Transcript SERVICE TO YOUNG PATRONS

Amy Rhilinger,
Blaire Hiebsch, &
Kendra Leahy
INTRODUCTION TO
REFERENCE SERVICES
TO
CHILDREN
Variety within this group
 Birth to Pre-school
 School age
 Young Adult
 Many similarities to adult patrons
 Reference Interview
 Collection Development

WHAT

MAKES CHILDREN SPECIAL?
Developmental stages
More imposed queries
 Information searching requires more guidance


Vocabulary
Limited
 Specialized
 Experimental

MAKING FRIENDS WITH CHILDREN’S
REFERENCE

The child is the patron,
they are the priority

Adult, other third party,
should be used as support
Talk with respect, often
mirroring their style
 Familiarize yourself with
their influences


Nick Jr., Cartoon Network,
latest gaming systems
PRE AND EARLY LITERACY
BEGIN AT THE BEGINNING

Anticipate information needs for children with
ready reference & book lists
sleep, eating, potty training, new siblings
 Picture book award winners, books of the year lists,
seasonal themes


Non-fiction collections include every day topics
made simple



money, time, weather
also favorites like dinosaurs, construction, animals
and princesses
Include non-printed material

videos and music are important ways to teach
academic concepts
PROGRAMMING AS REFERENCE SERVICE
“Early language enrichment such as adults talking,
signing or reading to children can advance the
development of children from all backgrounds to
realize biological potentials well beyond norms”
(Rakes)
 Can be used to promote collections
 Familiarizes patrons with library and librarians
 Partnering with local agencies introduces
additional resources
STARTING YOUNG: KINDERGARTEN



Children between the ages five and six years of
age
Starting to Read
Books that stimulate thinking

Catches and holds student’s attention



Suspense is classic
Sounds of rhythms
Books can be Fiction or Nonfiction

Pictures need to be accurate
 Early
success helps them to gain their
momentum for learning.
AGE
GROWING UP WITH BOOKS:
ELEMENTARY AGE

Comes with Age
Categorize
 Differences


Important for Librarians
Development of collection
 Key to success


Readers Advisory-Essential
Determine children’s interest/
needs
 Grade/ Reading level

HELPING STUDENTS : SCHOOL,
HOMEWORK &COMPUTERS
Information seeking
Education

Natural teachers
Children rely on library for
Information needs



Helping with curriculum




Local or State requirements
System of Communication
Home work support
Electronic Impact
Internet can be extremely
problematic for a child
 Librarians are important advisors
 “Jumping Off” sites

TAKING
THE
INITIATIVE:
LIBRARIES ACROSS

THE
COUNTRY
Maryland
Baltimore County Public Library and Harford County
Public Library creating AskUSNow!
 Increased participation


Virginia
Augusta County’s schools and public libraries
working together for summer reading programs.
 Increased circulation


Colorado
Denver’s Public Library development of “A Community of
Learners”
 Increased student population

LIBRARY & REFERENCE
SERVICES TO YOUNG ADULTS


Young Adult: Ages 12-18
“Teens are substantial users of public
libraries and the primary users of
secondary school libraries. Their
presence and numbers, as well as their
developmental characteristics and life
circumstances present a distinct
challenge for reference service
providers.” (YALSA, 2006)
CHALLENGES OF
PROVIDING REFERENCE SERVICES TO
YOUNG ADULTS





Teens are less likely to ask a
librarian if they need
assistance
Often looking for homework
help - Imposed queries
Their queries are sometimes
very vague or very broad
Teens are very tech savvy, will
often seek help through virtual
reference
Librarians often have certain
prejudices against teens or are
uncomfortable working with
them
READERS ADVISORY





TO
TEENS
Historically, reading was viewed as potentially
harmful to teens
 More progressive librarians would suggest
using “lighter adult literature” as a way to
lead young adults to more developed literature
Many varying opinions on librarians role in
“censoring” what a young reader may check out
Parents play an active role – Reader’s Advisory
by proxy
Booktalking: “A formal or informal presentation
about a book or group of books designed to entice
the listener into reading them” (Chelton, 1976)
Reader’s Advisory databases for Young Adults
 NoveList
 What do Young Adults Read Next?
(www.gale.net)
ENGAGING YOUNG ADULTS

Create space within library

Teen advisory boards


Offer activities beyond
internet service and books
Incorporate technology into
programming
BIBLIOGRAPHY:
FOR
INTRO AND
PRESCHOOLERS

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
(2001). Competencies for librarians serving children in public libraries. Journal of
Youth Services in Libraries, 14(2), 21-4. Retrieved from Library Lit & Inf Full Text
database
Brown, A. (2004). Reference services for children: information needs and wants in the
public library. Australian Library Journal, 53(3), 261-74. Retrieved from Library Lit
& Inf Full Text database
Danley, E. (2003). The Public Children's Librarian As Educator. Public Libraries,
42(2), 98-101. Retrieved from Library Lit & Inf Full Text database
Gross, M. (2000). The imposed query and information services for children. Journal
of Youth Services in Libraries, 13(2), 10-17. Retrieved from Library Lit & Inf Full
Text database
Pattee, A. (2008). What Do You Know? Applying the K-W-L Method to the Reference
Transaction with Children. Children & Libraries, 6(1), 30-1, 34-9. Retrieved from
Library Lit & Inf Full Text database
Rakes, J. (2010). The Power of Partnerships: Opening Children's Minds through
Collaborative Early-Learning Programs. Florida Libraries, 53(2), 8-10. Retrieved
from Library Lit & Inf Full Text database
BIBLIOGRAPHY:
FOR
ELEMENTARY
CHILDREN

Bopp, R. (2001) Reference and information services: an introduction. Library and information
science text series. Englewood, Colo. : Libraries Unlimited.

Brazell, B. (1999). The Library Laboratory: An Experiment in Library Instruction with Students at
the Denver Public Library. Colorado Libraries, 25 (1) 22-24.

Bundy, A. (2006). Supporting Students: The Educational Contribution of Australia’s Public
Libraries. Australasian Public Libraries and Information Services, 19, 126-136.

Coulter, T. (2010). Another Opinion: The Public Library and the Public School Join Forces. Library
Media Connection, August/September, 42.

Drummond, M. (2003). Bridging the School and Public Library Divide: Victorian Teacher Release
to Industry Program. Australasian Public Libraries and Information Services, 16(2) , 72-75.

Francher, P., Francher G. (1962). The Creative Elementary School Library and the Public Library.
Wilson Library Bulletin 36, 555-557.

Minnick, M. (2001). An Investigation of Library Services Offered to Kindergarten Students in
Rural Public Schools in Washington County, Pennsylvania. Rural Libraries, 21 (2), 37-54.

Thompson, J. (2003). After School and Online. The Youthpage: Considering the Needs of Younger
Patrons. Winter, 35-37.

Van Der Walt. P.R., Cloete L.M., and Jacobs L. (2007). The Design of an Information Literacy
Instruction Programme for Upper Elementary Children in The Public Library. Mousasion, 25 (1).
82-98
BIBLIOGRAPHY:

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
FOR
YOUNG ADULTS
Bannwart, S. (2007). Reference and information services for the next
generation. Indiana Libraries, 26(1), 46-48.
Bunge, C. A. (1994). Responsive reference service. School Library Journal,
40(3), 142.
Booth, H. (2006). Reader's advisory by proxy: Connecting teens and books
through positive interactions with parents and caregivers. Young Adult Library
Services, 5(1), 14-15.
Bunge, C. A. (1994). Responsive reference service. School Library Journal,
40(3), 142.
Cassell, K. A., & Hiremath, U. (2009). Reference and information services in the
21st century : An introduction (2nd ed.). New York: Neal-Schuman Publishers.

Chelton, M. K. (1976). Booktalking. School Library Journal, 22(8), 39.

Farrelly, M. G. (2007). Bother the librarians! Public Libraries, 46(1), 36-38.


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Hill, N. M. (2008). Teens--perpetual problem, or golden opportunity? Public
Libraries, 47(1), 24-32.
Pierce, J. B. (2006). The borderland age and borderline books: The early
practice of reader's advisory for youth. Young Adult Library Services, 5(1), 4247.
Walter, V. A., & Mediavilla, C. (2005). Teens are from neptune, librarians are
from pluto: An analysis of online reference transactions. Library Trends, 54(2),
209-227.
Young Adult Library Services Association. (2008). Guidelines for library
services to teens, ages 12-18. Retrieved from www.ala.org