SPLASH Luncheon in Columbia

I drove all the way to Columbia listening to Tim Dorsey's Atomic Lobster. Them audiobooks sure make the driving go faster. I barely remember the trip at all except that there seemed to be a lot of cars in my way. Audiobook + cruise control = Little Old Lady from Pasadena. Gracious goodness, there was a parking place right in front of the State Library in the shade! Sure, I had to fill the meter with quarters, but it was right in front and in the shade!!!! For some reason it would not take the maximum amount of quarters and I figured I'd have to hop out towards the end of lunch or during a break and refeed. In the end, I didn't need to. It didn't last quite as long as I thought (or else I got more for my money than I expected) and when I returned to the car, I had two minutes left. I was tempted to sit there for it. Ha ha! Love getting my money's worth!

The program started with a sharing of ideaaaa of programmmm (to be fair, our speaker barely had time to cover her material in the amount of time given). Someone had done a Dora the Explorer themed program and had dressed up like her. Hmmm, sounds like a job for Bren. I was asked by my neighbor if there wasn't a copyright on that character that would be a problem and I opined that as it was PBS, they were probably more lenient than, say, Disney, who will hunt you down and squeeze the life out of you for painting Mickey on the wall of your daycare. Anyway, this program had dancing and exercise as a part of it. The kids were excited as all hell to see Dora. She hadn't realized the popularity of the character. Yes, well, Arthur was just about swamped when he was at our library.

The speaker at the luncheon was Oralia Garza de Cortés who had many recommendations for children's books in Spanish (quite a few of which we have already). She gave us the history of Día de los niños, which started during tenure of the most progressive of the Mexican presidents ... in 1924. I suppose Woodrow Wilson wasn't available to prevent it.

Garza shared with us things she has learned in her experiences with bi-lingual educations. Oh, sorry. We aren't allowed to use that term anymore because it's politically charged. Ahem, her experiences in Early English Learning. That's better. She went to school herself at a time when Spanish was forbidden in school. Hmm, I wonder how that worked in Spanish class. Studies Have Shown (I love that!) that language abilities transfer from one language to another. It is perfectly fine to use your native language in speaking to your young children because they will acquire language abilities along with the specific language. She regrets that the Every Child Ready to Read program does not translate to Spanish. She thinks ALA and PLA should work on that. That's not to say that the materials such as posters have not been translated into Spanish, but the practices used in storytimes are not adapted to the Spanish language and good books to use that are in Spanish or English/Spanish aren't listed.
A quick review of the ECRR practices in my head along with what little I know about Early Spanish Learning yields the following examples. In Spanish, you don't really separate consonants from vowels. Words are broken down by syllables: di -fí -cil. Rhymes in Spanish aren't quite the same as in English. You rhyme the vowel sounds, not the combination of vowel and consonant. Vida and encima rhyme. Besides, Spanish is just sooo much easier and more organized than English. There are actual spelling rules that are in force all the time. The letter "I" will always be pronounced the same way, like our long E. Spanish is almost understandable with 50% of the consonants missing: ¿’Omo e’tá u’té? Whereas in English, we can throw out most of the vowels: Djeet? Whadjeet? I had a German teacher who waved her hand airily and said that all you had to do was substitute some slightly different vowels to go from German to English and back. It doesn't quite work that easily, but every now and then I see what she meant. The point I'm making is that you're listening for different things in these languages. Translating ECRR into Spanish would require a whole separate system. Maybe they can just swipe something from Spanish education.
Garza adds that is it not just the home language that needs to be taken into account, but the cultural background and she directed us to the NAEYC statement which goes pretty much as follows:

The acquisition of language is essential to children’s cognitive
and social development. Regardless of what language
children speak, they still develop and learn. Educators recognize
that linguistically and culturally diverse children come to early
childhood programs with previously acquired knowledge and
learning based upon the language used in their home. For
young children, the language of the home is the language they
have used since birth, the language they use to make and
establish meaningful communicative relationships, and the
language they use to begin to construct their knowledge and test
their learning. The home language is tied to children’s culture,
and culture and language communicate traditions, values, and
attitudes (Chang 1993). Parents should be encouraged to use
and develop children’s home language; early childhood educators
should respect children’s linguistic and cultural backgrounds
and their diverse learning styles. In so doing, adults will enhance
children’s learning and development.
...
Each child’s way of learning a new language should be
viewed as acceptable, logical, and part of the ongoing
development and learning of any new language.
Responding to Linguistic and Cultural Diversity Recommendations for Effective Early Childhood Education A position statement of the National Association for the Education of Young Children Adopted November 1995

Or something like that.

She suggested that we provide brochures on the Rights of Immigrants (because they do have them, no really) as well as information on financial literacy. The Bank of America no longer requires a driver's license to open an account. Something like that would be helpful for guests in our country to know.

She provided lists of books for "noches de cuentos" (evening storytimes), suggested "ferias del libros" (book fairs) and pointed out that a parent literacy workshop has to be café con cuentos and that the café part is essential. None of this filthy iced tea. (Hough!)

Interesting point: Because she knows Yuyi Morales, author of Just a Minute! that we used recently in our puppet show for Día de los niños, she was able to ask her where the idea for Grandma Beetle came from. I mean, why Beetle? Apparently, in Xalapa, where Morales is from, there is this large, dark beetle she wanted to commemorate. Silly me, I thought she was a ladybug and when I tried to translate the story a couple of years ago, I called her Mariquita.
And I'll end with a quote from Gabriela Mistral (not the one about "Cuando una espina me hiere ..." that I usually go on about) she shared with us:
"Many things can wait. The child cannot. Now is the time his bones are formed, his mind developed. To him we cannot say tomorrow, his name is Today."

Notable books:
Family Pictures by Carmen Lomas Garza
Nochecita by Yuyi Morales
From Here to There by Margery Buyler
Cri Cri by Francisco Gabilondo Soler
The Pot that Juan Built by Nancy Andrews-Goebel

September's 2.1!

Well, ... what can I say? That was not hard to do, but it ... just doesn't have the life in it that my stick figures do. There was a glitch in the cutting-and-pasting that made the strip show up twice in the blog (which, as you can see, I deleted), but it was pretty straight-forward. I like the backgrounds a lot. Perhaps I can noodle with this some more and find a way to add my stick figures to it.
I can't wait to see what other people do! Oh, be sure to click on it to see the whole thing. Hmm, I'm still working on embedding these. Not working quite as well as I had thought.

On-Line Photo Enchantment ... uh, Enhancement

Photo edited by Picnik.com (quick fix and red eye)

Oooooo! I just notice that Blogger has video!
Anyway, I'm furthering my Library 2.0 knowledge with the Library 2.1 at: http://explorediscoverplay.blogspot.com/ . I tried playing with on-line photo torture, although I have Photoshop Elements at home. I really don't do much with photos at work anymore, and the Kodak program that came with my camera that I put on the work computer is gone now.
I thought I would try Fauxto http://www.fauxto.com/ but I honestly could not figure it out. And, yes, I work with Photoshop all the time! Sooo, next I tried Picnik http://www.picnik.com/ and in seconds I had an "account" and had edited a photo in two minutes. So, if you don't have a photo editor at home/work, Picnik may be the best choice of those two.

shelfmonkeys

Merely wishful thinking ... sigh!

shelfmonkeys

In honor of his birthday this month! Here's to Theodor Geisel. My first Dr. Suess book was One Fish, Two Fish, Red Fish, Blue Fish. Although I don't remember being taken to the library, I must have been familiar with the concept. My mother had taken me to a bookstore and let me pick out a book. I chose this vibrantly yellow book ("cadmium yellow light" I'd have called it then, which would have gotten my mother a free trip to talk to the teacher). I was stunned to learn it did not have to go back! This was also my first book of all my own. The rest were hand-me-downs from my sister. I can't describe how thrilled I was with this book. I took it to school for show-and-tell and then left it on the playground. I made my mother drive me back to the school to get it. My favorite Seuss story, though, is the Grinch. I read it to kids every year. It is long for pre-schoolers, but they already know the story, having seen the tv version and can fill in the Whoville Carol.

Marketing on a Shoestring Workshop in Columbia

9 March 2007

Marketing on a Shoestring

with Padgett Lewis of the Richland County Public Library

which has 10 locations plus one book-not-mobile

that will soon be replaced by a storefront branch,

and a $16 million budget,

a Public Relations Department

with their own color printer for doing anything 1,000 or less.

Shoestring? Suuure.

Ms. Lewis is a journalism major who is part of a 4-person permanent public relations department at the RCPL. Their department consists of a PR manager (Ms. Lewis), a PR specialist, and two graphic designers. The RCPL does no paid advertising. That, apparently, is a slippery slope. If you pay once, they think you will pay again. They rely on building relationships with the media. Their PR is done by Staff, Media, and Community Partnerships.

Everyone wants to know how to get their message about, but the library has many messages. As it is easier to sell one on one, she recommends prioritizing. So, the overall goal is to prioritize. What is the most important message you want to get out? Whom are you trying to reach? Are you trying to increase usage of resources (which resources)? Are you trying to attract new users?

The RCPL has won national recognition, but Ms. Lewis says that national recognition means diddly-poo if one person at the grocery store doesn’t use the library. They started with a community survey to develop a true marketing campaign. They found out that while everyone had a favorable impression of the library, they still didn’t use it. (What? Doesn’t Google have everything? Okay, they have a lot, but they don’t have Personal Assistance. The main problem? The Library just isn’t “cool.”) They changed their domain name from the “rcpl.lib.sc.us” to something easy: myrcpl.com. RCPL needed to be a Brand, and they needed to be consistent with it. They wanted to make the library into a community gathering spot (develop community).

On Branding: can use graphic arts students to develop a logo. [We did this with the Born To Read sticker.]

Use every opportunity to showcase your resources. Tailor existing programming to events (Black History Month, Women’s History Month). Capitalize by seeing a need in the community at a certain time and telling the community, “We have something!” Identify Your Audience, and find the best way to reach them. [Example: Hispanic Community distrustful of things that smack of government and filling out forms. Reach them through their children at the schools, where the children are more familiar with the concepts of library and forms.]

They started a Teen Advisory Board (Dana and I were chuffed that we already had an active TAB). They asked the TAB what was the best way to contact them. They said e-mail. Okay, but if we e-mail you info on upcoming events, will you forward that info to all your friends? Yeah, but don’t make it longer than one line. Teens don’t like to read a lot of stuff. So, they send teens one line with a link. They like their pictures on things. They put photos of TAB members on their website (with signed releases). Do they like to be called “teens” or “young adults?” Ask ‘em. And let your signage reflect their preference. [Okay, okay, we’ll call you “teens,” but would you like to check out a YA book?] Use technology to reach teens. They love it. On cards given out at desk or programs put a “Yes, please send me info on programming by e-mail.” On a program evaluation form add that and “How did you learn about the programming?” and “your comments count.” RCPL uses the Excel database for e-mail addresses (need to tell people to okay the library’s e-mail address so that their notices won’t bounce back or go to the bulk files).

They asked the TAB what sort of programming they would like. They said a Teen Idol contest. [We’d need an auditorium and sound equipment for that.] Everyone from RCPL rolled their eyes and tried to weasel out of it. It sounded like a nightmare. But because it was their idea, the TAB took ownership of it (a tremendous pay-off), and even handed out fliers. RCPL found sponsorship for the prizes (an hour’s recording time in a studio and one got to sing the national anthem at a major venue … and kept getting asked back to do it). Attendants were quizzed on library usage. This will be their fourth year of Teen Idol.

RCPL was going to open a wi-fi coffee shop. Teens got a special preview night all to themselves.

Ms. Lewis says to tell county council how teen programs cut down on teen violence. [Hmm, we’d need statistics for that, wouldn’t we?]

Sure, you have lots of vegetables for teens (SAT test info), but try to balance notices about that sort of stuff with stuff they want (graphic novels? Cool programming?). Video game contest: rent the machinery. Carnival games. Henna tattoos [been there, done that as well]. They sent a bitchin’ info packet to the media (with a poster of a middle-aged librarian with tattoo photoshopped on) and the tv stations showed up.

Lowe’s and Target have grant applications on line. Don’t let the manager sniff that they only give to their own community (you are a part of their greater community). Just slip in, get the manager’s name from the front and fill out the form on line. Sneaky, sneaky.

You can get e-mail info from the state schools website to use for contacting media specialists, music teachers (Teen Idol), art teachers, etc. [This is true. I got e-mails for principals for mailings I did.] Communicate with the schools. They are used to communicating with parents. Communicate with Homeschoolers [We used to keep a list of them and their addresses.]. Blog. Conduct polls on line. Post book reviews. The media has blogs as well [they do? Must check the Index-Journal. Seems so unlikely.] The RCPL puts out 20 news releases a month.

RCPL has a very popular handout on “10 reasons to come to the library.” It “flies off the counter.” Ms. Lewis will e-mail that to us. We can use that any way we want and let patrons know they can use it any way they want (church newsletters, personal websites, etc.).

The RCPL raised Friends dues from $10 to $25 (because the dues didn’t even pay for the mailings). They lost people who couldn’t afford it, but gained money. [Yeah, but then your notices go to fewer people.] They had some fancy tote bags made. [These really were beautiful. They were capacious, black, with the trademark green printing. Must have cost a bundle.] Next time they will add the website.

They use local kids’ artwork on brochures and promotional materials. They just went to the art teachers and asked to look at some stuff. The ones they used they had framed and made a presentation at the school (with the brochures to go home with the kids). Very uplifting. And put that in the newsletter as well (photo of kid being presented framed art and story about art on brochure). [You know, this sounds like such a great idea if you have a huge printing budget with full-color brochures.] The booklet bibliographies have photos of local kids. A release is always signed. No names of children are ever printed. If media arrives, they are escorted (to “facilitate,” a euphemism) and must get signed releases. Yes, the library is a public area, but what people are reading is private. This is a written policy at RCPL.

[Note from other participant: “Don’t put a bathroom in the staff room. It’s disgusting.”]

If you have self-check-out with self-holds-pick-up, and the books are covered in paper (for privacy), use it for PR! Print info on it. It’s worth spending a little more money to tell them about more stuff they might be interested in.

Most important thing we learned: Bribe the media with food. Take them out to lunch. Or, here’s what they did for the Augusta Baker’s Dozen. It happens year after year. Media Person thinks: “Oh, here’s another news release about that d@mned story thing!” They got some Krispy Kreme donuts (no tax dollars were used) with colorful sprinkles, photographed the top and bottom, enlarged it, and used that for a cover for the press info. Then they ate the donuts. This was delivered with a dozen donuts (dough-nated) to local media (including radio stations that held the deliverer and made her talk on air … she was upset about this, but you can’t buy publicity like that).

If a vendor provides publicity materials and they are generic, ignore them. See if you can get them to tailor them to your library. Why just advertise them? Morningstar has a newsletter with “Library Notes.” The RCPL created some 10-minute on-line tutorials for their databases and that was written up.

The end of the workshop concentrated on one goal. Services to Hispanic Community was chosen.

Recruit from the community and engage them in dialogue. What do you need? [Queremos más gente de la comunidad hispánica venga a la bibioteca. ¿Qué podemos hacer? ¿Qué necesita la comunidad hispánica de la biblioteca? ¿De cuál modo podemos servirles?] Be a presence at latino festivals. RCPL has as much trouble as we do, actually.

In summation: prioritize. Pick one thing and hammer it.

For Children’s Services: programs, fliers, survey (hard copy or on website) asking for e-mail address. “Do you want to be part of …” nice wording. “We won’t share!” Cull out dead ones. To ensure delivery, add this address to your list (or it will turn into spam).

Hand out program info stuff when doing storytimes or other programming away from the library.

Every person in the library is Public Relations. You are library PR. No one should enter the Children’s Room without being greeted.

Start each program with “Who has a library card?” Tell them how many items they can check out. After a program, “Don’t you want to check out a book today?” And have some available.

At RCPL they pre-select books for the age group targeted (by the program) so that after a program, they can walk out with a stack. Of course, they have RFID (you can just set the stack on a thingie and the machinery reads the titles and checks them out to you), lucky so-and-sos.

They also have Library Pals, volunteers from the rising 3^rd grade to age 15 to help with puppet shows, simple shelving (easy and paperbacks), and pre-cutting crafts. There is a brochure with an application.

Coupon for “free” library card. Okay, we know it’s already free. Hand ‘em out anyway.

Who is your audience? Focus on something. Focus and prioritize.

So, what did I actually learn that I can use now?

For all programs:

Have some books on display.

Ask who has a library card.

Talk up the library card.

Encourage people to check out books after the program.

Not worry too much if the books aren’t on the program theme.

Approach members of the Hispanic community to see what they want/need from the library.

Keep an eye peeled for events (esp. in Hispanic community) that we can piggy- back on.

Work up press packages for local media and deliver them in person with food.

Example: press package for summer programs with Mystery theme accompanied by jelly donuts (surprise!). Of course, donuts will need some quality control … That’s radio stations, cable company … hmm, may need to bake cookies instead.

Revive Homeschoolers Mailing List and use it.

shelfmonkeys

Where are those cub scouts when you need them?

shelfmonkeys

Just a typical Monday evening. Books to put away, storytime to do, and an unexpected cub scout meeting. Where do I find time to draw these things?

All Pumped Up!

I don't know about the rest of you, but I feel like I've been pumped up by Franz and Hans! Zee already has gotten her parking spot, so I'm expecting peace in the middle east and a nice big library full of new furnishings if we will just put our minds to it. I suggest some inspirational wallpaper on our desktops (start>my computer>(other places) control panel>appearance and themes>change the desktop background).
Okay, first we'll have to find something inspirational to look at. I see ... I see a gorgeous storytime room ... with draperies ... special lighting ... mmmmmmlalalalalalalaaa. I see space for all my program planning. I see a nice, comfy chair to sit in ... a recliner ... I see naps! No, ummm, I see lots of productive work being done and lots of room to store stuff.
I see a Great Benefactor. I see someone writing a great big check with lots of 0's. Did I ever tell you people about the check for $6,000,000? It's on my other blog. To this day my friend Temple insists that it was only for $4,000,000. I was moving to New York City and he wrote that I'd need some money and enclosed a check in with the letter. I was all touched and teary until I saw the check. Then I laughed my posterior off. Wish I still had it.
I'm off to wast- um, to research children's room furnishings on the internet. I'll need some pictures!

Survial Spanish for the Library

I have spent an entire hour with this quick course on Spanish for use in the library. It is excellent. Nothing lasts more than two minutes. You'll need headphones and you should probably also download the pdf file that goes with it. That said, there are a couple of inconsistencies between the print and the audio and one ... incomplete piece of information. The inconsistencies are not of great importance. There isn't a whole lot of difference between "de nada" and "por nada" in saying "You're welcome." The difference is regional, like "y'all" versus "you'uns" or "youse guys." There was another one ... what was is? Oh, saying "se vence" instead of "expira" for a card that has expired. Again, it doesn't make a difference, but if you are following along the printed version while listening to the audio, it might confuse you.

One minor thing I'd like to make clear is that, "Excuse me" in English is used for all sorts of things, but there are two ways to translate that into Spanish and they only show one. And there is a difference. You would say "Disculpe" after you have done something rude (bumped into someone, spilled their coffee, interrupted them). If you are about to do something (trying to get someone's attention who is talking to someone else, trying to pass between people or between someone and a wall, say), you use "Permiso." The former apologises for something done, the latter begs permission to do something.

Let's practice this.

You and your co-workers are chatting and don't notice a patron has walked up. They clear their throat. What do you say, dear?
Desculpe. You were being rude and you are asking for forgiveness (literally it means to take away the fault, as in "culpable").

Someone has asked you to find some information for them, but when you are done, they are talking to someone else. What do you say, dear?
Permiso. You ask permission to interrupt their oh-so-important conversation to give them whatever they asked you for. They should say "Disculpe" to you at this point for ignoring you.

You want to put away some books, but there is a crowd of people in the aisle. What do you say, dear?
To self: Hmm, I'll come back here later.
But, as you turn to go back, you bump into someone. What do you say, dear?
Disculpe. Forgive me for bumping into you.

You are in a big hurry to get from one end of the building to another and there is a whole crowd of people in your way. What do you say, dear?
Permiso. Permiso. Permiso, permiso, permiso, permiso.

Having said all this, we also have to take into account discrepancies between the printed part and our specific library. Our bathroom is not near the entrance. I bet you could construct the proper response from the information given. For instance, in the main branch, the bathroom is next to the circulation desk. Our fines are five cents a day, not fifteen. And you can't take out "as many books as you can carry."

If you only learn, "I will go get someone who speaks Spanish," this will be worthwhile. Unlike the French (and sometimes the Germans*), people who speak Spanish are delighted to hear someone attempt their language and appreciate the gesture. After all, we will only be getting more and more people who speak this, not less.

Besides, it's fun. The fidelity of the recording is so good that you can even hear the speaker's stomach growl. No, really.

*Actually, while the French will roll their eyes and start speaking English at you if you even slightly mangle their language, the Germans will think you're cute, but spend hours working on you trying to improve your German ... while speaking perfect English at you. (Oh, ziss iss a common error of zeh English speaker. Zat verb takes zeh Datiff case ant you haff used zeh Accusatiff. Also, zeh adjectiff iss different if you are using zeh definite article. Here, let uss review ...)

Stone Age Librarians

I know I've pushed this "clog" before, but if you don't stop by to look at the "Turn the Page" view of libraries in Pre-historic times, you're really missing something. Ohhh, I had a good laugh! Don't call that hold or shelve that book until you've read this! Whatsamattayou?

WebJunction and Spanish Outreach

I was just wasting ti- I mean, I was checking my professional feeds on bloglines this morning when a new one came up for LibraryTrax (the SC State Library blog) that linked to the updated WebJunction site, a site for library staff. Hot dog! Or, rather, perro caliente! They have a whole section on Spanish Outreach and what amounts to a "short" course (less than an hour) on Spanish for library use. There's mucho mas. Like, dealing with Spanish speakers at the computer. I'm at the CR desk right now, so I can't really investigate it thoroughly (as I'll need sound and ... oh,yeah, I need to be alert to customer interaction, if one comes in today - Heavens, it's been slow) at the moment. Visit the site yourself (link is above in the title). I'll give it a look-see perhaps this afternoon (once I get my programming for next week under control) and report back!

shelfmonkeys

The Operant Phrase Is ...

A patron called in today asking about the e-books. I took the call because Reference was busy and I've actually used it to read an actual book. We both needed to read that first sentence that says "Visit the Library to set up an account ..." We finally got that straight, though. It was a Dopeslap moment.
And I really enjoyed At Bertram's Hotel. It was short enough to read on-line (I don't think I'd attempt War and Peace) and I had minimal trouble locating where I'd left off.
So we know at least one person (besides my good self) is accessing the e-books.

Bookmoochers in SecondLife

Okay, I'm turning nerd here. I read about an area for Bookmoochers in SecondLife and I had to go visit. I had lost interest in SecondLife (SL) because apparently I was walking around boring people to death. Well, here's a new place to bore people! I had a nice chat with Mrs. Bookmooch (who runs the Magnatunes website, an ancillary site to Bookmooch ... or the other way around). There's a tiny corner (with a dog) for moochers and the rest of the area is given over to listening to sample music from Magnatunes ... each genre of music with its own space and decor.
SecondLife isn't exactly on the StaffDevelopomendo list, but it was talked about at the Library 2.0 Thingie. I had downloaded the programming at home and gone in to wander about. I have also taken a class in SL on how to create objects in SL. This is definitely not for people with limited time. The Library on Info Island is looking for volunteers, however. Now, this is what cracks me up about the various libraries (they just opened one for Genealogy) on SL: they have little, tiny computers you can use to look up stuff. You're already on a freakin' computer!!! And the databases, etc., are hardly going to be any faster going through the shell programming of SL. I just think that's soooo funny.
Please note the Bookmooch t-shirt I'm wearing. I'm just geeking-out thinking about the whole thing.

shelfmonkeys

shelfmonkeys

Based on a True Story of a Visitation to a Child Care Facility Which Shall Remain Nameless.

shelfmonkeys

Not the Only Cartoon

Check out Jayson's "clog," - a cartoon blog - "Turn the Page,"on working in a library. He inspired me to start cartooning again. Right. So it's his fault.

shelfmonkeys