Libraries as Conversation
Why I adore Dave Lankes, my former Prof.:
“Libraries do what we tell them to do because they’re people driven organizations. Librarians are what make libraries… If we want the library to really reflect the user, the patrons, the communication, the human part of knowledge, that’s a decision we make. And those decisions are how we structure libraries and how we create libraries and how we innovate… And everyone from people manning the desk, to running the library, to working the budget are in charge of figuring out what that future’s going to be.”
Top Tech Trends
Ala 2008 Session
The panel consisted of: a Library con·slut·ant (“I do it for the money”), a University of Notre Dame employee that helps library with digital stuff, the head of Technology in , Darien, CT, a head of Instructional Services in a Vermont Library, the head of OCLC Programs and Research, and the Community Library head for Equinox software.
Open Source
- Many more public libraries have adopted open source software than academic or private libraries but more will make the change down the road. The emerging model supports open source software with contract programming and hosting services. Toward service and away from licensing. Many more open source things to come: open source library automation, multi-institutional coming out of Duke University.
- “You know open source is viable because people make money at it.” It is not a panacea though. There is a prevailing false belief something labeled open source will solve a range of financial, technical and design problems. Don’t forget about sustainability! How many orphaned blogs/MySpace profiles are out there?
- That Librarians are participating in this open source trend, creating content, is an exciting development model.
- Beware of the marketing pitch. Read the fine print. Just because it says open doesn’t mean it will deliver that new value.
Data
- Not just open source but open data (open platform). Many of our goals can be accomplished with shared data. So companies will adjust their strategies to accommodate this. Some organizations are making their digital photos available through programs like Flickr.Systems will change. Data must be ready for easy extraction.
- Broadband \ Bandwidth – we never have enough of it and are always playing catch up. Many applications are running heavy and much of our policy is determined by our access (our access is slow). Many people at home have faster access than the libraries (which is backwards). Increasing bandwidth is a simple but expensive solution.
- Mobile devices will become more the norm. Libraries need to get their content on the small screen.
Periodicals
- The rising cost of postal rates is hurting the small presses and sending them online.
- The future of bibliographic control may not include libraries if we don’t get on the ball.
Other
- Library organization inhibits innovation. We fear failure so wait for others to test the waters. Staff members don’t have time to innovate and are hesitant to innovate because of the seemingly insurmountable multi-level bureaucracies.
- Virtual communication will increase as travel costs rise. This translates into less energy consumed as well.
- Some libraries are doing extensive technical training in their communities. The role of social software is to collect local knowledge. Libraries should be hubs of local information.
People must take control of their own professional development.
Beyond “Frog and Toad”: Transitional Books for Children
ALA 2008 Session
Based on a survey of 95 libraries. Participants were asked four main questions: 1) How are transitional books organized in your library? 2) Do you label transitional books so they are distinctly different from other books? 3) Do you have a book club for this age group? and 4) What other services do you provide for this transitional reader group?
I. Findings:
- 31% of the libraries shelve transitional books separately.
- Of those libraries that shelve transitional books with other children’s books, 44% shelve them with juvenile fiction, 21% shelve them by type (i.e. with series and non-series transitional books with juvenile fiction), 15% shelve them with easy readers, 13% shelve them by difficulty (i.e. some with easy readers and some with juvenile fiction), and 6.5% shelve them with series.
- 40% of libraries use some sort of label to distinguish transitional books from other books. Ways of differentiating transitional books from other juvenile books include: colored dots, colored tape, stickers, labeling.
- 24% of libraries have book clubs for this age range.
- Ideas for book clubs for transitional readers
- It will often take more time to complete books than it would with older children
- Parent/child book club
- Librarian reads two chapters of transitional book, book is discussed, book and similar books, are available for check-out.
- Includes other activities and food as well as book reading and discussion
- Both fiction and non-fiction can be used
- Ideas for book clubs for transitional readers
- Other Programming Ideas
- Book buddies
- Read to a dog (i.e. trained service dogs)
- Booklists
- Summer or after school activity programs
- Book and craft
- “Lunch Bunch” (Librarian reads while kids eat)
II. Characteristics of Transitional Books
- Short chapters
- Reader-friendly plot
- A few illustrations
- Language and vocabulary at 2nd – 3rd grade level
- Issues relevant to 6 to ten year olds
- Short stories or one story divided into several chapters
- Linear plot
- Characters with unique but unchanging characteristics
- longer with fewer illustrations than an easy reader (usually not marked with a level)
III. History of Transitional Books
- Emerged in 1981 with Stories Julian Tells as the first book consciously meant to be a transitional book.
IV. Variability Across Transitional Books
· Decodability (phonics, number of syllables, word length)
· Word frequency (words most commonly used in text)
· Word familiarity (familiar topics, similar to their used oral language)
· Sentence length / complexity
· Illustrations
V. Transitional Books Reflect and Facilitate Children’s Literacy Skills Development
· Decoding and reading fluency
· Contextual clues given often
· Helps develop sustained attention on reading
· Best texts area appropriately challenging, ~85% word accuracy is best for learning
VI. Transitional Books Develop Motivation for Reading
· Motivation is influenced by perceptions of likely success
· Somewhat challenging texts are optimal in enhancing motivation
· Transitional Books include interesting character development and suspense
· Transitional Books may include rhythmic and vivid language
VII. Transitional Books Reflect and Facilitate a Child’s Social & Economic Development
- Transitional Books reflect common challenges; new siblings, moving, school, etc.
- May enhance children’s feelings of industry and mastery
- May expose children to social issues
- May promote insight into others’ way of thinking and living
- May facilitate child’s self-development
VIII. Parent / Child Reading of Transitional Books
- Learning is a social process
- Parents coaching (mis-cues); too many error corrections are NOT good – can be frustrating
- Parent’s provide positive encouragement; when encouraged by parents, kids will leisure read
- Higher-level questioning
- Allow child choice of books (with parental guidance)
IX. Incorporating Transitional Books in the Classroom
- Book clubs; reading instruction, independent reading / writing, whole class discussion
- Classroom library (could be lending) with wide range of reading levels
- “Book buddy” program
- Independent reading program
