Discusses the issue of school-housed public library. Some basic considerations in public libraries; Role and function of public libraries; Importance of advance planning for joint operations of public libraries; Importance of the location of the public library; Significance of personnel selected to operate the public library; How the funding of public library can affect the operation; How the collection of material should be develop in the library; Importance of constant evaluation

Haycock, Ken

English

San Jose State University

The school-housed public library

SJSU ScholarWorks

San Jose State UniversitySJSU ScholarWorksFaculty Publications School of Information1-1-1990The school-housed public libraryKen HaycockSan Jose State University, ken.haycock@sjsu.eduFollow this and additional works at: https://scholarworks.sjsu.edu/slis_pubPart of the Library and Information Science CommonsThis Article is brought to you for free and open access by the School of Information at SJSU ScholarWorks. It has been accepted for inclusion in FacultyPublications by an authorized administrator of SJSU ScholarWorks. For more information, please contact scholarworks@sjsu.edu.Recommended CitationKen Haycock. "The school-housed public library" Emergency Librarian (1990): 33-34.33 MARCH-APRIL 1 990 11111111111111 PODIUM The School-Housed Public Library Ken Haycock Combined SchooVPublic Libraries: Some Basic Considerations The issue of the school-housed public library is certainly not a new one. The debate has been related in the library literature for many years so that there is now documentation of personal expe­riences, c riteria for evaluation and the results of research studies. Unfortuna­tely, this material tends to be overloo­ked in the heady rush to extend services to the public and the school while mira­culously saving the taxpayers' money at the same time. Interestingly enough, the move for combination quarters tends to come from school trustees and not citi­zens in a community. Savings to the taxpayer are purported to be fou nd in the avoidance of duplication of expen· sive materials a nd overhead expenses such as the building, lighting, heating, and custodial services. However, if rea­ding by the adult or the student is inhibi­ted, there is only a poor return o n investment. Combined operations war­rant careful study to ensure at least the possibility of success in new operations. Several criteria warrant particular atten­tion as possible predictors of success. Role and Function While school and public libraries are educational institutions with similar aims and objectives in a broad sense, their specific purposes, approaches, and methods of operation are quite dif­ferent. At some point there seems to be a basic lack of understanding as to what the role and function of the public library and the school resource center are and how they differ. It is essential that com­plementary agencies define carefully the role which they play and inform their respective communities of similarities and differences in philosophy and service. The public library's primary role is to facilitate the informal self-education of the individual from the preschooler to the senior citizen. These needs and interests may be informational (the name and address o f a government department, materials to aid nature study, how to mix a drink, materials for hobbies, materials to help the adult at work), of a research nature (materials for a correspondence or university course), recreational (best sellers, books in the news, advising readers in interest areas, programs for leisure time such as how­to-sew, discussion groups) as well as the cultural and recreational activities of clubs and community orga­nizations. In many joint facilities increa­sed e mphasis is placed on programming for adults in the evenings and on wee­kends to attract users outside of school hours. The school resource center, on the other hand, is designed as an integral part of the instructional system to teach the student how to learn on his/her own, how to locate, analyze and eva­luate information through planned experiences teaching research and study skills and liste ning and viewing skills . The teacher-librarian, with a strong teaching background plus spe­cialized training in the selection and use of learning resources, plans and deve­lops curricula with teachers and teaches units of study co-operatively as a team teacher with one or more classroom teachers. Furthe rmore, leadership is provided in in-service programs for tea­ching colleagues on new materials and resources and their effective use. These services help to implement the school curriculum and are undergirded by a range of library/ media services which support, enrich and extend curricular experiences for students. In order to develop the student's self­concept and ability to reason, materials are selected, organized and circulated to facilitate the teaching/learning process. The resource center is closer to a special library than a public library inasmuch as its service orientation is determined by the goals and objectives of the specific institution served and it is highly selective in whom it serves, what it does and how it accomplishes its goals. Need for Planning The importance of advanced planning for joint operations cannot be stressed too much. This planning must involve all parties concerned, including members of the community and library staffs_ The first tasks of the planning group will be to examine all alternatives to providing effective library service, to de termine the legal jurisdic tions and problems involved and to ensure a philosophical commitment to the project. Unless both the physical and psychological barriers of the school have a lready been over­come, a j oint venture will have little opportunity for success. Secondaryschools, private schools a nd religious separate schools can be uncomfortable to some users such as senior citizens, alienated youth, mothers with pre­school children and other outreach prospects and religious groups. Some studies also suggest that success is more feasible with only one professional staff member working in a community of less than 10,000 people. Siting the Library Just as the resource center should beas close as possible to the physical heart of the school, the location of the public library should be at the focal point of the community. The school should be cen­tra l to the area it serves a nd within easy access and walking distance of its popu­lation. Locating the public library in a school building set apart from its com­munity's core is a foolish waste of 34 EMERGENCY LIB RARIAN 17:4 money in most cases. The duality of function necessitates that quarters be increased to accommodate a wider range of services. Essential considera· tions include a separate outside entrance with a large sign for the public, a separate area for pre-school children, meeting rooms, rest rooms and access for the handicapped. Choosing Personnel The personne l selected for the project will be a key element. Both professional and support personnel will have to be committed to the project. Specific job descriptions, goals and objectives are necessary and must be reinforced through in-service training in the roles of the two agencies. The expectations of d istrict/system personnel have to be known and accepted or discussed. Flexibility in management techniques and practices will allow administration to cater to unique concerns. In different cases the administration, whether verti­cal in one individual with dual qualifica­tions or horizontal in two individuals on a co-operative basis, may answer to a separate joint policy board, both the board of education and public library board, or their respec tive boards and their representatives. The written contract will outline the responsibilities of each party, including who hires, eva­luates, pays and/or dismisses person­nel. The director of the operation can anticipate problems in lending periods circulation procedures, audio-visuai materials and equipment and different salary scales, vacation periods and wor­king conditions. If problems are to be solved rationally before they become serious, communication involving all parties through regularly scheduled meetings is important. Continuing com­munication between the boards should be for ma lized. Funding the Venture The level of support through financial arrangements must be capable of main­taining and increasing services to diffe­rent target popula tions on a par with separate a nd independent units. Suc­cessful co-operative ventures rarely save operating costs but can improve service; indeed, communities often have to pay more for the same level of service in a joint facility. In the contract, specifications include who pays for capi­tal equipment, building improvements, personnel, materials, supplies and ser­vices and insurance. Collection De ve lopme nt The collection of materials should be developed within the framework of a written selection policy which enshrines the citizen's basic right to read, listen and view materials. The principles of intellectual freedom are basic to public library service; thus, the collection will reflect the varied interests of the adult population, not the sensibilities of school authorities . Cons ide ration should also be given to a separate card catalog for children and the question of ownership in the event of dissolution of the agreement. In order to avoid com­promising service to the student, hours of service and public access will be dependent on space and additional per­sonnel. Where other factors such as the collection are adequate but extra room and staff are not available during the day, service may have to be limited to out of school hours, an unfortunate situation for many segments of the population such as shift workers, home­makers and pre-school children. In order to meet user needs and interest the public library component must b~ tied to a larger system for inte r-library loans, advanced information services consulting services and network access. Continuous Evaluation Good management practice means constant evaluation on a formal and informal basis and from both perspec­tives. Too frequently, one partner, usually the school whe re there has been a strong program, gains in service but public library service suffers because it is evaluated not on the basis of what should a nd can be, but on the basis of what was ("something is better than nothing"). Joint projects should be mutually beneficial and subject to contrac t revision a nd renewal on a regu­lar basis. Recent contributions to the professional literature on schooVpublic libraries have been mercifully shorn of the emotion and justifications of the past. Combined libraries have enor­mous potential where sufficient plan· ning with some expertise has preceded decision-making. Not all criteria for suc­cessful operations necessarily apply to all situations but most criteria apply to every situation. Analysis of the criteria outlined and current research, espe­cially Shirley Aaron's studies in Florida and Jim Dwyer's in Australia provide an informed basis for study and action by professionals. 

https://scholarworks.sjsu.edu/cgi/viewcontent.cgi?article=1037&amp;context=slis_pub

The school-housed public library

Abstract

Similar works

Full text

Available Versions

San Jose State University

SJSU ScholarWorks