[This text is machine generated and may contain errors.]
North Carolina Libraries
a Summer 1993
While children may be a low priority in society at large, they are our first priority.
" Cal Shepard and Satia Marshall Orange, page 67
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Advertisers: Book Wholesalers, 95;
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NCLA 50th Biennial Conference, 89;
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SIRS, front cover;
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VTLS 87; UNC Press, back cover.
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Volume 91, Number 2
ISSN 0029-2740
IDRARIES
CHILDREN'S AND YOUTH SERVICES
Summer1 99%
Foreword, Cal Shepard and Satia Marshall Orange
The Policeman Within: Library Access Issues for Children and Young Adults,
Frances Bryant Bradburn
Whose Mom Is a Librarian? or Does Gender Make a Difference in Children's
Librarianship? Melvin K. Burton
Technology, Young People and the Library, Cathy Collicutt
A Statistical Overview of Children's and Youth Services, Robert Burgin
The Planning Process in Youth Services: Using Output Measures in Evaluating
Services, Pauletta Brown Bracy
Moving on Up: The Transition from Children's Librarian to Library Administrator
Sylvia Sprinkle-Hamlin
All in a Day's Work: Photo Eassay, Rose Simon
Carolina Picks: Recent North Carolina Books for Children and Young Adults,
Lisa Mitchell Blouch and Michael Frye
FORA PORES SSE
From the President
Point: Librarians Should Take the Lead in the Family Literacy Campaign,
Steve Sumerford
Counter Point: Beware of Faulty Logic and Noble Causes, Harry Tuchmayer
Wired to the World, Ralph Lee Scott
North Carolina Books
Lagniappe: Teaching and Learning about African American and Native American
Cultures in North Carolina
NCLA Minutes
About the Authors
Cover: "Self Portrait with Boat" by J. W. Blair, done while a senior at J. H. Rose High School in
Greenville, N.C., as a student of Billy Stenson, computer graphics instructor. The illustration
was executed on an Omega 500, transfered to video tape, and digitized into a Macintosh.
Apologies to the artist for the necessity of color modification due to color requirements and
limitations of this magazine.
Special thanks to Rose Simon for the wonderful photos used in this issue.
North Carolina Libraries is electronically produced. Art direction and design by Pat Weathersbee of TeamMedia, Greenville, NC.
Prom the President
Janet Freeman, President
The Constitution of the North Carolina
Library Association includes the following
goals for the Association:
1. To provide a forum for discussing
library-related issues
2. To promote research and publica- .
tion related to library and information
science
3. To provide opportunities for the
professional growth of library personnel
4. To support both formal and infor-
mal networks of libraries and librarians
5. To identify and help resolve special
concerns of women and minorities in the
profession
During the preparation and final ap-
proval of the 1993-94 Association budget,
the Finance Committee and the Executive
Board struggled with difficult decisions
about the allocation of limited resources
and their inability to fund important As-
sociation initiatives and programs. Both
groups take seriously their responsibility
to use NCLATs funds to provide meaning-
ful, relevant programs and services to you,
our members.
It became increasingly obvious that to
continue to work to achieve the goals in
the Constitution, the Association had to
address several pressing fiscal issues.
On August 28, 1992, I asked the fol-
lowing people to serve on an ad hoc Long-
Range Fiscal Planning Task Force: Wanda
Cason, John Childers, Martha Davis, Dale
Gaddis, Chuck Mallas, and Ben Speller.
Carol Southerland agreed to serve as chair,
and I served ex officio. These people are
from the various kinds of libraries repre-
sented by our Association, and all have
worked in NCLA in a variety of positions.
They brought widely diverse views which
provided balance and perspective to the
discussion of issues.
The charge to the Task Force follows:
¢ Do a thorough analysis of the
fiscal status of NCLA.
¢ Recommend basic fiscal guide-
lines for NCLA.
¢ Consider options for improving
the current financial status of NCLA.
e Is a dues increase advisable? How
do we compare with other state
library associationsT dues structure?
e What are the best long- and
short-term investments for NCLA?
66 " Summer 199%
Their report was presented to the
NCLA Executive Board for first reading on
April 23, 1993. Each of the eleven recom-
mendations brought with it the endorse-
ment of every member of the Task Force.
The recommendations fell into three cat-
egories: Association procedures, income
and allocations, and committees.
Some of the recommendations can be
implemented by Board action; others, if
approved by the Board, will require a vote
of the entire NCLA membership. You will
be hearing more about this report.
You elected good people to represent
you on this bienniumTs NCLA Executive
Board. I have been impressed by their integ-
rity, perceptiveness, open-mindedness, and
willingness to make tough decisions. They
do not shy away from asking the hard
questions. Debate is open and honest, and
when we disagree, we do it fairly and (al-
most always) reasonably.
We spend most of our time working to
see that our libraries meet the needs of our
patrons and trying to make too few dollars
cover too many requests. Often we do not
hear the affirmation held by those we
serve.
For a recent library display, I invited
the members of the faculty and staff at
Meredith College to reflect on libraries
and reading. The responses were over-
whelming, and I would like to share some
of them with you.
oLibraries and reading are a threat to the
status quo.�
" Don Spanton
Business and Economics Department
Head
oLibraries and reading offer me the dis-
tilled products of other peopleTs curiosity,
experience, and acquired understanding
... food for my mind and spirit.�
" Rick McBane
Media Services Assistant
oLibraries and reading allow me to
commune with the great scientists of the
present as well as the past. How could I
do this otherwise?�
" Janice Swab
Biology and Health Sciences Department
Faculty
A Riddle
As an undergraduate, I only went if I
had to.
As a graduate student, I went because I
needed to.
In a while, I noticed I was going because
I was happy there.
Now, I canTt find enough time to be there.
Where is it?
answer: of course, the library
" Rhonda Zingraff
Department of Sociology and Social
Work Faculty
oThe bookmobile was my salvation from
those long hot summers. How fortunate
that my mother made walking with us
to school on ~book daysT a part of her
busy days.�
" Anne Dahle
Director of Re-Entry Program
oT grew up believing there could be no
job more delicious than being a librarian
" to be constantly in the inviting and
challenging company of books! It is a
profession of which I am still in envy.�
" Janice Odom
Education Department Faculty
oT have never been an athlete or even a
jogger, but I remember in elementary
schoolrunning across the parking lot from
my 3rd grade classroom to the library next
door. I wanted to beat the other kids to the
new biographies on the shelf under the
window upstairs. That race to read and to
learn is one ITm still running, and my first
stop is usually still the library.�
" Garry Walton
English Department Faculty
oThe one true tangible sign we live in a
civilized world.�
" Jack Huber
Psychology Department Head
oLibraries and reading fed my thirst for
adventure and inspired my desire to
travel and learn about the world beyond
my door. I found in books the dreams
to make reality.�
" Diana McClung
Library Circulation Supervisor
North Carolina Libraries
frequent observation about childrenTs librarians is that they are passionate
about their profession. This is true. We are committed to our mission with
what has often been called a missionary zeal. We all enthusiastically set
about to convert children to become believers in reading. Where we differ is
in how we set about to achieve this goal. There are purists " whose doors will
never be darkened by Nancy Drew and the like " and pimps " who will go to any
lengths and use any means, including McDonalds, to get kids hooked on reading.
No matter what method we choose, however, we all can benefit from occasionally
stepping back to consider why we are doing what we are doing. Only by clearly
articulating our mission for ourselves, can we communicate it to our administra-
tors. Holding storyhours obecause weTve always had a storyhour� is no justifica-
tion. Having a craft program may be fun and popular, but does it further our goal
to get kids reading?
ChildrenTs librarians canTt be faulted for their zeal, but our efforts can become
misguided if we donTt take the time to formulate a program of service that
is a reasoned extension of the libraryTs overall goals and objectives. We
may sponsor a good program, but it will not achieve our goals if it is not a
good library program. Too many of us simply offer storyhours without
offering an explanation of how storyhours fit into our mission. Too many
oreword of us sponsor craft programs because theyTre fun, instead of to expand the
ee experience of literature. Too many of us just go along day to day without
~ having any real idea of where we are going.
by Cal Shepard and Satia Marshall Orange One of the reasons this has happened is because it has been allowed to
Guest Editors happen. We have not been held accountable. The profession is losing
ground, and it is very easy to point fingers at someone else " or our
culture " or the poor economy. Perhaps it is time to begin pointing the
finger at ourselves. We must start holding ourselves accountable for the
service we render. While children may be a low priority in society at large, they are
our first priority. They are the reason we hold our jobs in the first place. We owe
it to them to hold ourselves and our libraries accountable in order to provide the
best possible service.
In order to do this, we must think about what weTre doing. We should
seriously consider what the libraryTs mission is and how our services fit into the
total picture. We must articulate our particular mission, and formulate written
goals and objectives that are updated regularly. We need to plan programs and
know why we are planning them. Furthermore, we need to be able to tell others
why we are planning them. Perhaps we should consider zero-based programming.
Instead of starting from the attitude of owe have always had storyhours,� we could
start with a clean slate, open up our minds, and determine for ourselves what
activites would best meet our goals. This need not be oreinventing the wheel,� but
it should encompass discovering or rediscovering for ourselves why certain pro-
grams work or donTt work in terms of furthering the libaryTs mission.
I often hear childrenTs librarians complain that they are not taken seriously
within their library environments, or that their position is being downgraded, or
that they donTt get their share of the budget. I see this not as a problem of attitude
but of education. First, we must reeducate ourselves and relearn what makes a good
childrenTs librarian and a good program of service. Secondly, we must take the
time to educate our administrators, our co-workers, and our funding agencies
about our mission. If you think about what they often see us doing, it isnTt hard to
understand why they might have this attitude.
Children do have a low priority in the United States. That doesnTt mean that
this status has to be mirrored in our libraries. If we deplore this situation, then it is
time for us to do something about it.
This issue of North Carolina Libraries is a good place to start. Frances
BradburnTs thought-provoking article gets right to the heart of the issue in its
discussion of access for children and young adults. She stresses that we are the
ones who need to become accountable for policies, procedures, and even architec-
tural components that function as barriers to children. We are not blameless
however. Readers are exhorted to examine their own attitudes toward children and
especially young adults.
Mel Burton takes a look at stereotypes in oWhose Mom is a Librarian?�. The
tradition of librarianship, and especially childrenTs librarianship as a female
dominated profession, is well known. What effect does this have within our
ae profession?
| North Carolina Libraries Summer 1993 " 67
a
The role of technology in our libraries is a problematical one. Cathy Collicutt
examines not only appropriate uses of technology in our libraries and media centers,
but also our responses to it. While technology may be new and different to us, it is
simply a fact of life for our young users. Our challenge is to find ways to incorporate
technology within the framework of our missions rather than simply because itTs
there.
The gathering of statewide and national statistics for youth services is well
documented by Robert Burgin. He observes that oit is difficult to imagine how any
library service can be effectively evaluated, funded, and improved without the
adequate collection of statistical information.� To become truly accountable for our
services, we must increase our activites in this area. RobertTs article is a good place to
start.
Output measures are an ideal way to use statistics to assist in planning and
evaluating our programs of service. Pauletta BracyTs article amply demonstrates that
the use of these measures can and should be an integral part of any thoughtful
program of service for children. It is only by evaluating what we are doing that we
can know if we're doing the right things in the first place.
Sylvia Sprinkle-Hamlin looks at childrenTs librarians who have moved into
administration. oMoving on Up� is an interesting title, implying as it does that a
move out of childrenTs services is a move up. On the other hand, such a move also
provides a wider forum to get the youth services message across. This interesting
article is a must-read.
Finally, oCarolina Picks� lists some recent North Carolina Books for children and
young adults. You might want to photocopy this bibliography for your vertical files.
It should come in handy for that ubiquitous oITve got to read a NC book� assign-
ment.
It is the editorsT sincere hope that you will read these articles and, more impor-
tantly, think about the issues they raise. If we are to hold ourselves accountable, the
sooner we start, the better.
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68 " Summer 1993 North Carolina Libraries
The Policeman Within:
Library Access Issues for Children
and Young Adults
by Frances Bryant Bradburn
othis is still a great moral republic, and there is plainly such a thing as
tempting its pious sentiment too far.�
hile librarians of all types
are far too familiar with
our moral republicTs pi-
ous sentiment on a vari-
ety of issues, none appears
to trigger the publicTs zeal
and fervor more than access issues for
children and young adults. Bible-toting
fundamentalists rail that DaddyTs Room-
mate will create homosexual six-year-olds;
intimidated school boards forbid the teach-
ing of osafer sex� in AIDS education; and
terrified parents still blanch as their chil-
dren search the shelves for another Judy
Blume.
These scenarios and others too famil-
iar bring a well-justified fear to all librar-
ians " school, public, and, to a lesser
extent, academic. Yet childrenTs and young
adultsT access to information faces a greater
danger from inside the library community
than outside it. Those of us most charged
with defending our young patronsT rights
to information are often the ones most
guilty of their sabotage. How? Through
architecture and attitude, policy and pro-
cedure, and collection development.
Architecture and Attitude
It can be argued that the most subtle of the
three categories, yet in many ways the
Most vital to access, are the architecture of
the library and the attitudes of both its
professionals and paraprofessionals. Chil-
dren are very sensitive to nuance, and a
buildingTs interior design conveys a mes-
Sage which, even though difficult to ver-
balize, is blatant and unmistakable. Where
is the childrenTs room in relation to the
other collections? Isit colorful and planned
North Carolina Libraries
" H. L. Mencken!
with a young personTs visual as well as
intellectual stimulation in mind? (A new
library outside of Atlanta uses neon signage
to delineate its YA collection and area.)
Are older children and teens relegated to
the smaller tables where they are sur-
rounded by young mothers with scram-
bling toddlers? Although space may be a
problem, is there an ambiance about the
entire building that says, children and
young adults are welcome here?
Even the basics of architecture deter-
mine access. Take, for example, doors.2
How heavy are the doors to your library?
How easy are they for small hands (or
elderly hands or handicapped hands or
full hands) to open? How high or low are
the shelves? Where are the computer and
CD-ROM stations located? Are these re-
sources networked to the childrenTs room?
If you are considering a new building,
have you planned a second set of bath-
rooms within the childrenTs area for pa-
rental peace of mind and adult patron
peace?
Perhaps the most basic of archi-
tectural issues, however, is that of a
separate childrenTs room. While
many would argue that a separate
facility allows children to be treated
as individuals with a collection keyed
to their specific developmental needs
and interests, Kay Vandergrift ques-
tions the practice: oIf children have
a separate room, is a metaphoric, as
well as an actual, wall keeping chil-
dren from total access?�
The most cramped, low-budget
operation can be the most inviting,
however, if library staff enjoy or at
least willingly accept children and young
adults within their building. Few public
libraries have attitude problems with
preschoolers. Most feel that service to these
children and their parents is a major part
oftheir mission. The challenge arises, how-
ever, as children get older and their devel-
opmental needs as well as their informa-
tion needs become more difficult to sat-
isfy. Homework, or at least the semblance
of homework, seems to be the lightning
rod issue here. Overextended public ser-
vice staff often resent the 3 p.m. onslaught
of young people with the same and/or
impossible assignment that should have
been completed in the school library.
Nothing can discourage a future tax payer
more than the knowledge that his or her
information needs are seen as irritating or
unimportant.
While many schools and public li-
brarians will argue whois at fault here (and
I personally will contend that it is the
system rather than an individual), the
Nothing can discourage a
future tax payer more
than the knowledge that
his or her information
needs are seen as
irrititating or unimportant.
Summer 1997 " 69
Sana rinmmmemmmeee semen mneeneemmmeeeeerermeeeeeeme ee eee
essence of the issue is access, equal access.
Do we treat children and young adults
differently from adult patrons? Do we
readily answer a otrivial� adult telephone
inquiry even though we suspect weTre com-
pleting a crossword puzzle, while angrily
responding or even refusing to respond to
a fifth graderTs request we assume to be
homework-related? Do we give a teen a
minimum of assistance, certain that part
of his assignment is oto learn to use the
resources,� while going to the exact book,
specific page, and definitive sentence for
his adult counterpart? Do we encourage
adults to sit where they are comfortable
while frowning at a childTs presence on the
couch in the magazine area?
While public libraries are easy targets
for the architecture and attitude issues of
access, school libraries are not exempt
from scrutiny. School library media cen-
ters, while built with children and young
adults as their primary focus, are
not necessarily inviting. Sterile,
colorless environments peopled
by rigid media coordinators who
view the collection as theirs or
who, worse yet, do not even en-
joy young people, certainly limit
access to their collections and to
information in general. How-
ever, it is often school policies
and procedures that are an addi-
tional culprit.
Policy and Procedures
In the January 1966 issue of The
Bulletin of the National Associa-
tion of Secondary-School Principals, J.L.
Trump declared, o It is difficult to get to the
[school] library; it is even more difficult to
stay there very long.� Little has changed
in twenty-seven years. Flexible schedul-
ing within the school library media center,
while the norm in North Carolina high
schools, is still a difficult concept to imple-
ment in the stateTs elementary and middle
schools in spite of the State Department of
Public InstructionTs mandate, oA flexible
schedule is imperative if students are to
learn and practice information-seeking
skills without the extended interruptions
in time that will require re-teaching of
essential skills.� School library media
coordinators who have classes scheduled
at the same time every week regardless of
assignment have little time available to
assist individual students with their per-
sonal information needs. Since, under a
fixed schedule, the media coordinator
normally is operating as a classroom
teacher, even physical access to the media
center itself is limited.
School library access for older stu-
dents continues to be an issue. With state
70 " Summer 1993
mandates for the five and one-half hour
instructional day and end-of-course test-
ing, even flexible scheduling cannot as-
sure access to young adult information
needs. Study halls or independent study
courses which often allowed students the
opportunity to use the media center not
only for school assignments but also for
personal information quests, are now prac-
tically nonexistent. Because of an ever-
expanding curriculum, classroom teach-
ers are reluctant to sacrifice valuable class
time for library instruction and/or explo-
ration. And media center before- and after-
school hours are notoriously sparse. While
several North Carolina high schools have
experimented with late afternoon and
evening hours, elementary and middle
schools rarely show the commitment to
access necessary to use creatively a library
assistant or teacher assistant position in
order to make these ten to fifteen hour
... elementary and middle
schools rarely show the
commitment to access
necessary to use
creatively a library
assistant or teacher
assistant position ....
days a possibility.
Fees are another area
in which policy and pro-
cedure affect access to re-
sources. To charge or not
to charge overdue fees has
long been a question
open to debate. Research
has proved both the over-
due feeTs effectiveness and
lack thereof for getting
materials back on time,
but one thing is clear: one
unpaid overdue fine has
the potential to limit in-
dividual access toa library
collection, particularly if
that individual is a child.
A large number of North
Carolina schools, particu-
larly elementary and middle schools, no
longer charge overdues, with SDPITs bless-
ing; but as an interesting public library
corollary to this policy, Kay Vandergrift
warns that oYouth services librarians may
defeat their own purposes if they ask for
special privileges for their clients. Why
should children be charged a few pennies
for overdue materials when adults are re-
quired to pay considerably more?�
Closely aligned with overdue fees are
charges for convenience: photocopying,
online searches, interlibrary loan transac-
tions, CD-ROM printouts, and the like. If
school and public libraries charge their
clients, regardless of age, fees for any of the
above services, have they limited patron
access to information? Dr. Kenneth Marks
has posed an interesting question in his
article oLibraries: No Longer Free of Fee.�
oDoes ~freeT mean without cost, or is the
term a replacement for the word ~equalT?7
The argument here is that, as long as
children (or any patron) have an equal
opportunity to access specific information
" the chance to take notes from a book
or CD-ROM rather than photocopying or
printing out, or the option of getting an
ILL resource from a reciprocal agreement
institution or waiting for a mailed response
rather than an expensive faxed one "
then access will not have been denied.
While some might take exception to
this justification, few would quibble with
the statement that if a parentTs signature is
required on a childTs library card or record
before that child can use all the resources
in the collection, information access po-
tentially will have been denied that child.
Likewise, if children are asked to perform
certain feats of skill such as writing their
names on very small lines before they can
check out books, their access to informa-
tion has been curtailed. Consider also the
policy requiring that a person be eighteen
... Ifa parent's signature is
required on a child's library card
or record before that child can
use all the resources in the
collection, information access
potentially will have been denied
that child.
years old to check out a video. Is it the age
or the resource that matters here?
Perhaps the most chilling policy is
that of Confidentiality of Library User
Records. Many libraries adhere very care-
fully to confidentiality except in the case
of the child. A library policy that states
North Carolina Libraries
Fa ne SRE See SE Sa SENSES
that oItems charged on a juvenile card
may be identified for a parent/guardian
upon presentation of the library card or
card number�T denies a childTs right to
privacy and certainly inhibits his access to
information. While justifications abound
when librarians discuss policies and proce-
dures particularly as they involve young
people, itis well to remember VandergriftTs
pithy statement, oThe more rules, the
greater the chance of access being limited;
or, more simply stated, fewer rules yield
greater access.�9
Collection Development
While the fewer rules axiom may facilitate
materials circulation, librarians will do
well to see that collection development
practices are backed by carefully thought-
through selection policies in order to as-
sure childrenTs and young adult
access to information. Ina widely
disseminated study of materials
challenges within U.S. public high
school media centers, Wisconsin-
Madison library school professor
Dianne McAfee Hopkins found
that retention of library materials
was more likely when a school
board-approved district materials
selection policy existed and was
actively used when library media
center material was challenged.!°
Itis generally understood that
When a well-prepared selection
policy is used, a written challenge
to materials is necessary to ini-
tiate a review. This is important
because Hopkins also found that
odue process is more likely for
challenges that are submitted in
writing and that the result of due
process is more likely to be reten-
tion of LMC materials on open
Shelves.�!1 A written challenge policy is
particularly important in this age of esca-
lating teacher and principal challenges. In
this same study, Hopkins found that teach-
ers and principals owere more likely to
have their challenges result in removal
than parents,�!2 and that their specific
challenges were more likely to be oral than
those of individuals or groups outside the
School.13
This omoral censorship�!4 as Ken-
neth Donelson so aptly calls it, once seem-
ingly the sole oAchilles heel� of school
librarians, has filtered into the public li-
brary setting. This is particularly distress-
ing since a young personTs access to infor-
Mation is in grave jeopardy if both institu-
tions select from the standpoint of fear
and avoidance rather than from the deter-
Mination to provide an information-rich
North Carolina Libraries
environment for all users.
And technology will serve only to
open PandoraTs box. When resources such
as online services, CD-ROMs, and the
Internet are introduced into a school me-
dia center or an equal-access public library
in which the childrenTs room is networked
to the entire electronic collection, a world
of information is available " and far less
accessible to a parentTs hovering eye. Con-
sider the high school student who found a
sexually-explicit e-mail address on the
Internet. When his media coordinator
discovered the correspondence, the pun-
ishment he meted out was for the young
man to create an ethics manual for use of
the Internet and the issue was dropped.
But librarians are going to be forced to
begin to offer more than lip service for
young peopleTs right to information, even
... a young person's access
to information Is in grave
jeopardy if both
institutions select from
the standpoint of fear
and avoidance rather
than from the
determination to provide
an information-rich
environment for all users.
information that makes us uncomfort-
able, if we are going to retain our ability to
provide varied and vital resources for them.
While this presumes that patrons of all
ages will have complete access to all infor-
mation in any format within a particular
library, it also presupposes that children
and young adults will have
ocollections with a wide variety of
materials and programming in dif-
ferent formats. ... Such collections
must be developed and staffed by
people who, through temperament,
training and commitment, under-
stand the maturation process, with
all its attendant joys and frustra-
tions. In a world shrinking to a
village, and with all the pressures
implied in a multi-cultural society,
the young cannot be expected to
survive as mindless innocents
turned out to fend for themselves at
age eighteen.�!5
It is up to all librarians who work with
children and young adults to find the
commitment and courage to challenge
the policemen within our profession to
become facilitators " vocal advocates who
respect the abilities and intelligence of our
children and young adults " and make
their right and access to information our
first priority.
References
1H. L. Mencken, The New Mencken
Letters quoted in John Robotham and
Gerald Shields, Freedom of Access to Li-
brary Materials (New York: Neal-Schuman,
1982) FSIe
2Linda Lucas Walling, oGranting Each
Equal Access,� School Library Media Quar-
terly (Summer 1992): 217.
3Kay E. Vandergrift, oAre Children and
Teenagers Second-Class Users?� Library Re-
sources and Technical Services 33 (4): 95S.
4 J. L. Trump, oIndependent Study
Centers: Their Relation to the Central Li-
brary,� as quoted in Lawrence H. McGrath,
oStudent Access to Libraries and Library
Resources in Secondary Schools,� Univer-
sity of Illinois Graduate School of Library
Science Occasional Papers 97 (December
1969): 22:
S Learning Connections (Raleigh, NC:
State Department of Public Instruction)
(January 1992): 13.
6 Vandergrift, 398.
7Kenneth Marks, oLibraries: No Longer
Free of Fee,� North Carolina Libraries 50
(Special Issue, 1992): 20.
8 Public Library of Charlotte
Mecklenburg Policy (III) (Article II), 1.
9 Vandergrift, 396.
10 Dianne McAfee Hopkins, oPerspec-
tives of Secondary Library Media Special-
ists about Material Challenges,� School Li-
brary Media Quarterly (Fall 1992): 15.
11 Dianne McAfee Hopkins, oPut It in
Writing: What You Should Know about
Challenges to School Library Materials,�
School Library Journal January 1993): 29.
12 Hopkins, "Put It in Writing," 28.
13 Tbid.
14Kenneth L. Donelson, oLiterary and
Moral Censorship,� in Zena Sutherland,
Children in Libraries: Patterns of Access to
Materials and Services in School and Public
Libraries (Chicago: The University of Chi-
cago Press, 1981), 4.
1S Robotham and Shields, 51.
Summer 1997 " 71
Whose Mom Is a Librarian?
or Does Gender Make a Difference
in Children's Librarianship?
by Melvin K. Burton
couple years ago as I was helping transport a group of
youth back to church after activities at the YMCA, the
ministerTs son kept calling out to people in nearby
vehicles, oExcuse me, do you have any Grey Poupon?�
When I referred to othe PK� in our van, I had to explain
that PK stood for preacherTs kid. Then I said" referring
to one of my own children " that we also had an LK, a librarianTs
kid. Almost as a chorus, the response
was, oWhose mom is a librarian?�
This gender expectation has not
been uncommon in my experience.
While working in St. Louis, I made a
career presentation with two female
architects to a sixth grade class. One of
the students commented that she ex-
pected the roles to be reversed. Once
when a female branch librarian and |
were visiting classes at a K-8 school, the
school secretary started telling me where
the upper grade classes were and the
branch librarian where the primary
grade classes were located. As we ex-
plained to the secretary that we would
be visiting the opposite grades, she
mused for a moment and commented,
oOh, role reversal!�
The disparity in the number of
male childrenTs librarians versus the
number of female childrenTs librarians
has not only resulted in stereotyping
but also has had an adverse effect on the work that childrenTs
librarians do. That effect includes such aspects as the attitudes of
children toward the quality of work of male childrenTs librarians,
our ability to lead male children to reading, and the self esteem
of male librarians. Our profession needs to have a greater number
of male childrenTs librarians, not only to discourage the stereo-
typing that occurs, but also to achieve better our goal of leading
as many children as possible to a love of reading.
Librarianship is a profession chosen most often by females.
Fay Zipkowitz cites in oPlacements and Salaries� that oThe
proportion of women graduates to men graduates (from library
school) follows the traditional pattern " 22 percent men to 78
percent women for 1991.�! A compilation of the special place-
ments statistics from the annual Library Journal survey of library
school graduates of the last fifteen years indicates the preponder-
72 " Summer 1993
The disparity in the
number of male children's
librarians versus the
number of female
children's librarians not
only has resulted in
stereotyping, but also has
had an adverse effect on
the work that children's
librarians do.
ance of women employed in the area of library services to
children. Of the 1,561 people indicating a preference for working
in the area of childrenTs services in the public library, 1,478 were
women and 83 were men, representing 5.3 percent of the total.
The total percentage of men in the special placement surveys was
almost 19 percent for all areas of librarianship.2
Other sources cite similar conclusions. A survey of Illinois
librarians found that oThe childrenTs
librarians in the sample were almost
entirely female.�3 A Committee on the
Status of Women in Librarianship study
showed occupational segregation of
women and that othe perceived ~lowerT
status of work with children attracts
very few men.�4 In a check of male/
female first names in the 1991 Youth
Services Personnel Directory for North
Carolina, there were 222 female names
and 16 male names or 6.7 percent of
the total.5 It can be concluded that
about 20 percent of the people in the
profession of librarianship are men,
and in childrenTs librarianship, the
number is reduced to approximately to
one fourth of that, or 5 to 7 percent.
The great number of females who
are librarians tends to stereotype the
profession as female, and also may ste-
reotype the males who are working as
librarians. A recent study by James
Carmichael, Jr., assistant professor at UNCG, delineates the male
librarian stereotypes and the difference that gender has made in
male librariansT work experience and self esteem. Carmichael
surveyed male librarians from the membership of ALA, and 60
percent of those surveyed indicated the existence of a male
librarian stereotype in the public perceptions of their image. Of
those indicating a stereotype, the respondents noted othe preva-
lent stereotype as effeminant (probably gay) (81%).�© Other
stereotypes listed by over half the respondents referred to olack
of social skills, and power (59%) and lack of ambition (55%).�7
Some of the responses (32%) indicated a tendency for supervisors
to set aside manual labor jobs for the male librarians.8 They
referred to the necessity of doing heavy lifting, driving vans, and
repairing machines.
When I interviewed for a job shortly after leaving library
North Carolina Libraries
school, I was told by the director that he was interested in hiring
me for the job since, being male, I could also drive the bookmo-
bile. I responded by telling the director that I didnTt even have a
driverTs license and subsequently was not offered employment.
One occurrence may not connect with the other, but the suspi-
cion exists.
Carmichael concludes that the feminine stereotyping of
library work does lower the self esteem of male librarians and that
the areas of library work that most men engage in may be an
attempt to shunt them away from more feminine areas of
librarianship. Those feminine areas are such tasks as childrenTs
work and cataloging.? If male librarians perceive themselves to
be stereotyped negatively, how much more negative is the
stereotype in childrenTs services in the public library, an area of
librarianship with the largest percentage of females?
It does not seem to be a matter of whether men are capable
of engaging in child rearing or child nurturing occupations. I
experienced single parenting for the first school year that my
children were in North Carolina while my wife continued tem-
porarily with her job in St. Louis. Other men have been effective
in taking a larger part in the rearing of children. In
one anthropological study by Barbara Smuts, male
Olive baboons were found to help care for children
oeven if they hadnTt fathered the infants.�!° If
males of other animal species can take part in child
rearing activities, then surely we can accept the
ability of male human beings to do the same. A
small percentage of men are childrenTs librarians,
but probably more men have the ability to be
childrenTs librarians.
If we accept the capability of men to function as
childrenTs librarians, we are still left with the percep-
tions of the general public. Most important is the
Perception of children, the primary patrons of
childrenTs librarians. Linda Gettys and Arnie Cann
of UNCC studied the expectations of both male and
female children in regard to which sex would be
most likely to engage in an occupation. Male and
female dolls were used, and the children were asked
to point to which person does that job. Librarian
was one of the occupations used in the study, and 56
percent of the two and three year olds pointed to the
male doll. With the older children, the percentages
dramatically changed. Only 16 percent of the four-
and five-year-olds pointed to the male doll, and 3
Percent of the six and seven year olds pointed to the
male doll when asked the
question, oWho does the job
Of a librarian?� Perhaps the
higher percentage among the
two- and three-year-olds was
due to them not being as fa-
Miliar with this job as with
the other occupations. For
Other ofemale� jobs, this age
Tange responded with the per-
centages secretary, 33 per-
cent; teacher, 22 percent;
dancer, 39 percent; and
Model, 33 percent. For all but
the occupation of model, the
Percentage of children choos-
Ing the male doll also de-
Creased in the older age
Stoups.!1 Gettys and Cann
Teasoned that oBy the time
North Carolina Libraries
oe:
An increase in the number
of men employed in read-
ing-related professions
should make a difference
in changing the gender
perceptions of those read-
ing-related occupations
and in encouraging boys
to become readers.
children enter the public school system they are apparently quite
skilled in responding according to adult sex stereotypes.�!2 With
book and television reinforcement, children oare likely to narrow
considerably their professional aspirations to conform to the sex
stereotypes they have learned.�!3
Not only would a child expect the librarian to be female, but
also the child may expect the female to be more competent in her
job than a male doing the same job. Arnie Cann and Alethea K.
Garnett researched how sex role stereotypes affect the compe-
tence expectations of children. Children in kindergarten through
third grade were asked to place poker chips in front of a male and
female doll according to how well that person would do the job
that was named. The results followed the sex role stereotypes in
that, oFemales were expected to be more competent in the
traditionally female occupations, and males were perceived as
superior in the male sex-typed roles.�14
Human beings learn by observation. As a child grows up,
models other than parents and siblings assume importance.
Some examples of these models are peers, teachers, and recre-
ational leaders.15 Just as children form their stereotypes by
observation, children use
role models to help decide
what their values will be.
Reading is what we as
childrenTs librarians promote
as a value to children. There
is, however, a marked differ-
ence in the amount that girls
read in comparison with the
amount that boys read.
The results of a survey of
teenagers about their read-
ing was given in a School Li-
brary Journal article written
by Constance Mellon, Assis-
tant Professor in the Depart-
ment of Library and Infor-
mation Studies at East Caro-
lina University. Although
many teenagers answered
that they did read in their
spare time, 72 percent of the
males responded affirma-
tively, as opposed to 92 per-
cent of the females indicated
that reading was one of their
choices of leisure time activ-
ity.16 This difference con-
tinued in the use of the public library; 66 percent
of the girls used the public library as opposed to
41 percent of the boys.17
In a report of research by R. S$. Newman and
H. W. Stevenson, no sex differences were found
in the tenth grade as far as reading achievement
is concerned, but girls outperformed boys at de-
coding words and reading comprehension in
grades two and five.!8 Another study of those
children diagnosed with reading disorders re-
veals that in this area, the numbers are about
equal for boys and girls. A team of researchers led
by Sally Shaywitz of Yale University surmised
that gender bias may play a part in reading
disorder identification, with the suspicion being
that boys are more likely to be identified as
reading-disabled when the problem is really a
behavioral one.! Gender bias may play a part in
Summer 199% " 73%
judging reading achievement since there may be different rates
of learning for the sexes just as there are different rates for
physical development. Whether both sexes can read equally well
may not matter as much as whether they read at all.
That difference between sexes in reading versus non-reading
behavior appears to increase as people go into adulthood. In June
1987, a user survey of adult patrons (age sixteen and above) in
the Gaston-Lincoln Regional Library found that 77 percent of the
785 respondents were female.2° Carol Hole explores this issue in
her article for American Libraries, ~Click! The Feminization of the
Public Library.� In it, she refers to a survey conducted by Bernard
Vavrek that showed 80 percent of adult users of public libraries
were women. Carol Hole contended that many public librariesT
collections reflect feminine interests and since we donTt have
what men want, oThey have simply given up on the library.�2!
Is it any wonder that vast numbers of men are non-readers
when from a very young age they have perceived occupations that
dealt with reading as feminine ones? We are in the midst of a cycle
of perceptions affecting actions which in turn affect perceptions.
The small percentage of childrenTs librarians who are male contrib-
utes to the stereotyping of librarianship as a feminine profession.
Boys are discouraged from thinking of childrenTs librarianship as a
career by their own stereotyping. Another effect may be the gender
difference in the amount of reading that occurs which could be
ameliorated by having more male oreading role models.� The non-
reading of males also appears to increase as males get older. An
increase in the number of men that are employed in reading-
related professions should make a difference in changing the
gender perceptions of those reading-related occupations and in
encouraging boys to become readers.
Librarianship is a profession composed of approximately 80
percent females and childrenTs librarianship is about 95 percent
female. CarmichaelTs study indicates that some male librarians
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perceive some social stigma attached to their employment as
librarians. Other psychological studies show that the number of
females in librarianship influences children not only to expect
the librarian to be a female, but also to expect the female to be
more competent than the male. Finally, the small number of
male childrenTs librarians may detract from the ability of the
librarianship profession to lead young male children to reading.
A more equal dispersal of sexes in the librarianship profes-
sion should have a positive impact on our relationships with each
other and the patrons that we serve. LetTs make sure that childrenTs
services departments have equal standing with other depart-
ments, that male childrenTs librarians are encouraged to stay in
that area of librarianship, that male librarians work in areas that
are visible to young children, and that library directors and
library boards understand that encouraging boys to read is too
important to detract from by engaging in gender bias. If we
become successful at eliminating sex stereotyping and gender
bias in librarianship, then perhaps when the word librarian is
mentioned to a group of young people, the response wonTt
automatically be, oWhose mom is a librarian?�
References
1 Fay Zipkowitz, oPlacements and Salaries,� Library Journal
(October 15, 1992): 35-6.
2 oPlacements and Salaries� Library Journal (compilation from
1978-1992).
3 Loriene Roy, oA Survey of ChildrenTs Librarians in Illinois
Public Libraries,� Library and Information Science Research (July
1987): 189.
4 William F. Mown and Kathleen M. Heim, editors, Librarians
for the New Millenium (American Library Association, Office for
Library Personnel Resources, 1988), 38.
51991 Youth Services Personnel, N.C. Department of Cul-
tural Resources, Division of State Library.
6 James V. Carmichael Jr., oThe Male Librarian and the
Feminine Image: A Survey of Stereotype, Status, and Gender
Perceptions,� Journal of Library and Information Science Education
(January 1993): 427.
7 Ibid.
8 Ibid., 432
8 Tbid., 435
10Elisabeth Rosenthal, oThe Forgotten Female,� Discover
(December 1991): 25.
"Linda D. Gettys and Arnie Cann, oChildrenTs Perceptions
of Occupational Sex Stereotypes,� Sex Roles 7 (no. 3, 1981): 304.
12 Tbid., 307
13 Tbid.
14 Arnie Cann and Alethea K. Garnett, oSex Stereotype
Impacts on Competence Ratings by Children,� Sex Roles 11 (nos.
3/4, 1984): 340.
1S Clifford Morgan, Introduction to Psychology (New York:
McGraw-Hill, 1979), 529.
16 Constance A. Mellon, oTeenagers Do Read: What Rural
Youth Say About Leisure Reading,� School Library Journal (Febru-
ary 1987): 28.
17 Thid., 29.
18R. S. Newman and H. W. Stevenson, oChildrenTs Achieve-
ment and Causal Attribution in Mathematics and Reading,�
Journal of Experimental Education (Spring 1990): 202.
19 oWho Reads Best?,� American Teacher (October 1990): 2.
20 Patron Survey, Gaston-Lincoln Regional Library, Gastonia,
N.C., June, 1987.
21 Carol Hole, oClick! The Feminization of the Public Li-
brary,� American Libraries (December 1990): 1076.
North Carolina Libraries
Technology, Young People,
and the Library
by Cathy Collicutt
hy and how do we fit technology into our
libraries? How do we best position ourselves to
take advantage of the technological bounty that
surrounds us now? These are crucial questions
for those of us who work primarily with young
people. No matter what kind of library we are in,
we are the teachers, the guides, and the allies for our young
Patrons.
In Power On! New Tools for Teaching and Learning, the report
of the Office of Technology Assessment (OTA), the answer to the
query oWhat the Technology Can Do,� is a list of twelve things
that ocertain configurations of hardware and software, used with
particular populations of children and under the supervision of
competent teachers, contribute to meeting specific instructional
objectives. OTA finds that the varied capabilities of the technolo-
gies are key to their power.� Four of these twelve are most
relevant to the library. They are manipulation of data, problem
solving, development of writing skills, and record keeping.
The 90Ts term for manipulation of data is information
literacy. As we acknowledge the reality of the deluge of data that
is flooding our lives, we have to conclude that the library is one
of the most appropriate settings for teaching the management of
information. Any library is a big information bank, broken down
in various ways into smaller, more manageable banks of data.
Databases are not new to us. Teaching people how to use
databases is not new. Databases organized using the latest
technology are a perfect fit with existing library structures. The
automated card catalog is an example. The library houses infor-
mation, and helps people find what they need. Technology helps
the librarian manage information more efficiently. In our role as
bridge to our patrons, we need to consider what they need.
oStudents need to know how to access information through
technologies, but they also need to learn how to do so with some
judgement...Databases are useful tools to students, which they
need to know how to search"a fairly complex cognitive process.
Knowing how to access information from a variety of databases
Means that students could learn how to use a wide range of
reference materials, including computer databases, CD-ROM
discs, and videodiscs. Knowing how to use reference sources is
the beginning of learning how to check the accuracy of informa-
tion and how to discover what one does not know, both of which
encourage learning on oneTs own.�2 Another author points out
that othe process of information gathering and use are changing;
todayTs student will solve information problems in new, more
efficient and perhaps more scientific ways.�$
Children are attracted by the wonders of technology. They
North Carolina Libraries
always will opt for a computerized resource over a print one. We
need to take advantage of this affinity while it exists. We have all
heard about adults who find if impossible to program a VCR,
while the five-year olds have no problemsat all. We cannot afford
to let our children grow up into timid technophobes. A good
education today must include a working knowledge of current
technology. This is best gained through familiarity and use.
Secondly, the library/technology partnership can help young
people develop their problem solving skills within the context of
the search for information. TodayTs students oneed to possess
two essential skills to cope in our information society: the ability
to search computer databases and the ability to use information
in decision making to solve a problem. This second skill is
significantly more complex, involving higher levels of cognition
such as analysis and evaluation.�* We are confronted every day
with students who get lost in the research maze. The more
successful they become in learning to get from the problem to the
solution, the more skills they acquire. The librarian is the guide
through the maze of the various resources " the teacher of the
research process.
The growth of multimedia resources is a boon to young
searchers. Here they can get introductory lessons in searching for
information and valuable experience in formulating relation-
ships between subjects. Integrated resources, where users can
move freely among different subjects following a single train of
thought, requires even more skill. The development and avail-
ability of such sources are growing rapidly; soon they will be
commonplace. We cannot afford to wait until our students reach
high school to start teaching searching skills. The foundation
must be laid early.
Thirdly, libraries can use technology to help students practice
writing skills. Most of the time our young patrons have to produce
something with the information they find " a paper, a report, a
product of some sort. This step requires that they synthesize the
information theyTve gathered and communicate it.
Word processing skills are quickly becoming a basic neces-
sity in our society. The freedom provided by computers and their
facility in manipulating text is a far cry from the old days of
handwritten reports and papers. Composing a written document
on a computer encompasses different skills and patterns of
thinking and doing.
Libraries can offer technological support by setting up word
processing centers in the youth services area. Acomputer equipped
with a simple word processing program and a printer is the
minimum requirement for such a center. Some students have
access to word processors on home computers, but many do not.
Summer 199% " 79
School media centers and public libraries
can help fill this need.
Finally, technology facilitates
recordkeeping in libraries. Automated card
catalogs and circulation systems do their
jobs with speed and accuracy. According
to WebsterTs Ninth New Collegiate Dictio-
nary, the definition of technology is, oa
scientific method of achieving a practical
purpose.� We have always been interested
in inventions that make us more efficient
in our work. Automation of the load-
bearing services allows the librarian and
the library user to use their energy in more
productive ways. The librarian is free to
work with patrons, not with cards; there-
fore, the user is often able to discover a
wider variety of information. We are not
so much at the mercy of the search or the
system.
If the school library, or the public
library, is to be expected to contribute to
the furthering of instructional objectives,
then we cannot be left out of the automa-
tion equation. We must claim our rightful
places as full partners in the education
process and equip ourselves to meet the
needs of our patrons.
Today, we weigh the costs of technol-
ogy versus materials. In schools we weigh
the needs of one department against the
other. We even may be asked to decide
between staff and technology. o~Buy more
hardwareT sounds appealing, especially to
advocates of computer-based instruction,
until someone points out that the addi-
tional equipment is likely to come at the
expense of other materials or programs.
Difficult questions inevitably follow: Will
the new learning tools be more effective
than books? ... Will computer-based mate-
rials bring about savings on traditional
instructional materials?�4
Equitable distribution of resources is a
continuing battle. Technological solutions
are often expensive. How do we make sure
that all the young people in our public
libraries and school systems have what
they need to educate themselves? Equi-
table distribution of library resources means
that all our citizens have equal access to
quality resources and programs, and that
our young patrons get the tools they need
to prepare themselves for their future.
When we combine technology and
youth services we discover an ideal match.
Our adolescent and teen patrons, whether
in school or public libraries, have no
memory ofa time when technology meant
simple solutions to complex problems and
good old American know-how. To them
technology means PCs and CDs and E-
mail and lasers. It means always having
lived in a world of automated teller ma-
chines and barcoded products in the gro-
cery store. They are at home; we are the
time travellers. The world is zooming to-
ward the year 2000. Theory is flying ahead
of reality, and weTre barely holding on.
Our problem is how to fit current and
emerging technologies into our facilities
and bare-necessities budgets. Our chal-
lenge is wise selection. If we do not take
the lead in confronting this problem, we
stand to lose this generation of library
users. We wonTt have them, and they
wonTt have us.
References
1U.S. Congress, Office of Technology
Assessment, Power On! New Tools for Teach-
ing and Learning (Lancaster, PA: Technomic,
1988), 11.
2 Cynthia Warger, ed., Technology in
Today's Schools (Fairfax, VA: Association
for Supervision and Curriculum Develop-
ment, 1990), 10.
3 Mary Jo Langhorne, Teaching with
Computers: a New Menu for the '90s (Phoe-
nix: Onyx Press, 1989), 103.
4 American Association of School Li-
brarians and Association for Educational
Communications and Technology, Infor-
mation Power: Guidelines for School Library
Media Programs (Chicago: American Li-
brary Association, 1988), 44.
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North Carolina Libraries
A Statistical Overview
of Children's and Youth Services
tatistics have traditionally been
used by librarians in a wide range
of activities: to support local bud-
get requests and to evaluate local
services; to support requests for
funding and legislation at the state
and national levels; and to compare per-
formance among libraries. With demands
for accountability increasing and with
funding becoming more difficult to ob-
tain, statistics may play an even more
important role in the planning, funding,
and evaluation of library services. No-
where is the need to collect and use statis-
tics more apparent than in
youth services, which have
often been underfunded rela-
tive to their contribution to
total library services.!.
The purpose of this article
is to identify and assess efforts
to collect statistics on youth
Services at the state and na-
tional levels and to suggest
Some ways in which the col-
lection and use of these statis-
tics might be improved. Ef-
forts in both public libraries and school
library media centers will be considered.
Public Library Statistics:
State Level
The collection of annual statistics for pub-
lic libraries in North Carolina is the re-
sponsibility of the Department of Cuitural
Resources, Division of the State Library.
The State Library publishes an annual re-
Port based on these statistics, with the data
also available in machine-readable form.
The State Library currently collects the
following statistics relating to youth ser-
Vices in public libraries in North Carolina:
book volumes of juvenile fiction and non-
fiction; number of registered juvenile us-
�,�rs; number of juvenile users registered in
the last year; book circulation of juvenile
North Carolina Libraries
by Robert Burgin
fiction and nonfiction; number of pro-
grams held for juveniles; and number of
juveniles attending programs.
North CarolinaTs statewide data col-
lection efforts in this area appear to be
better than those of most state agencies,
according to a recent survey by Kathleen
Garland.2 Like North CarolinaTs State Li-
brary, the majority of state agencies (64.7
percent) collect juvenile circulation statis-
tics. However, the other youth services
statistics collected by the State Library of
North Carolina are gathered by fewer than
half of the state agencies: only 35.5 per-
North Carolina's statewide data
collection efforts in this area
appear to be better than those
of most state agencies ...
cent collect juvenile program statistics;
only 25.5 percent collect juvenile hold-
ings statistics; and only 19.6 percent col-
lect information on the number of regis-
tered juvenile borrowers.
Public Library Statistics:
National Level
" National Center for Education Statis-
tics (NCES). The Hawkins-Stafford El-
ementary and Secondary School Improve-
ment Amendments of 1988 (PL 100-297)
mandate that the National Center for Edu-
cation Statistics of the U.S. Department of
Education be responsible for collecting
and disseminating statistical information
on public, academic, and school libraries.
In 1990 the NCES published the re-
sults of the first national survey of
childrenTs services and resources in public
libraries in the United States. While the
NCES had sporadically conducted previ-
ous surveys of public library services, these
had not included statistics on services to
children since the 1955-56 survey. Services
and Resources for Children in Public Librar-
ies, 1988-89 includes data from 773 re-
spondents to questionnaires mailed in late
March 1989.3 Statistics are reported for
staff characteristics (for example, the per-
centage of respondents with public service
and childrenTs librarians at three levels of
education and the percentage having a
childrenTs coordinator or
consultant available), use of
services by children (for ex-
ample, the percentage of us-
ers fourteen years of age and
under in a typical week and
the percentage of respon-
dents with moderate or heavy
use of readers advisory, book
lists, summer reading pro-
grams, and story hours in the
last twelve months), and
group and cooperative activi-
ties. All tables are broken down by library
patrons per week, type of library (main
library vs. branch library), whether the
library has a childrenTs librarian, hours
open per week, the percentage of the book
budget used for childrenTs books, and the
percentage of total circulation accounted
for by childrenTs materials. The survey
collected data from individual library build-
ings as opposed to library systems, and this
fact (plus its reliance on mean figures to
represent averages, rather than the more
appropriate median figures) should be kept
in mind when using its findings.
In 1988 the NCES also published a
study of young adult services in public
libraries.4 As with the survey on childrenTs
services, data were collected from indi-
vidual library buildings. The young adult
Summer 1993 " 77
we hk ae
report is based on 794 respondents to a
questionnaire sent out in September 1987,
and includes a number of statistical tables
broken down by patrons per week, type of
library, whether the library has a young
adult section, and whether the library has
a young adult librarian. Statistics are re-
ported for collections (for example, the
percentage having a young adult collec-
tion and the composition of that collec-
tion), staff characteristics (for example,
the percentage of respondents having a
young adult coordinator or consultant
available), use of services by young adults
(for example, the percentage of respon-
dents with moderate or heavy use of read-
ers advisory, study space, book lists, col-
lege or career information, and personal
computers), and cooperative activities.
While the statistics presented in the
two NCES reports on childrenTs and young
adult services are valuable, they are also
out of date, being based on 1989 and 1987
surveys, respectively. There appear to be
some plans for another NCES survey on
childrenTs services, and young adult ser-
vices may also be included in that study.
" Federal State Cooperative System for
Public Library Data (FSCS). In addition
to the mandate that the NCES collect li-
brary statistics, the 1988 Hawkins-Stafford
amendments also note the need for a na-
tionwide cooperative system to collect
public library data. Consequently, the
Federal State Cooperative System for Pub-
lic Library Data was established to allow
state agencies to submit public library data
to the NCES. The first report of the FSCS,
based on data from all fifty states and the
District of Columbia, was published in
April 1991, and subsequent annual reports
have been released.5 These reports pro-
vide summary data from all public librar-
ies in the United States (over 8900 librar-
ies); state breakdowns and breakdowns by
population served are included in statis-
tics on public library collections, services,
staffing, income, and expenditures. Data
are also available in machine-readable
form. In North Carolina, for example, they
are accessible via the State LibraryTs North
Carolina Information Network.
In spite of the value of its reports, the
FSCS failed to collect statistics related to
youth services in its first two surveys.
However, the FSCS did collect two specific
childrenTs statistics (circulation of
childrenTs materials and attendance at
childrenTs programs) in its most recently
completed survey and will report on these
in its 1993 report.
" Public Library Data Service (PLDS).
The Public Library AssociationTs Public
78 " Summer 1997
Library Data Service collects data from
public libraries that volunteer to partici-
pate in an annual survey. These data are
then published in annual reports. In 1991
the PLDS survey included a series of ques-
tions related to childrenTs services: juve-
nile holdings; juvenile materials budget;
juvenile population served (under five
years of age, five years through fourteen
years of age) juvenile materials circula-
tion; and juvenile program attendance.
The report of the survey, Public Library
Data Service Statistical Report ~91, lists these
statistics and statistics derived from them
(for example, turnover for juvenile col-
lections) for 562 respondents. Tables in-
clude lists of individual libraries in order
by population served and summary tables
based on service population, which
present mean figures as well as ranges and
quartile figures.®
The value of the PLDS report lies in its
focus on output measures, which encour-
age libraries to measure their performance
in terms of services (outputs) rather than
resources (inputs). Output measures are
an important component in the Public
Library AssociationTs Public Library Devel-
opment Program, an attempt to assist pub-
lic libraries in planning and evaluation,
and their collection and use should be
encouraged. However, when using the
data, one must remember that coverage
for the PLDS surveys is more comprehen-
sive for larger libraries: over 80 percent of
public libraries serving populations of
100,000 or more participated in the 1991
survey. Consequently, while the 1991
PLDS report provides a valuable picture of
childrenTs services in public libraries and is
especially commendable for its use of out-
put measures, its failure to provide more
thorough coverage of smaller libraries
skews its portrayal of these services. As
Douglas Zweizig points out in a forthcom-
ing article, oSince the great majority of
libraries serve smaller communities, our
understanding of those libraries and their
services would be aided if more of the
smaller libraries would participate in the
PLDS data collection.��
It is also important to note that, ex-
cept for the 1991 survey, the PLDS has
done little to gather data related to
childrenTs services. Its 1990 report is typi-
cal in reporting only three data elements
in this area: the percentage of the libraryTs
service population that is under five years
of age; the percentage of the population
that is five to seventeen years of age; and
an indication of which libraries view their
primary or secondary role as that of the
opreschoolersT door to learning.�8
" Output Measures. While not a source
of data as such, the recently published
output measures for children deserve men-
tion here as an important tool in guiding
the collection of statistics for youth ser-
vices at the local, state, and national lev-
els.9 As noted earlier, output measures rep-
resent a component of the Public Library
AssociationTs attempt to assist public li-
braries in planning and evaluation and
differ from traditional library standards in
encouraging libraries to measure their per-
formance in terms of services (outputs)
rather than resources (inputs). While in-
put measures like juvenile volumes per
capita reflect the resources that a library
has, output measures like juvenile circula-
tion per capita reflect what a library is
doing with what it has.
Output Measures for Public Library Ser-
vice to Children should be viewed as a
companion volume to the earlier Output
Measures for Public Libraries and includes
the following measures: childrenTs library
visits per child; building use by children;
furniture/equipment use by children; cir-
culation of childrenTs materials per child;
in-library use of childrenTs materials per
child; turnover rate of childrenTs materi-
als; childrenTs fill rate; homework fill rate;
picture book fill rate; childrenTs informa-
tion transactions per child; childrenTs in-
formation transaction completion rate;
childrenTs program attendance per child;
class visit rate; child care center contact
rate; and annual number of community
contacts. For each measure, instructions
are given for collecting the data, comput-
ing the measure, and using and interpret-
ing the results.
School Library Media Center
Statistics: State Level
According to an official in the Division of
Media and Technical Services of the State
Department of Public Instruction, that
department does not collect data on school
library media centers in North Carolinaon
a regular basis. The decision to discon-
tinue such data collection efforts was ap-
parently made in the mid-1980s in re-
sponse to the governmentTs Paperwork
Reduction Act. The department does,
however, gather statistics on specific areas
from time to time. At the present time, for
example, the department is attempting to
collect data on the number of professional
librarians in media centers in the state.
Many local school library media centers
and school systems collect statistics on an
individual basis, primarily for budget jus-
tification, and there is also some local
collection of statistics for accreditation
reports. Nevertheless, regular statewide
efforts to collect data on school library
media centers in North Carolina are non-
North Carolina Libraries
existent.
Unfortunately, it appears that North
CarolinaTs failure to collect statistics on
school library media centers regularly is
not atypical. Kathleen GarlandTs recent
survey of forty-nine state education agen-
cies found that almost half (twenty-four
states) did not regularly collect school li-
brary media centers data.10
School Library Media Center
Statistics: National Level
" National Center for Education Statis-
tics (NCES). As noted above, the National
Center for Education Statistics is respon-
sible for the collection and dissemination
of statistical information on public, aca-
demic, and school libraries. The most
recently completed government survey of
school library media centers nationwide
was conducted by the NCES in 1985 and
1986 using a nationally representative
sample of 4500 public and 1700 private
schools.!! Responses were received from
92 percent of the public schools surveyed
and 86 percent of the private schools sur-
veyed. The report includes data on staff,
collections, facilities, equipment, and ex-
penditures. In addition, the survey in-
cluded descriptions of twenty-two differ-
ent services (ranging from the traditional,
such as assisting students in locating in-
formation, to newer ones, such as coordi-
nating video production activities in the -
school) that might be offered by media
centers, and asked respondents to state
how frequently each service was provided
" routinely, occasionally, or not at all.
The NCES report of the 1985-1986
survey presents statistics for public schools
by school level and size; public schools by
State; and private schools by level, orienta-
tion, and size. The report also includes a
number of historical comparisons between
that study and earlier surveys in 1958,
1962, 1974, and 1978, thus providing a
tecord of the change in school library
media center characteristics. In spite of
the fact that its statistics are badly out-of-
date and in spite of its reliance on mean
figures rather than median figures, the
Study does represent the last comprehen-
Sive national survey of school library me-
dia centers conducted by the federal gov-
emment.
In 1991 the NCES collected a small
amount of data on school library media
centers from a sample of schools taking
Part in their 1990-1991 Schools and Staff-
Ing Survey. The data collected focused
primarily on staff, but the results have yet
to be released. In 1991 the NCES also field-
tested two more comprehensive survey
instruments for school library media cen-
ters. These will be used as part of the 1994
North Carolina Libraries
Schools and Staffing Survey, and the data
should be ready in 1995 or 1996. The
survey is intended to be repeated every
four years and should provide a nation-
wide profile of school library media spe-
cialists, collections, expenditures, technol-
ogy, and service.12
" Information Power. The results of the
1985-1986 NCES survey were used to de-
fine the guidelines for school library me-
dia centers reported in Appendix A of
Information Power: Guidelines for School Li-
brary Media Programs, where the character-
istics of high service programs are listed.!%
oHigh service programs� are defined as
those providing a high level of service
based on the 22 services listed on the 1985-
1986 survey instrument, and separate
tables are provided for different school
levels and student body size: elementary
schools under 500; elementary schools
over 500; middle/junior high schools un-
der 500; middle/junior high schools over
500; high schools under 500; high schools
between 500 and 1000; and high schools
over 1000. Finally, the characteristics of
high service programs in the areas of staff,
collection, facilities and equipment, and
budget are listed for each school level and
student body size
at 3 different per-
centile levels:
75th, 90th, and
95th... lors.ex-
ample, for high
service programs
in elementary
schools with
fewer than 500
students, the ap-
proximate collec-
tion size was
9,227 volumes at
the 75th percen-
tile level; 11,117
volumes at the
90th percentile
level; and 12,809
volumes at the
95th percentile
level.
These char-
acteristics are in-
cluded oso that
individual school library media specialists
may compare their program resources and
activities with those of schools identified
as high-service providers.�!4 While these
quantitative guidelines may be useful, three
concerns should be kept in mind when
consulting them. First, as the authors of
Information Power point out, othe tables
show only the characteristics of programs
that deliver high levels of service and not
nationally.
Youth services librarians
should know the levels
of support being
provided in their
libraries and should be
able to compare their
local support with
typical levels of support
in comparable libraries,
both statewide and
the whole range of current practice.�1!5
The data represent the highest levels
achieved by the top school library media
centers and may therefore be of little real-
istic use to the average or less than average
school library media centers.16 Second,
the guidelines reported in Appendix A of
Information Power are based on input mea-
sures only: number of staff, size of collec-
tions, and the like. There are no output
measures even though, as we saw above
with public libraries, such measures en-
courage libraries to focus on services rather
than on resources. Finally, the informa-
tion is now over seven years old; the guide-
lines are based on public school data gath-
ered in the fall of 1985 that badly needs
updating.
" Miller and Schontz. The most up-to-
date national statistics on school library
media centers are provided by the biennial
reports of Marilyn Miller and Marilyn
Schontzin School Library Journal. The most
recently published report covers fiscal year
1989-1990, and is based on over eight
hundred responses to a survey mailed to a
systematicrandom sample of school-based
subscribers to School Library Journal.!� Two
dozen tables outline data on collections,
expenditures, tech-
nology, and net-
work participation.
Both medians and
means are provided
for each data ele-
ment, and break-
downs by school
level, geographic re-
gion, and schoolen-
rollment are in-
cluded.
Miller and
Schontz, like Infor-
mation Power, pro-
vide data primarily
on input measures
such as size of col-
lections and expen-
ditures and largely
ignore output mea-
sures that reflect the
extent of collection
use. However, they
do furnish a wide
range of information about the use of
resource sharing networks and other ex-
ternal information sources by library me-
dia specialists and the role of library media
specialists in decision making and curricu-
lum planning.
Likewise, while the sample used by
Miller and Schontz tends to skew the sta-
tistics somewhat because poorer schools
that are unable to afford a subscription to
Summer 199% " 79
School Library Journal are left out, their data
still represent the most up-to-date picture
of school library media centers available at
this time. In addition, since the reports
have been published biennially since 1983,
they provide a valuable picture of school
library media center development over
the past ten years.
Using the Statistics
How, then, can local youth services librar-
ians best make use of state and na-
tional statistics on youth services?
As the introduction to this article
noted, statistics in general have been
used by librarians in a wide range of
activities: to support local budget
requests and to evaluate local ser-
vices; to support requests for fund-
ing and legislation at the state and
national levels; and to compare per-
formance among libraries. The youth
services statistics discussed above can
be used to support the same set of
activities.
Such statistics are useful in sup-
port of local budget requests, for
example, because budget requests re-
quire that a library or a service within a
library establish its needs.18 Youth ser-
vices librarians should know the levels of
support being provided in their libraries
and should be able to compare their local
support with typical levels of support in
comparable libraries, both statewide and
nationally. As Garland notes, the interest
in statistics for youth services ois the re-
sult, at least in part, of the lack of funds to
adequately support budgets for childrenTs
services at a time when demographics show
that the preschool and school-age popula-
tion is increasing.� 19
State and national statistics also pro-
vide an oexternal yardstick� against which
to measure local performance. This aspect
may be especially important as demands
for accountability increase and as local
funding becomes more difficult to obtain.
Local school boards in California, for ex-
ample, are being required to prepare school
accountability oreport cards� that include
information assessing the schoolsT media
centers.20 Again, youth services librarians
need to know the levels of service being
provided in their libraries and need to be
able to compare their local service with
typical levels of service in comparable li-
braries, both statewide and nationally. As
noted above, where shortcomings are de-
tected, needs can be established and bud-
getary support can be sought.
State and national statistics also serve
to support requests for funding at the state
and national levels. As Garland again
points out, oFactual information about
80 " Summer 1993
programs and services are needed to guide
policymakers at the state and national
levels. Without such data, these decision
makers can only guess about the condi-
tion of library media centers and the sup-
port they provide to instructional pro-
grams in American schools ... Library me-
dia specialists must make policymakers
aware of the contributions of library me-
dia programs to the schools they support,
and they must have supporting data.� 21
... regular, even
annual, nationwide
surveys are needed if
Statistics for this
valuable aspect of
library service are truly
to be useful.
As with local budget requests, needs
must be established in order to sup-
port funding requests at the state
and national levels.
Finally, the state and national
statistics discussed in this article can
be used to improve youth services.
In many cases, the data presented in
the reports discussed above serve as
performance targets for local public
libraries and school library media
centers. The clearest example is
Information Power, whose guidelines
represent the top levels of achieve-
ment by programs that provide high
levels of service and are ointended
to provide assistance in striving for
excellence.�22
Conclusions
The efforts to collect youth statistics de-
scribed above reveal an inconsistent pat-
tern. At the state level, collection efforts
for public libraries appear to be better than
those of most states, but there is no regular
collection of data for school library media
centers. At the national level, the only
regular effort has been the series of reports
by Marilyn Miller and Marilyn Schontz.
The last NCES survey of youth services in
public libraries was published in 1990, and
the last NCES survey of school library
media centers was published in 1987. Plans
for future surveys by the NCES in both
areas are promising, as is the inclusion of
specific childrenTs data elements in the
FSCS statistics for public libraries, but regu-
lar, even annual, nationwide surveys are
needed if statistics for this valuable aspect
of library service are to be truly useful.
Local youth services librarians should
become involved as advocates for such
data collection efforts at the state and
national levels. Interested librarians should
become involved in the appropriate sec-
tions of the North Carolina Library Asso-
ciation (the ChildrenTs Services Section;
the North Carolina Association of School
Librarians; and the Public Library Section)
and the American Library Association (the
American Association of School Librar-
ians, the Association for Library Service to
Children, the Public Library Association,
and the Young Adult Library Services As-
sociation).
On the state level, the collection of
youth statistics for public libraries by the
State Library appears to be better than
efforts in most states, but more could be
done to focus on the new output measures
for youth services. The State Library could
begin by including in its annual report
those statistics that can be derived from
the data currently being collected (turn-
over rate, for example) and then begin to
It is difficult to imagine
how any library service
can be evaluated, funded,
and improved effectively
without the adequate
collection of
statistical information.
collect data for those measures that are not
collected at present (fill rates, for example).
In addition, the State Library should adopt
the PLDS standard definition of a child as
age fourteen and under.23 At present, pub-
lic libraries in North Carolina use no stan-
dard definition, and age requirements for
juvenile library card registration vary
widely (although oage fourteen and un-
der� is the most commonly used range).
Without such a standard definition, a
number of the output measures cannot be
usefully derived.
Much work obviously is needed to
encourage the collection of school library
media statistics in North Carolina. While
the Department of Public Instruction is
not alone among state education agencies
in its failure to gather statewide data, over
half (twenty-five) of the forty-nine state
North Carolina Libraries
education agencies surveyed by Kathleen
Garland did collect statistics in this area.
In addition, as Garland points out, local
school media specialists tend to collect
Statistics anyway; 53 percent of school
library media center respondents collected
circulation data, for example, while only
12 percent of state agencies did so. 24
Consequently, much of the data may exist
at the local level, but an effort to collect
these statistics statewide is desperately
needed.
Local youth services librarians should
acquaint themselves with statewide and
Nationwide efforts to collect statistics in
these areas, and they should collect, share,
and use local statistics in evaluating and
planning their own services. Library schools
Should familiarize students with the use of
Statistics in all areas, including youth ser-
vices. Continuing education providers
should also consider training needs in this
area. As an example, the youth services
agenda adopted recently by Illinois librar-
ians includes the following priority: oDe-
velop workshops for youth services librar-
ians on the importance and effective use of
Statistics.� 25
It is difficult to imagine how any li-
brary service can be evaluated, funded,
and improved effectively without the ad-
equate collection of statistical informa-
tion. Given the fact that youth make up
nearly 40 percent of all public library us-
ers26 and given the recent emphasis on
educational reform that should include
some focus on the impact of school library
media centers on the educational process,
it is unfortunate that efforts to collect
Statewide and nationwide library statistics
in the area of youth services have been so
Sporadic and incomplete.
Acknowledgements
The author would like to acknowledge the
kind help and assistance provided by a
number of individuals, including Pauletta
Bracy, Diane Kester, Mary Jo Lynch, Cal
Shepard, Holly Willett, and Diana Young.
References
1 Douglas L. Zweizig, oThe ChildrenTs
Services Story,� Public Libraries (forthcom-
ing): 5.
2 Kathleen Garland, oChildrenTs Ser-
vices Statistics: A Study of State Agency
and Individual Library Activity,� Public
Libraries 31 (November/December 1992):
351-355.
3 National Center for Education Statis-
tics, Office of Educational Research and
Improvement, U.S. Department of Educa-
tion, Services and Resources for Children in
Public Libraries, 1988-89 (Washington, D.C.:
U.S. Government Printing Office, 1990).
4 National Center for Education Sta-
tistics, Office of Educational Research and
Improvement, U.S. Department of Educa-
tion, Services and Resources for Young Adults
in Public Libraries (Washington, D.C.: U.S.
Government Printing Office, 1988).
5 National Center for Education Statis-
tics, Office of Educational Research and
Improvement, U.S. Department of Educa-
tion, Public Libraries in 50 States and the
District of Columbia: 1990 (Washington,
D.C.: U.S. Government Printing Office,
1992).
6 Public Library Association, Public Li-
brary Data Service Statistical Report ~91 (Chi-
cago: American Library Association, 1991).
7 Zweizig, 7.
8 Public Library Association, Public Li-
brary Data Service Statistical Report ~90 (Chi-
cago: American Library Association, 1990).
9 Virginia A. Walter, Output Measures
for Public Library Service to Children: A
Manual of Standardized Procedures (Chi-
cago: American Library Association, 1992).
10 Kathleen Garland, oAn Analysis of
School Library Media Center Statistics Col-
lected by State Agencies and Individual
Library Media Specialists,� School Library
Media Quarterly 21 (Winter 1993): 106 -110.
11 National Center for Education Sta-
tistics, Office of Educational Research and
MUMFORD
¢ Over 90,000 Books in Stock
¢ Over 10,000 Titles
¢ 15 Years of Service
e oHands On� Selection
¢ Pre-School Through Adult
Improvement, U.S. Department of Educa-
tion, Statistics of Public and Private School
Library Media Centers, 1985-86 (Washing-
ton, D.C.: U.S. Government Printing Of-
fice, 1987):
12 Adrienne Chute, oNational Center
for Education Statistics Library Statistics
Program,� in The Bowker Annual: Library
and Book Trade Almanac, 37th edition (New
Providence, N.J.: R. R. Bowker, 1992), 162.
13 American Association of School Li-
brarians and Association for Educational
Communications and Technology, Infor-
mation Power: Guidelines for School Library
Media Programs (Chicago: American Li-
brary Association, 1988).
14 Information Power, 114.
18 Information Power, 115.
16 For example, the high service pro-
grams represent 16 percent of the respond-
ing schools; the 75th percentile scores
therefore represent approximately the top
4 percent of all respondents.
17 Marilyn L. Miller and Marilyn
Schontz, oExpenditures for Resources in
School Library Media Centers FY 1989-
1990,� School Library Journal 37 (August
1991): 32-42.
18 Robert Burgin, oCreative Budget Pre-
sentation: Using Statistics to Prove Your
Point,� The Bottom Line 1 (1987): 13-17.
19 Kathleen Garland, oChildrenTs Ser-
vices Statistics...,� 351.
20 Garland, oAn Analysis of School
Library Media Center Statistics...,� 106.
21 Garland, oAn Analysis of School
Library Media Center Statistics...,� 107.
22 Information Power, 115.
23 Walter, 3.
24 Garland, oAn Analysis of School
Library Media Center Statistics...,� 108.
25 CarolJ. Fox, oYouth Services Agenda
for Illinois,� Illinois Libraries 72 (January
1990): 64.
26 Services and Resources for Children in
Public Libraries. 1988-89, iii.
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Summer 1993 " 81
isan
The Planning Process in
Youth Services:
Using Output Measures in Evaluating Services
iscussion of planning theory
and descriptions of the plan-
ning process can be found in
the professional literatures of
business management, public
administration, and social psy-
chology. Librarianship has borrowed gen-
erously from these disciplines in applying
the theory to library operations. Another
perspective about professional origins is
presented by Molz who cites foundation
oin two spheres of national life: the socio-
economic planning engendered by gov-
ernment and the planning which has its
origins in management and theory tech-
niques used in the private sector.� 1
A landmark work that exemplifies the
merger of theory and applications for li-
brary environments is Planning and Role
Setting for Public Libraries: A Manual of
Options and Procedures, which was pre-
pared by a group of experts for the Public
Library Development Project (PLDP) and
published by the American Library Asso-
ciation in 1987.2 PDLP was organized by
the Public Library Association for the pur-
pose of assisting public libraries in plan-
ning, measurement and evaluation.
Any viable planning process recog-
nizes the value of a measurement phase.
Baker and Lancaster state that evaluation
is not an isolated, sporadic event, but
rather an integral part of the planning
cycle. 3 Ina very rudimentary description
of the process linking the two activities, I
submit a preliminary model called PIE
which is composed of three primary com-
ponents: Planning, Implementation,
Evaluation. (See Figure 1.) Planning is
undertaken to provide a foundation for
making choices.4 Options are explored
and executed in the second phase of Imple-
mentation. In the final phase of Evalua-
tion, determination and assessment of lev-
els of success are confirmed. Based on the
results of valuative activity, the planning
82 " Summer 1993
by Pauletta Brown Bracy
process is initiated and continues in its
cyclic mode. The presentation for)the
model at this stage of development is most
basic and does not reflect the distinctive
activities which comprise each of the
phases.
A companion to the Planning manual,
Output Measures for Public Libraries, was
published in 1987 and delineated expected
library services to be measured. 5 The
impetus for the approach of this guide was
to provide libraries with assistance in mea-
suring performance in terms of library
services or outputs instead of library re-
sources or inputs. Of the eight public li-
brary roles identified in the Planning
manual, only one specifically addressed
childrenTs services. It immediately was
apparent that the documentsT (including
the companion volume, Output Measures)
pertinence to childrenTs librarianship was
negligible at best.
In an attempt to establish some rel-
evance, Robin Gault and the Public Li-
brary Association Committee on Service
to Children published suggestions on how
the manual and its attendant output mea-
sures guide could be used to provide direc-
tion for measuring childrenTs services. The
authors emphasized the need for data col-
lection and analysis in categories of Com-
munity Profile, Library Statistics, Survey
Data, and Relationships with Other Agen-
cies. © Each category of data is accompa-
nied by questions recommended to facili-
tate the process of information gathering.
Eventually, in 1992, the definitive plan-
ning document for childrenTs services,
Output Measures for Public Library Service to
Children: A Manual of Standardized Proce-
dures, was published as a part of PLDP. 7
Planning and Measurement in
School Library Media Programs
Planning is a well-established and funda-
mental activity which permeates all as-
pects of librarianship. What is especially
important to remember is that those in
youth library services are committed to a
group of users who are the same in both
the schooland public library settings. What
does distinguish professional approaches
to meeting user needs is the nature of the
environment. The child or young adult is
also a student: the constant variable in this
scenario who visits the public library to
complete homework is the same person
who received the assignment earlier in the
day from the classroom teacher. Barriers
among professional ranks which evolve
because of distinctive and intractable orole
ownership� only serve to minimize and
erode the more powerful collective impact
(public) youth librarians and school me-
dia coordinators can have in meeting the
needs of the youthful client base.
The field of school media librarianship
has likewise embraced the subject of plan-
ning with a vigor comparable to that of
public librarians. It is written in Informa-
tion Power: Guidelines for School Library Media
Programs that planning is central to every
facet of program development and imple-
mentation ... and is subject to ongoing
evaluation and revision. § Measurement is
linked to planning and is an enumeration
of the process components which include
Preparation for Planning; Defining Pro-
gram Mission, Goals and Objectives; Data
Collection; Implementation; and Evalua-
tion of the Library Media Program. 9
Loertscher, in reiterating the impor-
tance of evaluating school library media
programs, has identified four general areas
which can be measured:
Area 1: Goals and Objectives (Are
the goals worthy ones?)
Area 2: Resources (Are they suffi-
cient enough to operate an effec-
tive program?)
Area 3: Operations (Do routines
run smoothly and efficiently?)
North Carolina Libraries
Area 4: Worth/Results/Impact (does the program make
a difference in the way teachers teach and students
learn?)10
He urges school library media program directors to carefully
consider criteria for selecting instruments and identifying con-
cordant measures to provide a comprehensive valuative over-
view of the program.
With background constituted, the focus of this article is the
examination and recapitulation of Output Measures for Public
Library Service to Children. Although the intended audience for this
publication is public youth librarians, most measures are appli-
cable for school library media programs. They can be adapted as
needed. One interesting article about childrenTs services published
in 1990, pre-dating Output Measures, details a public libraryTs use of
selected measures to provide insight into library service to middle
school students, an area of service that previously had been
considered a problem.!! This article about Bethlehem (Pennsylva-
Nia) Area Library not only illustrates a connection of the two library
environments through the student-patron, but also describes an
approach to modifying and using measures that were not specifi-
cally designed for childrenTs services.
Using the Output Measures
In the formative document, Planning and Role Setting, phases of
the planning process are listed:
Planning to Plan
Looking Around
Developing Roles and Missions
Writing Goals and Objectives
Taking Action
Writing the Planning Document
Reviewing Results.
Walter in Output Measures for ChildrenTs Services notes that the
measures are designed to be used at several steps of the planning
process, and suggests that the measures are most useful when
combined with a planning process. !2
Significant factors to consider in preparation for managing
the measurement process are (1) the library as an organization "
its current practice of evaluation; (2) the organizational structure,
including how childrenTs services relate to other departments; (3)
resources, including staff time; (4) organizational culture, includ-
ing prevailing management styles; and (5S) the community,
including any contextual trends and conditions that have poten-
tial to impact delivery of services. 13
It is critical to determine which of the output measures will be
implemented. No library is expected to use all of the measures.
Walter proposes that a starting point for deliberations is the
planning and role-setting process if the library has undertaken
such. An alternative is consideration of mission, goals, and objec-
tives followed by identification of the measures that will produce
data to help monitor the progress toward the objective.!4
ChildrenTs Population of Legal Service Area is the basic element
and is used to calculate per capita figures. Parameters of the
element set the definition of ochild� as fourteen years and under
who lives in the Legal Service Area of a public library. The fifteen
measures are organized in six categories and will be defined and
explained here as presented in the manual. Precise directions for
data collection and interpretative uses accompany discussion of
each measure. Readers are advised to consult the manual for
Special needs.
Category 1: Library Use Measures
A) ChildrenTs Library Visits per Child " Number of
visits by people age fourteen and under during the
North Carolina Libraries
year in the community served. Count people age
fourteen and under entering the building one summer week
and one winter week to project for the year.
B) Building Use by Children " Average number of
people age fourteen and under in any part of the
library at any one time. Calculate means from sample
tallies of number of people age fourteen and under in the
library.
C) Furniture/Equipment Use by Children " Propor-
tion of average time that a particular type of furniture
or equipment anywhere in the library is being used by
a person age fourteen and under. Divide the number of
items in use by the number of items available in two
sample periods (summer and winter weeks) to project for
the year.
Category 2: Materials Use Measures
A) Circulation of ChildrenTs Materials per Child "
Average circulation of materials per person age
fourteen and under in the community served.
Determine the annual circulation of childrenTs materials
and divide by childrenTs population of the service area in
automated system or by tally.
B) In-Library Use of ChildrenTs Materials per Child "
Number of childrenTs materials used in the library per
person age fourteen and under in the community
served. Determine use in two sample periods of summer
and school year with no reshelving and divide by
childrenTs population of legal service area.
C) Turnover Rate " Average circulation per childrenTs
volumes owned. Determine annual circulation of
childrenTs materials and divide by entire childrenTs
holdings.
Category 3: Materials Availability Measures
A) ChildrenTs Fill Rate " Percentage of successful
searches for materials in any part of the library
collection by users age fourteen and under and adults
acting on behalf of children. Calculate the number of
successful searches in two sample periods and divide by all
searches.
B) Homework Fill Rate " Proportion of searchs for
information and/or library materials to assist with
homework by users age fourteen and under and
adults acting on their behalf that are successful in a
sample period. Divide the number of successful searches
for materials by all searches.
C) Picture Book Fill Rate - Percentage of successful
searches for picture books by all library users in a
sample period. Divide the number of successful searches
by all searches.
Category 4 - Information Services
A) ChildrenTs Information Transaction per Child "
Number of transactions per person age fourteen and
under or adults acting on their behalf in the commu-
nity served. Divide the annual number of transactions
based on two one-week sample periods (projected) by the
childrenTs population of the legal service area.
B) ChildrenTs Information Transaction Completion
Rate " Percentage of information transaction by
persons age fourteen and under or by adults acting on
their behalf that are completed successfully on the
same day that the question is asked, in the judgment
of the librarian. Divide the number of transactions
Summer 1997 " 8%
completed by the total number of transactions based on
two one-week sample periods.
Category 5: Programming
A) ChildrenTs Program Attendance " Attendance by all
ages at childrenTs programs per person age fourteen
and under in the population served. Count the
audience at all programs to determine annual program
attendance and then divide by the childrenTs population in
the legal service area.
Category 6: Community Relations
A) Class Visit Rate " Number of visits by school classes
to the library relative to the number of school classes
in the community. Count all class visits to the library
and divide by the number of classes in the legal service
area (based on a census of the school level classes in the
community).
B) Child Care Center Contact Rate " Number of
contacts between the library and child care centers
relative to the number of centers in the community.
The number of all annual contacts is divided by the
number of centers in the community.
C) Annual Number of Community Contacts " Annual
number of community contacts made by library staff
responsible for service to children. Keep a record of all
contacts and total.
Output measures should not exist in isolation. They must be
bound explicitly to goals and objectives which emanate from the
planning process. For an illustration of this connection, (See
Figure 1.)
FIGURE 1: A Preliminary Model of the Planning Process " PIE.
PLANNING
| EVALUATION IMPLEMENTATION
Planning is decision-based. That is, at every juncture, deci-
sions are made and serve as a means to facilitate the process.
During the Planning phase, staff must clarify purposes for
planning and determine expected outcomes. Next, an assess-
ment of community needs is conducted in light of trends and
conditions which may affect provision of library services. Fol-
lowing data collection and analysis, identified library roles be-
come the basis for a mission statement. Goals and objectives
further define each library role. Any goals and/or objectives of
childrenTs services must be consistent with the library mission.
Example: Your childrenTs department has selected Popular
Materials Center as a role. Your goal is to insure availability of
popular materials to all members of your community. One of
your objectives might be to increase the availability of requested
picture books by fifty percent.
Implementation begins as the library staff decides how best to
meet the goals/objectives. At this point, the output measures are
developed based on information discerned in the planning phase.
Example: To meet your objective to increase the availability
of requested picture books by fifty percent, you decide to make
84 " Summer 199%
the purchase of popular picture books a budget priority this year.
You also might increase the number of retrospective titles pur-
chased. Before doing anything, you decide to measure Picture
Book Fill Rate to see how many of your patrons are getting the
picture books they want when they want them.
In Evaluation, results of the data collection are analyzed to
determine the level of progress toward meeting the goals/objec-
tives upon which the output measures are based. Roles and goals
and objectives are reconsidered for their relevance to the mission,
and the process of planning is begun again.
Example: After prioritizing the purchase of picture books for
one year, you again measure picture book fill rate. Compare your
results to the results of the year before. Has the fill rate increased,
decreased, or stayed the same? Did you meet your objective of
increasing the availability of requested picture books by fifty
percent? Using this information, reconsider your goals and
objectives and start making plans for the coming year.
Ultimately, the purpose of using output measures is to
provide some indication of what the library gives to its commu-
nity. They evolve as the result of assiduous consideration of
mission, goals, and objectives which serve to address the infor-
mation needs of the community. It is the professional responsi-
bility of the youth librarian in assuming the administrative and
managerial roles as defined in Competencies for Librarians Serving
Children in Public Libraries to participate in all aspects of the
libraryTs planning process, to represent and support childrenTs
services, and to set long- and short-range goals, objectives, and
priorities. 15
References
1 Kathleen Redmon Molz, Library Planning and Policy Making:
The Legacy of the Public and Private Sectors (Metuchen, NJ: Scare-
crow, 1990), 21.
2 Charles R. McClure et al., Planning and Role Setting for Public
Libraries: A Manual of Options and Procedures (Chicago: American
Library Association, 1987).
3 Sharon Baker and F. Wilfred Lancaster, The Measurement
and Evaluation of Library Services, 2d ed. (Arlington, VA: Informa-
tion Resources Press, 1991), 5.
4McClure et al., 4.
5S Nancy A. Van House et al., Output Measures for Public
Libraries: A Manual of Standardized Procedures, 2d ed. (Chicago:
American Library Association, 1987).
6 Robin R. Gault, oPlanning for ChildrenTs Services in Public
Libraries,� Public Libraries 25 (Summer 1986): 61-62.
7 Virginia A. Walter, Output Measures for Public Library Service
to Children: A Manual of Standardized Procedures (Chicago: Ameri-
can Library Association, 1992).
8 American Association of School Librarians and Association
for Educational Communications and Technology, Information
Power: Guidelines for School Library Media Programs (Chicago:
American Library Association, 1988), 44.
9 Information Power: Guidelines for School Library Media Pro-
grams, 45-48.
10 David V. Loertscher, Taxonomies of the School Library Media
Program (Englewood, CO: Libraries Unlimited, 1988), 207.
11 Cynthia M. Wilson, oOutput Measures Identify Problems
and Solutions for Middle Schoolers,� Public Libraries 29 January/
February 1990).
12 Walter, 8.
13 Tbid., 14-15.
tepid s:
15 Association for Library Service to Children, Competencies
for Librarians Serving Children in Public Libraries (Chicago: Ameri-
can Library Association, 1989).
North Carolina Libraries
ee a a ES OE SG nL RS RT LR eM ee eM
Moving on Up:
The Transition from Children's Librarian
to Library Administrator
by Sylvia Sprinkle-Hamlin
he transition from childrenTs librarian to administra-
tor offers challenges and frustrations. Although this
career path often has been seen as non-traditional,
many childrenTs librarians who have taken advantage
of management opportunities now find themselves
involved in decision-making roles. What should one
consider in pursuing this career path? What experiences deter-
mine that this is the route to pursue? What new perspectives can
a childrenTs librarian bring to management? These and many
other questions will be explored and answered as former childrenTs
librarians including myself who have taken the plunge into
administration share their views on what is becoming an ac-
cepted career path to the top.
I had the opportunity to meet Diana Young when I returned
to the public library as head of Forsyth County Public LibraryTs
ChildrenTs Outreach Department. Diana was the childrenTs
consultant for the State of North Carolina. I admired her
enthusiasm for youth services and the wealth of knowledge and
resources she shared. Of course, I was pleasantly surprised when
she was appointed Director of Network Operations and Special
Projects for the State Library in 1989. Diana felt that she was
technically able to make the move due to the computer skills she
gained as a childrenTs librarian. She developed NCKIDS which
was the first electronic bulletin board for childrenTs librarians in
the country. Rather than give up the youth services loose-leaf
service because of budget restraints, she sought the opportunity
to take a print loose-leaf service and translate it into the com-
puter-based product for which funds were available. This initia-
tive saved staff time as well as postage and printing funds and
most importantly, it gave childrenTs librarians an opportunity to
take a leadership role in the new technological age. She affirms
that the ability to use effectively the technology would deter-
mine the place that childrenTs librarians would occupy in the
high technology of the future. oI actively sought a way to prepare
childrenTs librarians for tomorrow by having them use the new
technology not only to gain a new skill, but to use that skill to
gain information vital to their relationship with the State Li-
brary.� Diana attributes her successful transition from childrenTs
librarian to Director of Network Operations to two things: her
willingness to seek new opportunities and, when she has ex-
celled, a desire to foster them in others.
Young believes that her greatest obstacles have been con-
vincing herself to accept a new role and convincing others that
she could do the work required by the new discipline. She
explains that being a childrenTs librarian means having the skills
North Carolina Libraries
and ability to evaluate, plan, and forecast " and the willingness
to evaluate and plan all over again. These skills and abilities have
been transferrable to her new position.
Her impact on youth services continues to be astounding. As
editor of Tar Heel Libraries, she makes sure that youth services
librariansT voices are heard. She has served on the ALA Council,
ALSC committee and currently serves on the ALSC Legislation
Committee. Her latest challenge as a member of the ALSC
Legislation Committee is to further the implementation and
passage of legislation for the Omnibus Bill on Youth Services
passed at the 1991 White House Conference on Library and
Information Services. Diana emphasizes that while the imple-
mentation of NREN is essential for the telecommunications
industry and something she ardently strives for, it is equally
important to her that the Omnibus Bill on Youth Services provide
the very best for the next generation of adults who will need to
travel the Internet daily.
Helen Miller and I were childrenTs librarians at the Free
Library of Philadelphia. Miller has worked in childrenTs services
for twenty-six years. She asserts that when she was asked to
assume the job as regional librarian for the Free LibraryTs second
regional library, she had reservations. oChildren had been my
therapy, my friends, and my soul mates. The idea of becoming
an administrator left me with mixed emotions.� She accepted
the challenge and in less than one year was appointed to the
position of Area Administrator where she was responsible for the
management and supervision of eleven branches and one re-
gional library in the western part of the city. Helen was Area
Administrator for thirteen years until, 1990, when she was
appointed Chief of the Extensions Division with the responsibil-
ity for the provision of library services for forty-nine branch
libraries and three regional libraries.
Miller feels that she has been fortunate to progress up the
administrative ladder with few obstacles. Since all promotions in
the Free LibraryTs system are through civil service examinations,
she has been promoted directly from these promotional lists. As
an administrator, Helen has had input into the Free LibraryTs five-
year plan which was adopted in 1990. This plan defines one of
its primary goals as library services to preschoolers. HelenTs
philosophy has always been that the public library is essential to
every child, and she feels that the libraryTs mission reinforces her
perspective of the importance of library services to children. Her
position guarantees that services to children will continue to be
a priority for the Free Library of Philadelphia.
Ron Jones has seen his career at Wake County Public Library
Summer 1993 " 87
soar. He began his career in a temporary position in the libraryTs
shipping department. One day while observing a childrenTs
program, Ron asked the childrenTs librarian if he could assist her
since he had experience touring with childrenTs theater compa-
nies. This experience led Ron to apply for another temporary
position within the system which allowed him to develop and
present programs that would encourage children to visit the
public library. Within a year, Jones decided to pursue a degree in
Library Science. Upon completing his degree, he was employed
as a full-time childrenTs librarian. After eight years as a
childrenTs librarian, he was promoted to ChildrenTs Co-
ordinator. Ron ascribes his success to his assertiveness in
being involved in all aspects of library services. oI
participated in statewide committees and worked on
projects that were broad-based to serve the library as a
whole, not just childrenTs services. I was very fortunate
and I guess I have been in the right place at the right time
at Wake County. I became the Coordinator of ChildrenTs
Services just as the library system began a period of rapid
growth.� Ron has seen his job responsibilities increase,
offering challenge and growth. He states that he has not
had any major obstacles in his career. He points out that
there arenTt many males involved in childrenTs services
especially at the administrative level. Ron feels that the
same kind of energy and confidence required for work
with children is necessary for successful work in all
aspects of library services. By example, Ron hopes to
inspire youth services librarians and staff throughout the
state to work for excellence.
Mary R. SomervilleTs career encompasses eighteen
years in childrenTs ser-
vices in Nebraska, Ken-
tucky, and Florida. Her
first job as a library clerk
in childrenTs services in-
spired her to pursue a
degree in library science.
Mary relates that her
friends and family were
upset about her choice
because she had previ-
ously been a doctoral
candidate in English.
Later as childrenTs librar-
ian at the Louisville Pub-
lic Library, Mary gradu-
ally took on extra duties
such as project director
for automation, grant
writing, and personnel management. When
she was project director for automation, a
consultant/vendor expressed concern that a
childrenTs librarian would not understand the
technology. Even though this was the percep-
tion of the consultant/vendor, library admin-
istration had the confidence that Mary could
do the job and demanded that he be removed
from the project.
In her present position, Mary has the
distinction of being the only woman on the
top management team of the Miami-Dade
Public Library in Florida. As Assistant Director
of Branches and Special Services, her respon-
sibilities include overseeing the overall public
86 " Summer 1993
services to a multicultural and international clientele in the 9th
largest public library system in the United States. During the
1992 hurricane disaster in Miami, library administration had to
make a decision about which areas of the collection to save first.
With her input, the childrenTs and reference collections took top
priority. She feels that children can be saved with early literacy
programs provided by the public library. Mary states, oI am
happy to see that President ClintonTs Administration emphasizes
the importance of children�. Having served on the ALA Council
since 1991, Mary was recently
elected to the American Li-
brary Association Executive
Board. Her promotion of li-
brary services through mar-
keting campaigns, customer
relations, and fund raising
has contributed to MaryTs
success as a highly respected
library leader.
Indeed, my career path
has been somewhat similar
to the preceding ones. I be-
gan my professional career
in childrenTs services at the
Free Library in Philadelphia.
In this position, I had the
opportunity to work with a
multicultural population and
was recognized for my com-
munity outreach programs.
As a result of my ability to
relate to special populations
and my record of innovative programming, I was
loaned to the Benjamin Banneker Urban Center
as a special young adult librarian to work with
teenage gang members. To this group of young
people, I served as the librarian, reading teacher,
and mentor. When that program ended, I took a
position as an elementary school librarian with
the Philadelphia School system.
After spending ten years in Philadelphia. I
returned to North Carolina to serve as Assistant
Director/Public Services at Winston-Salem State
University. Within a year, laccepted the position
as Head of Forsyth County Public LibraryTs
ChildrenTs Outreach Department. As the Head of
ChildrenTs Outreach, I had the opportunity to
Pictured Top: Helen Miller,
Chief of Extensions, Free
Library of Philadelphia.
Middle: Mary R. Somerville,
Assistant Director of
Branches & Special
Services, Miami-Dade
Public Library.
Bottom: Sylvia Sprinkle-
Hamlin, Deputy Library
Director, Forsyth County
Public Library,
Winston-Salem.
North Carolina Libraries
restructure the department so that it functioned more efficiently.
Staff productivity increased and its outreach services to the
community broadened. I was promoted to Head of the Exten-
sions Division nine months later where my responsibilities were
expanded to include the management of the branches and
outreach departments. After working four years as Extensions
Head, I was appointed Deputy Library Director.
Having been a childrenTs librarian, my expertise and knowl-
edge are valued in decisions related to childrenTs services. In the
planning of new facilities, my advice is sought in the physical
layout of the childrenTs area and the size and makeup of the
collection. I also play a key role in developing the philosophy of
childrenTs services in the Forsyth County Public Library system.
The obstacles I experienced in these career moves have been
minimal. My willingness to explore other career options has
helped to pave the way for advancement in my career. When I
encounter situations which require more expertise, I seek out
mentor support, attend workshops and network with my peers.
My involvement in state and national library organizations has
helped me in developing a vast network of references.
From the collective experiences of five librarians, one can
draw some valuable insights on career development.
Be prepared when opportunities arise. Miller stresses that
childrenTs librarians should be prepared and cognizant of trends
in the library field. One should seek out workshops, training
sessions, and presentations on supervision and management.
DonTt be one dimensional. Be knowledgeable of all aspects
of library services. SomervilleTs successes in automation, grant
writing, and personnel management can be attributed to her
being multifaceted.
Keep abreast of the latest technology and develop skills
that are necessary to use it. Diana Young underscores the impor-
tance of the technological leaps libraries and librarians must
make in order to remain current.
Be willing to accept new challenges and additional re-
sponsibilities. Mary and Ron have seen their assets as adminis-
trators grow as they sought new challenges and volunteered for
additional responsibilities.
Aspire to be the best in whatever position you are in, using
that position as a stepping stone to the next level. My effective-
ness in the ChildrenTs Outreach Department influenced admin-
istration to consider my potential in upper management.
All agree that a mentor is an asset in career advancement.
Networking has served each one of them well in their
development as administrators. Being involved or affiliated with
professional organizations on a local, state, and national level has
helped three of us to be elected to ALA Council and appointed to
other national committees.
Armed with these insights, childrenTs librarianship is an
excellent path for a librarian to gain valuable experiences offer
transfer to more comprehensive library administration.
4a
North Carolina Libraries
VILS INCTSGOOD NEIGHBOR POLICY:
To offer exceptional
ision
eamwork
eadership
N ervice
in library automation to libraries next door
as well as across the country and around the world.
At VILS, we believe good neighbors make good partners.
VT LS VILS Inc., 1800 Kraft Drive, Blacksburg, VA 24060 « Tel: 800-468-8857 * Fax: 703-231-3648
Summer 1993 " 87
*Photo by Suzanna Forsythe; used permission of the Clemmons Courier.
0)
BIENNIAL CONFERENCE
a)
NORTH CAROLINA LIBRARY ASSOCIATION
OCTOBER ST 922 2
BENTON CONVENTION CENTER
WINSTON-SALEM, NORTH CAROLINA
Join us for four days of workshops,
speakers, exhibits and entertainment!
The 1993 NCLA Biennial Conference will be one of the
best investments you'll ever make. So mark your calen-
dars and putit in your training budget now! Registration
packets will be mailed to all NCLA members in August.
Picts aes ee Retin rs co
Carolina Picks:
Recent North Carolina Books
for Children and Young Adults
by Lisa Mitchell Blouch and Michael Frye
oMy teacher told me to read a book about North Carolina.�
o| need a story set in North Carolina.�
oWhere are your books by North Carolina authors?�
hildrenTs and young adult li-
brarians in North Carolina are
familiar with this request in all
ofits variations. The assignment
to oread a book about North
Carolina� may come at any time
during the school year, and from students
in almost every grade. North Carolina is,
and has been, home to many fine writers,
and teachers are eager to impress this fact
upon students whose only previous con-
nection between their home state and
books about it may be a state history
textbook. Fortunately, many of the trade
books about North Carolina discussed be-
low are purchased by our state schools and
public libraries not only because they are
local but also because they have been
critically reviewed and approved.
The books presented in this essay are
meant to suggest a selective resource list of
current North Carolina titles for children
and young adults. oCurrent� here refers to
titles published since 1987. Although there
are some noteworthy books with older
copyrights that otherwise fit the criteria
for this discussion, this essay will not ex-
amine them. Obviously, the designation
oNorth Carolina title� needs to be defined
in more detail. For our purposes, the des-
ignation refers to titles in which either 1)
North Carolina is the primary setting or 2)
a North Carolina background plays an
important role in a characterTs thoughts,
actions, or the events which occur around
him or her or 3) a prominent personality,
either a native or a longtime resident of
North Carolina, figures. Many of the au-
thors of such titles as the ones below are
90 " Summer 1993
North Carolina personalities themselves.
This does not ensure inclusion in this
suggested list, however. Many other worth-
while titles by North Carolina authors
exist in addition to the ones noted here,
but this essay only focuses on those where
location, rather than authorship, places a
book firmly in this state. All are valuable
books that make North Carolina more
interesting than a study of its geography
and textbook history can ever do.
Legend Has It
North Carolina has a rich heritage of oral
literature, and Caldecott award winning
author Gail Haley has added to that body
of local folklore by gathering and retelling
ten escapades of the adventurer
extraordinaire, Jack. In Mountain Jack
Tales, Haley takes us along with the hero as
he tackles the likes of witches, snakes, and
other unsavory creatures. At the same time
she is providing readers with a rousing
good adventure, Haley instills an appre-
ciation for the unique dialect and charac-
ter that are prevalent in the foothills of
North Carolina. Not only is the volume of
tales a collection that retains the flavor of
a quickly vanishing mountain culture, but
it is also enhanced by wood engravings
that make it a beautiful as well as useful
resource.
The Green Gourd " A North Carolina
Folktale, by C.W. Hunter also combines
the dialect of local mountain regions with
illustrations. In his tale, an unfortunate
little old woman loses her dipper while
trying to scoop up some river water. To
remedy her situation, she casually plucks a
green gourd from the vine even though
she has been warned not to do so because
it will bring bad luck. And bad luck quickly
ensues. The result is a chase (made more
hilarious by the bright and funny pictures)
that involves the old woman, a fox, a
panther, anda little boy "a little boy who
ultimately catches a runaway, mischie-
vous gourd.
If a walk on the darker side of North
Carolina legend and folklore sounds ap-
pealing, children and adults alike will ap-
preciate the ghost stories of Winston-Sa-
lem, Greensboro, High Point and their
surrounding areas as collected in Triad
Hauntings by Burt Calloway and Jennifer
FitzSimons. Readers may enjoy discover-
ing which apparition haunts the audito-
rium at the University of North Carolina at
Greensboro, or they may tremble in terror
at the thought of facing the same fate as
did young Jennifer and Mary when they
travelled to Greensboro several years ago.
Sentimental Journeys
Picturebooks appear in fairly substantial
numbers in the overall body of North
Carolina literature for children. Most of
these titles, however, belong to the folk-
lore category rather than to that of
picturebook fiction. Indeed, even the three
outstanding offerings described below con-
tain more biographical elements than does
true fiction. Both authors, Gloria Houston
and Gloria Jean Pinkney, are North Caro-
lina natives, and both obviously remem-
ber their home state with a great deal of
affection. Moreover, both share with read-
ers a view of a North Carolina past that is,
North Carolina Libraries
though often sentimental, evocative of a
gentle and profound dignity.
HoustonTs My Great-Aunt Arizona fea-
tures a beloved aunt who, like the author,
is a native of North CarolinaTs Appala-
chian mountains and a teacher. Illustra-
tions by Susan Condie Lamb portray the
beauty and splendor of Appalachia at the
turn of the century when Arizona is young.
As a child, she loves to read and dream of
all the faraway places she will visit when
she is an adult. Her life doesnTt work out
quite as she has planned, however. Ari-
zona is born, marries, and dies in the same
Mountain town. In between, however, she
spends fifty-seven years as a teacher who
Shares her gift of splendid imagination
with her students. What emerges from this
Story is a warm and engaging portrait of
the authorTs own relative and teacher, a
teacher who can answer, when asked by
children if she has ever visited any of the
wondrous places she describes, that she
has only seen them in her mind...but she
hopes someday that they will be able to go.
The Year of the Perfect Christmas Tree,
another selection by Houston, also in-
cludes memories from the authorTs child-
hood. The story is based on an Appala-
chian tradition in which a different family
each year is responsible for providing the
community with a Christmas tree. Young
RuthieTs family has the honor of finding
the perfect tree the winter of 1918; but,
with a father off fighting in World War I,
the honor threatens to become a burden.
Filled with lyrical prose and a dia-
logue rich with mountain dialect, the story
unfolds. Although RuthieTs fatherTs return
is imminent, Christmas Eve is coming
even more quickly. Furthermore, her per-
fect tree this year is a balsam tree growing
on the rocky mountain crags where only
the most adventurous climb. Ruthie and
her mother have had a year of hardship,
but a promise is a promise, so alone they
Climb the mountain and bring back the
tree. The Christmas is made perfect for
Ruthie not only because of the special tree
and a Christmas pageant in which she is a
Principal player, but also, and most im-
portantly, because of her fatherTs Christ-
mas Eve homecoming. Barbara CooneyTs
warm and inviting illustrations help make
this offering a special one for Christmas
and any time of the year.
Gloria Jean PinkneyTs Back Home de-
Scribes another sort of homecoming. Eight-
year-old Ernestine lives with her family up
North. Home, though, is Lumberton, North
Carolina, where her mother grew up and
Where she herself was born. Her visit with
UncleJune, Aunt Beulah, and teasing Cousin
Jack on their small farm strengthens the
link between her immediate and extended
North Carolina Libraries
families. Ernestine sleeps in the room that
was her motherTs childhood bedroom; she
wears faded overalls that her mother once
wore for play; and she places flowers at the
grave of the grandmother who died before
she was born. Her African American family
is awarm and a close one, and its ties to the
land, strong. Pinkney, herself, was born in
Lumberton and grew up in Philadelphia,
Pennsylvania. Her illustrator, husband Jerry
Pinkney, has conveyed in his vibrant paint-
ings the nostalgia that she and Ernestine
both must feel for that rural North Carolina
of forty years ago.
Looking At It Realistically...
Young adult literature has undergone quite
a metamorphosis over the last few years
and North Carolina authors have kept
pace with the ever changing needs and
concerns of young adults. Theodore Tay-
lor, author of The Weirdo, tackles familiar
young adult concerns such as social accep-
tance and relationships in his latest novel.
However, he also explores the timely and
universal themes of living with physical
disabilities and of fighting to restore the
fragile and precious state of our environ-
ment. Chip Clewt is already little more
than a oweirdo� in the eyes of the towns-
people of Powhatan, but when he joins
forces with environmentalists to continue
the ban against bear hunting in his county,
he soon learns heTs in for the fight of his
life. Samantha Sanders, daughter of the
leader of the local hunters, also joins forces
with Chip to help protect the ban on
hunting. They soon discover that they are
treading on very dangerous ground by
challenging the enraged hunters. During
their shared struggle, the two discover
each other as well as self- acceptance.
In her first novel, The Fledgling, Sandra
Markle also focuses on environmental con-
cerns for her story of fourteen-year-old
Kate, who, following the death of her
parents, goes to live with her aging grand-
father Tsan. Tsan, a Cherokee Indian liv-
ing in the Snowbird Mountains, teaches
Kate much about Indian customs and the
beauty and value of taking care of nature.
Together Kate and Tsan fight against the
poachers, who want to hunt and destroy
what is left of the mountains and of an
already vanishing Cherokee heritage.
Wilmington, North Carolina is the
setting for another novel of conflict and
resolution, The Moves Make the Man, by
Bruce Brooks, reprinted in 1988. Jerome
Worthy is smart, talented, and an out-
standing basketball player. He is also ac-
customed to being a leader, and he has
never had any problems making friends.
Suddenly African American Jerome finds
himself transferred to a predominantly
white high school. He has to make new
friends and to prove himself academically
as well as athletically. In addition to ad-
justing to his new school, Jerome also
must take on additional responsibilities
after his mother suffers a near fatal gun-
shot wound. Brooks explores gender, as
well as racial, roles: Jerome learns to cook
thorough the aid of a Home Economics
class, and he also begins to take care of his
little brother. Finally, while watching a
baseball game, Jerome meets Bix, a loner
whose personality appears to be quite the
opposite of his own. Jerome teaches him
the fundamentals of basketball and, at the
same time, the two boys form an unusual,
but sustaining, bond.
Author Suzanne Newton addresses
another common issue facing teenagers in
her novel Where Are You When I Need You?
Her heroineTs dilemma is what to do and
where to go after high school is over. Missy
Cord is a bright student who becomes a
finalist in a scholarship contest sponsored
by a selective all female college. Missy is
torn: she knows she wants to further her
education, but her close-knit family would
rather she stay home and settle down in
Tucker, North Carolina. MissyTs decision
is complicated by the presence of a boy-
friend who has already decided not to
leave the area. She spends agonizing
months debating, realizing that going away
to college will provide undreamed of op-
portunities, but will also distance her from
her family physically and emotionally. If
she decides to leave, she knows that com-
ing home will never be the same.
Finally, Belinda Hurmence spins a re-
alistic tale of suspense and intrigue in
Nightwalker. Set in coastal North Carolina,
this story focuses on a string of serious
crimes that are quickly destroying the live-
lihoods of local fishermen. Twelve year
old Savannah is instantly curious about
the fires that are consuming fishing shacks
all along the shore. Her curiosity slowly
turns to alarm, however, as she begins to
wonder secretly if the arsonist could be
one of the people whom she loves best "
her younger brother, a victim of sleep-
walking. As she struggles with her suspi-
cions and her desire to protect her brother
at all costs, she comes closer and closer to
the truth, the knowledge that will solve
the terrible mystery.
A View To The Past
North CarolinaTs past is a rich and varied,
though also a painful, one; recent juvenile
novels of historical fiction set in North
Carolina do justice to this past by provid-
ing readers with a glimpse of history as it
happened and of people as they might
have been affected by it. The first of four
Summer 1997 " 91
such novels to be discussed here, however,
is a historical fantasy more steeped in
folklore than in the depiction of a realistic
situation and period. The Legend of the
White Doe, by William H. Hooks, offers a
tragic and romantic explanation for the
mysterious disappearance of the Lost
Colony at Roanoke Island over four hun-
dred years ago.
More specifically, it is the story of
young Virginia Dare, the first English child
born in the colonies, and of her adoption
and growth into young womanhood with
the family of Chief Manteo. Hooks tells us
that the story is one still told by Native
Americans today, and, indeed, the voice
that speaks to us from the pages is that of
one of Chief ManteoTs tribe.
Ulalee, the Native American name for
young Virginia, grows into a beautiful and
spirited young woman on the island of
Croatoan, where the inhabitants
of Roanoke have fled after an at-
tack by a hostile tribe. She falls in
love with a handsome young brave
named Okisko and pledges herself
to him forever. Tragedy, however,
awaits them both in the form of a
powerful medicine man who has
chosen Ulalee for his own. Ulalee
is transformed into an eerie white
doe with violet eyes whom Okisko
ultimately cannot save even with
the knowledge of how to reverse
the spell. Ulalee is a phantom doe
hereafter in this sad, but beautiful
tale " a ghost who roams North
CarolinaTs Great Dismal Swamp,
the site of both her untimely death
and her last rendezvous with her
beloved Okisko.
Another fictionalized account
of a famous North Carolina figure
is that of Harriet Jacobs in Mary E.
LyonsTs Letters from a Slave Girl.
Although this title is considered a
work of fiction, it is based on
JacobsTs nineteenth century auto-
biography, Incidents in the Life of a
Slave Girl, Written by Herself. Lyons
has chosen the form of epistolary
novel to tell the tale of an educated woman
who endured slavery, sexual harassment,
and many more cruelties to emerge a lead-
ing figure in the abolitionist movement.
HarrietTs imaginary letters are written
in the language of former North Carolina
slaves and addressed to her grandmother,
her aunt, her brother " letters that she
never sends, but through which she shares
her personal and tragic story. Edenton,
North Carolina, is not a safe home for this
woman, and most of its inhabitants offer
no kindnesses to her. Yet HarrietTs plight
does not break her: the hatred of her own-
92 " Summer 1993
ers and their determination to keep her at
all costs, the abuse towards her family, her
seduction by a white man, the separation
between herself and her two half-white
children, her seven years of hiding in a
cramped storage room. None of these ob-
stacles keep Harriet from eventually flee-
ing to the North and to freedom.
The research that author Mary E. Lyons
did for this story is evidenced by the pho-
tographs, technical drawings, glossary,
genealogy chart, and bibliography in-
cluded at the end of the book. And when
HarrietTs letters end, LyonsT last chapter
fills in the details of the rest of HarrietTs
and her familyTs stories. The book is stark
and realistic and a welcome addition to
any bibliography of American historical
fiction.
Patricia BeattyTs Who Comes with Can-
nons? is set in Civil War era North Carolina
and takes up at the point in American
history at which Lyons's narrative ends. A
sixteen-year-old Quaker girl named Truth
is the heroine of this tale about courage
and strength. The story that Truth relates
describes some of the many dangers that
conductors on the Underground Railroad
daily and bravely faced during this period.
Truth is an orphan from Indiana, who,
at age twelve, comes to live with her uncleTs
family in North Carolina when her own
father dies. She knows that her relatives,
like the majority of the Society of Friends,
oppose slavery, but she does not know
until later that they operate a station on
the Underground Railroad for runaway
slaves. She joins the efforts of the brave
Quaker men and women, but itis not until
she must travel the Railroad herself, as a
slave might, that she realizes the signifi-
cance of the abolitionist movement and
her role in it.
The Civil War era was not a popular
period for the Quakers. Religious beliefs
forbade them to fight in the war, and,
although illegal to press them into service,
it was often done by both armies. When
TruthTs cousin Robert is forced into the
Confederate Army, is captured, and lan-
guishes in a Union prison, it is she who
must rescue him. Interviews with such
historical figures as Frederick Douglass and
Mary Todd Lincoln give her the means to
do so. Not only does Truth prove herself to
her adoptive family, but she gains the
respect of her courageous and dedicated
Quaker community.
Another title in which strong commu-
nity ties prevail is Littlejim, by Gloria Hous-
ton. LittlejimTs story takes place in North
CarolinaTs mountains during World War I.
He is an intelligent and sensitive twelve-
year-old who, above all else, wants to gain
his fatherTs respect. Unfortunately for him,
however, Bigjim values physical strength
and omasculine� pursuits above educational
and intellectual ones. Bigjim does, how-
ever, read the newspaper laboriously each
night and is proud of the fact that he is
North Carolina Libraries
knowledgeable about current events. In
fact, it is the store that Bigjim places by the
Star newspaper that will ultimately gain
Littlejim his fatherTs respect.
For when Littlejim is offered the
chance to participate in an essay contest
on what it is to be an American, he knows
that it could mean his fatherTs admiration
at last: the winner of the essay contest will
have his paper printed on the front page of
the Star. So Littlejim goes against his fatherTs
wishes and pursues his writing.
This coming of age story is a gentle
one. Littlejim does win the contest and
proves himself to be a worthwhile son to a
demanding father, and his father is proud
of him. But it is his family and the moun-
tain community as a whole that show
Littlejim that his talents have been recog-
nized and admired all along. Littlejim is a
tender book, steeped in the traditions of
Appalachian dialect and culture.
WhoTs Who
Though a gap exists in the number of
available juvenile biographies of North
Carolinians, there are some titles that do
merit a second glance. From the early days
of the frontier to the power dunk of the
National Basketball Aassociation, North
Carolina holds claim to some of AmericaTs
most notable figures in history.
Seamus Caven explores the life and
times of one of North CarolinaTs most
famous explorers in Daniel Boone and the
Opening of the Ohio Country. Caven details
BooneTs adventures in a simple direct text.
The book includes a bibliography, illustra-
tions, and an index. Although CavenTs
work can be used with young readers, a
more accessible biography for beginning
teaders is Carol GreeneTs Daniel Boone:
Man of the Forest.
The life of Andrew Jackson, the sev-
enth president of the United States, is
chronicled in Alice OsinskiTs Andrew Jack-
son. This biography explores JacksonTs life
from his childhood through his distin-
guished career as lawyer, military officer,
and eventually president. OsinskiTs text
includes an index and a brief chronology
of American history.
Another political figure is profiled in
Andrew Johnson: 17th President of the United
States by Rita Stevens. Andrew Johnson
became our seventeenth president follow-
ing the assassination of President Abraham
Lincoln. This resource traces his life be-
fore, during, and after his term as presi-
dent, noting the betrayal and hardships
that accompanied his presidency. It in-
cludes a bibliography, black-and-white
photos, and an index.
In addition to political legends, North
Carolina can boast a number of sports leg-
ends from the past twenty years. Althea
Gibson by Tom Biracree details the struggles
faced by the African American athlete as
she climbed to the top in tennis and went
on to win tennisTs highest award, the
Wimbledon trophy. Biracree includes black-
and-white photos,a chronology, index, and
bibliography. A Farewell to the King by Frank
Vehorn traces the personal and professional
life of race car racer Richard Petty. It con-
tains a full set of PettyTs statistics. It lacks an
index or bibliography, albeit a true racing
enthusiast will know his or her way around
this book. Perhaps one of North CarolinaTs
most famous sons, Michael Jordan of the
Chicago BullTs basketball team, is featured
in several biographies for young people. His
career, beginning with the Tarheels of the
University of North Carolina at Chapel Hill
through his tenure with the Chicago Bulls,
is chronicled in an oversized book entitled
Michael Jordan by Jack Clary. Bright, color-
ful photographs make this a browserTs de-
light, and its index makes it handy as a
research tool as well.
For a good collective biography of
women, note Jennifer RaviTs Notable
Women of North Carolina. It includes over
30 brief biographies of some of the most
accomplished women of North Carolina.
Included are such women as Virginia Dare,
Maya Angelou, and Elizabeth oLiddy� Dole.
Adult Reflections
Young adult readers who have progressed
past the juvenile or even teenage novel
have a number of excellent books to choose
from should they want to read North Caro-
lina fiction. The four adult novels and short
story collections described below are just a
sample of the wealth of titles by talented
local writers, many of whom teach and
lecture at our state universities. Not only do
many of the novels set in North Carolina
successfully deliver the flavor of its small
town life, but they also offer an adult per-
spective on a Southern coming of age.
Teen Angel and Other Stories of Young
Love by Marianne Gingher reveals both
the exuberance and the heartache of first
love. The stories come from different times
and from different voices, but each pre-
sents a situation that spares nothing of the
bittersweet, and sometimes brutal, quality
of love. From oCamouflage,� where a six-
teen year old unwed mother struggles for
an emotional recovery, to oMy MotherTs
Confession,� in which an adult woman
finally hears the story of what really hap-
pened to sever the relationship between
her mother and her closest friend, the
stories give readers a personal glimpse into
the painful world of romance and of hap-
pily ever after.
Jill McCorkleTs short story collection
Crash Diet also contains reflections on
love in many of its infinite stages. These
characters come in every size, shape, and
color (literally), but they come in just one
sex: the female. These are eleven insightful
and very funny stories about women "
and highly independent women at that.
Ranging in age from high school to retire-
ment, McCorkleTs characters think and
talk about family, men, and the loneliness
that often comes even when both are
present. Titles such as oManwatcher� and
oMigration of the Love Bugs� are sure to
find favor with a teenage audience, and
G-K-Hall & Co. offers more bestsellers, more paperbacks, and more
variety than any other large print publisher. Ask about our new Librarian's
Choice Standing Order Plans -- we have a plan to meet any budget!
Large Print Books
North Carolina Libraries
Ralph M. Davis
P. O. Box 144, Rockingham, NC 28379
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G-K- Hall & Co. # 70 Lincoln Street ¢ Boston, MA 02111 # 1-800-343-2806 # Fax 1-617-423-3999
Summer 1997 " 93
the authorTs skill at characterization and her deftness at creating
sparkling dialogue will captivate further.
McCorkleTs skills are again apparent in Ferris Beach, her novel
about a young girl growing up in the 1970s near the Carolina coast.
Teenage Kate is unable to find her niche in a family tug of war
between a conventional, stern mother and a carefree cousin whose
unorthodox lifestyle appears wildly romantic to her young rela-
tive. But as Kate experiences her own first romance, brought about
both by fearful longing and terrible secrets, she realizes that few
things are what they appear to be, and few people as well. This is
a story in which the most basic of human experiences is revealed
through a continuous combination of the ordinary and the ex-
traordinary. Strange and wonderful events accompany the daily
lives of these characters as they move from conflict to understand-
ing and, ultimately, to acceptance.
The folks in Clyde EdgertonTs Killer Diller undergo a few
changes, too. The fictional locale of Listre, North Carolina, is
home to a Baptist College that takes a keen interest in current
social phenomena, especially those of overweight Christians and
juvenile delinquents, who could be taught decent Baptist values.
Featuring two characters from one of EdgertonTs previous novels,
this story is a humorous and paradoxical reflection on both
human interdependence and the desperate need for indepen-
dence. Twenty-four-year-old Wesley, living in a halfway house
for minor criminals, struggles with many conflicting pursuits:
promoting his Christian rock band, oNoble Defenders of the
World�; falling in love with one of the new patients at the
Nutrition House (where one can lose weight and gain religion);
working with educationally disabled Vernon; and quitting his
annoying habit of oborrowing� other peopleTs cars. How he copes
with these and other dilemmas makes for a funny and remarkable
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94 " Summer 1993
novel about a unique community. Each of the above books
explores situations and territories that are often distinctly South-
ern while remaining universal in overall appeal. Each is also a
valuable addition to an already substantial and still growing body
of North Carolina literature for children and young adults.
Young readers will enjoy these stories and novels about places
they may already know or people they have heard about and will
be most impressed that these tales are homegrown ones!
Bibliography
Beatty, Patricia. Who Comes With Cannons? New York: Morrow.
1992. ISBN 0-688-11028-2. $14.00.
Biracree, Tom. Althea Gibson. New York: Chelsea House, 1987.
ISBN 1-555-46654-0. $12.99.
Brooks, Bruce. The Moves Make the Man. New York: Harper Row,
reprinted 1987. ISBN 0-060-20698-5. $12.89.
Calloway, Burt and Jennifer FitzSimons. Triad Huntings. Win-
ston-Salem: Bandit, 1990. ISBN 1-878-17700-1. $14.95.
Caven, Seamus. Daniel Boone and the Opening of the Ohio Country.
New York: Chelsea House, 1991. ISBN 0-791-01309-X. $18.95.
Clary, Jack. Michael Jordan. New York: Smithmark, 1992. ISBN 0-
831-75759-0. $17.99.
Edgerton, Clyde. Killer Diller. Chapel Hill, NC: Algonquin Bks.,
1991. ISBN 0-945575-53-X. $17.95.
Gingher, Marianne. Teen Angel & Other Stories of Young Love. New
York: Ballantine, 1989. ISBN 0-345-35783-3. $3.95. pap.
Greene, Carol. Daniel Boone: Man of the Forests. Chicago: ChildrenTs
Press, 1990. ISBN 0-516-04210-6. $15.93.
Haley, Gail. Mountain Jack Tales. New York: Dutton, 1992. ISBN
0-525-44974-4. $15.99,
Hooks, William H. The Legend of the White Doe. New York:
Macmillan, 1988. ISBN 0-02-744350-7. $13.95.
Houston, Gloria. Littlejim. New York: Putnam, 1990. ISBN 0-399-
2222-0. $14.95.
. My Great-Aunt Arizona. New York: HarperCollins, 1992.
ISBN 0-06-022606-4. $15.00.
. Year of the Perfect Christmas Tree: An Appalachian Story.
New York: Dial Bks, 1988. ISBN 0-8037-0299-X. $14.95.
Hunter, C.W. The Green Gourd " A North Carolina Folktale. New
York: Putnam, 1992. ISBN 0-399-22278-2. $14.95.
Hurmence, Belinda. The Nightwalker,New York: Clarion, 1988.
ISBN 0-899-19732-9. $12.95.
Lyons, Mary E. Letters from a Slave Girl: The Story of Harriet Jacobs.
New York: Macmillan, 1992. ISBN 0-684-19446-5. $14.95.
Markle, Sandra. The Fledglings. New York: Bantam, 1992. ISBN 0-
553-07729-5. $16.00.
McCorkle, Jill. Crash Diet: Stories. Chapel Hill, NC: Algonquin
Bks., 1992. ISBN 0-945575-75-0. $16.95.
. Ferris Beach. Chapel Hill, NC: Algonquin Bks., 1990. ISBN
0-945575-39-4. $18.95.
Newton, Suzanne. Where Are You When I Need You? New York:
Viking, 1991. ISBN 0-670-81702-3. $14.00.
Osinski, Alice. Andrew Jackson. Chicago: ChildrenTs Press, 1987.
ISBN 0-516-01387-4. $12.99.
Pinkney, Gloria. Back Home. New York: Dial Bks., 1992. ISBN 0-
8037-1168-9. $15.00.
Ravi, Jennifer (ed.). Notable North Carolina Women. Winston-
Salem, NC: Bandit, 1992. ISBN 1-878-17703-6. $20.00.
Stevens, Rita. Andrew Johnson. Ada, OK: Garrett Educational
Corp., 1989. ISBN 0-944-48316-X. $15.95.
Taylor, Theodore. The Weirdo. New York: Harcourt Brace
Jovanvich, 1991. ISBN 0-152-94952-6. $15.95.
Verhorn, Frank. A Farewell to the King. Asheboro, NC: Down
Home Press, 1992. ISBN 1-878-08612-X. $17.00.
North Carolina Libraries
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North Carolina Libraries Summer 1993 " 99
Port
96 " Summer 1997
Librarians Should Take the Lead in
the Family Literacy Campaign
by Steve Sumerford
early a quarter of the adults in our communtities feel that libraries offer very little that
is relevant to them. If these thousands of men and women were politicians or business
leaders, we would rush to survey their reading interests and develop our collections
appropriately. The 25 percent of citizens ITm referring to, however, are functionally
illiterate. They cannot read well enough to fill out a job application, understand a
doctorTs prescription, or help with their childTs homework assignments.
Because non-reading parents tend to raise non-reading children, educators have concluded
that family-based literacy programs are the most effective way to break this self-perpetuating
cycle of illiteracy. These family literacy programs teach basic reading skills to parent and child
together, or use a family-oriented reading curriculum with the parent.
Librarians (particularly childrenTs librarians) are uniquely qualified to develop such family
literacy programs. Since we are trained to provide educational services to both children and
adults, we already have much of the expertise that our community needs to solve the literacy
crisis. Through partnerships with Head Start, social services, and the public schools, librarians
around the nation have implemented family literacy programs that have successfully rescued
families from the intergenerational cycle of illiteracy.
These library-based family literacy programs can also bring numerous benefits to the library
including an increase in the diversity of library users, an increase in funding, greater political
support, and a stronger partnership with other community groups.
Some librarians argue that these are fiscally difficult times and therefore libraries cannot
afford to launch new literacy programs, but I think it is obvious that we find money for what we
want to find money for. Most libraries spend more on one CD-ROM service or a Wall Street
Journal subscription than they do on their entire adult literacy collection. Besides, for the last few
years there has been a great deal of grant money available for family literacy programs, so
funding has not actually been a problem for any library that wanted to implement a program.
Furthermore, long-range funding for libraries is much more secure if we can define our
library as a vital educational agency in the community. Family literacy programs may provide
just the opportunity your library has been looking for to enhance its public image and market
itself as an educational rather than recreational institution.
Family literacy programs can certainly curry favor with business and community leaders. A
1990 study by the Ford Foundation found that most business leaders in North Carolina were
very concerned about employees who did not have adequate reading skills. The shortage of
Danielle Steel novels in the library does not concern our community leaders nearly as much as
the fact that one out of every eight employees is estimated to read at no more than a fourth
grade level, and one out of five reads at only the eighth grade level.
Your community undoubtedly has a need for library-based family literacy programs and
services, even if there are already other literacy services available. Studies show that all of the
literacy programs combined still reach only an estimated 8 to 9 percent of the illiterate adults.
There is obviously a need for innovative programs, which not only appeal to the unreached
90 percent of adult learners, while also assisting their children so that they do not become the
illiteracy statistics of the next generation.
Family literacy programs can draw in a large number of citizens who are probably not
regular library users. For example, one library I know has developed a program for parents
receiving AFDC payments, three-fifths of whom are not high school graduates and none of
whom have library cards. Once in the library to improve their reading skills and their childrenTs
reading skills, they became regular patrons.
It is time for librarians to take our expertise and move forward to the leadership ranks of the
family literacy movement. Not only will we be providing a valuable service for our communities,
but we will also bring an array of benefits to our libraries.
North Carolina Libraries
_Gounter. Point
Beware of Faulty Logic
and Noble Causes
by Harry Tuchmayer, Column Editor
donTt mean to sound heartless, nor do I wish to appear politically incorrect, but I really
donTt see why we should develop library-based family literacy programs. Now donTt
misunderstand, there certainly appears to be a need for such programs and ITm sure some
librarians would even volunteer to serve as tutors in their spare time. But in the end, I
canTt help but think, oitTs really not our job,� and quite frankly it shouldnTt be!
Libraries are not, nor should they be, oAll Things To All People.� And goodness knows
librarians have a hard enough time just trying to do the job we were
hired to do, without trying to teach people to read. But perhaps this is
the problem. We as a profession donTt know, nor apparently do we
wish to clarify, what it is we are really expected to do. The fact of the
matter is, libraries cannot replace schools or community colleges in
their mission to educate all citizens in a controlled and structured
environment. Libraries were built to be, and continue to be, supported
by taxpayers who want something very different from their tax dollars
than the obottomless pit of public education.� Like it or not, tying
Ourselves to the albatross of public education will signal the demise of
taxpayer support of libraries. To be quite blunt about it, we enjoy
widespread support precisely because we can distance ourselves from
costly mandated social services. Libraries do enjoy a special relation-
ship with the taxpaying public which gives us a great deal of latitude
in areas of programming and public service, but to take advantage of
this is to court disaster.
Beware of faulty logic and noble causes! Does it follow that
because we offer story hours for preschoolers, we should operate day
care centers for disadvantaged single parents; because we already
distribute state job applications, purchase resume books and subscribe
to various employment dailies, we should run a job service program
for the unemployed; and since we already maintain a great collection
of popular health and personal hygiene publications, we should start
distributing condoms and flu vaccines? Libraries are successful
Precisely because they attempt to supplement the information and
recreational reading needs of a diverse public, not because they alone
can completely satisfy that need.
ItTs not a question of resources, itTs a question of mission. Thus,
When we find the money for a new CD-ROM product or other expen-
Sive services, we do so in the hopes of providing our users with better
and more comprehensive information. And as much as the truth
hurts, we donTt spend it on literacy programs because thatTs not what
Our budgets are for. Our collections are inadequate as it is, and itTs our
responsibility to improve and expand them the best we can. To spend
Our money on anything else would be gross negligence!
_ Let us not confuse our personal support of literacy with a need to
implement a library-based family literacy program. We can and must
do our best to encourage the development of these programs in our
communities, but we cannot and should not, be the ones to develop
Family literacy programs
may provide just the
opportunity your library
has been looking for to
enhance its public image
and market itself as an
educational rather than
recreational institution.
" Sumerford
... libraries cannot replace
schools or community
colleges in their mission to
educate all citizens in a
controlled and structured
environment.
" Tuchmayer
Or house such programs. Libraries cannot solve all of societyTs ills. Illiteracy is a terrible thing, and
working towards its elimination is a truly noble cause. We would be doing our part if we contin-
ued to do what we do best, provide the materials necessary to help people help themselves!
ee Rb ib ie dR a 8 a 8 ie 8 eee
North Carolina Libraries
"$"$_$_"$""""""""""
Summer 1997 " 97
Ky yg Ug Sg SS SSSI
Editor's Note: North Carolina Libraries introduces a new column, "Wired to the World." Edited by Ralph Lee Scott, a documents librarian at
East Carolina University, this column will introduce the state's librarians to the wealth and variety of information available through Internet
access. We welcome your comments.
SW 00 to the NC
Community online information systems are described oas a quiet
revolution�! sweeping the country. These systems are the
microcomputer versions of National Public Radio stations. The
first of these systems, the Cleveland Free-Net, was started in 1984
by Dr. Thomas Grundner, then a member of the Case Western
Reserve Medical School Department of Family Medicine. Dr.
Grundner hoped through the system, which was called, incidently,
oSt. SiliconTs Hospital and Information Dispensary,� to provide
community health care information via a dial-up online micro-
computer system. St. Silicon grew into the Cleveland Free-Net,
which since 1988 has been operating out of the Case Western
Reserve University Community Telecomputing Laboratory. The
Cleveland Free-Net was the first of many community online
information systems to spring up throughout the country. In
fact, other cities and towns may lease the Cleveland Free-Net
software for one dollar per year provided they agree to provide
adequate support of the system. Welcome to the electronic city,
as it is also called.2
To reach the Cleveland Free-Net you need to connect on the
Internet to freenet-in-a.cwru.edu (using the mnemonic) or
129.22.8.38 (using the Internet Protocol address) as appropriate
for your data communications system.
The Cleveland Free-Net and other nets based on its software
are divided up into rooms or buildings, much like the American
Memory Project. Original rooms on the Cleveland Free-Net were:
the Administration Building; the Post Office; Public Square; the
Courthouse and Government Center; the Arts Building; the
Schoolhouse; the Community Center and Recreation Area; the
Business and Industrial Park; the Library; University Circle; the
Teleport; the Communications Center; and NPTN/USA TODAY
HEADLINE NEWS.
oThe Administration Building� functions as the control
center of the system. Here you can obtain registration informa-
tion, change your password, send comments to the system
administrator, search the user directory and suggest proposals for
new orooms.� A visitor, by the way, can use the system as a guest
without registering. However, if you wish to post information or
questions to a room, or to send or receive mail, you must register.
For most systems there is no cost to register. These are free,
public-supported systems. In the Administration Building, you
can also find out about user services, Free-Net computers, WhatTs
New in the Electronic City, a list of Free-Net Sysops, and informa-
tion on how to submit a proposal for a new room.
oThe Government Center� consists of links to other rooms
dealing with federal, state, and local government issues. This
room has connections to oThe Freedom Shrine� (historic docu-
ments); oThe Congressional Memory Project�; information on
how tocontact your representatives; government toll-free hotlines;
98 " Summer 199%
orld
" by Ralph Lee Scott
oU.S. National Weather Service�; oLatest Economic Information:
U.S. Dept. of Commerce�; City Government Information; oThe
County EngineerTs Office�; oSafety and the Environment�; oIn-
stitute for Democracy in Education�; oOTA Teleforums�; and the
1993 Budget of the United States. System users can read general
information articles and post questions and receive answers to
specific questions in the individual rooms. For example, if you
had a question about the county building code, you could post
the question in the room run by the county engineerTs office.
Each of these rooms are moderated by an operator who agrees to
read the messages, post answers to them and in general keep the
room Clean. These operators are called oSysops.�
Also in oThe Government Center� is a room called The
Courthouse. This includes a Lawyers Library; a Tax Office;
WhatTs New in Ohio Law; and a legal clinic. This room can have
some interesting discussions, but all advice is concluded with the
same answer you will find in the vet clinic: oYour pet is sick,
please take it to see a doctor� (i.e., see a lawyer!).
The oUniversity Circle� contains branches to information
systems at Case Western Reserve University, the Cleveland
ChildrenTs Museum, Ohio Prospect Research Network, the Cleve-
land State University College of Education, and the Cleveland
Museum of Natural History. These rooms contain telephone
book information, course listings, library catalogs, and news of
campus and museum events that have been scheduled.
oThe Medical Arts Building,� as one might expect, is di-
vided into clinics, each one dealing with a medical or allied
health specialty. Typical clinics include Family Medicine Clinic
(the original use of the system, you will recall); Dental Clinic;
Handicap Center; Sports Medicine Clinic (great for minor week-
end injuries!); Psychology and Mental Health Clinic; Drug and
Alcohol Center; Geriatric and Home Care Center; Nursing Office;
a Staff Lounge; AlzheimerTs Disease Support Center; the Center
for International Health; Substance Abuse Education Clinic;
Safety and the Environment; the Hospital Library; and the Byte
Animal Clinic. By way of example, if you had an animal health
care concern, you could post a note to the Byte Animal Clinic and
your request would be answered by a doctor (handles dogs, cats,
birds, turtles, pigs, etc.).
oThe Arts Center� is broken up into Visual, Culinary, Video,
Theatre, Photographic, MIDI/Electronic Music, Music, Creative
Writing, Audio, ItTs A Mystery (The Mystery Literature Group),
and Literary Arts rooms. Each of these rooms is in turn broken
down into sub-interest groups.
oThe Science and Technology Center� consists of USA TO-
DAY: Science and Technology News; The Museum of Natural
History; NASA Air and Space Special Interest Group(SIG); The
Computer Corner; a Skeptics SIG; an IEEE (Institute of Electrical
North Carolina Libraries
and Electronic Engineers) room; a Solid Waste SIG; the American
Statistical Association SIG; an environmental discussion room;
and a Home, Yard, and Garden interest group.
oThe Public Square� is a sort of catchall for a group of
generalized information rooms. There is a Podium, where you
can read posted speeches; an electronic newspaper; an open chat
line (where you can interact with others signed on); a Kiosk
(where you can post notices); a Speakeasy (open general discus-
sion); a Singles Party line ; a special interest group on nonsexist
information; and a Mensa forum. There is also a Kiosk (aka The
Zone) which is an open board for adults only.
oThe Post Office� is, of course, where you send and receive
your electronic mail. In the system each user has a mailbox to
Which she can send or receive mail from other users. Some
Systems have Internet mail access for users, others allow only
local mail drops.
oAcademy One� is the building devoted to education. Rooms
here are devoted to a list of Academy One Schools; a list of
Academy One Projects underway; Academy One Partners Wanted;
a Daily Report Card (newsletter); a Teacher/Administrator Lounge;
a Student Lounge; the school library; special learning centers; a
Special education center; the Academy bulletin board; the Na-
tional Middle School Network; a directory of users; and a
CounsellorTs Office. Users can post information to each of the
tooms and later go back to see if, for example, a counsellor had
information to share.
"The Teleport" is a packet switching building that enables
users to send mail and to connect to other bulletin board systems.
"The Community Center," of course, has rooms about local
recreation centers and community services as well as an open
discussion forum. The Business and Industrial Park has rooms
devoted to USA TODAY: Headline Business News; Latest Eco-
nomic Information: U.S. Dept of Commerce; the Personnel
Office (job line); the Travel Agent; the Computer Room; Integral
Users Group; Starting Smart (small business start-up info) and
EDPAA (Electronic Data Processing Auditors Association Users
Group).
The Library contains the Freedom Shrine(Historical Docu-
ments); The Electronic Bookshelf (online texts); The CAMLS Li-
brary; The CWRU Libraries; The Cleveland Public Library; The
Special Libraries Association; Government Documents Roundtable;
and open system interconnect to oLibraries around the Nation�
and the world.
"The Communications Center" provides the following: abil-
ity to chat with other users online; a directory of services; file
transfer services (FTP); user services; a shortcut to the Post Office
Or the Teleport; a Sysop Administration information area; and a
WAIS (Wide Area Information Servers) server.
The final choice on the opening Cleveland Free-Net menu
Provides access to the National Public Telecomputing Network
and USA TODAY HEADLINE NEWS. USA TODAY provides access
to the current daily USA TODAY issue through a number of
Subject rooms (for example, USA TODAY WEATHER). The
National Public Telecomputing Network (of which Academy
One is the K-12 component) is a sort of National Public Radio
(NPR) Network for public free-net bulletin board users. This
toom will provide you with information on NPTN, including its
Mission, some brief facts about it, its affiliates and organizing
committees (Cleveland Free-Net is a member of NPTN), a direc-
tory of its oCybercasting services�, data on the Teledemocracy
Program,and the NPTN Campaign T92.
This concludes our tour of the ogeneric� free-net, the Cleve-
land Free-Net. Hope you have enjoyed the visit and will try out
Some of the rooms that interest you.
The Cleveland Free-Net is one of many online community
North Carolina Libraries
information systems to be found. Other systems are in Buffalo
(Buffalo Free-Net); San Diego (Coconet); Berkeley (Community
Memory " which, by the way, has coin-operated terminals in
public laundromats in Berkeley, California; Santa Monica (PEN);
Westchester County, NY (PALS); and Youngstown, Ohio (Young-
stown Free-Net). These are just a few examples of Community
Online Information Systems that are being accessed by oelectronic
citizens.� Next month we plan to visit a school media network
bulletin board. Until then, please try out some of the connects
mentioned in oWired to the World,� and oGood Netting.�
To enter The Cleveland Free-Net:
connect freenet-in-a.cwru.edu
To exit The Cleveland Free-Net:
x
EditorTs Note: Recently The Cleveland Free-Net has been very
busy and is limiting logons. The Buffalo Free-Net is another
public computer system that you might wish to try if the
Cleveland system is busy.
To enter The Buffalo Free-Net:
connect freenet.buffalo.edu
To exit The Buffalo Free-Net:
x
References
1 Kathleen L. Maciuszko, oA Quiet Revolution: Community
Online Systems,� Online (November 1990): 24-32.
2 Steve Cisler, oMicro Monitor: The Library as a Metaphor
and Cleveland Free-Net,� Database (April 1988): 97-99.
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North Carolina Libraries
NORTH CAROLINA _
SF
Dorothy Hodder, Compiler
isa CantrellTs fourth novel, Boneman, mixes the local drug trade in Phoenix
City, North Carolina, with Haitian voodoo and murder in a plot that moves
briskly, but has a somewhat unsatisfying ending.
Something appears to be terrifying the drug dealers in Phoenix City, who
arenTt easily frightened. People begin to disappear, and there are several
unexplained murders. Detective Dallas Reid, the head of the townTs small
Drug Task Force, canTt find anyone willing to talk about what is going on.
Reid is forced to team up with Jackie Swann of the State Bureau of Investigation.
The SBI believes Haitians are trying to move in on the drug trade in
North Carolina, with Phoenix City as their first target. Also involved
is ReidTs best friend, local reporter J. J. Spencer. J. J. has been trying to
Lisa W. Cantrell. take a vacation so he can begin a fiction-writing career, but the events
Boneman. in town now claim all his attention as he becomes a potential victim.
The investigation moves through the back alleys of town and even
New York: Tor, 1992. 256 pp. $18.95. _ into the home of a wealthy dentist who has inexplicably killed his
ISBN 0-312-85307-6. family and himself.
CantrellTs writing is effective in evoking a chilling atmosphere.
Her blend of horror and suspense should interest readers of both genres, although
mystery fans may find that the ending leaves them looking for a more logical explana-
tion. Recommended for public libraries.
" Janet Sinder
Duke University School of Law Library
avorite Sons, a political/family saga, centers on the forty-year friendship and
rivalry of two ambitious North Carolinians. Roger Albright and Worth
Patterson meet in the balmy undergraduate days of 1930s Chapel Hill. While
Roger chafes to regain the fortunes of his poor but respected family, Worth
exudes the self-confidence of one born to great wealth, although his money is
soiled by its robber baron origins.
Both become proteges of Professor Ogden, a benevolent Machiavelli who
manipulates North Carolina politics from his Institute of Progressive Studies. Through
OgdenTs influence, Worth and Roger become major figures in fictional 1950 and 1978
senate elections which are marked by the growing power of a New Right conservative,
Joe Crain, whose tactics include racism and sexual innuendo.
Although Roger becomes enormously rich and Worth becomes a
John Russell. respected senator, their neglected personal lives resemble soap opera
F scripts. The eventual alienation from their families and the retrospec-
Favorite Sons. tive emptiness of their successes turn both men toward more fulfill-
Chapel Hill: Algonquin Books, 1992. 318 pp. ing futures by the conclusion of RussellTs first novel.
$19.95. ISBN 0-945575-36-X. Russell relates details of the political and private lives of his
characters in a fast-paced, masculine style. His authentic election
scenes will keep readers wondering if real politicians such as Frank
Porter Graham or Jesse Helms are partial models for his characters.
The sense of place he conveys will appeal to North Carolinians, for his descriptions of
roads lined by tobacco fields, idyllic Chapel Hill, the peaceful Outer Banks, and their
inhabitants capture the essence of the state and its people.
" Christine L. Thomson
Saint MaryTs College
North Carolina Libraries Summer 1997 " 101
Lawrence Naumoff.
aumoffTs Taller Women is a provocative portrayal of one manTs search for the
perfect woman. Relationships become quicksand; men and women must
negotiate as role expectations evolve. For well-mannered, erudite Monroe,
the women he finds are increasingly too tall, and shorter ones must inevita-
bly be sought. The perfect woman for him is from a time past, one who
listens when a man talks and really means it when she says she is his.
Taller Women is set in the comfortable rhythms of a North Carolina community where
older neighborhoods reveal only glimpses of private lives. An emergency room physician
in his forties, Monroe is not one given to self-analysis " not over his failure to control his
wife Katy, last seen suspended in a psychiatric ward window; not over his seething ambiva-
lence toward Lydia, jackknifed with only head, feet, and hands visible from a core of
stacked tires; and not over his fascination with a dog-barking teen
escaped into a world of Roy, Dale, and old Gabby. What is clear to
Monroe is that women used to let love speak for itself, but onew
fangled� women now change once love is declared. He ponders over
Taller Women: the depressing state caused by these taller, happier women as he
A Cautionary Tale relentlessly ignores, humiliates, and subjugates his helpmates in a
quest for the soul mate he deserves.
New York: Harcourt Brace Jovanovich, 1992. Naumoff builds emotional intrigue within a well-paced struc-
289 pp. $21.95. ISBN 0-15-187991-S. ture of anecdotal episodes which offer droll evidence of sexual
domination from another era. His irreverent humor challenges
reader sympathies and assumptions as he presents absurd family squabbles, and ulti-
mately a sly, discomforting scenario of zero-sum love. The writing is lean and bold with
eccentric characterizations emerging from realistically drawn, everyday folks. Naumoff
moves the reader with ease and wry humor into the intrinsic and intractable beliefs men
have about women and women about men.
This is NaumoffTs third novel, following Rootie Kazootie and Night of the Weeping
Women. Taller Women is highly recommended for public libraries and will be of particu-
lar interest to anyone drawn to the dynamics and complexities of love, power, and the
gender gap. It presents a quagmire of gender agendas that choose control over valida-
tion, while offering an irresistable perspective on the cruel, perilous, and wily interplay
love can engender.
" Susan S. Turner
Greensboro, N.C.
oward OwenTs first novel, Littlejohn, recounts not a story about a child, as
the title might seem to suggest, but the life of an eighty-two-year-old North
Carolina farmer who decides that it is his time to die. He goes down to
Maxwell Millpond in the Blue Sandhills to talk to his maker and negotiate
his final days.
Born Littlejohn McCain, the youngest of six children, he remembers his
childhood years growing up in East Geddie. He quit school without having learned to
read. Upon his return from the army he found that Sara Blue, whom he remembered as
the dark-haired, spoiled, adopted daughter of Mr. Hector Blue, had attended WomenTs
College in Greensboro and returned to teach English at Geddie School. Both Littlejohn
and Sara sang in the church choir and became friends in spite of
their age difference, and later married. She seemed to be the perfect
Howard Owen. one to teach someone of his age to read.
° ° Littlejohn and SaraTs daughter, Georgia, who also studied English
Little} ohn. at UNC-G, narrates a segment of the novel describing her childhood
New York: Permanent Press, 1992. 209 pp. and attempt at marriage. She details her husbandTs affair and her
$15.95 (paperback). ISBN 1-877946-37-0. moment of revenge. Her failed marriage she partly attributes to the
102 " Summer 199%
rebelliousness of her son, Justin, who also narrates his summer with
his grandfather, Littlejohn. The author's use of three narrators makes
the events of the novel more interesting and believable.
Reminiscing about his long life, Littlejohn is particularly mindful of killing his
brother Lafe in a hunting accident, and of having to keep the secret he learned years
later, that his wife Sara was in fact LafeTs daughter.
Now on a hot summer day in 1989, this eighty-two-year-old man questions his
usefulness. With his parents, wife Sara, and other brothers and sisters now deceased, he has
grown weary of guarding the secret and functioning within the realms of another genera-
tion. He grows more forgetful, canTt find his keys to the truck or remember to turn off the
North Carolina Libraries
stove. He realizes that Georgia and Justin must make amends and carry on in spite of his
destiny. So as he daydreams by the millpond, he asks the Lord to have His will.
Howard Owen, a native of Fayetteville and the sports editor of the Richmond Times-
Dispatch, has written an enjoyable first novel. Littlejohn is a simple but strong man with
a deep sense of right and wrong. The author has him speak in the southern dialect of the
Eastern North Carolina farmer of the 1950s, adding to the characterTs authenticity. One
expects more to come from this author in the future. Recommended for popular North
Carolina collections in public libraries.
"Waltrene M. Canada
North Carolina A&T State University
n authorTs unfinished work intrigues because it reveals more of his inner
struggle. For Thomas Wolfe, a writer noted for the descriptive intensity of
his language and for his inability to bring work to publication, the throes of
the creative process prove especially revealing.
Suzanne StutmanTs trenchant introduction details the literary and
personal difficulties Wolfe experienced in shaping The Good ChildTs River.
Wolfe made his task doubly difficult by writing about a female who was also his lover at
the time. Aline Bernstein was a middle-aged Jewish set designer
whom Wolfe first met during his voyage to Europe, and who pro-
Thomas Wolfe. Suzanne Stutman, ed. vided the basis for the character Esther Jack in Of Time and the River.
The Goo d Chil d's River. Wolfe filled three five hundred-page ledgers with preliminary
sketches, yet managed to publish only parts of it as two short stories
Chapel Hill: University of North Carolina Press, and a section of The Web and the Rock.
1991. xiv, 292 pp. $21.95. ISBN 0-8078-2002-4. Why? Stutman feels the failure of this omagnificent digression�
In Memory of Junior: A Novel.
stemmed from WolfeTs grandiose concept and his method of writing.
He usually wrote several works at once which created problems in
shaping his material. In writing about BernsteinTs growing up during
our nationTs coming of age, Wolfe sought to transcend time through
creation of the eternal moment. The basis of The Good ChildTs River, however, is outside
of his immediate experience. His antisemitic remarks reveal his ambivalence toward his
material. Specially lacking is an understanding of women, particularly of one so indepen-
dent as Bernstein. The final fragments celebrate womenTs sexuality, yet attribute its
source to men. Modern women who define themselves on their own terms would decry
such chauvinism. Fittingly, Bernstein wrote her own novel based on her childhood in An
ActorTs Daughter.
" William Fietzer
University of North Carolina at Charlotte
oRedneck� is a state of mind.
0, too, is kinship in this hilarious yet haunting history of the Bales-McCord
family of Summerlin, North Carolina. Like a patchwork quilt of many
different fabrics, the novel is a series of tales told by different narrative
voices. As one family member sagely observes, oWhatever you leave behind
is your history, and it better be good, because you're history longer than
you're fact.� Throughout the novel, storytelling provides a kind of redemp-
tion from a bewildering and at times regrettable human existence.
The novelTs story evolves from the failure of the marriage between Evelyn McCord
and Glenn Bales, whose two sons, Faison and Tate, are raised first by GlennTs family and
then by his second wife, Laura. Neither Evelyn nor Laura have a
prayer of pleasing GlennTs harsh, self-righteous parents and sisters.
Clyde Edgerton. Like most stepmothers, oMa Laura� doesnTt have a chance of success
with the boys, either. She and Glenn end up dying in separate rooms
of the same house, as the rest of the family is feuding. The humor of
Chapel Hill: Algonquin Books of Chapel Hill, 1992. the situation lies in the intensity of, and the rationale for, all offenses
215 pp. $16.95. ISBN 1-56512-010-8. given and taken.
Given the BalesTs hold on righteousness, it is not surprising that
both Faison and Tate would have developed an abiding appreciation
for their uncle, Grove McCord, a sometime pilot, carnival worker,
gambler " and the best storyteller in the family. Grove returns to
mS Sum merlin with a plan to be buried there, welcome or not. He provides some missing
North Carolina Libraries
Summer 1993 " 10%
pieces of the family history while betraying his own particularly redneck shortcomings.
The young heirs of this simultaneously funny and dismal family history are the
ohippy� Morgan, and FaisonTs deceased stepson, Junior. Of the two, it was Junior who
more truly fit into the Bales family. Calling the novel In Memory of Junior not only
resolves the problem of what name to put on his tombstone, it also summarizes and
commits to him the best and worst of the family which claimed him.
A must for collections of North Caroliniana.
" Rose Simon
Salem College, Winston-Salem
n his introduction to The Rough Road Home Robert Gingher remarks on the impos-
sibility of making a definitive selection from among the many first-rate short story
writers in or from North Carolina. It is difficult to spot any serious omission
among the authors represented in this impressive collection of twenty-two stories;
if anything, the editor may have been too inclusive. The collection proposes to
represent North CarolinaTs short story writers, but the selections by Clyde Edgerton
and Kaye Gibbons are sections from their novels Walking Across Egypt and A Cure for
Dreams. This is a minor complaint, because these are favorite authors and favorite
novels. Never having read a short story by either one, however, I wish there had been
something new from them here. And if sections of novels qualify
for inclusion in a short story collection, I would have added a
Neely story by T. R. Pearson.
Robert Gingher, editor. It is even harder to point out a weak story in this book.
F Looking over the contents long after first reading the book, one
5 The Roug h Road Home: can readily recall details of most of the stories. Stories that were
Stories By North Carolina Writers. not favorites the first time through grow on the reader. Doris
BettsTs oThis is the Only Time I'll Tell It� stands out as an absolute
chiller in broad daylight, the remorseless confession of an uncom-
promising Presbyterian to the absolutely necessary murder of a
child abuser. A man bent on suicide finds the superhuman
strength and craftiness to save his life when confronted by death
on the river in Tim McLaurinTs oBelow the Last Lock.� An angel
lands in an old womanTs backyard in Allan GurganusTs oIt Had Wings.� Maya Angelou,
Robert Morgan, Reynolds Price, Donald Secreast, Lee Smith, Max Steele, and others tell
remarkable stories. Most of them are set in familiar North Carolina, but almost all of
them explore mysterious unknown places in the minds and hearts of their characters.
The rough road is worth the trip.
Chapel Hill: The University of North Carolina Press,
1992. 332 pp $24.95 (cloth). ISBN 0-8078-2064-4.
$14.95 (paper). ISBN 0-8078-4397-0.
" Dorothy Hodder
New Hanover County Public Library
Other Publications of Interest
For history and genealogy collections, Dr. B. G. Moss has undertaken the first exhaustive
research on the participants in the Revolutionary War Battle of Moores Creek Bridge,
now available in two useful, straightforward rosters. One hundred fifty Loyalists and
sixteen hundred Patriots are listed in dictionary form, with genealogical information and
summary of military career for each, in his Roster of the Loyalists in the Battle of
Moores Creek Bridge and Roster of the Patriots in the Battle of Moores Creek Bridge.
All primary and some secondary sources are given for each individual. Introductory
material includes maps. (1992; Scotia Hibernia Press, 519 Batchelor Drive, Blacksburg,
SC 29702; xvi, 105 pp. and x, 246 pp. $20 each, plus $.75 and $2 postage, respectively;
ISBN 0-9626172-2-9 and 0-9626172-3-7.)
The Papers of William Alexander Graham, Volume VIII, 1869-1875 concludes the
series of GrahamTs papers begun by J. G. de Roulhac Hamilton, who edited the first four
volumes, and completed by Dr. Max Ray Williams and Mary Reynolds Peacock. Graham
was an important public figure in North Carolina politics for more than four decades.
This final installment of his papers touches on Conservative attempts to gain political
control from the Republican party, Ku Klux Klan activities, the Kirk-Holden War, the
" SS _____"_""_""" iN pPeachment of,Govemor WaiW- Holden, and the development of the North Carolina
104 " Summer 199% North Carolina Libraries
Railroad and the University of North Carolina, among other important issues faced by
North Carolinians following the Civil War. (1993; Historical Publications Section,
Division of Archives and History, 109 East Jones Street, Raleigh, NC 27601-2807; xxxiv,
576 pp.; $45 plus $3 postage; ISBN 0-86526-245-4.)
Chronicles of the Cape Fear River, 1660-1916, originally published in 1916 and long out
of print, has been reprinted by Broadfoot Publishing Company with a brief essay on the
author, Dr. James Sprunt (1846-1924), by Diane Cobb Cashman. (1916, 1992; Broadfoot
Publishing Company, 1907 Buena Vista Circle, Wilmington, NC 28405, also distributed
by New Hanover County Public Library, State and Local History Department, 201 Chest-
nut Street, Wilmington, NC 28401; xix, 732 pp.; $30; ISBN 1-56837-050-4.)
In Employment Law: A Guide for North Carolina Public Employers, Steven Allred provides
a detailed guide to sources of employment law: employment at will; civil rights statutes
governing personnel functions; other statutes prohibiting age and handicap discrimination;
recruitment and selection; job evaluation, compensation, and benefits; personnel policies;
constitutional issues; and discipline and discharge. It includes a subject index and a case
index. The book is an expanded version of the authorTs Local Government Employment
Law in North Carolina (Institute of Government, 1990). It is clearly written and includes
helpful examples to illustrate the laws being explained. (1992; Institute of Government,
The University of North Carolina at Chapel Hill, CB#3330 Knapp Building, UNC-CH,
Chapel Hill, NC 27599-3330; 340 pp.; $20; 1-56011-198-4.)
Just in time for summer vacation is the extremely practical North Carolina Beaches: A
Guide to Coastal Access, by Glenn Morris. Moving down the stateTs coast from north to
south, the book lists"with addresses, phone numbers, hours of operation, and maps"
not only the expected (national seashores, state parks, and historic sites), but also the
essential (parking, boat ramps, wheelchair ramps, and public rest rooms). Feature articles
on topics ranging from pier etiquette to lighthouses to the names of waves are informa-
tive and entertaining. (1993; The University of North Carolina Press, PO Box 2288,
Chapel Hill, NC 27515-2288; approx. 400 pp.; $16.95; ISBN 0-8078-4413-6.)
Several writers living in Wilmington have collaborated on a guide called What Locals
Know ... About Wilmington and its Beaches, available this June. It includes attrac-
tions, accommodations, dining, nightlife, recreation, shopping, maps, and local lore.
Edited by novelist Ellyn Bache. (1993; Banks Channel Books, PO Box 4446, Wilmington,
NC 28406; 256 pp; $9.95 plus $2.50 shipping and 6% sales tax for North Carolina
residents.)
Wild Shores: Exploring the Wilderness Areas of Eastern North Carolina is the first in a
series of guide books by Walter K. Taylor, with the piedmont and mountain regions
forthcoming. In this highly personal account he explores the Outer Banks, Currituck
Sound, Dismal Swamp, Chowan River, Roanoke River, Albemarle and Pamlico Sounds,
Neuse and White Oak Rivers, and the Cape Fear River. He mingles history, conversations
with locals, and brief information about local outdoor activities for each region, with
addresses and telephone numbers for more information. (1993; Down Home Press, PO
Box 4126, Asheboro, NC 27204; 159 pp.; $13.95, plus $1.50 shipping and $0.84 North
Carolina tax; ISBN 1-878086-19-7.)
Two books for sports collections: Mike CheathamTs Class of the Carolinas was described
in one review as oa sort of book-length personality profile of Carolina sports legends and
characters.� He concentrates on the oold heroes� including athletes, athletic directors,
coaches, and sportscasters, few of whom are household words today. (1992; Bee Tree
Books, PO Box 1684, Asheville, NC 28802; 167 pp.; $6.95.[No ISBN]) Tom PerrinTs
Atlantic Coast Conference Football: A History Through 1991 is a detailed year-by-year
history and record book which would be useful for popular reference collections. (1992;
McFarland & Company, Inc., Box 611, Jefferson, NC 28640; 466 pp.; $39.95, plus $2
postage; ISBN 0-89950-749-2.)
Finally, a collection of poems by Lenard D. Moore, Writer-in-Residence for the United
Arts Council of Raleigh and Wake County, and founder of Carolina African American
Writers Collective. In Forever Home Moore evokes the mood of rural North Carolina life,
with clothes on the line and collards cooking. Themes of work, nature, and family weave
a strong fabric for this collection. (1992; St. Andrews Press, 1700 Dogwood Mile,
a ee ee gurinburg,: NC 28502, oo Pps 9712; LOBN 1-879934-05-1.)
North Carolina Libraries
Summer 1993 " 102
compiled by Plummer Alston Jones, Jr.
Teaching and Learning About African American
and Native American Cultures in North Carolina
The Media Evaluation Services personnel of the North Carolina Department of Public Instruction produce
a monthly Advisory List of Instructional Media. This timely series of annotated bibliographies of instruc-
tional media recommended for use in the public schools of North Carolina is available to public school
teachers, librarians, and media coordinators throughout the state.
The following reviews of sound recordings were originally published by the Media Evaluation Services
personnel in the Advisory List for February 1992. Although grade levels are suggested for each sound record-
ing as a selection aid for school librarians, all of the sound recordings are appropriate and recommended for
folksong collections in public, academic, and special libraries.
All of the following sound recordings were produced by the North Carolina Folklife Institute. Send orders
to 2726 Croasdaile Drive, Durham, NC 27705, or call (919/733-7897).
Eight-Hand Sets and Holy Steps:
Early Dance Tunes and Songs of
Praise from North CarolinaTs Black
Tradition. 1 LP disc recording with
manual, $13.50. Durham: NC Folklife
Institute, 1988. Grades 6-12.
This mix of square dance and gospel
tunes contains twelve secular and sa-
cred selections which reflect the histori-
cal roots in African American music
dating back to the beginnings of the
nineteenth century. An informative
manual contains photographs and bi-
ographies of performers, descriptions of
songs, and lyrics, as well as background
on the ways in which music is related to
_ work and social patterns in the commu-
nity. Selected as an Outstanding Folk
Recording by the American Folklife Cen-
ter of the Library of Congress, this LP
disc recording gives invaluable insight
into the African American musical heri-
tage in North Carolina. The North Caro-
lina Arts Council ogives permission to
teachers, librarians, and media coordi-
nators to duplicate [this sound record-
ing] on cassette.�
Etta Baker, One-Dime Blues:
Finger-picked Blues and Tradi-
tional Tunes. 1 audiocassette, $10.00;
1 compact disc, $15.00. Durham: NC
Folklife Institute, 1991. Grades 6-12.
This remarkable sound recording is not
only enjoyable listening but also a his-
torical document. Featuring African
American artist Etta Baker on guitar (in
the Piedmont Blues tradition), banjo,
and vocals, this recording presents selec-
tions ranging from traditional folk songs
(e.g., oJohn Henry�) to blues, gospel,
breakdown, and original compositions.
Extensive liner notes contain informa-
tion about many of the selections, de-
tails of BakerTs life (she livesin Morganton,
North Carolina), and influences on her
music. This sound recording provides
valuable support for studying the his-
tory and traditions of North Carolina,
for African American history studies, and
for music history projects.
Old Time Music from the North
Carolina Piedmont: Joe and Odell
Thompson. 1 audiocasette, $10.00. Durham:
NC Folklife Institute, 1989. Grades 6-12.
Theeleven selections on this audiocassette
are performed by African American mu-
sicians Joe and Odell Thompson, whose
fiddle and banjo duo continues not only
a folk, but also a family tradition passed
on by their ancestors. Standard tunes
(oJohn Henry,� oCareless Love�) and
traditional favorites (oGeorgia Buck,�
oMolly Put the Kettle On�) are included
in their repertoire. A fascinating and
entertaining glimpse at folk music of
the past century, this sound recording
has a documentary aspect, making it a
unique resource for studying uses of
music, sources of present-day gospeland
country styles, and rural African Ameri-
can folk traditions in North Carolina.
Detailed liner notes provide valuable
information about the historical back-
ground and content of the songs.
Where the Ravens Roost: Cherokee
Traditional Songs of Walker Calhoun.
1 audiocassette, $10.00. Durham: NC
Folklife Institute 1991. Grades 4-12.
The ancient Cherokee ancestral chants
preserved on this.audiocassette have
been passed down through performer/
narrator Walker CalhounTs family for
generations. His expressive rendition
and lively, insightful narration create a
valuable resource for studying Chero-
kee culture, North Carolina history,
and folk music traditions. A guide con-
tains background information and a
script, which includes phonetic spell-
ing for the song lyrics.
Won't You Help Me To Raise ~Em:
The Menhaden Chanteymen.
1 audiocassette, $10.00. Durham: NC
Folklife Institute, 1990. Grades 4-12.
Performed by the Menhaden
Chanteymen, of Beaufort, North
Carolina, this audiocassette contains a
collection of twelve oauthentic net
hauling songs from an African American
Fishery.� The extensive, well-researched
documentation accompanying the
audiocassette provides interesting
background about the maritime work
song tradition, various singing groups,
and the twelve songs performed. This
sound recording is an interdisciplinary
resource for North Carolina studies, Black
History month, and lessons on the
evolution of folk music.
gift or benefit. [Louisiana French]
106 " Summer 1993
North Carolina Libraries
ET EES EN PUNT I ER,
NorRTH CAROLINA LIBRARY ASSOCIATION
Minutes of the Executive Board
The Executive Board of the North Caro-
lina Library Association met on February
19, 1993 at 9:30 a.m. in the Media Center of
Riverside High School in Durham, NC.
The meeting was called to order by
President Janet Freeman and the board was
welcomed by Diane Kessler, Media Coordi-
Nator for Riverside High School. She intro-
duced the principal, Dr. Gil Batchelor, who
also welcomed the board and gave high-
lights of the new facility. The agenda was
accepted as distributed.
Executive Board Members and Com-
mittee Chairpersons present at the meeting
included the following: Larry Alford, Allen
Antone, Barbara Baker, Nancy Bates, Frances
Bradburn, Doris Anne Bradley, Waltrene
M. Canada, Wanda Brown Cason, John
Childers, Eleanor Cook, Anne Marie Elkins,
Sally Ensor, David Fergusson, Martha
Fonville, Jim Govern, Benjie Hester, Michael
Ingram, Gwen Jackson, Gene Lanier, Cheryl
McLean, Meralyn Meadows, Sandy
Neerman, Nona Pryor, Ed Shearin, Susan
Squires, Steve Sumerford, Catherine Van
Hoy, Alice Wilkins.
Also in attendance were Jane Barringer,
President of the North Carolina Friends of
Public Libraries; John Welch, Acting State
Librarian; and Al Jones, Conference Pro-
§tam Chair.
Jane Barringer informed the board of
the upcoming annual meeting of the
North Carolina Friends of Public Librar-
l�,�s to be held in High Point, NC, on
March 27,1993, and solicited attendance
by board members.
President Freeman called for approval
Of minutes of the last meeting. There being
No corrections or additions, Gwen Jackson
Moved that the minutes be approved and
Barbara Baker seconded. The motion car-
Ned. President Freeman noted that the
Tesolution for former State Librarian Howard
McGinn had been distributed to the board
With the minutes.
Treasurer Wanda Cason distributed the
fourth quarter report and the NCLA sec-
tions and round tables report. She enter-
tained questions from board members and
'ndicated that the report reflected budgeted
North Carolina Libraries
February 19, 1993
amounts as well as actual expenditures.
David Fergusson moved that the treasuretTs
report be accepted; Susan Squires seconded
and the motion carried.
Martha Fonville, Administrative Assis-
tant, distributed a report which reflected
the change in membership by sections and
round tables since the last meeting. She
reported that she sent renewal notices to
the 1,081 members whose membership
expired December 1992. Further, she mailed
a letter to 679 former members soliciting
their renewal.
Section And Round Table Reports
Benjie Hester, ChildrenTs Services Section
Chair, announced the output measures
seminar to be held April 7-8, 1993, at the
Quail Roost Conference Center.
Susan Squires of the College and Uni-
versity Section distributed a report that
detailed the formation of a new interest
group within the section entitled the oAca-
demic Curriculum Librarians Interest
Group.� She announced that plans also are
being formulated for the biennial confer-
ence program.
Community and Junior College Librar-
ies Section,Chair Alice Wilkins reported
that the section is currently planning a
program for the biennial conference that
focuses on Collection Development Media
for community and junior college libraries.
She also indicated that a nominating com-
mittee has been appointed to nominate
section officers for the 1993-95 biennium.
Sally Ensor, Chair of the Documents
Section, announced the Spring Workshop
to be held in May. She also mentioned the
Joint Committee on Government Docu-
ments as Rare Books.
Library Administration and Manage-
ment Section Chair Larry Alford discussed
the success of the fall workshop.
Nona Pryor, Chair of the North Caro-
lina Association of School Librarians, re-
ported that she had attended the AASL
affiliate assembly in Kentucky. Her report
detailed the impact of the emerging tech-
nologies initiatives on the schools in the
state.
John Childers of the North Carolina
Public Library Trustees Association thanked
the public library directors and John Jones
for assistance with the sectionTs newsletter.
He solicited joint ventures with other sec-
tions or round tables for future program
planning.
Public Library Section Chair Jim Gov-
em submitted a report that outlined the
recent meeting of the sectionTs planning
council. He announced an upcoming work-
shop on public library services to older
adults.
Allen Antone of the Reference and
Adult Services Section announced that
Bryna Coonin was appointed vice-chair/
chair-elect of the section, replacing Anna
Yount. She also indicated that plans are
underway for the fall conference program
focusing on exploring new paradigms for
reference service.
Resources and Technical Services Sec-
tion Chair Michael Ingram reported that
the fall conference was a success and that
videotapes would soon be available through
interlibrary loan. His report detailed plans
for the 1993 NCLA Biennial Conference.
New Members Round Table Chair
Catherine Van Hoy indicated that the ex-
ecutive board had met February 11, 1993
and plans for a breakfast meeting during
the conference were being discussed. The
future direction of the round table is also
being considered by the board.
Meralyn Meadows of the North Caro-
lina Library Paraprofessional Association
invited participation in their workshop se-
ties. She reported that efforts to study certi-
fication for paraprofessionals in North Caro-
lina continue. She additionally solicited
signatures for a petition to form a parapro-
fessional round table in SELA.
Vanessa Ramseur, Chair of the Round
Table for Ethnic Minority Concerns, indi-
cated that their newsletter had been pub-
lished and plans were underway for the
biennial conference program. She an-
nounced that REMCoTs next board meeting
was scheduled for February 25, 1993.
There was no report from the Round
Table on Special Collections.
Anne Marie Elkins, Chair of the Round
Table on the Status of Women in
Librarianship, announced the next meet-
ing of the round tableTs board to be held
Summer 1993 " 107
February 25, 1993, in Winston-Salem to confirm plans for confer-
ence programming.
Committee and Other Reports
There was no report from the Aids Materials Awareness Com-
mittee.
Cheryl McLean, Chair of the Archives Committee, indicated
that files were being inventoried to determine missing records. The
committee hopes to issue directives that specify what will be
collected.
Conference Committee Chair Gwen Jackson distributed a
report that noted oCelebrate Libraries� as the theme for the 1993
Conference. She announced that speakers for the three general
sessions had been confirmed. Hardy Franklin, ALA President-Elect,
will address the first session; Past ALA Presidents will discuss
cultural diversity at the second session; and Clyde Edgerton and
Lee Smith will entertain at the third session. She further noted that
currently three pre-conference sessions were planned as well as the
traditional SIRS reception honoring Intellectual Freedom Award
recipients.
Concluding her conference remarks Gwen Jackson moved
that the conference treasurer be authorized to establish and main-
tain a checking account in the Southern National Bank of North
Carolina; that this account be utilized solely for the purpose of
handling funds associated with the 1993 Biennial Conference of
North Carolina Library Association; and that it be closed upon
completion of all financial transactions pertaining to the confer-
ence, with any residual funds being transferred to the NCLA
account. She further moved that this authorization be retroactive
to October 16, 1992. There was no discussion of the motion and
upon the call for the question the motion carried.
The second motion made by Gwen Jackson proposed that
rates for the 1993 NCLA Conference be set as follows:
Registration:
Pre-registration for members $40.00
non-members $55.00
students $20.00
On-site registration for members $50.00
non-members $70.00
students $20.00
Exhibits:
Before May 1, 1993 one booth $300.00
each additional $250.00
After May 1,1993 " one booth $350.00
each additional $300.00
Upon the call for discussion, there was a question regarding
one-day attendance. Gene Lanier and Meralyn Meadows felt that
elimination of the one-day registration would impact attendance.
Larry Alford questioned the number of one-day registrants from
the previous conference. While the Board awaited statistical data
from the previous conference, Sally Ensor moved that discussion
of the motion made by Gwen Jackson be tabled until the figures
were retrieved. The motion was seconded by Vanessa Ramseur and
carried.
Sandy Neerman, Chair of the Marketing and Public Relations
Committee, moved that $5.00 be added to each biennial confer-
ence individual registration beginning with the 1993 Conference
to fund marketing and public relations activities on behalf of all
libraries in North Carolina.
During discussion John Childers questioned whether this
would be considered using state funds for lobbying. John Welch
said that this proposal posed no problem from his perspective.
Larry Alford proposed that membership should pay for this mar-
keting venture rather than sacrifice conference funds.
David Fergusson moved that discussion of the $5.00 increase
in registration to cover marketing be postponed until a decision is
made regarding registration rates. The motion was seconded by
Larry Alford and carried.
Consequently, Nona Pryor moved to take from the table the
motion regarding registration rates and continue discussion with
the figures from the previous conference now available. The
motion was seconded by Sally Ensor and carried. Discussion
indicated that a one-day registration was desired and needed.
Meralyn Meadows moved that a one-day registration be
added. The motion was seconded by David Fergusson. During
discussion of the motion, Gene Lanier stated that one-day atten-
dance was significant. Jane Barringer suggested that members of
Friends of Public Libraries may be more inclined to attend for one
day than for the entire conference. Upon the call for the vote the
motion carried.
Frances Bradburn moved that NCLA registration rates pro-
posed by Gwen Jackson be raised $5.00 per category across the
board providing the registration figures quoted were based on 1991
rates. The motion was seconded by Barbara Baker and carried. The
following rates were approved for the 1993 Conference:
Pre-registration for members $45.00
non-members $60.00
students $25.00
one day/members $35.00
one day/non-members $45.00
On-site registration for members $55.00
non-members $75.00
students $25.00
one day/members $40.00
one day/non-members $55.00
Frances Bradburn suggested that reconsideration be given to
the motion that was previously passed in order to discuss exhibit
rates. Barbara Baker and Gene Lanier were hesitant to raise exhibit
rates. Nona Pryor moved to leave the exhibit rates as proposed by
the Conference Committee and David Fergusson seconded. The
motion carried.
The motion to add $5.00 to conference registration rates for
marketing was taken from the table, but discussion revealed
Request additional information from:
Chris A. Bates (704) 529-0632
108 " Summer 1997
1991-93 NORTH CAROLINA PUBLIC LIBRARY DEVELOPMENT AWARD
It's never too early to plan nominations for the N.C. Public Library Development Award. The award
recognizes an individual whose project, promotion, or service has made a significant and innovative
contribution to the development of public libraries in North Carolina during the current biennium.
Plaque and $500 check to be awarded at biennial NCLA Conference in Winston-Salem, October 1993.
Development Committee, NCLA Public Library Section
North Carolina Libraries
various objections. The motion was defeated.
David Fergusson moved that one dollar of conference registra-
tion per registrant (if excess of revenues over expenditures exceeds
$20,000) be designated for use by the Marketing and Public
Relations Committee for NCLA marketing activity only during the
1993-94 biennium. The motion was seconded by Nona Pryor and
Carried.
Finally Gwen Jackson moved that the Conference Committee
handle pre-conference activities and the conference treasurer pay
all bills associated with pre-conference activities. Additionally, she
moved that profits be divided as follows: NCLA sections, commit-
tees and round tables: 25% (conference)/75% (sponsoring group)
Non-NCLA affiliated groups: 50% (conference)/50% (sponsoring
8roup). After brief discussion the motion passed.
President Freeman announced that Finance Committee Chair
Judie Davie had submitted her resignation and that Beverley Gass
had assumed the chair of the Committee for the reminder of the
biennium.
AlJones, Conference Program Chair, represented the Finance
Committee. He read excerpts from the report prepared by Judie
Davie and noted that the deadline for project grant applications is
March 1.
Nancy Bates, reporting for John Jones, Chair of the Govern-
Mental Relations Committee, shared information about State
Legislative Day activities.
National Library Legislative Day activities were reported by
David Fergusson, coordinator. He noted that an oinformation�
buffet luncheon is being planned for April 20, 1993. He encour-
aged participation by the Association. He also distributed an
interest sheet to be filled out by persons planning to attend.
Gene Lanier, Chair of the Intellectual Freedom Committee,
distributed a report outlining the activities of the committee over
the past quarter. He urged librarians to check collection policies
that may be out-dated.
Literacy Committee Chair Steve Sumerford reported that the
Committee meets quarterly and has several projects underway.
Nominating Committee Chair Nancy Bates moved accep-
tance of the following slate of candidates for NCLA office:
Vice-President/President-elect Secretary
Jackie Beach Elizabeth Cline
David Fergusson Judy Le Croy
Treasurer ALA Councilor
Etta Baldwin Martha Davis
Wanda Brown Cason Johannah Sherrer
Directors:
Sandy Neerman; Patricia Siegfried; John Via; Alice Wilkins
The motion carried.
Eleanor Cook, Publications Committee Chair, announced the
Publication of the NCLA Newsletter. She reminded the board to
Submit items for the newsletter on the designated form. A draft of
an inventory of NCLA publications was distributed to the board.
There was no report from the Scholarships Committee.
In the absence of Technology and Trends Committee Chair
Cristina Yu, Wanda Cason solicited a co-sponsor for a program to
be presented at the biennial conference.
North Carolina Libraries editor Frances Bradburn presented a
report that highlighted the activities of the NCL executive board.
She introduced anew column entitled oWired to the World� which
IS designed to acquaint readers with a variety of services and
Tesources available by searching the Internet.
Patricia Langelier, ALA Councilor, sent a written report in her
absence.
SELA Representative David Fergusson announced the Spring
Workshop March 5-6, 1993 in Atlanta, GA.
Membership Committee Co-chair Ed Shearin distributed a
North Carolina Libraries
report detailing the 1992/93 membership campaign currently
underway. He noted that the membership recruitment poster was
sent to all public, community college and university libraries, as
well as library schools and public school districts.
There was no old or new business to be brought before the
board.
John Welch, Acting State Librarian, expressed the regrets of
the newly appointed Secretary of Cultural Resources Betty McCain
at being unable to attend the meeting.
President Freeman announced the recent death of three life
members of NCLA: Paul Ballance, George Linder and Marianna
Long. President Freeman also indicated that information regard-
ing a proposal to form an executive committee of the board would
be presented for consideration at the next meeting.
Reporting for Dale Gaddis of the Durham County Library,
President Freeman read a statement indicating that Representative
George Miller had agreed to introduced a bill regarding failure to
return library materials. She conveyed appreciation to the NCLA
Executive Board from Ms. Gaddis.
President Freeman also announced receipt of a thank you card
from Howard McGinn for the plaque and farewell reception.
President Freeman informed the board that she had corre-
sponded with Governor Hunt and Secretary McCain on behalf of
the Association about the appointment of a new State Librarian.
There being no further business, President Freeman announced
that the next meeting would be held April 23, 1993, at Guilford
College. The meeting was adjourned at 12:50 p.m.
Respectfully Submitted
Waltrene M. Canada
Secretary
FOREIGN BOOKS
and PERIODICALS
CURRENT OR OuT-OF-PRINT
Specialties:
Search Service
Irregular Serials
International Congresses
Building Special Collections
ALBERT J. PHIEBIG INC.
Box 352, White Plains, N.Y. 10602
FAX (914) 948-0784
Summer 1993 " 109
ABOUT THE AUTHORS Instructions for the Preparation of Manuscripts
for North Carolina Libraries
Lisa Mitchell Blouch . North Carolina Libraries seeks to publish articles, materi-
Education: B.A., Furman University; M.L.S., University als reviews, and bibliographies of professional interest to
of North Carolina at Chapel Hill librarians in North Carolina. Articles need not be necessar-
Position: Library Director, Hudson Public Library, ily of a scholarly nature, but they should address profes-
Hudson, lowa sional concerns of the library community in the state.
Pauletta Bracy
Education: B.A., Fisk University; M.L.S., University of . Manuscripts should be directed to Frances B. Bradburn,
Pittsburgh; Ph.D., University of Michigan Editor, North Carolina Libraries, Joyner Library, East
Position: Associate Professor, North Carolina Central Carolina University, Greenville, NC 27858-4353.
University
. Manuscripts should be submitted in triplicate on plain white
Frances Bryant Bradburn paper measuring 8 1/2" x 11" and on computer disk.
Education: B.A., Wake Forest University; M.L.S.,
University of North Carolina at Greensboro
Position: Assistant Professor of Media and Teaching
Resources, East Carolina University
. Manuscripts must be double-spaced (text, references, and
footnotes). Macintosh computer is the computer used by
North Carolina Libraries. Computer disks formatted for
Robert Burgin other computers must contain a file of the document in
Education: A.B., Duke University; M.S.L.S., University original format and a file in ASCII. Please consult editor for
of North Carolina at Chapel Hill; Ph.D. further information.
University of North Carolina at Chapel Hill
Position: Associate Professor, North Carolina Central . The name, position, and professional address of the author
University should appear in the bottom left-hand corner of a separate
Melvin K. Burton title page. The author's name should not appear anywhere
Education: B.A., Central Methodist College; M.L.S., else on the document.
University of Missouri
Position: Librarian Supervisor, Children's Services, . Each page should be numbered consecutively at the top
Gaston-Lincoln Regional Library right-hand corner and carry the title (abbreviated if neces-
Cathy Collicutt sary) at the upper left-hand corner.
Education: B.A., University of North Carolina at Chapel
Hill; M.L.S., University of North Carolina
at Greensboro
Position: Media Coordinator, Philo Middle School,
. Footnotes should appear at the end of the manuscript. The
editors will refer to The Chicago Manual of Style, 13th
edition. The basic forms for books and journals are as
Winston-Salem oe
Michael Frye Keyes Metcalf, Planning Academic and
Education: B.A., University of North Carolina at Research Library Buildings (New York:
Charlotte; M.L.S., University of North McGraw, 1965), 416.
Carolina at Chapel Hill
Position: Humanities Librarian, Forsyth County Susan K. Martin, oThe Care and Feeding of the
: Public Library MARC Format,� American Libraries 10 (Sep-
Satia Marshall Orange tember 1970): 498.
Education: B.S., University of Illinois; M.L.S., Atlanta
University . Photographs will be accepted for consideration but cannot
Position: Library Director, Arthur R. Ashe Foreign be returned.
Policy Library and Resource Center
at TransAfrica Forum, Washington, D.C. . Upon receipt, a manuscript will be acknowledged by the
Cal Shepard editor. Following review of the manuscript by the editor and
Education: B.A., University of Colorardo; M.LS., at least two jurors, a decision will be communicated to the
University of North Carolina at Chapel Hill writer. A definite publication date cannot be given since any
Position: Youth Services Consultant, State Library of incoming manuscript will be added to a manuscript bank
North Carolina from which articles are selected for each issue.
Sylvia Sprinkle-Hamlin
Education: B.S., Winston-Salem State University; M.L.S.,
Atlanta University
Position: Deputy Library Director, Forsyth County
10.North Carolina Libraries holds the copyright for all
accepted manuscripts. The journal is available both in print
and electronically over the North Carolina Information
Public Library Network.
we Sener ae 3 : ; 11.lIssue deadlines are February 10, May 10, August 10, and
Education: B.A., University of North Carolina at Chapel November 10. Manuscripts for a particular issue must be
Hill; M.L.LS., North Carolina Central University submitted at least 2 months before the issue deadline.
Position: Branch Manager, Greensboro Public Library
RE EERE CY SS SEE EERE SEI
110 " Summer 1997 North Carolina Libraries
PRESIDENT
Janet L. Freeman
College Librarian
Carlyle Campbell Library
Meredith College
3800 Hillsborough St.
Raleigh, NC 27607-5298
Telephone: 919/829-8531
Fax: 919/829-2830
VICE PRESIDENT/
PRESIDENT ELECT
Gwen Jackson
Instructional Specialist
Southeast Technical Assistance Ctr.
2013 Lejeune Blvd.
Jacksonville, NC 28546
Telephone: 919/577-8920
Fax: 919/577-1427
SECRETARY
Waltrene M. Canada
Head, Public Services Division
F. D. Bluford Library
Documents Department
NC A &T State University
Greensboro, NC 27411
Telephone: 919/334-7617
Fax: 919/334-7783
TREASURER
Wanda Brown Cason
Head of Cataloging
PO Box 7777 Reynolda Station
Wake Forest University Library
Winston-Salem, NC 27109-7777
Telephone: 919/759-5094
Fax: 919/759-9831
DIRECTORS
Edward (Ed) T. Shearin, Jr.
Director of Library/Learning
Resources Learning Resources Ctr.
Carteret Community College
3505 Arendell St.
Morehead City, NC 28557-2989
SELA REPRESENTATIVE
David Fergusson
Assistant Director
Headquarters Forsyth Co. Pub. Lib.
660 W. Fifth St.
Winston-Salem, NC 27101
Telephone: 919/727-2556
Fax: 919/727-2549
EDITOR, North Carolina Libraries
Frances Bradburn
Joyner Library
East Carolina University
Greenville, NC 27858-4353
Telephone: 919/757-6076
Fax: 919/757-6618
PAST-PRESIDENT
Barbara Baker
Associate Dean for Educational
Resources
Durham Technical
Community College
1637 Lawson St.
Durham, NC 27703
Telephone: 919/598-9218
Fax: 919/598-9412
ADMINISTRATIVE ASSISTANT
Martha Fonville
North Carolina Library Association
c/o State Library of North Carolina
Rm. 27 109 E. Jones St.
Raleigh, NC 27601-1023
Telephone: 919/839-6252
Fax: 919/839-6252
SECTION CHAIRS
CHILDRENTS SERVICES SECTION
Benjie Hester
ChildrenTs Librarian
Cameron Village Regional Library
1930 Clark Ave.
Raleigh, NC 27605
DOCUMENTS SECTION
Araby Greene
Documents Librarian
D. Hiden Ramsey Library
UNC at Asheville
One University Heights
Asheville, NC 28804-3299
Telephone: 704/251-6639
Fax: 704/251-6012
GREENE@UNCA.BITNET SECTION
LIBRARY ADMINISTRATION anp
MANAGEMENT SECTION
Jolene Ezzell
Perkins Library
Duke University
Durham, NC 27706
Telephone: 919/660-5880
Fax: 919/684-2885
NORTH CAROLINA ASSOCIATION
OF SCHOOL LIBRARIANS
Nona Pryor
Media Specialist
Archdale-Trinity Middle School
Trinity, NC 27370
Telephone: 919/431-4452
Fax: 919/431-1809
NORTH CAROLINA PUBLIC
LIBRARY TRUSTEES ASSOCIATION
John Childers
Department of Psychology
East Carolina University
Greenville, NC 27858
Telephone: 919/757-6280
Fax: 919/757-6283
PUBLIC LIBRARY SECTION
James Govern
Director Stanly Co. Pub. Library
133 E. Main St.
Albemarle, NC 28001-4993
Telephone: 704/983-7321
Fax: 704/983-7322
NortuH CAROLINA LiBRARY ASSOCIATION 1991-1993 EXECUTIVE BOARD
ROUND TABLE CHAIRS
NEW MEMBERS ROUND TABLE
Catherine Van Hoy
Branch Head Cumberland
County Public Library
Bordeaux Branch
3711 Village Dr.
Fayetteville, NC 28304-1598
Telephone: 919/424-4008
Fax: 919/483-8644
NORTH CAROLINA LIBRARY
PARAPROFESSIONAL ASSOCIATION
Meralyn Meadows
Administrative Assistant
Stanly County Public Library
133 E. Main St.
Albemarle, NC 28001-4993
Telephone: 704/983-7322
Fax: 704/983-7322
ROUND TABLE FOR ETHNIC
MINORITY CONCERNS
Vanessa Ramseur
7207 E. W. T. Harris Blvd.
Charlotte, NC 28227
Telephone: 704/563-9418
Fax: 704/567-9703
ROUND TABLE ON SPECIAL
COLLECTIONS
Beverly Tetterton-Opheim
Special Collections Librarian
New Hanover Co. Public Library
201 Chestnut St.
Wilmington, NC 28401-3998
Telephone: 919/341-4394
Fax: 919/341-4388
ROUND TABLE ON THE STATUS
OF WOMEN IN LIBRARIANSHIP
Anne Marie Elkins
Division of State Library
109 East Jones St.
Raleigh, NC 27601-2807
Telephone: 919/247-3134 Telephone: 919/856-6723 REFERENCE anp ADULT SERVICES Telephone: 919/733-2570
Fax: 919/247-2514 Fax: 919/856-6722 Allen Antone Fax: 919/733-8748
Head of Reference Belk Library
Helen M. Tugwell COLLEGE anp UNIVERSITY SECTION Appalachian State University
Coordinator of Media Services Susan M. Squires Boone, NC 28608
Guilford County Schools Reference Librarian Telephone: 704/262-2822
120 Franklin Blvd. Carlyle Campbell Library Fax: 704/262-3001
Greensboro, NC 27401 Meredith College
Telephone: 919/271-0640 3800 Hillsborough St. RESOURCES anp TECHNICAL
Fax: 919/271-0789 Raleigh, NC 27607-5298 SERVICES SECTION
Telephone: 919/829-8382 Mike Ingram
ALA COUNCILOR Fax: 919/829-2830 Technical Services Librarian
Patricia A. Langelier Smith Library
Librarian, Institute of COMMUNITY anp JUNIOR HP-2 High Point College
Government COLLEGE LIBRARIES SECTION High Point, NC 27261-1949
CB 3330 - Knapp Building Alice Wilkins Telephone: 919/841-9152
UNC at Chapel Hill Head Librarian Fax: 919/841-5123
Chapel Hill, NC 27599 Boyd Library
Telephone: 919/966-4130 or Sandhills Community College
919/966-4139 2200 Airport Rd.
Fax: 919/966-4762 Pinehurst, NC 28374
Telephone: 919/692-6185
ext. 135
Fax: 919/692-2756
a
North Carolina Libraries
Summer 1993 " 111
EDITORIAL STAFF
Editor
FRANCES BRYANT BRADBURN
Joyner Library
East Carolina University
Greenville, NC 27858-4353
(919) 757-6076
(919) 757-6618 (FAX)
frabra@joyner.lib.ecu.edu
Associate Editor
ROSE SIMON
Dale H. Gramley Library
Salem College
Winston-Salem, NC 27108
(919) 721-2649
Associate Editor
JOHN WELCH
Division of State Library
109 East Jones Street
Raleigh, NC 27601-2807
(919) 733-2570
Book Review Editor
DOROTHY DAVIS HODDER
New Hanover Co. Public Library
201 Chestnut Street
Wilmington, NC 28401
(919) 341-4389
Lagniappe/Bibliography
Coordinator
PLUMMER ALSTON JONES, JR.
Iris Holt McEwen Library
Elon College
PO Box 187
Elon College, NC 27244
(919) 584-2338
Indexer
MICHAEL COTTER
Joyner Library
East Carolina University
Greenville, NC 27858-4353
(919) 757-6533
Name
Advertising Manager/Point
CounterPoint Editor
HARRY TUCHMAYER
New Hanover Co. Public Library
201 Chestnut Street
Wilmington, NC 28401
(919) 341-4036
ChildrenTs Services
LINDA HYDE
Clemmons Branch
Forsyth County Public Library
3554 Clemmons Road
Clemmons, NC 27012
(919) 766-9191
College and University
MELISSA CAIN
School of Information &
Library Science
CB #3360, 100 Manning Hall
University of North Carolina
Chapel Hill, NC 27599-3360
(919) 962-8366
Community and Junior College
BARBARA MILLER
Paul H. Thompson Library
Fayetteville Technical
Community College
PO Box 35236
Fayetteville, NC 28303
(919) 678-8253
Documents
MICHAEL VAN FOSSEN
BA/SS Documents
Davis Library CB #3912
University of North Carolina
Chapel Hill, NC 27599
(919) 962-0484
[-] New membership
Position
Library
Business Address
Library Administration and
Management Section
JOLENE EZZELL
Perkins Library
Duke University
Durham, NC 27706
(919) 660-5880
New Members Round Table
EILEEN MCCLUSKEY PAPILE
Information Services Librarian
Cumberland Co. Public Library
6882 Cliffdale Road
Fayetteville, NC 28314
(919) 864-3800
N.C. Association of School
Librarians
DIANE KESSLER
Riverside High School
3218 Rose of Sharon Road
Durham, NC 27712
(919) 560-3965
North Carolina Library
Paraprofessional Association
JUDIE STODDARD
Onslow County Public Library
68 Doris Avenue East
Jacksonville, NC 28540
(919) 455-7350
Public Library
CAL SHEPARD
Division of State Library
109 East Jones St.
Raleigh, NC 27601-2807
(919) 733-2570
Reference/Adult Services
SUZANNE WISE
Belk Library
Appalachian State University
Boone, NC 28608
(704) 262-2189
[_] Renewal
Research Column Editor
ILENE NELSON
William R. Perkins Library
Duke University
Durham, NC 27706
(919) 684-2373
Resources and Technical Services
GENE LEONARDI
Shepard Library
North Carolina Central University
Durham, NC 27707
(919) 560-6220
Round Table for Ethnic/Minor-
ity Concerns
BELINDA DANIELS
Learning Resources Center
Guilford Technical Com. College
Jamestown, NC 27282-2309
(919) 334-4822
Round Table on the Status of
Women in Librarianship
ELIZABETH LANEY
602 Hamlin Park
Chapel Hill, NC 27514
(919) 942-1416
Wired to the World Editor
RALPH LEE SCOTT
Joyner Library
East Carolina University
Greenville, NC 27858-4353
(919) 757-6533
Trustees
JOHN CHILDERS
Department of Psychology
East Carolina University
Greenville, NC 27858
(919) 757-6280
Membership no.
State
City or Town
Phone No.
1 NORTH CAROLINA LIBRARY ASSOCIATION " Bi
112 " Summer 1993
CHECK TYPE OF DUES
FULL-TIME LIBRARY SCHOOL STUDENTS
(one biennium only) " $15.00
RETIRED LIBRARIANS " $20.00
NON-LIBRARY PERSONNEL:
(a) Trustees; (b) oFriends of Libraries� members;
(c) Non-salaried " $25.00
LIBRARY PERSONNEL
Earning up to $15,000 " $25.00
Earning $15,001 to $25,000 " $40.00
Earning $25,001 to $35,000 " $50.00
Earning $35,001 and above " $60.00
INSTITUTIONAL (Libraries and library/education-
related businesses) " $75.00
CONTRIBUTING (Individuals, associations, firms, etc.
interested in the work of NCLA) " $100.00
Mailing Address (if different from above)
ChildrenTs Services
Ref. & Adult
Comm. & Jr. College
Paraprofessional
Special Collections
Status of Women
NCASL (School Librarians)
Zip Code
CHECK SECTIONS: (one included in basic dues; each additional section $7.00)
New Members
College & Univ.
Documents
Public Library
Trustees
Ethnic Minority Concerns
Resource and Technical Services
Library Administration & Management
AMOUNT ENCLOSED $
Mail to: North Carolina Library Association,
c/o State Library of North Carolina,
109 East Jones Street, Raleigh, NC 27601-1023
North Carolina Libraries
BACK OF THE BIG HOUSE
The Architecture of Plantation Slavery
by John Michael Vlach
Behind the obig houses� of the antebellum South existed
an entirely different world, socially and architecturally,
where slaves lived and worked. John Vlach explores this
environment through slave testimonies from the Federal
WritersT Project and illustrations from the Historic
American Building Survey, arguing convincingly that
slaves imbued this landscape with their own meanings
through subtle acts of appropriation.
2085-7, May, $37.50 cloth »* 4412-8, May, $18.95 Tr paper
8% x 11, 206 illus.
Fred W. Morrison Series in Southern Studies
NORTH CAROLINA BEACHES
A Guide to Coastal Access
by Glenn Morris
Travel writer Glenn Morris leads a north-to-south tour
of the coast that covers every site along the way"state
parks, wildlife refuges, historic sites, fishing piers, and
much more. Accurate maps, grid charts, and entertaining
essays On coastal topics will inform all travelers. THE guide
for any coastal excursion!
4413-6, June, $16.95 Tr paper * 50 illus., 32 maps
THE STORY OF NATIONSBANK
Changing the Face of American Banking
by Howard E. Covington, Jr., and Marion A. Ellis
Foreword by L. William Seidrhan
Not only a history of a highly successful business but also a
study of the transformation of the American banking
system. Award-winning journalists
Howard Covington and Marion Ellis
provide a fascinating account of this
non-traditional financial institution
that is now the fourth-largest bank
in the country.
2093-8, July, $24.95 Tr
ISBN 0-8078-
Please write for our catalog.
THE UNIVERSITY OF NORTH CAROLINA PRESS
Post Office Box 2288, Chapel Hill, NC 27515-2288
NEW IN PAPERBACK
SOUTHERN FOOD
At Home, on the Road, in History
by John Egerton
Best Book on Food, Culinary Institute of America,
1987
Captures the flavor and feel of what it has meant
for southerners, over the generations, to gather at
the table. Southern Food is for reading, for cook-
ing, for eating (in and out), for referring to, for
browsing in, and, above all, for enjoying.
4417-9, May, $18.95 Tr paper * A Chapel Hill Book
DISCOVERING NORTH CAROLINA
A Tar Heel Reader
Jack Claiborne and William Price, editors
This splendid anthology offers an engaging jour-
ney through four centuries of North Carolina
life. A wealth of sources"histories, biographies,
diaries, novels, short stories, newspapers, and
magazines"show how North CarolinaTs rich his-
tory and remarkable literary achievements cut
across economic and racial lines in often surpris-
ing ways.
4434-9, August, $12.95 Tr paper
1931-X, 1991, $29.95 Tr cloth
A Chapel Hill Book
Fall 1993 Social Issues in Librarianship
Barbara Akinwole, Guest Editor
Winter 1993 Conference Issue
Spring 1994 Preservation
Dr. Marcella Grendler, Guest Editor
Summer 1994 Libraries and the Economy
John Welch, Guest Editor
Fall 1994 The Virtual Library
Gary Hardin, Guest Editor
Winter 1994 Money Changing in the Library
Harry Tuchmayer, Guest Editor
Spring 1995 Sex and the Library
Dr. Pauletta Bracy, Guest Editor
Summer 1995 Resource Sharing
Barbara Miller, Guest Editor
Fall 1995 School Libraries
Winter 1995 Conference Issue
Unsolicited articles dealing with the above themes or any issue of interest to North Carolina librarians
are welcomed. Please contact the editor for manuscript guidelines and deadlines.
North Carolina Libraries, published four times a year, is the official publication of the North
Carolina Library Association. Membership dues include a subscription to North Carolina
Libraries. Membership information may be obtained from the Administrative Assistant of
NCLA. Subscription rates are $32.00 per year, or $10.00 per issue, for domestic
subscriptions; $50.00 per year, or $15.00 per issue, for foreign subscriptions. Backfiles are
maintained by the editor. Microfilm copies are available through University Microfilms.
North Carolina Libraries is indexed by Library Literature and publishes its own annual index.
Editorial correspondence should be addressed to the editor; advertisement
correspondence should be addressed to the advertising manager. Articles are juried.
SSS7-8S822
