Posts filed under ‘Librarians’
If any of us ever did doubt that the traditional stereotype of the librarian is alive and well, here in 2010, right here in New Jersey, doubt it no more. Convincing evidence to confirm this is easily found. I’ve been reflecting on this since I read an article by Brad Parks from the April 11, 2010 Newark Sunday Star-Ledger. His headline was compelling “Budget Imperils New Jersey’s Libraries.” I was eager to read this story, as I am everything written in the NJ press about the impact of and reactions to Governor Christie’s proposed 74% budget reduction to NJ library funding. Parks’ editorial supports the library communities’ struggle for funding restoration, but even though he touts the value of libraries in promoting literacy and democratic access to information, he chose to open his article by evoking traditional librarian stereotypical images.
Reading the first words of his story made my heart sink: “In both stereotype and practice, New Jersey’s librarians are a fairly unexcitable bunch, more prone to shushing than they are to hyperbole. So take this into consideration was you read this from Edison Public Library director Judith Mansbach. ‘If this goes through, it’s going to be devastating.’” The three column article decries the proposed cuts and mentions the May 6th librarian rally in Trenton that many of us, myself included, later attended. (Some of us even got quite excited – imagine that.) Parks returns to the library stereotype by ending on this note: “Needless to say they could use your help. So if you value your local library – or literacy in general- please make your view known to your legislators. It’ll be one time your librarian won’t shush you for raising your voice.” I sincerely appreciate Mr. Parks’ support and thank him for asking readers to complain to NJ legislators about the ghastly cuts, but ask why could he not resist the cutesy and clichéd reference to librarians’ shushing that devalues our profession?
Post rally, Karen Sudol picked up the theme in her article: “Librarians Demand Christie Not Close Book on Services” in the May 7th Star-Ledger (p. 22). She begins: “Librarians accustomed to saying “Shush” and “Quiet, please,” spoke up at a Trenton rally yesterday in protest of a proposed 74 percent cut in state funding. ‘I think we’re going to dispel all of the shushing rumors that librarians are just quiet little people,’ said Patricia Tumulty executive director of the New Jersey Library Association which organized the two-hour event. ‘We’re strong advocates for the people of New Jersey to have good library services.” Pat’s advocacy and leadership continue to be strong, although I’m sad to say the “shushing rumors” are firmly ensconced in the press and popular culture, much to the detriment of our professional image.
This example is one of countless newspaper articles, blogs, cartoons, television shows, commercials, novels, advertisements, motion pictures, etc. in a broad range of mediated discourse, that continue to evoke the librarian stereotype. Librarians, usually female, are consistently portrayed as bespectacled, mousy, unassuming, sexually repressed introverts who primarily engage in three behaviors – shushing (as we see above), stamping and shelving books. The male librarian stereotype, although less prominent, is also unflattering to the profession. Usually portrayed as prissy with the ubiquitous horn rimmed glasses and bow tie, he is distinctly feminine and also therefore accorded the low status of the female librarian, deserving little respect.
This stereotype has persisted as remarkably intact since the early 1900s, despite the information age that has transformed the profession as one now immersed in sophisticated digitized systems and online services, Some, even within our field, may dismiss stereotypical texts and images as harmless, cute, or funny, and chide others to get a sense of humor. As one who has studied the librarian stereotype in depth, and published several journal articles on the topic in Library Quarterly, I have come to view these media representations as far from harmless, with serious, anti-intellectual, and anti-feminist messages. In these hideous budget times in NJ, and across the nation, it is appalling to me to see how frequently the stereotypical librarian image appears. In another recent example, on May 11th, Library Journal reported on “Jay Leno’s Bad Library Joke” . If you click on this link you can see a video of Leno saying: “People here in Los Angeles are upset [at] their mayor’s proposed plan to cut the budget of libraries…this could affect as many as nine people.” The LJ link includes the letter from city librarian Martin Gomez who points out that over 17 million people use the LA libraries every year and that the budget cuts are no laughing matter.
Perhaps I should not be so appalled at these stereotypical images and low blows to libraries. After all, thinking of libraries as dusty, unused places (instead of vital community centers) and librarians as unproductive, fussy old biddies who shuffle around the library shushing, stamping, and shelving is useful to the powerful elite who use this ill-informed view as justification to cut already low salaries and benefits for public librarians, fire librarians, reduce hours and close libraries (including the library for the blind and handicapped). This 74% cut is sadly going to occur at a time when NJ citizens’ need is greatest for what libraries have to offer: equal access to information to all, free to all.
By Marie L. Radford
by April Bunn
Times are rough for librarians in New Jersey. In the education world, librarian positions are being cut at an astronomical rate due to severe cuts in state aid.
I have been quiet here on Library Garden lately because I am part of the statistics- my position was cut- leaving our school without a librarian. I have been busy advocating for our positions with my teacher’s association and the New Jersey Association of School Librarians.
While I’m shocked at what happened to school budgets in the Garden State in such a short period of time, I’m finding a shimmer of hope in the cover story of the May issue of the New Jersey Education Assocation (NJEA) Review: Keeping Dewey relevant in the digital age: Why books still matter by East Hanover teacher and author Ralph Rabb.
Rabb argues that with our help, books, in their original printed form, will inspire literate, passionate readers. His primary concern is that students are doing their reading online and not picking up hard-copy text enough. The new term for all this online reading is called being “e-literate”.
I was immediately hooked into the article because Rabb describes one of my major reasons for loving libraries since I was very young- the SMELL of books- “It’s absolute olfactory heaven.” He calls libraries “temples built for the love of books” and suggests that teachers need to take their students on field trips to the great libraries, such as the New York Public Library and the Library of Congress.
I take my youngest students each year on a trip to our public library and their excitement is contagious. And while my library is not a NYPL, it is still my temple and it’s still a baby. I’m extra sad to see it close* next year since I “built” it from scratch. The prior superintendent had a vision for the school that included a large library with an adjoining technology lab and they were dedicated in September of 2005. She’d be sad to see this happening.
*I said it was “closing” next year, which I consider the case, but my Board doesn’t see it that way- they think teachers taking their students down to “pick out books” and volunteers shelving books is keeping it alive. By the way, the technology department experienced no budget cuts.
A post by Cynthia Lambert
In the past I have blogged about what surprised me when I first came to libraries. Many people commented on the drunken patron—an unexpected customer service challenge if ever there was one. One thing I expected, but three years later still have no idea how to deal with, are the mentally ill or chemically altered patrons. I am not alone.
When I get together socially with librarians both new and seasoned, often the talk of customer service turns into laments about the homeless, the mentally ill, drug addicts, and the unwashed. No one it seems has any idea how to properly help and/or deal with these people. Why is that?
A March, 2009 article in Public Libraries gives a list of 10 tips for dealing with the mentally ill, all of which suggest training. In library school—only one class, a class on communication, even touched on the issue of mentally ill people at the library. Of the four libraries I have worked in, not one gave me training, despite mentally ill, homeless, and drug addicted patrons causing problems—some small, some very significant. In fact, at one, most of the staff simply will not deal with the issue. Rules in place against sleeping or pornography are ignored and management explicitly stated that maybe it is best to just let them sleep unless another patron complains.
The San Francisco Public Library is trying something new to deal with the problem. They have hired a full-time social worker. While I think that is fantastic, the reality is that very few libraries have the money to hire adequate library staff these days, let alone getting into the business of health care. So what is there for the rest of us?
Other than a handful of articles, I have found no indication of a training program in place to help library staff identify and deal with the mentally ill or drug addicted. I am sure there are many programs out there, I simply cannot find them. I found programs for educators, for families, for children, for teens, and for law enforcement, but nothing for libraries and library professionals.
The literature I did find is limited, suggests speaking to experts, and provides a list of ‘tips’. Much of what I do know, I have learned informally on the job or from other librarians. (For example, never yell, speak harshly, or seem upset–simply speak in a calm voice, speak clearly and in short sentences, show respect, enforce the rules).
Librarians love training. We love meetings. How many offers of training on Twitter or Facebook have you seen in the past year? Now think about how many you have received for dealing with drug addicts or the mentally ill? How many hours have you spent in endless meetings discussing the best way to support e-books? Now consider how many hours have been spent on dealing with difficult patrons in a safe and effective manner (and get management does not cut it given there lack of availability at night and on weekends).
So I ask you dear readers—please send me your training programs, your tips, your tricks, and your coping strategies for dealing with the mentally ill or drug addicted. It is my goal to create an online professional directory of services, training, tips, and discussion to assist library professionals in dealing with the most needy and most challenging of patrons.
by April Bunn, Media Specialist, Teacher-Librarian, School Librarian
NAME CHANGE ALERT!
The American Association of School Librarians (AASL) decided to change our job title. We’re going to be called School Librarians… again.
The board of directors voted for the change at January’s midwinter meeting in Boston. The response has been heated.
|Response to the news:|
Many feel this name change represents a loss in a long-standing battle with our image . University of Washington I School professor and school library advocate Mike Eisenberg responds, “To me, it’s retro – conjuring black and white images of stereotypical 1950s librarians.”
My first response is one of fear. Taking the words ” media specialist” out of my title will just give the powers that be (Board of Ed. or the state) more juice to eliminate my job. Public and academic libraries have held on to the traditional title without change through the years, so what’s the difference? In schools, we’re in a crises of unknown identity- Administration still doesn’t know exactly what we do.
“Branding” the Name and the Space
In New Jersey we are School Library Media Specialists- at least that’s what’s listed on our teaching certificates- but not necessarily the name listed in our outdated job descriptions and contracts. In other places the most common title is Teacher-Librarian. In a power-house packed webinar, called What’s in a Name?, Mike Eisenberg encouraged us to find a consistent “brand” in what we do. Our librarians, our spaces, and our local and national organizations all have different names (i.e., Media Center, School Library, Information Center). In the Garden State, we were ahead of ourselves when the Educational Media Association became the New Jersey Association of School Librarians in 2006, to match the national organization of AASL, and help people understand who we are. Maybe we just didn’t see that this change was always in our future?
Do we need the word “Teacher”?
As an elementary teacher, I would prefer to have “teacher” (Teacher-Librarian) in the title, but either way, it’s a “kinder and gentler” name for what I do- Media Specialist was always a foreign concept to young children. It also coordinates much better with my colleagues in public and academic libraries.
The problem continues to be that the public doesn’t understand all that we do in a 21st Century learning environment. As a single-operator school librarian, I wear every hat, from traditional storytelling and book searches to Web 2.0 infused lessons, and I work every day to keep my program afloat and dynamic.
In an effort to include advocacy in this post, I looked for a good job description for our position. I like this one, by Sara Kelly Johns, President of AASL (and currently running for ALA President), describing our essential (and varied) role in the school-
- work with educators to design and teach curriculum
- create curriculum and promote an engaging learning experience tailored to the individual needs of students
- evaluate and “produce” information through the active use of a broad range of tools, resources, and information technologies
- provide access to materials in all formats, including up-to-date, high-quality, varied literature to develop and strengthen the love of reading
- provide students, educators, and staff with instructional materials that reflect current information needs.
Budget Cuts & Lost Jobs
If the state and school boards really understood what we do, they wouldn’t approve massive job eliminations during budget cuts, like the local situation in Woodbridge, where they eliminated all the elementary school librarians, serving 16 schools, in a massive budget cut this year (by the way, in that article, they called them “librarians”).
If there is a person in the position of school librarian who is indispensible, making an impact (and showing it!) on student achievement, creating a culture of collaboration, and being a leader in the integration of 21st century skills – whether that person is called a school librarian, library media specialist, or teacher-librarian – they will survive this and any future budget crisis.
– Nancy White, on CASL’s blog
I love my job, no matter what the name or the place is called. I pledge to continue to work as hard as I can to keep my board and community aware of what I am doing as Media Specialist, Librarian, or Teacher-Librarian in our Media Center, School Library, or Information Center.
School Libraries Work!-outstanding resource, including research statistics on the impact of school libraries on student achievement.
NJASL Advocacy Wiki– great resource, including procedures and contacts divided into areas of concern
I hope we can save ourselves before it’s too late, and stop this nonsense of cutting positions that are essential in the 21st Century.
Hi, all. I got an email recently from an attendee of my (which I’ve had the pleasure to give on behalf of a few of New Jersey’s finest Library Consortiums). This attendee asked how I had performed a particular effect in Inkscape during the workshop in which I use a bit of text as a brush in order to render a portrait. An example follows: and workshop
Instead of writing out the answer in text (I myself am a visio-audio/experiential learner, and tend towards those kinds of solutions), I decided to use the question as a starting point for an entry in a daily project I’ve been working on at http://365sketches.wordpress.com, in which I’m trying to make a quick sketch a day in 2010 using free software to demonstrate the power of those tools.
You may want to check it out from time to time (or subscribe to the feed, if you’re into that kind of thing) to get ideas for how you can use free software like Inkscape to create interesting designs for your library’s fliers, posters, and other advertising materials and platforms.
At any rate, I made the following screencast to demonstrate how I make images like the one above. Enjoy, and if you have questions, I’m happy to answer them in the comments!Vodpod videos no longer available.
Related articles by Zemanta
- 41 of 365 is how to make a text based portrait in #inkscape (365sketches.wordpress.com)
- How to solidify your visual brand and identity (librarygarden.net)
by April Bunn
Most of us have no control over it.
It gets people really upset when they run up against it.
The Internet Filter
Hopefully you aren’t trying to read this at a school computer because you’d probably have your “access denied” with most of my links below.
As a School Library Media Specialist, I am all too familiar with a great teaching moment being ruined by a blocked website. Linda Underwood’s School Library Monthly article “21st-Century Learning Blocked: What is a School Librarian to Do?” (September’s issue-not available online yet) inspired me to think more about this topic. This past week one of my colleagues was blocked from using National Geographic and another was blocked from downloading her Promethean Board software, so I knew it was time to get this done. The technology teacher and I just convinced many of these teachers to branch out and use new technology and this filter is discouraging them rapidly. Just to give you an idea of what it’s like with these filters:
- We can’t use any image or video sites at all (so long to those Google Images on our web pages and for student projects and no-can-do on that great video you found on Abraham Lincoln on YouTube).
- Also, no access to sites that have a shopping cart feature, like Barnes and Noble, making it a serious challenge to place orders when we are registering for conferences, ordering books and supplies.
- No technical or business forums (see below)
Ironically, as I try to finalize this post, sitting at my desk after school dismisses, I am blocked from previewing the post on WordPress with the response screen below:
|You cannot access the following Web address:|
|The site you requested is blocked under the following categories: Technical/Business Forums|
|Temporarily override filtering on this computer if you have an override name and password. (Note that your administrator may be notified that you’ve bypassed filtering.)|
|Use your browser’s Back button or enter a different Web address to continue.|
Surveying other Libraries
After suffering from blocks preventing her from using pieces of Web 2.0 in her teaching, National Board Certified Teacher and Instructional Technology Integrator Sharon Elin used her blog at edutwist.com, to conduct a survey about which popular sites were blocked and find out what other schools were allowing. Her results, displayed in colorful graphs, represent the more controversial of sites, but even simple sites that include questionable images are blocked from most students.
As Media Specialists, we are responsible, along with our Technology colleagues, for teaching about safe internet searching and strategies for effective information retrieval. As one of Elin’s responders wrote, “Teaching students about internet safety in a highly filtered environment is like teaching kids to swim in a pool without water.”
So why do we have to have them?
In 2000, Congress enacted the Children’s Internet Protection Act (CIPA). As a result of that Act, many schools and libraries got grants for technology or joined the E-Rate program, a discounted pricing system set up by the FCC for telecommunication services, Internet access, and internal connections. One requirement of these programs was to certify that you are using computer filtering software programs to prevent the “on-screen depiction of obscenity, child pornography or material that is harmful to minors”. Nobody is really arguing that schools against schools being a safe place, away from highly offensive material. As librarians, our collection development is monitored by administration and the purchasing has to be supported with some curricular connection. What we as educators are saying is that the filters that are in place in schools are blocking educational information that could be inspiring to a child. Parents must understand that their children are losing out on dynamic learning communities created by Web 2.0 developments.
We’re being forced to bypass the filter
In most cases, educators are waiting for technical administrators to release the block after explaining how they are going to be using it in they teaching. By the way, these tech administrators are NOT teachers or librarians; they are IT people and network security experts that are now responsible for evaluating things like 5th grade students’ research on endangered species. Are we even speaking the same language? I don’t think so. In my school, those requests are only read once a week.
As a result, we’ve (older students and teachers) resorted to bypassing and unblocking the filter on our own. My Google search returned over 1 million hits when using the search terms “how to bypass school internet filters” and the responses included videos and instructions galore. A large portion of these requests could be from students as well.
A few examples are:
is just one of the many sites giving step by step directions how to bypass the filter. They call it a “circumvention” of the block and don’t make any attempt to discuss the issue: “Whether or not these blocks are justified or a waste of time, whether they are a form of censorship or a method of managing resources, are topics that can be debated another time.” They give 3 sets of directions depending on what you’d like to use: a translation service, URL redirection service, or web proxy.
Quick Online Tips (www.quickonlinetips.com) has a page called “Top 10 Ways to Unblock Websites”
We know about it but won’t widely risk it
Most of the school librarians that I spoke to knew that these methods existed, but many had only used it once or twice, or were scared to be caught. The law specifically states, “An administrator, supervisor, or person authorized by the responsible authority [i.e. school, school board, local educational agency, or other authority with responsibility for administration of such school] may disable the technology protection measure concerned to enable access for bona fide research or other lawful purposes.”
Can’t we just block the students’ computers?
No. The FCC’s E-Rate program is specific that every computer have the filter engaged, “The FCC is imposing the requirements on ALL Internet-accessible computers used by the schools and libraries, including public, student, staff and administrative workstations on the Internet because the law made no distinction between school and library computers that are used only by adult staff, and those used by children or the public.” If we’re hoping schools will allow us to have more access than our students, it looks like we’ll be waiting awhile. If you refer to Elin’s survey, the communication service Skype is almost the only site that was allowed on more teacher computers than student ones. That wasn’t true in my school this month when a teacher was blocked from Skype or Google Video Chat to demonstrate communication across the world with her son who is teaching English in Korea.
What can we hope for in the future?
I’m trying to be optimistic in how I think filters will be used in schools of the future. Otherwise I’d feel like my degree in Library and Information Science may not be best suited for a school library career. My dreams are for:
- Trust from our Administration that we are professionals and will use the internet wisely in our teaching
- Filtering programs that are created by educators and parents
- Websites designing “school-safe” versions for filter approval
- Open access to dynamic information online without lurking viruses and predators
- Faith from the parents whose children we inspire on a daily basis that we are working to create better global citizens
by April Bunn, School Library Media Specialist in a PreK-6th Grade School
I’m in Chicago in order to attend what must be my 20th American Library Association annual conference. I have lost count of how many annuals I have attended. My first was Los Angeles in 1983 when my family began accompanying my mother, who is also a librarian, to the conference for our summer vacation. LA was just the first of many other conferences. I also went to Dallas, New Orleans, New York, Atlanta, San Francisco (a couple of times), Chicago (also a couple of times) and several others that I have since forgotten.
ALA meant only one thing to me when I was growing up: free stuff. I looked forward to the seemingly endless rows of exhibits that promised loads of goodies to bring home. At first one of my parents would accompany me up and down the aisles but I was eventually allowed to walk through the exhibits by myself. As long as I met my parents at the previously established meeting time, I could spend as much time as I wanted looking at all of the books. At the time, it never occurred to me that I might one day attend the conference as a librarian.
Not long after I started library school in 2002, I asked my mother (as I did every year) if she was going to attend the annual meeting in Toronto. After she replied that yes, she was planning to attend, I remember imagining yet another experience of walking up and down the exhibit aisles filling my bags with swag. Then it slowly dawned on me that the upcoming conference would be an entirely different experience–I would be attending ALA as a soon-to-be-librarian. I would actually have to go to meetings and presentations!
My experience in Toronto was completely different from any of my previous conferences. I spent a lot of time walking or riding the bus from one meeting to another and I barely had time to go to the exhibits. People sometimes say that they find ALA overwhelming and before attending my first conference as a librarian, I didn’t really understand what they meant. How could a place full of free books be overwhelming? Toronto thoroughly disabused of this idea. Just figuring out which meetings and presentations to attend can take quite a bit of time and energy.
Now I am once again attending ALA in a new role. As a doctoral student, only a few of the meetings mesh with my particular research interests. This means that I feel quite a bit of pressure to attend all relevant meetings even when they are scheduled at the same time. I am constantly looking at my printed schedule to make sure that I don’t miss anything. The exhibits are, of course, secondary.
Before becoming a librarian myself, I had no idea that there were many librarians out there who were quite disappointed with ALA and its work. My mother always seemed recharged and energized for her work after attending a conference. Of course, this is the essence of some librarians’ problems with ALA. What does one get out of being a member other than the conference?
For me, being a member of ALA reminds me that I am part of a larger community. Before returning to school, I worked in a small theological library — a setting that is very different from a public library. By reading through my American Libraries every month, I was reminded that even though my library had a specialized mission, we were still part of the wider library world. Now that I am a student again, I feel even further removed from librarianship. Attending this conference has helped me remember why I am in a library and information science doctoral program. When I am in the McCormick Center, surrounded by 27,353 other librarians, I recall that my research is not just for my own edification but that it will also aide the profession as a whole.
By attending the conference, I am reminded that even though I no longer work in a library I am still a librarian. I still have one more day of running around the conference center to attend meetings and racing through the exhibits. And, like my mother, I hope to return to New Jersey from this conference recharged and energized for my classes in the fall.