 2004). Thanks to ProQuest for sponsorship of this project.

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each community need, how well suited is the library to meeting that need?” If many organizations are “working to meet this need,” then the library “should consider supporting the efforts of the effective organizations.” If few are, then “give serious consideration to making this a library priority.” These “Perspectives” come from libraries where basic literacy was an identified community need. The literacy programs described are the way that these libraries are striving to meet that need. Perspectives on Literacy The Personal Touch Leads to Success

Nann Blaine Hilyard Louise Rittberg, Literacy Coordinator Secaucus Public Library and Business Research Center; iteracy traditionally connoted a level of reading skill. The Secaucus, New Jersey; [email protected] LWorkforce Investment Act of 1998 broadened the definition to “an individual’s ability to read, write, speak in English, com- Teaching basic reading and English as a Second Language pute and solve problems at levels of proficiency necessary to func- (ESL) is just part of the literacy program at the Secaucus tion on the job, in the family of the individual, and in society.” Public Library and Business Research Center in New Jersey. Whether you use the traditional or the new definition, it is Our program is successful because it provides one-to-one axiomatic that libraries and literacy go together—so it seems to tutoring. We strive to achieve good tutor/student matches. librarians. We know that we’re all about reading. We give out The relationships developed from these strong matches fre- “Born to Read” packets in maternity wards, and we deliver quently result in the tutor becoming a mentor in areas outside large-print books to nursing homes. We know that we’re all the academic. about lifelong learning. Nursery schools come to the library for Over the last ten years the changing population in field trips, college students plug their laptops into our outlets, Secaucus, which has approximately 16,000 residents, resulted and hundreds of people come to library programs to learn, dis- in our “basic reading” literacy program becoming nearly 100 cuss, and enjoy. percent ESL. Most of the current thirty-three tutor/student But to an adult with limited reading skills, the library may pairings involve students who came to the USA alone or with be yet one more reminder of inadequacy. All those books are not only a spouse. With little or no family support system to aid only inaccessible, they’re threatening. The very concept of a these students in day-to-day survival, the Literacy Program and library may be bewildering to an adult with limited English who library staffs become their sounding boards, their lifelines, and grew up in a country without a public library in every town. their surrogate families. Establishing working relationships with social service At the Secaucus Public Library and Business Resource agencies and adult education providers is not only valuable to Center the staff inspires trust and wears many hats. Sometimes public libraries, it is imperative. The staff of these institutions we are called upon to fill the role of extended family, legal advi- sor, or social services director. This is not to imply that we are in the business of dispensing advice. We know our bounds, lim- its, and responsibilities regarding exposure to working outside Establishing working relationships with our realm of expertise. We are, however, available and sympa- thetic listeners who can direct students to proper sources or social service agencies and adult individuals who can provide advice and services. We pride ourselves on the personal attention we give to students enrolling in education providers is not only valuable or inquiring about the program and how we tailor a learning to public libraries, it is imperative. program for each of them, but we are always aware that we are counted on for more. We also commiserate and celebrate with the students. Two years ago, library director Katherine Steffens created may be library patrons themselves, but they may not be auto- the literacy coordinator position to give the program the atten- matically aware of what the library can provide for their tion it warranted. Because I had been a literacy volunteer from clients and their programs. If the clients come to the library as the program’s inception and a tutor trainer, I got the job. It has part of their instruction, meet library staff, and learn how to been advantageous to have one individual, particularly one use the library, they are likely to come back with their fami- with personal experience in literacy tutoring, to interview and lies—turning clients into patrons! If theirs is a positive experi- match each tutor and each student. ence, they will spread the word. They will, hopefully, become Once matched, the tutor and student need extraordinary library supporters. tools with which to work. The tools must be as varied as the The “needs decision tree” familiar to many librarians from needs of the individual students. The program participants are PLA’s planning process (Planning for Results, p.57) asks, “For very dedicated to learning and are often university graduates

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and professionals in their native countries. They can study from Cooperative Venture books and “teach” themselves grammar and punctuation, but how to use that in day-to-day conversation often eludes them. “Improving conversational English” is the greatest need expressed by our students. Charles Pace Director, Fargo Public Library, North Dakota; The Secaucus Public Library and Business Resource Center [email protected] offers a variety of teaching tools as well as reinforcement materials with which the students can work on their own. Literacy materials are displayed face out, flat on the bookshelves, since During the mid-1990s Fargo, North Dakota, and neighboring there are no spines on the slender workbook format. This Moorhead, Minnesota, faced a growing problem: an increasing method of display takes more space, and the library adminis- number of refugees were coming into the community in need of tration has made a commitment to allowing that. literacy and life-skills services. Many of these individuals were If any literacy program is to succeed, it can’t be relegated educated refugees of the chaos and warfare that followed the to a corner. No stigma can be associated or implied with it. To collapse of communism in Eastern Europe and turmoil in do so would inhibit those in need of the program from coming Africa. forward. People who speak in halting English need to be By that time the Fargo Public Library (FPL) had been encouraged and commended for learning a second language. engaged in adult literacy for a decade. One staff member was The Literacy Program works out of an exceptional facil- assigned to tutor adult new readers. The program was modestly ity that opened in January 2003. What a change from our old successful. It was clear that the traditional literacy program setting where four tutors and students (eight people) had to would not be adequate to serve the new population. share one table, each pair taking a corner! Tutors and stu- In 1995, Maxine Hilburn was hired as the FPL literacy dents now have the luxury of using one of three private coordinator. She had an MLS, was certified by the Literacy rooms, each equipped with a computer that has both sound Volunteers of America, and had prior experience developing and a microphone. These accommodations allow for the use and managing public library literacy programs. In her assess- of computerized “interactive” programs, such as “Learn to ment of the situation, she discovered that the literacy training Speak English” and “Side by Side.” The grammar, writing, then available in the community was inadequate. Her first steps and vocabulary books, as well as those that test reading pro- in setting up a new, targeted program involved making contacts ficiency and comprehension, are still the stalwart foundation with Lutheran Social Services (LSS) and Episcopal Migration of our materials, however. The high visibility of the new facil- Ministries, the agencies that coordinated the refugee resettle- ity attracted additional tutors to the program, as well as new ment program. She established a working relationship with the students. Adult Learning Center in the Fargo School District. The library I hold training sessions to train tutors; however, not all the then launched a media campaign to recruit volunteer tutors. tutors currently serving in our literacy program have attended FPL also contacted the existing local literacy organization, my training sessions or have had any formal training. In fact, I Literacy Coalition of the Valley, and offered it our expertise as count as another aspect of our program's success the fact that librarians and reading specialists. we welcome individuals to the position of tutor without neces- After volunteer recruitment came volunteer training, using sarily having formal training. materials from Literacy Volunteers of America (LVA). Some Since our program focuses on one-to-one tutoring, I feel training sessions were held at the library; others at community comfortable matching students who only want to improve their agencies and organizations, each tailored to the specifics of the conversational English with tutors who have no formal literacy site. training other than being shown the library's materials and LVA’s materials offered the flexibility to create individual- how to use them. These tutors may use many types of materi- ized instruction for each group of tutors. We were also fortu- als, including poetry, magazines, and newspapers, to engage the nate to have a number of high-profile individuals who were students in conversation, providing them the opportunity to use willing to devote their time and energy to supporting the liter- the English they already know. Tutors placed with students acy program, both financially and as volunteers. These individ- wanting to learn English are trained, unless they are already uals included the wife of the university president and the head certified educators with experience in this field. of the Fargo-Moorhead Area Foundation. Retired teachers and persons from the corporate world The tutor training offered by FPL had a very significant often volunteer their time. They are joined by those who have a “hands on” component. This was not simply a case of people love of reading and a willingness to help others learn to read and coming in and sitting down to listen to a lecture. Role-playing, speak English. So much of literacy tutoring is common sense. group projects, and training in how to use the phonics system It is important that one person interview prospective tutors were all major parts of this program. All of the material used in to gauge their readiness to take on a student. That same person the training and by the tutors themselves was geared toward should interview the students to assess the level of their need. adults. Past experience has shown that many adults become So much depends on instinct when approving tutors. It’s that decidedly uncomfortable and may drop out of the program if same instinct that makes for good tutor/student pairings. they are presented with a program intended for children. The The true measure of the program’s success rests with our volunteers were also given the tools needed to ensure that they volunteer tutors. Several are so committed that they tutor more would be sensitive to the cultural background of the people than one student. Their dedication is unmatched by any other they would be working with. literacy program in our area. Our program has both tutors and With the training in place, the time came to bring the pro- students who live in other communities. gram to those in need of its services. Working closely with Personal attention—to recruitment, to training, to follow- Randy Eider of the Adult Learning Center, Hilburn identified a ing up—is the key to our success. number of areas of the city where the need for literacy tutors

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was great. One particularly successful site was at Madison them. The library also contributed by developing a collection of Elementary School in Fargo. The Madison neighborhood had a materials related to adult literacy and serving as a resource cen- high concentration of refugees, primarily recent arrivals from ter for much of the Red River Valley region of eastern North Africa and the Caribbean. A second wave of refugees from Dakota. Bosnia arrived a year later. The work of the FPL literacy program continues today, These newcomers had multiple needs, from obtaining dri- though in a more limited form than in the past. In many ways ver’s licenses, to learning to negotiate the labyrinth of govern- this is a tribute to the success of the program. The refugee ment assistance programs, using mass transit, studying for influx has slowed in recent years. Many early clients of the pro- citizenship, and finding employment. They also had to master gram have achieved their goals and have been successfully inte- the English language. The library, the school district, the Adult grated into the larger society. The library can proudly say that Learning Center, the YMCA, LSS, and the local teachers’ it has helped make a difference in these people’s lives. organization collaborated on a program to address all these needs. An important component was providing child care so that the refugee mothers could participate in classes. The best indicator of the success of this program is that it is no longer Taking Collections to the Streets: needed! The refugee community around Madison Elementary The Role of Outreach in Supporting dispersed throughout the Fargo-Moorhead area and was successfully integrated into the general population. Adult Literacy Close collaboration among a variety of community groups contributed to the success of the FPL literacy program. Throughout the late 1990s regular meetings were held and Patricia Linhoff and Barbara Holden written agreements were signed among all the participating Outreach Department, Hennepin County Library, Edina, entities. This delineation of responsibilities and regular lines of Minnesota; [email protected] and [email protected] communication were key to the success of the program. The literacy coordinator of FPL also served as president of the The Hennepin County Library Outreach Department provides Literacy Coalition of the Valley for two years, guaranteeing a library service for people who live in forty-eight group resi- close cooperative relationship between the two groups. Local dences. These include senior assisted or independent living res- social service organizations helped identify needs and clients idences, nursing homes, and rehabilitation centers. Library staff and also provided tutors. pre-pack roughly 450 sturdy plastic boxes with collections of FPL staff members were also involved in a robust outreach fifteen items per box—including romances, mysteries, westerns, effort to promote the program in the Fargo-Moorhead area. bestsellers, nonfiction, an audiotape, and four regular fiction Staff members attended a number of local conferences and books. Most are large print, but some are conventional print. community meetings; the literacy coordinator for FPL played a The collections are delivered to the group residences six times a major role in literacy efforts at the state level as well and year. Staff and volunteers at each site make the materials avail- attended national conferences organized by the U.S. able to residents, who are primarily senior citizens. These Department of Education. Some tutors were assigned to local deposit collections, along with services to the homebound and Head Start centers and at the Adult Learning Center. We found people in the correctional systems, are the Outreach the most effective means of reaching potential students was Department’s primary way of serving county residents who cannot physically get to the library. But what about new Americans, recent immigrants engaged in literacy activities at community adult learning cen- We found the most effective means of ters? In Minnesota, as in most states, this group is increasing dramatically. Minnesota’s immigrant and refugee population reaching potential students was simply has expanded to record levels, especially Asian, Hispanic, and a well-developed word-of-mouth African population groups; 5.3 percent of all Minnesotans are foreign born; an estimated 200,000 are in need of English network. Strong and effective Language Learning (ELL). At the same time, the 2000 data show that 9.9 percent of Hennepin County residents are foreign collaboration is important to born, and only one-third of those foreign-born residents developing this network. became naturalized U.S. citizens. Theoretically the clients of these programs could visit libraries in person, but obstacles such as transportation, language barriers, child-care issues, and cultural understanding of the role of libraries are huge. To meet simply a well-developed word-of-mouth network. Strong and the needs of these residents, library staff needed to reach out. effective collaboration is important to developing this network. In August 2000, the Hennepin County Library was The staff of FPL initially provided not only training but approached by a suburban adult learning center to provide a also placement and supervision for the tutors. The FPL literacy deposit collection. The clients of the adult learning center are coordinator worked closely with the tutors and clients to make primarily new immigrants enrolled in the literacy program. sure that both parties were happy with the arrangement. While our existing deposit collection boxes didn’t fit their spe- However, eventually it became too taxing to maintain this level cific needs, the service did! With some collection tweaking, lots of involvement with a limited amount of library staff. of communication, and trial and error, we created a unique Eventually it was agreed that the library staff would train the deposit collection including English-language tapes, grammar tutors and the Literacy Coalition of the Valley would supervise books, and slower-paced talking books. Not only did the new

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initiative meet the needs of the clients (as evidenced by their tening to English. Having books available at school also enthusiasm), but it also matched perfectly with Hennepin accommodates my students’ busy schedules, which don’t County Library’s five critical success factors: customer focus, allow them to visit the library on a regular basis. diversity, partnerships, lifelong learning, and system thinking. For these new Americans, “Libraries change lives” isn’t In the fall of 2002, the program expanded to three more just a slogan, it’s a reality. sites in communities with large immigrant populations and active adult-learning-center literacy programs. The library con- sulted with literacy staff, teachers, and volunteers at each of the new sites to determine more precisely their clients’ needs. As a Personal, Relevant, and Effective result, the library ordered materials including:

■ Adult Basic Education materials, i.e., high interest/low Mary Anne DiAlesandro vocabulary for adult new learners Literacy Coordinator, Mansfield/Richland County (Ohio) Public Library; [email protected] ■ Adult New Readers/English-language learner materials/citizenship and American history ■ English grammars, vocabulary, dictionaries, spelling, The words “Open to All” are etched in stone just above the workbooks, etc. original doors of the Mansfield/Richland (Ohio) County Public ■ AV language instruction and daily-living instruction Library. (audiotape and video) Ironically 20 percent of our population of 134,000 cannot ■ Audio/book combination packages, e.g., “Listen and read that promise—but they know they can come here to learn Read” how to read. ■ Juvenile materials, in particular, new readers Our adult reading program, the Library Literacy ■ “Slow-paced” audiobooks (specifically, “Steady Readers” Connection, has operated by word of mouth for eleven years. produced by Recorded Books that are 10 percent to 15 per- Our promise to provide adults with reading tutors lives in the cent slower than conventional audiobooks) awareness of our community and patrons. Oh, yes, in our early years we promoted the program in all the standard ways, from At the beginning of the 2002/03 school year, each location telling social service agencies about our services to cooperating received three boxes of core materials and plenty of “library with the local city schools’ adult education programs. But with collateral”—branch locations and hours brochures, library time the Library Literacy Connection has become a fixture at card registration information in various languages, and flyers the library, just like our books, videos, and story times for chil- promoting the World Links Web page. While each location dren. A man walks in because he has heard about us from handled the process differently, students would check out these another guy at the plant where they both work. A drug court materials to supplement their learning program. Some locations judge sends us a young man who knows he needs to improve kept the materials in one classroom, while others put them on his reading but has been thrown out of every school he ever a book truck and rolled the deposit collection from classroom attended. A father brings in his grown daughter because he to classroom. learned to read with us ten years ago. This is as it should be. Two months after the initial delivery, these collections were Literacy programs belong in public libraries. enhanced with more materials that would be rotated in another They belong here because when our adult learners and their two months. While all four adult learning centers were engaged tutors complete a project like the one we did last summer, where in the same work, the needs of students and teachers varied they chose an inspiring quotation, wrote it down, and explained widely. Some locations were very interested in juvenile easy how it applies to their lives, we can hang their works in a lobby readers, picture books, and Illustrated Classics, while other where thousands of community members can share in their locations wanted only adult new readers. accomplishments and pride. They belong here because we can At the end of the school year, we invited everyone involved offer a wide variety of reading materials and techniques, with our program to evaluate it. That included the contact peo- whereas schools are subject to the vagaries of educational trends ple from each learning center, the community library staff who and publishing. We keep our literacy materials for the long-term provide in-library services to the sites, and, of course, the out- collection. What worked for someone in 1995 may be out of reach staff. It was a win times three: a win for the library in that print, but it may be just the thing that helps someone in 2003. it was able to support adult learning center partners and pro- Reading is about connection. That connection may lead to vide materials out in the community, and it was a win for the an idea, a person, a skill, or a specific set of instructions. Our adult learning centers in that they had access to a rich array of adult learners know what they need to be connected with. We resources to supplement their instruction programs. But mostly do our best to help them to make that connection. We do so it was a win for the students engaged in literacy activities who with a combination of resources that comes together naturally had quick and easy access to public library materials to help in every public library. We have Internet access to the finest them learn English. research-based instructional information. Our staff culls the Says one teacher about her new adult students and their most useful items and shares them with the volunteer tutors. children: The tutors use the information to provide the most useful instruction they can for our learners. They can apply these tech- For my beginning-level adult language learners, partnering niques by using any of the thousands of items we hold in an with HCL has been great. My students primarily check out established, deliberate, accessible literacy collection, because children’s books, which they read to their kids at home. we are a library, not just a storeroom. They also enjoy reading along with books that have tapes, All of this makes it possible to offer an adult literacy pro- because they love practicing their pronunciation and lis- gram that is highly personalized and, therefore, relevant and

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effective. The learners tell us what they want to achieve with many New England mill towns, the community includes a large their reading and writing, and we help them to meet their goals. number of former workers, many descended from ethnic immi- Because of the extensive resources available, each learner grants, who have been economically and socially displaced by uses a unique mix of materials and methods. These are made the decline of the mill industries. More recently, the community available by the literacy coordinator, who initially interviews has received an influx of nearly 2,000 immigrants from and works with each learner and trains each tutor. We stress Somalia, who chose to relocate to Lewiston-Auburn from their that the tutor will be learning along with the learner, as new original resettlement site of Atlanta, Georgia. materials and methods are introduced during the time they Because of these and other factors, one in five adults in work together. This approach incorporates our recognition that Androscoggin County functions at a low literacy level, a rate training tutors is also about connection, an ongoing responsi- that mirrors the national average. In addition, the number of people who need English as a Second Language (ESL) services has dramatically increased. Our community is fortunate to be served by Literacy Volunteers-Androscoggin, a well-established Reading is about connection. Literacy affiliate of Literacy Volunteers Maine and Pro-Literacy America. The agency is managed by two paid staff members (a programs belong in public libraries. full-time director and a part-time assistant), rents its own office When we have a literacy program, we space, and operates on an annual budget of approximately $60,000, most of which is funded by the local United Way. make good on our promise that Admittedly, our agency is a long way from relieving south we are open to all. central Maine of the daunting problem of illiteracy. But on the positive side, many people in Lewiston-Auburn are improving their literacy skills in demonstrable ways because of their access to an accredited, well-organized agency managed by highly bility that must be met through consistent contact with the par- capable staff and offering a full complement of tutoring serv- ticipants. This way we can identify the learners’ current needs ices. The agency has recently launched a successful annual fund and the tutors’ current efforts, so we can evaluate the effective- campaign and increased the director’s position from thirty to ness of current methods and materials. forty hours per week. It has experienced a 50 percent increase This responsive and flexible approach allows us to serve lit- in the number of active students and secured funding to hire a eracy patrons with diverse needs and helps us to retain experi- full-time VISTA volunteer to develop an ESL conversation pro- enced tutors. Our learners come to us for many different reasons. gram. Clearly the agency is experiencing a period of vibrancy One man is learning so that he can get further education that will and growth. lead to a different line of work. Another has studied to pass the So where does this leave the library? As valuable as a local various exams needed for progressive certification as a mechanic. literacy agency may be in providing ongoing literacy services to Our longest-standing student is a woman of eighty-one who is a community, the reality is that many such agencies struggle writing her life story, recalling the days of sharecropping, wag- with the problems of providing a much needed, labor-intensive, ons, and herbal cures in rural Florida. In sharp contrast, our volunteer-based service while being woefully understaffed and newest participant wants to pursue a career in cosmetology. All underfunded. The local public library, with its particular set of of our learners are working on their reading to keep up with the resources, can have a powerful impact on the ability of a liter- variety of literacy demands imposed by daily life. acy agency to grow and succeed by providing valuable support Virtually every one of our learners has told us that life will to the agency in a variety of areas: be better when they read. Better. That holds for the elderly gen- tleman who is learning to read his Bible, as well as for the 1. Expertise. Some literacy agencies are fortunate enough to young woman writing to her brother in a distant prison. employ paid staff to manage their programs. Professional Reading is about connection. Literacy programs belong in pub- staffers may have expertise in literacy issues, social work, lic libraries. When we have a literacy program, we make good nonprofit management, or grant writing. But since they are on our promise that we are open to all. often very small, agency staffs generally have all they can handle meeting the day-to-day recruiting, training, moni- toring, reporting, and assessment needs of a program that What about the Library? manages scores of students and tutors. Because of this, these agencies must often rely on volunteers, not only to provide actual tutoring services, but also to develop many Steven Bouchard other facets of a healthy literacy program. Head of Adult Services, Auburn (Maine) Public Library, and Some library staff members have formal training in the Executive Board Chair, Literacy Volunteers-Androscoggin; areas of literacy or ESL education, and this expertise can be [email protected] invaluable to a small literacy agency in the areas of tutor training, program development, and student intake assess- Many public libraries across the country are on the front lines ment. But it’s important to realize the types of expertise an in providing basic literacy services as they coordinate various agency might need from a local public library are not nec- literacy programs in their communities. But what should the essarily limited to the area of literacy issues. Areas such as role of the library be in a community that already has an agency fund-raising, marketing, and personnel management, providing literacy programs? In a word, the answer is support. which might necessarily be viewed as unattainable “luxu- Lewiston and Auburn are adjoining mill towns on the ries” by overworked agency staffs, are vitally important to banks of the Androscoggin River in south central Maine. Like the long-term health of a successful nonprofit agency.

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These are all areas in which experienced public librarians who enjoy practicing their reading skills in a more interac- are likely to have developed some valuable insight, if not tive environment, access to the library’s Internet worksta- outright expertise, over the course of their careers. tions is another real benefit. 2. A pool of core supporters who are naturally committed to It’s worth noting that libraries can be intimidating literacy. Libraries are staffed by people who recognize the places for adults with reading difficulties. Many adult new value of reading and wish to help others experience that readers venture into their local public libraries for the first value. While library staff members are not necessarily well time in the company of their tutors. So it’s important for versed in literacy issues, they are apt to be interested in lit- public libraries to create a welcoming environment in eracy as a social problem and to be curious about why which students and their tutors will have success finding some adults never learned how to read. The natural, ongo- reading materials of value to them. The simple act of get- ing interest of a positive, energetic library staff can spark ting a library card is a major achievement for many adult further interest in the community and be a source of moral new readers, which can enhance their self-esteem and support to staff members who devote time and energy as instill in them a sense of ownership for their public library. volunteers. 4. Space. While some literacy agencies are fortunate enough Of course, individual staff members will become to have their own office space, these agencies are still likely involved in different ways and to different degrees. Some of to need access to additional community space to hold our local public library staff members support our Literacy tutor-training workshops, post displays, and for tutors and Volunteers agency by taking part, as players or organizers, students to meet. The latter is especially vital because many in the agency’s annual Scrabble tournament fund-raiser, in agencies encourage their tutors and students to meet in a which local organizations form teams and collect sponsors safe, neutral, public environment—rather than in a private to compete. Other staff members provide story times to home—for safety and liability reasons. Since many public groups in the family literacy program, which models read- libraries are centrally located, easily accessible via public ing as an important activity for parents to share with their transportation, and, increasingly, provide quality study children. Still others present tutor enrichment workshops space designed for pairs and small groups, they are often to help agency tutors find interesting but appropriate read- ideal venues to meet the public space needs of a local liter- ing materials to excite their students. Staff members acy agency. answer telephones during agency fund-raising drives, serve on the agency’s executive board, and contribute to the In a nutshell, even if there is a literacy agency in your com- agency’s annual fund campaign. The initial reluctance of munity, the public library should be an active partner. Start by some staff members to participate often disappears when making a commitment to have a library representative on the they become better informed about the wide variety of vol- agency’s board. This is a natural product of the library’s mis- unteer opportunities available and discover agency needs sion. It leads to effective communication between the two that match their interests and talents. organizations and helps the library to develop collections and 3. Collections and materials. Some literacy agencies are for- services that complement, rather than duplicate, those of the tunate enough to have small, in-house collections of cur- agency. The agency in turn benefits by gaining more effective riculum materials for the use of their tutors and students. access to resources it needs, helping it grow and thrive. But even so, many students and tutors face an ongoing Everybody wins! struggle to find engaging materials in adult students’ areas of interest that are appropriate for their beginner reading levels. So, while providing collections of materials designed Conclusion for adult new readers and ESL students remains a vital and natural role for public libraries, the library can help stu- “I learned to read at the library!” dents and their tutors still further by providing help with Think of how many hundreds of people can say that finding aids to materials found beyond the Adult New now—and how many more will be able to say it in the future Reader section that might be readable and of interest to because of programs like these. ■ mature adults who happen to be new readers. Some of the materials we suggest on our Adult New Reader lists include newspapers and magazines, graphic novels, The purpose of this column is to offer varied per- almanacs and books of lists, and coffee table books with spectives on subjects of interest to the public library photographs and captions. profession. All correspondence should be directed to It’s also helpful to keep reading levels in mind when the contributing editors. Hampton (Skip) Auld developing the library’s regular collections. We shelve is Assistant Director, Chesterfield much of our young adult nonfiction in with our general County Public Library, 9501 Lori Rd., Chesterfield, VA 23832-0297, (804) 748-1767; nonfiction on the grounds that, since adults in our com- [email protected]. Nann Blaine Hilyard is munity read at various levels, many adults are just as likely Director, Zion-Benton Public Library, 2400 Gabriel as young adults to benefit from access to briefer, more Ave., Zion, IL 60099; [email protected]. basic treatments of many subjects. And of course, for those

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

books—their fight against the physical surroundings play a pre- dominant role.

AP: It’s more complicated than that. It’s not battles against the elements. What I’m talking about is that there are still on this A Slave to Reading continent pockets of individuality. We’re not becoming a more homogenous culture, we’re just becoming a less exploratory kind of people. We don’t go to places where there are different An Interview with accents and different mores and rural cultures, which are many. It’s a very rich continent in terms of small cultures and inter- Annie Proulx esting small local places and regions.

PL: Why do you think these places aren’t more studied?

Brendan Dowling AP: The people who live in them are simply not seen as important. They’re dispensable people to urban centers and all of the nnie Proulx is the author of six books, including Postcards, decisions that affect rural places are made in corporate head- AThe Shipping News, and Accordion Crimes. She has received quarters and in large cities and governments. This idea that numerous awards for her work, including the Pen-Faulkner people who live in rural places are fiercely independent and so Award and the Pulitzer Prize, and her short stories are frequently forth is a bit of a joke because they have no control over what selected to appear in best-of anthologies. She spoke with Brendan happens to them. Dowling via telephone on September 16, 2003, during a promo- The reason I write about these people also is because I’m tional tour for her most recent novel, That Old Ace in the Hole. interested in their history. I’m interested in the complete background of a place. So I take a look at the geography, climate, Public Libraries: Your stories are frequently about people on prevailing winds, all of the things that make up a place. I’m the edges of civilization— interested in how people make their living, what the economy is based on, and usually take it from there: the flora and fauna, Annie Proulx: I beg your pardon, sir. Rural places are not the the topography, all that sort of thing. It’s a bit like what the edges of civilization. French winegrowers refer to as terroir, meaning not just the soil in which their wines are growing, but everything: weather, cli- PL: I apologize. But areas of life that the general public doesn’t mate, latitude, longitude. And that’s rather how I regard my know about— characters: as grapevines.

AP: There you go again. You’re talking about urban people as PL: What is your research process like? the only people in the world who count as being real people while people who live in rural areas are somehow subhuman? AP: There isn’t really a process. It’s a question of research and research comes in many, many forms. From eavesdropping to PL: Maybe I should phrase it as, “What it is about these char- widespread reading of everything from serious scientific acters, who aren’t often talked about in popular literature, that reportage on a region, I’m speaking then of geology and soil attracts you?” studies and that sort of thing, to history, especially local history, which I’m quite fond of. What brought people first into the AP: Right, most people write about suburban or personal or region? What had they done and how many manifestations of urban affairs. I write about rural areas by choice; I live in rural life has the region been through since the first settlers came by? areas. I have for almost my entire life except for brief stints in What was there before they came? What is it like now? Are New York City and Tokyo, which I figured was my lifetime’s they coming, are they going, are they staying? Is there some worth of urban life. I’m keenly interested in the rural sur- kind of cultural/social stasis that’s been reached? And when I’m roundings partly because they are neglected. Urban people and through with the research which usually takes two to three power centers—they’re seen as places for use: use of extraction years if it’s a novel, then I start to write. And I’m never work- for minerals or crops or products of some kind. Or for disposal ing on one thing at a time, it’s always a number of things. of unwanted wastes that the cities won’t have. And this colonial attitude is something that really irritates the hell out of people PL: Where did your love of reading and this intense research who live in rural areas. It’s hard to take being treated like invis- process from? ible people or people who simply don’t count. And I write about these people and these places because I like them. AP: That seems to be a two- or three-part question. My interest in reading began very early. I learned to read when I was PL: A lot of times when rural areas are depicted in books there’s about four and I don’t think a book has ever been out of my a quaintness associated with them that’s not present in your hands since. I'm completely a slave to books. I adore reading, I

PUBLIC LIBRARIES JANUARY/FEBRUARY 2004 24 43n1_final.qxd 12/16/2003 3:10 PM Page 25 photo credit: Isolde Ohlbaum do it all time. I’ve often thought PL: What about them attracts that it would be an ideal life to be you? tossed into prison as long as you had access to a great library. I AP: The fact that they can write adore books, I’ve always read, and like blue blazes. Superb, superb I’ve always read widely. I don’t writers! Just extraordinary. Just read much fiction actually, I read a the quality of the writing, the sen- lot more nonfiction, science, what tence structure, the care, the play- are called “earth studies,” that sort fulness with words, the vast range of thing, biography, and history. of ideas, the music of Irish writing I was trained as a historian, is strong. Somehow American and I guess more or less my writers don’t have that. Once in a approach comes from those days while they do but generally speak- of studying history. It was particu- ing they do not. larly the Annales school, the French school, of history that was PL: What accounts for this lack my background. And you do with American writers? indeed start with bedrock—literally—and work your way forward. AP: I have no idea. Probably because we’re not a nation of PL: What role did libraries play in readers, we don’t really respect your life? books and the word. We’re more Annie Proulx interested in money and success AP: Well it used to be that that’s and material possessions and get- where books were. I have haunted libraries most of my life until ting ahead and careers. A lot of Americans simply don’t read at recently when it’s getting harder and harder to find a library— all. A lot of writers I know don’t read, they always say they small town libraries in particular have gotten rid of their good don’t want to spoil their own style, which is ridiculous. books and replaced them with a plethora of murder mysteries and crime novels and romances, which I think is a pity. But PL: What are you working on right now? their loss is my gain because lots of libraries sell off their books for very low prices like ten cents or a quarter, and I’ve often AP: I’m not working on any novels at the moment. In the last found wonderful things at these library sales and they can go collection of short stories I did, which was called Close Range: out and buy all the mysteries they want. Wyoming Stories, there were a number of stories I wanted to So actually my own library now has replaced public include in that collection but I simply did not have time to com- libraries. I do use the University of Wyoming library, which for plete. So I’m working on those now, so there will be a second my purposes is excellent. It has an astonishingly good collection collection of Wyoming Stories. of Western history. And I think that’s partly because of the English philanthropist who gave very heavily to Yale and the PL: How has all of the attention you’ve received in the past ten University of Wyoming for the study of American Western his- years affected your life? tory so they’ve got a wonderful collection. AP: Well, it’s a lot more traveling, a lot of speaking engagements PL: Where do you see contemporary writing heading? and running around, a lot more money. I guess just an intensity of schedule would be the most succinct way of putting it. ■ AP: Well just when I think there’s no hope left something wonderful comes along, and something wonderful did come along this year. Tim Gautreaux who lives in Louisiana has written Brendan Dowling interviewed Annie Proulx via telephone on one of the best books I’ve read in decades, a really, really won- September 16, 2003. If you have any suggestions of authors you derful novel called The Clearing. Just out in the last month or would like to see featured in By the Book, or if you are interested in volunteering to be an author-interviewer, contact the contributing so. And it’s a novel of place and people. The writing is beauti- editors: Kathleen Hughes is Managing Editor of Public Libraries, fully crafted. The thing has huge strength and power of evoca- and Brendan Dowling is the Editorial Assistant. Both can be tion. It’s the story of the clearing out—the cutting of a cypress reached at the Public Library Association, 50 E. Huron St., swamp in Louisiana after the first World War. It’s a wonderful Chicago, IL 60611; [email protected], [email protected]. book, a very strong novel. And [also] I like the Irish writers.

Final Registration Deadline Nears The final advance registration deadline for the PLA ize at the best conference for the public library world, PLA Conference is January 23, 2004. Don’t miss this opportunity 2004 (February 24–28, 2004, Seattle, Washington). Visit to join thousands of your public library colleagues as they www.pla.org to register online or call 1-800-545-2433, ext. come together to learn, network, conduct business, and social- 5752, to have the form sent to you.

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

impossible to discuss all of the New Breeders, I did pick out seven webloggers I have been fond of throughout the past year who bring different ideas to the library weblog table. Thus, this column will not only explore the new library weblog writers who have Library Weblogs burst onto the scene, but the reasons why so many have done so. There are many reasons why librarians have started focusing on weblog technology. Many started to work on their webmaster skills; while others wanted an outlet for their writing and felt that Steven M. Cohen publishing to the Web via weblog technology was the easiest way to do it. Some do it for the fun of it, while others are trying to cre- hen Walt Crawford published his article on librarians who ate a niche for themselves. (For more on these niches, see Wmaintain weblogs in his column “The Crawford Files” in Marylaine Block’s article “Creating Your Niche on the Net” at the October 2001 issue of American Libraries, there were only a http://marylaine.com/exlibris/xlib185.html). Jonathan, the writer handful to mention.1 I was one of the librarians interviewed by behind Liberry Blooze (http://liberryblooze.blogspot.com), Crawford for the column and was proud to have my weblog men- laments, “When I started this blog in October of last year, I did- tioned in such company as LISNews (www.lisnews.com) and n’t see much in the way of library blogs that interested me. As Librarian.net (www.librarian.net), to name a few. Crawford’s col- with all types of blogs, my awareness of interesting library blog- umn delved into an introduction of weblogs, the making of a gers (and my own publicity) grew through linking. Word is getting weblog, and the reasons behind writing a weblog for the library around, more people are doing it, and I think blogging is a great, community, all of which were fine for a piece on weblogs written casual way to stay informed and sane.” Stephanie Wright of two years ago. But there have been changes in the library weblog Technobiblio (www.technobiblio.com) had a similar experience world. Countless weblogs have been launched by information as she was “listening to librarians talk about how hard it is to professionals, new technology has been utilized to post to and keep track of what’s going on with technology and how nice it maintain a weblog for our profession, and the types of weblogs would be to have info that was specific to what they were inter- that have been started are, in effect, different than those that were ested in.” around before Crawford’s column was published. One of the differences between the “New Breed” and the Weblogs, or blogs, have been defined as online journals, “Old School” is that most of the new writers have experience as published chronologically, with links to and commentary on weblog readers. Anna, writer for Tangognat (www.tangognat. various issues. Blogs are easy to create and publish for many rea- com), relayed, “I’d been reading blogs for around a year before sons. First, one need not know how to create a Web page. The I decided to blog myself.” Some new weblog writers got their software will do that for you as they all have built-in templates. ideas via other professional development avenues. Michael Second, the weblog writer does not have to secure any space on Stephens, author of Tame the Web (http://homepage.mac.com/ a server as most weblog tools provide free space. The only work mstephens7/B143020931/), stated, “I started the Tame the Web that the weblog writer needs to accomplish is write. It’s that sim- blog after returning from Computers in Libraries [conference] ple. This ease of online publishing has made weblogs an inter- 2003 and hearing numerous speakers praise the usefulness of national phenomenon, and numerous librarians and library blogging, reading blogs and keeping current.” Those informa- workers have created them over the past six years. tion professionals who started more than three years ago to In March 2002, I spoke at the Computers in Libraries write for the Web in weblog format were able to learn from Conference with Blake Carver on the topic of “Weblogs: Their other types of professionals who were already striving in the Impact on Delivering Information.” At the beginning of the field (i.e., IT people). The “New Breed” can utilize their own presentation, I asked the audience, which consisted of at least colleagues for this same purpose. Librarians learning from and three hundred people, to raise their hand if they knew and helping other librarians. What a neat concept! understood weblog technology. Only thirty out of the three hun- Another issue that has come into play with new library dred attendees replied that they did. The rest wanted, and weblog writers is that there is only a certain number of topics in received, an explanation, which made the presentation a suc- librarianship that can be discussed. This has driven librarians to cessful one. The next year, at the Computers in Libraries write about the issues that they are faced with on the job each Conference, during a presentation titled “Keeping Current in 40 day. Cathy Fahey of the Library Girl (www.toomanybooks. Minutes or Less,” I asked the same question to a crowd of the com/librarygirl) weblog mentions, “I started my blog because same number, and only ten or so people didn’t raise their hand. there didn’t seem to be anything like it on the Web (blogs deal- The fact is, more and more librarians are writing down their ing with high school libraries and teen reading from an adult/ ideas in weblog format. The differences that I have seen over the educator perspective). Despite my efforts to actually write about past few years with the new library weblog writers are worthy of teen reading, it’s ended up being a place where I write about discussion in this column, since this “New Breed” will bring much answers to reference questions, and link to articles that I pass on to the library weblog world that its successor generation will be to faculty and staff.” Nat, who writes the hilarious I sure to forage from as well. Thus, our little “Blogosphere” will Contemplate (http://icontemplate.com/pm/weblog.php) weblog, continue to expand and grow to limitless possibilities. While it is relayed the following about library weblogs: “One thing I

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noticed was that all of them (or so it seems) were by librarians, leagues, [have] been inspired to learn about new technology, or at least individuals with MLS degrees. None of them were by and I feel much more connected to librarianship as a blogger the ‘ordinary’ paraprofessionals, the library assistants or clerks. than I ever have before.” You know, the guys on the front line of public service who tell Another aspect of the newer library weblog writers is the patrons how much they have in overdue fines.” tendency toward anonymity. Sure, the weblog in its pure form I have always believed that the more library workers (includ- allows that outlet of writing exactly how we feel about certain ing paraprofessionals who make our libraries run smoothly) write aspects of our jobs and personal lives, and many do not want about their experiences in their building, the more that workers in their identity revealed. Jonathan, the library worker behind similar positions to them can learn from them. While the number Liberry Blooze, decided to shut down his weblog in early of weblogs continues to grow, and the time it takes to read them September due to the breach of his identity. Luckily for me, an increases, it would be useful to become more focused in our writ- avid Liberry Blooze reader, he brought his witty and intelligent ing as well as in our reading. Subject specific weblogs in the site back online a few weeks later. “Tangognat,” who gave me library community are growing at a quick and exponential pace. the name Anna to use in this article, also does not tell her read- With Greg Schwartz, I have started LIS Blogsource (www. ers her full name, nor reveal where she works as a librarian. librarystuff.net/libraryblogs), a weblog about library weblogs On a last note, one aspect that any weblog writer (whether which includes posts of newly created weblogs that are written by a “new breed” or not) should concentrate more on is the poten- librarians. In a span of two months, we have had sixty new tial to use the weblog as a marketing tool for their professional entries. Some of them are informational (dealing with the librari- career. Sure, many are only using it as a personal diary, but for anship as a theme or subtheme), and some are personal online those who, more often than not, discuss library issues, the journals that wouldn’t normally be noticed by the library com- potential for growth is enormous. For example, I wouldn’t be munity and occasionally dab into librarianship in the writing. writing this column or speaking at national library conferences They just happen to be written by librarians or library workers. if I hadn’t started writing professionally in my weblog three Michael Simanoff (www.simanoff.net) writes of his own weblog, years ago. I have been lucky enough to have become fairly well “I’ve never been able to clearly delineate its focus, but it represents known in the library weblog world due to my constant work in my varied interests, with posts on books, comics, music, librari- updating my weblog on a daily basis, discussing major issues rel- anship, the Internet, and life in New York City.” evant in our profession, as well as continuously reinventing Greg Schwartz of Open Stacks (http://openstacks.lishost. myself as writer. The newer weblog writers have the opportunity com/os) mentions that his weblog “began largely as an aca- to expand themselves personally and, more importantly, profes- demic experiment in daily web publishing, an opportunity to sionally by continuing their efforts as library weblog pioneers. contribute my voice to the growing chorus of Internet faithful. Those who haven’t started a weblog, but are pondering In a few short months, it developed from a quiet home for my doing so, should get started right away. While there are many myriad interests into an ongoing journal of my training and weblog software tools available, users may want to try Blogger development as a practicing professional.” It is common for the (www.blogger.com), MoveableType (www.movabletype.org), themes of library weblogs to change over the course of time, as or Live Journal (www.livejournal.com) to get started. All three the writer tries to settle into his or her new space, and some- publishing tools are easy to use, cost next to nothing, and can times, new-found fame. Freedrich Emrich of Information have a weblog up and running in a matter of minutes. Step right Commons Weblog (www.info-commons.org/blog) mentions, up to the plate, and let me know if you have any questions. ■ “As things have progressed, I have come to interpret this mission relatively broadly. Sometimes the posts on Commons-blog deal with theoretical issues related to the information commons, other times they are driven by news events.” Many of the newer library weblog writers find solace in the Steven M. Cohen is Assistant Librarian at the small but determined library weblog community, which did not law firm of Rivkin Radler, LLP. He can be reached at [email protected]. exist three years ago. Greg Schwartz states, “Through blogging, I’ve had the opportunity (and developed the confidence) to discuss issues and exchange ideas with a diverse and active group of LIS professionals. The community that has taken an interest in my writing inspires me to publish in other venues and has Reference produced opportunities that would not have manifested otherwise.” With this sense of community comes a feeling of cama- 1. Walt Crawford, “The E-Files: ‘You Must Read This:’ Library raderie that penetrates the barriers that exist within our Weblogs,” American Libraries 32, no. 9 (Oct. 2001): 74–76. physical buildings. Like Usenet and electronic discussion lists, weblogs have become an outlet for the average librarian to connect with others around the world, exchange ideas, and belong Resources to a group. Fredrich Emrich explains, “I am also very pleased with the feeling of community that develops among weblog- Blogger—www.blogger.org Creating Your Niche on the Net— gers. It isn’t so much that I get warm and fuzzy feelings about http://marylaine.com/exlibris/xlib185.html [the] online community when I blog. But because blogs make it I Contemplate—http://icontemplate.com/pm/weblog.php very easy to link and refer to other information online, and Information Commons Weblog—www.info-commons.org/blog because of the blog etiquette of telling where you saw some- Liberry Blooze—http://liberryblooze.blogspot.com Librarian.net—www.librarian.net thing when you write about it in your blog, there is certainly a Library Girl—www.toomanybooks.com/librarygirl feeling of developing networks of information.” In addition, Anna of Tangognat writes, “I’ve met many new (virtual) col- continued on page 32

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

Step 3: Create an inventory of existing hardware. Step 4: Obtain software preview copies. Technology and Step 5: Determine evaluation criteria and conduct software evaluations. Literacy Step 6: Determine how students will use the software and explore ways teachers can integrate the software into instruction. Step 7: Compare existing hardware with the hardware require- A. Paula Wilson ments for each piece of candidate software. Step 8: Determine the cost of software and hardware for each t is a given that reading is fundamental to the business that of the candidate packages. Ilibraries provide. Not only is reading required for customers Step 9: Select a software package and its associated hardware.1 to take advantage of the vast resources available at the library, but library users must read in order to be productive members of society, parents to their children, employees at their jobs, and Accountability and Program Management participatory citizens. Library and community-based literacy programs address many forms of literacy in addition to teach- The following legislation and initiatives serve as source docu- ing adults how to read. Literacy programs may encompass any ments for literacy program administrators who must follow one or a combination of the following focuses depending on the specified guidelines for implementation and assessing the needs of the community: progress of their program. Funding sources may mandate that the program follow specific reporting guidelines. ■ Adult high school (AHS) Administrators should be familiar with required reporting stan- ■ Children’s literacy dards and whether assessment software is aligned with meas- ■ Compensatory education (CED) urement benchmarks that may be found in these documents ■ Early childhood literacy and initiatives: ■ English as a Second Language (ESL)/English as a Second or Other Language (ESOL) ■ Workforce Investment Act of 1998 ■ Family literacy www.doleta.gov/usworkforce/resources/ ■ Financial literacy ■ National Skills Standards Board Initiatives ■ General educational development (GED) www.nssb.org ■ Human resources development (HRD) or workplace liter- ■ National Reporting System for Adult Education acy www.nrsweb.org ■ Information literacy ■ Individuals with Disabilities Education Act (IDEA) www.ideapractices.org Web-based literacy course materials and software allow ■ SCANS (Secretary’s Commission on Achieving Necessary students to gain knowledge through the use of technology, pro- Skills) viding a dual purpose—the acquisition of literacy knowledge http://wdr.doleta.gov/SCANS/ and the use of computers. In literacy programs, not only is tech- ■ Equipped for the Future (National Institute for Literacy) nology prevalent in the delivery of instruction but it also facili- www.nifl.gov/lincs/collections/eff/eff.html tates evaluating the programs and tracking students, teachers, and their progress. Program administrators who want to introduce technology Teacher Aids into their literacy classrooms can start by developing a technology plan that evaluates the needs of the students and teachers, Scores of resources exist to enable literacy instructors to create current resources, and budgetary concerns. The technology custom curricula or use materials from other successful pro- plan should identify software needs, the hardware required to grams. Additionally, many case studies and best practices are run it, and Internet connectivity. The computer competencies of available on the Internet. The resources below provide admin- the staff, tutors, and volunteers should also be assessed. Once a istrators and instructors with information regarding technology technology plan is created, program administrators can begin planning and the use of technology in the literacy classroom. the following process: ■ Ask Us About: Technology Planning Step 1: Identify software titles. www.literacy.org/ask/techplan_tools.html Step 2: Determine hardware requirements of each piece of can- A variety of links to tools and step-by-step guides for didate software. creating technology plans.

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■ Comprehensive Adult Student Assessment System teach adult literacy including workplace literacy and pre- (CASAS) GED skills. 5151 Murphy Canyon Rd., Suite 220 San Diego, CA 92123-4339 1-800-255-1036 Learner Aids www.casas.org CASAS is used in a variety of adult education pro- Many software titles exist to support a variety of literacy programs and offers three types of appraisal testing for student grams. Literacy administrators must identify the software that placement in the program. Pre-tests provide a baseline to supports the particular goals and objectives of their program. assess student progress, post-tests demonstrate how much The following titles are a sampling of free and fee-based ($) a student has learned as a result of the instruction. Level resources supporting adult reading programs. exit or certification tests determine if the student is ready to move on to the next level. The software allows program ■ LiteracyLink.org (free) administrators and instructors to interpret results, use www.literacylink.org assessment data for evaluation, and support continuous A dynamic online classroom environment which program improvement. allows students to participate in self-paced tutorials to ■ Centers for Reading and Writing, New York Public develop skills in workplace literacy and GED preparation. Library, Annotated Software List Teachers and students interact via messages by reviewing www.nypl.org/branch/literacy/software.html student portfolios and leaving comments about their work. Provides description and contact information on more ■ LearnATest.com ($) than thirty software titles that cover English, math, read- www.learnatest.com ing, typing, and life skills. Last updated on June 15, 2000. Learning Express ■ National LINCS Regional Pilot Programs 900 Broadway, Ste. 604 www.nifl.gov/lincs/pilot.html New York, NY 10003 Sponsored by the National Institute for Literacy, this 1-888-551-5627 Web site provides a gateway to adult education and liter- Offers online interactive practice exams covering adult acy resources. The site provides a brief description of four- basic education, work force literacy, GED, and many civil teen pilot projects that focus on developing interactive service preparation tests. multimedia lesson plans and curriculum materials. Sample ■ Rosetta Stone Online ($) projects include the creation of a Web-based voter resource www.rosettastone.com guide for adult literacy and ESL learners and curriculum Fairfield Language Technologies that is tailored toward low skill-level literacy with an 135 W. Market St. emphasis on local legal information. Harrisonburg, VA 22801 ■ OTAN for Teachers: Technology 1-800-788-0822 www.adultedteachers.org/Technology Interactive multimedia learning modules for many lan- Provides general information about the Internet, tech- guages, including English. They are vailable online through nology planning, distance education, and hardware and LearnATest or through a stand-alone subscription. software issues. ■ Plato ($) ■ Tech21 www.plato.com www.tech21.org PLATO Learning Tech 21 is a collaborative effort among several agen- 10801 Nesbitt Ave. S. cies to incorporate technology such as videoconferencing, Bloomington, MN 55437 digital broadcasting, and the Internet in the instruction of 1-800-447-5286 adult learners. Partners in this effort include the National An interactive assessment tool and self-paced learning Center on Adult Literacy, Sacramento County Office of courseware for adult education, ESL, and GED prepara- Education, and National Adult Education Professional tion. Aligns to national standards. Development Consortium, Inc. Brooklyn Public Library ■ ELLIS ($) serves as one of seven field sites. Visitors can find docu- www.ellis.com ments outlining best practices by selecting ‘Tech News’ ELLIS from the main menu. 406 West 10600 South, Ste. 610 ■ Technology Integration Institute Salt Lake City, UT 84095 www.literacy.org/tm_tech_integration/index.html (801) 858-0880 Provides course materials for professionals to prepare Multimedia self-paced instructional modules on basic a two-day workshop on implementing technology into lit- English language skills and English as a Second Language eracy programs. This site includes detailed information courseware. about the materials and preparation necessary to conduct the workshop, an annotated agenda, and links to many The traditional role of the library in teaching reading has adult education resources. expanded greatly not only through literacy programs that teach ■ Captured Wisdom on Adult Literacy students to read but also to comprehend and understand the www.ncrtec.org/pd/cw/adultlit.htm meaning of words in many contexts. This allows adults to Instructors provide background information on spe- flourish in their roles as community members, parents, employ- cific lesson plans and students. Video and audio recordings ees, and business owners. Libraries may partner with other tell the story of how teachers use several lesson plans to continued on page 32

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

PL: Have you noticed differences in the literacy skill of teens from different family environments?

EBM: If you grow up in a family where language and literacy are a common part of daily practice, then it’s easy to crack the Making Meaning code that is valued in schools and mainstream social settings. But, for nonmainstream families, those codes may not be part of the family or community practices. And still, the young peo- An Interview with ple I work with are sophisticated users of language and text. My research team works with young people who are dual-lan- Elizabeth Birr Moje guage speakers, and we find that they may have a bit of an advantage over kids who are aren’t necessarily dual-language speakers, people for whom the language play isn’t as obvious or an explicit part of everyday life. Many of the kids we work with Linda W. Braun know that there are times to speak different languages—there are times when I speak English and times when I speak lizabeth Birr Moje is Associate Professor of Educational Spanish—and that there are conventions for different lan- EStudies in the Literacy, Language, and Culture unit at the guages. This is true of the boys in particular who work outside University of Michigan. She teaches courses in literacy, cultural their homes. One youth told an interviewer, “I have to speak theory, and qualitative research methods. Moje’s career began straight in front of my boss because he’s a white guy.” The con- as a history and biology teacher, and after several years in the text of the job demands that they have to speak what the classroom she went on to receive a masters degree in reading youths consider good or “proper” English. They know there education and a Ph.D. in literacy and language. Moje has spent are different conventions for different situations. many years researching and writing about the literacy practices and needs of adolescents, particularly those who are considered PL: In your work, you talk about symbol systems and how they high-risk, specifically teens in gangs. Moje spoke with Linda play a part in adolescent literacy. Can you tell me more about Braun about adolescent literacy, the literacy needs of under- that? served teens, and the role of libraries in the lives of at-risk and underserved teens. EBM: That is the aspect of literacy that is bigger than print. Teens—and people of any age—cannot make sense of written Public Libraries: How do you define the phrase “adolescent lit- text without other symbol systems or forms of representation. eracy”? For example, music or mathematics are symbol systems that come into play as adolescents move into increasingly sophisti- Elizabeth Birr Moje: That’s a complex question since there are cated content learning, whether it is in school or out of school. many different perspectives on it. At the most basic level, ado- As they get older, students in mathematics classes encounter lescent literacy could be just about reading and writing—the mathematical symbol systems combined with print symbol sys- encoding and decoding of print. However, some people are tems and oral symbol systems. Because they encounter a wider looking at the reading and writing aspects of adolescent literacy variety of experiences than do young children, adolescents are without considering comprehension at all. That is a very nar- coming in contact with more and more symbol systems, and row way of looking at it. The comprehension piece is impor- then they invent them as well as they write to one another in tant, and one needs to even go beyond that to the interpretation paper and electronic environments. and making meaning piece. PL: Do you think that teachers and librarians should try to use PL: What do you mean by the interpretation and making mean- symbols that teens invent in the traditional classroom or library ing piece? environment?

EBM: Literacy includes both understanding text, what the author EBM: There’s a delicate balance to this. I don’t encourage is trying to say, and then making meaning of it. The meaning one bringing gang scripts into the classroom, for example, despite person makes might be different than the meaning someone else the fact that gang scripts are particularly complex and sophis- might make. Adolescents also need to be able to make meaning ticated mergings of print and iconic representations. In a gen- across texts. By that I mean that a teen needs to make meaning eral heterogeneous or mixed group, I don’t promote that out of one text and then make meaning of that text in the context because it could lead to seeming as though librarians or teach- of another text. That’s a place where even those who successfully ers support gang practices across the board. What’s more, such comprehend texts face challenges when in the upper grades. That inventions may lose their appeal if co-opted by adults. There is is what makes adolescent literacy so important and so unique; as value, however, when kids bring their own practices in, when you age, you are asked to synthesize ideas across texts. And these they introduce them. It is important to make a space for youth might be ideas in a print text or that are a part of oral language. to read and write about the practices central to their lives and

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A Selected List of Articles by Elizabeth Birr Moje

McCarthy, Sarah J., and Elizabeth Birr Moje. “Identity Matters.” Reading Research Quarterly 37 (Apr./ May/June 2002): 228–36. Moje, Elizabeth B. “Critical Issues: Circles of Kinship, Friendship, Position, and Power: Examining the Community in Community-Based Literacy Research.” Journal of Literacy Research 32 (2000): 77–112. Moje, Elizabeth B. “To Be Part of the Story: The Literacy Practices of Gangsta Adolescents.” Teachers College Record 102 (June 2000): 651–90. Moje, Elizabeth Birr. “Re-framing Adolescent Literacy Research for New Times: Studying Youth as a Resource.” Reading Research and Instruction 41 (spring 2002): 211–28. Moje, Elizabeth B., Deborah R. Dillon, and David O’Brien. “Reexamining Roles of Learner, Text, and Context in Secondary Literacy.” The Journal of Education Research 93 (Jan./Feb. 2000): 165–80. Moje, Elizabeth Birr, Josephine Peyton Young, John E. Readence, and David W. Moore. “Reinventing Adolescent Literacy for New Times: Perennial and Millenial Issues.” Journal of Adolescent & Adult Literacy 43 (Feb. 2000): 400–10.

tities, relationships, and vice versa. It becomes an iterative rela- Elizabeth Birr Moje with daughter Avery. tionship.

to demonstrate their skill with these practices. Part of the rea- PL: In your work with teens, is the public library ever a part of son I do the research I do is to help teachers and librarians to a teen’s day-to-day experience? see how skilled kids are with a variety of literacy practices. We assume that young people can’t read and write and spell when, EBM: The kids I work with go to the library for Internet use. if we look closely, we see that they possess amazing skills in all A couple of the sites they go to are really interesting. Some of of those areas, but their skill is not with the texts we tradition- them go to gang task force sites and they read what is on the ally value in school. site. One of the longest pieces of prose I’ve ever seen them read was on a gang task force site. In Detroit, some of the kids I PL: The idea of community is integral to some of your work. work with go to a site called DetroitRaza.com. The site has Why is this important in the area of adolescent literacy? chat rooms and there is a shout-out board. Kids are posting poems, and other kids are reading them and responding to EBM: The community really shapes people’s choices about them. There is a chat-room feel, but [the writing is] very much what they are willing to read and what they are willing to like [what] we would like to see in writing classrooms. access. For example, if you walk into a space [community] and In the time I’ve spent in Detroit (starting my sixth year of aren’t comfortable there, or if you are identified in ways that data collection), I think I’ve seen three kids, all girls, holding a don’t fit with your own sense of self, or are dangerous, you are novel. (Of course, I’m not with them all the time.) When I ask probably not going to go back. If the library is situated in a the boys, they never talk about reading novels. They are read- space where you feel bothered, or where you have to perform ing magazines and newspapers. They search for music on the an identity as opposed to enacting one, that’s not a good thing. Internet. If kids walk into a library space and feel they have to perform something or feel that whatever they perform will be marginal- PL: From your experience, what could a library provide to ized, they will not come back, no matter what is offered in teens in order to serve their literacy needs? terms of literacy enrichment, language enrichment, technology, and so on. EBM: Sometimes I think we are working too hard to make The choices of things we read are shaped in the communi- reading novels something that everyone has to enjoy and is ties in which we live. All of that comes together to help us make enriched by. Whether we have different learning preferences or sense of texts. We are able to make sense of texts because of the strengths, we are drawn to different things. Maybe our goal people we interact with. Space, time, and relationships all play shouldn’t be to get people to read novels. It would be great if a part in making meaning. The books we read shape our iden- teens were given opportunities to engage in informational texts.

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Libraries could team up with teen centers and get kids in INTERNET SPOTLIGHT who are interested in reading their own poetry and published continued from page 27 poetry. The kids I work with, kids from all walks of life, would be interested in something like that, depending on where it was LIS Blogosphere—www.librarystuff.net/libraryblogs and how comfortable they felt in that place—that fits with the LISNews—www.lisnews.com Live Journal—www.livejournal.com community piece we talked about earlier—and the context Movable Type—www.movabletype.org Open Stacks—http://openstacks.lishost.com/os Simanoff.net—www.simanoff.net Tangognat—www.tangognat.com Team up with teen centers and get kids in who are interested in reading their

own poetry and published poetry. . . . TECH TALK Also, peer-led literature discussions continued from page 29 can be pretty interesting. community-based programs that may have the technological means, but not the staff for literacy programs, or vice-versa. Use of computers in the delivery of adult literacy may initially appear as an impediment to learning; however, in an informa- that’s created for adolescents in the library. Imagine if you tried tion-driven society, computer use may actually serve as an to build library programs that connect different kinds of kids incentive for students to learn to read. Assessment and report- who feel like outsiders. Also, peer-led literature discussions can ing of the program’s progress has required literacy administra- be pretty interesting. tors to evaluate the methods by which this information is tracked and the use of technology to facilitate reporting this PL: What would you suggest a librarian read to learn more information to funding sources. The integration of technology about adolescent literacy? into literacy programs will continue to facilitate all aspects of literacy program delivery and administration as well as provide EBM: It would be good for librarians to get inside the topic of challenges to administrators, instructors, and students. ■ adolescent literacy through some of the ethnographic studies. A recent collection edited by Donna Alvermann would be a great Author’s note: I would like to thank Connie Barker, CALL place to start.1 They can find out what kids care about outside (Computer-Assisted Literacy in Libraries) Manager at the Las of school and see the passion and the skill the kids bring to texts. Vegas-Clark County Library District, and Sebastian Gonzalez for The work of James Gee on literacy as a discourse and what it providing background information in preparation of this article. really means to engage in literacy is good reading.2 There are also classic texts like Ways with Words by Shirley Brice Heath that A. Paula Wilson is the Adult Services Coordinator give readers a sense of how there are different cultural and com- 3 ■ at the Maricopa County Library District, 17811 N. munity-based practices that shape kids’ literacy. 32nd St., Phoenix, AZ 85032-1201; paulawilson@ maricopa.gov. The mention of systems and vendors in this column does not constitute an evalua- Linda W. Braun is a consultant with LEO: Librarians and Educators tion or an endorsement of the products or services Online in New York City. She interviewed Elizabeth Birr Moje by by the Public Library Association or the editors of telephone on June 17, 2003; [email protected]. this magazine. The contributing editor of this column welcomes any comments or questions at the e-mail above.

References Reference 1. Donna E. Alvermann, ed. Adolescents and Literacies in a Digital World. New York: Peter Lang Publishing, 2002. 1. Christoper Hopey, R. Karl Rethemeyer, and Jennifer A. Elmore, 2. James Gee, Social Linguistics and Literacies: Ideology in Making the Right Choice: Evaluating Computer Software and Discourses. London: Taylor and Francis, 1999. Hardware for Adult Literacy Instruction, National Center on Adult 3. Shirley Brice Heath, Ways with Words. Cambridge: Cambridge Literacy (Nov. 1995). Available online at www.literacyonline.org/ Univ. Pr., 1983. products/ncal/pdf/PG9504.pdf. Accessed Nov. 13, 2003.

Reading Is Fundamental Honors Librarians for Dedication to Students, Literacy Reading Is Fundamental, Inc., (RIF) has November 5 at a RIF board reception in the women agree they are expanding stu- named two librarians as regional winners of Washington, D.C. Both have used their dent access to—and interest in—books. the Anne Richardson RIF 2003 Volunteer roles as school librarians as a way to reach RIF (www.rif.org) prepares and moti- of the Year award. Vonda Stevens of Bristol, at-risk children and help them to develop a vates children to read by delivering free Tennessee, and Donna Teresa of Salinas, love of reading. By combining RIF book books and literacy resources to those chil- California, accepted the awards on distributions with other literacy activities, dren and families who need them most.

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FEATURE

You’ll measure the character’s experi- Read This! It Will ences against your own and allow the story to open you up to new ways of thinking and seeing. Connections Change Your Life between seemingly unrelated things will be made and you’ll have small revela- tions or recognitions, those little epipha- The Making of a nies that James Joyce tried to capture in his stories. You may even end up being changed in some fundamental way by Creative Reader what you have read. The good news is, the idea of reading as a creative art may finally be getting its due. Look at the readers’ Peggy Christian magazines like Book, Pages, and Bookmarks that take the discussion of books out of the hands of the academics I’ve been a reader as long as I can remember. But in spite of and bring it to the everyday reader. Look being an English major in college, managing an antiquarian at the number of book clubs that have sprung up in every community. There are bookstore for twelve years, getting a master’s degree in even book clubs on TV and state-sponsored Festivals of the Book. As linguistics, and being the author of a number of children’s Holbrook Jackson says: “No book is books, it wasn’t until I became a literacy tutor that I began to complete until it has found a reader, not alone because books are written to be really explore the great creative potential in the act of reading. read, but because an author can only Join me as I share the discoveries made with my student of express a part of himself. The reader completes the circle of expression by how we can all become more interactive and imaginative transmuting art into life again.”2 Still, the Literacy Volunteers of readers. America (LVA) estimates that 20 percent of Americans are functionally illiterate. For them, the transformative power of “A true Reader, that is, one to whom books are like bottles of whiskey to the ine- reading is out of reach. And that trans- briate, to whom anything that is between covers has a sort of intoxicating savour formative power was brought home to . . . ”—Hugh Walpole1 me by the simple act of reading an ad in the local paper asking for people to tutor for the Missoula (Montana) chapter of earest reader . . . As I sit here at my desk writing this article for you, I imag- the LVA. ine you sitting at your desk, or riding a bus, or curled up in a comfortable reading chair. I imagine that you are like me, that reading has always been one of your favorite activities. You are a librarian after all. And I, being a Reading Life Dwriter, consider you to be my ideal reader, someone who will take the map of my winding sentences and paragraphs and head off into the wilds of your imagination, Just for a moment, dear reader, I want bringing my words to life. Without you, my writing would die, entombed in ink and you to imagine what it would be like not paper. to be able to read. How different would So much has been made over the last twenty years of creative writing. There are your life be? Think back on your day up graduate courses, and writers’ workshops, and scores of how-to books and inspira- until now. Think back on all the things tional books and magazines promising that anyone can be a writer if only they follow you read, all the encounters you had a few simple tips. But it hasn’t been until the last couple of years that we have seen with print and what kind of effect it had any credit given to the creative art of reading. For certainly reading is just as imagi- on your thoughts. native an activity as writing. Taking a few dry words laid out on a page, a creative When I read that ad in the newspa- reader like you will bring them alive, conjuring up whole settings and lively, breathing per for volunteers, I suddenly became characters in your mind’s eye. You will let the words stir memories and you’ll add very conscious of my own reading. And details not written in the text, enriching the story in ways the writer never imagined. in just the next few minutes in my kitchen that morning, I found myself awash in reading. As the kettle started to Peggy Christian is a children’s book author who lives and works in Missoula, Montana; boil, I reached for my tea box. It offered [email protected]. a banquet of reading. A short list of

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commandments, “The Wisdom of Daily let things merge, lie low, succumb to ations my readings weave around me, I Life,” graced one side: visual habit . . . she hoists things out of realize that someone who can’t read their routine and lays them out on a would not only struggle with day-to-day 1. Watch a sunrise at least once a year. papery beach, to be fumbled and tasks like looking up phone numbers, 2. Plant flowers every spring. explored.” Just as the act of writing does reading a recipe, or filling out job appli- 3. Look people in the eye. this for the poet, so too does the act of cations. Illiteracy would circumscribe 4. Compliment three people every day. reading give us new ways of seeing. their lives, shutting out alternatives and 5. Live beneath your means. And sometimes, reading can make us possibilities, diminishing their percep- 6. Choose your life’s mate carefully. see everyday things with a new perspec- tions, and changing the way they would From this one decision will come 90 tive. Hanging below the calendar was a be able to think about things. As a percent of all your happiness or mis- “Zits” cartoon I had cut from the news- writer, I felt like there had to be more I ery. paper. It shows Jeremy, the fifteen-year- could do to open the world up to non- 7. Live so that when your children old quintessential teenager lying on his readers than writing about it in articles think of fairness, caring, and bed reciting “Good night shoes. they would never have access to. And so, integrity, they think of you. Goodnight pizza box.” Goodnight Moon that one little ad in the newspaper for 8. Don’t postpone joy. was one of my children’s favorite books, LVA volunteers changed my life. The and I can still recite the text: “In the great tutoring experience challenged me to All I really need to know I learned green room there was a telephone and a think about reading in new ways and from my tea box. The chance reading of red balloon and a picture of the cow deepened my own reading as much as it my tea box set my mind in a new direc- jumping over the moon.” Thanks to that did for my student. tion, this time about that old favorite cartoon, and the memories of my own After a six-week training course, I book, Everything I Need to Know I teenage angst from James Joyce’s words, was assigned to tutor Janine (names and Learned in Kindergarten by Robert I was able, for a few moments anyway, to certain details have been changed to pro- Fulghum, and all the other little books of see my own teenage boys from a slightly tect her identity). She was a young wisdom my family and friends have different, more tender angle. woman in her mid-thirties, single but liv- given me. These books can be wonder- The tea box offered one last quote ing with a boyfriend, and the mother of fully inspirational, if taken in small por- from George Eliot. Most women feel a six-year-old Jessica. As Janine was tions, allowing lots and lots of time for strong affinity for Dorothea in growing up, she had been “diagnosed” rumination. They are not meant to be Middlemarch, but as a struggling writer, as being slightly retarded and put into consumed in one sitting. I relate more to Casaubon, her pathetic special education classes. She had a Looking in the fridge for a lemon, husband who endlessly struggles with “special education” diploma from high my hand brushed across the scattering of the magnum opus that will never satisfy school and, to my surprise, she could magnetic words clinging to the door, like him. George Eliot says, “Our deeds still already read. At least she could decipher shells washed up on a white metal beach. travel with us from afar, and what we words, some of them quite complex and My eyes combed through them, seeing have been makes us what we are.” And difficult. What she had trouble with was someone, or perhaps it was just chance, what we have read, even more so I think. making any sense of what she read. “I had paired “wild” and “heart.” Those There, in my Montana kitchen, 500 have trouble with that comprehending two words pulled me out of the kitchen miles from the sea, three different refer- stuff,” she told me. And I quickly saw and midlife and tossed me back thirty ences to a beach, all in the space of my what she meant. While she could read years to my high school bedroom where refrigerator door. Words had been like entire passages out loud without a single a poster hung on the wall above my photos, recalling other times and places, error, when I would ask her some simple desk. It was a haunting picture of a journeys taken both in my own life, and questions about what she had read, young man with a guitar, standing on a in books that I have read. beyond being able to tell me the subject rock-strewn beach, waiting for the fin- All my mornings are filled with matter—“It was about horses and a girl gers of the waves to wrap around his words and the connections that those named Shelly”—she could remember ankles. And the words on it read: “He words call up in my mind. If I was not nothing else. Not only that, but she saw was alone and willful and wildhearted, able to read, I would not have made all absolutely no connection between any- alone amid a waste of wild air and those wonderful journeys and had the thing she read and her own life. brackish waters and the seaharvest of thrill of finding relationships between As I learned more about her life, I shells and tangle and veiled grey sun- seemingly random things. Holbrook saw how this inability to make connec- light. . . . James Joyce.” At the time I did- Jackson says: “We differ from one tions had serious consequences for her. It n’t have a clue who James Joyce was. another more by what we have read than turned out that her boyfriend was abu- And having grown up in Colorado, I had by what we have done, for what we have sive, and she had a history of being in never been to a beach. But those words done is often determined by what we abusive relationships; but she didn’t see so perfectly captured that strange, wild have read—or not read . . . there can be any connection among them. She would longing that filled my teenage soul. It no doubt about the difference between a make the same mistakes over and over was the first time I had ever seen my literate and an illiterate mode of life.”3 again, but seemingly wasn’t able to learn deepest, most intense feelings put so from them. In many ways she reminded clearly into words. me of my young adolescent sons. Her I sliced the lemon and returned to Building Bridges thought processes seemed to be discon- the fridge. The calendar caught my eye. nective, and I wondered if it was because The quote for the month was from Trying to imagine how different my life of her “mental handicap” or if it was Diane Ackerman. “The Poet refuses to would be without the rich web of associ- because she had never learned to make

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connections in reading. hungry like me? I think part of it is a fun trying to help Janine meet the chal- Aldous Huxley says: need to expand our ideas of reading. I lenge of the next item as Janine did. And remember when my son was in first in the process Janine learned where If one happens to have received a grade and was assigned a half-hour of things could be found. rather elaborate academic educa- reading for homework. He asked for a tion, it is almost impossible to rep- book, but quickly rejected it because it resent to oneself the mental wasn’t a “reading” book. It had no ques- Reading Is Everywhere processes of people who have been tions at the end. And even highly literate taught, for all practical purposes, people can cling to this idea that only a Then we went out in the community and nothing except the useful arts of certain kind of reading is worthy. A very discovered examples of reading material day-to-day living. For the educated successful author friend of mine was wherever we looked. I remembered a mind, all phenomenon [sic] are being interviewed by a magazine. One of poster on the wall of my husband’s uni- interrelated. . . . For the uneducated the questions asked was what she was versity that said, “Chemistry—It’s mind . . . there is no beginning. reading. So she went to the local book- Everywhere!” Well, I wanted to help Each experience is unique, isolated, store to get recommendations for “good, Janine see that reading was an integral related intellectually to nothing else literary” books because she was embar- part of our day-to-day life as well. We in the world.4 rassed to admit to the mysteries she searched out signs, bus schedules, This all made me rethink what we enjoys so much. While I do read “good, menus, catalog descriptions of clothes consider reading to be. Obviously it is literary” novels, I also read license (which can be whole novels in and of more than deciphering words. And more plates, cartoons, notices on boards, ads, themselves), newsletters, matchbook than being able to tell what they mean, the ingredients on cans and bottles, the covers, product labels, etc.; and each of individually or together in sentences. headlines in the trashy newspapers at the us created a scrapbook where we col- Reading has to be an interaction checkout counter, and the graffiti on lected all the examples we had found. It between the reader and the text. bathroom walls. Anywhere there is was the first of many kinds of reading print, I gobble it up. journals I used with her. Because Janine So the challenge was getting Janine wanted to share what she was learning Word-Hungry to think about reading in a fun, light- with her daughter, we gave Jessica her hearted way. Of course, what better own book and she began collecting too. So how was I supposed to teach Janine place to go for that than the public The librarian at Jessica’s school was to become a creative, interactive reader? library? To my surprise, it was her first intrigued with the idea and created a The first thing I needed to do was to get trip there, even though it was only scavenger hunt in the library, asking kids past her reading block. She had grown blocks away from her apartment. to find things among the resources there. up being told she had a reading disabil- ity, and reading had been a time when she struggled and felt judged. It would be a challenge to make reading fun for So the challenge was getting Janine to think about her. I thought back to my morning and reading in a fun, lighthearted way. Of course, what the way I had eagerly sought out the printed word. No matter what I did dur- better place to go for that than the public library? . . . ing the day, whenever there was print around, my eyes sought it out like a “That’s a place for smart people,” she told me. “It’s a chocoholic in search of their next fix. I place for everyone,” I said. had to find a way to induce this same kind of word hunger in Janine. But Janine avoided print like the plague. When we talked about reading, “That’s a place for smart people,” she She also had them bring in any types of her mind flashed to passages in reading told me. “It’s a place for everyone,” I reading material they found, including texts with those inescapable comprehen- said. Inside I showed her that the library CD liners, t-shirts, tags, candy wrappers, sion questions, or government forms that was not just full of books, but had mag- stickers, etc., which were displayed on a left her feeling stupid and incompetent. azines, newspapers, computers and the “Reading is Everywhere!” bulletin And the thought of reading a whole Internet, movies, books on tape, and board. book, with all those pages, seemed like that most wonderful of all features, a an insurmountable and exhausting task. I librarian who was actually eager to help don’t think Janine is alone in feeling you find whatever it was you needed and Making Connections alienated by reading. I have friends who would not make you feel like a dunce for are successful business people, great par- asking. We didn’t begin with a formal After the first few weeks, Janine was no ents, and very well educated who haven’t tour or by learning to use the card cata- longer avoiding the printed word, but read a book since they got of school, get log. Instead, I made up a scavenger hunt actively seeking it out. It was time to try all their news from the TV, and have and challenged Janine to find things like to make some connections between what never set foot in the library or a book- a good joke, a cartoon, a recipe for she was reading and her life. Our next store, except maybe for a cup of coffee. something yummy, a headline she found project involved the creation of a com- What makes one person have a intriguing, a book with a funny title, etc. monplace book. These are a type of read- reading block and another person word- Oftentimes the librarian had as much ing journal that have been kept for

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centuries wherein you copy quotes that Remember the women on the Titanic take the written word so seriously that have a particular resonance for you. One who waved off the dessert cart.” we are intimidated by it, or we dismiss it of the earliest published commonplace For Janine, looking at a single force- entirely, lest we be buried under an ava- books was Timber, or Discoveries made ful quote was a way to begin to connect lanche of meaningless information. upon Men and Matters by Ben Jonson, reading with her own experience, with- The first step in taking back the printed in the folio of 1640. It was a col- out having to tease the meaning out of a power for the reader is to see that “read- lection of notes, extracts, and reflections complex story. Once she was comfort- ing is everywhere,” that it really is an on miscellaneous subjects, made in the able with our random quotes, I brought integral part of our lives. Reading should course of the author’s wide reading, vary- in Aesop’s Fables for us to share. We be like breathing, feeding your mind the ing in length from a single sentence to would read the story, copy the moral way oxygen does your brain. As story- short essays. It is one of the first published into our commonplace books and then teller and librarian Kathryn Davis says: examples of creative reading in action. write on it from a personal perspective. The point is ownership. The point I encouraged Janine to bring a quote She shared these readings with her is, I believed these were my stories from something—even slogans from daughter who started collecting her own (fairytales). Mine. I didn’t think commercials like “Just Do It,” and I too book of quotes she really liked, often they’d been written for me, provided a quote for us to think about. lines from movies or songs, and would Andersen having “had me in mind,” We would enter the quote in our jour- talk about them with her mother. or that they conveyed my view of nals and then write for ten minutes Inspired by what Jessica was doing things with unusual precision—no, about our reactions to it. If it stirred up with her mother, the librarian at Jessica’s when I heard these stories I was a memory, we recorded the memory. If it school also started a Quote of the Day infused with that shiver of ecstasy urged us to action, we wrote about what board in the library, and the providing of that is an unmistakable symptom of we would like to do. If it made us see interesting or provoking quotes became the creative act. I felt as if I’d created something in a new light, we wrote a fun project for the older students in the the stories, as if they had their origin about that change. school. All of us should start our day in my imagination, as if they were When I was in sixth grade, I was with a quote to ponder. I will often open by definition my original work, hav- assigned to the teacher everyone Bartlett’s at random, or take something ing ‘belonged at the beginning to the person in question’—that person being me. Nor am I referring to plot. The first step in taking back the power for the reader In fact plot was the least of it. I’m referring to individual words, is to see that “reading is everywhere,” that it really is phrases. Black as coal. Goblin. 5 an integral part of our lives. Reading should be like Spangle. Snuffbox. breathing, feeding your mind the way oxygen does At this point Janine was still a long way from being able to claim ownership your brain. of stories. But she was beginning to see reading in a less threatening way, and she could relate in much the same way as Kathryn Davis did to certain evocative dreaded, Mr. Laws. For one thing, he off the e-mail subscriptions I have to words and sentences. was the first male teacher anyone in our Minnesota Public Radio’s “Writer’s In reading through the Aesop’s school had. And he was known to be Almanac,” www.writersalmanac.com, Fables though, I discovered a big road- “hard,” expecting a lot from his stu- or the endlessly fascinating “A Word A block to her being able to enter a story. dents. On one of his bulletin boards he Day” at www.wordsmith.org. Both of She could not visualize from text. When had a “Quote for the Day.” And on the these are free online services. she read, no images were called up in her first day of class it was: “There is noth- mind’s eye. This made remembering ing to fear but fear itself.” I remember what she had just read nearly impossi- how that quote struck me between the Reclaiming Reading ble. Using picture books helped, but I eyes when I read it. How had he known wanted her to be able to create the story I was afraid? And what did it mean? It For readers like you, these may be things in her mind and not be dependent upon took me months to really understand you are doing already. But the vast the illustrator. So the next step was to that quote and how fear was so much majority of people out there have a very teach her to “sensualize” what she read. worse and debilitating than the reality of different idea of reading. For them, it is Writing in Horn Book magazine, anything that brought it on. Many of the a chore, or an assignment, or even if they Julius Lester said: subsequent quotes had the same startling read novels and newspapers and maga- affect on me. zines, it is a very passive activity where The failure of modern living is the Finally, Janine and I made a “book they are doing little more than gathering failure of the imagination. The root of hours.” Like the original medieval information or being mildly entertained. meaning of the word imagine is “to books, ours were filled with quotes that Always, the power is given over to the picture to oneself.” In other words, we wished to keep in mind and meditate author, the authority. Few of us have when we imagine, we create an inner on each day. One of the first ones I put ever been given permission to play with picture of something not visible to in my book was my very favorite quote the printed word, to treat it as something our physical eye. One kind of picture from Erma Bombeck. “Seize the day. we can make our own. And so, we either we are all accustomed to is an image

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of something we have done or wit- make any pictures since they were their own experience. Luckily we live in nessed. This is the visual aspect of already there, and so it was passively an age when, thanks to television and memory. It is not imagination. idling most of the time. movies, our visual stores are much more Imagination requires something The other part of the problem was extensive than when we had to rely only more of us. It requires that we see that she wouldn’t give herself permission on what we experienced firsthand. what we have not seen, what we may to use her imagination. “How will I Robertson Davies has said: never see, what may not even exist.6 know if I get it right?” she asked me. The visual imagination of the modern This abdication of power to the authori- reader is much greater than that of his Knowing that I am writing for some ties, whether it was the author or the great grandparents. It is said, cyni- of the most creative readers in the world, illustrator or the “smart people” who cally, but with a terrible ring of truth I’m going to ask you now to do some knew more than she did, is a common that the modern film is made for imaginative work for me. I’m going to problem for many readers. Not realizing viewers with the intellect of a twelve give you a simple sentence, and I want you that reading is a creative act, too many year old. Emotionally and intellectu- to conjure up an image from the words I people are unaware of the powers of ally this may well be true, but the set down on the page. Ready? Here goes. their own imagination and the need to visual imagination of a twelve year “There is a tree by the water.” Can you see actively help create the story as we read. old today is acute. If something hap- it? What kind of tree is it? Is it a pine, or pens in a city street, he does not need an aspen, or an apple tree; or perhaps it is the street to be set before him, something more exotic like a Pohutakawa Do You See What I Say? garbage can by garbage can. He has growing in New Zealand? And what kind seen all the city streets he needs on the of water do you imagine? A wild, white- To help Janine begin to understand the large screen or the small one.7 water river or a peaceful pond barely ruf- concept of experiencing the written fled by a breeze? word through her senses, or sensualizing As a writer, this means that there are Every one of you who reads that sen- text, I started out with the sense of sight, times when I can use this visual knowl- tence will come up with a different pic- since in our visually oriented society, it is edge of my readers and leave the descrip- ture. That’s one of the amazing powers of often the easiest to master. We began tions up to them. And there are times reading: how we are able to take what is with single words. I had her look at the when I have to use very specific details to written on the page and combine it with word, then glance up from the page and guide their imaginations in the right our own memories and experience, creat- close her eyes. I told her to take all the direction. If the kind of tree matters to ing something that is uniquely our own. time she needed and not to open them the story, then I need to be very specific. It is a freedom that we can never have until she could clearly see the image sug- If not, I don’t have to waste a lot of time watching television or movies. When we gested. This took a lot of practice on her painstakingly building the picture with read, we get to choose the details of the part, but slowly she began to be able to my words. setting, the exact look of the character, describe the images she saw. Then I This becomes especially true, and the costume he or she wears, and more. asked her to read the word out loud sometimes excruciatingly difficult, when Often, in our imaginations, we are able while thinking of the image. This tied the I write picture-book texts, because I am to re-create the smells and sounds of the picture to the word on the page. giving over at least 50 percent of the cre- scene as well, even if the author doesn’t We then moved on to whole sen- ation of my book to the illustrator, who state them explicitly on the page. For tences, like: “There is a tree by the will interpret the words visually in his or example, if I were to read the sentence: water.” She repeated the technique, her unique way. It is startling to see the “There is a cottonwood by the river,” I looking at the sentence, but this time scenes you imagined so clearly in your might be overwhelmed by the sweet, drawing the image called up by the mind’s eye as you wrote, rendered in a sappy smell of its bursting buds in spring words and then labeling the picture with completely different form. It’s also exhil- because I have cottonwoods in my back- the sentence as the caption. At first, arating, because it gives you a glimpse of yard; and it is that smell that makes the what she drew was the stylized tree we the imaginative creativity that happens mess from the cotton fluffs on my screens all drew in about third grade, with a whenever a reader encounters your every year worth it. scalloped circle standing on a fat, words. And often you will discover This kind of re-creation through straight trunk and the wavy blue line for things in your own writing that you imagination is one of the keys to creative the water. But as I began asking directed weren’t even aware of in the creation. reading. By experiencing sensations questions, her picture grew more cre- Just as each of you envisioned a through mental imagery, the reader is ative and detailed. Once she understood unique “tree by the water,” so it is that able to animate the text and imagine there was no right answer, that whatever every person who reads the same book himself or herself into the experience the she saw was correct, her images became creates a different story from the text. In author is conveying. But for my student more personalized. fact, even a single person, going back to Janine, this process was a mystery. But what happens when you are a favorite book at another time in their Unless the words were illustrated, as dealing with a story where the writer lives, will get a different story. It’s true in the picture books she read to her probably had something very specific in that you can’t read the same book twice. daughter Jessie, she could see no mental mind when he or she was writing it? I picture. Part of the problem is that her know this is an issue I have to deal with imagination had atrophied from lack of every day in my work. When I write for Just Imagine use. Rarely, if ever, doing any reading, children, I am acutely aware that I have she entertained herself with television only so much power over what the Let’s take a moment and see what you and videos. Her mind never needed to reader will imagine. So much depends on can do with this idea. Imagine if you

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will, the beast in Beauty and the Beast. was business-like. ‘Look acrost the sensory awareness enriches daily Do you see him clearly? Is your beast the river, Lennie, an’ I’ll tell you so you life, sensory awareness makes char- hairy, snaggle-toothed creature with can almost see it.’ acters and settings vivid and com- grasping clawed hands that Mercer Lennie turned his head and pelling.9 Meyer drew in his version? Or the looked off across the pool and up And if we want to really enter into horny-skinned Cyclops of Michael the darkening slopes of the the story, body and soul, we must be Foreman? Or perhaps, like Barry Moser, Gabilans. ‘We gonna get a little there in body with all six of our senses you see a man but one with masses of place,’ George began. He reached in activated: sight, hearing, touch, taste, curly hair, pointed ears, and hideously his side pocket and brought out smell, and feelings. Every writer knows bulbous nose. Could he be a scaly giant Carlson’s Luger; he snapped off the that they must know much more about with long curving horns and hoofed feet safety, and the hand and the gun lay any given scene than ends up on paper. It similar to Hilary Knight’s creation? on the ground behind Lennie’s must be imagined fully in the writer’s More than likely, he is like none of these. back.8 mind before he or she dares to try to re- He is probably some amalgam of your create it on paper. And the same thing is own worst nightmares. George goes on to describe in detail true for the reader. Looking through the variety of pic- the animals and how their lives will be Take a moment and read the follow- ture-book versions of fairy tales illus- peaceful and “Ain’t gonna be no more ing excerpt from my children’s novel The trated by different artists helped me show trouble.” For the reader this is twice as Bookstore Mouse. This story is written Janine that there is no right answer for intense, as we, like Lennie, see in our from the point of view of a mouse what the beast looks like in Beauty and mind’s eye the idyllic “little place” that named Cervantes who lives in a bookstore. One day, he falls into an open book and gets caught up in the story of If we want to really enter into the story, body and soul, a medieval scribe named Sigfried who wants more than anything to become a we must be there in body with all six of our senses knight. Sigfried gets his chance, sort of, activated: sight, hearing, touch, taste, smell, and when he intercepts a note describing the reign of terror that the dragon Censor feelings. Every writer knows that they must know much has unleashed on a village by capturing all the storytellers. Cervantes, reading more about any given scene than ends up on paper. the words, feels as if he is actually right there participating in the story with Sigfried. At this point in the story they are making their way up to the dragon’s the Beast. Or the fairy godmother in George describes, and at the same time lair. Read the scene through, and then Cinderella. Or any of the other characters we are visualizing George making the close your eyes and try to imagine it in as in familiar fairy tales. It certainly helped agonizing choice to use the gun. By tak- much detail as you can. liberate her mind from accepting only the ing the time to imagine the pictures that Disney versions she’d seen on video. the words call up in our minds, we are As we climbed, the heat and the Using these books, I could show her that able to feel their meaning. smell got worse. I had to keep flick- the same words inspired dozens of differ- ing the sweat from my brow with ent creatures in the illustrators’ minds. my tail and pinching my nose shut And this isn’t just true of children’s I Won’t Believe It Until with my paws. At last we reached picture books. Look at any collection of I Hear It, Smell It . . . the top of a large outcropping and editions of a single novel published over together we peered over the other the years. One of my favorites is Jane side, into the mouth of a large cave. But, as Carol Birch reminds us: Eyre, who has challenged any number of “I fear I cannot look closer,” illustrators and movie directors to imag- The ability to imagine is richer than Sigfried said. “You go up yourself.” ine what a plain, “little toad as that” merely visualizing the story. Seeing “Alone?” I cried. I had no might look like. with the inward eye is only one form intention of leaving the safety of The ability to create images in the of imagining. Equating images in Sigfried’s hood, however tenuous minds of your reader can be one of the stories primarily with visual orienta- that safety was. most powerful and magical aspects of tion is a conditioned bias. Those “Read ahead then. Skip to the writing. A stunning example of this blind from birth have the capacity part where the dragon is described power occurs at the end of John to imagine. . . . Limiting images and and then come back and tell me Steinbeck’s Of Mice and Men. Lennie imagination to visual acuity is what it says.” has accidentally killed the girl, and attractive in a cerebral age. It lends . . . I had no sooner found it George knows what the crowd of vigi- itself to a kind of purity, no embar- than I came up against a fearsome- lantes will do when they catch them. rassing or jarring noises, no sweat, looking word. “The dragon, slimy There is only one thing for George to do. no odors, no gluttony, no libidinous and squamous . . . ” I had no idea sensuality. Ask someone to smell what squamous meant, but the very Lennie said, ‘Tell how it’s gonna be.’ their way through a story and word made my whiskers tremble in George had been listening to responses may include giggles, sus- fear. I paused, then thought of the distant sounds. For a moment he picions, or revulsion. Yet, just as full Sigfried all alone a couple of pages

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back and knew that the dragon could awake at any moment. So I forced myself to read on. The picture that the words created was the most terrifying thing I had ever seen. I don’t know what I expected, but when we had first set out on this adventure I pictured a dragon as a sort of large, green cat. But now I realized that I could never have imagined anything as horrifying as the real thing. He was big . . . much bigger #2#ORWIN than I’d thought possible. In fact, he -ORGUE-AMA4HE#ROSS+ISSES"ACK was bigger than the giant. I could (C not even see the end of his tail, ,ARGE0RINT40BK which was coiled into the murky hGENUINEEXCITEMENTRIGHTTHROUGHTHESTUNNING depths of the cave. His nostrils were CONCLUSIONTOTHISLIVELYADVENTUREv like two bright craters of molten 0UBLISHERS7EEKLY lava. Their glow illuminated his h3ERVICEABLE PROSE KNOTTY CHARACTERS AND MAJOR grotesque head. The slimy scales UNEXPECTEDPLOTTWISTSSHOULDENDEARTHISlRSTNOVEL that covered his body glistened like TOMOSTREADERSv ,IBRARY*OURNAL stagnant water. And his snores . . . his snores thundered in my ears. But hxTHEWRYHANDLINGOFTHEIRREPRESSIBLE$OLLY ANDHER worst of all were the waves of TAKESONAGING YOUTHINHEAT ANDDINERSPECIALS ARE stench that rose from his body. VERYAPPEALINGINDEEDv +IRKUS2EVIEWS I quickly lifted my eyes from the page and away from that terrifying spectacle.10 0IP'RANGER 4HE7IDOW'INGER Okay, dear reader, do you have the (C scene clearly in your mind’s eye? I want hREADERSWILLWARMTOTHISUNSENTIMENTALPORTRAITOF to ask you some questions about it now: POSTWAR,ONDONANDTHEECCENTRICALLYLOVABLEDENIZENS What time of day is it? Is it the dark of OF2OSIES3OHOv 0UBLISHERS7EEKLY night or broad daylight? Maybe it’s sun- h4HE 7IDOW 'INGER IS A CHARMING AND BEGUILING rise or sunset? Is it raining or is the sun WORK STARRING A SUPPORT CAST THAT IS ECCENTRIC AND shining? Is it hot or cold outside? REFRESHINGLYUNIQUEv -IDWEST"OOK2EVIEW I want you to look closely at the cave. Is the cave hot and dry and dusty? Or is it cold and damp with water drip- ping from the ceiling? Are there stalag- mites and stalactites, or are the walls ,ARGE0RINT"OOKS!VAILABLE3OON smooth stone? Does the dragon fill the $EAD-ANS4OUCHBY+IT%HRMAN cave, or is the cave a gaping hole around 4HE%DGEOFTHE'ULFBY(ADLEY(URY him? How big is Cervantes the mouse in 3ILVER,IESBY!NN0ARKER comparison to the dragon? What colors are the rocks in the &ORACATALOGORTOCONTACTUS cave? What color is the dragon? What color is Cervantes? Is he a brown deer GF@JFE<;G

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have finished reading. Just look at the that wasn’t the point of the contest. was living in the story. Even now, years variety of reactions to any movie version I would far rather that his teachers later, some of the images are still fresh in of a book. When the first Harry Potter had taught him to slow down and savor my mind, and I can remember exactly movie premiered, debate raged among each book he read, the way you do a fine what feelings I experienced in reading both children and adults as to whether meal. What good does it do to make that book. the director had “got it right.” Some readers word-hungry if they are going to After months of practicing the art of people were thrilled. “It’s just like I wolf down their words and not taste sensualizing what she was reading, imagined,” they said. And others what they are reading? When we read, Janine had a small breakthrough. It was moaned that one of the characters was we should all do as Carol Birch suggests: not a rise in her test scores that was so “all wrong.” exciting, although her scores on compre- Each character, every important hension steadily improved. The break- scene, details of setting—these are through came the first time we read a Slowing Down to pieces that fit together to create passage in a story and she cried at the something larger than the sum of Smell the Roses end. “I know exactly how (the charac- their parts, like a puzzle. So on a ter) felt,” she said. “It was like I was the given day, break off a piece of the Janine and I practiced this kind of sensu- one it was happening to.” This woman puzzle and carry it around like a key who had been labeled as retarded and alization on everything we read over the or a talisman for a time. Meta- next year. As her powers of imagination told that she would never be more than phorically, turn it around to see just functionally literate was well on her grew, she was able to remember more which way the pattern goes. Learn about what she read. And she was devel- way to becoming a truly artistic and cre- its edges. Sometimes keep it as a ative reader. ■ oping the ability to put herself in some- focal point; sometimes let it float on one else’s shoes, which proved useful in the fringe of consciousness.11 her day-to-day life as well as in her reading ability. When we experience the writing by References At the same time, she worried about bringing it alive in all its sensuality in using this method. In her mind, being a our imagination, we are doing our part 1. Hugh Walpole, Reading (Garden City, N.Y.: George H. Doran, 1926), 43. good reader meant reading fast. as artistic readers in the creation of the 2. Holbrook Jackson, The Reading of Stopping to really experience the scenes story. We are expanding on what is there Books (Champaign, Ill.: Univ.of Ill. Pr., in her imagination slowed her down. on the page and making ourselves so 2001), 24. And she’s not alone in believing that much a part of it that it can work its 3. Ibid., 38. speed and quantity are the measure of a transformative magic on us. 4. Aldous Huxley, Beyond the Mexique Bay (Albatross Ed., 1936), 240–41. good reader. The March/April 2003 Working with Janine, I began to 5. Kathryn Davis, Mirror, Mirror on the issue of Book Magazine talks about examine my own reading habits. In my Wall (Landover, Md.: Anchor Books, “extreme reading,” celebrating the writing, I was always very conscious of 1998), 91. “uber-booklovers (how’s twenty books a the images called up by my words and, 6. Julius Lester, “Re-imagining the Possibilities,” The Horn Book, week sound?).” I don’t know about you, because the illustrator would provide (May/June 2000): 283. but reading twenty books a week sounds visual details, I deliberately tried to 7. Robertson Davies, Reading and Writing ridiculous to me. I think back on the include the other senses in the text. Yet, (Salt Lake City: Univ. of Utah Pr., 1992), contests my son’s school held every year in my reading, I often forgot the impor- 52. for the greatest number of books read in tance of slowing down to “smell the 8. John Steinbeck, Of Mice and Men (New York: The Library of America, 1994), a certain period of time. And how for a roses.” At the time, I was reading 876. few weeks he would drag himself out of Barbara Kingsolver’s Prodigal Summer. I 9. Carol L. Birch, The Whole Story whatever novel he was enjoying and started pausing every few pages and tak- Handbook (Little Rock, Ark.: August would rush through the skinniest, sim- ing the time to build the scenes in my House, 2000), 17–18. 10. Peggy Christian, The Bookstore Mouse plest books he could find, just to rack up mind, one by one in all their sensual (San Diego, Calif.: Harcourt, 1995), the titles. Of course, when it was all over, splendor. My reading experience became 88–89. he could remember none of them, but much richer, and it really did feel like I 11. Birch, The Whole Story, 29.

Contact Information for Public Libraries Renée Vaillancourt McGrath, feature edi- From January to February 2004, contact: From March to April 2004, contact: tor of Public Libraries, will be on mater- Jen Schatz Linda Braun nity leave from January through April 213 Waterfield Library LEO: Librarians and Educators Online 2004. Jen Schatz and Linda Braun will be Murray State University 290 Riverside Drive #14D serving as guest editors during her Murray, KY 42071-3307 New York, NY 10025 absence. Please contact the guest editors (270) 762-3760 (w) (917) 847-7804 with questions, submissions, and other (270) 753-5328 (h) (646) 698-2825 (fax) Public Libraries–related issues. [email protected] [email protected]

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FEATURE Mother Goose on the Loose Applying Brain Research to Early Childhood Programs in the Public Library

The Mother Goose on the Loose logo, illustrated by Celia Yitzhak Betsy Diamant-Cohen grams were created with the attention span of babies (birth to age two) in Mother Goose on the Loose is an award-winning early mind and provides activities that complement the recent research in brain childhood literacy program for babies and their caregivers development. offered each week at the Enoch Pratt Free Library in Baltimore, Maryland. This article describes the history of the Goals

program including the theories behind it, practical MGOL has three major goals. The first implementations for creating optimal learning environments is to increase use of the public library by families with young children, providing for very young children, descriptions and benefits of the families with the opportunity to foster emergent literacy skills in young chil- program, and parent reactions to it. dren. The attainment of this goal can be demonstrated through increasing use of here can babies receive applause for throwing a stuffed animal up in the the public library services by families air, pulling Humpty Dumpty off his wall, or jumping over a candlestick? with very young children, resulting in At Mother Goose on the Loose (MGOL) programs for babies, that’s high demand for new book purchases. where! Secondly, MGOL aims to provide an WPublic librarians have approached the question of how to design programs to educational model to parents, empower- introduce very young and pre-literate audiences to library activities in many different ing them in their roles as their child’s ways. This article will present an innovative, time-tested, and successful approach to first teacher. Running MGOL programs emergent literacy programming in public libraries that integrates the most recent find- helps library youth services staff increase ings in baby brain research. their comfort level working as parent Studies in brain research have shown that children learn best through routine and educators. The third goal is to create a repetition in a nurturing atmosphere.1 Immersing children in pleasurable language community of parents, children, and experiences on a regular basis has been shown to result in increased brain capacity librarians with an open dialogue where that will prepare them for reading and writing at a later stage.2 Integrating movement parents can make programmatic with learning activities appears to increase memory retention.3 Expressing emotions requests and librarians are encouraged through movement can release tension and aggression harmlessly, helping children to to respond accordingly. relax, absorb, and learn.4 Research also indicates that caregivers who enjoy books together with their children help those children develop an attitude toward books and reading that will likely have a positive effect in later life.5 Format MGOL is a thirty-minute structured program held four times each week at the Enoch Pratt Free Library in Baltimore, Maryland. It is appropriate for children from During the MGOL program, the librarian birth up to the age of five and their parents, led by a trained librarian. The Pratt pro- leads parents to interact with their children through a variety of musical activities, using rhymes, songs, finger plays, Betsy Diamant-Cohen, Children’s Programming Specialist at Enoch Pratt Free Library in musical instruments, puppets, and colored Baltimore, Maryland, was instrumental in creating the Mother Goose on the Loose program; scarves. The program is highly structured, [email protected]. but within the structure there is room for

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children (and their parents) with books, circle on a rug with babies on their laps. book illustration, and a library atmos- The program of musical activities phere. By providing a social environment includes physical movements, singing where very young children can interact songs, keeping time to classical music by with other children of the same age, playing on rhythm instruments, and MGOL teaches children patience and the many finger plays. Everything is need to take turns through participatory repeated twice; if the parents have not activities. heard the rhyme before, they are usually able to repeat it aloud during the second time around. The Evolution of Mother Some babies can sit on their parents’ Goose on the Loose laps bouncing along to the rhymes or ringing their little bells; other children MGOL evolved from a free-flowing prefer to run around the room, crying or library nursery-rhyme program into a trying to distract another child. In these thirty-minute structured program based instances, instead of letting parents on the learning theories of educator become frustrated or embarrassed, both Barbara Cass-Beggs. parent and child are made to feel wel- Cass-Beggs, a Canadian opera come, giving the sense that active behav- singer in her eighties, devoted her retire- ior in very young children is not unusual ment years to developing and perfecting or inappropriate. If they are encouraged a system for teaching music to babies to keep returning, drastic changes can be and young children called the Listen, observed. Usually, during the fourth Like, Learn method. The main idea class the “inattentive child” suddenly behind Listen, Like, Learn is that first begins participating. The baby sits atten- A mother and child enjoy activities during the children listen. From listening, they tively, reaching up high when the musi- Mother Goose on the Loose become familiar with the works of cal instruments are being played “up music. When the music becomes some- high” and leaning over in expectation variation and creativity, and program thing they recognize, they start to like for a leaning rhyme about Mother and leaders contribute their own unique tal- it—as if it is an old friend. Once they like Father and Uncle John even before the ents and personality. Approximately 80 it, their minds are open to learn concepts rhyme has reached the leaning portion. percent of the program’s content is related to the music, such as high and Amazingly, at each session, the children repeated from session to session, giving low, fast and slow, tones, notes, and become more attentive and their skills very young children a sense of stability rhythms. In addition, Cass-Beggs felt increase remarkably. They all become that comes from knowing what to expect. that security and stability, curiosity, feel- more socially aware of the other babies The 20 percent of new activities intro- ings and emotions, imitation, and vari- and more receptive to the interactive duced each week keeps the program fresh ety are essential parts of this program. parts, such as putting instruments away and exciting. Following a predictable pat- The environment of Listen, Like, Learn or tapping hands together. They love tern, the program is based on traditional programs is one full of optimal learning going to classes and their parents enjoy rhymes and songs that use repetition to conditions. taking them. help children learn vocabulary, recognize In a music course developed and In 1988 Cass-Beggs gave a series of words easily, and feel that certain rhymes taught by Cass-Beggs called Your Baby workshops in Listen, Like, Learn tech- have become old friends. Needs Music, participants are always niques in Israel. The staff of the Youth MGOL instills in very young chil- asked to take off their shoes and sit in a Wing Library of the Israel Museum in dren basic emergent literacy skills that include patterns of music (fast/slow, high/low, loud/soft) as well as phonemic awareness. MGOL encourages a rich The Core Structure of Mother Goose on the Loose vocabulary and use of language by intro- ducing concepts such as syllables through 1. Introduction and starting rituals. Reciting rhymes, reading picture books, use of songs, rhymes, and musical instru- and singing songs. Generally includes accompanying flannel board illustra- ments. MGOL nurtures appropriate tions, puppets, or finger plays. responses to verbal cues, for example, by 2. “Body activities” with interactive songs about the parts of the body. helping children feel a proud sense of 3. “Stand up actions” including songs and dances that teach about syllables achievement by performing actions such and rhythm. as hitting a drum or jumping over a can- 4. Activities about animals, with illustrations, flannel board characters, songs, dlestick. Children are encouraged to pay or puppets. attention to musical sounds and patterns 5. Physical interaction through nursery rhymes (such as “Jack Be Nimble,” as a precursor to phonemic awareness. where children take turns jumping over the candlestick, or “Humpty The program fosters motor coordination Dumpty,” where children are invited to pull the flannel board character off and speech development through interac- his wall). tive rhymes, movement, games, and 6. Ending rituals including good-bye movements and songs. songs, while simultaneously familiarizing

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research in babies. It was instantly clear that the structure and activities in MGOL provided an optimal learning environment for the growth and development of babies’ brains. Programs were presented for librarians throughout the state of Maryland that incorporated the most recent findings in brain research with training in how to plan and run MGOL programs. See table 1 for the increases in EPFL programs and participation levels for children under age three.

Parent-Training Sessions

By January 2003, Pratt librarians noted that parents enjoyed attending MGOL programs but were generally not aware of the theory or value behind it. Since many parents want to do what is best educationally for their child, we decided

Barbara Cass-Beggs with parents and children during a “Your Baby Needs Music” class. to provide the opportunity for parents to learn about their child’s development in an easy way. We began offering Jerusalem combined the structure, music, amazed that babies could be so attentive bimonthly parent-training sessions con- and movement elements of the Listen, for an entire thirty minutes and pleased currently with the MGOL program. In Like, Learn program with traditional that, unlike other baby programs, ours these sessions, parents have had the library programming props such as was offered for free. The program opportunity to explore brain anatomy books, puppets, nursery rhymes, and the quickly grew, expanding from one and development, to review specific flannel board. This program was named weekly program to four weekly pro- groups of skills that their child is devel- Mother Goose on the Loose and was pre- grams for the public. In addition, Early oping through MGOL, and to learn exer- sented weekly from 1988 to 1998. Head Start Daycare Centers began bring- cises that support brain development.7 The response to these sessions for ing their children to monthly MGOL ses- They have been encouraged to take home babies from birth to age two was tremen- sions presented just for them. Librarians and use the activities introduced in the dous. Each week a group of regulars in the Pratt library system were trained in library, and have shared ways in which brought their babies for fun and stimula- the methods, and MGOL was offered at such activities can be incorporated into tion. Participants included parents and a variety of locations around the city. A home rituals, for example, at bedtime or caregivers, retired and practicing librari- training program was offered at a meal time. Parents have even been ans, and day-care providers. In addition, Maryland Library Association Workshop inspired to create their own craft activi- visiting tourists who were intrigued by on Baby Programs, and librarians ties based on the MGOL programs. (See the idea of an English-language program throughout the state of Maryland began appendix for an overview of topics cov- for babies in Jerusalem often attended. coming to observe sessions, ask ques- ered in the parent-training sessions.) Over the course of the years, children of tions, and receive training packets. In non-English-speaking parents learned addition, a Terrific Twos program was English through regular attendance at created for those children who had out- MGOL. The warm and nurturing envi- grown the MGOL program but were not Benefits of Mother Goose ronment provided a place for parents to quite ready for preschool storytime. on the Loose interact together without tension. Jews, At the same time, the Enoch Pratt Christians, and Muslims sang nursery Free Library was active in emergent liter- MGOL programs have created environ- rhymes together and watched as their acy programming and kept up with the ments where families from different eth- babies smiled when they saw their recent developments in the field of brain nic, cultural, and economic backgrounds accomplishments appreciated by the crowd. Play groups were formed and support networks grew. Over time, the TABLE 1 program was modified according to trial and error. It was mentioned by Robin Increases in Programs and Participation Levels No. of EPFL Programs No. of Participants in Programs Works Davis in her book on library pro- 6 Year for Children Under Age 3 for Children Under Age 3 gramming for babies, Toddle on Over. 7/98–6/99 142 2,414 The Enoch Pratt Free Library began 7/99–6/00 279 5,266 offering MGOL programs in 1998. 7/00–6/01 421 8,217 Parents from around the city brought 7/01–6/02 573 11,916 their children to this program. They were

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interact in a welcoming community balls) for 2- to 3-year-olds and Mother 7. Paul E. Dennison and Gail E. Dennison space. The program provides parents Goose on the Loose, which combines Brain Gym: Simple Activities for Whole with suggestions for interactive activities songs, movement, and finger plays with Brain Learning (Orange) (Ventura, 8 Calif.: Edu-Kinesthetics, 1992). with their child and answers to parent- rhymes and musical instruments.” 8. “Best of Baltimore,” Maryland ing questions, such as how to redirect The increasing number of partici- Magazine, August 2003: 152. their child’s negative behavior in a con- pants in the MGOL program at the

Resources

As parents routinely show appreciation for the Barlin, Anne Lief, and Paul Barlin. 1973. The Art of Learning Through Movement: A accomplishments of their babies, the babies push Teachers’ Manual of Movement for Students of All Ages. Los Angeles: Ward themselves to do more! Ritchie Press. Barlin, Anne Lief, with Ruthe Gluckson and Mady Taylor. 1979. Teaching Your Wings to Fly: The Nonspecialist’s Guide to structive way. Positive reinforcement is Enoch Pratt Free Library has shown that Movement Activities for Young Children. Santa Monica, Calif.: Goodyear. central to MGOL interactions with fre- parents respond well to a fun, free pro- Burns, Martha S., Care and Feeding of the quent use of the child’s name, clapping, gram for their babies. The excitement Brain: How to Prepare a Child to Be a and verbal encouragement. and active participation of very young Good Reader. Accessed July 8, 2003, With at-risk parents, this is an library patrons demonstrates the value www.brainconnection.com/topics/?main =col/burns00mar. important element. Often these parents of incorporating principles of brain Cass-Beggs, Barbara. 1978. Your Baby Needs do not realize that their very young child research into library programming. We Music. Vancouver, B.C.: Douglas & is doing something special by simply look forward to continuing to serve McIntyre. being able to follow instructions. This these parents and their children as they Cass-Beggs, Barbara. 1986. Your Child element of positive reinforcement helps grow into lifelong library users. ■ Needs Music: A Complete Course in Teaching Music to Children. Canada: them to appreciate their child while Frederick Harris Music Co. teaching the parents several different Davis, Robin Works. 1998. Toddle On Over: ways of offering praise. Over time with Developing Infant & Toddler Literature the consistent nature of the program, References Programs. Fort Atkinson, Wis.: Alleyside Pr. this reinforcement becomes communal. 1. Gerald N. Tirozzi, “Using Brain Dennison, Paul E., and Gail E. Dennison. The ritual becomes habit, and as parents Research to Leave No Child Behind.” 1992. Brain Gym: Simple Activities for routinely show appreciation for the Paper read at Learning and the Brain Whole Brain Learning (Orange). accomplishments of their babies, the Conference VIII, Apr. 26, 2003, Ventura, Calif.: Edu-Kinestheics. babies push themselves to do more! Cambridge, Mass. Hannaford, Carla. 1995. Smart Moves. 2. National Research Council and Institute Arlington, Va.: Great Ocean. of Medicine, From Neurons to Kirchoefer, Kathy. 2001. Babies Into Books Neighborhoods: The Science of Early Handbook. Hyattsville, Md.: Prince Recognition for Mother Childhood Development. Committee on Georges County Memorial Library Integrating the Sciences of Early System. Accessed July 2, 2003, www. Goose on the Loose Childhood Development, Jack P. prge.lib.md.us/lib/babiesintobooks.html. Shonkoff and Deborah A. Phillips, eds., Kathy Kirchoefer, a Children’s Librarian In November 2002, the Enoch Pratt Free Board on Children, Youth and Families, from Prince Georges County, Maryland, Library received the second annual Commission on Behavioral and Social created an excellent Web site about her Sciences and Education (Washington, program, Babies Into Books, which is Godfrey Award for Excellence in Public D.C.: National Academy Pr., 2000). based on the principles of Mother Goose Library Services for Families and 3. Jeb Schenck, “Role of Movement and on the Loose. Children. This award recognized the Decision Making in Creating Memory.” Lambert, Sylvia Leigh. Mother Goose Time Enoch Pratt Free Library’s MGOL as an Paper read at Learning and the Brain Pathfinder: Library Programs with outstanding program with a comprehen- Conference VIII, Apr. 26, 2003, Books and Babies. Accessed July 3, 2003, Cambridge, Mass. www.unc.edu/~sllamber/pathfinder/ sive set of library goals relating to chil- 4. Ann Lief Barlin and Paul Barlin, The Art mothergooseindex.html. This site was dren’s services. MGOL was selected for of Learning Through Movement: A last updated Dec. 12, 2002. meeting the needs of young children and Teachers’ Manual of Movement for National Research Council and Institute of families; demonstrating ingenuity, imag- Students of All Ages (Los Angeles: Ward Medicine. From Neurons to Neighborh- Ritchie Pr., 1973), 27. oods: The Science of Early Childhood ination, innovation, and creativity; and 5. Zero to Three: The National Center for Development. Committee on Integrating being responsive to the individuals and Infants, Toddlers, and Families, accessed the Sciences of Early Childhood groups being served. May 22, 2003, www.zerotothree.org; Development. Jack P. Shonkoff and In 2003, the Enoch Pratt Free Martha S. Burns, Care and Feeding of Deborah A. Phillips, eds. Board on Library was also chosen in a yearly con- the Brain: How to Prepare a Child to Be Children, Youth and Families, Comm- a Good Reader, accessed July 8, 2003, ission on Behavioral and Social Sciences test run by Maryland Magazine as “the www.brainconnection.com/topics/?main and Education. (Washington, D.C.: best family library.” Among the reasons =col/burns00mar; Virginia A. Walter, National Academy Pr., 2000). mentioned were “the thousands of Children and Libraries: Getting It Right Walter, Virginia A. 2001. Children & Li- books in its Children’s Room and its (Chicago: ALA, 2001). braries: Getting It Right. Chicago: ALA. 6. Robin Works Davis, Toddle On Over: Zero to Three: The National Center for never-ending children’s programming. . . . Developing Infant & Toddler Literature Infants, Toddlers, and Families. Accessed Terrific Twos, a book-based program Programs (Fort Atkinson, Wis.: May 22, 2003, www.zerotothree.org. (replete with bubbles and bouncing Alleyside Pr., 1998), 18–19.

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Appendix ■ Showing children that any part of ■ Overcoming fears—This Is the Way the body can develop movement— the Ladies Ride In one session of Easy Parenting 101, We hit the floor together ■ Bonding with others—(Rolling parents were given a brief review of spe- ■ Up and down—Grand Old Duke of beach ball to each other) cific motor skills, musical skills, social York ■ Experiencing the enjoyment and skills, and pre-literacy skills associated awareness of everyday activities— with activities in MGOL. This was fol- This Is the Way We Wash Our Knees Social Skills lowed by an analysis that included a (using colored scarves as a washcloth) game for parents—matching the benefit These MGOL activities encourage devel- with the activity. Below are some exam- opment of social skills, including helping ples. the young children to feel comfortable in Musical Skills a group setting. Songs can strengthen musical skills and Motor Skills emotional health. In this game, the librarian recited certain ■ Taking turns—(Throwing pigs up in rhymes from MGOL programs and par- the air to Hickory Dickory Dare) ■ Fast and slow (tempo)—I’m Riding ents were asked to call out specific ■ Waiting patiently—(Pulling Humpty in My Car motor skills that were related to those off the wall) ■ Loud and soft (timbre)—Two Little particular activities. ■ Putting toys away when asked— Dickey Birds Toys Away ■ High and low—(Using instruments) ■ Speech development—Peter Piper ■ Learning the rules and sticking to ■ Recognizing sounds—I Went to Picked a Peck of Pickled Peppers them—(Invisible circle around flan- Visit the Farm One Day ■ Develops a sense of rhythm— nel board) ■ Connecting sounds with actions—If Grandfather Clock Goes Tick-Tock ■ Interacting with others in a positive You’re Happy and You Know It ■ Hand-eye coordination—I Had a way—(Clapping for all) ■ Developing a sense of rhythm— Little Turtle ■ Receiving positive reinforcement for Polly Put the Kettle On ■ Responding physically to verbal a job well done—(Hearing the ■ Encouraging accurate listening and cues—Mother, Father, and Uncle applause) singing—(The leader sings, partici- John ■ Giving positive reinforcement to pants repeat) ■ Feeling comfortable within your others—(Using many encouraging ■ Listening to sounds and patterns as own body—(all tickle rhymes) words) a precursor to word awareness— ■ Movement helps muscles with ■ Feeling friendship, love, and trust (Hearing a short story being read) development and coordination— through partner rhymes—Pat-a- ■ Providing an emotional outlet Open, shut them cake through music—(Shaking maracas ■ A fun way to get some physical ■ Developing social responsiveness — to varying tempos) exercise—The Hokey Pokey I Can Ring, Ring-Ting-Tingle ■ Relaxing with lullabies—Twinkle, ■ Promoting use of the voice—(mak- ■ Gaining self-confidence by recogniz- Twinkle, Little Star ing animal sounds) ing sounds and mimicking them— ■ Recognize the underlying beat in ■ Developing locomotion—Row, Row, When the Cow Gets Up in the various musical works—Pachelbel’s Row Your Boat Morning canon

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FEATURE

library system on the campus of the San Jacinto High School since July 2000. California DREAMin’ Second, because the San Jacinto Unified School District student performance scores are among the lowest in Riverside A Model for School-Public County and in California. Third, the library staff included experts in reading instruction, including Project DREAM Library Cooperation to Coordinator Carolyn Hillary, who had many years of experience as a reading Improve Student teacher in another district before joining the library staff. Achievement The Project Plan

This confluence of factors led the RCLS Mark Smith to develop a small grant application to the California State Library. The library The Riverside County (Calif.) Library System, in partnership with system sought $45,000 to tutor up to 250 students in multiple grades, with a the San Jacinto Unified School District, has recently completed concentration on grades five and six. The plan was simple: working with school a one-year trial program to test the assumption that a library- district officials, library staff would iden- based program of reading diagnostics followed by tify the 240 lowest-performing students in the district as measured by California concentrated tutoring and a long-term program of guided SAT-9 tests administered each spring in reading can achieve results in student achievement as California public schools. Those students would be brought into the library where measured by standardized tests. Based on the experience of staff would conduct a short diagnostic session to identify the technical source of fifth and sixth grade students at the Monte Vista School who their reading deficiency. Based on that participated in the San Jacinto Library’s Project DREAM, the diagnostic session, tutoring would be planned for the students to be conducted answer is a resounding yes. The modest funding of this three times per week for an eight-week cycle. At the end of that period, the stu- program achieved remarkable improvements in student dents would be moved to a program of reading scores as well as other gains in school achievement, free voluntary reading in which they were encouraged to check materials out self-esteem, and motivation as observed by parents, teachers, of the library and read for pleasure. On a theoretical level, the library staff hoped and library staff. This article reports on that project. to demonstrate that a project using a combination of techniques borrowed an the public library make a difference in student achievement? This ques- from the rival camps of technical instruction motivated staff of the Riverside County Library System in California to tion (phonics) and free voluntary reading apply for Library Services and Technology Act (LSTA) funding to launch a (whole language) would improve student demonstration project to tutor students in its San Jacinto Library. That reading achievement and enjoyment. Cexperiment—called Project DREAM and made possible by a grant from the California Thanks to the support of the State Library—was conducted at the San Jacinto Library between October 2001 and California State Library staff, especially September 2002. The results were startling. Most student test scores increased, some the helpful advice and encouragement of dramatically, and the school as a whole improved markedly. By any assessment—staff Children’s and Youth Services pre- and post-tests, internal district assessments, standardized scores, and anecdotal Consultant Bessie Condos Tichauer, the information—students who participated in Project DREAM improved their reading grant was funded and the project began performance. in October 2001. The San Jacinto Library made an excellent test site for this program. First, because it is a combined public-school library that has been operated by the county How Project DREAM Worked

Mark Smith is Deputy Administrator of the Riverside County (Calif.) Library System; Between October 2001 and September [email protected] 2002, library staff enrolled 196 students

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in four rounds of tutoring in Project the library and enroll in the program. talk about his or her level of reading DREAM. Work with each student On the first visit, the student was abilities, and complete a pre-test. For reflected three phases: enrolled into the program. Enrollment most of the course of the program, the consisted of the creation of a file for that pre-test was a vocabulary test, the San ■ Intake and initial screening student, including an intake form and Diego Quick Assessment decoding test. ■ Tutoring completion of a diagnostic test to assess The project coordinator made several ■ Post-test and post-tutoring follow- the student’s reading abilities. The diag- determinations about the student based up nostic phase took between ten and on the results of the test and the inter- twenty minutes to complete and was view. First, did the student have a clini- During the intake and screening always conducted by the project coordi- cal obstacle to learning? For example, phases, students eligible for Project nator, a library staff member with a does the student show signs of dyslexia DREAM were referred from the district, background in reading instruction. or attention deficit disorder? The pro- and arrangements were made with class- During the diagnostic phase, the staff gram as envisioned by library staff could room teachers for the students to visit member would interview the student, not address such needs, and the students were referred back to the school, which had resources to help. Second, the staff What You Could Do in Your Public Library assigned an approximate reading level to the student. This assignment was a guideline only to determine what level to Project DREAM is highly replicable in any public library. It is not necessary to focus on in instruction. Third, and most have a joint-use or combined school-public library for this program to work. important, staff attempted to identify All you need is a determination to help students in your area improve their specific problems in learning to read. For reading performance. Here are some suggestions about how you can get started example, did the student have decoding providing this service in your area: problems? Were there specific confu- sions between sounds, letters, or words? ■ Get to know your local school administrators. Discuss your interest in the Was English-language acquisition a library playing a role in improving school achievement. They will probably problem? be very interested and, if they are a school that gets special funding to Based on this assessment, staff improve performance, they may have funding that you can access. developed a plan to work with each indi- ■ Look for other community partners. What other organizations in your vidual student. For those students whom town would like to partner to work on a project like this? You might be the program coordinator referred to vol- surprised to find a high degree of interest—and even funding—for a proj- unteer tutors, a meeting was set up with ect to help kids read better. In addition to the natural partner of schools, the tutor to discuss the student prior to consider literacy programs, social service agencies, churches and syna- the first tutoring session. For each stu- gogues, and service organizations such as the Rotary Club. These organi- dent, the project staff would discuss the zations are also a key source of volunteer tutors. student’s situation with the tutor, explain ■ Identify a coordinator for the project. While it helps, you don’t have to the student’s specific needs, and lay out a have a reading specialist on staff. But you do need someone to manage the plan of tutoring. Assistant Project work of the project. This might be a library staff person, literacy staff, con- Coordinator Kary Kinsler would then tributed staff from the school district, or a volunteer from another organi- schedule a series of tutoring sessions zation. The project coordinator will conduct student intake and evaluation, between volunteer tutors and the stu- match and schedule tutors with learners, and monitor the progress of the dents, making arrangements with the program. student’s teachers if tutoring during ■ Form an advisory group. Input from key stakeholders is critical to the pro- school hours was required. All tutoring gram’s success and to developing a core group of supporters. The advisory was conducted in the library. Volunteers group should include parents, teachers, library staff, and even one or two conducted most tutoring; however, proj- students from the program. The group should meet at least every other ect staff—the coordinator and the assis- month with library staff regarding the progress of the program and to offer tant coordinator—also conducted suggestions for improvement. tutoring for some students. No other ■ Investigate available reading products. There are many brands of reading library staff was involved in providing instruction materials available, so research these carefully. Make sure the tutoring. materials are appropriate for children and that they are from reputable and During the period of the grant, vol- proven providers. If possible, look at reading instruction materials used by unteer tutors, including adults from the your local school district or literacy program. San Jacinto community as well as older ■ Spend time with the kids. The key to the project is to identify the reader’s students from grades eleven and twelve, problem and work with him or her to address it. If you don’t have a read- completed 5,166 tutoring sessions and ing expert on staff, seek technical advice from literacy personnel in your logged a total of 2,671 hours of tutoring. area or from the school. Then spend as much time as possible with each Of the 196 students enrolled, 158 fin- child having them read aloud, reading along with you, starting with simple ished the program. Retention of students texts and moving up. For some students, this will be the first time they have was a continual challenge for a variety of had an adult work with them in an attentive and caring way. That interac- reasons, including relocation of students tion may change their lives—and yours! out of the district and lack of transportation to the library.

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After tutoring was completed, stu- ■ Among the fifty-six fifth and sixth percentile score of one to a 2002 per- dents were given a post-test to assess graders from the Monte Vista centile score of eleven, another advanced their progress during the course of the School who completed Project from the eighth to the twentieth per- program. The post-test was also a San DREAM, 62 percent (thirty-five) centile, and yet another from the eighth Diego Quick Assessment similar but not increased their percentile scores on to the twenty-sixth percentile. See table 1 for a complete breakdown of reading programs. Of the remaining Monte Vista stu- Of the fifty-eight students for whom both years of dents, ten showed a loss of percentile assessments are available, forty progressed at least points. This does not indicate that their reading skills declined from 2001 to one grade level, and eighteen students progressed 2002, but rather that the students did not attain their grade level between 2001 more than one grade level. and 2002. It does not, however, necessarily indicate that they did not improve their reading skills. Analysis of the identical to the pre-test. Following the the standardized tests administered school district’s own internal assessment results of that assessment, some students to them in the spring of 2002 in (called the Primary Assessment of were given additional tutoring, but comparison to their scores in the Literacy, or PAL) shows that five of the most, having shown significant progress, spring of 2001. students who showed a decline in scores were moved into a program of guided ■ Of those who increased their scores, against national percentiles nevertheless reading. Students would visit the library sixteen improved by more than ten progressed at least a grade level. The each week to talk to the coordinator, percentile points and six students PAL data also indicate the following: who recommended books at appropriate improved by more than twenty reading levels and interests. This was a points. ■ Of the fifty-eight students for whom particularly gratifying process since ■ One student improved by thirty both years of assessments are avail- many students who had entered the pro- points, another by thirty-three able, forty (71 percent) progressed gram highly frustrated with and resistant points, and a third student by a at least one grade level, and eighteen to reading became regular readers and whopping thirty-six percentile students (31 percent) progressed began to enjoy reading. points. more than one grade level. Of the 158 students enrolled in the ■ Fifteen students advanced from the ■ In the fall of 2001, only eight of program, 56 (35 percent) were fifth and first to the second quartile, and one these students were reading at grade sixth graders from Monte Vista student moved from the first to the level, while a year later, fourteen Elementary School. The scores of these third quartile. were reading at their grade level. students—representing the largest single ■ Thirteen students stayed at their block of students from any one school in These facts are significant; however, grade level; however, ten of these the district—are the subject of the fol- the achievement of these students grows increased their percentile scores on lowing analysis. in importance as one realizes that all stu- the STAR test, four by double digits. dents in this program were drawn from the bottom quartile. A ten-point gain Again, these are remarkable Results for the Monte Vista from the first to the eleventh percentile achievements considering that these Elementary Students represents a 1,000 percent increase, were the lowest-performing students in while an advance from the ninetieth to the district, most of whom were reading Under the California Public Schools the one-hundredth percentile represents far below their reading level at the start Accountability Act, students are tested an 11 percent gain. Because gains of stu- of the school year. each spring to assess their achievement in dents are more significant the lower the Did Project DREAM help the Monte reading and mathematics. This program, percentile they start from, the advances Vista School as a whole? According to the known as the Standardized Testing and of these students—several of whose “2001–2002 Academic Performance Reporting (STAR) Program, uses a variety 2001 scores were in the single digits— Index (API) Growth Report” published of testing instruments, including the are huge. One student went from a 2001 by the California Department of Stanford 9 and the California Standards Test in English Language Arts. Student achievement on these tests is expressed as TABLE 1 a percentile score as measured against national percentiles for students at the TABLE 1 Distribution of STAR Percentile Increases for Project DREAM Students same grade level. So, for example, a fifth grader’s STAR score of 50 percent theo- at Monte Vista No. Fifth Grade (n=34) No. Sixth Grade (n=22) Total (n=56) retically means that 49.9 percent of fifth Negative growth 8 2 10 graders tested nationally read better than No change 3 1 4 she and 49.9 percent do not read as well. 1–9% gain 13 10 23 Anonymous scores provided by the 10–19% gain 5 6 11 San Jacinto Unified School District con- 20% or more gain 3 3 6 tain the following highlights:

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Education (http://api.cde.ca.gov), Monte assigned a grade level to entering stu- ■ Students enrolled in DREAM Vista was one of only five elementary dents. Many of these students were also became more interested in reading schools in the San Jacinto District—and administered a similar test upon their and began to ask to go to the library one of only three of the eight district completion of the eight-week tutoring for pleasure and research, which schools—to meet all growth targets and, program. However, eighty students were they had not previously done. therefore, be eligible for state monetary administered a pre-test and post-test. Of ■ Interest in all schoolwork began to award. The growth target set by the state these, all but three showed improvement improve now that they could read was a growth of twelve points in the API of at least one grade level: thirty-two better. from 2001 to 2002. Monte Vista gained between one and two grade lev- ■ Students did not want to cycle out improved its API by nineteen points. This els, twenty-six gained between two and of DREAM and continued to return growth indicated strong progress com- three levels, eleven gained three levels, to the library for more tutoring. pared to the previous year (2000–2001). six gained four levels, and one student ■ Students felt “important” for being For that prior year, Monte Vista failed to each gained five and six reading levels. tutored in such a “fancy” place (the meet its target of a thirteen-point gain in Monte Vista students account for fifty of library is only two years old). API scores, attaining only a two-point these eighty students, but the scores for ■ Students who had no interest in increase. For 2001–2002, Monte Vista students for the other schools tend to be reading previously began reading also showed a comparable growth rate similar or even higher than those for chapter books and even books of among all “numerically significant ethnic Monte Vista. For example, a majority of considerable length (Harry Potter and socioeconomically disadvantaged students for North Mountain Middle became a big hit among this group). subgroups” at the school. (San Jacinto School and San Jacinto Elementary Elementary also met its target for API School advanced two or more levels, a These messages were heard repeat- improvement; however, it did not show higher rate than Monte Vista. edly and shared at meetings of the comparable improvement among all sub- Admittedly, of the three assessments Project DREAM Advisory Board. These groups within the school.) completed on these students—the other comments were heard from students Project DREAM can take only par- two being the STAR and PAL scores themselves as well as from parents who tial credit for progress at the Monte described above—these are the most cur- took time to come to the library and dis- Vista Elementary School, which has a sory and the most subjective. These cuss their children’s successes, and from robust reading program and a dedicated scores, however, closely parallel the school faculty who saw dramatic and talented reading specialist on staff. results of both the STAR and PAL improvement in their students’ perform- However, the improvement of individual scores. For example, 28 percent of ance. students suggests that Project DREAM Monte Vista DREAM students advanced may have directly contributed to the more than ten percentile points on the ability of Monte Vista not only to raise STAR test, a number that seems to cor- The DREAM Continues its API scores, but also to improve read- respond to the percentage of students ing achievement performance of sub- whose reading advanced on the PAL test Early in the life of Project DREAM, groups within the school. (31 percent) and the DREAM assess- State Library Consultant Valerie Reinke ments (56 percent). See table 2 for suggested that the Riverside County details. Library System consider applying for a Is Monte Vista grant from the State Library’s English Representative? Language and Literacy Intensive (ELLI) Anecdotal Information program. ELLI grants funded library- While these are scores for only a subset based programs designed to address the of the students enrolled in Project Statistics tell only part of the story. literacy needs of school-age children for DREAM, two indicators suggest that Project DREAM staff heard and whom English-language acquisition was similar results will hold for students in recorded a wealth of anecdotal infor- a barrier to reading. Valerie suggested the other schools. The first is the pre- mation from students, parents, teach- that a grant under this program could and post-test results for all DREAM stu- ers, and school administrators that use the same DREAM methods to reach dents. Staff performed an initial diagnos- confirmed the progress made by these students for whom English-language tic assessment for every student entering students. Those comments tend to clus- acquisition was a barrier to reading. DREAM that included a vocabulary test ter in the following representative This suggestion led to a successful grant (the San Diego Quick Assessment) that observations: application and an eighteen-month ELLI

TABLE 2

TABLE 2 Comparison of Available Data for DREAM Student Achievement by Testing Instrument STAR Test (Monte Vista PAL Assessment (Monte Vista DREAM Pre- and DREAM Students) n=56 DREAM Students) n=58 Post-Tests (All Schools) n=80 Percent advancing at least one grade level 62 71 96 Percent with significant advancement* 28 31 56

*Defined for STAR scores as percentile increases more than ten points; for PAL and DREAM as advances in reading of two or more grade levels.

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program in San Jacinto, led by Project Program to provide supplemental tutor- ■ School-public library combinations Coordinator and San Jacinto native ing and instruction to children after are particularly well situated to Rolando Olivo. As the DREAM funding school. This funding—along with the partner with the schools in their year ended, many students who had continuing support from the California efforts to improve student achievement. ■ The phonics vs. whole-language debate has a needlessly polarizing Project DREAM is a highly replicable project effect, and a combination of the two demonstrating that relatively small amounts of money methods can be highly effective. ■ A relatively simple, phonics-based spent in the library can yield startling results. diagnostic session by a trained reading specialist can reveal specific reading deficiencies that can be addressed during a series of individ- received services from DREAM transi- State Library—will allow ELLI staff and ualized tutoring sessions. tioned to the San Jacinto ELLI program. tutors to continue to provide intensive ■ Such tutoring sessions followed by a San Jacinto ELLI provided after-school reading tutoring to students in the San system of free voluntary reading and tutoring to 468 students between Jacinto Unified School District. other guided voluntary library use January 2002 and June 2003. Early tab- can engender in students a love of ulation of data indicates that San Jacinto reading and a sense of accomplish- ELLI will be able to demonstrate the Lessons from Project DREAM ment and control over their school same level of success with its students performance. that were achieved in the DREAM pro- Project DREAM is a highly replicable ■ Test scores will improve as a by- gram. project demonstrating that relatively product of a greater level of student Due in part to the California budget small amounts of money spent in the comprehension, enjoyment, and crisis, only a small portion of the state library can yield startling results. Staff of engagement. library’s funding for ELLI was carried the Riverside County Library System forward for the 2003-2004 fiscal year. believe that they have demonstrated sev- Staff of the Riverside County However, the San Jacinto Unified School eral key findings: Library System demonstrated what we District, recognizing the success and already knew: the library can help stu- potential of the DREAM and ELLI pro- ■ Any public library can be a key dents read better and, if they read better, grams, successfully applied for federal player in addressing K–12 student they will do better in school and be more funding from the No Child Left Behind achievement, especially in reading. successful throughout their lives. ■

PLA Launches e-Learning @ PLA PLA has launched its online education program e-Learning @ Interested parties are encouraged to enroll in one of fol- PLA. This new PLA online learning format is designed to help lowing three sessions: users learn more efficiently and to facilitate ease of collaboration between colleagues and instructors. ■ Session I, February 16, 2004 The first course of study offered in this new venture is ■ Session II, March 22, 2004 “Creating Policies for Results.” In this course, which is based ■ Session III, April 26, 2004 on the popular American Library Association (ALA) publication, Creating Policies For Results—From Chaos to Clarity, Registration for the first session opened on December 15, participants will work with the publication’s authors Sandra 2003. Please note that course curriculum will supplement infor- Nelson and June Garcia as they encounter real library policy mation provided in Creating Policies for Results—From Chaos problems. Participants will gain useful knowledge, skills, and to Clarity, and participants will be expected to have access to a judgment that will enable them to produce useable policies tai- copy of the publication before they begin the course. The book lored to their individual libraries. The curriculum features is available via the ALA Online Store at www.ala.org, or by call- interactive exercises, collaborative work, and online chats ing the ALA Order Department at 1-866-746-7252. with instructors and colleagues. Each participant will have For more information regarding Ae-learning @ PLA@ approximately six months to finish the course, and then please contact the PLA office at 1-800-545-2433, ext. 5752, another six months access to the e-learning@PLA system. or www.pla.org

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FEATURE

serve him the rest of his life. Will under- READ/Orange County stands, through painful experience, that there is no area of his life that is not impacted by his lack of literacy skills. Changing Lives Increasing his literacy skills means he can become an example to his children and grandchildren, he can vote more through Literacy responsibly, and can serve his community more effectively. A lack of basic reading and writing skills affects many adults in the United Shari Selnick States today. This deficiency keeps adults from meeting their full potential, affect- READ/Orange County is the Literacy Service of the Orange ing their ability to get and maintain a job, to provide for their families, to be County Public Library in California. This program provides members of their community, and even simply to read a book to their children. tutoring for adults in English reading, writing, and speaking The detrimental effects of illiteracy can through family activities; teaches basic literacy skills to English be combated with library programs to teach adults the skills they need. speakers; provides assistance in the county jails; and offers an To truly understand the importance of a literacy program, one must consider English as a Second Language (ESL) program. READ works to the number of adults affected by literacy. equip adults for their future with new knowledge that has Current studies suggest that one out of every four adults nationwide needs assis- practical applications in every area of their lives. The hundreds tance with basic reading and writing skills. In California, that represents between 3.5 of dedicated READ volunteers work thousands of combined and 4.8 million people. In Orange County hours to make a difference in their community by giving the alone, somewhere between 350,000 to 450,000 adults are unable to develop their gift of literacy. potential because of their inability to read and write proficiently. The reasons for the lack of skills are as varied as the learners he Orange County Public Library (OCPL) understands that to impact the themselves. Some individuals had trouble community, it must offer services to a variety of clients. Children’s reading comprehending in school, moved often, programs, teen programs, special events, book clubs, and other programs had to quit school to go to work, or made have become our foundation for outreach and service. “The library receives it through the system without the funda- Trevenue from all members of the community to serve the entire community and, there- mental skills to continue their growth. The fore, has a basic responsibility to serve all,” states John M. Adams, county librarian. increase in population in the Orange That basic responsibility extends to the literacy needs of the community. “For out-of- County area means that the numbers of school adults, libraries are the only source for literacy programs,” continues Adams. adults requiring assistance will continue to READ/Orange County, the literacy program of OCPL that was implemented in 1992, grow. strives to reach out to the community, to make a difference by giving literacy students Many believe that in Southern the tools they need to be successful in their future lives. California only immigrants need literacy assistance. There seems to be a common misconception that illiteracy affects only Illiteracy Affects Many non-native English speakers. In fact, the number of Caucasian nonreaders in Tone is a ninety-five-year-old retiree who remains vibrant and full of life. He cares America is twice the number of African- about his community and is willing to devote his time and energy to make a change. American and Hispanic nonreaders com- Tone tutors a seventy-two-year-old man, Will (not his real name), in reading and writ- bined. In the READ program, 62 percent ing skills. These two retired men have been meeting twice a week for eighteen months of the learners are native English speakers. and have formed a special bond as friends, confidants, teachers, and students. Each learns and helps the other. Each plays the role of teacher and student and benefits greatly. Each is changing a life forever. Tone understands that by teaching Will, he is Community Support and creating a ripple effect in that what Will learns today will affect him, help him, and Funding

Shari Selnick is Outreach Specialist and Training Coordinator for READ/Orange County in The mission of READ/Orange County is Santa Ana, California; [email protected]. to create a more literate community by

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providing diversified services of the hundreds of volunteers contributing sions on their own, acting independ- highest quality to all who seek them. The more than 400,000 hours. ently, without having to rely on oth- program began in 1991 with a grant The devoted READ staff keeps the ers from the California Library Services Act. program running smoothly. More than a ■ Being able to bridge to the future to Having gained the support of the com- dozen employees and contractors work learn how to learn so they can keep munity, READ is now funded primarily under the direction of Tungate. The up with the world as it changes by the Orange County Public Library, as responsibilities of this dedicated group well as through grants and donations. include the implementing and coordinat- In the first step of the READ pro- The program has been directly serving ing the different aspects of the program, gram, the learner and tutor map out the community since 1992 by offering including learner support, volunteers, these roles and the goals they want to free and confidential reading and writing Families for Literacy, EL Civics (see page meet. The skills used to meet these goals assistance in a small group setting or 55 for more about EL Civics), field sup- are outlined in the NIFL Equipped for one-to-one. The program’s volunteers port, training, assessment, and outreach. the Future (EFF) Standards (http:// work in the thirty-two county libraries Each individual works with the others as novel.nifl.gov). The four major skill and other locations throughout the a team toward the goals and mission of areas are communication skills, decision- county, including five jail locations, the READ. making skills, interpersonal skills, and migrant center, and other locations The READ program is assisted by lifelong learning skills. READ strives to where organizations have allowed the the Friends of READ/Orange County, ensure that the skills and knowledge use of their facilities. “one of the few organized Friends of the provided will be useful to students in all A unique aspect of the program is Library group to solely support a liter- aspects of their lives. The EFF Standards the level of support from the library acy program,” states Adams. “This are implemented into every lesson. For administration and Orange County group leads to additional opportunities example, Will and Tone will work on the Board of Supervisors, states Marcia for volunteers to expand involvement communication skills of read with Tungate, Literacy Programs Admin- and participation beyond the standard understanding and convey ideas in writ- istrator for OCPL. “We have had strong libraries, creating a high level of partnering by way of reviewing the newspaper support from the board, and our county ships with community groups and and practice writing letters to each other. librarian, John Adams, is most helpful, increasing the ability to help.” The life-long learning skill of learning accommodating, and supportive. We through research is achieved by Will also have many businesses and organiza- when they use the local library to find tions in the county that assist us. National Institute for Literacy out more about formal letter-writing Through them, we are able to continue Roles and Standards structure in a book or manual. All tutors our mission.” Local businesses, such as are trained on how the standards are the Wal-Mart Foundation, local Wal- For too long adult literacy and lifelong beneficial to the learners; one of the Mart stores, and Sam’s Clubs have pro- learning programs have attempted to main ways they work toward their stu- vided support with donations of funds to make up for a perceived gap in learning dents’ goals is to build on their learners’ provide books for home libraries for that occurred in the past. Now it is experiences and education by using these children in the families programs. known that the real purpose of adult lit- standards to match their roles as adults. Starbucks, the National Charity League, eracy is to build on what people have Becoming a proficient reader and writer and MeadWestvaco donated items for already learned through experience as lays the groundwork for accomplishing the annual picnic and recognition cele- well as through formal education, to the learners’ goals and enhances the bration; Barnes & Noble Booksellers prepare them for new responsibilities in sense of empowerment that literacy allow READ volunteers to hold gift- the present, and to provide them with brings. That empowerment allows the wrapping events at several stores each the tools that enable them to continue to student to perform well as a citizen, year. Ingram-Micro has made READ the learn in the future. worker, or parent. recipient of its “Casual for a Cause” The National Institute for Literacy days four different times, amounting to (NIFL) looked at what roles adults play hundreds of donated children’s books. in their lives and what responsibilities READ/Orange County Strong community support enables they have in relation to these roles. The Program Components the program to grow and touch many institute discovered that adults play the Core/Basic Reader learners’ lives. Tangela Barnes, technol- roles of citizen/community member, par- ogy and literacy specialist for READ, ent/family member, and worker.1 To be READ/Orange County provides a vari- reports that presently READ has more successful in these roles, adults have four ety of programs to assist the community. than 400 learners who are actively purposes for literacy: The learner who needs basic literacy matched with more than 200 tutors. The skills in reading and writing only would number has greatly increased over the ■ Having access to information so be placed in the core component where last eleven years as the first year reported they can orient themselves in the he or she meets with a tutor either in a fewer than 100 learners and the first world small group or to work one-to-one to Tutor Training Workshop (TTW) in ■ Having a voice to be able to express meet the goals established by the tutor 1992 had eight participants. Today, the ideas and opinions with the confi- and learner. TTWs average about 25, said Barnes. dence that they will be heard and For example, when Tone and Will During the past ten years, READ has taken into account meet, they work on basic literacy skills. assisted more than one thousand adults ■ Using independent action to be able Will’s present goal is to write a letter to to learn to read and write by way of to solve problems and make deci- his son without anyone’s assistance.

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Other students may work on goals such the remainder of funds coming from the population who had participated in cor- as reading a children’s book to a grand- Orange County Public Library. Its mis- rectional education compared to nonpar- child, writing a shopping list, or reading sion is to break the intergenerational ticipants. The differences were significant the newspaper for comprehension to cycle of illiteracy. Studies have found in every category.3 The findings con- become a more active participant in the that if parents don’t read or encourage cluded that the re-arrest rate of correc- community. Tutors and students work reading, their children will develop the tional education participants was 48 on whatever the student’s goals are to same habits, and the cycle continues. percent, compared to 57 percent for the help him or her now and into the future. The Literacy Beat, a newsletter of the nonparticipants; the re-conviction rate READ/Orange County works with Education Writers Association, stated, was 27 percent for correctional educa- the learners’ individual goals to ensure “Children’s literacy levels are strongly tion participants, compared to 35 per- that what they are being taught is imme- linked to the educational levels of their cent for nonparticipants; and the diately relevant, but at the same time, parents—especially their mothers. re-incarceration rate was 21 percent, something that they will be able to take Mother’s education had more effect than compared to 31 percent for nonpartici- away and use in other situations in their other variables, including socioeconomic pants. To assist in lowering these rates, lives. Tutors keep in mind that what they level. And parents who read books daily READ tutors teach in one-to-one settings teach should be student-centered (every- raise children who regularly read for in five county jails—three in Santa Ana, thing aimed at and for our learners). For pleasure.”2 Even with the new maternal one in Irvine, and one in Orange. The example, when Will stated what his working force in the community, the pri- learners are assessed by trained jail staff interests were in writing letters to his mary link to education continues to be and given a READ volunteer tutor who family, the lessons were created around the mother. FFL is intended for learners works with them for as long as possible. those interests, with reading materials, with children ages five and under living activities, and stories not only aimed at at home—whether the child is a son or English as a Second Language what interested him, but also tailored to daughter, grandchild, niece or nephew, his abilities. Tone works to be goal-ori- or cousin. In 2001, READ’s FFL compo- The newest component for READ is the ented (goals used are obtainable and nent served more than 700 families with English Language Civics Education or specifically designed for each learner as 24 dedicated volunteer tutors. Last year, EL Civics program, focused on non- an individual). Will’s goal is to be able to they gave away nearly 600 new chil- native speakers. READ started this com- write a letter without anyone’s assis- dren’s books, many of which were ponent by a federal grant administered tance, therefore, he and Tone work donated by local groups and businesses. by the California Department of toward achieving that long-term goal “To see a child’s face light up and know Education Workforce Investment Act/ with short-term goals, such as sentence that we’ve touched a life by giving what Adult Education and Family Literacy writing, learning when to use capital and seems to be a simple gift is one of the Sections 225/231 and English Literacy/ lower case letters, letter structure, etc. best parts of my job,” states Jill Klubek, Civic Education (www.cde.ca.gov/ With the lessons being context-based READ’s FFL Coordinator. “That book adulteducation). “Recognizing the com- (everything taught within a context, can become the foundation for educa- munity’s needs, we expanded the pro- rather than using word lists or tests), tion and create a love of reading that will gram to change with the rising desires of Will can begin to see how words them- assist that child for the rest of his life.” non-native language learners,” stated selves don’t stand alone, but are compo- Building from the local Head Start pro- Tungate. This component provides nents of larger messages. With Will’s grams and working with dedicated chil- opportunities for non-native English- goal of writing on his own being very dren’s librarians, the FFL staff has speaking adults to become better par- important to him, Tone will find that created an extensive lesson-planning cat- ents, workers, and community members teaching materials relating to letter writ- alog and tutor manual. FFL is expanding by gaining language and literacy skills. ing and correspondence will be immedi- to Family Literacy Nights where families “We’ve wanted to implement this ately relevant (important and something gather to celebrate literacy while they component for a number of years,” said of interest that matters to the learner for participate in a group lesson. Adams. “As a California community, it’s success). When Will and Tone work overwhelmingly obvious that the need together, they will see that using letters exists. Many might think it’s a question of Inmate Literacy to the editor of a local newspaper or just Spanish, but we know of at least a Dear Abby as a source of reading mate- One of the services offered by the OCPL dozen different languages in the county. rial will not only help Will today, but literacy program is that of providing All groups can benefit.” The benefits will also help him bridge to the future tutors in a partnership with the Orange begin with the READ ideology and (not only “just-in-time skills,” but a County Sheriff-Coroner Department to include the same basic structure as the demonstration of how what one learns inmates in the county jail system. The core component but focus on the today can be used in the future) as he program, called WIN (Working for hear/speak aspect of language acquisition will soon understand the words in the Inmate Literacy Now), works to improve (which includes hear, speak, read, write) columns and can use those words in literacy skills of the inmates, thus lower- as how humans learn and use language other situations. ing the recidivism rate. In 1992, about skills with total physical response and one in three prison inmates lacked basic communicative immersion being the main literacy skills, compared with one in five techniques used. Each student is treated as Families for Literacy of the general household population. The an adult, and the lessons are centered on The Families for Literacy (FFL) compo- Three State Recidivism Study found that his or her goals with immediate relevancy nent started in 1997 by a partial grant the re-arrest, reconviction, and re-incar- to their present and future goals. The four from the California State Library with ceration rates were lower for the prison objectives of the curriculum include a

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range of topics including accessing family As the training continues, new quality of life for its residents. health care, nutrition, employment skills, tutors learn that reading is not just put- READ/Orange County was also recog- and helping their children succeed in ting together sound/symbol relation- nized as a November 2001 Points of school. These objectives lead to the cre- ships; they acquire a full understanding Light designee. The FFL program was ation of individual goals that become that reading entails three views of mov- awarded Congressional Recognition. In applicable to the learner. ing from pronouncing words, to identi- 1998, READ received the International The EL Civics one-to-one lessons fying and defining words, to bringing Reading Association Honor. The pro- last approximately twelve weeks, and meaning and comprehending what the gram has also been given many acco- the group sessions last fifteen weeks words put into sentences mean. Tutors lades from local cities and the county. before an individual assessment to dis- are taught techniques for direct instruc- “The READ/Orange County pro- cover growth and enhancements. tion including phonics, word patterning, gram has made a profound difference by Repetition drills, dialogue role-playing, writing, and reading for comprehension. providing crucial tools to the students and other exercises help the learners They learn how one only needs a piece of who can use them to cope in society and explore and learn their new language. paper and a pen to teach an adult to improve their lives,” states Adams. And read. The tutor writes down the stu- Tone and his learner agree. They, like dent’s own words as they are stated, many of the participants in the READ Tutor Training reads from those sentences, lets the stu- program, have seen a difference in their dent choose the words that he or she lives. Will has improved his ability to All of the tutors joining READ receive doesn’t know or wants to work on, and read and is working toward that goal of extensive training. The twenty-three- continues the lesson from that point on someday writing his son a letter. Carol hour Tutor Training Workshop exposes using all of the techniques presented. Marshall, a tutor with the program since them to the philosophy, techniques, and This is called the Language Experience 1995 and a student at Cal State Long tools they will need to work with adult Approach (LEA) and has been very suc- Beach working on her teaching creden- learners. Upon completion, each tutor cessful with adult learners, as it lets them tial because of her experiences, pro- invests fifty hours with his or her learner see their own words used in their educa- claims that “it’s fun and it’s a neat throughout the year. Additional train- tion. In Tone and Will’s case, the practice learning experience and I learned a lot ings, speakers, events, and meetings are letters written become their LEA. about myself.” offered. As READ is an accredited affili- Lesson planning and goal setting are Because READ is making a differ- ate of ProLiteracy of America, all of its also important components of the train- ence in the lives of its students and vol- tutors are certified to train in all fifty ing as they assist the new tutors in under- unteers, it will continue to have an states and one hundred countries. standing that what READ does is for the expanding role in the county library sys- The training sessions begin with an student and each lesson follows the tem. “If the numbers were to decline in understanding of the collaborative READ ideologies of being student-cen- those who need READ’s assistance, it process that is central to READ’s success. tered, goal-oriented, context-based, would be a magnificent day,” declares The collaborative process stresses that the immediately relevant, and a bridge to the Adams. “Until then, we will expand to student’s learning and the tutor’s teaching future. All of the techniques taught are include more students to start even more are a shared experience and each brings incorporated into the tutoring sessions, ripples and continue to make a differ- new ideas, knowledge, and insight to each and trainees practice creating lesson plans ence in even more lives.” ■ of the tutoring sessions. Each person as part of their workshop experience. plays the role of teacher and learner, Goal setting starts with discussion with working together toward the student’s the learners as to their roles as an adult References goals. Although the tutoring sessions and the goals they want to accomplish sometimes take place in groups with a within those roles. Trainers understand 1. Sondra Stein, Equipped for the Future group goal, the individual is never lost the importance of the student’s goals and Content Standards: What Adults Need to Know and Be Able to Do in the 21st and also establishes his or her own goals how they can help him or her achieve Century (Washington, D.C.: National and has individual time with the tutor. them by learning how to make them Institute for Literacy, 2000). Often, the learners in the group setting SMART—Specific, Measurable, Action- 2. The Literacy Beat, Newsletter of the become tutors themselves. Student oriented, Realistic, and Time-bound. Educational Writers Association 2, no. 4 (June 1988). Richard Carrizosa came to READ after 3. Stephen J. Steurer, Linda Smith, and visiting the booth at the Orange County Alice Tracy, Three State Recidivism Fair. He has been making great strides as Being Recognized for Study (Lanham, Md.: Correctional he explains that “earlier this year, a new Making a Difference Educational Association, 2001). student wanted to join our group. She was a little behind the rest of us so I vol- READ/Orange County received the unteered to help her catch up. So now I National Association of Counties Acts am helping someone else to read.” It is of Caring Award in 2001 and 2003. This For additional information about this give and take between tutors and award honors community services pro- READ/Orange County and its com- learners, and the learners themselves, that vided by a county-sponsored volunteers ponents, visit www.readoc.org. adds uniqueness to the program. program that enhances or preserves the

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PLA Early Literacy Research Demonstrates agencies incorporate early literacy information and library That Libraries Do Make a Difference information into their ongoing work. Other community partners were colleges, hospitals, corporations, and existing literacy Four years ago, under the guidance of then PLA President initiatives. These community partnerships are fundamental to Harriet Henderson, PLA embarked on a project designed to the success of the program and to positioning the library as a validate public librarians’ contributions to early literacy by major player in the local and education communities. linking our activities to relevant research and evaluation. PLA partnered with the National Institute of Child Health and Next Steps Human Development (NICHD), a division of the National Institutes of Health. NICHD had just released the National Armed with these very positive evaluation results and the expe- Reading Panel’s report, providing research-based findings con- rience of the twenty demonstration sites in carrying out pro- cerning reading development in America’s children. A primary gramming, PLA is working to develop training and materials to goal was to develop model public library programs incorporat- help public librarians learn more about the model and convey ing the research. NICHD officials partnered with PLA because the value of this research-based approach. PLA products will they recognized that parents, teachers, and day-care providers include ongoing adaptation of materials to incorporate new rely on their local public library for resources to help their chil- research and new learnings from libraries. Order forms and dren learn to read. samples of the first series of training materials and more proj- PLA contracted with Dr. Grover C. Whitehurst and Dr. ect information will be available at the PLA National Christopher Lonigan, to develop a model program for parents Conference. These programs will allow all libraries to be more and caregivers. Whitehurst and Lonigan created a unique, productive and influential in our communities. Read more three-workshop structure for the distinctive phases of a young about it at www.pla.org. child’s emergent literacy—pretalkers, talkers, and prereaders. To broaden dissemination of materials and to test their effectiveness, PLA, with the Association of Library Services for PLA Answers Conference Questions Children, partnered to pilot and test materials in public libraries, using an evaluation method specific to each of the PLA staff members and member- three developmental stages of reading readiness. The evaluation volunteers are getting ready for was designed to test whether parents incorporated necessary our Tenth National Conference skill-building activities into their time with their preschool chil- (February 24–28, 2004, in Seattle, dren and to document library effectiveness as early literacy Washington). In the interest of providers. Over the past two years, twenty library demonstra- making the conference experience tion sites have worked with these models, and librarians were as enjoyable as possible for atten- trained to conduct parent and caregiver programs and to col- dees, we have assembled answers (below) to some of the most lect pre- and postevaluation studies. (See Renea Arnold, common conference questions. “Public Libraries and Early Literacy: Raising a Reader,” American Libraries [Sept. 2003], 48–51.) When does conference educational programming start? Conference educational program begins at 8:30 on Thursday morning. On Tuesday (all day) and Wednesday Results Are In (morning) preconference programs and tours are held, which Evaluation results make a very strong and documented case for require an additional fee. Wednesday is the Conference public library influence. When we use current research prac- Opening General Session from 2 to 4 P.M., and the Exhibits tices and partner with a young child’s most important teach- Grand Opening Reception from 4 to 6 P.M. The conference ends ers—parents and caregivers—there is a tremendous positive with the closing general session on Saturday from 11:45 A.M.to influence on those individual’s behaviors and in getting pre- 1 P.M. school children ready to read. (See the PLA Web page for more information about evaluation results, www.pla.org.) Why are the meeting rooms are so crowded? We’re hoping that our session preference form (located at www.pla.org) will help alleviate this problem. It should help us Community Partnerships predict more accurately which programs will attract the largest Integral to the design of the project were key community part- crowds. However, this is not an exact science so if there is a ners. Site libraries partnered with teen parenting programs and program you really don’t want to miss, you should plan to get agencies such as Head Start and Healthy Families and saw these to the room early. Also, check out the front of the room, there

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usually are seats available up front in even the most crowded 3. Bring a big bag. Wheeled carts are not allowed on the floor. sessions. In addition, have a back-up program to attend just in 4. If you take treats from a booth, you should also politely case or take advantage of this time to visit the exhibits. Most of greet the people staffing the booth. our programs are taped; should you miss one that you really 5. Remain polite at all times. Even if you are not remotely wanted to attend, check and see if the tape is available. interested in what the vendor has to offer, just smile and say, “No, thank you.” If you take it anyway, do not discard Why aren’t all the programs taped? it until you’re out of sight of the vendor. We must get written permission from program speakers in 6. Take time to chat with the vendors. Booth duty can be very order to tape their presentation. If the tape is unavailable, it’s boring, especially if traffic in the hall is light. because a speaker did not grant us permission. The same goes for posting handouts on the PLA Web site—we need the We’re confident that you will have a positive experience at author’s permission. If the handouts are not on the site, it’s PLA’s Tenth National Conference. Please contact us at because we don’t have the necessary permission. [email protected] with any questions or check out www.pla.org. We look forward to seeing you in February! ■ Why are the meeting rooms so cold/warm? Rest assured that just as soon as you sit down from complaining that the room is too cold, someone has approached another staff member complaining that it is too warm. Unfortunately there is no way to keep everyone happy temperature-wise, but we do try hard to accommodate. Find a PLA volunteer or PLA staff member who will contact the proper building authorities and ask that the temperature be adjusted. Remember though that, due to the size of the convention center, it’s usually difficult to make immediate temperature changes in individual meeting rooms. Your best bet is to dress in layers and bring a light sweater that you can take on or off as need be.

Why is the food in the convention hall so expensive? 2004 While we have no control over food prices in the conven- February 24–28 tion center (which is set by the concessionaire), we do work PLA 2004 National Conference with the Local Arrangements Committee to bring attention to Seattle reasonably priced restaurants in the area. Check out their Seattle restaurants link at www.pla.org. June 24–30 ALA Annual Conference Orlando, Fl. How do I mke the best of a visit to the exhibit hall? The exhibits hall is a big part of the conference experience. 2005 With so many booths and vendors to visit, it can be an overwhelming place. Here are some tips to make your visit to the January 14–19 exhibits hall more productive and enjoyable. ALA Midwinter Meeting Boston 1. Wear comfortable shoes. The exhibits hall is enormous and March 7–9 the floors are usually concrete. PLA Spring Symposium 2. Make a plan. Make use of the exhibitor’s listing in the con- Chicago ference program to map out your trip to the exhibits floor.

INDEX TO ADVERTISERS

Alaska NW Books ...... 46 Info USA ...... 11 Baker & Taylor ...... cover 2 Morningstar ...... 15 Barnes & Noble.com ...... 7 Neal-Schuman ...... 57 Book Wholesalers Inc...... cover 3 OCLC ...... 3, 67 Brookhaven Press ...... 45 Poisoned Pen Press ...... 39 Columbia University Press ...... 52 Sirsi ...... 4 Dynix ...... cover 4 TLC ...... 2 GIS ...... 68 U.S. Government Printing ...... 1

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directories, and portals as well all librarians, with the responsi- as online tutors, homework bility to teach and interpret tech- sites, and reference sites. nology to other librarians, to The final chapter offers staff, to administrators, and to timely discussions on the issues the public. of filtering, Internet privacy, and Unlike other IT books, this commercialization, and includes one is about the people who appendixes that more or less must cope daily with machines summarize the authors’ find- and software in their library ings, providing tips for success- work. The first chapter advo- The Neal-Schuman engines, subject directories, and ful searching, safe surfing, cates establishing and helping to Authoritative Guide to portals. From here, the authors evaluating Web sites, and select- develop technical competencies ing search tools. You may want for all staff (as well as for the Kids’ Search Engines, provide extensive information to consider purchasing two public). The second lays out Subject Directories, and on how to evaluate and rate kids’ search tools. Evaluation copies of this title, one to circu- those technical areas the sys- Portals criteria and a sample checklist late and one to keep at the ref- tems librarian herself may need By Ken Haycock, Michelle are also provided which can be erence desk.—Ellen Bassett, to master. Specific skills are sec- Dober, and Barbara Edwards. used when conducting your Reference Librarian, Cook ondary to the librarian’s open- New York: Neal-Schuman, own evaluation. The heart of Memorial Public Library, Liber- ness to learning and change. 2003. 236p. paper, $55 (ISBN the text, though, can be found tyville, Illinois Hence, rather than giving tech- 1-55570-451-4) LC 2002- in chapter 4, where the authors nical details, Gordon walks the 035766. provide in great detail their rec- The Accidental Systems reader systematically through In this day and age where ommendations for the top twen- Librarian each area of concern and then the Internet rules, especially for ty search engines, subject points to timely, authoritative kids, this book seems especially directories, and portals. Each of By Rachel Singer Gordon. Med- resources for learning more. apropos. Designed for librarians, the twenty entries includes de- ford, N.J.: Information Today, Chapters 3 through 5 de- teachers, and parents, this title of- tailed information on display 2003. 262p. $29.50 (ISBN 1- scribe applying the librarian’s fers recommendations and evalu- and navigation tools, selection 57387-161-3) LC 2002- skills in knowledge organiza- ations on the top search engines, and content coverage, search 152865. tion, research, and professional directories, and portals available features, results and ranking, With this remarkable new networking to IT concerns. For to children in grades four ownership and documentation, book, Rachel Singer Gordon fills example, Gordon says to treat through nine. Based on studies and a one-page overall impres- a gap we almost failed to notice troubleshooting problems as conducted by the authors, data sion that includes a “star” rank- until she came along. There are reference questions (e.g., using a were gathered on how children ing. The key to interpret the print and online “how to” re- computer error message as a seek and gather information rankings, however, can only be sources for nearly every library phrase search in IT listserv using the Internet. These data found in chapter 3. For ease of application of information tech- archives). Chapter 6 argues that were then used to identify and use, it would have been helpful nology (IT). What Gordon ad- systems librarians must be evaluate more than sixty search to also find this key included at dresses instead are the teachers for their colleagues and engines, subject directories, and the beginning of chapter 4. confidence and skill-building patrons, and offers an excellent portals that are especially de- In addition, the authors needs of all those librarians who overview of adult learning prin- signed for youth. The result is a conducted identical searches on discover they have become the ciples and techniques. Chapter 7 useful, well-organized resource each search engine to further designated “computer geeks” addresses the reader’s own guide containing information on support their research and rec- for their institutions. With good learning needs, focusing on how to find and conduct the best ommendations, displaying the humor and inspired practical ex- training resources that don’t re- searches for a child’s specific in- results so that an easy compari- amples, she maps what those quire funding. Finally, since formation needs. son can be made by the reader. skills are and tells “how to use many readers will be official or The first chapter begins by Chapters 5 through 7 provide your library background to gain de facto administrators, chapter providing the reader with defi- additional information on other or feign such skills.” 8 covers institutional technolo- nitions and examples of search notable search engines, subject Gordon sees self-identified gy plans, IT projects such as systems librarians—regardless of software migration, and super- their actual titles and responsibil- vision of other systems staff. If you are interested in reviewing or submitting ities—as fulfilling a crucial liai- Despite the book’s title, materials for “By the Book,” contact the contribut- son role between patrons, staff, Gordon’s premise is that the ac- ing editor, Jen Schatz, 213 Waterfield Library, and the technology itself. In this cident is really no accident. Murray State University, Murray, KY 42071; role, she believes they have dis- Those who don’t just give up [email protected]. tinct advantages over nonlibrari- stay because they have caught “By the Book” reviews professional develop- an IT specialists. They bring core the technology bug and thrive ment materials of potential interest to public librar- people skills and fluency with the on change and puzzles. Chapter ians, trustees, and others involved in library service. library environment, and they 9 therefore speaks to the life les- PLA policy dictates that publications of the Public Library Association not be reviewed in this column. Notice of new publica- have the knack of defining prob- sons crucial to this unexpected tions from PLA will generally be found in the “News from PLA” sec- lems, digging for information, career path. A section on job tion of Public Libraries. and critically evaluating what hunting and self-promotion in- A description of books written by the editors or contributing they find. Thus, while the book’s cludes cues for deciphering am- editors of Public Libraries may appear in this column but no evalu- focus is the learning and manag- biguous job ads. The section on ative review will be included for these titles. ing of IT concerns, Gordon in- techno-stress tells how to help sists her readers remain first of nontechnical colleagues over-

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come their resistance to using sketch of the contours of legal (and teaching the use of) IT issues related for the most part Information Literacy in Your Library: tools. Gordon’s conclusion is to computers, the Internet, and optimistic for all her accidental intellectual property, but also Recommended Titles peers. somewhat to more traditional This book is a delight to library functions. Becoming familiar with the library, learning effective read. Whether as a solo comput- Nine chapters cover a research skills and strategies, evaluating various sources er person in a small library or as range of apt topics: copyright in print and online—public library users are faced with a part of a library system or con- (in its hard copy and online seemingly overwhelming task when it comes to finding sortium IT team, the reader will manifestations), trademark, In- just the right information. How do you, as an informa- recognize the situations Gordon ternet filters (approved by the tion professional, move your patrons toward good infor- describes and welcome her in- Supreme Court after publica- mation-seeking habits? From elementary school students sights and the information refer- tion), ADA issues, patron priva- to adult learners, your patrons depend on you to guide rals she makes. Includes an cy (including the USA them. In keeping with this month’s theme of literacy, By appendix that lists recommend- PATRIOT Act), meeting rooms the Book contributors recommend the following infor- ed readings and all the URLs the and public displays, profession- mation literacy titles to help you help your patrons learn book mentions. As a bonus, al liability (perhaps more a red this essential life skill. Gordon maintains a Web site herring than an issue requiring (www.lisjobs.com/tasl) where significant attention), employ- Developing an Information Literacy Program K–12: A she links and regularly updates ment issues, and political con- How-to-Do-It Manual and CD-ROM Package. By all her online references. Rec- duct of nonprofit organizations the Iowa City Community School District, edited by ommended for library staff and such as Friends groups. Of for all library collections.— course, these topics do not ex- Mary Jo Langhorne. New York: Neal-Schuman, Michael Austin Shell, Integrated haust the range of legal con- 1998. 294p. paper, $89.95 (ISBN 1-55570-332-1). Library Systems (ILS) Librari- cerns that affect libraries. There LC 98-007714. an, Jacksonville (Fla.) Public Li- is, for example, no discussion of Information Literacy Instruction: Theory and Practice. brary physical injuries on library By Esther S. Grassian and Joan R. Kaplowitz. New premises, or of how to deal with York: Neal-Schuman, 2001. 468p. paper, w/CD- The Library’s Legal difficult or violent patrons, ROM, $65 (ISBN 1-55570-406-9). LC 00-067866. Answer Book perennial worries in many li- I-Search, You Search, We All Learn to Research: A How- braries. But there are probing to-Do-It Manual for Teaching Elementary School By Mary Minow and Tomas A. treatments of nontechnological Students to Solve Information Problems. By Donna Lipinski. Chicago: ALA, 2003. questions, such as how to deal Duncan and Laura Lockhart. New York: Neal- 361p. paper, $48, $43.20 ALA with latchkey children and poli- Schuman, 2000. 159p. paper, $49.95 (ISBN 1- members (ISBN 0-83890-828- cies restricting fraternization 55570-381-X). LC 99-089993. 4) LC 2002-8095. among employees. Learning about Books and Libraries: A Gold Mine of “How do you know what’s Minow and Lipinski pres- Games. By Carol K. Lee and Janet Langford. Fort legal?” prompts the blurb on ent each chapter as a series of Atkinson, Wis.: Highsmith, 2000. 80p. paper, the back of this informative questions and answers, ranging $16.95 (ISBN 1-57950-051-X). LC 00-029288. work by two librarians who are from short paragraphs to dis- Power Research Tools: Learning Activities and Posters. also lawyers. The question is cussions of several pages, in- By Joyce Kasman Valenza. Chicago: ALA, 2002. best read ambiguously: “legal” cluding real and hypothetical 144p. paper, $55, $49.50 ALA members (ISBN 0- signifying both “lawful” and examples, citations to cases, 8389-0838-1). LC 2002-008972. “pertaining to the law,” and in statutory materials, law review this second respect the book will articles, and library professional Practical Steps to the Research Process for High School. help readers identify library-re- literature. As previously noted, By Deborah B. Stanley. Englewood, Colo.: Libraries lated issues, the legal ramifica- the paucity of definitive answers Unlimited, 1999. 230p. paper, $34 (ISBN 1-56308- tions of which ought to be is mostly a function of the case- 762-6). LC 99-050169. addressed sooner rather than by-case nature of the law, and it Teaching Information Literacy: 35 Practical, Standards- later. is also a consequence of the dif- Based Exercises for College Students. By Joanna M. The answer to the question ferent approaches taken by state Burkhardt, Mary C. MacDonald, Andre J. of the legality of particular con- and federal jurisdictions, a cir- Rathemacher, and Andree J. Rathemacher. Chicago: duct—such as creating links on cumstance of which the authors ALA, 2003. 128p. paper, $35, $31.50 ALA members a Web site, photocopying an ar- frequently remind the reader. (ISBN 0-8389-0854-3). LC 2003-007074. ticle for a patron, or developing They also wisely caution li- a public meeting room policy— braries against assuming that a is often “it depends,” because nonprofit status will secure the facts and circumstances of them against suit in situations er anticipate how a court is like- Torts, a staple legal title that individual cases and situations where the law is likely not to rely to frame its assessment of summarizes state case law of in- turn out to be the legally deter- spect their distinction from particular conduct. Occasional- juries and accidents, not likely minative factors. It is thus no commercial operations. ly, however, the authors’ lawyer- to be known by or textually ac- shortcoming of Minow and Lip- Necessarily, the book treats identities predominate and cessible to many librarians out- inski that The Library’s Legal obscure legal concepts such as begin to undermine the useful- side of law libraries. Indeed, the Answer Book is not precisely, as constitutional principles and ness of a treatment. For exam- authors briefly describe the Re- the blurb also states, a “quick- standards of negligence and ob- ple, there are numerous statement, but late into the reference.” Rather, it is a helpful scenity in order to help the read- references to the Restatement of book, after it has already been

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cited several times. covered in depth. An overview Little is written about the able quick reference resource in Minow and Lipinski are of print card catalogs, for exam- purpose of the book, but the lack public libraries. The list of links, plainly satisfying a demand for ple, may have been sufficient, as of theoretical discussion makes it which is extremely practical for intelligent discussion of the legal opposed to the number of pages obvious that it’s not intended as frontline staff, could be used by aspects of librarianship. Useful dedicated to this topic. an academic study. Instead, it is both librarians and patrons in titles have appeared over the Information is presented in meant to serve as a practical ref- their search for health informa- years—several topical titles over a workbook format, and each erence resource for librarians tion. This would be a wise pur- the last decade by the team of chapter includes up to sixteen and patrons. There is not a great chase for any public library, Arlene Bielefield and Lawrence exercises that readers can do in- deal of background discussion especially those lacking a med- Cheeseman come to mind—but dependently to evaluate their about the various health topics, ical or health librarian.—Craig the law has changed significant- understanding of the content with the majority of each article Shufelt, Lane Public Library, ly during that time and, in any covered in that chapter. Howev- being devoted to site annota- Oxford, Ohio case, it remains complex and ar- er, the simple and repetitive for- tions. The ten articles that com- cane, and therefore demanding mat of the exercises may prise the book cover a wide The Visible Librarian of continuing elucidation. Per- become dull, and readers may range of topics, including general Asserting Your Value with haps, because it will not greatly be tempted to simply skim health and obvious concerns Marketing and Advocacy simplify law’s complexity, The through the many pages of prac- such as cancer and heart disease. Library’s Legal Answer Book tice activities. However, less obvious but still By Judith A. Siess. Chicago: might have more appropriately Providing in-depth cover- important topics like infertility, ALA, 2003. 176p. paper, $34, been titled The Library’s Legal age may backfire when readers hair loss, and health information $30.60 ALA members (ISBN 0- Question Book. Nevertheless, it hoping to use this book as a for gay men are also included. 83890-848-9) LC 2003-1922. is highly recommended to librar- learning tool discover it lacks These may not be topics that Stories of public libraries ians interested in advancing the the motivational qualities avail- many patrons feel comfortable facing branch closures or severe discussion.—Dean C. Rowan, able in other professional tools addressing directly with a librar- budget cuts are pretty common Student, Boalt Hall School of that focus on specific areas of li- ian, but they could be useful these days. In many cases, li- Law, Berkeley, California brarianship. These readers may when offered to patrons through brarians will not have to read want to explore titles such as a list of links or other means. about it to be aware of it, as Learn Basic Library Skills David F. Kohl’s Reference Ser- While one article is written Siess notes in her introduction vices and Library Instruction: A by a registered nurse, the rest to The Visible Librarian, since By Elaine Andersen, Mary Handbook for Library Manage- are written by health and/or positions remain unfilled and Gosling, and Mary Mortimer. ment (ABC-Clio, 1985), Manag- medical librarians. The vast ma- materials budgets dwindle at Lanham, Md.: Scarecrow, 2002. ing the Public Library by jority of the cited Web resources many of our own libraries (xi). 230p. paper, $34.95 (ISBN 0- Donald J. Sager (G. K. Hall, are run by respected govern- Siess argues in her book that ef- 8108-4498-2) LC 2002-26811. 1989), or the numerous titles by ment health agencies or medical fective marketing is one of the Learn Basic Library Skills William Katz.—Cathie Bashaw organizations, and the differ- most important things a library is the fifth entry in the Scare- Morton, MLS/Children’s Librar- ence between nonprofit and can do to combat this problem. crow Press “Library Basics” se- ian, Somers Library, New York commercial sites is made clear One of the best things ries. Meant to outline the skills by those authors who cite both. about The Visible Librarian is required for competent per- Men’s Health on the There is some variation in the the author’s ability to distin- formance in a library environ- Internet length of annotations given for guish marketing from public re- ment, this title covers every each site, from one sentence to a lations and advocacy. In the aspect of library operation and Edited by M. Sandra Wood and half-page. These annotations final chapter of the book, Siess management through the course Janet M. Coggan. Binghamton, are for the most part excellent, goes on to illustrate how all of its ten chapters. N.Y.: Haworth, 2002. 117p. although certain brief explana- three work together to meet a li- Geared toward beginners $39.95 (ISBN 0-78901-924-8); tions could have been length- brary’s goals. Customer service in the information field, some of paper $19.95 (ISBN 0-78901- ened to help the user of this is what sets a librarian apart the subject areas go into much 925-6) LC 2002-17208. resource. from the Internet and other more than an overview, often to Connecting a patron with One small problem with competitors, Siess argues, and the point of being overwhelm- reliable health information is this book is that several of the the book is filled with practical ing. Acquisitions, for example, often a challenge for librarians. links have already been re- methods of improving customer is discussed in the chapter on Most lack education or work moved from their sites or had service and making sure the cus- “assets and access.” This one experience in medicine or health their URLs changed. This seems tomer makes note of it. Siess topic alone is divided into six fields, which makes it difficult to be the case only with longer stresses the personal touch, tak- steps, or subsections, and takes at times to judge the merits of URLs that are pointing to a spe- ing the time to get to know cus- eight pages to describe. This certain sources. That’s why the cific page deeper in a site. While tomers, something that public may be too much detailed infor- numerous annotated Web-site most librarians could likely find librarians can do without over- mation for readers new to the bibliographies included in Men’s the page by searching or navi- taxing the budget. field. Instances such as this are Health on the Internet, edited gating through the site, patrons The Visible Librarian is common throughout the title. by Sandra Wood and Janet Cog- using these citations may be- easy to read, quickly highlight- The authors strive to cover gan, may serve as useful re- come lost. However, the “dead ing important points without every aspect of the profession, sources for public librarians. link” problem is hardly unique getting bogged down in exces- ranging from serial publication While numerous larger and to this effort, and it doesn’t de- sive detail. The author makes control to shelving to inventory. more general works on the sub- tract a great deal from the over- good use of quotes, giving the However, many librarians in ject exist, this title stands out by all work. reader key statements from a modern libraries no longer per- targeting libraries with articles Men’s Health on the Inter- variety of authors without los- form many of the topics that are written by librarians. net should prove itself a valu- ing sight of her own message.

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She also provides a good collective memories are provid- 47.25 percent of all the ques- tors provide their selection overview of how to create a ed in a “Q and A” format, with tions posed in “The Exchange” methodology and criteria, while public relations plan. each reference work used in re- were successfully answered, it others simply list and describe This book is well indexed sponse cited in a list of refer- serves to remind reference li- the journals that they have cho- and has a thorough bibliogra- ences at the book’s end. brarians to go the second mile sen. The number of entries in- phy. It would be of value to any Among the questions are and a third, if needed. This is a cluded in each section varies member of a public library staff. the riddle of the “–gry” words, must-have title for reference widely. The chapter on business Librarians who are already verification of the bibliographic shelves and personal libraries. It and economics includes just doing this kind of work will still citation of Dean Koontz’s Book is further recommended as stan- over fifty titles, whereas find plenty of new ideas here. A of Counted Sorrows, the incor- dard reading for library school Stankus’ own life sciences chap- good purchase for all public li- rect attribution of the quote reference courses.—Lisa Powell ter contains more than three braries.—Julie Elliott, Reference “heaven is like a library” to Al- Williams, Reference Librarian, times that number. The descrip- and Instruction Librarian & bert Einstein, and the origin of Moline (Ill.) Public Library tion of each title also varies Coordinator of Public Relations collegiate homecomings. widely. The best chapters pro- and Outreach, Indiana Univer- While several of the ques- Journals of the Century vide a paragraph describing sity-South Bend, South Bend, tions and answers in Puzzles each entry, whereas other con- Indiana and Essays from “The Ex- Edited by Tony Stankus. New tributors cram three or four se- change” may now be found on York: Haworth, 2002. 506p. lections into one sentence. Few Puzzles and Essays the Internet, this compilation $79.95 (ISBN 0-78901-133-6); contributors examine the histor- from “The Exchange” will save the time of reference li- paper $49.95 (ISBN 0-78901- ical or scholarly significance of Tricky Reference Questions brarians by allowing them to 134-4) LC 2002-024215. the journals included in their easily locate and verify answers Originally published in The chapter. Contributors also vary By Charles R. Anderson. Bing- to these standard questions. The Serials Librarian (vol. 39, nos. widely in using footnotes and hamton, N.Y.: Haworth, 2003. questions posed make excellent 1–4) as a series of articles de- bibliographies. Some chapters $34.95 (ISBN 0-78901-761-X); training questions for new refer- scribing the most influential include lengthy footnotes cover- paper, $14.95 (ISBN 0-78901- ence desk staff. Moreover, the journals of the twentieth centu- ing more than two pages, 762-8) LC 2002-68857. questions are indexed by sub- ry, this book represents the con- whereas others don’t use any Before there was a ject, with references to the ap- tributions of thirty-two footnotes. Stumpers archive or other simi- propriate lines of a quote or librarians who were deemed Journals of the Century lar library electronic discussion poem as subheadings, making subject experts in their respec- lacks the strong editorial direc- lists, there was Research Quar- the entries easy to locate. tive fields of knowledge. tion that could have imposed terly’s “The Exchange” column. Interspersed among the nu- Stankus divides the book into parameters and criteria for se- A perennial feature for more merous brain-tickling questions six broad cluster areas (i.e., lecting the most significant jour- than thirty-five years, “The Ex- are essays addressing topics of “The Helping Professions”) and nals, arranging chapter formats, change” shared librarians’ most importance in reference librari- twenty-one chapters (i.e., “Jour- describing the chosen journals, difficult reference questions. In anship, including “There Will nals of the Century in Social and using footnotes or bibli- Puzzles and Essays from “The Always Be Reference Librari- Work”) within these cluster ographies. The term “journals” Exchange,” Charles R. Ander- ans.” Anderson notes that “we areas. Each cluster is preceded itself is never defined for the son, former column editor, has play a role in meeting one of the by a brief introduction to the reader. Perhaps this editorial compiled the best and the most most basic human needs, the history of serials publishing in omission explains the exclusion frequently asked reference ques- need to wonder” (58). In anoth- that subject area and by two pie of Time or Business Week as tions from “The Exchange,” as er essay, “Right or Wrong— charts that show the geographic compared to the inclusion of well as select essays that ponder What’s the Question?” he origin (i.e., USA or “Former The Economist or Inc. Most sig- all things falling under the aus- fittingly describes librarianship British Empire”) and the type of nificantly, the purpose of this pices of reference librarianship. as “an existentialist art.” publisher (i.e., university press book eludes this reviewer: Jour- The thrill of the hunt in Lest librarians become too or for-profit publisher) for the nals of the Century is neither a tracking down the right answer engrossed in the seriousness of journals chosen for inclusion in guide for purchasing titles nor drove reference librarians to their quest, Anderson provides a that subject field. an historical overview of the share their toughest challenges parody of reference librarian The subject experts were twentieth century’s most signifi- and to rethink pat answers to anxiety fashioned after a Merck given wide latitude in writing cant journals. seemingly easily answered ques- Manual entry, an amusing their chapters. Stankus explains, This book is not recom- tions. In chapters ranging from laugh-aloud piece that serves as “The only mandate was that the mended for purchase for public “Quotations” to “Poem Frag- a perfect anecdote to a lengthy authors be highly discriminating library collections.—Joseph ments” to “Miscellany” to the reference desk shift. rather than all-inclusive” (1). Eagan, Manager, Periodicals elusiveness of “Unanswered Puzzles and Essays from Consequently, each chapter re- Dept., Enoch Pratt Free Li- Questions,” the questions that “The Exchange” is highly rec- flects its own standard for selec- brary, Baltimore, Maryland ■ have had librarians searching ommended for all reference li- tion of periodicals as “journals their shelves and scouring their brarians. Noting that only of the century.” Some contribu-

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Gale Creates Virtual Reference of the United States, and GPO will retain ing to digital media. Now libraries can add Library physical custody and be responsible for best-selling e-books into their catalogs by permanent public access and preservation utilizing customized MARC records from Gale announced a new e-book program of the records. OCLC for titles purchased from that integrates e-reference books in an www.gpo.gov OverDrive. easy-to-use database interface. Gale As part of the program, OCLC is also Virtual Reference Library will offer adding OverDrive’s Content Reserve col- libraries the opportunity to select from an iKnowthat.com Relaunches Its lection of e-books to WorldCat, their data- initial collection of eighty-five reference Multimedia Educational Web base of bibliographic information sources—encyclopedias, almanacs, and Site containing nearly fifty million records. In series—to create a customized, completely addition, OverDrive is providing OCLC The newly relaunched iKnowthat.com integrated online information service. with critical catalog data on tens of thou- hosts a new combination of free and pre- Each library customizes Gale Virtual sands of popular e-books in several for- mium features that includes hundreds of Reference Library to fit its needs, selecting mats. E-book titles from leading publishing multimedia educational activities for chil- from what will be a fast-growing selection houses are available for purchase by dren ages two to twelve. of titles to serve children’s, academics, and libraries through Content Reserve, an After registering for free, families can general audience needs. Gale Virtual online repository of e-books developed by use activities at the site covering topics in Reference Library is accessed from a com- OverDrive. math, language arts, social studies, science, mon menu that integrates all the library’s www.overdrive.com Gale databases. Users can search a single e- and the arts. Premium features such as progress reports and quiz makers enhance book or search across the entire collection. ProQuest Acquires SIRS www.gale.com the personalized learning environment available at iKnowthat.com. Children can Publishing create and save projects, then show them ProQuest Information and Learning has The GPO and National Archives to others. Through e-mail invitations, a acquired SIRS Publishing, publisher of Unite to Provide Permanent child can virtually say, “Look what I did, SIRS Researcher, SIRS Discoverer, SIRS Online Public Access Grandma!” Enduring Issues, and other databases. All content on the iKnowthat.com The Government Printing Office (GPO) SIRS’ proprietary-published products Web site is original. iKnowthat.com has and the National Archives and Records are designed to address curriculum-ori- also partnered with leading companies in Administration (NARA) announced an ented, research-based information needs the field, including AOL@School and agreement that will ensure the documents that arise as students study social prob- McGraw-Hill. you see today on GPO Access (www. lems, science, health, controversial current www.iKnowthat.com gpoaccess.gov) will remain available per- issues, legal issues, ethics, and more. SIRS manently. The GPO-NARA agreement databases place their editorial emphasis on covers the content on GPO Access, includ- MARC Records for Popular balanced coverage of both current and ing the online versions of the eBooks Now Available from enduring social topics. SIRS products are Congressional Record, the Federal OverDrive sold by subscription to libraries, school Register, the Code of Federal Regulations, districts, and consortia worldwide. and other electronic publications distrib- OverDrive, provider of library e-book SIRS products join the recently uted by the Superintendent of Documents. solutions, announced that it has been acquired bigchalk and eLibrary offerings GPO Access provides free online public added to the OCLC Cataloging Partners to create a product suite that will provide access to more than 250,000 Federal Program. OverDrive’s participation in the ProQuest customers with a wide range of Government titles. program has led to the creation of a new choices. NARA will assume legal custody of MARC record for e-books that contains www.proquest.com the records as part of the official Archives full-text bibliographic information pertain- www.sirs.com

Generations on Line Helps The contributing editor of this column is Vicki Nesting, Regional Branch Libraries Extend Services to Librarian at the St. Charles Parish Library, Louisiana. Submissions may be Seniors sent to her at 21 River Park Dr., Hahnville, LA 70057; vnestin@ bellsouth.net. Generations on Line offers libraries an The above are extracted from press releases and vendor announce- Internet tutorial designed especially for ments and are intended for reader information only. The appearance of such seniors. This web-based software program notices herein does not constitute an evaluation or an endorsement of the is now in more than 500 libraries in 46 products or services by the Public Library Association or the editors of this magazine. states and throughout the library systems in Philadelphia, Miami, Charlotte, North

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Carolina, and Boston. tions of Sears List and offers a concise such as Gale and Questel, for inclusion in Free to seniors and targeted to those introduction to subject cataloging in their databases. The database is published who have never tried a computer before, general. It has been revised to include in both print, as Books and Periodicals this friendly interface has large-type new guidelines for the application of ONLINE, and in electronic format, as instructions on each screen in plain English subject headings to individual works Periodicals.net. to guide a novice through the basic steps to of fiction. For easy identification of the sources, use the Internet. It searches in any one of www.hwwilson.com Books and Periodicals ONLINE offers the twenty-five languages and opens links pop- following information for each record: ular with seniors, including Medicare, CybraryNT Solutions Announces Social Security, newspapers in other lan- Software Updates ■ Source name, title changes, cross ref- guages, and health and hobby information. erences There is also a very simplified e-mail tuto- Computers by Design has rolled out the ■ Journal ISSNs rial and an intergenerational question-and- most recent release of its Internet-filtering ■ Name and file location of host services answer section in which fourth graders ask software. The software offers three ■ Identification of 15,000 full-text questions about the past and seniors share options: sources their memories. Each of these Internet ■ Coverage dates applications keeps instructions on the ■ The CybrarySiteT component is a pro- ■ Identification of full or selective cover- screen so no or minimal staff time is tected Web browser. It can integrate age required. seamlessly with the library’s existing ■ Coded for full text, abstracts, citations The cost for a site license to cover all filtering software and can be config- the computers in a branch is a one-time ured very simply to ask patrons if they Books and Periodicals ONLINE cov- $350 with an annual maintenance fee of want filtered or unfiltered access to ers publications in selected databases $100. The program includes technical sup- the Internet when they sit down at a hosted by online vendors and Internet port and a kit of turnkey publicity and sup- public-access computer. aggregators such as: Dialog, Electric port materials. ■ The CybrarySafeT component can be Library, EBSCOhost, Factiva-Dow Jones, www.generationsonline.org used as the library’s filtering software, FirstSearch, Gale InfoTrac Web, Lexis- giving library staff the ability to man- Nexis, Medlars, ProQuest, Questel-Orbit, New Edition of the Sears List of age their own list of known and WestLaw, and WilsonLine. Subject Headings accepted Web sites. Library staff has Sources featured in LTA’s publications the ability to add sites to the list at any and its database include more than: H. W. Wilson announced that the Sears time, so the list of sites may be List of Subject Headings, eighteenth edi- expanded as needed. ■ 35,000 popular magazines; tion, is scheduled to be released in January ■ Finally, CybraryNT software has an ■ 28,000 newsletters; 2004. Developed to serve the needs of option to connect to and integrate ■ 21,000 scholarly, peer-reviewed jour- small and medium-sized libraries, the Sears with the library’s ILS/ALS for true nals; List delivers a basic list of essential head- patron authentication, allowing the ■ 12,000 newspapers and tabloids; and ings, together with patterns and examples library to manage one patron data- ■ 300 business directories and reference to guide the cataloger in creating further base to control all aspects of their works. headings as needed. Practical features public-access computers. In addition, www.periodicals.net include a thesaurus-like format, an accom- when a parent logs in to their library panying list of cancelled and replacement account, they can access their chil- Gale and Discovery headings, and legends within the list that dren’s lists of sites in the Communications Bring Popular identify earlier forms of headings. CybrarySafeT program and edit the Major revisions in the eighteenth edi- list, adding and deleting sites for their Cable TV Show to Print tion include: children, creating a personalized list Fifteen-million viewers tune in to Animal for each child. Planet’s The Jeff Corwin Experience TV ■ New and Updated Headings: New www.cbdusa.com show every month. One quarter of those terms reflect developments in comput- viewers are kids. Now The Jeff Corwin ers and technology, psychology and Which Periodicals Are Included Experience is available in a book series for personal relations, and popular cul- in Which Databases? kids. In a cooperative effort with Discovery ture and handicrafts. Communications, Gale has created high- ■ Updated Dewey Numbers: All the Books and Periodicals ONLINE, pro- interest, fact-packed books on animals and classification numbers assigned to the duced by Library Technology Alliance habitats that also capture all the fun and Sears headings in this edition have (LTA), offers a comprehensive compilation excitement of the television programs. been revised to conform to the new of serial publications that can be The titles will be published by Black- fourteenth Abridged Edition of the researched electronically via online hosts, birch Press, a Gale imprint that specializes Dewey Decimal Classification. such as LexisNexis, Dialog, and WestLaw. in illustrated nonfiction for students in ele- ■ Revision of “Principles of the Sears The database includes references to more mentary and middle schools. List”: This twenty-three-page docu- than 106,000 sources that have been www.gale.com ■ ment states the theoretical founda- selected by leading information providers,

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Instructions to Authors

Public Libraries, the official journal of the Public Library Association, Style, chapter 15. References should appear at the end of the is always eager to publish quality work of interest to public librarians. paper in the order in which they are cited in the text. The following options are available to prospective authors: Bibliographic references should not include works not cited in the text. Please refer to the preferred form for citations in past ● Feature articles. These are usually ten to twenty pages double- issues of the magazine and the Chicago Manual of Style. spaced. (Contact Renée Vaillancourt McGrath at ● Revision. Articles are edited for clarity and space. When [email protected]) extensive revision is required, the manuscript is returned to ● “Verso” pieces. These express opinions or present viewpoints the author for approval. and are not to be longer than six pages. (Contact Renée Vaillancourt McGrath at [email protected]) ● Library news for “Tales from the Front.” (Contact Jennifer Ries- Photographs, Tables, and Graphs Taggart at [email protected]) ● Photographs enhancing the content of the manuscript are wel- ● Items for “News from PLA.” (Contact Kathleen Hughes at comed. Print copies are preferred over digital copies, unless [email protected]) digital copies are prepared at high resolution, suitable for mag- ● Vendor announcements. (Contact Vicki Nesting at vnestin@ azine printing. Web-quality files, such as gifs, cannot be used. bellsouth.net) Please include captions for all photos submitted. ● Reviews of professional literature. (Contact Jennifer Schatz at ● Tables and graphs should be prepared using a spreadsheet pro- [email protected]) gram such as Lotus or Excel, if possible. Please follow the procedures outlined below when preparing ● Number tables and graphs consecutively and save each as a sep- manuscripts to be submitted to Public Libraries. arate file. Indicate their placement within the text with the note [insert table 00 here]. Mechanics ● Provide each table or graph with a brief, descriptive caption. ● Use tables and graphs sparingly. Consider the relationship of Manuscripts should be submitted on a PC-compatible disk or as an e- the tables and graphs to the text in light of the appearance of mail attachment (preferably in Microsoft Word format). Please write the printed page. both your name and the type of word processing program (including ● Provide data points for all graphs by marking them on a print- version) on the disk label (or include in the text of an e-mail). out or including them in electronic file. In some instances a graph may benefit from being recreated on our software. ● Submit a separate cover page stating the author’s name, ● You need not provide graphs in final form. If you prefer, you address, telephone, and e-mail, and a brief, descriptive title of may provide a rough version or even a sketch. If so, please the proposed article. The author’s name should not appear mark all data points clearly. We will create the graphic. You anywhere else on the manuscript. will have a chance to review the graphic when you review your ● Do not use automatic formatting templates. Make the manu- typeset pages during the proofing stage. script format as streamlined and simple as possible. Specialized ● For complicated illustrations such as maps or screen captures formatting may be lost from one program to another. of Web pages, prepare TIF files on a separate disk labeled with ● Justify text on the left margin only (i.e., ragged right). the name of the author and the type and name of each file. As ● Double-space the entire manuscript, including quotes and ref- with photos, these files must be of high resolution, suitable for erences. magazine printing, not just Web use. ● Number all pages. ● Add two hard returns between paragraphs to delineate them. If you have any questions about manuscript preparation or Do not indent at the start of a new paragraph. submission, please contact Renée Vaillancourt McGrath, Feature ● Do not use the automatic footnote/endnote feature on your Editor, at [email protected]. word processing program. Create endnotes manually at the end of the article. Submission and After ● Do not use characters that do not appear on the standard key- board, such as bullets or arrows. Indicate special characters in Feature article manuscripts are evaluated by the feature editor and a angled brackets as necessary (e.g., ). Such characters panel of persons knowledgeable about the topic of the work. The are embedded later during the production process. evaluation process generally takes eight to twelve weeks. Articles are scheduled for publication mostly in the order of acceptance, except Style where space considerations dictate. For example, the number of pages available might require a longer or shorter article to complete ● Abstract. Include two or three sentences summarizing the con- the issue’s allotted page count. tent of the article before the first paragraph of the text. Send the original, a disk copy, plus two paper copies of the ● Spelling and use. Consult the Random House Webster’s manuscript (or an electronic copy, as an e-mail attachment) along College Dictionary for spelling and usage. with your name, address, telephone, fax, and e-mail addresses to: ● Style. Consult the Chicago Manual of Style, 14th edition Renée Vaillancourt McGrath, Feature Editor, 248A. N. Higgins (Chicago: Univ. of Chicago Pr., 1993) for capitalization, pun- Ave. #145, Missoula MT 59802. Queries can be addressed to pub- cuation, abbreviations, etc. [email protected]. ● Presentation. Write in a clear, simple style. Use the active voice Receipt of all manuscripts is acknowledged. However, manu- whenever possible. Avoid overly long sentences. scripts cannot be returned unless a self-addressed envelope, large ● Subheadings. Break up long sections of text with subheadings. enough to contain the manuscript and with sufficient postage, is All nouns, pronouns, modifiers, and verbs in the subhead provided. Please feel free to contact Renée Vaillancourt McGrath should be capitalized. at (406) 777-1228 or Kathleen Hughes at the PLA office, 800-545- ● References. Public Libraries uses numbered endnotes, the 2433, extension 4028, for more information. Your queries and standard humanities style detailed in the Chicago Manual of suggestions are welcomed. ■

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OCLC 4c page 67 43n1_final.qxd 12/16/2003 3:13 PM Page 68

BUILDING THE FUTURE OF LIBRARIES TOGETHER

"GIS shares our vision for library service and is committed to helping us achieve it." Eva Calcagno, Manager Washington County Cooperative Library Services

WCCLS Manager Eva Calcagno (standing) and Automation Librarian Barbara Kesel explore ideas for Polaris enhancements with GIS President Bill Schickling during a visit to the Forest Grove City Library in Oregon. Forest Grove is one of 15 libraries in the WCCLS consortium using the Polaris library system.

"When our consortium purchased Polaris® "The personal relationships we have with GIS in 1997 we were investing in a company staff have withstood the test of time and make and a technology for the long term. this partnership work. Looking around the library We viewed our relationship with GIS as a collaboration automation industry you see so many personnel changes. where, as partners, we share a common purpose – It makes it difficult to imagine that management could building a flexible, dynamic library automation system establish a sense of commitment or connection to a that helps us expand into new areas to meet the product or to its customers. Bill Schickling – now GIS growing needs of our communities. president and CEO – was the chief architect of Polaris development and identifies 100% with its success. Bill’s "Our experience over the past 5 years, and most commitment to the product, to us as a customer, and recently as a beta test partner for Polaris 3.0, has to the company is part of what sets GIS apart. reinforced our partnership. As libraries increasingly compete with the services of online retailers and 'bricks "GIS listens and responds to our needs. Since the and mortar' bookstores, it's important that we continue beginning, we’ve had an open and honest dialogue. to up the ante by delivering services to our users. GIS shares our vision for library service and is Polaris 3.0 makes it easy to add the new technologies committed to helping us achieve it." that patrons want into our existing Polaris framework. Eva Calcagno, Manager By developing a variety of strategic alliances, GIS has also made it easy to incorporate applications from third party Washington County Cooperative Library Services vendors that deliver enhanced services to patrons and Hillsboro, Oregon WCCLS is a consortium of 15 improve staff productivity. libraries with 6.5 million circulation transactions annually.

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