Haycock, Ken

English

San Jose State University

Beyond courtesy: School and public library relationships

SJSU ScholarWorks

San Jose State UniversitySJSU ScholarWorksFaculty Publications School of Information1-1-1989Beyond courtesy: School and public libraryrelationshipsKen 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. "Beyond courtesy: School and public library relationships" Emergency Librarian (1989): 27-30.27 MAY-JUNE 1989 PODIUM 11111111111111 Beyond : School and Pa.blic Library Belaticmships Ken Haycock There's a great deal of rhetoric about the need for school and public libraries to cooperate more extensively in order to serve our respective clienteles as well as possible. Most of the talk centers on either the complete integration of resources (such as school-housed public libraries) or fully automated resource sharing programs. There are other ways to cooperate, however, and perhaps this brief checklist will guide concerned pro­fessionals to explore the opportunities and options available to them. II Preliminary Preparations 1. Discussions 1.1 	 If we are to work together, should cooperation be on a formal or informal basis, or both? 1.2 	 What methods are currently avai­lable to increase efficient access to information by both institutions? 1.3 	 Would structured meeting times encourage planned cooperation that goes beyond simple courtesy? 1.4 	 Should there be specific written criteria for joint use of facilities, staff, services? 1.5 	 Would liaison at each other's mee­tings be useful? 2. Problems 2.1 	 Should a public information docu­ment or brochure explain the interaction between the two agencies? 2.2 	 Should different brochures be pre· pared for different audiences ­teachers, students, public? 2.3 	 Should schools encourage student use of public libraries for curricular needs? 2.4 	 Should the role and function of each type of library be clarified? 2.5 	 Would some common policies be appropriate? 2.6 	 What problems have been identified? 2.7 	 What suggestions for improved use have been followed? 2.8 	 Would an orientation program to both agencies for staff be helpful? 3. Structure 3.1 	 Are regular monthly meetings of a joint planning committee necessary? II Cooperative Activities Related to Processing 1. Collection Development 1.1 	 Should the school purchase ins· tructional materials only? 1.2 	 Should the public library purchase recreational and supplementary materials only? 1.3 	 Should the public library serve the preschooler and adult primarily? 1.4 	 Have areas of overlap been identi­fied and are they necessary? 1.5 	 Should a joint materials review committee be formed? 1.6 	 Should a program for the joint selection of materials be developed? 1.7 Should use of examination/review centers be shared? 1.8 	 Should use of a demonstration col­lection be shared? 1.9 	 Should the development of film libraries, video libraries, micro­form collections and realia collec­tions be done coopertively? 1.10 	 Should materials for teaching the use of the library be shared? 1.11 	 Should buying years for some annuals be staggered with branches? 1.12 	 Should there be specific responsi­bilities to specialize in subject fields? 1.13 	 Should information (vertical) files be developed cooperatively? 1.14 	 Should schools use public library reference collections and maintain only a small, basic collection of their own? 1.15 	 Is there a need for back-up, shared reference services? 1.16 	 Is there a need for a regional biblio· graphic center? 1.17 	 How should telephone/mail requests be handled? 1.18 	 Should some bibliographies be developed together or at least exchanged? 1.19 	 Should the public library do biblio­graphic searching for schools? 1.20 	 Should community resource files be developed jointly? 1.21 	 Should an instructional materials center for the production of mate­rials be shared? 1.22 	 Should a television studio be shared? 1.23 	 Should reproduction/duplicating­/printing services be shared? 2. Collection Sharing 2.1 	 Should there be public library col­lections in classrooms? 2.2 	 Should schools place collections in the public library in the summer? e.g. picture books. 2.3 	 Should local newspapers be indexed together? 2.4 	 Should schools share roving fic­tion and/ or non-fiction collections? 2.5 	 Should primary documents be shared? 3. Collection Storage Is it feasible to develop joint facilities and procedures for sharing the storage of: 28 EMERGENCY LIBRARIAN 16:5 3.1 	 Serials 3.2 	 Periodicals 3.3 	 Local history 3.4 	 Newspapers 3.5 	 Documents m Cooperative Activities Related to Processing 1. 	 Technical Services 1.1 	 Is joint processing feasible? 1.2 	 Is joint acquisition feasible? 1.3 	 What are the problems of cost analysis? What would be the methods used? Would recatalo­ging costs be too high? IV Cooperative Activities Related to Bibliographic and Physical Access 1. 	 Union Lists Would union or shared lists of the follo­wing be useful? 1.1 	 All materials 1.2 	 Periodicals 1.3 	 A/V materials 1.4 	 Serials 1.5 	 Microforms 1.6 	 Microform catalogs 2. 	 Directories 2.1 	 Should a directory of staff speciali­zations, such as puppetry and sto­rytelling, be developed as a basis for in-service sessions? 2.2 	 What are the services/hours/re­sources of each library? 2.3 	 What are the specializations of various collections? 3. 	 Circulation 3.1 	 How should interlibrary loans be handled? Should they be increased? 3.2 	 Should all stacks be open to children? 3.3 	 Would multiple return centers (school and public) be advantageous? 3.4 	 Should parts of collections be exchanged? 3.5 	 Is there a need for liberalized lending? 3.6 	 Should borrowers' cards for all children and young people be dis­tributed through the schools? 3.7 Should borrowers' cards be distri­buted to all teachers regardless of domicile? 3.8 	 What is the reserve system? 3.9 Should teachers be given borro­wing extensions up to 12 weeks? 3.10 	 How does the delivery system work? 4. 	 Night School Study Centers 4.1 	 What are the implications of night school classes for public library use? 5. 	 Telecommunications 5.1 	 Should a teletype (open or closed circuit) be investigated for better communication and use? 5.2 	 Should teleprinter hook-ups be placed in secondary schools? 5.3 	 What is the potential for joint net­work tie-ins? L~TJJe enough to serve you ... Sma{{ enough to /(now you • • • We are Western Canada's largest library wholesaler; our dedicated, knowledgeable staff is committed to serving your needs UNITED LIBRARY SERVICES INC. offering a full range of services to libraries: • 	 Subscriptions Service including on-line capability • 	 Comprehensive inventory of hardcover and paper back titles • 	 Library Management Software -Mandarin - Circulation Plus • 	 Electronic Ordering for books • 	 Book Fair Service • 	 Econoclad Books • 	 Jobber Service • Videos 7140 Fairmount Drive S.E., Calgary, Alberta T2H OX4 • (403} 252-4426 • Fax (403} 258-3426 Envoy 100 Address - United. Library 29 MAY-JUNE 1989 V Cooperative Activities Related to Programs 1. Consultation 1.1 	 Where is the expertise? 1.2 	 Would a shared liaison librarian be useful? 1.3 	 Should there be interlibrary dis­cussion groups or clubs? 2. Personnel 2.1 	 Should jobs be exchanged/shared for a short period? 2.2 	 Should judging for contests/a­wards be shared? 2.3 	 Should school meetings be held at the public library (e.g. school departments)? 2.4 	 Should public librarians talk regu­larly to school staff at their meetings? 2.5 	 Should there be a public library orientation for new teachers? 3. Tours 3.1 How are class visits arranged? 3.2 	 Should there be cooperation on instruction in use of libraries? 3.3 	 Should the bookmobile go to schools even if there is a library there? 4. Storytelling 4.1 	 Should this be done in classrooms by public librarians? 4.2 	 Should public librarians teach tea­chers and older children how to tell stories? 4.3 	 Should public librarians give book talks to young adults in schools? 4.4 	 Should school librarians book talk and tell stories at the public library? 4.5 	 Could some Saturday programs be developed cooperatively? 5. Publicity 5.1 	 How could parent groups be used effectively? 5.2 	 Should public library publicity be regularly available in schools? 5.3 	 Should playground storytelling kits and training for park supervi­sors and other non-librarians be available? 5.4 	 Should the public librarian be invi­ted to career days? 5.5 	 Should a program for mothers of preschoolers and beginning rea­ders be available? 5.6 	 Should exhibits be shared? 5.7 	 Should the public library display children's work? 5.8 	 Should displays rotate? 5.9 	 Should publications be shared? 5.10 	 Should a children's/YA newslet­ter, including articles and reviews, be developed? 5.11 	 Should student assistants be used in the public library? 5.12 	 How should student assistants be selected? 6. 	 Individualized Learning Centers/ Alternate Schools 6.1 	 Should alternate school programs be served? 6.2 	 Should this service differ at the ele­mentary and secondary levels? 6.3 	 Should there be better liaison bet­ween schools, public libraries and other community agencies? 6.4 	 Should there be a separate Indivi­dualized Learning Center with a separate board? 7. Services to Special Groups Should we cooperate on special mate­rials for: SHIRLEY LEWIS Information Services Inc. We Serve Only SHOWROOM Open 8:30 - 5:30 Mon. - Fri. (Sat. by appointment) • 7000 Books 	 • Golden Oldies Room • 2500 Paperbacks 	 • New Book Room • Teaching Aids 	 • "Bargoons" Section • 1000 French Immersion Titles • No Frill card kits/Full processing We 	Specialize in Childrens Books K- Grade 9, Send for our Catalogues SHIRLEY LEWIS Information Services Inc. 196 North Queen Street, Etobicoke, Ontario M9C 4Yl (416) 622-3336 30 EMERGENCY LIBRARIAN 16:5 7.1 	 handicapped 7.2 	 new immigrants 8. Summer Reading Programs 8.1 	 Should there be summer branches located in schools? 8.2 	 Should there be a list of appro­priate level books sent home with each child's report card? 8.3 	 Do we need special activities to stimulate reading? If you are like most individuals and agen­cies, your answer would be "yes" or at least a qualified "yes" to many of the questions posed above. The next step, and the most difficult, is to go back and ask how we might address the need for closer liaison and improved cooperation in order to better serve the needs of all the young people in the community. m A NOTE TO READERS The EL Book of Lists is available from Emergency librarian, Department 284, Box C34069, Seattle, WA 98124-1069. Order Volume 15, Number 1 and enclose $8, which includes postage and hapdling. 0 0 c IRWIN PUBLISHING 1989 TITIES LOOKING AT THE ENVIRONMENT EYEWITNESS BooKs:David Suzuki 7737-22637 SHELL 	 $15.957737-52552 (p)$9.95 7737-22564 MAMMALS $15.95 DISCOVERING CANADA: 7737-22653 EARLY HUMANS $15.95 The Vikings 7737-22645 MUSIC $15.95 7737-52099 (p)$9.95 Quality Canadian Reference Material IRWIN PUBLISHING - 1800 STEELES AVENUE WEsT, CoNCORD, ONTARIO, L4K 2P3 Orders 445-3333 Toll Free­ 1-800-387-0141 (Ontario, Quebec-excluding Northwestern Ontario) 1-800-387-0172 (All other provinces and Northwestern Ontario) 

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Beyond courtesy: School and public library relationships

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