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When we asked the library staff members in our online panel for their thoughts on these services and programs, many said that their library had either already implemented or should definitely implement many of them in the future. The programs that were most popular with these librarians were: having separate locations for different activities, offering free early literacy programs, coordinating with local schools, and having comfortable spaces for reading, working, or relaxing at the library. Many also said that they were eager to offer a broader selection of e-books for check-out.
Focus group members were very much in support of this idea. Many said that they would love to see libraries offer resources such as homework help and tutoring, as well as afterschool study programs. Some participants said that they wished their library had enough copies of the books assigned to their children as readings in class, especially when the school library only has a few copies that are quickly checked out.
Recent reports by Pew Internet have examined some of the issues involved in e-book adoption at libraries, and have found that most Americans (57%) are unaware if their library lends out e-books or not; among recent library users, 5% borrow e-books.3In the past year, the percentage of Americans who read e-books increased from 16% of all those ages 16 and older to 23% as of November 2012. Among these e-book borrowers, the most common complaints as of December 2011 are a lack of titles (56% of e-book borrowers say they have encountered this) and long waiting lists (52%).4This idea was significantly more popular with adults ages 18-64 compared with those 65 and older, and those with at least some college experience are generally more likely to express strong support for this idea than those who had not attended college.
Many librarians in our online panel said that their library should definitely offer a broader selection of e-books. They often cited a lack of funds and restrictions from publishersas their main impediments, and the balance of trying to provide e-books for their tech-savvy patrons while still providing print and audiobooks for those who prefer print.
The librarians in our online panel expressed the least amount of support for this idea overall, and many said that their library was very unlikely to do this. Others whose libraries had tried to move books out the main areas had encountered mixed results. One librarian wrote:
In addition to asking people for their preferences on some new library services, we also asked respondents whether they would themselves use a variety of possible new activities and features at libraries. Our list was weighted towards services that are rooted in technology and allow more tech-related interactions with libraries and at them.
Overall, blacks and Hispanics are significantly more likely than whites to be interested in all of the services we asked about. Older adults, especially those ages 65 and older, are the least likely age group to express an interest in any of these services. Respondents with the lowest levels of education and living in households making less than $30,000 per year are also often more likely to express a strong interest in these services than more educated respondents or those living in higher-income households. Looking at differences in responses by community type, we find that urban residents expressed more interest in many services, such as library kiosks, digital media labs and library-related cell phone apps, than suburban and rural residents.
The librarians in our online panel expressed some interest in this idea, but not a strong interest; few said that their libraries already offer this. Some mentioned staff time, technology resources, budget concerns, and space as primary factors. Others mentioned liability issues related to user-created content. One library staff member wrote:
The Desk Set Podcast, King County Library System. \"Listen to episodes of The Desk Set, our library podcast. Enjoy author interviews. Get book suggestions. Connect to literary conversations and more.\"
Reading the Rainbow, is hosted by the LGBTQ+ library staff of the Dauphin County Library System in Harrisburg, Pennsylvania. \"We work with tens of thousands of books. When we come across good own-voiced queer literature, we want everyone to know about it! And who doesn't love discussing a good book with other book geeks From scifi and contemporary, to romance and YA, we'll read it all, as long as it's good and gay!\"
We love to read. The only thing we like more is helping readers like you discover books you will not want to put down. Explore our staff picks and recommended reading lists, or ask us for suggestions.
The James E. Shepard Memorial Library is the main library on campus, with the most extended hours of services. This library houses more than 500,000 books and more than 400 research databases and is a technology-rich learning space designed for collaborative engagement and individual study. As a member of the Triangle Research Libraries Network (TRLN), it also provides students and faculty with access to the holdings of the other academic research libraries in the Research Triangle and beyond. The librarians at Shepard Library provide one-on-one consultations and are available upon request to provide library instruction for small groups and larger courses.
The School of Library and Information Sciences Library (SLIS) is located on the third floor of the James E. Shepard Memorial Library. The SLIS Library contains more than 40,000 volumes and subscribes to approximately 456 library-related journals and periodicals (printed and electronic) and numerous electronic databases to support students with their research.
Today, many books contain information about education and related topics. Below are the current books that are most heavily used by Penn State faculty and students. If you'd like additional recommendations, contact University Park / World Campus Education Librarian Karla Schmit (KMS454@psu.edu) or a librarian at your location.
School libraries vary and include libraries in public schools, charter schools, independent private schools, schools with religious affiliations, and international schools based in countries outside the United States. Criteria for selection of materials in these libraries are dependent on the goals and objectives of the educational institution of which the library is a part of; however, there are general criteria that will fit most, if not all, school libraries.
Academic libraries vary and include large university libraries, small special collection libraries, and academic libraries in colleges. Criteria for selection of materials in these libraries are dependent on the goals and objectives of the library and the academic institution and departments that the library serves. There are, however, some general criteria that will fit most university and college libraries.
Check out current and past issues of The Jubilee Reader, a reading guide containing recent books by African-American writers, writers from the African diaspora, and on related topics.
However, to allow proper cataloging of books and other library items, the best file structure allows for records with an unlimited number of fields and unlimited field lengths. This flexibility is necessary because not all titles are the same length (The robe versus Alexander and the terrible, horrible, no good, very bad day). Some books are part of a series, requiring a field for that information, while others have no series statement. And audiovisual items have much longer physical descriptions (5 filmstrips : sd., col. ; 35 mm. + teaching manual) than do most books (403 p. : ill. ; 22 cm.).
This section covers how to read, understand, and use a MARC record. It deals with what librarians using a library automation system will see and need to understand on their computer screens when adding, editing, or examining records. The emphasis will be on those areas commonly used in cataloging for schools and small public libraries, i.e. books and audiovisual materials. However, what is covered in this section applies equally to all forms of materials, including sound recordings, computer software, maps, and other non-book items.
There are some general rules that help define what all the numbers used as field tags mean. Please note that in discussions of MARC 21 tags, the notation XX is often used to refer to a group of related tags. For example, 1XX refers to all the tags in the 100s: 100, 110, 130, and so on.
\"Authority control\" means following a recognized or established form. Usually, a cataloger chooses subject and name headings from a list of approved headings. In a conversation, if you talked about visiting the \"Getty Museum\" and the \"J. Paul Getty Museum\" in California, your listener would know you meant the same thing. But if a cataloger sometimes uses \"Getty Museum\" and other times uses \"J. Paul Getty Museum\" as headings in a catalog, the library user will have a difficult time finding all the books on that subject. If a cataloger follows the Library of Congress's list of established forms for names, he or she will use the heading \"J. Paul Getty Museum.\" As long as the cataloger always uses one established form, all the books on that museum will be found in one place in the catalog.
What is more important on the computer-based library catalog is what is termed \"local authority control.\" Local authority control allows the librarian to look at the list of subject headings or the list of author names and ask to reuse one that has already been entered. In that way, all headings for the same person or same subject will be entered exactly the same way -- which is the point of authority control. Names shown in Cataloging in Publication (CIP) data in books are also based on Library of Congress authority records at the time of publication. The forms shown for current publications in an online catalog after a retrospective conversion of data should be correct, since nearly every book or data vendor's database is based on Library of Congress MARC files. 153554b96e
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