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LM_NET  September 2016

LM_NET September 2016

Subject:

Re: Article Bilingual Libraries

From:

Connie Harrison <[log in to unmask]>

Reply-To:

Connie Harrison <[log in to unmask]>

Date:

Fri, 9 Sep 2016 13:58:15 -0400

Content-Type:

text/plain

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Parts/Attachments

text/plain (223 lines)

Improved circulation? No. Kept students at the same section week after week
after week and whining when told to make different choices? Yes.

I can't access the document you cited, but I just inherited a library with
a lot of bilingual materials and it is a nightmare because I have separate
sections for every freaking thing, Arabic language titles are just another
to pile on. I have over 1000 brief records in a library that was built less
than 10 years ago and includes items that were published in Arabic but the
MARC record is in English and brief with someone's (often poor) translation
of the title,

In addition to a separate  ARA section (for Arabic), I have inherited a
separate section for Newbery and Caldecott winners, Math Profundity, MATH
(presumably without profundity), PROFUNDITY (nonmath, I guess), Daily 5,
Holidays (each major holiday has its own section and presumably just
picture books), HOLIDAY FICTION, Professional, Reference, Early Readers, R
followed by a dewey number (I have no idea what that is for sure but guess
it's a "reader" that's nonfiction). The list goes on and on. This is just
the list from the first 5 pages of brief records.

The upshot is that unless you can do a vulcan mind meld with the previous
librarian to discern what category she thought a particular title should be
in, browsing is an exercise in frustration. For example, I wanted to read
"No, David" on my first day with classes. I looked in the easy books under
Shannon. Nothing. There's a copy of "Oh, David," but not "No David." Every
elementary should have a copy of "No, David" for crying out loud. So, I
looked it up in the card catalog. The call number is "CAFE E SHA." It's
been a week. I have yet to find the CAFE section. So, no, "NO, David" for
me. Could be mis-shelved, could be lost, could be in another part of the
building that they call CAFE for all I know. I'm new and I've been in the
building 1/2 day.

As I looked out at this absolutely beautiful, modern elementary library
from the circulation desk, I noticed that there is no signage on the
shelves or standing up on top of the shelves or hanging from the ceiling to
indicate the different sections, nothing that even indicates Easy, Fiction
or Nonfiction. The only exceptions are a strip taped to the top of shelf
that reads "Newberry" (the shelf is labeled differently from the Spine
labels and the MARC record) and the "HOLIDAY" books for Halloween and
Christmas, one shelving unit with Halloween, the one next to with
Christmas, no signage to indicate the holidays and no indication of where
the other holidays are. There are no genre stickers on the spines to help
group books together, either.  I asked the new secretary if she could
physically find the different sections. She's still looking and can't
account for all of them. There are no notes left behind and she's new too.

So, here are my very strong recommendations:

   - Be sure you have accurate MARC records. And I mean REAL MARC records,
   with the title of your bilingual piece, as it is printed on the title page
   or whatever media you have, in the 245 field and the English title in
   variations or uniform title. If the items are worth having, they're worth
   doing right and they're worth searching in your collection.
   - Whatever you do, do it consistently. Not just from title to title but
   on the spine, on the signage and in the catalog.
   - Assume that you are a patron new to the space and have to find
   something quickly and efficiently. What's the best way to do that? If your
   patrons would do better with sections, use them judiciously. But my
   preference is to drive my patrons to the card catalog and teach them how to
   do some searching. I do it with elementary kids. They're very proud of
   themselves when they learn how to do it.
   - Remember that this space will be inherited by someone at some point.
   How far off the grid do you want to go? Does you district encourage
   pre-processing like mine does? Recataloging is something we're supposed to
   keep to a minimum.
   - Do you have a library curriculum that you are expected to teach that
   encourages students learning the organization of the media center that
   translates from one organization to another? Are you going rogue in your
   district?

I assume that another reason behind shelving the books separately is to
make the books easy to find by students. For elementary kids, I can see how
this might be a choice but my own experience is that if there's a separate
section of books in the language they speak at home they can be reluctant
to choose books in the general section and the non-English section becomes
more of a security blanket than a language acquisitions tool (CALLA is big
in my district.) . At my high school, we put the translations in their
appropriate section. So, the Harry Potter books in French are shelved with
the English versions, Arabic folklore is in with folklore. That has worked
well and finding these books has been a way of teaching students how to
search the OPAC.

Excuse the rant. But I have spent the last week trying to decide how I'm
going to tactfully find out if the scattergories are at the request of
staff and being used or if I can merge things into their appropriate Dewey
place without cheesing off the staff in my new building (which I'm at 1 1/2
days each week).


*Connie*

Connie Harrison. Ed.S.
Media Specialist
Dearborn Public Schools
Voicemail: 827-8231
Fordson High School Media Center (T-AM, W, Th, F): 827-1406
Geer Park Elementary School Media Center (M, T-PM): 827-2306
[log in to unmask]
Madame Pince and the School Library  <http://madamepince.edublogs.org/>
Letters From The USS Valley Forge <http://ussvalleyforge.blogspot.com/>
Post Cards From My Mother  <http://postcardsfrommymother.blogspot.com/>


*Make it a rule never to give a child a book you would not read yourself. *

George Bernard Shaw


On Fri, Sep 9, 2016 at 11:17 AM, Colvin, Anne <[log in to unmask]> wrote:

> Hello colleagues--
> One of Barbara's suggestions is to shelve non-English language materials
> separately from the rest of the collection. Have others among us done this?
> Do you integrate all non-English works or have separate shelves for
> Spanish, Arabic, etc.? Has it improved circulation?
>
> Thanks -- Anne
>
>
> On Thu, Sep 8, 2016 at 11:41 AM, Barbara Berry <[log in to unmask]>
> wrote:
>
> > Over the years as a librarians I have focused on making libraries more
> > welcoming for bilingual populations. This is one of the areas of
> > librarianship that I have been passionate about and I had the opportunity
> > to write an article for NoveList about this topic. I hope you will take a
> > moment to read it and if you would like to collaborate on any projects or
> > other presentations about this please contact me off list.  I hope you’ll
> > find something useful in the article as well as support for strategies
> you
> > are already using in your Media Center.  Best Wishes, Barbara
> >
> > Novelist Diverse Reading
> > http://www.libraryaware.com/1628/NewsletterIssues/
> > ViewIssue/253ffe21-d3ca-4c8d-a3cc-944028e92828?postId=
> > 7ea4a294-40df-4310-b49b-d3427af0a833
> >
> > Barbara Berry, Media Coordinator Githens Middle School
> > https://sites.google.com/a/dpsnc.net/media-and-tech-githens/
> > [cid:E0E1BBAF-0C65-4D5C-90A2-B95A332FBDFA]
> > ““The only thing you absolutely have to know is the location of the
> > library”-Albert Einstein
> >
> >
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> --
> Julia Anne Colvin
> Librarian, Scarlett Middle School
> Ann Arbor, MI
> [log in to unmask]
> http://scarlettmediacenter.weebly.com/
>
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