Time Management in the Library

As I work through the EDLI Library Media Studies Program at the University of Vermont, a question that constantly pops up for me is "How does the LMS fit it all in?!" I understand the answer will be different for every library and will adjust from year to year, but I'm guessing there are some consistencies in the focus and flow of LMS work. I'd be interested in what a 12-month cycle looks like - month by month - from some of you experts, with an estimate of the percentage of time spent overall on: collection analysis, weeding, acquisitions, curriculum alignment, web site development/maintenance, classes... On that last item, classes, is anyone out there willing to share an annual schedule of classes they teach with a super brief description of each? I'm interested in knowing what this might look like for elementary, middle, and high school settings. Is anyone reading this? Is anyone willing/able to respond? Hope to hear from some of you!

Library Location, Location, Location

I was just reading a class assignment that brought up the pointm "school libraries serve ALL students, whereas public libraries... serve only the subset of children whose parents bring them to the library." Too true! I thought how lucky 5th-8th graders are in my town to have their public library a next door neighbor to their school.

Library location within a school also is an important consideration. I realize it's an issue beyond the control of most librarians, but when a building project does come along, it's worth careful attention. Close to, but not immediately adjacent to, the school front entrance seems ideal to me. Do others have opinions and/or ideas about how to deal with/help draw student to less than ideal library locations (signage, good lighting, artwork)?

The Library as a Hub - Is that OK?

I spent an hour this afternoon in the Champlain Valley Union High School library searching for exemplary DDC 300s resources for our EDLI 276 class assigment. While there, I learned the CVU library allows overnight and weekend loans of ALL reference materials. Librarian Ellen Arapakos and I share the same view on the wisdom of this - high school students wanting to take out REF materials are by nature highly respectful of such materials. Ellen recalled no incidents of loss, damage or other abuse associated with such loans.

With regard to my search for 300s materials, I found some great resources, which I'll add to Discussions on the EDLI 276 webct site. As interesting as the social sciences materials I found, was the social behavior I got to observe. During my 2-3pm visit the library was buzzing; standing room only. Every chair, teriminal, table was taken. There were multiple pairs at the dozen plus computers, exchanges (some homework, some not) happening at almost every table, and quiet reading in progress in the comfortable lounge chairs located in the recesses of the room.

That the library was packed and, in my opinion, quiet enough to read seemed to me a wonderful thing. But I suspect there are those who might be dismayed that it was functioning primarily as a social scene + study hall - as there was less than a handful of students browsing shelves.

I'm interested in professional views on how to guide/manage/balance the social exchange and hub atmosphere that might dominate a high school library in particular. Where, why, and how does the LMS draw lines. Comments, anyone?

A good word about World Book

Welcome! Thanks for visiting my blog -

For this entry, I'd like to follow up on our recent class discussion about encylopedia formats and evaluation of Grolier's, Brittanica, and World Book on-line. Overall, Brittanica got the class vote for presentation and especially its grade-level organization, while Grolier's Multi-Media was praised highly for visual content.

I'd like to include here a good word about World Book (WB) and its information breakdown. WB cuts up dense information on a broad topic into multiple sections with subtitles, helping frame main ideas. There's even an option to "print this section" at the end of each - a possible paper saver. I don't disagree with observations about Grolier's and Britannica, but I didn't want to overlook this appealing quality found in WB.

Overall, I also preferred the writing in WB. In comparing written entries on same topics, I felt WB's tone, organization, and depth of information would likely be most helpful and satisfying for middle schoolers on up; possibly younger groups as well. Granted, this a rather subjective evaluation.

More than anything, I wonder how kids themselves would rank each site and its elements. I'd love to hear back from any and all in that regard!