Monthly Archives: August 2013

ReOrganizing your Shelves- Dewey Lite Notes

Notes by Jennifer Ferriss, Bibliographic Database Specialist/Youth Consultant, Southern Adirondack Library System

Picture book reorganization at Darien, planning process and implementation occurred prior to opening the new building.  Currently they are in the process of reorganizing the children’s nonfiction collection which will premier in September.
Read Gretchen Caseroti’s Tame the Web guest post from 2008 for more details.

Darien debated whether or not to remove Dewey and decided that is was not fair to take this away from kids.  The kids use Dewey at school as well as the neighboring  local libraries and to take this away at Darien did not make sense.


ALSC, I want a truck book! #ala12 recap blog post is a great starting point to look at reorganization from 3 different perspectives. At Darien, the F5, First 5 year collection, mind map is available in the SlideShare.

The children’s room has traditional stacks that can’t be moved.  The non-fiction collection is dense and with the push to support Common Core, the need to make a more user friendly collection was eminent.  The Children’s nonfiction collection will be modeled after the Adult nonfiction collection.
There will be a top layer (Animal) and then the Dewey numbers will be in numerical/alphabetical order on the shelf as the second layer.  The third layer is visual, a clear colored label (ex.  all the red labels are shelved together)

Darien will have 11 top layers:

Animals
STEM
Tradition (religion, folklore, culture, costume, mythology)
Sports
Create
Then and now (900’s and some)
Kids facts
Kids fun (ghosts, ghouls, Guinness Book of World records, travel “because its fun”)
Self (careers, body)
Poetry
Biography

The shelves are being reorganized while the library is open, but the catalog has not changed yet.

Information on how to use the new scheme will be made available online around September.

This is a book by book process.  Not everything is easy to categorize. 

Baker and Taylor is going to provide the books, shelf ready.
They will be recoloring the laminated shelf cards to match the category.

Tween Programming

Notes from Tween Programming

(taken by Sarah Rodriguez, Children’s Librarian, Scarsdale Public Library & Ossining Public Library)

To talk about tween programming we first had to define “tween”. Each library has slightly different age range (somewhere between 9 and 13 years old), but all agree that what tweens have in common is that they are becoming interested in, but are not yet ready for, YA content.

Next we asked who should be allowed into tween programs. A 6th grader won’t want to be in a program with a 5 year old, so it is important to be strict about age limits. It may be convenient for parents to take all their kids to a single program, but that’s why there other events with open age ranges. Having an exclusive program for tweens provides them with a place to socialize with their peers outside of school. Exclusivity also adds to a program’s appeal.

One library recently created a tween area, The Tween Scene, by redecorating an alcove with new comfy furniture, fresh paint, and a few decorative touches. When non-tweens suddenly wanted to hang out in the new beanbag chairs, they moved the chairs behind the desk, making them available for checkout to tweens only. A supersize scrabble board will soon be mounted to the wall for play, and for librarians to leave messages about upcoming programs.

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E-Books: Collection Development, Marketing and Best Practice

By: Sarah Bellora, Librarian, Port Jervis High School

I will admit that we covered quite a bit about e-books but we diverged from the topic to include the frustration with costs, the demands of publishing companies, and purchasing access to music and video digital content providers. I love un-conferences and the flow of conversation but that might mean some of the notes don’t exactly relate to our topic. The information was so great though I want to share.

Libraries are investigating using multiple vendors to broaden the scope of e-books but consideration is also being given to services that provide MARC records so that e-books can be integrated into the library’s catalog. This also brought up the issue of keeping users on the library’s site instead of relying on third party sites which pull users away from our other content and materials.

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Notes from: Book Clubs

Notes taken by Evelyn Cunningham, Children’s Librarian, Norwalk Public Library

photo courtesy of Flickr user US Embassy Canada.

The New Canaan Library has an extremely successful book club program with three books clubs: Book Explorers for grades 2-3, Young Critics for grades 4-6, and Pizza and Pages for grades 6-7. Some 6th graders end up going to both groups for which they’re eligible. The library has extra copies of the selected books, which must be available in paperback. The Young Critics group meets on Tuesdays at 6:30 pm and pizza, chips, and soda are provided, plus a special dessert relating to the book (e.g. Scrabble tile cookies for The Fingertips of Duncan Dorfman). The sessions are one hour long and attendance keeps growing. Usually 18-22 children attend each session and the kids rate the books on a 1-10 scale. A scribe tallies and averages the scores. The most popular book so far was The One and Only Ivan, with an average rating of 9.9; the least popular was Homecoming, with a rating of 6. The kids sometimes write reviews which are sent in to publishers. New Canaan does a classic every year. Past choices have included the popular The Westing Game and the not-so-popular Homecoming. The book clubs meet once a month, although not in December or August.

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Notes from: STE(A)M Programming in the Library

Notes from STE(A)M programming in the library

(taken by Amy Laughlin, Children’s Librarian, Darien Library)

legoplayE line stem video game challenge (http://stemchallenge.org/)

Brooklyn Public: Hunger games minecraft design program

Do you try and tie your STEAM programming into literature?

Some tie art programs in, but have not yet attempted to do that with STEM programs.

Book: “water boy” — things going down the drain

Technology program that tied into the hunger games

Letter boxing program

Geocaching program (way to teach history and science)

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Notes from: Social Media in the Library

Notes from Social Media

(taken by Amy Laughlin, Children’s Librarian, Darien Library)

Screen shot 2013-08-09 at 9.39.04 AMMarie Aspinwall New Canaan (facilitator) she leads the library’s Twitter and Facebook

Cheshire library is a great example to look to

Not supposed to only use social media to promote programming – social media is supposed to promote conversation with patrons

Engaging users on what’s going on in town

New haven public library – post a lot of pictures after events

Us a link shortener like Tiny URL or Bitly to tweet long links

Hootsuite – social media managing device : can schedule posts to go up at different times (also provides free analytics) Can schedule posts to go up when you are away

Facebook also allows you to see how many people view what you post, so does twitter

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Extra notes/observations from Partnerships and Outreach in the Library

Libraries should  partner with other institutions in town, we can’t do it alone

bookmobileEmbedded librarianship – providing their unique skill set to other institutions Douglas county Colorado – they decided that they needed to make a radical change. Librarians partnered with associations and would attend meetings (chamber of commerce, etc) Staff must be willing to do this and must be interested in the first place

By being visible, useful, helpful, out in the community – model behavior for other organizations

Every town and city has boards that make decisions that have an impact on people in the community – library should be aware of what’s going on and should hopefully have a hand in the information gathering process

Children’s services serve as a liaison with the  board of education in their community

See multnomah and Hennepin county libraries for inspiration on how to collaborate and reach the community

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Guerrilla Storytime Session Notes and Observation

Guerrilla Story time session (taken by unknown)

Sharing a rhyme at Guerrilla Storytime.

Sharing a rhyme at Guerrilla Storytime.

-parents talking at story time -shh, turn on a song, clap your hands, I need your help parents!

-toddlers are getting antsy while a story is being read: sing the book, tell the story instead of reading, end the story early and say if you want to know the rest find the book in the library, ants in my pants!

-children want to talk to you: go with it for a bit and then begin the story again

-good books for babies: boo la la la, brown bear brown bear, John butler books, spot, here are my hands, baby says, you and me baby, ten little fingers ten little toes, read to your bunny, voyage to the bunny planet by rosemary wells

-favorite no book story: it looked like spilt milk, the tale of the black cat, the old lady who swallowed…, if you give a mouse a cookie, Herman the worm, dear zoo why would it be a good pet, Pete the cat,

-when parents don’t engage with a program: mention it at the beginning of the story time encouraging them to participate, stress that its only 30 mins!,

-do you do a theme?: similar finger plays each week with mix of books, always use a theme so we can say what we did at story time, tie in theme with personal life,

-finger plays: do them three times: regular, slow, really fast, tick tock I’m a little coocoo clock, rain is falling down, make rain, there was a little turtle, these are grandmas glasses (grandpa, baby)

Getting to the Core of the CCSS (Common Core State Standards)

Check out the ALSC CCSS Resources Page.

Check out the ALSC CCSS Resources Page.

The KidLibCamp 2013 provided a great forum for school librarians and media specialists to meet and discuss the national standards for learning, the Common Core State Standards (CCSS).  This national  initiative will directly affect our roles in the school in areas of lesson-planning, student-teacher collaboration, and collection development.  Five of us met yesterday during one of the breakout sessions.  Here are the main paints of the discussion:

 

  • In the public school setting, there is a real feeling of anxiety and trepidation of how these standards will affect the already-tested-out/teaching to the test atmosphere.
  • As librarians, it is really our role to turn that feeling of anxiety into a definitive opportunity and create the library as a true focal point of core curriculum resources, knowledge and information.  (Hey, we knew a long time ago that there are some amazing non-fiction books that lend themselves to wonderful lesson ideas; everyone else is just catching onto that fact.)
  • We have to take an active stand and really stress the importance of locating textual evidence, providing evidence and details and providing access to content-rich resources.  All this can only help our students build their literacy skills as well as improving their research skills.
  • As with anything else, school librarians have got to be assertive in getting the word out that we are in the know and we know what we’re doing.  By working with teachers, students and school faculty individually, we can become thought leaders of the CCSS.

Some additional resources for school librarians and the CCSS include the following:

(posted by unknown)