Solving the mystery: children's librarianship and how to nurture it.An examination of issues identified in the 1966 Fenwick Fenwick may be: A location in the United Kingdom:
nurse practitioner see under nurse. and manager views of children's librarianship li·brar·i·an n. 1. A person who is a specialist in library work. 2. A person who is responsible for a collection of specialized or technical information or materials, such as musical scores or computer documentation. in 2001. Current issues include the need for a common vision for children's librarianship, training and development, children's librarians This is a list of people who have practised as a librarian and are well-known, either for their contributions to the library profession or primarily in some other field. being more proactive and how libraries are promoting reading ********** Defining children' s librarianship seems a simple proposition but there does not seem to be a commonly acknowledged view of it. My interest in this arose from a search for a standard against which to measure the practice of children's librarianship. While the Library Association's (UK) guidelines guidelines, n.pl a set of standards, criteria, or specifications to be used or followed in the performance of certain tasks. for children's services did provide a standard, (1) there was little that focused specifically on children's librarianship. To help fill this gap, two lines of investigation were pursued. One was to revisit re·vis·it tr.v. re·vis·it·ed, re·vis·it·ing, re·vis·its To visit again. n. A second or repeated visit. re Sara Fenwick's 1966 landmark A structure that has significant historical, architectural, or cultural meaning and that has been given legal protection from alteration and destruction. Although landmark preservation laws vary by city and state, they have the same basic purpose: to keep landmarks as close report School and children's libraries in Australia Australia (ôstrāl`yə), smallest continent, between the Indian and Pacific oceans. With the island state of Tasmania to the south, the continent makes up the Commonwealth of Australia, a federal parliamentary state (2005 est. pop. , the first to focus solely on the provision of library services to children in Australia. Fenwick sought the opinions of a diverse range of librarians and public library managers and administrators to explore the `prospects for future development of library work with children'. (2) The report thus provided a snapshot (1) A saved copy of memory including the contents of all memory bytes, hardware registers and status indicators. It is periodically taken in order to restore the system in the event of failure. (2) A saved copy of a file before it is updated. of children' s librarianship in the 1960s. What I sought was a comparable snapshot of how practising practising Adjective taking part in an activity or career on a regular basis: a practising barrister practising, practicing (US) adj [Christian etc librarians and managers viewed children's librarianship in 2001. For this comparison a selection of children's librarians and library managers with experience in public libraries were interviewed. Four of each were asked six questions in an effort to come to terms with this elusive concept in theory and in practice. Six of these librarians (three of each) were practising in South Australian Australian pertaining to or originating in Australia. Australian bat lyssavirus disease see Australian bat lyssavirus disease. Australian cattle dog a medium-sized, compact working dog used for control of cattle. public libraries. Of the remaining two, one was a library manager from Queensland Queensland, state (1991 pop. 2,477,152), 667,000 sq mi (1,727,200 sq km), NE Australia. Brisbane is the capital; other important cities are Gold Coast, Toowoomba, Townsville, Rockhampton, Cairns, and Ipswich. and the other a children's librarian (1) A person who works in the data library and keeps track of the tapes and disks that are stored and logged out for use. Also known as a "file librarian" or "media librarian." See data library. (2) See CA-Librarian. from NSW NSW New South Wales Noun 1. NSW - the agency that provides units to conduct unconventional and counter-guerilla warfare Naval Special Warfare . Their length of service, and the size and structure of the public libraries in which they currently served, varied. Of the six questions asked, the following three are the focus for this article * what is your ideal definition of children's librarianship ? * what is needed to achieve this ideal? * what hurdles need to be overcome to achieve this ideal? The ideal While respondents In the context of marketing research, a representative sample drawn from a larger population of people from whom information is collected and used to develop or confirm marketing strategy. expressed their ideal in very different ways, there was much commonality com·mon·al·i·ty n. pl. com·mon·al·i·ties 1. a. The possession, along with another or others, of a certain attribute or set of attributes: a political movement's commonality of purpose. . The definitions by Sara Fenwick (SF), the four library managers (LM) and four children's librarians (CL) are summarised in table 1. Only points put forward by four or more respondents are included. However before considering the characteristics of the ideal, mention is made of children's librarians and their important role in achieving the ideal. In her report Fenwick focused heavily on the person, asserting as·sert tr.v. as·sert·ed, as·sert·ing, as·serts 1. To state or express positively; affirm: asserted his innocence. 2. To defend or maintain (one's rights, for example). that professionally trained children's librarians were essential to achieve the desired outcomes of children's librarianship. The level of service provided to children and the provision of a children's librarian were inextricably in·ex·tri·ca·ble adj. 1. a. So intricate or entangled as to make escape impossible: an inextricable maze; an inextricable web of deceit. b. linked. Today's practitioners agreed with her, some finding it difficult to separate the definition from the role of the children's librarian. Target audience Understandably, all respondents identified children and young adults as obvious targets, but families and `agencies providing services to children and young adults' were also included in the target audience for children's librarianship. Although Fenwick's focus was primarily children, she too acknowledged that service to these other groups was an `essential function' of children's library services. She felt that children's librarians needed to see children's services as part of a public library with a responsibility to serve all sectors of the community. Reading development and enjoyment The exercise of a right; the possession and fruition of a right or privilege. Comfort, consolation, contentment, ease, happiness, pleasure, and satisfaction. Such includes the beneficial use, interest, and purpose to which property may be put, and implies right to profits and income Fenwick strongly supported reading development as a critical element of children's librarianship. Of her two main priorities, one was to `stimulate stimulate /stim·u·late/ (stim´u-lat) to excite functional activity. stim·u·late v. To arouse a body or a responsive structure to increased functional activity. and guide reading development'. (3) All respondent In Equity practice, the party who answers a bill or other proceeding in equity. The party against whom an appeal or motion, an application for a court order, is instituted and who is required to answer in order to protect his or her interests. librarians agreed that children's librarianship was primarily about stimulating stim·u·late v. stim·u·lat·ed, stim·u·lat·ing, stim·u·lates v.tr. 1. To rouse to activity or heightened action, as by spurring or goading; excite. See Synonyms at provoke. 2. children's reading development by encouraging reading, promoting its importance and above all `inspiring a lifelong love of reading'. Quality collections Fenwick's other major focus was the importance of providing access to a quality collection, primarily books, to enhance a child's experience. In the 1960s library collections were limited. Books were `expensive, the number published locally--not yet adequate, and the sources for rifles published abroad--distant'. (4) Few professional staff were available to do selection. If reading was to be developed, quality collections were imperative imperative: see mood. imperative - imperative language . Most respondent librarians agreed on the need for up to date, relevant and high quality resources, an acknowledgment acknowledgment, in law, formal declaration or admission by a person who executed an instrument (e.g., a will or a deed) that the instrument is his. The acknowledgment is made before a court, a notary public, or any other authorized person. that collections have expanded since Fenwick's time to include a range of other formats. Responsiveness responsiveness Medtalk The ability to respond to a stimulus. See Airway responsiveness. The requirement for libraries to be responsive to community needs was an important issue for the majority of respondents. Children's librarianship should be relevant in everything it offers and should `meet the wants and needs of children' including recreational, research, study, literacy literacy Ability to read and write. The term may also refer to familiarity with literature and to a basic level of education obtained through the written word. In ancient civilizations such as those of the Sumerians and Babylonians, literacy was the province of an elite and cultural needs. To do this, knowledge of the community was vital. This contrasted strongly with Fenwick' s comparatively narrow outlook, where responsiveness appeared limited to reading guidance. Information literacy Several conceptions and definitions of information literacy have become prevalent. For example, one conception defines information literacy in terms of a set of competencies that an informed citizen of an information society ought to possess to participate intelligently and Information literacy was not a priority for Fenwick. Thirty five years ago it was not even defined as such, not being used as a term until 1974. Nevertheless, she did realise that societal so·ci·e·tal adj. Of or relating to the structure, organization, or functioning of society. so·ci  e·tal·ly adv.Adj. changes including increasing leisure time emphasised Adj. 1. emphasised - spoken with emphasis; "an emphatic word" emphasized, emphatic accented, stressed - bearing a stress or accent; "an iambic foot consists of an unstressed syllable followed by a stressed syllable as in `delay'" the `need for a program of continuing education' (5) and that public libraries had responsibility for starting this process with children and young adults. Despite this, she saw school libraries as the main provider of library skills. This contrasted with respondents today who saw the ability to access information for `personal growth as well as education and research' as an important aspect of children's librarianship and part of the continuum Continuum (pl. -tinua or -tinuums) can refer to:
Lifelong library links Encouraging children and families `to be lifelong public library users' featured particularly among children's librarians. Whilst Fenwick did not explicitly mention this, she was aware that involving children was the starting point Noun 1. starting point - earliest limiting point terminus a quo commencement, get-go, offset, outset, showtime, starting time, beginning, start, kickoff, first - the time at which something is supposed to begin; "they got an early start"; "she knew from the for a lifetime of learning in which the public library should play a part. The needs Fenwick and the respondents identified over fifty things needed to achieve the ideal. Only those agreed on by four or more respondents are included in table 2. The children's librarian Fenwick was particularly clear on this point. She was adamant that all municipalities should ultimately employ professionally trained children's librarians. Realistically, she acknowledged that smaller municipalities might not be able to provide a children's librarians' position in the first instance. However she expressed hope for cooperation between municipalities to share specialists. It was further recommended that `each state should have at the state library administrative level a children's library services officer' for libraries to access. These steps would `raise the level of service to children by a considerable degree' (6) and help develop skills of librarians working with children. An added bonus would be to create career paths to ensure experienced children's librarians remained in the profession to help guide and develop new librarians. The survey respondents were equally emphatic that ideally every library service should include a trained children's librarian whose sole focus should be children's services. The person Respondent librarians identified over thirty mostly personal attributes with which the perfect children's librarian should be endowed en·dow tr.v. en·dowed, en·dow·ing, en·dows 1. To provide with property, income, or a source of income. 2. a. , including creativity, enthusiasm and adaptability a·dapt·a·ble adj. Capable of adapting or of being adapted. a·dapt  a·bil . Fenwick
identified sixteen attributes. Rather than personal attributes, however,
these might better be classed as professional knowledge eg knowledge of
reading development, collection development, principles of reader
guidance and the role of public libraries. Most respondents expected
that the children's librarian would be supported by other staff who
possessed some of these skills. The personal attributes and professional
knowledge identified by four or more respondents have been included in
table 3.
Support Fenwick stressed that it was necessary for the library profession and library managers to support children's librarianship by committing themselves to be responsible `for the needs of children for excellent reading materials and specially trained guidance' (7) This commitment would recognise that the needs of children are important, and that financial resources for collections and adequately qualified staff were required to fulfil ful·fill also ful·fil tr.v. ful·filled, ful·fill·ing, ful·fills also ful·fils 1. To bring into actuality; effect: fulfilled their promises. 2. these needs. She also recognised that other professional librarians needed the skills to assist with children's services to `provide many more satisfying contacts with children than are possible with few children's librarians'. (8) All eight respondents identified support from management for children's services provision, both philosophically phil·o·soph·i·cal also phil·o·soph·ic adj. 1. Of, relating to, or based on a system of philosophy. 2. Characteristic of a philosopher, as in equanimity, enlightenment, and wisdom. and financially, as a priority. In only one instance was the need for wider professional support noted. However the respondents went a step further, adding that support from all staff would also be required. Promotion Fenwick asserted that children's librarianship needs to develop leaders who will promote the importance of reading to the profession and the community. A majority of the respondents supported Fenwick's recommendation for promotion to the community but extended it beyond reading to include promotion of library expertise in this field, as well as to other programs and services provided. Two respondents went further and identified the ability to `sell the value' of children's librarianship to decision makers as important. Networking Fenwick identified cooperation between public and school libraries as the best way of achieving maximum service for children. She also acknowledged that children's librarians, particularly at the state level, needed to communicate with other agencies working with children. Respondent librarians, too, rated highly the value of networking with colleagues, teachers and child related agencies. Reading guidance Reading guidance should provide `increasingly rich and rewarding experiences in reading'. (9) Fenwick was a strong advocate of reading guidance and the right book at the right time. The essence of reading guidance, and indeed of children's librarianship, was the `continuous presence of the librarian on the floor, talking casually with children accustomed to his being available, and interested and ready with another book'. (10) She saw the absence of librarians providing this type of guidance in every service point as a `deprivation DEPRIVATION, ecclesiastical Punishment. A censure by which a clergyman is deprived of his parsonage, vicarage, or other ecclesiastical promotion or dignity. Vide Ayliffe's Parerg. 206; 1 Bl. Com. 393. of children'. Only four respondents specifically expressed the opinion that children's librarianship should result in children being matched with the right book. Interestingly, three were library managers. Information technology fluency flu·ent adj. 1. a. Able to express oneself readily and effortlessly: a fluent speaker; fluent in three languages. b. All of the children's librarian respondents considered information technology fluency to be important for them today. Yet not one of the library managers identified this as an ability required for children's service provision. Although Fenwick commented on the need for training in `computerised techniques of information science' for teacher librarians, information technology was not considered a major issue for children's librarians in the 1960s. Hurdles Twenty five hurdles were identified by Fenwick and the respondents. Those agreed on by four or more respondents have been included in table 4. Attitude toward reading Fenwick was concerned that too many people were focused on the improvement of reading skills rather than the quality of the literature to which children were exposed. For a child to be a `critical reader', stimulating reader matter and reader guidance to `introduce and share worthwhile books' was required. Although this did not appear to be an issue for today's librarians, possibly because the positive value of reading is more widely accepted, there was still a perceived per·ceive tr.v. per·ceived, per·ceiv·ing, per·ceives 1. To become aware of directly through any of the senses, especially sight or hearing. 2. To achieve understanding of; apprehend. need to promote reading and its benefits to the community. Competing demands There was almost unanimous agreement that `competing priorities for resources' were a major hurdle HURDLE, Eng. law. A species of sledge, used to draw traitors to execution. . This could result in the children's librarian having to perform several roles to accommodate service to all sectors of the community or pressure to provide other services that had `more overall impact on the provision of library services' at the expense of children's services. Lack of resources In the 1960s better budgets were required to build quality collections, to recruit and compensate professional staff and to ensure that clerical staff supported these professionals. Thirty five years on, little has changed. Limited finance, staff time and skilled staff are still considered major hurdles to achieving the ideal. Negative perceptions A serious lack of knowledge about children's librarianship, including its intellectual content and importance, was identified by Fenwick as a major hurdle to its advancement A gift of money or property made by a person while alive to his or her child or other legally recognized heir, the value of which the person intends to be deducted from the child's or heir's eventual share in the estate after the giver's death. . Respondent librarians mostly agreed, with five singling this out as something needing improvement. Concern was expressed that many both from within and outside of the profession could not see beyond the `craft activities' to recognise the skills required and the benefits that resulted to the community from children's librarianship. There was also a perception in the profession that children's librarianship was `a dead end professionally' and required a `lower level of professionalism'. Training and development The low status and lack of understanding of children's librarianship was reflected in the limited number of courses specialising in this area, according to according to prep. 1. As stated or indicated by; on the authority of: according to historians. 2. In keeping with: according to instructions. 3. Fenwick. She also acknowledged the gap in the development of existing professionals. This view was echoed by librarians today. There was a perceived lack of courses both for initial training as children's librarians and for the consolidation of existing skills and development of new ones. This inadequacy was identified as an issue for all staff, not only the children's librarians and other professionals. Lack of children's librarians Fenwick considered that a combination of the factors outlined above were responsible for the low number of children's librarians available. This did not seem to be a concern for the majority of respondents but was considered an issue by one library manager. It has been the subject of some journal articles. Overview It is gratifying grat·i·fy tr.v. grat·i·fied, grat·i·fy·ing, grat·i·fies 1. To please or satisfy: His achievement gratified his father. See Synonyms at please. 2. that children's librarianship has developed since Fenwick's report. She forecast several advances that were needed and it seems that today's respondents have followed her direction, knowingly or otherwise. As a result the focus has become more multifaceted mul·ti·fac·et·ed adj. Having many facets or aspects. See Synonyms at versatile. Adj. 1. multifaceted - having many aspects; "a many-sided subject"; "a multifaceted undertaking"; "multifarious interests"; "the multifarious than Fenwick's model. This increased complexity together with `competing demands' for library resources will provide children's librarians with greater challenges in their quest for Verb 1. quest for - go in search of or hunt for; "pursue a hobby" quest after, go after, pursue look for, search, seek - try to locate or discover, or try to establish the existence of; "The police are searching for clues"; "They are searching for the the ideal. The ideal The characteristics identified by respondents provide a solid foundation for defining the children's librarianship ideal. Obviously, interviewing a different group of librarians could add to the picture, but no one could argue that the characteristics identified by this group should not be a major focus of children's librarianship. The ideal has understandably changed over time as changes in community need have rightly impacted on public libraries and the services they provide. It would have been a serious issue indeed if children's librarianship had not responded to these changes. There are two aspects of the ideal which require further comment. Responsiveness To be able to respond to accurately to the community's needs, it is essential that we not only understand the demographics The attributes of people in a particular geographic area. Used for marketing purposes, population, ethnic origins, religion, spoken language, income and age range are examples of demographic data. but that we consult the community through surveys and focus groups. These tools are often used to ascertain the needs of adults in the community but how effectively have we used them for children? As professionals, children's librarians need to develop ways this can be done to ensure that children's needs can be clearly identified and responded to. Lifelong links Establishing lifelong links with the library was part of the ideal for four respondents, only one of whom was a library manager. It is important to establish if library managers in general agree with this. If they do and if, as indicated in research, that early use of the library is an indicator of library use as an adult, then it is imperative that children's services are acknowledged as a service priority. Other factors Two other factors need to be considered in conjunction with the characteristics already identified. These factors do not focus on what is done in the name of children's librarianship but rather on how it is done. To achieve the ideal children's librarianship, a coordinated and proactive approach is required. Coordinated Coordination coordination /co·or·di·na·tion/ (ko-or?di-na´shun) the harmonious functioning of interrelated organs and parts. co·or·di·na·tion n. 1. The harmonious adjustment or interaction of parts. should be considered as part of the ideal for two reasons. The first relates to the level of services, resources and programs provided. Is a storytime session or holiday program provided in an ad hoc For this purpose. Meaning "to this" in Latin, it refers to dealing with special situations as they occur rather than functions that are repeated on a regular basis. See ad hoc query and ad hoc mode. way, with no thought to achieving the ideal still considered to be children's librarianship? And at what level of children's service provision do we give it this label, indicating that it has achieved a desirable minimum of service to children? Secondly, once we reach this desired level does the provision of programs, resources and services in isolation, with no connection, constitute children's librarianship? There needs to be some overall and ongoing coordination otherwise there is little chance of achieving the ideal. That is, should it be that the ideal children's library service is not measured simply by particular items such as the provision of qualified children's librarians or good collections but requires these elements and others to be coordinated into a pattern serving children's needs as a whole? Proactive Responsiveness to the needs of the community has been identified as an important step forward for children's librarianship. However `responsiveness' suggests waiting for the community to express its needs. Children's librarians who understand their community and the issues affecting children's librarianship should take a leading role by promoting what they do as well as developing programs and services that will satisfy what may be unexpressed needs or demonstrate what is possible in terms of ideal service. If the community is exposed to a limited version of children's librarianship, their expectations and expressed needs may be confined con·fine v. con·fined, con·fin·ing, con·fines v.tr. 1. To keep within bounds; restrict: Please confine your remarks to the issues at hand. See Synonyms at limit. to the things they are aware of rather then what might be needed; for example holiday programs versus personalised Adj. 1. personalised - made for or directed or adjusted to a particular individual; "personalized luggage"; "personalized advice" individualised, individualized, personalized reader guidance. This should also be considered in conjunction with the need for leadership in children's librarianship. Children's librarians must be proactive, continually con·tin·u·al adj. 1. Recurring regularly or frequently: the continual need to pay the mortgage. 2. letting the library managers, library staff, and the profession more widely know what they do and have the potential to do. A proactive stance with these groups should raise the awareness of and respect for children's librarianship and its multi-skilled practitioners. The ideal revisited With these additional factors added to the mix, table 5 sums up the ideal definition of children's librarianship. The needs The major needs identified by the respondents and Fenwick raise many issues to be addressed fully if the ideal is to be achieved. These issues have been outlined below. The children's librarian Personal attributes As noted previously the knowledge and skills required by the children's librarian are many and varied. What are the implications of this for libraries? There are implications for the recruitment, training and development of children's librarians and other library staff. As with most positions there are some skills and knowledge that are usually learned in formal education, but a core of the abilities required could more properly be termed personal aptitudes. When recruiting children's librarians a library service could use this information as a checklist, with personal attributes a priority as they can be more difficult to acquire then the professional knowledge. This could also be used as a tool when recruiting all library staff who will be dealing with the public. It is important, too, that potential children's librarians have access to courses of a high standard so that the knowledge they do require can be developed and an understanding and commitment to children's librarianship instilled. Such courses should also develop further the personal attributes required. Potential children's librarians also need to reflect on their suitability for the role and whether they need to develop their abilities in some areas. It is important, then, that prospective children's librarians gain the opportunity to work with children in the library to ensure it is the professional path they wish to take. The knowledge and abilities required of the children's librarians are so many and varied that they would be very difficult to find in one person. It is important, therefore, that support for children's services in any public library includes a team of people who between them have the required qualities. Information technology fluency With the emphasis on technology prevalent prevalent widespread occurrence. throughout society--particularly among the younger generation--it seems to follow logically that those that work with children and young adults should be fluent fluent /flu·ent/ (floo´int) flowing effortlessly; said of speech. in its use. Yet four of the library managers interviewed did not identify this as a priority. Obviously skills for IT specialists may not be as developed but the two would need to work closely to provide information services See Information Systems. and programs to this target audience. Innovation and vision The complexities of today's ideal and the types of hurdles that exist foreshadow fore·shad·ow tr.v. fore·shad·owed, fore·shad·ow·ing, fore·shad·ows To present an indication or a suggestion of beforehand; presage. fore·shad the need for other attributes. If new ways of thinking are required to meet the challenges identified, should not the qualities of innovation and vision also be an integral part of the abilities of children's librarians? These will be essential for the development of children's services and staff if the ideal is to be achieved. Management skills More practically, children's librarians need a range of management skills to ensure that children's services are responsive, proactive and coordinated. Strategic and business planning, team building, performance measurement and evaluation are basic requirements. These skills will assist in the making the vision a reality and the development of staff as well as ensuring that progress towards the desired outcomes can be monitored and evaluated. Support Respondents acknowledged that it was important for all staff to have a 'positive view of children and children's services' and not to see children's services as someone else's concern. This positive attitude needs to be supplemented by the practical support of children's services. This should manifest manifest 1) adj., adv. completely obvious or evident. 2) n. a written list of goods in a shipment. MANIFEST, com. law. A written instrument containing a true account of the cargo of a ship or commercial vessel. 2. itself in two ways--with specific staff available to assist the children's librarian in the provision of programs and services and equally important, staff with the appropriate skill and abilities to serve children, families and other children's service stakeholders Stakeholders All parties that have an interest, financial or otherwise, in a firm-stockholders, creditors, bondholders, employees, customers, management, the community, and the government. . If only one person has the skills, knowledge and abilities required then much of the community we hope to serve might miss out. All staff should have the skills to provide a high level of direct service to children and young adults as is expected in their service to adults. The children's librarian has an important leadership role to play in this by motivating and developing all library staff in work with children. The responses relating to relating to relate prep → concernant relating to relate prep → bezüglich +gen, mit Bezug auf +acc support indicate that library staff do not always feel that they have a role to play in the provision of services to children. From where does this come? With only one children's librarian (but three library managers) rating support from all staff as important, perhaps there is still some truth in Fenwick's concerns about children's librarians seeing themselves as separate from the public library as a whole and unknowingly encouraging this view among their colleagues. Children's librarians need to examine their own behaviour and attitudes to establish the truth of this. Perhaps their leadership role within their library needs to be developed to ensure that children's services are not seen as operating in isolation. The library manager also has a role to play in this. If the library service has not clearly identified what it aims to achieve in relation to children's services and the expectations it has for the involvement and development of all staff, then it is understandable that staff may not feel they have a role to play. Perhaps now is the time to evaluate what is happening in individual libraries and for children's librarians to work with library management to develop an ideal for their library to work towards. This perceived isolation could also be exacerbated by library organisational structures where the children's librarian has no direct contact with the library manager. If children's librarians have to inform managers or convince them about decisions relating to children's services through an intermediary Intermediary See: Financial intermediary intermediary See financial intermediary. , this distances the children's librarian from the decision making process and will limit their influence with senior staff. Perhaps it is also time to go one step further, as one children's librarian suggested, and encourage children's librarians and library managers to discuss their vision and how this can be achieved at a state level. Or is it time to review the status of children's librarianship and to use this as a basis to formulate formulate /for·mu·late/ (for´mu-lat) 1. to state in the form of a formula. 2. to prepare in accordance with a prescribed or specified method. a common vision and development plan to achieve it? Reader guidance Reading, and its development and enjoyment, featured highly for all respondents despite advances in technology. What is interesting is the emphasis that Fenwick put on reading guidance as the main tool for achieving this, not vicariously vi·car·i·ous adj. 1. Felt or undergone as if one were taking part in the experience or feelings of another: read about mountain climbing and experienced vicarious thrills. 2. via booktalks and booklists, but through individual contact with children. While two respondents in particular considered 'ensuring that children are getting the right literature ie the right book for them' and provision of a person who could provide this match as the major focus of children's librarianship, most either did not focus on this or did so more generally. It would be interesting to discover how libraries today facilitate the primary focus of children's librarianship--the development of reading and reading enjoyment. Networking Whilst acknowledging that children's librarians network well with their colleagues, one of the children's librarians interviewed flagged the need for more practical outcomes from networking than was presently occurring ie useable resources, programs. In light of responses relating to the increased complexity of children's librarianship and public library services generally, pressure on individual children's librarians could be alleviated al·le·vi·ate tr.v. al·le·vi·at·ed, al·le·vi·at·ing, al·le·vi·ates To make (pain, for example) more bearable: a drug that alleviates cold symptoms. See Synonyms at relieve. by the identification and planning of programs and resources most suitable for joint development. This is one way the state coordinator's role, where it exists, could be put to practical use. Career paths Fenwick suggested that creating regional and state children's positions would assist with recruitment as well as holding experienced children's librarians in the field. The merits of this argument are obvious, but the extent that this has been implemented varies from state to state. To assess the impact this has had on the development of children's librarianship at local, state and national levels, further examination of the state of Australian children's librarianship is required. The hurdles We need to be realistic about how we can counteract the hurdles that have been identified. It is difficult to see how issues such as `lack of resources' and 'competing demands' can be easily overcome when budgets continue to be stretched and the need for increased services is likely to continue. There are several issues surrounding sur·round tr.v. sur·round·ed, sur·round·ing, sur·rounds 1. To extend on all sides of simultaneously; encircle. 2. To enclose or confine on all sides so as to bar escape or outside communication. n. training and development of all staff. Are there professional courses available and how do we resolve this lack if the perceived need is not great enough for universities to provide such courses? Is the situation any different for developing other library staff in children's services? There are few ongoing and comprehensive means available for developing staff in this area. How, then, can we lessen less·en v. less·ened, less·en·ing, less·ens v.tr. 1. To make less; reduce. 2. Archaic To make little of; belittle. v.intr. To become less; decrease. the impact of these three hurdles? There are three things to consider. The first is changing the mindset mind·set or mind-set n. 1. A fixed mental attitude or disposition that predetermines a person's responses to and interpretations of situations. 2. An inclination or a habit. to view these obstacles as opportunities; the second, the use of innovative and visionary 1. visionary - One who hacks vision, in the sense of an Artificial Intelligence researcher working on the problem of getting computers to "see" things using TV cameras. (There isn't any problem in sending information from a TV camera to a computer. thinking to find alternate alternate /al·ter·nate/ (awl´ter-nit) 1. following in turns. 2. pertaining to every other one in a series. 3. occurring in place of another; acting as a substitute. approaches; and the third, greater cooperation with other libraries and agencies to achieve the ideal. Changing perceptions Fenwick proposed that children's librarians needed to let the profession know what they did. Although not mentioned by today's respondents it appears from the feedback on negative perceptions that work still needs to be done at the professional level, both within public libraries and the profession more broadly. To be considered true professionals, there is an urgent need for children's librarians to ensure that decision makers and other professionals understand the complexity and level of professionalism professionalism the upholding by individuals of the principles, laws, ethics and conventions of their profession. involved in children's work. If these groups continue to think of children's librarianship only in terms of craft based activities then these negative perceptions will remain. Of particular concern is one library manager's view that some children's librarians themselves find it difficult to see beyond craft based activities to promote reading. If this is the case then Fenwick's call for leadership from children's librarians to make clear what services to children should encompass, needs to be a priority. Conclusion Australian children's librarianship has developed in the years since Fenwick's report. However this development has occurred in conjunction with public library development more generally, adding to the challenges children's librarians face in attempting to achieve the ideal. This paper asks more questions than it has answered and they have been summarised below. How these issues are acted on will dictate TO DICTATE. To pronounce word for word what is destined to be at the same time written by another. Merlin Rep. mot Suggestion, p. 5 00; Toull. Dr. Civ. Fr. liv. 3, t. 2, c. 5, n. 410. whether the ideal can be achieved. * is there a need to establish a common vision and development plan for children's librarianship? * is it time to determine the current state of Australian children's librarianship in a report similar to Fenwick's? * how can children's librarianship be developed without detriment Any loss or harm to a person or property; relinquishment of a legal right, benefit, or something of value. Detriment is most frequently applied to contract formation, since it is an essential element of consideration, which is a prerequisite of a legally enforceable contract. to other services that need to be provided? * do the current training and development options satisfy the requirements of children's librarians? * what training and development needs exist for all library staff and how can they be fulfilled ful·fill also ful·fil tr.v. ful·filled, ful·fill·ing, ful·fills also ful·fils 1. To bring into actuality; effect: fulfilled their promises. 2. ? * are children's librarians proactive enough in the profession? * how are libraries facilitating the development and enjoyment of reading?
Table 1 The children's librarianship ideal
The ideal SM LM CL
Aimed at children, young adults,
families and other stakeholders 2 4
Reading development and enjoyment [check] 4 4
Quality collections [check] 2 4
Responsiveness 2 3
Information literacy 3 2
Lifelong library links 1 3
Table 2 What is needed to achieve the ideal?
Needs SF LM CL
Professional children's librarian [check] 4 4
Skilled and knowledgeable person in this position [check] 4 4
Support from management [check] 4 4
Promotion [check] 3 3
Networking [check] 2 3
Support from staff [check] 3 1
Reading guidance [check] 3 1
Table 3 Requirements of a children's librarian
Knowledge, abilities and skills required SF LM CL
Personal attributes
Ability to connect with and relate to children [check] 4 3
Communication skills with all age groups
(including adults and other professionals) [check] 4 2
Ability to match right child with right book [check] 3 1
Commitment to children's librarianship 1 3
Professional knowledge
Knowledge of literature [check] 4 4
Knowledge of child development 4 --
Understanding the community
including demographics 1 4
Programming skills including development
and presentation of age appropriate
programs from babies to adults [check] 2 3
Information technology literate -- 4
Table 4 Hurdles to achieving the ideal
Hurdles SF LM CL
Attitude towards reading [check]
Competing demands 4 3
Lack of resources [check] 3 3
Negative perceptions [check] 3 3
Training and development opportunities [check] 2 4
Lack of children's librarians [check]
Table 5 The children's librarianship ideal extended
Children's librarianship is the Coordinated
Responsive
Proactive
Provision of public library Children
services to Young adults
Families
Agencies working with children
Interested community members
That focuses on Development of quality, up to date
collections
Reading development and enjoyment
Information literacy
and Developing lifelong links to the
public library
References (1) Blanshard, C ed Children and young people; Library Association guidelines for public library service London London, city, Canada London, city (1991 pop. 303,165), SE Ont., Canada, on the Thames River. The site was chosen in 1792 by Governor Simcoe to be the capital of Upper Canada, but York was made capital instead. London was settled in 1826. , Library Association Publishing 1997 (2) Fenwick, S School and children's libraries in Australia; a report to the Children's Libraries Section of the Library Association of Australia Melbourne Melbourne, city, Australia Melbourne, city (1991 pop. 2,761,995), capital of Victoria, SE Australia, on Port Phillip Bay at the mouth of the Yarra River. Melbourne, Australia's second largest city, is a rail and air hub and financial and commercial center. , F W Cheshire Cheshire, county, England Cheshire (chĕsh`ər), county (1991 pop. 937,300), 901 sq mi (2,334 sq km), W central England. The county seat is Chester. The terrain is generally low, flat, and fertile. for The Library Association of Australia, 1966 p32 (3) ibid p4-5 (4) ibid p10 (5) ibid p36 (6) ibid p8 (7) ibid p33 (8) ibid p8 (9) ibid op cit Op Cit Opere Citato (Latin: In the Work Mentioned) p3 (10) ibid op cit p13 Bern Bird enjoyed life as a young people's librarian in South Australia South Australia, state (1991 pop. 1,236,623), 380,070 sq mi (984,381 sq km), S central Australia. It is bounded on the S by the Indian Ocean. Kangaroo Island and many smaller islands off the south coast are included in the state. for fourteen years. She has subsequently had experience as a branch team leader, library manager, special projects librarian, and is currently Collections Team Coordinator at Charles Sturt Captain Charles Napier Sturt (28 April 1795 – 16 June 1869) was an English explorer of Australia, part of the European Exploration of Australia. He led several expeditions into the interior of the continent, starting from both Sydney and later from Adelaide. Library Service. Bern is still committed to, and maintains a strong interest in, children's librarianship. Address: Charles Sturt Library Services 72 Woodville Woodville may refer to one of the following:
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