Adventures in Librarianship
Tuesday, November 13, 2012
Library Partnerships
Fernando had an interesting post about libraries and partnerships that related to our discussion in class yesterday about school librarians. See his post and my comment here.
From Public to School Librarianship
In “Trading Places,” Jennifer Bromann talks about her
motivation for switching from a public librarian job to a school librarian
position. Initially motivated for higher
salary and extra vacation time, she explains the main differences between
public librarianship and school librarianship in a number of different
categories. A few examples of the
categories she outlines:
Roles and
Responsibilities: As a school librarian, she often assists with research
assistance and functions as a teacher, visiting classrooms to teach information
literacy skills. As a public librarian,
she feels the focus is more on locating information rather than teaching
information skills. Also, there is more
of an emphasis on programming.
Education: It
seems like the requirements for a school library media specialist vary widely
depending on the state. Many states
require a teaching certificate and teaching experience, although some states do
not require this, and often private schools do not require certification. Public librarianship most often requires a
master’s degree, although in some cases a bachelor’s degree is sufficient.
Collection
Development: She talks about how in a school library setting, the
collection is tied to the school’s curriculum, thus it is can be more
limiting. In a public library setting,
there is more room in the budget for fiction and a wider range of materials.
There seems to be some overlap between this article and one
of the articles we read for our technology week, “Next Year’s Model,” where
Sarah Ludwig left her public librarianship position to work in a school
capacity. Although Ludwig works as an
academic technology coordinator in a private school and Bromann is a school library
media specialist in a public school, they both talk about developing a closer
bond/having easy access to the same group of students rather than new faces
every day. They both also discuss the heavy
reliance that colleagues and students put on them – they are expected to be
experts and know everything.
Additionally, both talk about the emphasis on technology and the
importance of teaching research skills in both of their positions.
Monday, November 12, 2012
Making Collections More Accessible
Jim had an interesting post about possible ways to make books in his library's collection more accessible. See his post and my comment here.
Sunday, November 11, 2012
November is Picture Book Month
Created
by author and storyteller Dianne de Las Casas, along with a group of other authors and illustrators, this annual celebration promotes print picture books in
various ways throughout the month. Every
day in November, a Picture Book Month Champion blogs on the importance of
picture books. There are also themes
that educators and librarians can adopt, ranging from farms to bears to
music. There are also links to a number
of book activities and curriculum guides.
School Library Journal recently became a partner of the
annual celebration, and Oprah's blog is excited to celebrate. The Horn Book has joined in celebrating the
event as well, posting picture-book-themed articles online. Among them is a vintage essay from 1957 titled,
“What Is a Picture Book?” from Caldecott Medal Books 1938-1957. And Barbara Bader had an interesting article, “Absorbing
Pictures and What They Say,” in which she compares a number of children’s
picture books such as Madeline and The House on East 88th Street and describes why the illustrations are so central to enriching and telling the story, and how they provoke young imaginations.
I came across a flier at GSLIS the other day for Picture Book Month, and I was curious since I had never heard about it before. Turns out it was started last year after this article came out, and as a reaction against more children’s books going digital. de Las Casas explains, “We are doing this
because in this digital age where people are predicting the coming death of
print books, picture books (the print kind) need love. And the world needs picture books. There’s nothing like the physical page of a
beautifully crafted book.”
World Book Night 2013
Julia had an interesting post about World Book Night 2013 that provided a great introduction to this event, which will take place in April. It sounds like a great opportunity to get out into your local community and share books with others. See her post and my comment here.
Monday, November 5, 2012
Library "Sleep-in" Protests Censorship
A friend recently told me about a man who spent Banned Books Week sleeping in the window of the Kurt Vonnegut Library in Indianapolis to raise awareness for censorship issues. Corey Michael Dalton, who writes for the children's magazine Jack & Jill, spent the week behind a wall constructed of various banned books. Dalton, who blogged about his experience, had bedtime stories read to him by various local authors. This article suggests that, as a child, Dalton was personally affected by book censorship and is particularly passionate about this issue as a result.
A press release from the library suggests that the main motivation behind this was the treatment of Kurt Vonnegut's Slaughterhouse Five by a local school district. The press release states that although the book may be checked out, a parental request is needed and the book has been relegated to a non-visible portion of the library.
This reminded me of the article by Christine Jenkins that we read for today, "Book Challenges, Challenging Books, and Young Readers" in which she talks about different ways of censoring materials. The "sentence" for a challenged book can range, and "Often challengers argue for a solution that seems, on the surface, to be a reasonable compromise. A book could be moved to closed shelving (in these cases a signed note from a parent or teacher would be required [...]"(447). As Jenkins points out, the advantage is that the book stays in the library, but the real outcome is that readers will no longer be able to locate it. In this sense, it not only makes the book difficult to find, but deters potential readers by creating a an extra process/barrier to retrieve the book.
A press release from the library suggests that the main motivation behind this was the treatment of Kurt Vonnegut's Slaughterhouse Five by a local school district. The press release states that although the book may be checked out, a parental request is needed and the book has been relegated to a non-visible portion of the library.
This reminded me of the article by Christine Jenkins that we read for today, "Book Challenges, Challenging Books, and Young Readers" in which she talks about different ways of censoring materials. The "sentence" for a challenged book can range, and "Often challengers argue for a solution that seems, on the surface, to be a reasonable compromise. A book could be moved to closed shelving (in these cases a signed note from a parent or teacher would be required [...]"(447). As Jenkins points out, the advantage is that the book stays in the library, but the real outcome is that readers will no longer be able to locate it. In this sense, it not only makes the book difficult to find, but deters potential readers by creating a an extra process/barrier to retrieve the book.
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