Though slightly more busy than may be ideal, I feel that all is well. I have ideas and thoughts that are converging and are yielding exciting “new” concepts that I have yet to explore more fully.
Idea 1: From a recommendation by Emerging Leader presenter Maureen Sullivan, I’ve started to listen to the audio version of Primal Leadership: Realizing the Power of Emotional Intelligence by Daniel Goleman.
Idea 2: I’ve also been preparing for my “Science Through Stories” presentation for OCTELA on March 27. As I began to explan the importance of story sharing as a mode for learning, I came across the following quotes:
“Stories differ from other narratives (arguments, scientific reports, articles) in that they orient our feelings and attitudes about the story content.” Mallan quoted in Haven, Kendall and MaryGay Ducey. Crash Course in Storytelling. (98)
“Story aids memory because it puts information into a meaningful context, to which other information can be ‘attached.’” From Norfolk, Sherry, Jane Stenson, and Diane Williams. The Storytelling Classroom: Applications Across the Curriculum.
What I initially assumed were two separate paths of learning have now found a crucial overlap. While Primal Leadership is awakening my mind to the importance and pervasiveness of emotional intelligence in organizational interactions, I am also seeing the crossover of the importance of "affective education" or using emotions to guide learning.
While this is not a totally new concept, I feel as if my mind had a personal "Eureeka!" moment.
I look forward to following this path as I finish forming my presentation.
Friday, February 26, 2010
Saturday, February 20, 2010
Cataloging of Children's Materials
Below are notes from this committee's Midwinter meeting:
The Cataloging of Children's Materials committee produces the Cataloging Correctly for Kids resource through ALA Editions.
Committee members were from university and school libraries as well as from related organizations and vendors such as the Library of Congress, OCLC, Bound to Stay Bound , Permabound, H.W. Wilson, and Follett.
Angela Murphy-Walters, Senior Cataloging Specialist at the Library of Congress, reported that: "For the first time in its 200 year history, the Library of Congress is opening a special place for young visitors, children under the age of 16” called the Young Readers Center.
Many committee members shared specific cataloging concerns and solutions from their associated organization. For example, the new releases of Boxcar children’s books are not written by Gertrude Chandler Warner, but the Library of Congress will keep her name in the main author entry in order to keep the books together on the shelf. Also, sequel notes will be kept in the bibliographic record for items in a series so users will know that they are meant to be read in a particular order.
Other concerns focused on wording. For example, the Library of Congress now uses the subject headings “Wealth” and “Poverty” instead of “Rich” and “Poor.” The representative from H.W. Wilson talked about his organization's issues with the subject heading “Indians.” Does this refer to people from India or native peoples? They suggested using the terms Hindi or Indic. The OCLC representative’s report expanded this concern. His company helps worldwide libraries to catalog using Dewey; there are issues with translation as well as the need to create new subject headings that capture culturally important interests and topics. This same rep suggested that we look at Dewey.info. It is "an experimental space for linked DDC data."
Below are some cataloging terms that I first heard in graduate school 3-4 years ago and heard again during this meeting. However, I know that I do not understand these areas as readily or deeply as this session's committee members do.
Library of Congress (LC) Subject Headings
Sears List of Subject Headings from H.W. Wilson
AACR2 vs RDA (RDA appears to be a new method based on Ferber rules, feedback on testing expected in March 2011)
MARC21 machine-readable format
OAI Metadata
The Cataloging of Children's Materials committee produces the Cataloging Correctly for Kids resource through ALA Editions.
Committee members were from university and school libraries as well as from related organizations and vendors such as the Library of Congress, OCLC, Bound to Stay Bound , Permabound, H.W. Wilson, and Follett.
Angela Murphy-Walters, Senior Cataloging Specialist at the Library of Congress, reported that: "For the first time in its 200 year history, the Library of Congress is opening a special place for young visitors, children under the age of 16” called the Young Readers Center.
Many committee members shared specific cataloging concerns and solutions from their associated organization. For example, the new releases of Boxcar children’s books are not written by Gertrude Chandler Warner, but the Library of Congress will keep her name in the main author entry in order to keep the books together on the shelf. Also, sequel notes will be kept in the bibliographic record for items in a series so users will know that they are meant to be read in a particular order.
Other concerns focused on wording. For example, the Library of Congress now uses the subject headings “Wealth” and “Poverty” instead of “Rich” and “Poor.” The representative from H.W. Wilson talked about his organization's issues with the subject heading “Indians.” Does this refer to people from India or native peoples? They suggested using the terms Hindi or Indic. The OCLC representative’s report expanded this concern. His company helps worldwide libraries to catalog using Dewey; there are issues with translation as well as the need to create new subject headings that capture culturally important interests and topics. This same rep suggested that we look at Dewey.info. It is "an experimental space for linked DDC data."
Below are some cataloging terms that I first heard in graduate school 3-4 years ago and heard again during this meeting. However, I know that I do not understand these areas as readily or deeply as this session's committee members do.
Library of Congress (LC) Subject Headings
Sears List of Subject Headings from H.W. Wilson
AACR2 vs RDA (RDA appears to be a new method based on Ferber rules, feedback on testing expected in March 2011)
MARC21 machine-readable format
OAI Metadata
Friday, February 12, 2010
Here I Am! And Where Are My Friends?
Below are notes from the session "OCLC Reaching Consumers through Nontraditional Methods: What Can WorldCat Do for You?" which I attended at ALA Midwinter in January.
Mashable: the Social Media Guide = Mash-up integrates two sources of data
OCLC Offers:
1) A find your library feature and the ability to make lists and bibliographies
University librarian Jennifer Friedman uses these features in collection development. She can see what items are available at nearby institutions and discover topical books and publishers of niche books to fill collection gaps. She noted that the lists can be imported into Excel. Graeme Williams added that one can make notes, tag, and review list items as well as add items from others’ lists.
2) Interfaces/information that can be accessed by software or API (application program interfaces). An XML layer allows one to present that information in different ways.
3) Metadata “crosswalk” = e.g. send MARC record get back Dublin Core
4) A Developer Network
OCLC is also a partner with many groups such as Google Books, Bibliofile, and QOOP
Andrew Yu of MIT talked about popular platforms in use today, noting that mobile web access through smart phones (iPhone, Blackberry, Android) is surpassing that of laptop computer access. He mentioned that the MIT web is an open source project that is platform neutral. He also noted that the younger generation wants to share with the rest of the world. Instead of being afraid to reveal their location, they state, “Here I am! And where are my friends?”
Mashable: the Social Media Guide = Mash-up integrates two sources of data
OCLC Offers:
1) A find your library feature and the ability to make lists and bibliographies
University librarian Jennifer Friedman uses these features in collection development. She can see what items are available at nearby institutions and discover topical books and publishers of niche books to fill collection gaps. She noted that the lists can be imported into Excel. Graeme Williams added that one can make notes, tag, and review list items as well as add items from others’ lists.
2) Interfaces/information that can be accessed by software or API (application program interfaces). An XML layer allows one to present that information in different ways.
3) Metadata “crosswalk” = e.g. send MARC record get back Dublin Core
4) A Developer Network
OCLC is also a partner with many groups such as Google Books, Bibliofile, and QOOP
Andrew Yu of MIT talked about popular platforms in use today, noting that mobile web access through smart phones (iPhone, Blackberry, Android) is surpassing that of laptop computer access. He mentioned that the MIT web is an open source project that is platform neutral. He also noted that the younger generation wants to share with the rest of the world. Instead of being afraid to reveal their location, they state, “Here I am! And where are my friends?”
Monday, February 8, 2010
10 Tools to Take Power
The following are my notes/interpretations from a speech given by American Library Association Past-President Leslie Berger during the Emerging Leader closing cermonies at Annual 2009:
Try these with yourself and with others.
1) Make a (collective) plan, and organize a group.
2) Give a persuasive argument. Frame the issue so it advances a shared goal or highlights the downside of no action.
3) Raise awareness of the plan.
4) Review existing policies and bylaws.
5) Create change in policy or bylaw, or create a new one.
6) Generate publicity or buzz through forums ... blogs ...
7) Use electoral process. Ask candidates questions.
8) Effect appointments.
9) Boycott or use consumer power against the institution if it is not making steps to address your concern/goal.
10) Use drama. Offer, then commit.
Try these with yourself and with others.
1) Make a (collective) plan, and organize a group.
2) Give a persuasive argument. Frame the issue so it advances a shared goal or highlights the downside of no action.
3) Raise awareness of the plan.
4) Review existing policies and bylaws.
5) Create change in policy or bylaw, or create a new one.
6) Generate publicity or buzz through forums ... blogs ...
7) Use electoral process. Ask candidates questions.
8) Effect appointments.
9) Boycott or use consumer power against the institution if it is not making steps to address your concern/goal.
10) Use drama. Offer, then commit.
Tuesday, February 2, 2010
LNOSCY First Meeting
On January 17 at the first 2010 meeting of the Liaisons with National Organizations Serving Children and Youth (LNOSCY), commitee members were asked to upload pictures to a group Flickr account. These pictures capture developmentally appropriate or developmentally inappropriate practices when working with multi-age children in a public, non-daycare setting.
Our co-chair compared a public library's children's area to a caregiver's family room at home; while public libraries do not meet toddler/preschool daycare standards, we are concerned with a developmentally appropriate environment for multi-aged children.
In our pictures, our co-chair asked us to consider the architecture of our buildings, crafts used in programs (child vs. adult products), general safety and hygiene concerns, and food and animal policies. The pictures will be used during our program at Annual 2010 where we are collaborating with a Deputy Director of the National Association for the Education of Young Children (NAEYC). The program will probably be on Monday, June 28 from 1-3 or 3-5.
This project led to a related discussion about the need to have written policies that support practices. For example, if the library plans developmentally appropriate programs for certain age groups and hopes to draw and keep those participants, there should be a strict age policy posted in the library and on the website. This also means that staff must be consistent in following policies while being cognizant of creating programs for all ages. Sometimes this means using the same, popular topic but adapting the program to fit different age groups' developmental needs. Programming should also appeal to all kinds of readers.
This idea led to a discussion on how to address patron's needs for meeting a child's reading level. One statistical method that was mentioned was the Fry Readability Graph. We talked about how a child's background and experiences as well as his or her emotional development were additional factors in determining what materials the child would be able to understand.
This conversation led to a concern over the perception of reading. The connotations of the phrases "independent reading" versus "reading for pleasure" were discussed.
Lastly, each member was assigned two or three national organizations to contact. I chose the Gay Lesbian Straight Education Network (GLSEN) and Big Brothers/Big Sisters of America.
Most of the committee's future discussions will be done using ALAConnect which I have yet to fully explore and utilize.
Our co-chair compared a public library's children's area to a caregiver's family room at home; while public libraries do not meet toddler/preschool daycare standards, we are concerned with a developmentally appropriate environment for multi-aged children.
In our pictures, our co-chair asked us to consider the architecture of our buildings, crafts used in programs (child vs. adult products), general safety and hygiene concerns, and food and animal policies. The pictures will be used during our program at Annual 2010 where we are collaborating with a Deputy Director of the National Association for the Education of Young Children (NAEYC). The program will probably be on Monday, June 28 from 1-3 or 3-5.
This project led to a related discussion about the need to have written policies that support practices. For example, if the library plans developmentally appropriate programs for certain age groups and hopes to draw and keep those participants, there should be a strict age policy posted in the library and on the website. This also means that staff must be consistent in following policies while being cognizant of creating programs for all ages. Sometimes this means using the same, popular topic but adapting the program to fit different age groups' developmental needs. Programming should also appeal to all kinds of readers.
This idea led to a discussion on how to address patron's needs for meeting a child's reading level. One statistical method that was mentioned was the Fry Readability Graph. We talked about how a child's background and experiences as well as his or her emotional development were additional factors in determining what materials the child would be able to understand.
This conversation led to a concern over the perception of reading. The connotations of the phrases "independent reading" versus "reading for pleasure" were discussed.
Lastly, each member was assigned two or three national organizations to contact. I chose the Gay Lesbian Straight Education Network (GLSEN) and Big Brothers/Big Sisters of America.
Most of the committee's future discussions will be done using ALAConnect which I have yet to fully explore and utilize.
Monday, February 1, 2010
What Is Storytelling?
As I prepare for my presentation, I've discovered some great quotes about storytelling:
"Storytellers conserve elements of the past while incorporating the effects of their relationship to the text, their relationship to the listeners, and the dynamics of the event itself."
Carol L. Birch in The Whole Story Handbook (14)
" ... the oral tradition recognizes community authorship, fluidity, and spontaneity."
Carol L. Birch in The Whole Story Handbook (14)
"Shared stories become shared reference points, drawing people into more meaningful associations."
Carol L. Birch in The Whole Story Handbook (13)
"When you tell a story, you tell it to all creation. It's cosmic. It never goes away."
Brother Blue (Hugh Morgan Hill)
Storytelling connects the past, present, and future. It connects and effects the teller, the community, and the world.
"Storytellers conserve elements of the past while incorporating the effects of their relationship to the text, their relationship to the listeners, and the dynamics of the event itself."
Carol L. Birch in The Whole Story Handbook (14)
" ... the oral tradition recognizes community authorship, fluidity, and spontaneity."
Carol L. Birch in The Whole Story Handbook (14)
"Shared stories become shared reference points, drawing people into more meaningful associations."
Carol L. Birch in The Whole Story Handbook (13)
"When you tell a story, you tell it to all creation. It's cosmic. It never goes away."
Brother Blue (Hugh Morgan Hill)
Storytelling connects the past, present, and future. It connects and effects the teller, the community, and the world.
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