Preparing New Hampshire's Librarians and Trustees for the 21st Century: a Report of the New Hampshire Task Force on Trustee and Librarian Education (continued)
Appendix C
Trustee Survey
Trustee Survey
1. How long have you served as a trustee at this library?
total -- 3 months to 42 + years, 4-5 years average (most were elected; some were appointed).
2. Have you served as a trustee for another NH library?
- Yes--8
- No--270
3. Why did you decide to become a library trustee?
(love, death, drafted)
4. a. Has your experience been satisfying?
- Yes - 271
- No - 35
b. If yes, why?
Enabled expansion of services/space; enjoy other trustees/librarian; enjoy the challenge
c. If no, why not?
town officials; other trustees; librarian; lack of money
5. What strengths do you bring to your library's board? (Circle all that apply.)
- administrative -169
- legal expertise -12
- teaching ability -85
- financial -102
- personnel skills -107
- technology expertise -58
Other strengths:
ability to create consensus, bookkeeping, commitment, labor, landscaping, patience, planning/organizational experience, political skills, public relations experience, time, vision
6. a. Do you/have you served on other non-library boards?
- Yes - l79
- No -100
b. If yes, which and when?
wide variety of municipal and nonprofit boards
7. a. Do you belong to:
- the NH Library Trustees Association? Yes - 221 No - 44
- the New Hampshire Library Association? Yes - 88 No - 110
- any other library-related organization(s)? Yes - 23 No - 118
b. If no, what impedes your membership (particularly in the NHLTA)?
time, money
8. a. Do you own or have access to the NHLTA Guidebook?
- Yes - 224
- No - 39
(If no, please call 272-2425)
b. If yes, have you read it?
- Yes - 99
- No - 35
- Yes -152
- No -127
b. If yes, did you think it was sufficient?
- Yes - 95
- No -154
- 3+ times a year -16
- twice a year - 30
- once a year - 62
- sometimes - 77
- not at all - 93
- weekly - 46
- monthly - 198
- never - 22
- Yes - 114
- No - 135
b. If no, why not?
not budgeted
13. Please circle whatever impedes your continuing education as a library trustee.
- lack of time - 132
- time of day offered - 65
- location - 86
- expense - 43
- lack of interest - 16
- other (specify) - burnout, "lack of perceived need," unaware of educational programming
- budget/financial management - 78
- Internet grant opportunities - 0
- building programs - 103
- library law - 72
- censorship - 64
- literacy - 57
- children's & young adult services - 65
- materials selection policies - 63
- civil liberties & library services - 37
- personnel management - 56
- disaster planning - 13
- technology - 77
- homeless populations - 0
- trustee roles & responsibilities - 129
- other - advocacy, long-term and annual planning strategies, public relations, adult programs, security systems, running effective meetings
- Yes - 223
- No - 40
- Yes--108
- No--106
- GED - 3
- High School - 52
- Associate's - 22
- Bachelor's - 99
- Master's - 78
- Ph.D. - 7
- Other - LLB, JD, DDS
17. What is/was your occupation?
runs the gamut, including teachers and librarians
Thank you for your cooperation. Please return this survey by October 1, 1995 to:
Kendall F. Wiggin,
State Librarian,
New Hampshire State Library
20 Park Street,
Concord, NH 03301-6314
Appendix D
Educational Opportunities
- McGill University
- Salem State College
- Simmons College
- Southern Connecticut State University
- State University of New York at Albany
- Syracuse University
- Universite de Montreal
- University of Rhode Island
- University of Toronto
- University of Western Ontario
- Miami University, Oxford, OH
- Management Development Program for Library Administrators
- Advanced Management Program for Library Administrators
- Distance Learning - Master's Level
- Emporia State University
- Texas Women's University
- University of Arizona
- University of South Carolina
- University of Texas at El Paso
- College for Lifelong Learning
- Library Techniques Certificate Program
- Professional Development seminars, workshops, and courses
- University of New Hampshire
- Professional Development seminars, workshops, and courses
- Cooperative Extension
- New Hampshire Technical College
- New Hampshire State Library
- Seminars, workshops, training sessions
- New Hampshire Library Association
- Section workshops
- State conferences
- Continuing Education Committee Programs
- New Hampshire Trustee Association
- Regional workshops
- State conferences
- New Hampshire Educational Media Association
- State conferenceso
- Leadership conference
- Institutes
- New Hampshire Library Cooperatives
- Monthly programs
- New Hampshire Municipal Association
- State conferences and workshops
- Other:
- American Library Association/Divisions
- Preconferences, national conferences
- Institutes/workshops
- Teleseminars
- New England Library Association
- Section workshops
- Regional conference
- Continuing Education in Fundraising (CONFER)
- NELINET
- Individual classes offered via the Intemet
- American Library Association/Divisions
Appendix E
Portfolio Documentation
Library/Affiliation:_________________________
- _____ Conference
- _____College course
- _____Teaching
- _____ Workshop
- _____ Distance Learning
- _____Publication of article
- _____ Meeting
- _____ Video course
- _____Other:
Event Name: ______________________________________________________
Event Location and Sponsor: _________________________________________
Presenter/Lecturer:____________________________ Date of Event: _________
Total Hours Attended (Contact hours): __________
A twelve-week three-credit college course equals 36 contact hours.
For other categories above (except Publication), include only time spent in class. Travel time, lunch time, Coop or association business meetings, etc. should be excluded.
Questions regarding time tallies, including research time and publication time, should be addressed to the CE Certification Board.
________________________________________ Signature of Presenter/Lecturer Date
Describe, briefly, the content of this event and its value to you.
Add this to your Continuing Education file for future reference.
Staple any supplemental materials (max. 2 pages) to this sheet if you wish.
Also list this event on your Summary Sheet (first page of portfolio). ________________________________________________________________________
If this educational event is unique, unusual, or has no clear precedent, a copy of this CE Report must be submitted to the Certification Board within 30 days for approval. _________________________________________________________________________
Certification Board use only
_____Not approved Date: _________________ Name/Initials: ___________
_____Approved for ______ contact hours Continuing Education Report Summary for: __________________________ Page: ______
Library/Affiliation: ____________________________
Location of Event:_______________________
Title and Subject:___________________________
Presenter:_____________________
Appendix F
State and Regional Associations
New Hampshire Library Association
P.O. Box 2332
Concord, N.H. 03302-2332
Official publication: NHLA News
Betsy Noble, editor
NHLA
P.O. Box 2332
Concord, NH 03302-2332
published bimonthly
New Hampshire Libraries Trustee Association
P.O. Box 1251
Concord, N.H. 03302-1251
Official publication: The New Hampshire Library Trustee
Connie Stone, editor
12 Nottingham Road
Deerfield, N.H. 03037
Jes5152@aol.com
published quarterly
New Hampshire Educational Media Association
P.O. Box 418
Concord, N.H. 03302-0418
Official Publication: Online
Nancy Keane, editor
P.O. Box 418
Concord, N.H. 03302-0418
published five times during the school year
New England Library Association
Countryside Offices
707 Turnpike St.
North Andover, MA 01845
(508) 685-5966
Official publication: New England Libraries
Debra Covell, editor
14 Heidi Lane.
Nashua, N.H. 03062
sdcovell@empire.net
published bimonthly
New Hampshire Municipal Association
25 Triangle Park Dr.
P.O. Box 617
Concord, N.H. 03302-0617
(603) 224-7447
Official publication: N.H. Town and City
P.O. Box 617
Concord, N.H. 03302-0617
published 10 times per year
Appendix G
Young Adults Deserve the Best --
Competencies for Librarians Serving Youth
The Young Adult Library Services Association (YALSA), a division of the American Library Association (ALA), has developed a set of competencies for librarians serving young adults. Individuals who demonstrate the knowledge and skills required by the competencies will be able to provide quality service to teenagers during this next crucial decade.
Although these competencies were originally developed in 1981 to guide library educators who were involved in training librarians at the pre-service level, they have been found to be useful in a variety of other ways. Directors and trainers use them as a basis for staff development opportunities. They can also be used by school administrators and human resources directors to create evaluation instruments, determine staffing needs, and develop job descriptions.
The audiences for the competencies
- Library Educators
- Graduate Students
- Young Adult Specialists
- School Library Media Specialists
- Generalists in Public Libraries
- School Administrators
- Library Directors
- State and Regional Library Directors
- Human Resources Directors
The librarian will be able to:
- Develop and demonstrate leadership skills in articulating a program of excellence for young adults.
- Exhibit planning and evaluating skills in the development of a comprehensive program for young adults.
- Develop and demonstrate a commitment to professionalism.
- a. Adhere to the American Library Association Code of Ethics.
- b. Demonstrate a non-judgmental attitude toward young adults.
- c. Preserve confidentiality in interactions with young adults.
- Plan for personal and professional growth and career development through active participation in professional associations and continuing education.
- Develop and demonstrate a strong commitment to the right of young adults to have physical and intellectual access to information that is consistent with the American Library Association's Library Bill of Rights.
- Demonstrate an understanding of and a respect for diversity in cultural and ethnic values.
- Encourage young adults to become lifelong library users by helping them to discover what libraries have to offer and how to use libraries.
The librarian will be able to:
- Apply factual and interpretative information on adolescent psychology, growth and development, sociology, and popular culture in planning for materials, services and programs for young adults.
- Apply knowledge of the reading process and of types of reading problems in the development of collections and programs for young adults.
- Identify the special needs of discrete groups of young adults and design and implement programs and build collections appropriate to their needs.
The librarian will be able to:
- Demonstrate effective interpersonal relations with young adults, administrators, other professionals who work with young adults, and the community at large by:
- a. Using principles of group dynamics and group process.
- b. Establishing regular channels of communication (both written and oral) with each group.
- Apply principles of effective communication which reinforce positive behaviors in young adults.
A. Planning
The librarian will be able to:
- Develop a strategic plan for library service to young adults.
- a. Formulate goals, objectives, and methods of evaluation for a young adult program based on determined needs.
- b. Design and conduct a community analysis and needs assessment.
- c. Apply research findings for the development and improvement of the young adult program.
- d. Design, conduct, and evaluate local action research for program improvement.
- Design, implement, and evaluate an ongoing public relations and report program directed toward young adults, administrators, boards, staff, other agencies serving young adults, and the community at large.
- Identify and cooperate with other information agencies in networking arrangements to expand access to information for young adults.
- Develop, justify, administer, and evaluate a budget for the young adult program.
- Develop physical facilities which contribute to the achievement of young adult program goals.
The librarian will be able to:
- Supervise and evaluate other staff members who work with young adults.
- Design, implement and evaluate an ongoing program of professional development.
- Develop policies and procedures for the efficient operation of all technical functions, including acquisition, processing, circulation, collection maintenance, equipment supervision, and scheduling of young adult programs.
- Identify external sources of funding and other support and apply for those suitable for the young adult program.
- Monitor legislation and judicial decisions pertinent to young adults, especially those that affect youth rights, and disseminate this information.
The librarian will be able to:
- Formulate collection development and selection policies for young adult materials, consistent with the parent institutions' policies.
- Using a broad range of selection sources, develop a collection of materials for young adults that includes all appropriate formats.
- Demonstrate a knowledge and appreciation of literature for young adults.
- Identify current reading, viewing, and listening interests of young adults and incorporate these findings into collection development and programs.
- Design and locally produce materials in a variety of formats to expand the collections.
- Incorporate new and improved technology (e.g., computers and software, digitized information, video, the Internet and the World Wide Web) into young adult collections and programs.
- Maintain awareness of ongoing technological advances and a minimum level of expertise with electronic resources.
The librarian will be able to:
- Organize collections to guarantee easy and equitable access to information for young adults.
- Use current standard methods of cataloging and classification, as well as incorporate the newest means of electronic access to information.
- Create an environment which attracts and invites young adults to use the collection.
- Develop special tools which provide access to information not readily available, (e.g., community resources, special collections, and links to appropriate and useful websites).
- Create and disseminate promotional materials that will ease access to collections and motivate their use.
The librarian will be able to:
- Utilize a variety of techniques (e.g., booktalking, discussion groups) to encourage use of materials.
- Provide a variety of information services (e.g., career information, homework help, web sites) to meet the diverse needs of young adults.
- Instruct young adults in the basic information gathering and research skills. These should include the skills necessary to use and evaluate electronic information sources, and to insure current and future information literacy.
- Encourage young adults in the use of all types of materials for their personal growth and enjoyment.
- Design, implement, and evaluate specific programs and activities (both in the library and in the community) for young adults, based on their needs and interests.
- Involve young adults in planning and implementing services and programs for their age group.
Revised January, 1998. For further information contact:
YALSA/ALA
50 E. Huron Street
Chicago, Illinois 60611
1-800-545-2433, ext. 4390
Appendix H
Competencies for Librarians Serving Children in Public Libraries, Revised Edition
Association for Library Service to Children, a division of the American Library Association
Effective library service for children entails a broad range of experience and professional skills. The librarian serving children is first of all fully knowledgeable in the theories, practices, and emerging trends of librarianship but must also have specialized knowledge of the particular needs of child library users. In developing both the original and this revised document, the committees preparing the Competencies looked at numerous sets of standards for children's services from state agencies, professional associations, and individual libraries and systems. These competencies are broadly categorized into the following areas: knowledge of the client group, administrative and managerial skills; communications skills; materials and collection development; programming skills; advocacy; public relations and networking; and professionalism and professional development.
Although the Competencies seek to define the role of the librarian serving children, they will apply in varying degrees according to the professional responsibilities of each individual job situation. The assignment of responsibilities for planning, managing and delivering library services to children will vary in relation to the size and staffing pattern of the local public library.
It is recognized that not all children's librarians in all positions will be involved in all of these activities, nor will they need all of these skills. Some libraries will have only one librarian responsible for providing all service to children, others will have more than one professional children's librarian sharing those responsibilities. In larger libraries with multiple outlets, there may be a coordinator or manager of children's services who oversees the planning, training, design, and delivery of service by a number of building level service providers. Because the variety of situations and responsibilities differ so widely, these Competencies seek to be all-inclusive rather than to categorize minimum levels of activities and skills needed to serve children in the public library.
The philosophical underpinning for children's services in all public libraries is that children are entitled to full access to the full range of library materials and services available to any other library customer. Other documents that affirm this service philosophy include the American Library Association's (ALA) Library Bill of Rights, the Freedom to Read, and Freedom to View statements of ALA. It is the policy of this organization that a master's degree from a library/information program from an ALA-accredited graduate school is the appropriate professional degree for the librarian serving children in the public library.
The following Competencies make it clear that the children's librarian must do more than simply provide age-appropriate service. Children's librarians must also be advocates for their clientele both within the library and in the larger society, and they must also demonstrate the full range of professional and managerial skills demanded of any other librarians. Each edition of the Competencies has been arranged in a systematic manner beginning with knowledge of the community and client group. This gives a solid foundation for planning and managing. Communication is always a vital skill to articulate goals and objectives.
Collection development provides the resources for services and programs, and finally, the future of service to children depends on advocacy and professional development. As society changes, so does the public library, and so must the public librarian. Professional growth and development is a career-long process. It is recommended that libraries developing their own competencies or standards for service to children use this document in conjunction with relevant state standards or guidelines.
Knowledge of Client Group
- Understands theories of infant, child, and adolescent learning and development and their implications for library service.
- Recognizes the effects of societal developments on the needs of children.
- Assesses the community regularly and systematically to identify community needs, tastes, and resources.
- Identifies clients with special needs as a basis for designing and implementing services, following the Americans with Disabilities Act (ADA) guidelines where appropriate.
- Recognizes the needs of an ethnically diverse community.
- Understands and responds to the needs of parents, care givers, and other adults who use the resources of the children's department.
- Creates an environment in the children's area which provides for enjoyable and convenient use of library resources.
- Maintains regular communication with other agencies, institutions, and organizations serving children in the community.
- Participates in all aspects of the library's planning process to represent and support children's services.
- Sets long- and short-range goals, objectives, and priorities.
- Analyzes the costs of library services to children in order to develop, justify, administer/manage, and evaluate a budget.
- Writes job descriptions, and interviews, trains, encourages continuing education, and evaluates staff who work with children, consulting with other library administrators as indicated in library personnel policy.
- Demonstrates problem-solving, decision making, and mediation techniques.
- Delegates responsibility appropriately and supervises staff constructively.
- Documents and evaluates services.
- Identifies outside sources of funding and writes effective grant applications.
- Applies appropriate tools to implement and facilitate management functions.
- Defines and communicates the needs of children so that administrators, other library staff, and members of the larger community understand the basis for children's services.
- Demonstrates interpersonal skills in meeting with children, parents, staff, and community.
- Adjusts to the varying demands of writing planning documents, procedures, guidelines, press releases, memoranda, reports, grant applications, annotations, and reviews in all formats.
- Speaks effectively when addressing individuals as well as small and large groups.
- Applies active listening skills.
- Conducts productive formal and informal reference interviews.
- Communicates constructively with "problem patrons."
- Knowledge of Materials
- Demonstrates a knowledge and appreciation of children's literature, periodicals, audiovisual materials, electronic media, and other materials that constitute a diverse, current, and relevant children's collection.
- Keeps abreast of new materials and those for retrospective purchase by consulting a wide variety of reviewing sources and publishers' catalogs, including those of small presses; by attending professional meetings; and by reading, viewing, and listening.
- Is aware of adult reference materials and other library resources which may serve the needs of children and their caregivers.
- Ability to Select Appropriate Materials and Develop a Children's Collection
- Evaluates and recommends collection development, selection, and weeding policies for children's materials consistent with the mission and policies of the parent library and the ALA Library Bill of Rights, and applies these policies in acquiring and weeding materials for or management of the children's collection.
- Acquires materials that reflect the ethnic diversity of the community as well as the need of children to become familiar with other ethnic groups and cultures.
- Understands and applies criteria for evaluating the content and artistic merit of children's materials in all genres and formats.
- Keeps abreast of current issues in children's materials collections and formulates a professional philosophy with regard to these issues.
- Demonstrates a knowledge of technical services and cataloging procedures and practices relating to children's materials.
- Ability to Provide Patrons with Appropriate Materials and Information
- Connects children to the wealth of library resources, enabling them to use libraries effectively.
- Matches patrons with materials appropriate to their interest and abilities.
- Provides help where needed, respects children's rights to browse, and answers questions regardless of their nature or purpose.
- Assists and instructs children in information gathering and research skills as appropriate.
- Understands and applies search strategies to give children full and equitable access to information from the widest possible range of sources, such as children's and adult reference works, indexes, catalogs, electronic resources, information and referral files, and interlibrary loan networks.
- Compiles and maintains information about community resources so that children and adults working with children can be referred to appropriate sources of assistance.
- Works with library technical services to guarantee that the children's collection is organized and accessed for the easiest possible use.
- Creates bibliographies, booktalks, displays, electronic documents, and other special tools to increase access to library resources and motivate their use.
- Designs, promotes, executes, and evaluates programs for children of all ages, based on their developmental needs and interests and the goals of the library.
- Presents a variety of programs or brings in skilled resource people to present these programs, including storytelling, booktalking, books discussions, and puppet programs, and other appropriate activities.
- Provides outreach programs commensurate with community needs and library goals and objectives.
- Establishes programs and services for parents, individuals and agencies providing child care, and other professionals in the community who work with children.
- Promotes an awareness of and support for meeting children's library and information needs through all media.
- Considers the opinions and requests of children in the development and evaluation of library services.
- Ensures that children have full access to library materials, resources, and services as prescribed by the Library Bill of Rights.
- Acts as liaison with other agencies in the community serving children, including other libraries and library systems.
- Develops cooperative programs between the public library, schools, and other community agencies.
- Extends library services to children and groups of children presently underserved.
- Utilizes effective public relations techniques and media to publicize library activities.
- Understands state, county, and local government administration and pertinent legal statutes, policies, and procedures applying to children.
- Understands library governance, the political process, and lobbies on behalf of children's services.
- Acknowledges the legacy of children's librarianship, its place in the context of librarianship as a whole, and past contributions to the profession.
- Keeps abreast of current trends and emerging technologies, issues, and research in librarianship, child development, and education.
- Practices self-evaluation.
- Conveys a nonjudgmental attitude toward patrons and their requests. Demonstrates an understanding of and respect for diversity in cultural and ethnic values.
- Knows and practices the American Library Association's Code of Ethics.
- Preserves confidentiality in interchanges with patrons.
- Works with library educators to meet needs of library school students, and promote professional association scholarships.
- Participates in professional organizations to strengthen skills, interact with fellow professionals, and contribute to the profession.
- Understands that professional development and continuing education are activities to be pursued throughout one's career.
Appendix I
Resources Consulted
- Competencies for Librarians Serving Children in Public Libraries. (1989). Journal of Youth Services in Libraries, 2, 219-223.
- Competency=Standards=Accreditation. (1994). Public Libraries, 33, 813 -87.
- Corbin, J. (1993). Competencies for Electronic Information Services. [FTP Document]. LISTSERV@UHUPVMI: GET CORBIN PRV4N6 F=MAIL.
- Lester, J. (1994). Competency Colloquium: Developing the Competency Statement. Public Libraries, 33, 81-91.
- Voluntary Certification for Library Workers in Minnesota. (1995). Minnesota Libraries, 31, 18-29.
- Burgin, R. (1992). The Perceptions of Library Directors Regarding Subordinates' Motivations for Participating in Continuing Education Activities. Journal of Library Administration, 16, (4), 77-107.
- Conroy, B. (1980). A Statewide Plan for Continuing Education for Florida Library and Media Personnel. Tallahassee, FL: Florida State Library. EDRS, ED 211040.
- Guidelines for Quality in Continuing Education for Information, Library and Media Personnel. (1988). Chicago, IL: American Library Association. EDRS, ED 305940.
- Kenney, D. J., & McMillan, G. (1992). State Library Associations: How Well Do They Support Professional Development? RQ, 31, (3), 3 77-3 86.
- Townley, C., & Hollinger, J. (1981). Library Continuing Education in South Central Pennsylvania: The SPACE Council Needs Assessment. Middletown, PA: Southcentral Pennsylvania Area Continuing Education Council. EDRS, ED 207607.
- Atkinson, J. L. (1989). Credentials, Competencies, and Certification. In L. Edmonds (Ed.), Managers and Missionaries: Library Services to Children and Young Adults in the Information Age, IL: University of Illinois at Urbana-Champaign.
- Certification: Is It the Answer? (1992). Library Personnel News, 6, 2+.
- Green, J.E. (1996). The Teacher Portfolio: a Strategy for Professional Development and Evaluation. Lancaster, PA: Technomic.
- Seldin, P. (1993). Successful Use of Teaching Portfolios. Bolton, MA: Anker.
New Hampshire State Library
20 Park Street
Concord, NH 03301
(603) 271-2392
Fax (603)271-6826
January 1999