Top Ten

Top Ten lists are a lot of fun. Here are some excellent Top Ten lists of youth literature depicting American Indian content by my good friend Debbie Reese:

In case this is the first time you’ve heard about Debbie Reese and her blog, make sure you check out the rest of American Indians in Children’s Literature (AICL). It’s a tremendous resource for readers, parents, educators, librarians, children… well, everyone.

National Library Week

It’s National Library Week! Here are some websites/articles regarding the awesomeness of libraries:

And my favorite…

  • ALA REPORT: The State of America’s Libraries 2011
    • http://ala.org/ala/newspresscenter/mediapresscenter/americaslibraries2011/index.cfm
    • Some highlights, based on a telephone survey with 1,012 adults (January 2011):
      • The library-use figures that emerged from the poll were up several percentage points from a year earlier, testament both to Americans’ entrepreneurial spirit and libraries’ role in nourishing that spirit.
      • Sixty-five percent of those polled said they had visited the library in the past year.
      • College graduates and those with a household income of more than $100,000 were also well represented among card holders, according to the survey
      • Americans value the democratic nature of libraries as places that level the playing field for all Americans in the provision of materials free of charge.
      • Thirty-one percent of adults –– and 38 percent of senior citizens –– rank the library at the top of their list of tax-supported services.
      • The library’s most highly valued services pertain to the provision of free information and programs that promote education and lifelong learning.
      • Almost all Americans (93 percent) believe that it is important that library services are free.
  • The whole report is fascinating, inspiring, and disheartening (budget cuts… sigh). If you have time, read it all. If not, at least read the executive summary.

The OCD Librarian

Okay, so I’m not really a librarian (I’m a professor of Library and Information Science), but last night I made the comment to both my class (LIS 6530 Internet Fundamentals and Design) and to a friend that being OCD is probably one of the more common characteristics of an LIS professional. I’ve been teased about being a perfectionist, being OCD, and my favorite, being “exacting,” for as long as I can remember. When I decided to go into LIS, my high school friends exclaimed, “Oh my goodness, that makes so much sense! That’s perfect for you!”

You know what else is perfect for me? The person who last night sort of laughed at my OCD tendencies sent me this earlier today:

It’s not available yet, but you can click here to see the product info and sign up for notifications of when it becomes available. Happy chopping!

The Modern Day Advantage, Part II

A couple days ago someone posed a question to me regarding the “modern day advantage of a librarian” in the digital age. I wrote a blog entry to share my answer, but there’s so much more to say. Here are a few more thoughts…

Librarians defend intellectual freedom. There are countless instances where librarians have defended our right to read questionable or controversial materials. Going back to JS Mill’s “Of the Liberty of Thought and Discussion,” suppressing an opinion or information resource is not conducive to creating an informed public. That’s why, despite someone’s personal convictions or beliefs, all information must be shared and available. The American Library Association has an Office of Intellectual Freedom that exists to “educate librarians and the general public about the nature and importance of intellectual freedom in libraries” (website). Librarians stand behind the Library Bill of Rights, which states that “all libraries are forums for information and ideas.” The BoR basically outlines our beliefs about how people should have unrestricted access to materials. Even for young people, it is not the librarian’s job to prohibit or promote access, but the parents’. Robots cannot do this. The internet cannot do this. But librarians can. When I consider the evolution of children’s and young adult literature – the “safe” stories that used to exist for children, and their gradual evolution from stories such as Go Ask Alice to today’s Speak and Crack and Barefoot Gen and other books that depict horrific but real tragedies – I can’t help also thinking about the people who’ve tried to censor them, and the librarians who’ve fought for these stories to stay on the shelves. Young people don’t live in a bubble; their stories should reflect this.

Librarians educate. In both formal and informal ways, librarians are educators. They provide classes on many different topics, ranging from how to use computers to how to file taxes to how to do genealogy searches. A recent article in The Chronicle reports that academic librarians “put increasing value on their role in support of student learning.” Librarians are not mere custodians (well, not “mere,” – they do SO MUCH custodial work), they are also educators. According to the article, which is based on a survey, they “also put more emphasis on the library’s importance as a gateway to information.” Access to information. Librarians provide and facilitate and promote access because…

Librarians advocate. They advocate for intellectual freedom, for access to information and ideas and resources, they advocate for funding, for the right to read, for programming, for everything that helps build healthy and informed communities. And these things matter because if libraries don’t provide them, who will?

Tonight, my LIS 7530 Internet Fundamentals and Design class discussed equity as it relates to internet access. One example they shared was that a community that is stuck in the cycle of poverty is likely to have a higher percentage of disabilities; but this itself turns into a cycle of disabilities because that community is less likely to have access to the health information resources to learn more about self-care, options, etc. and and the health care necessary for diagnosis, treatment, recovery etc. It’s a vicious cycle, literally a life and death issue. Librarians can be powerful advocates in this regard. A health services or medical librarian can provide appropriate resources, do programming informing communities of healthy living habits etc., and act as a portal to other health resources, information centers, clinics, hospitals, etc. These things might also be available online, but how is a poorer community that doesn’t have adequate computer and internet access going to go online?

Public libraries are not just for the poor and disenfranchised and under educated. I consider myself middle class and well educated, and I go to our downtown public library pretty much every 2 weeks to check out books, attend programs and events, and just read. The assistant program director of my MLIS program has been visiting all our local St. Paul public libraries over the past couple of months. Now she’s ready to hit all the Minneapolis libraries. This morning I overheard her telling our dean about the wonderful and helpful assistance provided by all the librarians she encountered. It was heartening to hear that locally our librarians are providing wonderful service with good attitudes, despite the cuts in funding, the lack of faith in the profession, the overloaded shifts.

In 2010, Library Journal reported the dismal outlook for MLIS graduates. Job seekers said, “Fieldwork and internships aided in putting classroom learning into practice and exposed grads to potential employers,” suggesting that the actual work experience and preparation acquired by potential employees was crucial to their attainment of a job. This means that libraries are incredibly selective about who they hire, not only because job openings are down while applications are up, but also because the work librarians do is tremendously important, so much so that they want their future employees to bring both theory and practice into their new jobs.

Another side of the same coin – interestingly, only a year earlier in 2009, US News & World Report ranked “librarian” as one of the best careers. The article said “Librarianship is an underrated career,” and then sort of described some of the idyllic aspects of the job, but also more realistically pointed out, “More and more of today’s librarians must be clever interrogators, helping the patron to reframe their question more usefully. Librarians then become high-tech information sleuths, helping patrons plumb the oceans of information available in books and digital records, often starting with a clever Google search but frequently going well beyond.”

Leigh Estabrook, former dean of the University of Illinois Graduate School of Library and Information Science, says “Libraries are socialist institutions in capitalist societies.” How true. And therein lies the conflict: the capitalists don’t want to fund the socialist institutions. But these socialist institutions are a vital part of all our communities.

The Modern Day Advantage

Recently someone asked me:

What is the modern day advantage of a librarian? … It seems like the resources of the internet are taking away some of the advantages of consulting a librarian…

If I’ve answered this question once, I’ve answered it a thousand times. The person asking values efficiency in both process and cost, and was asking because he genuinely wanted to know where librarians stand at this point in the Information Age. The question stems from the reality that “Libraries, library services, and librarianship are caught in a process of seemingly constant change – change that is almost universally ascribed to technology” (Michael Gorman in Our Enduring Values: Librarianship in the 21st Century, 2000, page 2). But it was about 2:00 AM. I said, “Wow, I am never going to sleep tonight,” and then “The short answer is, not everything is on the internet.” Since it was late, we decided to take a rain check on the conversation, but I couldn’t get it out of my mind as I tried to fall asleep. In an attempt to answer the question, challenge myself to an intellectual exercise that holds both professional and personal interest to me, and save myself the burden of repetitive response syndrome (I totally made that up – or is it a real condition? Maybe what I mean is “repetitive response fatigue”? See “racial fatigue” and “racial battle fatigue“), I am sharing my answer here. Please forgive the haphazard organization and structure of this entry and the sometimes emphasis on libraries instead of librarians – the two are inseparable in my mind – and everything I couldn’t say because there simply isn’t time.

I believe we will always need librarians and libraries in some form or another, and this I believe for several reasons, including but not limited to, and in no particular order:

Libraries, and by extension, librarians, are an American value. They are necessary for our democratic society to function (see Libraries and Democracy: The Cornerstones of Liberty edited by Nancy Kranich, 2001 and Our Enduring Values, cited above, pages 158-171). If we truly believe that anyone can pursue and achieve the American dream, then we must provide the environment and the resources for such a pursuit. Free, uncensored access to information, news, books, and other resources and materials in a variety of media, including the internet, is necessary for people to educate themselves and be engaged members of society. Libraries build and sustain communities, connect the past with the present, and help societies prepare for the future. The composition, character and uses of libraries may shift over the years, as they have in the past, but they will never be obsolete. Librarians adapt as society and societal demands change, but their core values remain the same: “Libraries in America are cornerstones of the communities they serve. Free access to the books, ideas, resources, and information in America’s libraries is imperative for education, employment, enjoyment, and self-government” (Libraries: An American Value). Nancy Kranich echoes, “If a free society is to survive, it must ensure the preservation of its records and provide free and open access to this information to all its citizens” (page v). It’s unlikely that even the richest person in the U.S. can amass and organize all the resources – in print and otherwise – that will provide him or her with all the information s/he can get from public libraries. It is unlikely that s/he will have the proper background and training for such an undertaking. But the thousands of libraries and librarians across the country can and do.

Libraries are a public good that exist for the common good of the public sphere. In “Libraries and the Public Sphere,” Buschman says, “If information and its related sets of critical skills are as important to economic and political participation as we keep insisting, then what information we produce, how we keep it, what we keep, and how it is absorbed or not are crucial questions in our culture – and libraries are important (if undervalued) institutions in this.” He bases his argument on Jurgen Habermas’ theory of “supervision: the principle that for power to be legitimate, its proceedings must be made public” and therefore “subjected to the rational bases of critique and debate.” JS Mill would agree (see below). Without access to proceedings you can have no scrutiny, and without scrutiny, power cannot be legitimized. Libraries should provide collections that reflect the range of public thought, whether it’s to the far left, the far right, or anywhere in between, because…

We need an informed public. In “Of the Liberty of Thought and Discussion,” John Stuart Mill argues, “But the peculiar evil of silencing the expression of an opinion is, that it is robbing the human race; posterity as well as the existing generation; those who dissent from the opinion, still more than those who hold it. If the opinion is right, they are deprived of the opportunity of exchanging error for truth: if wrong, they lose, what is almost as great a benefit, the clearer perception and livelier impression of truth, produced by its collision with error.” In other words, no matter how much you disagree with your opponent’s argument, you must still allow it to be shared because the collusion of your arguments refine the truth. You will understand your own argument better, and be better able to debunk your opponent’s argument. “Of the Liberty of Thought and Discussion” is the first article I assign in my Introduction to Library and Information Science class because this philosophy is absolutely foundational to the existence of libraries, which, again, are essential to an informed public and democratic society. Librarians who likewise believe in this philosophy should consciously build collections and provide access to materials (whether on the internet or elsewhere) that present multiple perspectives on any given issues, multiple voices telling the same story, multiple theories and interpretations and approaches. Mill writes, “He who knows his own side of the case, knows little of that… But if he equally unable to refute the reasons on the opposite side; if he does not so much as know what they are, he has no ground for preferring either opinion.” Librarians provide these multiple sides – materials on evolution and creationism, on pro-choice and pro-life, on the conservative right and the radical left – so that people can read and come to their own conclusions.

Librarians do a lot of work behind the scenes. The stereotype about librarians doing nothing but checking out books and saying “shush!” to rambunctious (read: youthful) patrons does  major disservice to our profession. Librarians read reviews and order books to build tailored collections for their particular communities. They process and label and shelve and repair these books. They apply for more and more grants as their federal or municipal funding decreases. They advocate for policies that support libraries, education, communities – for example, the American Library Association has a Washington Office for exactly this purpose. And librarians do a lot of work on the front line: They recommend and discuss books and other materials. They give book talks. They do programming – book clubs, author talks, storytellings, movie/book pairings, game nights, computer classes – the list goes on. They answer questions from many different people – homeless people wanting to know where the nearest shelter is, children needing help with homework, college students seeking resources for their research, unemployed people needing help applying for a job, parents wanting books to read with their kids, business people wanting to learn more about their industry, lawyers needing to review previous cases that set historical precedent, government officials who need to be informed before deciding on issues. And maybe the government official needs a book on how to fix her broken toilet; maybe the parent wants a book about gardening; maybe the student needs a book on how to vote. Reference librarians in particular respond to all these queries. They have been specially trained to answer these types of questions, to organize collections and websites in such a way that makes access easy, logical, even inviting.

Not everything is on the internet. Even if many resources migrate to the internet, and even if the internet is increasingly useful, these resources need to be organized, evaluated, and accessed. Librarians are prepared to do that work through courses such as Electronic Resource Management, Database Management, and Reader’s Advisory. Thomas Augst writes, “As a symbolic space, a type of collection, a kind of building, the library gives institutional form to our collective memory” (“The Library as an Agency of Culture” in American Studies 42:3 Fall 2001, page 16). Libraries are repositories of our collective history and our contemporary society; these are organized by librarians who have been educated in archives, building collections, evaluating collections, and doing programming around those collections. The programming that happens in a library cannot be exactly replicated on the internet. That is not to say that digital archives or digital libraries are useless; it’s just not the same. For example, I’ve done extensive research at the Children’s Literature Research Collection at the University of Minnesota. I’ve touched draft illustrations of the classic picture book Good Night Moon, held letters written by Lois Lowry, and examined hand written manuscript drafts by Judy Blume. Their hands touched these materials, and then so did mine. That experience cannot be replicated online. Nor can the accumulation of those materials. CLRC curator Karen Nelson-Hoyle has traveled the world over soliciting manuscripts, drafts, galleys, proofs, correspondence from authors, editors, and illustrators. She and her assistant then organize these materials and make them accessible to scholars and students. The internet assists in this endeavor, but it can not do it alone. Curators use the internet to do their work better, the internet does not do this work for them.

Not everyone can access the internet. Computers and internet lines are expensive. Especially with the unemployment rate so high, internet access is a luxury. The UW iSchool / Bill & Melinda Gates Foundation / IMLS report “Opportunity for All: How the American Public Benefits from Internet Access at U.S. Libraries” (2010) details how public libraries have provided internet access to Americans in the areas of education, government, home improvement, personal finance, health and wellness etc., thus providing a powerful testimony for the continued support of public libraries, their technological infrastructure/hardware/software, and of course, the librarian-teachers who teach users how to use the internet. The authors write that this study “shows that beyond the Internet connections and computers that libraries provide to make this possible, the one-on-one help and other resources librarians, library staff, and volunteers provide to the users is an important element in the success of these services” (emphasis mine).

Not everyone knows how to access the internet. Many of our youth may not be able to imagine a world without the internet, but there are still many people without access, or who don’t know how to access for whatever reason. We will always have digital immigrants because we will always have some form of digital divide, whether it be based on class, age, ability, geography (read: rural communities).

Print is still primary. Yes, there is a lot of information on the internet. Some of it used to be available in print – government forms are a good example that are increasingly available only online – but print is still primary. According to the Association of American Publishers 2010 report, “Virtually every book publishing category showed growth in one or both comparisons, with the phenomenal popularity of E-books continuing.” That E-books enjoyed “phenomenal popularity” is neither here nor there for this argument, as a librarian is still necessary to review, select, catalog, process, and recommend the E-book. One might argue that readers can do this themselves, but 1) not everyone has access to publishers’ catalogs [related, not all readers have the repertoire to understand the book in context]; 2) there are many gatekeepers between the publication and the publication landing on a shelf – whether physical or virtual; 3) who do you think reviews books? Mostly librarians. AAP reports $11.67 BILLION in book sales for 2010; even if a quarter of this were E-books (it is not), that’s a significant chunk of people buying – and reading – print.

Young people need libraries and librarians. Studies have shown that students in schools that have well funded libraries with ALA-accredited librarians perform better across the board. Libraries provide essential programming for children and their families These programs promote literacy, connect children to each other and the community, and allow families to spend time with stories. Dr. Keith Curry Lance’s 1993 research, “The Impact of School Library Media Centers on Academic Achievement,” in which he found that “the library in terms of its staff and its collection is a direct predictor of reading scores” provides some of the most powerful and compelling evidence supporting school libraries and librarians. His more recent “What Research Tells us About the Importance of School Libraries” reviews some newer scholarship that basically comes to the same conclusion: “when school libraries have higher levels of professional and total staffing, larger collections of print and electronic resources, and more funding, students tend to earn higher scores on state reading tests” So… why are we firing so many school librarians? (Hello California, I’m asking you a question.)

Disabled people need libraries and librarians. Assistive technology is expensive. Not everyone can afford the readers and other technologies that assist blind and other differently abled people to access the internet. I teach Internet Fundamentals and Design, and I make sure my students learn how to build websites that blind people can use. They must use tags and order their links and headings so that a reader can help users understand and navigate their websites. People who are differently abled should have same or similar access to the internet. Librarians who have reviewed and learned how to use these technologies can then teach users and their caregivers to use them.

We need libraries and librarians always, but particularly in tough economic times. Read Chicago Public Library Commissioner Mary Dempsey’s response to a rather shortsighted and uninformed news story by FOX News (“Are Libraries Necessary, or a Waste of Tax Money?“)

In this age of assessment, the public demands that libraries and librarians prove their worth. However, “the values and effects of a library, like good teaching, are extraordinarily difficult to quantify” (Buschman), but that doesn’t mean they are not there. We all do better when we all do better. An informed and educated public means better schools and teachers, better public institutions (such as libraries, parks, museums, etc.), a better commitment to sustaining a culture of learning and meaningful living, which means there will be people who are better prepared for the workforce, which is essential for lifting Americans out of this recession. I’ll close this entry by asserting again that libraries and librarians are essential to an educated public, an informed democracy, a functional and cohesive and culturally rich society. Librarians are guardians of knowledge who connect people with information. Wayne Weigand, a highly respected library historian, says capitalism may not appreciate what it is we do, but democracy does (quoted in Buschman). Prioritizing capitalism over democracy is essentially prioritizing money over people, and when that happens, we’re losing our sense of humanity, of dignity, of integrity.

CFP: Sliding Doors in a Pluralistic Society

CALL FOR PROPOSALS

Editors: Jamie Campbell Naidoo, Ph.D. and Sarah Park, Ph.D.

Tentative Title: Sliding Doors in a Pluralistic Society: Critical Approaches to and Intercultural Perspectives on Diversity in Contemporary Literature for Children and Young Adults

Publisher: ALA Editions

Youth deserve to encounter authentic and accurate representations of their cultures in books, libraries, and classrooms. Twenty-first century librarians and educators can be poised to meet the informational, recreational, and cultural needs of youth by providing high-quality children’s and young adult literature and literacy activities that reflect the culturally pluralistic society of the United States.

For our edited volume, we seek chapters that address the growing demands of school media specialists, public youth librarians, classroom teachers, and other educators for information on selecting materials and creating literacy and library programs to meet the needs of children and young adults in our culturally pluralistic society. We define diversity not only in terms of race and culture, but also in age, ability, religious preferences, family composition, and so on. By providing new critical and intercultural approaches to diversity in contemporary literature for children and young adults, this book will provide theoretical frameworks that consider the over-arching issues which continue to expand and break boundaries in youth literature. These approaches can assist librarians and other educators in choosing, evaluating, and selecting quality children’s and YA literature and using it to meet the literacy (informational, reading, cultural, etc.) needs of the increasingly diverse youth population in U.S libraries, classrooms, and homes. As well, the critical and intercultural approaches can help educators situate the books in their socio-political contexts in order to consider how the books may meet the social needs of youth. Finally, the title will provide ideas and examples of successful library and literacy programs that incorporate diverse children’s literature to meet the informational and recreational needs of all children and young adults.

We seek current and timely chapters on the following topics (each bullet represents a separate chapter):

  • Literature review of studies from various disciplines related to the topics of cultural diversity, cultural pluralism, cultural literacy, diversity, etc. as presented in children’s and young adult literature.
  • Understanding the politics and key concerns in selecting, analyzing, and using diverse literature for children and young adults.
  • Creating a working conceptualization of diversity that can be used with children and young adults to foster intercultural understanding and prepare young minds for interacting in the culturally pluralistic society of the U.S.
  • Critical Perspectives in Contemporary Children’s and Young Adult Literature Representing African American People and Cultures.
  • Critical Perspectives in Contemporary Children’s and Young Adult Literature Representing Latino People and Cultures
  • Critical Perspectives in Contemporary Children’s and Young Adult Literature Representing Asian American People and Cultures
  • Critical Perspectives in Contemporary Children’s and Young Adult Literature Representing Indigenous People and Cultures
  • Critical Perspectives in Contemporary Children’s and Young Adult Literature Representing Multiracial or Transnational Youth
  • Critical Perspectives in Contemporary Children’s and Young Adult Literature Describing Characters with Cognitive Dis/Abilities
  • Critical Perspectives in Contemporary Children’s and Young Adult Literature Describing Characters with Physical Dis/Abilities
  • Critical Perspectives in Contemporary Children’s and Young Adult Literature Representing Religious Affiliations.
  • Critical Perspectives in Contemporary Young Adult Literature Depicting Incarcerated Youth
  • Critical Perspectives in Contemporary Children’s and Young Adult Literature Depicting Homelessness
  • Critical Perspectives in Contemporary Children’s and Young Adult Literature Describing Transnational Adoptions
  • Critical Perspectives in Contemporary Children’s Books Depicting Gender Variance and Queer Families and Characters

Other Guidelines: Each chapter must be under 4,000 words, inclusive of all bibliographies and notes. The author(s) should include information about selecting books representing the cultural group, descriptions of “good” and “bad” books, and programming ideas/ strategies that have been tested with children and young adults in classroom and library settings. Chapters should be formatted according the Chicago Manual of Style.

Deadlines: If you are interested in contributing to this edited work, please send a proposal (approximately 500 words) by November 1, 2010, which outlines how you would address the topics in one of the aforementioned chapters. Proposals should include your name, affiliation, email, and phone number along with a current 2-page CV highlighting relevant publications related to your chapter. We will notify selected authors of our decisions by November 15, 2010.  Completed chapters are due by May 30, 2011.

Please send proposals by November 1st to slidingdoors9@gmail.com with “Chapter Proposal” in the subject heading.

Questions? Contact us at slidingdoors9@gmail.com.

More news

Some interesting headlines from this past week:

Guatemala to resume Int’l Adoptions in June

Until the door to adoptions slammed shut in 2007, Guatemala was the world’s second-largest source of babies to the United States after China due to its routinely quick adoption process.

Authorities suspended adoptions after discovering evidence some babies had been stolen, others had fake birth certificates, and women were being coerced to give up their children.

As my friend Nate asks, what exactly has been changed with this new system? The article cites that instead of parents requesting certain characteristics in children, now adoptive parents will be provided with a “list” of children available for adoption. in my mind, they’re two sides of the same coin. Either way, the adoptive parents will get what they “want.” The difference is in the former case they’re putting in a virtually customized order, and in the second, they’re picking from a list. Since this article is so short, I hope that there’s a lot more behind the changes that we just haven’t yet seen.

Young Learners Need Librarians, Not Just Google

As a former corporate lawyer, I owe much of my success to effective research skills that evolved, with the help of skilled trainers, as new tools came along. As a former executive officer at a company that had 1,200 employees in 29 countries worldwide, I know that without adequate media literacy training, kids will not succeed in a 21st-century workplace. The “old school” ways of communicating won’t cut it; I’ve mastered those, and yet now spend each day re-learning how to communicate effectively in this new world order. And as the founder of a company whose mission is to teach the effective use of the Internet, I have pored through dozens of studies, and recently oversaw one myself, that all came to the same conclusion: Students do not know how to find or evaluate the information they need on the Internet.

Study after study after study (Keith Lance comes to mind) stress the importance of having school librarians (also known as school media specialists) in every school. (Tongue in cheek) Maybe everyone should get an LIS degree.

I guess we’ll see how both situations pan out. It’s been a rough but productive week, and I am now on spring break, so I’m going to work hard and play hard for the next 10 days. I’ll hopefully blog more too. Thanks for reading, and stay tuned for more!