Venn Librarian

Reflections about the intersection of schools, libraries and technology.

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Archive for the ‘Collection Development’ Category

Minor Musings

Posted by lpearle on 5 September 2017

In December I bought myself a new laptop, and this summer I finally cleared out my old files and programs. Yes, I procrastinate. A lot. Anyway, prior to using Feedbin, I used RSS Owl (which is great, but lives on a machine not in the cloud). Some of these links have been stored there for, well… here they are anyway. Along with some new ones just because.

Books, Reading, etc.

  • Summer’s over Time to start planning next summer’s travel. Perhaps the Lake District? Or any of the trips you can find on BookTrails?

School Life

Tech Stuff

  • So cool: text “Send me [keyword, color or emoji]” to 572-51 and the SFMOMA will send you back a piece of art (I did this early one morning).
  • I’m always in favor of bringing art to everyone, and apparently the Met’s Open Access experiment is working!
  • If only I could use my own pens, I’d grab a Rhodia Bamboo Smart Folio.

Miscellany

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Posted in Books, Collection Development, Links, Privacy, School Libraries, Student stuff, Techno Geekiness, Work Stuff | Leave a Comment »

Some random thoughts on books and reading

Posted by lpearle on 1 August 2017

For a variety of reasons, I’ve been home alone this past week and have had far too much energy for my own good. Which, of course, means that Things Are Getting Done: organizing, mostly, but reading and writing letters and blog posts (lucky readers!) and cleaning. Don’t judge, but when I moved my books from CT to MA two summers ago, they were still in boxes from my previous NY-CT move and while I did get them on to shelves in general categories, they were not properly organized on those shelves. As of today, that’s not the case. As I rearranged the collection, I weeded enough books to empty a 7′ x 30″ bookcase, although I’m going to keep it because Alex and other things.

Also as I arranged and weeded, I thought about a few book related conversations I’ve had and one twitter rant I read in the past couple of years.

The first is actually two conversations, one with my mother and one with a colleague. A couple of years ago, I was having a Very Bad Day and called my mother to complain. As a native of Newton, she was raised with the idea that the Fluffernutter is a cure-all for bad days/bad moods and as a good mother, she’d passed that idea along to me. This was a two Fluffernutter Bad Day, and even then I wasn’t feeling better. Hence the call. I mentioned that it was being a Terrible, Horrible, No Good, Very Bad Day and after sympathizing, she asked if she’d read that book to me when I was a child. My response? No. Because I was nine when it was published and both parents had stopped reading books to me many years earlier. Flash forward to this past February, when a colleague shared how excited she was that Book of Dust was being published and asked if His Dark Materials had meant as much to me as it had to her. Well… no. Don’t get me wrong, I liked the trilogy. I enjoyed the trilogy. I was upset the movie didn’t do the book justice. But because it was published when I was in my 20s and there were many other books before that were formative and intensely personal and meaningful, this didn’t rise to the level of foundational reading as it did for her.

The second is a twitter comment/rant by the incredible Angie Manfredi. She is an amazing advocate and ally and her commitment to diverse books, libraries and the kids with whom she works is inspirational. So when she speaks, I think.

Manfredi tweet

I see her point… somewhat. My favorite authors do, in fact, happen to be white people. That’s not a bad thing, it’s just fact. It doesn’t mean I don’t read diverse authors, or that I don’t appreciate their work, it does mean that when I’m scanning the Pre-Pub Alerts and I see certain names I get excited and put them on a To Buy list. But – and this is a huge BUT – professionally? It’d be malpractice if the books I put on displays or recommend to my students and colleagues were only by and about white people and their experiences. When scanning those alerts and looking at other collection development tools, I actively look for diverse authors and diversity of experiences and when planning displays I add as many of those as possible (usually sneaking them in, so that it normalizes – and boy do I hate that word! – both because there’s no reason why someone reading speculative fiction or history or romance or whatever wouldn’t enjoy a well-written book no matter who wrote it or what the characters and plot were about). If a librarian can’t separate their personal lives and preferences from their professional, that’s a problem. And one we, as a profession, need to worry about.

As an aside, I did note that many of my favorite authors are not only white, but have last names that begin with B, among them:

Barnes (Julian), Burgess (Thornton W.), Byatt (A.S.), Banks (Ian), Blyton (Enid), Brent-Dyer (Elinor M.), Booth (Stephen), Billingham (Mark), Bradley (Marion Zimmer), Boston (Lucy), Baum (L. Frank)

Weird.

Finally, two nights ago I was chatting with my cousin and mentioned that I was about to start Book 190 for the year. She said that she doesn’t really read books, unlike her husband and son. I’ve blogged about this before, and it still puzzles and amuses me. I’ve never felt the need to apologize to friends who are artists or athletes or knitters or, well, anyone who does something that I think it neat or could be fun but that I don’t actually do. Why people feel the need to apologize for not reading is something I just don’t get. My sister and her son prefer audiobooks to print books. Great! Someone reads newspapers and magazines, not books. Perfect! Someone else watches movies and listens to music for relaxation. Hooray! If no one ever says “I’m sorry, I just don’t read” to me again, I’ll die a happy woman.

Now, back to Book 190. By an author whose name begins with K, not B. So there.

Posted in Books, Collection Development, Ethics, Musings | Leave a Comment »

Minor Musings

Posted by lpearle on 28 July 2017

Summer is a great time to binge watch while digitally organizing/reorganizing/decluttering, isn’t it? So here’s what I’ve bookmarked and saved over the past few months.

Books, Reading, etc.

School Life

Tech Stuff

Miscellany

Posted in Books, Collection Development, Links, Privacy, School Libraries, Student stuff, Techno Geekiness, Work Stuff | Leave a Comment »

The Very Overdue #AISLNO17 Post (part 3)

Posted by lpearle on 27 June 2017

My goal: to blog all the PD I’ve done this year before the academic year ends. In eight five four days. Get ready!

****

Day Two: E-Books

The best presentation advice: start on time, end early, feed participants.

This is an area we explored gently over the past few years (both at Milton and Porter’s) and haven’t gotten much buy-in for, so I was interested to see what other schools were/are doing.  There’s so much to think about, and as one person said, we need to suck it up: things are evolving (as they did from film to VHS to DVD to streaming).  Here’s my question/problem: my students, based on a survey I did at Porter’s that got a 33% response, prefer print for fiction.  Why?  Because it’s an escape from the screen, providing a more immersive/less interrupted experience.  So… there’s that.  I might do a survey of Milton’s students and faculty, particularly as Overdrive is pushing a consortium for the local independent schools.  The Massachusetts ebook program is difficult, particularly since it only allows for one book/reader!

We agreed that there are So.Many.Platforms. ABC-CLIO, Amazon (might need to circulate Kindles), Destiny Discover (which only works with Destiny, so that’s out), EBSCO, GVRL, OUP and Salem Press for NF; Overdrive, Axis360 are for Fic.  The big question is how do you support all of them, including train people in their use because it’s not “one size fits all” for platforms!  Promoting them is also an issue, because discovery isn’t as obvious as it is for print (you can’t easily browse a shelf) you need to add MARC records to the catalog.  Another way to promote is to put links everywhere, in all Resource Guides, on pamphlets, etc. You could also let students know that Snapchat reads QR codes and include those codes in book displays or on the inside cover of a reference book.

Day Two: Personal Librarian Program (CD McLean and Katie Archambault)

Another “we need to try this at MPOW” idea, which may or may not work given our size population.  But still… They got the idea after reading The Personal Librarian (there’s also this one), which further enhances the idea of library as “third space” (see a theme?  Doug and Claudette both talked about this!).  It’s important to get Admissions, Communications and the Dean of Students on board before starting, particularly since you can start talking about the program on revisit days.

Other ideas?  Create a “what is a personal librarian?” video and “get to know your librarian” videos… Tasty Tuesdays (send a surprise gift of treats to a random class)… send emails to all incoming students, detailing how the program works and connecting it to the work they’ll be doing.  CD sends a letter, a follow-up letter, is a presence during orientation retreats and promotes library tours by “their” librarian.  Make sure the program is seen as two-fold, promoting reading and research.  Asking teachers if you can embed is great – digital embedding means you can drop resources into the class page (be it WhippleHill, GClassroom, Schoology, Moodle, or whatever your school uses), pushing databases, print books and critical websites.  Encourage 1:1 consultations with both faculty and students, adding a link to your sig. file for setting up an appointment.  What about YouTube videos personalizing the experience?  New Book lunches?  Having students sign up for Reading Recommendation and then do video/email outreach.  Constantly promote services and resources.

We were reminded that it’s important to do an annual debrief, to collect statistics and to keep up with alumni.  Equally important is that we don’t have to do it all: the same program doesn’t need to exist for 9, 10, 11 and 12th grade!  You can push heavily into 9th, less in 10th and 11th, and they’ll still remember to come in in 12th.

Another way to be personal?  Get college matriculation information and create a presentation highlighting the college libraries to students (eg, “If you’re going to Bates, you’ll find….”).  Do outreach to those librarians so your students are known.  (kudos to Elizabeth Nelson for this!)

Day Two: Booktalking

This is so easy to do with LS/MS students, but US?  Sigh.  So here are some great ideas we’re going to try in AY18 to try to get our overworked, overscheduled, overstressed students to read more fiction:

Whew!  One conference down… two (NEAISL and ACRLNE) to go…

 

Posted in Books, Collection Development, Conferences, School Libraries, Techno Geekiness | Tagged: | Leave a Comment »

Minor Musings

Posted by lpearle on 23 January 2017

I’ve been busy planning for ALAMW and the YMAs – while I usually avoid the crowds, this year I need to be there as part of my Alex Award committee work.  So here’s a little something to think about and explore while I finish the 2017 award work (feel free to get ready for the Big Reveal!).

Books, Reading, etc.

School Life

Tech Stuff

Posted in Books, Collection Development, Links, School Libraries, Student stuff, Work Stuff | Leave a Comment »

Ego, checked

Posted by lpearle on 17 January 2017

31 years ago, We Are the World was released as a response to both Band-Aid’s Do They Know It’s Christmas and the Ethiopian famine.  One of the stories about that recording session was that artists were told to “check their egos at the door” (to ensure that, the solos were recorded after the chorus).

Ten years later, I sat in a class discussing collection development and got (in different words) the same message:  the collection I would be creating, or helping to create, was not mine, it was the institution’s and the community’s.   A strong collection development policy needed to be in place, one that covered acquisitions and weeding.  Without one, accusations of bias could arise and challenges could be made.

It’s a lesson I’ve taken to heart.  If you were to come to my house, you would see my carefully curated collection, one that reflects my personal tastes and interests.  Entire genres are missing.  Perhaps unsurprisingly, only one city’s sports teams are mentioned.  And while it can be fun to play “guess Laura’s college major”, there are gaps – big ones – in the non-fiction section.  I feel free to remove entire swaths (cozy mystery series and a certain eight volume set about a boy wizard with the initials H.P., I’m looking at you!).

But that’s at home.  At work, my responsibility is to what might interest students and faculty when reading for pleasure, no matter how much I might dislike the genre or author.  It’s to supporting and enhancing the curriculum, whether or not I care about the subject. And it’s to adhere to the collection development policy guidelines already set out.  In 20 years, there have been two challenges – both settled with a degree of sensitivity on all sides.  A friend, semi-seriously, suggested that I was censoring when I refused to purchase Madonna’s Sex for my 4-12 school (I’d previously weeded Total Woman – WTH was that doing on our shelves to begin with???); I responded by saying that a $50.00 book that fell apart after one read was not an effective use of my budget, no matter what the content.

So, why all the lead up?  Because within the past few weeks, two issues have arisen outside work that may affect our curriculum.

Issue One: The book deal that Simon & Schuster made.

Issue Two: The incoming president and any books about his presidency and history. (no link because it was a query on a closed elist)

What to do, at my library, about both?  My school is committed to diversity and inclusion.  As a librarian, I have to support that by providing books that might not agree with my personal political beliefs.  I can’t assume that everyone agrees with me (here, here and here for more).  A number of years ago, I had a colleague who would, on dress down days, wear a t-shirt that read “Somewhere in Texas, a village is missing its idiot” – this in a school with students who were conservatives, Republicans and even included some relatives of the then-current president.  Years earlier, another colleague said, in a faculty meeting, that she really liked two students, but they were… you know… Republicans. Which apparently made reading their English papers and fairly grading them difficult.  To be honest, I’m embarrassed that nothing was done about either.

Back to the books.

Over the years, I’ve tried to not purchase quickie books about current events and popular figures.  During the seemingly endless 2016 campaign season, we did purchase as many of the candidates’ books as possible, on the premise that knowing what they believed (in as much as they put that into the book) was important for potential voters.  Only one of those books, The Art of the Deal, is still on our shelves.  Should any of those candidates run in 2020, they’ll either write an entirely new book or update the old, so no need to retain it.  Beyond that one book, however, I doubt we’ll be purchasing anything about President Trump until at least 2020 and even then I’ll be looking for perspective, analysis and a relatively neutral tone (memoirs and autobiographies are a different matter, for obvious reasons).

As for the S&S book, it’s not the type of book that we would purchase no matter the author.  There are many similar books that aren’t on the shelves.  We’re a school library serving grades 6-12 and students might hear about these books from parents, but they can get them from the public library.  Faculty can do the same.  As the wonderful Barbara Fister says,

For librarians, it’s a case study in how to interpret what we value and how we enact those values in practice. It’s not all that difficult a dilemma for academic librarians; we can buy a copy and assume people will accept that it’s okay to spend a few bucks on a book that will serve as a primary source for understanding trolls; even if what the troll says is offensive, it’s documentation of our contemporary culture. Books are rarely challenged in academic libraries, but in public libraries, it’s another story. If there’s a demand for a book, they may buy dozens of copies to avoid having hold lists running into the hundreds, so we’re talking about more than a few bucks. We’re also talking about money that, once spent, can’t be used to make the library shelves more diverse, less dominated by the latest celebrity thing. People have a tendency to think that if a public library buys a book, they endorse what it has to say. And everyone feels they have a say in how their local tax dollars are spent. It’s a real dilemma, if possibly short-lived. Books like this tend to end up in the book sale bin when interest wanes, as it will.

We don’t teach political science.  My history teachers are lucky if they can get the US History class into the 1980s (none, to my knowledge, have managed to get to this century).  We’ve got time before we have to purchase books on the 45th President – we barely have anything on the 44th!

So, my advice?  Remember it’s not about you and your personal preferences.  Support diversity and inclusion for conservative points of view as well as liberal. Adhere to your collection development policy regarding rigor and purpose.  Relax.

Posted in Collection Development, Ethics | 1 Comment »

More from the mailbox

Posted by lpearle on 28 November 2016

Part of reenergizing the program at work has included purchasing the LibGuides platform to create what we’re calling Resource Guides (it’s the Kleenex/tissue issue – who knows if we’ll stay with the same platform, so why confuse students with a brand name?).  This is the third school I’ve used these guides in, and they’re an amazing way to collect resources and guide students to them, as well as teaching them how to do research.  The usual sequence is: teacher approaches us with a topic, we create the guide, we meet with the class, and then we forget about it until the next year or next time the project is done.  So imagine my surprise when I found this in our mailbox the other week:

Crucible thankyou

Here’s a guide I whipped up in a few moments, presented and hadn’t thought about in several months that has had an impact on someone completely unrelated to our school!  I’m… pleased.  Stunned.  Thrilled.

Here’s proof that what we do matters in ways we don’t always anticipate or see. And proof that adhering to our mantra of sharing resources (via ILL, online, etc.) is one that serves us well.

So here’s what puzzles me: why do school libraries keep their resources hidden?  Why aren’t all school libraries easily findable on the school’s homepage?  If you’re using the LibGuides platform, why aren’t your guides public (there are ways to hide database passwords and login information that still make the rest of the guide public)?  It’s such a surprise to me when I look for a friend’s website, attempt to search a catalog or try to see what databases a peer school has and I can’t find more than a publicity page created by the communications people.  It saddens me that all that’s available to the public is a few facts, maybe a photo.  Allowing others to see what’s going on and what you have is such a help to those of us looking to find books on a topic that work for a certain education level (“will this work with our 7th grade?”) or ways to present information for a research project.  And it’s free pr for your school and its program.

We’re considering a third revamp of our website in two years, asking students for input on usability and comparing our page to peer schools and colleges.  Are we using similar language? What’s important to share, and what can be hidden? One thing we know for sure is that links to our Resource Guides, our catalog and our databases will be available (we use EZProxy, so you can’t access our database content without being a member of our community).  We want to share that with anyone looking because we know how important that can be.

And if anyone asks why, that email is response enough.

Posted in Collection Development, Musings, Rants, School Libraries, Student stuff, Work Stuff | 1 Comment »

What I did on my summer “vacation”

Posted by lpearle on 29 August 2016

Wow.  I know I promised to post when life calmed a little – guess what, it didn’t.  While my position is on the teachers schedule, this summer we had a major project going on.  In the space of seven weeks, I and two recent graduates worked hard to weed books, reshelve them in a better order, move furniture and really start the process of creating a 21st century library space:

There’s still much to do, but at least the pace will be a lot slower.   I won’t promise to blog more, because that hasn’t worked in the past, instead I will promise to try to blog more.

Posted in Books, Collection Development, School Libraries, Work Stuff | Leave a Comment »

Getting my Alex on

Posted by lpearle on 9 March 2016

In addition to getting to know a new collection and a new school’s way of doing research, I’ve been working on the 2017 Alex Award Committee.  If you’re not looking at adult reads being published in 2016, you’re missing out (trust me on this).

The charge of the Alex Award is to find books with teen appeal, something that is at times difficult for me to suss out.  As someone in her second half-century, putting myself in the mindset of a teen isn’t always easy!  There have been occasional meme-based responses to our Instagram posts and, well… luckily I have staff who are much closer to that age group and get memes.  With Alex, I’m looking for a plot that might interest them – even in non-fiction, as I learned working on the ENFYA Committee and as I’m telling our sixth graders, there can be a narrative arc! – with characters that make sense.  That doesn’t mean I’d expect them to “relate” to Hannibal Lecter, but so many teens love to read Silence of the Lambs thanks to the horror and “creep factor” that it’d probably have gotten the Alex, had it existed when the book was published.

A few weeks ago I booktalked some recently published novels by American authors to an American Lit class.  We came up with twitter “reviews” to pique their interest (eg, “Orange blossoms mean fascination. Chrysanthemums mean you’re a good friend.  More subtle than emojis, flowers speak volumes” for The Language of Flowers, a 2011 nominee)   and they were asked to choose one, read it and then present (to the class and others) on how that book mimicked or expanded on themes in the books they were reading for class.  Talking with them as they chose these books was interesting, with many excited to read something new and not being taught in class.  One or two have even asked for more by that author, or in that genre.

Our fiction collection here was not necessarily bought with teens in mind – Ferrente’s Neopolitan novels, for example – but traditionally we have had a lot of faculty who use our collection for their pleasure reading.  As I continue to read for Alex, I’m wondering about that “teen appeal” part and reflecting on some of the books I’ve read in the past, like Millay’s Sea of Tranquility, which (to my mind) had little adult appeal but was not published at a YA book and thus won the award in 2014.  It will definitely guide my purchasing for our collection in future, as we try to balance “adult appeal” with what will actually appeal to our students.  It will also be interesting to see how we can market these books to both faculty and students without one or the other feeling as though their needs are not being met.

Posted in Books, Collection Development, Student stuff | Tagged: | Leave a Comment »

My Kanye moment

Posted by lpearle on 29 February 2016

No, I’m not going to interrupt someone – I’m talking about this moment:

Kanye

https://twitter.com/kanyewest/status/698926987281371136

Research season (part one) hit us, and once again I thought about how difficult research is for students.  As we’ve been weeding the print collection and bulking up the digital offerings, it’s been interesting to watch how students interact with what we have.  Much of their research has been what I’d call “cherry picking” research: find a fact here… find a fact there… find a quote somewhere else… repeat.  The great narrative nonfiction we have doesn’t get used to their fullest extent, in part because they (the students) don’t really have time to delve into their topics.  Of course, that hasn’t changed since I was in high school!

Over the past few years, I’ve regretted the loss of those Time-Life book sets.  Remember them?  So many of them were great resources for research, perfect for a quick read and cherry pick information, much as they do with Daily Life series.  But, sadly, T-L has ceased publishing (before completing This Fabulous Century!) and what we have is falling apart from use.

Years ago, the Marvelous Marion and I dreamed up a business idea: Sugar Daddy Press (because we’d need a sugar daddy to get things going).  We’d buy the rights to those series and create wonderful reprints, even extending them.  Example?  The Library of Art would move into other arts, giving us The World of Mozart and The World of Bronte in addition to The World of Van Gogh. We’d also take on those Jackdaws, only now they’d be online (Rosen, please get on this ASAP!).  There were so many other books that we found – and I still find – missing from our shelves, if by “missing” you mean “never published” or “out of print”.

Hence my Kanye moment.  Much as I love my job, if someone invested in Sugar Daddy Press I’d leave this one in a second to start getting things moving.  Because Research Season (part two) is about to hit.

Posted in Books, Collection Development, School Libraries | Leave a Comment »