HomeMy WebLinkAbout2001/02/01 - Agenda Packet - Library Board of Trustees DECLARATION OF POSTING OF AGENDA
VIVIAN GARCIA states and declares as follows:
I presently am, and at all times mentioned herein have
been, the Administrative Secretary of the Library of Rancho
Cucamonga. Acting in that capacity, on ~.~, ~O/,
at z/~W~l , I posted a true and correct copy of the meeting
agenda dated ~J~- /~J~ ~/ at 10500 Civic
Center Drive, Rancho Cucamonga.
I declare under penalty of perjury that the foregoing is
true and correct and that this declaration was executed on
/-~-O/ , at Rancho Cucamonga.
DEBORAH KAYE CLARK, LIBRARY MANAGER
City of Rancho Cucamonga
Vivian Garcia, Administrative
Secretary
City of Rancho Cucamonga
LIBRARY BOARD OF TRUSTEES
AGENDA
CITY OF RANCHO CUCAMONGA
REGULAR MEETING
First Thursday
7:00 p.m.
February 1, 2001
Council Chambers
City of Rancho Cucamonga
10500 Civic Center Drive
Rancho Cucamonga, California 91730
City Councilmembers
William J. Alexander, Mayor
Diane Williams, Mayor Pro Tem
Paul Biane, Councilmember
James V. Curatalo, Councilmember
Bob Dutton, Councilmember
Boardmembers
Robert Howdyshell, President
Edward E. Swistock, President Pro Tem
Donna Bradshaw, Boardmember
Ravenel Wimberly, Boardmember
Joyce Womack, Boardmember
Rancho Cucamonga Public Library Page 1
Board of Library Trustees Agenda
Regular Meeting, February 1, 2001
A. CALL TO ORDER
1. Roll Call: Howdyshell __, Bradshaw .,
Swistock__, Wimberly
and Womack
B. CONSENT CALENDAR
The following Consent Calendar items are expected to be routine and non-
controversial. They will be acted upon by the Board at one time without
discussion. Any item may be removed by a Boardmember or member of the
audience for discussion.
1. Approval of Minutes: December 7, 2000 and January 4, 2001. 1
C. LIBRARY DIRECTOR'S STAFF REPORTS
The following items do not legally require any public testimony, although the
President may open the meeting for public input.
I. Library Status report: oral report presented by staff.
2. Budget Report: report presented by Deborah Clark, Library Director. Attachments 8
will be presented at the meeting.
3. Bookmobile Project: Oral report presented by staff.
4. National Library Week: Update on program offerings. Oral report presented by
staff.
D. BOARD BUSINESS
The following items have been requested by the Board of Library Trustees for
discussion. They are not public hearing items, although the President may open
the meeting for public input.
1. Discussion of regular meeting and location. Report attached. 20
2. Donor Wall Update. Oral update presented by Deborah Clark, Library Director.
3. Budget Process for 2001/2002.
a. Review of economic outlook and revenue stream for fiscal year.
Provided by Deborah Clark, Library Director.
b. Proposed Library budget priorities for 2001/2002. Led by President 21
Howdyshell. Staffreport attached.
4. Training opportunity for Library Trustees. Oral report by staff and Boardmember
Donna Bradshaw.
Rancho Cucamonga Public Library Page
Board of Library Trustees Agenda
Regular Meeting, February 1, 2001
E. IDENTIFICATION OF ITEMS FOR NEXT MEETING
This is the time for the Board of Library Trustees to identify the items they wish to
discuss at the next meeting. These items will not be discussed at this meeting, only
identified for the next meeting.
F. COMMUNICATIONS FROM THE PUBLIC
This is the time and place for the general public to address the Board of Library
Trustees. State law prohibits the Board from addressing any issue not previously
included on the Agenda.
G. ADJOURNMENT
I, Vivian Garcia, Library Administrative Secretary of the City of Rancho
Cucamonga, hereby certify that a true, accurate copy of the foregoing agenda was
posted on Thursday, January 25, 2001, 6:00 pm, seventy-two (72) hours prior to
the meeting per Government Code 54953 at 10500 Civic Center Drive.
R A N H O C U C ^ M O N G A
PUBLIC LIBRARY
Staff Report
DATE: February 1,2001
TO: President and Members of the Board of Library Trustees
FROM: Deborah Kaye Clark, Library Director
SUBJECT: APPROVAL OF MINUTES
RECOMMENDATION
Approval of the Minutes of the December 7, 2000 and January 4, 2001 Regular
Meetings.
BACKGROUND/ANALYSIS
Attached, please find the minutes for the Regular and Special Meetings of the Library
Board of Trustees listed above, taken and compiled by Library Administrative Secretary,
Vivian Garcia.
FISCAL IMPACT
None.
(ctfu Ily submitted,
Debor~
Library Director
CITY OF RANCHO CUCAMONGA
LIBRARY BOARD OF TRUSTEES
Regular Meeting
A. CALL TO ORDER
The regular meeting of the Library Board of Trustees was held on December 7, 2000, in the Story
room of the Rancho Cucamonga Public Library, located at 7368 Archibald Avenue, Rancho
Cucamonga, California. The meeting was called to order at 6:35 p.m. and Boardmember Bradshaw
led the pledge of allegiance. Present were Boardmembers Wimberly and Womack.
Also present were: Deborah Clark, Library Director, Robert Karatsu, Library Services Manager,
Renee Tobin, Senior Librarian, Michelle Perera, References Services Coordinator, Karye Hood,
Reference Librarian, Rose Manela, Literacy Supervisor, Jason Daly, Outreach Coordinator-
Bookmobile, Donna Wamsley and Nick Smiderle, part-time Library Assistants and Vivian Garcia,
Administrative Secretary.
B. CONSENT CALENDAR
BI. Approval of Minutes: November 2, 2000.
MOTION: Moved by Boardmember Womack to approve the minutes, seconded by Boardmember
Wimberly. Motion carried, 3-0-2 (with Howdyshell and Swistock absent).
C. LIBRARY DIRECTOR'S STAFF REPORTS
C 1. Library Status Report: oral report presented by staff.
Deborah Clark, Library Director, gave an oral report on the status of the Library to the Board.
Robert Karatsu, Library Services Manager, reviewed the California Library Association conference
with the Board.
Renee Tobin, Senior Librarian, stated staff had been working on the library card drive with the
schools.
C2. Budget Report: report presented by Deborah Clark, Library Director.
Deborah Clark, Library Director, reviewed budget handouts with the Library Board.
Library Board Minutes
December 7, 2000
Page 2
C3. Introduction of New Staff Members: oral report presented by Deborah Clark, Library
Director.
Rose Manela, Literacy Supervisor, introduced her part-time Library Assislants, Donna Wamsley and
Nick Smiderle to the Board.
Renee Tobin, Senior Librarian, introduced Jason Daly, Outreach Coordinator-Bookmobile, to the
Board.
C4. Update on "Reader's Circle," the library reading club. Oral report by Karye Hood, Reference
Librarian.
Karye Hood, Reference Librarian, gave an oral report on the "Reader's Circle" Bookclub, which
meets monthly at the Library.
D. BOARD BUSINESS
D1. Discussion of regular meeting day location. Oral report by Vivian Garcia.
Boardmember Bradshaw asked for this item to be held over until the next meeting when President
Howdyshell and Boardmember Swistock would be present.
D2. Donor Wall Update: Oral report presented by Deborah Clark, Library Director.
Deborah Clark, Library Director, gave an oral report to the Board. After the meeting, the
Boardmembers were requested to look at the "mock" donor wall hanging on the wall.
D3. Matter of collection agency account. Ms. Nicole J. Chevolek will present a case for waiving
of fees.
Deborah Clark, Library Director, stated Ms. Chevolek decided not to appear before the Library
Board on this matter, but was referring the matter to an attorney.
E. IDENTIFICATION OF ITEMS FOR NEXT MEETING
El. Library Board of Trustees regular meeting day and location.
Library Board Minutes
December 7, 2000
Page 3
E2. Bookmobile Report
E3. Budget Report
E4. State Training for Library Trustees
F. COMMUNICATIONS FROM THE PUBLIC
None.
G. ADJOURNMENT
MOTION: Moved by Boardmember Wimberly to adjourn, seconded by Boardmember Womack.
Motion carried, 3-0-2 (with Howdyshell and Swistock absent). Meeting adjourned at 6:$$ p.m.
Re~pect~lly
Vivian Garcia
Administrative Secretary
Approved:
CITY OF RANCHO CUCAMONGA
LIBRARY BOARD OF TRUSTEES
Regular Meeting
A. CALL TO ORDER
The regular meeting of the Library Board of Trustees was held on January 4, 2001, in the Council
Chambers of the City of Rancho Cucamonga, located at 10500 Civic Center Drive, Rancho
Cucamonga, California. The meeting was called to order at 7:04 p.m. and Boardmember Swistock
led the pledge of allegiance. Present were Boardmembers Wimberly and Womack.
Also present were: Deborah Clark, Library Director, Robert Karatsu, Library Services Manager and
Rose Manela, Literacy Supervisor.
B. CONSENT CALENDAR
B1. Approval of Minutes: December 7, 2000.
Boardmember Swistock asked for the minutes to be brought back to the next meeting.
C. LIBRARY DIRECTOR'S STAFF REPORTS
C 1. Library Status Report: oral report presented by staff.
Deborah Clark, Library Director, gave an oral report on the status of the Library to the Board.
Robert Karatsu, Library Services Manager, stated that he and Michelle Perera, Reference
Services Coordinator, provided a one day class on Reference 101 for the employees who
normally do not provide this service. The Children's division held a special children's program
on Wednesday, December 27, by Animal Ambassadors. Approximately 75 children and parents
attended.
C2. Budget Report: report presented by Deborah Clark, Library Director.
Deborah Clark, Library Director, reviewed budget handouts with the Library Board.
C3. Approval of CDBG Grant request for $10,000 to support the "Back to Basics" Program in
2001/2002: report presented by Deborah Clark, Library Director.
Deborah Clark, Library Director, reviewed the grant application with the Board.
Library Board Minutes
January 4, 2001
Page 2
MOTION: Moved by Boardmember Swistock to approve the grant, seconded by Boardmember
Womack. Motion carried, 3-0-2 (with Bradshaw and Howdyshell absent).
C4. Library In-service: Oral report presented by staff.
Robert Karatsu, Library Services Manager, gave a report of the agenda for the in-service. First, a
workshop on Customer Service, specifically for Library personnel was conducted by Pam
Hasbrouck. Second, each division of the Library had staff present on what their jobs entailed at the
Library. Third, staff covered emergency situations, what to do when the elevator stops, when the fire
alarm goes off, etc. And at the end of the day, everyone met within their division for a staff meeting.
Deborah Clark, Library Director, stated approximately 40 personnel attended.
C5. Bookmobile Project: Oral report presented by staff.
Deborah Clark, Library Director, stated that in December it was learned, the Federal Grant
application for the Bookmobile did not receive approval. She reviewed a handout with the Board
dated December 28.
Deborah Clark, Library Director, stated that staff has been working with Greg Gunski of Fleet
Maintenance, to coordinate the process of remodeling an older existing vehicle. Bids came in at
$80,000 for the large bookmobile and $40,000 for the Omnitrans vehicle. Staff measured the pros
and cons of both vehicles, and recommended refurbishing the smaller vehicle.
Deborah Clark, Library Director, stated that this recommendation will go to Council for their
approval on January 17th. Staff would like to have the vehicle available to go into the schools,
National Library Week, the first week in April.
D. BOARD BUSINESS
D 1. Discussion of regular meeting day location. Report attached.
Boardmember Swistock asked for this item to be held over until the next meeting when President
Howdyshell and Boardmember Bradshaw would be present.
D2. Donor Wall Update: Oral report presented by Deborah Clark, Library Director.
Library Board Minutes
January 4, 2001
Page 3
Deborah Clark, Library Director, stated that staff requested of United States Bronze a couple of
minor modifications to the plans ofthe donor wall. She reviewed the changes with the Board. Staff
is expecting full-size plans within the next few weeks. The goal is to have the donor wall installed
prior to April 1 for National Library Week.
D3. Budget Process for 2001/2002. Oral report by Deborah Clark, Library Director.
Deborah Clark, Library Director, gave an oral report on the preliminary details of the budget process
for next fiscal year.
D4. Training opportunity for Library Trustees.
Deborah Clark, Library Director, asked for this item to be held over to the next meeting.
E. IDENTIFICATION OF ITEMS FOR NEXT MEETING
El. Library Board of Trustees regular meeting day and location.
E2. State Training for Library Trustees.
E3. National Library Week, California Young Reader Medal.
F. COMMUNICATIONS FROM THE PUBLIC
None.
G. ADJOURNMENT
MOTION: Moved by Boardmember Womack to adjourn, seconded by Boardmember Wimberly.
Motion carried, 3-0-2 (with Bradshaw and Howdyshell absent). Meeting adjourned at 7:29 p.m.
R~pectfully sub. mia,ed,
Administrative Secretary
R A N C H O C U C A M O N G A
ID IJ 5 I~ I C LIBI~ADY
Staff Report
DATE: February 1, 2001
TO: President and Members of the Board of Library Trustees
FROM: Deborah Kaye Clark, Library Director
SUBJECT: STATUS OF 2000/2001 BUDGET
RI:COMMENDATION
No recommendation. For information only.
BACKGROUND/ANALYSIS
Schedule A, titled "Revenue Report January" will be available at the meeting.
Schedule B, titled "Balance Sheet FY 2000/2001" will be available at the meeting.
Schedule C, titled "Library Expenditures "2000/2001" is an accounting of all funds
expended so far this fiscal year. Also included are the expenditure figures for Library
Redevelopment Agency funds. The spreadsheets are attached, along with an
Executive report identifying highlights.
FISCAL IMPACT
None
~'~pectfully submitted, .~.j .~
Deborah Kaye .G~rl~
Library Directort~..~/
EXECUTIVE SUMMARY OF STATUS OF BUDGET
Library Expenditures:
Summary:
Expenditures at the 58% of the year arc at 55%, on track.
Highlights:
5010: Part Time Salaries
We are still experiencing modest savings in the category of part time salaries. Business is about to boom. We are
seeing measurable changes in registration, thanks to thc Children's Library Card drive. We also are dealing with
increased numbers of Upland residents as the Upland Public Library continues to reduce resources and hours open.
(Closed on Sundays and Fridays).
5100: Travel & Meetings
I transferred funds into this account to cover Legislative Day in the Spring and the CODI Conference that Library
Services Manager Robert Karatsu will be attending. This conference is geared to maximizing the effectiveness of
the library's automation system. This is the first conference Robert has been able to attend since beginning the
Library Telethons, four years ago.
5200: Operations
Book purchases are at 61%, so we continue on target for spending in that account.
5300: Contract Services
Due to a miscommunication from other Dcparm~ents, the Xerox fund is seriously under budget. While thc Library
was directed to place $8,000 to cover 2000/2001 costs, the actual number is now esthnated at $14,000. Wc will
transfer the appropriate funds necessary during the mid-year budget process.
5403: Electric Utilities
Costs are continuing to escalate in this account. We know we will be seriously overbudget in this area--but so will
every other entity in California this year! We will adjust this account at the mid-year budget process.
After School Learning Program
Summary:
We continue to save monies in the part time salaries area. We are assessing the need to assign more part time hours
to this popular program. The new session begins the last week in January.
Library Board of Trustees
Summary:
Travel and Meetings is the main account of interest in this new budget category. Expenditures reflect the attendance
of new Board Member Wimberly and Board Member Womack at the November California Library Association
Conference in Santa Clara.
-2-
Adult Literacy:
Summary: We have gone over budget in the area of supplies. We will be transferring funds out of the personnel
budget, where we have gained savings in the part time salaries area.
47 of the funds have been spent at 58 into the year.
This is the first year that the program has relied solely on state matching funds ($1 of state to each $5 of local funds)
and the amount received from the State is less than budgeted. We will be looking for savings in this program to
balance the budget. Staff is proceeding cautiously in all matters of expenditare.
Redevelopment Expenditures:
Summary:
Overall spending is on target. Capital Outlay, where most of the funds remain, is scheduled to be spent by Spring of
this year.
Highlights:
Project Improvement Costs: Compact shelving for the second floor is going to be installed in February of 2001.
This will allow storage for app. 10,000 items on the second floor of the Library. The Donor Wall is scheduled to be
installed by April of 2001. The remaining project improvement costs are in the hands of the Facilities Department
of the City of Rancho Cncamonga.
Bookmobile Expenditures:
Summary:
The Bookmobile budget is a mixture of City funds and State Grant funds. The spending is below where it was
anticipated to be, due to the delay caused by the hoped for funding of the bookmobile by the Federal Government.
Highlights:
1300 Part Time Salaries:
Originally, $42,800 was approved in the part time salaries category of the budget. Since the receipt of the State
Grant for salaries to plan the project, app. $35,000 of those funds are available for reallocation and will be used to
help pay for the refurbishment of a temporary vehicle.
3931 Vehicle Maintenance:
Originally planned to be used for vehicle repair, these funds are available to pay for any repairs deemed appropriate
to get a temporary vehicle up and running to serve as a Kidsmobile by Spring of 2001.
7045 Vehicles:
$55,000 has been encumbered to fund the refurbishing ofa tempormy Kidsmobile. The refurbished vehicle will be
used as a Kidsmobile until receipt of the permanent vehicle. In the year 2002, it is proposed the temporary vehicle
be turned into a Senior Mobile, with services offered to Senior Centers, Retirement and Convalescent Homes,
Trailer Park Homes and other appropriate sites.
LIBRARY EXPENDITURES JUL AUG SEP OCT NOV DEC JAN TOTALS SPENT PER FUNDS % % OF
200012001 CATEGORY REMAINING SPENT YEAR
1290601
PERSONNEL 55%
r~ 5000 REGULAR SALARIES $556,670 $41,758 $43.492 $64,958 $43.488 $43,488 $43,488 $43,488 $324,169 $324,169 $232,501 58%
.~ 5005 OVERTIME SALARIES $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 0%
5010 PART TtME SALARIES $342,520 $20,867 $22,256 $31,864 $23,106 $22,072 $24.881 $18,733 $163,777 $163,777 $178,743 48%
5030 FRINGE BENEFITS $215,350 $17,945.83 $17,945.83 $17,945.83 $17.945,83 $17.945.83 $17,945.83 $17,945.83 $125,621 $125.621 $89,729 58%
TOTAL PERSONNEL $1,114,540 $80,581 $83,694 $114,767 $84,539 $83,505 $86,314 $80,166 $613,567 $613,567 $500,973 55%
OPERATIONS
5100 TRAVEL & MEETINGS $5,500 $4,759 $741 87%
ALA Conference $0
Hood - workshop $100 $100 $200
Clark - workshops $125 $144 $269
Corwin - workshops $50 $50
Karatsu-workshops $62 $688 $750
Meeting Supplies $53 $4 $108 $165
California Air Tickets $137 $980 $1,117
Inservice Workshops $135 $135
ILS Workshops $0
CLA Conference $1,095 $805 $159 $2,059
Librar/in service $14 $14
CLA Legislative Day $0
5105 MILEAGE $5,800 $0 $1,889 $3,911 33%
Auto Allowance $4,800 $400 $400 $400 $400 $1,600 $1,600 $3,200 33%
Reimbursement $1,000 $0 $289 $711 29%
Garcia $62 $28 $44 $28 $23 $12 $196
Pages $21 $21 $8 $50
Manela $7 $5 $12
Corwin $0
Janecek $32 $32
Conference Mileage $0
5200 MAINTENANCE/OPER $203,900 $0 $135,256 $68,644 66%
Encumbrances $15,000 $15,000
Diffemnces $0
Cash Receipts $0
printing/Postage $2,000 $0 $1,093 $907 55%
Printing $258 $258
Postage $165 $320 $350 $835
Office Supplies $20,000 $0 $17,281 $2,719 86%
Library Cards $4,439 $4,439
Emergency Supplies $138 $138
Cataloging Supplies $2,200 $327 $2,097 $211 $221 $47 $105 $5,208
Computer Table/Bcok trucks/File Cabinets $781 $781
Photography $7 $18 $25
8 Ave. graphics $0
Off, ce Depot $2,000 $1,000 $2,100 $5,100
Off~ce machine repair $0
Letterhead $381 $381
Miscellaneous $38 $3 $84 $125
Petty Cash $9 $9
Computer supplies $64 $40 $355 $459
Stationary $0
Federal Express $25 $20 $45
Board Supplies $88 $138 $345 $571
Libris Design Training $600 $800
Special Program Supplies $10,000 $0 $4,412 $5,588 44%
Children's Supplies $3 $113 $13 $120 $49 $299
Children's Programs - Fdends $2 $72 $51 $148 $273
Administration Office supplies $27 $216 $243
Interlibrary Loan $0
Adult Programs $8 $65 $73
Summer Reading Program (FR) $16 $342 $38 $396
Foundation Expenses $871 $871
Literacy Projects $0
Volunteer Supplies $373 $853 $1,226
Radios for monitors $1,031 $1,031
Advertising/Promotions $3,000 $0 $204 $2,796 7%
National Library Week - Fdends $47 $47 $94
Telethon $0
Float (Friends funded) $0
Books/Mafodals $154,900 $0 $94,943 $59,957 61%
Bookstore rush $4,922 $2,362 $1,037 $2,000 $174 $538 $2,049 $13,082
Young Adult Books $623 $623
Childrens Books $8,946 $3,286 $1,721 $14 $795 $1,419 $680 $16,861
Bredart Books $29,388 $29,388
Reference Books $2,073 $638 $1,500 $175 $2,725 $1,675 $8,785
Literacy Books $0
Rental Collection $2,293 $2,293
Reference CD's $451 $451
Circulating Instructional CD's $2,000 $2,250 $1,000 $5,250
Large Print Books - Friends $193 $193
Books on Tape - Friends $7,420 $52 $1,784 $48 $13 $9,317
Video $1,500 $130 $1,630 "''
CD's (music) $2,000 $1,000 $1,000 $2,000 $6,000
Spanish Language $216 $855 $1,071
Rocket E book (hardware) $320 $320
Software Maintenance $0
Magazines/Publications $12,000 $228 $27 $1,000 $85 $64 $1,404 $1,404 $10,596 12%
Training $1,000 $0 $0 $1,000 0%
Bindery $1,000 $0 $0 $1,000 0%
5280 Equipment Maint/Deprec. $520 $0 $0 $520 0%
5160 DUES $2,150 $690 $1,460 32%
American Library Assoc. $450 $195 $195 $195 $255 43%
MCLS Associate Membership $0 $150 $150 $150 ($150) #DIV/01
California Library Assoc. $200 $345 $345 $345 ($145) 173%
Inland Library system $1,500 $0 $0 $1,500 0%
CALTAC 0 $0 $0 $6 #DIVI0~
5415 GENERAL LIABILITY $4,180 $0 $0 $4,180 0%
5300 CONTRACT SERVICES $133,000 $55,276 $77,726 42%
Encumbrances $5,000 $5,000
Offic Equip/Maintenance $8,000 $0 $14,088 $8,000 176%
Typewriter Repair $141 $141
Xerox Fund $929 $13,018 $13,947
Book Bindery $0
Contract Salades $0 $0
Book Processing $25,000 $5,000 $15 $2,928 $7,943 $7,943 $17,057 32%
OCLC $0 $600 $600 ($600) #DIV/0!
S.B. County $50,000 $0 $0 $50,000 0%
Collection Agency $5,000 $2,000 $2,000 $2,000 $3,000 40%
Self Chsck Maintenance $7,000 $0 $0 $7,000 0%
Telephone Maintenance $3,000 $429 $429 $429 $2,571 14%
Computer Tech Services $35,000 $25,216 $25,216 $25,216 $9,784 72%
Evening Meeting Charges $0 $0 $0
5400 TELEPHONE $18,000 $2,974 $15,026 17%
989-8277 (Rotary line) $231 $550 $781
181-1185 (T1 line) $207 $207 $207 $620
948-9900 $300 $306 $302 $908
476-2793 (ISDN Line) $0
980-0871 (EMS & Security) $59 $57 $120 $237
980-4361 (Elevator) $28 $27 $55 $111
987-3271 (Irrigation Spdnk.) $0
987-9671 $0
989-6904 (Public Fax) $31 $32 $63 $126
481-6724 $27 $27 $27 $82
MCI $81 $28 $109 ~
5402 WATER UTILITIES $3,000 $991 $2,009 33%
Inside Use $207 $204 $411
Landscaping $229 $314 5543
Fireline water $37 $37
5403 ELECTRIC UTILITIES $48,000 $5,249 $5,377 $5,410 $5,600 $5,590 $5,590 $32,816 $32,816 $15,184 68%
TOTAL LIBRARY BUDGET $1,538,590 $158.759 $116,638 $133,888 $125,198 $92,234 $119,974 $101,528 $848,218 $848,218 $690,372 90%
AFTER SCHOOL LEARNING PROGRAM JUL AUG SEP OCT NOV DEC JAN TOTALS SPENT PER FUNDS % % OF
Cost Center 4533 200012001 CATEGORY REMAINING SPENT YEAR
PERSONNEL 96%
1100 REGULAR SALARIES $13,390 $1,080,80 $1,081 $1,621 $1,081 $1,081 $1,081 $1,081 $7,025 $7,025 $6,365 52%
1200 OVERTIME SALARIES $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 0%
1300 PART TIME SALARIES* $26,000 $508 $1,475 $721 $700 $289 $855 $306 $4,549 $4,549 $21,451 17%
1900 FRINGE BENEFtTS $5,270 $439 $439 $439 $439 $439 $439 $439 $2,835 $2,635 $2,835 50%
TOTAL PERSONNEL $44,660 $2,028 $2,995 $2,781 $2,220 $1,809 $2,375 $1,825 $14,209 $14,209 $30,451 32%
OPERATIONS
3100 TRAVEL & MEETINGS $0 $0 $0 $0 $0
3300 MILEAGE $0 $0 $0 $0 $0
3900 MAINTENANCE/OPER $500 $298 $202 60%
Encumbrances $0 $0
Differences $0 $0
Office Supplies $250 $0 $50 $62 $11 $44 $123 $250 0%
Books/Materials $250 $0 $100 $33 $133 $250 0%
Training refreshments $31 $11 $45 $42
3956 DUES $0 $0 $0 $0 $0
3960 GENERAL LIABILITY $20 $0 $0 $20
6028 CONTRACT SERVICES $1,000 $1,000 $0 100%
Tutor Training $1,000 $500 $500 $1,000 $1,000 $0 100%
TOTAL LIBRARY BUDGET $46,180 $2,528 $3,076 $2,892 $2,782 $1,853 $2,375 $1,915 $15,507 $16,507 $30,673 36%
* INCLUDES $I 0,000 FROM CDBG
LIBRARY BOARD OF TRUSTEES JUL AUG SEP OCT NOV DEC JAN TOTALS SPENT PER FUNDS % % OF
Cost Center45:35 200012001 CATEGORY REMAINING SPENT YEAR
OPERATIONS
3100 TRAVEL & MEETINGS $3,000 $1,122 $1,122 $1,878 37% 58%
CLA Millenium Conference
Carryover $74
Wimberly $337 $230 $0 $0 $61
Womack $190 $230 $0 $0 $0
CLA Legislative Day
3300 MILEAGE $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 0%
3900 MAINTENANCE/OPER $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 0%
3956 DUES $350 $0 $0 $0 $0 $0 $0 $65 $65 $285 '19%
Caltac $65
TOTAL LIBRARY BUDGET $3,350 $74 $0 $527 $460 $0 $0 $126 $1,187 $1,'187 $2,163 35%
ADULT LITERACY JUL AUG SEP OCT NOV DEC JAN TOTALS SPENT PER FUNDS % % OF
Cost Center 4532 200012001 CATEGORY REMAINING SPENT YEAR
PERSONNEL 68%
5000 REGULAR SALARIES $22,540 $1,153 $2,594 $1,729 $1,729 $1,729 $1,729 $1,729 $12,393 512,393 $10,147 55%
5010 PART TIME SALARIES $24,700 $0 $348 $516 $1,572 $1,438 $1,740 $2,496 $8,110 $8,110 $16,590 33%
5030 FRINGE BENEFITS $8,570 $714.17 $714.17 $714.17 $714.17 $714.17 $714.17 $714.17 $4,999 $4,999 $3,571 58%
TOTAL PERSONNEL $55,810 $t,867 $3,656 $2,959 $4,016 $3,881 $4,183 $4,939 $25,502 $25,502 $30,308 46%
OPERATIONS
5100 TRAVEL & MEETINGS $1,000 $205 $795 20%
FFL Meetings $62 $62
Literacy Meetings $0 $100 $43 $143
9108 MILEAGE $380 $73 $74 $147 $147 $233 39%
5200 MAINTENANCE/OPER $1,822 $2,174 ($352) 119%
Office Supplies $800 $769 $0 $88 $100 $957 ($157) 0%
Families for Literacy Curriculum Materials $1,000 $641 $55 $696 $304
Books/Materials $200 $5 $96 $0 $13 $285 $399 ($199) 0%
FFL Storytimes $60 $17 $106 $123
5300 CONTRACT SERVICES $2,500 $2,500 0%
Tutor Training $2,500 $0 $0 $0 $0 $0 $0 $500 $500 $0 $2,000 0%
5605 CAPITAL OUTLAY-COMPUTER EQU $165 $0 $165
$165 $165
TOTAL LIBRARY BUDGET $61,678 $1,944 $4,621 $2,959 $5,043 $4,204 $4,196 $5,724 $28,693 $28,193 $33,485 47%
REDEVELOPMENT EXPENDITURES
FY 200012001 TOTALS FUNDS % % OF
2630 801 JUL AUG SEP OCT NOV DEC JAN SPENT REMAINING SPENT YEAR
OPERATIONS 58%
Maintenance/Operations $132,000 $83,344 37%
Books $60,369 $3,649 $5,000 $602 $9,251 $51,118
Value Line $175 $1,045 $74 $1,294 ($1,294)
Morning Star Mutual Funds $910 $910 ($910)
On-Line data bases $0
LA Times 1985-present $3,605 $3,605 $3,605 $0
Business Disc OnLine $6,030 $6,030 $9,219 $15,249 ($9,219)
Literature Resource Center $16,996 $16,996 $16,996 ($0)
SIRS $1,350 $1,350 $1,350 $0
Business Magazine Index $11,150 $0 $11,150
Magazine Index $9,500 $0 $9,500
Reference Center Magazines F $14,500 $0 $14,500
Health Reference Center $8,500 $0 $8,500
Sub Total $132,000 $30,280 $5,175 $3,305 $74 $9,219 $602 $0 $48,656 $83,344
CAPITAL OUTLAY
Project Improvement Costa $72,000 $37,000 $35,000 51%
ADA Retrofits $12,000 $0 $12,000
Donor Wall Installation $10,000 $1,000 $4,000 $5,000 $5,000
Replace Entry Carpet $18,000 $0 $18,000
Install Compact Shelving $32,000 32000 $32,000 $0
Computer Equipment $3,000
Tech Center Upgrades $1,767
Circulation Terminal $533 $574
Fixed Asset Acquisition $18,900 $9,892 45%
Chairs
Book Rack $1,544 $1,544
Shelving $5,055 $5,055
Cabinet for paper $1,508 $1,508
Sub Total $3,053 $0 $0 $0 $0 $0 $5,055 $8,108
TOTALS $225,000 $33,333 $5,175 $3,305 $74 $9,219 $602 $5,055 ' $93,764 $128,236 42%
BOOKMOBILE SERVICES OCT NOV DEC ,lAN TOTALS SPENT PER FUNDS % % OF
Cost Center 4534 2000/200'1 CATEGORY REMAINING SPENT YEAR
PERSONNEL 33%
1100 REGULAR SALARIES $38,000 $0 $0 $1.386 $1,386 $2,771 $2,771 $35,229 7%
1200 OVERTIME SALARIES $0 $0 $0 $0 $0 $0 $0 $0 0%
1300 PART TIME SALARIES $56,300 $0 $0 $0 $0 $0 $0 $56,300 0%
1900 FRINGE BENEFITS $15,360 $0 $0 $1,182 $1,182 $2,363 $2,363 $12,997 15%
TOTAL PERSONNEL $109,660 $0 $0 $2,567 $2,567 $5,134 $5,134 $104,526
OPERATIONS
3100 TRAVEL & MEETINGS $t,000 $0 $0 $0 $16 $15 $16 $984 0%
3300 MILEAGE $300 $29 $0 $0 $29 $29 $271 0%
3900 MAINTENANCE/OPER $52,000 $0 $9,274 $42,726 t8%
Office Supplies $2,000 $0 $232 $102 $334 $1,666 17%
Books~Matedals $50,000 $0 $3,438 $5,502 $8,940 $41,060 18%
3931 VEHICLE MAINTENANCE $6,000 $0 $0 $0 $6,000
3956 DUES $0 $0 $0 $0 $0 0%
3960 GENERAL LIABILITY $580 $0 $0 $0 $580
5605 COMPUTER SOF~NARE
$2,859
6028 CONTRACT SERVICES $0 $0 $0 $0 $0 0%
7044 CAPITAL OUTLAY/EQUIPMENT $10,000 $0 $0 $0 $t6,000 0%
7045 CAPITAL OUTLAY/VEHICLES $200,000 $0 $55,000 $145,000 28%
Bookmobile $55,000 $55,000 $0
ADA Compliance $0 $0
Cyber Capability $0 $0
7047 CAPITAL OUTLAY/COMPUTER EQUIP $10,000 $3,674 $6,326 37%
4 Standard Computers $10,000 $0 $3,674 $0 $3,674 $6,326 37%
TOTAL LIBRARY BUDGET $389,540 $29 $3,674 $6,237 $66,047 $75,987 $73,128 $310,4t2 19%
TH E CITY OF
l~ANC H 0 ClJ CAH ONGA
Staff Report
DATE: February 1, 2001
TO: President and Members of the Board of Library Trustees
FROM: Vivian Garcia, Administrative Secretary
SUBJECT: COUNCIL CHAMBERS - AVAILABLE DAYS
RECOMMENDATION
No recommendation. For information only.
BACKGROUND/ANALYSIS
The Council Chambers are available the following days:
First, third or fourth Monday of the month.
First, third or fourth Tuesday of the month.
Fourth Thursday of the Month.
FISCAL IMPACT
None.
Respectfully submitted,
Vivian Garcia
Administrative Secretary
I~ A N C h 0 C U C A M O N G A
PUBLIC LIBRARY
Staff Report
DATE: February 1, 2001
TO: President and Members of the Board o[ Library Trustees
FROM: Deborah Kaye Clark, Library Director
SUBJECT: PROPOSED LIBRARY BUDGET PRIORITIES FOR 2001/2002
RECOMMENDATION
After discussion and review, propose the major service areas they wish the Rancho
Cucamonga Public Library to address in requesting funding for year 2001/2002;and
propose goals and a budget amount for the Library Board portion of the proposed
2001/2002 budget.
BACKGROUND/ANALYSIS
The budget process begins in January. The Library continues to be a self contained
fund, meaning that the funds earmarked for library programs through property tax and
the monies raised by the library make up the overall revenue stream that supports the
Library program. While the City Council, not the Library Board, is directly responsible
for the allocation of funds for the library program, the Board of Library Trustees is
responsible for establishing the priorities of the service.
The Public Library Association (PLA) provides a planning process to assist library staff
and boards in establishing overall service goals in combinations unique to the needs of
their community and the strength of their library. This process helps Library Boards and
staff to focus their energies on three or four major service areas. The PLA has just
updated the process. Attached, you will find an outline of the new service areas, and an
indication of what roles your library currently emphasizes, based on estimated
percentages of support. This is followed by the full text support from the new manual.
After discussion, staff recommends the Library Board come to consensus on which
service areas they wish their library to emphasize in lhe upcoming budget process.
In addition, the Library Board of Trustees has a separate budget (attached) and is
requested to make specific goals for their own development, if it seems appropriate.
FINANCIAL IMPACT
Overall, the goals for the Library Program should be compatible with the funding that will
be made available through traditional library revenue streams.
(~s, pecffully submitted,
Library Director
-2-
SERVICE RESPONSES
FORMAL LEARNING SUPPORT
A library that offers Formal Learning Support helps students who are e~olled in a formal program of
education or who are pursuing their education through a program of homeschooling to attain their
educational goals.
Approximate % of library resources directed at this service response: 15 %
Examples at our library:
Back to Basics tutoring program
Curriculum~based collections
Technology Center and class offerings
World Wide Web site with links to educational sites
Kidsmobile Project
GENERAL INFORMATION
A library that offers General Information helps meet the need for information and answers to questions on
a broad array of topics related to work, school and personal life.
Approximate % of library resources directed at this service response: %12
Examples at our library:
Basic reference resources available through the library Web page
Twenty-four-hour electronic reference service (Ability to e-mail questions)
Bibliographic instruction programs
CURRENT TOPICS AND TITLES
A library that provides Current Topics and Titles helps to fulfill community residents' appetite for
information about popular cultural and social trends and their desire for satisfying recreational
experiences.
Approximate % of library resources directed at this service response: %11
Examples at our library:
Demand generated rental program
Book Discussion Group on-line and in the library
Demand generated book and media selection
PRESCHOOLERtS DOOR TO LEARNING*
A library that provides Preschooler's Door to Learning encourages young children to develop an interest
in reading and learning through services for children and for parents and children together.
-3-
Approximate % of library resources directed at this service response: %10
Examples at our library:
Storytimes offered for preschoolers
Toddler storytimes
Family night/pajama night story~imes
BASIC LITERACY
A library that offers Basic Literacy service addresses the need to read and to perform other essential daily
tasks.
Approximate % of Library Resources directed at this service response: 10%
Examples at our library:
Adult Literacy Program
Families for Literacy Program
Back to Basics Program
BUSINESS AND CAREER INFORMATION
A library that offers Business and Career Information services addresses a need for information related to
business, careers, work, entrepreneurship, personal finances and obtaining employment.
Approximate % of library resources directed at this service response: %9
Examples at our library:
Collection development targeted at business and self-help business tools
Public use computer equipment for preparing resumes
On line database available for business information
Copy and business services center
World Wide Web links to business, investment and job placement Internet sites
CONSUMER & HEALTH INFORMATION*
A library that provides Consumer & Health Information service addresses the need for information to
make informed consumer and health decisions and helps residents become more self-sufficient.
Approximate % of library resources directed at this service response: %7
Examples at our library:
Library Web page on consumer issues
Collection development targeted at health and consumer non-fiction
Dial-in access to resources to contribute to educated consumers
Dial-in access to Health Index
INFORMATION LITERACY
A library that provides Information Literacy service helps address the need for skills related to f'mding,
evaluating and using information effectively.
Approximate % of library resources directed at this service response: %7
Examples at our library:
Technology Center used as classroom
Development of the City-Wide Web site
Classes offered on Internet
CD ROM programs available for loan and analysis
LIFELONG LEARNING
A library that provides Lifelong Learning service helps address the desire for self-directed personal
growth and development opportunities.
Approximate % of library resources directed at this service response: %7
Examples at our library:
Special topical displays of materials and resources
Self help collection development in the areas of travel, history and biography
CULTURAL AWARENESS
A library that offers Cultural Awareness service helps satisfy the desire of community residents to gain an
understanding of their own cultural heritage and the cultural heritage of others.
Approximate % of library resources directed at this service response: %4
Examples at our library:
Library Collection in Spanish
Children's programming reflecting multi-ethnic population
COMMUNITY REFERRAL
A library that offers Community Referral addresses the need for information related to services provided
by community agencies and organizations.
Approximate % of library resources directed at this service response: %3
Examples at our library:
Community Information database
Dial-in access to community resource files
GOVERNMENT INFORMATION
A library that offers Government Information service helps satisfy the need for ~nformation about elected
officials and governmental agencies that enables people to participate in the democratic process.
Approximate % of library resources directed at this service response: %3
Examples at our library:
Electronic access to local government information
LOCAL HISTORY AND GENEALOGY
A library that offers Local History and Genealogy service addresses the desire of community residents to
know and better understand personal or community heritage.
Approximate % of library resources directed at this service response: %2
Examples at our library:
Digitization of historic photographs and books
COMMONS
A library that provides a Commons environment helps address the need of people to meet and interact
with others in their community and to participate in public discourse about community issues.
Approximate % of library resources directed at this service response: %0
Examples at our library:
None.
*Added by staffas a major service area for the Rancho Cucamonga Public Library
-6-
LIBRARY BOARD OF TRUSTEES JUL AUG SEP OCT NOV DEC JAN TOTALS SPENT PER FUNDS % % OF
Cost Center 4535 2000/2001 CATEGORY REMAINING SPENT YEAR
OPERATIONS
3160 TRAVEL & MEETINGS $3,000 $1,122 $1,122 $1,878 37% 50%
CLA Mi~lenium Conference
Carryover $74
Wimbedy $337 $230 $0 $0 $61
Womack $190 $230 $0 $0 $0
CLA Legislative Day
3300 MILEAGE $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 0%
3900 MAINTENANCE/OPER $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 0%
3956 DUES $350 $0 $0 $0 $0 $0 $0 $65 $65 $285 19%
Caltac $65
TOTAL LIBRARY BUDGET $3,350 $74 $0 $527 $460 $0 $0 $126 $1,187 $1,187 $2,163 35%
Part Two
Public
Library
Service
Responses
146 Public Library Service Responses
The "Public Library Service Responses" contains a wealth of informa-
tion about how public libraries can serve their communities, valu-
able suggestions about how libraries can evaluate services, and a look at
the critical resources libraries may need if they wish to excel at a specific
service.
The New Planning for Results stresses the importance of the connection
between community needs and library services. It guides libraries in their
efforts to design an overall program of service that is both dynamic and
relevant. Exercise some caution if you are using this part of The New Plan-
ning for Results outside the context of the PLA planning process. Service
responses should not be selected in a vacuum. A library shouldn't choose
to offer a particular service simply because that's what the library has
done in the past or because the library board, director, or staff is com-
fortable providing it. The selection of service responses should be firmly
rooted in an awareness of what the people of the community served
want and need.
What exacdy is a service response? H~w does a service response dif-
fer from the eight library roles introduced in Planning and Role Setting for
Public Libraries in 19877 In simple terms, a service response is what a library
does for, or offers to, the public in an effort to meet a set of well-defined community
needs. Roles are broadly defined categories of service; they describe what
the library does in a very general way. Service responses, on the other
hand, are very distinct ways that libraries serve the public. They repre-
sent the gathering and deployment of specific critical resources to pro-
duce a specific public benefit or result.
This process provides thirteen service responses:
· Basic Literacy
· Business and Career Information
· Commons
· Community Referral
· Consumer Information
· Cultural Awareness
· Current Topics and Tides
· Formal Learning Support
· General Information
· Government Information
· Information Literacy
· Lifelong Learning
· Local History and Genealogy.
This is by no means an exhaustive list of the possible ways libraries can
meet the needs of their communities; it simply captures most of the pri-
Public Library Service Responses 141
mary services that libraries offer. Because communities differ, however,
the ways libraries implement these services differ as well. The Business
and Career Information service offered at one library may vary signifi-
cantly from the Business and Career Information service offered by an-
other library. The differences are perfectly appropriate if they result from
a tailoring of services to address local needs.
The service responses that follow aren;t intended to make libraries
more alike. Quite the contrary, the descriptions and the examples offered
are provided to help library planners see the many possibilities that exist
for matching their services to the unique needs of their communities.
The service responses are a starting, not an ending, point.
Each of the service response descriptions that follow is organized in
the same way. Following is a description of the various sections you'll
find repeated under each service response.
Example of Needs Addressed
by This Service Response
This section states the type of need the service response is designed to ad-
dress. It helps you make the connection between the needs you've identi-
fied in your community and the services the library should provide.
What the Library Does and Provides
A general description of what a typical library providing this service offers
to its community is found in this section. The phrase "the library will" is
used to indicate what is typically required to achieve excellence in provid-
ing a specific service. The wills point out the key characteristics common to
most libraries that excel at the service. The phrase "the library may" is used
to indicate desirable enhancements offered by some libraries that serve to
underscore the high priority they place on a given service.
Some Possible Components
This section lists some of the kinds of things libraries do as a part of car-
rying out a particular service response. Many more ideas could be added;
however, you'll find that these lists can be helpful as you try to visualize
what a new service might be like in your community. Use this list to ex-
pand your thinking about some of the options available to your library as
it attempts to match community needs and services.
148 Public Library Service Responses
Target Audiences and
Service Aspects
Common ways that libraries narrow the focus of the services they pro-
vide are addressed in this section. One is by targeting a service to reach a
specific population. Another is by concentrating on a certain aspect of
the service. For example, one library might choose to design a service
aimed at helping community college students meet their formal educa-
tional goals, while another could decide to provide homework help for
children in grades 3 through 5. A third library might concentrate on sup-
porting the reading readiness curriculum of area preschools. While all
three libraries are offering the Formal Learning Support service response,
it's obvious that the services at the libraries would be quite different.
In the same vein, one library might emphasize helping genealogists
trace their family history, while another could stress access to informa-
tion about local or regional history. Local History and Genealogy have
been linked in the service responses because they share some critical re-
sources. The same is true of Business and Career Information service. A
library could decide to separate them, to emphasize just one aspect
rather than both. Libraries often find this kind of targeting enables them
to have a significant impact on a segment of the population at a much
lower cost than they would incur if they offered the service to everyone
in the community.
Resource Allocation
Issues to Consider
This section gives you an idea of the resources that are or may be re-
quired to achieve excellence in a particular service area. Remember that
the idea behind selecting service responses is the identification of service
priorities. This section contains specific information about what your li-
brary probably needs in the way of staff, collections, facilities, and tech-
nology if you choose to emphasize a particular service. This component
is included because The New Planning for Results is built around the idea
that a library can have a greater impact on its community if it does a few
things well than if it does many things less well.
For example, the Resource Allocation component addresses the fol-
lowing types of questions:
What are the desirable characteristics of staff who provide services
that support the Lifelong Leaming service response?
What kind of collection does a library need to do an excellent job of
providing the Government Information service?
Public Library Service Responses 149
What are the special facilities needs associated with high-quality For-
mal Learning Support?
What sort of technology does the library need to offer exceptional
Community Referral service?
It's important to note that you should use this section to figure out
what you need to carry out a service response rather than to determine
whether you should do it. If a service is critically important to the people
in your community, you should be looking for ways to offer the service
rather than finding reasons for not offering it. You may eventually come
to the conclusion that your library simply doesn't have the resources to
perform a service well, even if it reallocates them from other services. But
don't reject a service out of hand before exploring reallocation, finding
new sources of revenue, parmering with other community organiza-
tions, targeting service to a specific population, or concentrating on a sin-
gle aspect of the service.
While issues such as adequate electrical and computer network
wiring and compliance with the Americans with Disabilities Act Guide-
lines (ADAG) have not been included in each service response, make
sure you consider them as you think about what you'll need to carry out
a given service at a high level. For example, if you've selected a service re-
sponse that involves the heavy use of library meeting facilities, it proba-
bly isn't adequate for your library to simply have rest rooms that are
accessible somewhere in the library; accessible rest rooms should be lo-
cated in close proximity to the meeting rooms. Along the same lines, if
you select a service that entails the heavy use of computerized databases,
special attention needs to be given to the adequacy of your library's elec-
trical and computer network wiring, adaptive technologies, and appro-
priate adjustable workstation furnishings.
Possible Measures to Consider
When Developing Objectives
Information about how your library can evaluate its performance in car-
rying out a service is discussed in this category. This information should
help you develop high-quality objectives to measure your library's
progress toward its goals.
Stories
This section provides stories about libraries offering the service. The sto-
ries are included for two reasons. First, they demonstrate the fact that no
two successful libraries are exactly alike. The libraries included in "Public
Public Library Service Responses
Library Service Responses" have truly customized their services m fit
their communities. Second, it is hoped that the stories will stimulate cre-
ativity, that seeing what other libraries have done will encourage you to
experiment and innovate.
Chapter 3: Design: Inventing the Future of The New Planning for Re-
sults includes a procedure to help libraries build their own service re-
sponses. While you should carefully consider adapting one of the service
responses that are included in The New Planning for Results before you
jump right into developing your own, if your community has specific
needs that aren't adequately addressed by adopting and adapting the
thirteen service responses, try building your own unique responses.
Basic
Literacy
Example of Needs Addressed
by This Service Response
A library that offers Basic Literacy service addresses the need to read and
to perform other essential daily tasks.
What the Library Does and Provides
The library will provide a ieaming environment, specialized materials,
and access to trained tutors to help people reach their personal literacy
goals.
The library may provide specially designed facilities and access to in-
structional technologies that enhance the effectiveness of tutor'mg ef-
forts. Library staff, or highly trained volunteers, may be used to provide
the tutoring.
Some Possible Components
of Basic Literacy Service
· English as a second language (ESL) programs
· Family literacy programs
· Tutoring or tutorial materials and exam preparation guides
· Programs teaching functional math skills
151
152 Public Library Service Responses
· Use of instructional media/tutoring software
· Small meeting spaces for tutors and learners to meet
Target Audiences and Service Aspects
Target Audiences
A library offering Basic Literacy service may choose to serve the general
public or to target a specific population such as recent immigrants or par-
ents of preschoolers. Efforts may be focused on individuals or may in-
volve other family members.
Service Aspects
Literacy training may concentrate on improving general reading compre-
hension or it could focus on providing assistance needed to accomplish a
specific goal, such as attaining a General Education Development (GED)
diploma.
Resource Allocation Issues to Consider
Staff providing Basic Literacy services should be encouraged to complete
a literacy volunteer training program. Library staff members need to be
aware of the challenges and the problems faced by adult new readers, in-
dividuals learning English as a second language, and other learners en-
rolled in the literacy program. Formal education in reading instruc~on
and educational methods is desirable. Staff providing this service should
have strong community networking and communication skills. Ail vol-
unteer and paid tutors used in the program should have completed a
comprehensive training program for literacy volunteers.
~ollec~ion and Informafion I~esources
sources such as workbooks and controlled-vocabulary texts specifically
designed for use in literacy programs. The library may choose to offer
computer software intended to supplement the interaction between
learners and their tutors. A supplemental collection of high-interest/low-
vocabulary materials may also be provided.
Basic Literacy 153
Facilities
Libraries providing Basic Literacy service need to provide quiet and rela-
tively private areas for tutoring. Small study rooms (for two people) are
ideal. Classroom space may be provided. Storage space for materials
used by rotors on a regular basis is desirable.
Technology
Computer-based and computer-assisted literacy training opportunities
should be considered by all libraries providing Basic Literacy service.
Multimedia computers and software designed to encourage independent
learning may be provided.
Possible Measures to Consider
When Developing Objectives
People Served
Total number of users served (measures the total number of users who
used a service during a given time period):
· Number of people who used computer-based literacy programs
· Number of people who attended English as a second language
classes
· Number of people who attended tutoring sessions
· Number of people who used computer-based basic mathematics
skills programs
Number of unique individuals who used the service (measures the total
number of unique individuals who used the service during a given time
period, regardless of how many times they used the service):
· Number of students enrolled in literacy classes
· Number of people who obtained a GED diploma through library
literacy programs
How Well the Service Met the Needs of People Served
· Percent of people who participated in library literacy programs
who indicated on a survey that the program helped them meet
their personal learning goals
154 Public Library Service Responses
· Percent of people who participated in library literacy programs
who indicated on a survey that the program was offered at
convenient times and loc~tions
· Percent of people interested in emollmg in library literacy
programs who indicated on a survey that they were placed in a
class or assigned a tutor in a timely manner
Total Units of Service Delivered
· Circulation of literacy-related materials
· Number of literacy volunteer hours
· Number of tutoring sessions held
Basic Literacy Stories
Broward ~oun~y Library System
(Fort Lauderdale, Fla. Service Population: 1,378,000)
The Broward County Library approaches literacy as a continuum of
learning. All of the branches and main library have high/low materials
and basic literacy materials. However, the program is enriched by the ac-
tive outreach program that extends into the community to find potential
students and to help them identify the program, educational level, and
type of classes they need to learn. Nine different library programs target
the learning needs of people of different ages. Preschool children dis-
cover the joys of reading and learning d~rough the Magic Circle program,
while the young adult program, Young Sisters and Brothers, teaches
study skills, life skills, and positive values as it highlights keys to success.
More than 1,000 adults have participated in th~ Each One Teach One
program that offers basic literacy tutoring. The Story Tree is a literature
appreciation program for adults that encourages participants, who don't
have to be able to read when they begin, to discuss literature and to write
family stories.
The Collier City Learning Library Branch offers the full complement
of literacy programs to families and students. This is also where training
and workshops are provided for library staff and volunteers who work in
the various literacy programs. In developing new programs and ap-
proaches, the library emphasizes programs that can be duplicated so that
other groups and libraries across the country can use them in their own
literacy efforts.
The great success of these programs comes from a combination of a
significant commitment of library resources (for example, fifteen staff
members work as programmers in literacy areas); extensive partnering
Basic Literacy
with schools, community organizations, and government agencies; and
a network of library-trained literacy volunteers. Literacy volunteers at the
library have their own Friends of Literacy organization and publish a
newsletter.
Ifancock County Library System
(Bay St. Louis, Miss. Service Population: 37,000)
The Hancock County Library System's beautifui headquarters facility in
Bay St. Louis, Mississippi, may not look much like a school from the
outside, but it's the alma mater for scores of students aged seventeen to
seventy-one, who have received their General Education Development
(GED) diplomas through a program offered at the hbrary. The library uses
the phrase "Literacy is lifelong learning'' as a theme for its literacy efforts.
A volunteer corps of more than sixty volunteers, working with a full-
time literacy coordinator, offers a variety of literacy services in addition
to the GED preparation program. The Hancock Library System's family
literacy program involves both independent and joint programs for
three- and four-year-olds and their parents or adult caregivers. The li-
brary also offers English as a second language classes, basic skills tutor-
ing, and computer skills instruction. The literacy efforts of the library
have been so successful that the Waveland Branch has recendy been con-
verted into a multidimensional family literacy center, renamed the Wave-
land Library Literacy Center by Waveland city officials.
Business
and Career
Information
Example of Needs Addressed
by This Service Response
A library that offers Business and Career Information services addresses a
need for information related to business, careers, work, entrepreneur-
ship, personal finances, and obtaining employment.
What the Library Does and Provides
The library will provide expert personal assistance, specialized electronic
and print resources, and services of interest to the business community,
to investors, to individuals who are seeking employment or who are
dealing with a changing work environment, and to individuals who are
contemplating a career move or change. Library users will be able to ac-
cess a significant amount of information v~thout visiting the library by
using the telephone, fax, e-mail, or other electronic delivery systems.
The library may provide computers, printers, and other office equip-
ment for public use; may offer special programs on business and career
topics; and may offer specialized facilities for business meetings and for
career counseling. The library may also create business and career re-
sources or may locate and organize related information on a Web page.
156
Business and Career Information
Some Possible Components of Business
and Career Information Service
· Career guidance counseling
· Job placement service
· Public use computer equipment for preparing rasum~s
· Copy or business services center
· Programs on investing, entrepreneurship, writing r~sumes, or job
interviewing skills
· World Wide Web links to business, investment, bid and
procurement, and job placement Intemet sites
Target Audiences and Service Aspects
Target Audiences
Services may be designed to meet the special needs of entrepreneurs,
small-business owners, and individuals seeking or facing a change in ca-
reer or employment.
Service Aspects
The library selecting Business and Career Information service may offer
both of these related services or may choose to concentrate on either the
business or career aspect. A library might focus on a specific component
of one of these two areas such as providing investment information or
college financial aid information.
Resource Allocation Issues to Consider
Staff
Staff providing Business and Career Information ser~ce need to develop
and maintain a good knowledge of business, financial, career, and em-
ployment topics. Formal coursework in economics or business adminis-
tration or work experience in related areas is desirable, as is education or
experience in guidance or career counseling. Staff should be highly skilled
in using a variety of computer search engines to access resources on the
Internet and other online sources.
1,58 Public Library Service Responses
Collection and Information llesources
Business and career information changes constandy, and new, up-to-
date, reliable resources need to be sought continuously. Libraries con-
centrating on specific aspects of this service, such as providing assistance
in job hunting, personal investment, or entrepreneurship, will need dif-
ferent specialized tools. Libraries need to consider the purchase of multi-
ple copies of high-demand items such as materials on r~sum~ writing,
occupational guides, and civil service or placement exam manuals.
Facilities
While some libraries provide a separate business and career information
desk, this service is often provided from the same physical space as other
reference and information services. Typically, a great deal of space and
furnishings is shared. Meeting room space for programming is important
but may also be shared with other services. Since many business and ca-
reer information resources tend to be noncirculating, adequate table
space should be provided to support in-house use of materials.
Technology
Communications technologies are particularly important for the busi-
ness aspect of this service response. The library needs a high-quality tele-
phone system and the capability of sending and receiving faxes at the
business information service desk. Copying facilities should be adequate
to meet heavy demand. Libraries may want to consider a business ser-
vices center including color copying equipment, copiers that collate, bind-
ing machines, etc. Libraries should consider offering videoconferencing
facilities. Public-use computers and printers loaded with a standard suite
of office productivity software are important for both business and ca-
reer service. The availability of telephones (including data ~ansmission
capability) and fax machines is highly desirable, as is the availability of
personal e-mail accounts through the library.
Possible Measures to Consider
When Developing Objectives
People Served
Total number of users served (measures the total number of users who
used a service during a given time period):
· Number of people who attended a business program
Business and Career Information 159
· Number of people who attended a career program
· Number of people who used library computer programs to create
r~sum~s.
Number of unique individuals who used the service (measures the total
number of unique individuals who used the ser~ce during a given rime
period, regardless of how many times they used the ser~ce):
· Number of small-business owners who indicated on a survey that
they used the library for business-related information
· Number of students who indicated on a survey that they used the
library for career-related information
· Number of unique individuals who participated in library-
sponsored job skills assessment programs
Well ~he Service Met the Neede of People ~er~ed
· Percent of people using investment materials who indicated on a
survey that the materials met their needs
· Percent of people using the career reference center materials who
indicated on a survey that the materials met their needs
· Percent of people using business reference service who indicated
on a survey that the information that met their needs was
provided to them in a timely manner
Total (/n/~ of Service Delivered
· Circulation of business materials
· Circulation of career materials
· Number of times the library's business Web page was accessed
· Number of business and career reference questions answered
· Number of consultations with small-business owners to ascertain
their business information needs
Business and Career Information Stories
Milwaukee Publi~ Librarv
(Milwaukee, Wisc. Service Population: 623,000)
The Milwaukee Public Library places extensive emphasis on both the
business and employment aspects of this ser~ce. The focal point of busi-
ness information activity is the Central Library in downtown Milwau-
160 Public Library Service Responses
kee, while activity in neighborhood libraries is expanding. Job and career
services are emphasized at three of the library's twelve branch locations.
Career and Job Information Centers located at the Atkinson, Center
Street, and Tippecanoe branch libraries offer one-stop shopping for job
seekers. Books and videotapes on r~sum~ writing are available for viewing
in close proximity to public-use computers and printers. Extensive job list-
ings are available in the large selection of local, regional, and out-of-town
newspapers as well as in periodicals and through the employment-related
Intemet sites identified by the library. Materials on starting small busi-
nesses provide a tie to the more extensive business resources that are lo-
cated downtown.
The Milwaukee Public Library extensively markets its business re-
sources through brochures, programs, and special events. Business Break-
fast Seminars at Central Library proved so successful that the series was
expanded to neighborhood libraries as well. These outreach efforts high-
light the library's comprehensive standards, patents, trademark, military
specifications, and government statistics collections and provide infor-
mation about how both print and electronic resources can be used for
practical purposes such as developing a business plan. The library pro-
vides electronic access to more than 1,000 trade and business journals.
Montrose Library District
(Montrose, Colo. Service Population: 90,000)
The public library is the best place to g9 in Montrose, Colorado, if you're
interested in making money! This community, located on Colorado's
Western Slope, has experienced a significant inflow of population by re-
cent retirees and ~migr~s from cities throughout the United States in
search of the area's rugged natural beauty, reasonable cost of living, and
the "good life." In response, the Montrose Library District has developed
a Business Resource Center at the library and has designed new services
targeted at entrepreneurs and retired investors.
Much of the library's success in these areas has been built on part-
nerships. The library works closely with the community's active Senior
Corps of Retired Executives (SCORE) group, and the library and SCORE
depend on each other as they work with would-be entrepreneurs and
with fledgling businesses. The community's established businesses con-
tributed much of the funding used to create the Business Resource Cen-
ter, responding to the library's message that by pooling funds the
community could possess a valuable economic development resource.
In addition to funding for the Resource Center, individual businesses
purchase specific materials. For example, a local investment firm donated
the funds used to purchase ValueLine.
Commons
Example of Needs Addressed
by This Service Response
A library that provides a Commons environment helps address the need
of people to meet and interact with others in their community and to
participate in public discourse about community issues.
What the Library Does and Provides
The library will provide public space for meeting and gathering that is
recognized as inviting, neutral, and safe by all individuals and groups in
the community.
The library may provide a variety of meeting and gathering spaces in-
cluding large meeting rooms, small group meeting and study rooms, and
open public spaces that invite conversation and discussion. The library
may provide electronic means of assembling, such as videoconferencing
facilities.
Some Possible Components
of Commons Service
· Large, medium, and small meeting room spaces
· Community events bulletin board or kiosk
161
162 Public Library Service Responses
~1 · E-mail accounts for the public (or information about flee e-mail
I service)
· Coffee shop or restaurant in the library
il · Videoconferencing facilities
!1 · Automated room scheduling
Target Audiences and Service Aspects
Target Audiences
A librapy could target a particular group for special attention, such as
young adults or older adults.
Service Aspects
The library could concentrate on a particular aspect of the service, such
as providing community meeting room space if it parmered with another
organization or agency to provide community-based programming on a
regular and ongoing basis.
Resource Allocation Issues to Consider
Staff
staff involved in providing Commons service need to develop and main-
tain a good working knowledge of the community. Both good people
skills and good management skills are required. A good knowledge of
audiovisual equipment is necessary, as are good public relations skills. It
is important to consider the amount of maintenance assistance required
to handle frequent meeting room setup and cleaning. Libraries with mul-
dple facilities may need an events or meeting facilities coordinator.
Collection and Information I~esources
Many resources are important in that they are often the drawing point
that brings people into the library.
Facilities
Commons is the idea of the library as an important public place in the
community. Meeting spaces of various sizes designed for a variety of
Commons 163
purposes are critically important to this service. Meeting rooms should
be designed to allow for their use after library hours without compro-
mising the security of the rest of the facility. Kitchenette and catering
staging space should be provided adjoining large meeting rooms. Inno-
vative approaches to creating unique environments such as coffee bars
should also be considered. Parking available at or near the library should
be adequate to handle the traffic generated by full capacity meeting
room use in addition to parking required to support other library use.
Technology
Traditional audiovisual technologies such as videocassette recorders, tele-
visions, overhead projectors, and microphones are heavily used in a library
providing a Commons environment. Video projection and videoconfer-
encing facilities should be considered. Meedng room facilities should be
equipped with adaptive technologies to help the visually and hearing-
impaired fully participate in meetings.
Possible Measures to Consider
When Developing Objectives
People Served
Total number of users served (measures the total number of users who
used a service during a given time period):
· Number of people who attended programs in library meeting
rooms
· Number of people who attended exhibitions in the library gallery
· Number of people who attended videoconference programs in the
library
lfow Well the Service Met the Needs of People Served
· Percent of organizations using library meeting rooms that
indicated on a survey that the spaces, equipment, etc., met their
needs
· Percent of individuals attending events in library meeting rooms
who rated the event as satisfactory or excellent
· Percent of individuals who used the automated room reservation
service who rated the service as satisfactory or excellent
164 Public Library Service Responses
To~al (/n~ of Service Del/~ered
· Number of meetings or events presented by staff
· Number of meetings or events offered by other organizations or
groups
· Number of community organizations that used library meeting
rooms
Commons Stories
Detro/~ Lakes Public Library
(Detroit Lakes, Minn. Service Population: 12,000)
The Detroit Lakes Public Library likes to think of itself as the "intersec-
tion of the community." Approximately 1,200 people attend the nearly
200 meetings and conferences that take place in the library's two meeting
rooms (one with video teleconferencing capability) and four conference
and study rooms each month. Library-sponsored programs are inter-
spersed with heavy use of library facilities by community groups, busi-
nesses, and individuals.
An ongoing series of library-sponsored programs called the Great
Minds Appreciation Discussion Circle (funded in part by the Minnesota
Humanities Commission) explores topics ranging from "Is Civility in
Politics Possible?" to "Does Poetry' Matter?" This series has an intergen-
erational flavor as young people of junior high school age and older are
encouraged to participate along with adults. Some years ago the library
initiated a one-day nonreligious, nonpolitical community holiday called
Mid-summer Celebration. This annual celebration includes music, danc-
ing, a Swedish maypole, craft demonstrations, foods, and arts.
Public £ibrar~es of Saglnaw
(Saginaw, Mich. Service Population: 137,920)
The public library in Saginaw, Michigan, has people talking. People
aren't just talking about the library, they're doing something even more
important--talking to each other! The library has a long tradition of
community involvement with organizations such as the school dis~ict,
local academic institutions, and the local chamber of commerce, but re-
cendy it has put a new "spin" on cooperation with the formation of Sag-
inaw Parmers in Networking (SPIN). SPIN creates an electronic community
commons.
The library has been the major force in organizing Saginaw's new
electronic community network. Bringing organizations as diverse as the
Commons
Catholic Diocese of Saginaw, the Michigan Employment Security Com-
mission, the Mid-Michigan Hispanic Business Association, and St.
Mary's Medical Center together with more t~aditional educational and
governmental parmers has had the effect of redefining the word "com-
munity.'' United in their efforts to develop SPIN, more than sixty organi-
zations in the community have learned more about each other, the
Internet, and Web pages.
The library, already seen as the local Internet expert, has provided
that expertise to the entire community. At the same time, the library has
enhanced its position as the community agency that collects, organizes,
maintains, and disseminates community information.
Sump Memor/al L/brary
(Papillion, Nebr· Service Population: 14,900)
When the new Sump Memorial Library opened in December 1996, Pa-
pillion, Nebraska, gained much-needed public meeting and gathering
space. The 23,000-square-foot building includes one large meeting room
(which can hold up to 100 people and can be subdivided), a children's
story and activity room (for up to twenty-five children doing crafts), two
conference rooms (for eight to ten people), four small study and tutoring
rooms, and a computer laboratory with sixteen computer workstations.
The building's meeting room facilities have been in constant demand
since the building opened, despite the fact that the library did little to ad-
vertise its availability.
The Sump Memorial Library is the site of noncredit community col-
lege courses, investment club meetings, neighborhood association meet-
ings, support group meetings, and a multitude of other events. The
library is also starting to become a popular meeting place for statewide
meetings. It has recendy hosted events sponsored by the Nebraska
Council of Estate Planning Attorneys, the Nebraska Library Commis-
sion, and the Nebraska Library Association.
The library has a full-time information systems manager who teaches
classes on using the Intemet and creating World Wide Web home pages.
The computer lab is open to the public for personal computing needs
when library-sponsored classes are not in session. While the library
sponsors its own programming in addition to the computer and Intemet
training--notably a wide variety of children's activities and storytimes--
the majority of the meeting room use is by community organizations.
Community
Referral
Example of Needs Addressed
by This Service Response
A library that offers Community Referral addresses the need for informa-
tion re[ated to services provided by community agencies and organizations.
What the Library Does and Provides
The library will establish ongoing relationships with community organi-
zations and local governmental agencies. The library will develop and
maintain or will facilitate the development and maintenance of a data-
base of available services and the qualifications for receiving those ser-
vices. The library will provide easy, convenient, confidential access to the
information in a variety of ways such as wa~k-in service, toll-free tele-
phone service, or Internet access.
The library may provide intake and assessment forms from referral
agencies, and library staff may conduct initial interviews or provide
follow-up with clients and agencies to determine whether services were
provided that met the individual's need.
Some Possible Components
of Community Referral Service
· Community information database
· Twenty~four-hour information and referral line
166
Community Referral 167
· Dial-in access to community resource files
· Electronic access to community resource files through computer
kiosks in public places such as malls, post offices, and schools
· Counseling and follow-up tracking service
· Three-way telephone capabilities to link users with service
agencies or to provide for translating between library staff and
customers
Target Audiences and Service Aspects
Target Audiences
The library offering Community Referral service could target its service
to a segment of the population by providing high-level referral service
only to agencies assisting young people, to the unemployed, or to
groups that speak certain languages.
Service Aspects
The library could focus on a single aspect or on several aspects of the
service through parmerships with other organizations or agencies. For
example, the library might build and maintain the community database
while another organization provides staff to handle in-person and tele-
phone contacts as well as counseling. Another approach would be to
concentrate on a particular type of community referral service, e.g.,
child-care providers, services for seniors and retirees, etc.
Resource Allocation Issues to Consider
Staff
Staff providing Community Referral service need to develop and maintain
a good working knowledge of the community the library serves and ex-
tensive knowledge of community agencies and their services. Staff also
need excellent computer skills and experience working with computer
databases. A social work or counseling background is an asset. Clerical
staff to do data entry may be required if the library is maintaining a large
community information database. The abihty to communicate in multiple
languages, including American Sign Language, is highly desirable.
168 Public Library Service Responses
(~ollection and Information Hesourcee
To a large extent, Community Referral service depends on information
resources created or maintained by the library. Quickly changing infor-
mation rather than the static information found in monographs is most
important to the service. Some directories of services are used; however,
this information rapidly becomes out-of-date. Information should be
available in the languages spoken by people in the library's service area.
Facilities
The provision of Community Referral service sometimes involves the
exchange of confidential information. Facilities should be designed to al-
low for some degree of privacy between the user and the library staff.
The facilities requirements for this service response are minimal, with the
exception of adequate electrical and network wiring to support the com-
puters needed to host the community resources database if the library is
providing access by telephone or through a dialdn service.
Technology
The value of a community resources database can be magnified if the in-
formation is made available to the public without having to visit the li-
brary. Providing dial-in or World Wide Web access to the information
can be very helpful to potential users who are unable to use the library
during normal business ho~ars. A computer large enough and fast enough
to host the database and a computer network capable of distributing the
database throughout the community are desirable. Some computers
should be equipped with adaptive technologies that allow visually and
hearing-impaired people to access resources.
Possible Measures to Consider
When Developing Objectives
People Served
Total number of users served (measures the total number of users who
used a service during a given time period):
· Number of people who used community referral services
· Number of people successfully referred to a community agency
· Number of people who received information about local services
Community Referral 169
Well the Service Met the Needs of People Served
· Percent of people who used the community referral service who
indicated on a survey that the service was provided in the
language of their choice
· Percent of people who used the community referral service who
indicated on a survey that they received the information they
needed
· Percent of people who used the community referral service who
indicated on a survey that the service they received was
satisfactory or excellent
Total Units of Service Delivered
· Number of dines the community referral Web page was accessed
· Number of community referral questions answered
· Number of presentations by library staff describing community
referral services
· Number of different brochures or flyers produced by the library as
part of community referral service
· Number of agencies receiving updated information from the library
Community Referral Stories
Kootenai-Shoshone Area Libraries
(Hayden, Idaho. Service Population:
The Kootenai-Shoshone Area Libraries have been providing some form
of information and referral service for many years using a traditional all-
paper system. Knowing that there was a better way, the library decided
to do more than simply computerize its records. The library decided to
advocate for a new system that would improve the quality, quantity, and
accessibility of important community information as well. The result of
the library's parmering with the Kootenai Medical Center, North Idaho
College, Coeur d'Alene Public Library, Post Falls Public Library, and a
host of other community organizations was the development of North
Idaho Communities Online (NICON).
The library's community resource files concentrate on services to high
school and community college students, the elderly, newcomers to the
area, and area residents with low incomes. The addition of the Medical
Center Library and the North Idaho College Library to the system means
"1 ?0 Public Library Service F~esponses
that the public now has access to additional health, consumer, and educa-
tional resources that were unavailable in the past. In addition, this wealth
of local community information is available both through the Internet and
through the NICON free-net nearly twenty-four hours each day. Users of
the svstem from five northern Idaho counties can receive flee NICON e-
mail 'accounts that enable them to communicate with the libraries and in
many cases with the service agencies quickly and without cost.
Spartanhur~ Count~ Public Lihrar~
(Spartanburg, S.C. Service Population: 240,000)
The status of information about community services in the Spartanburg,
South Carolina, area was fairly typical in the late 1980s when a group
called the Spartanburg Consensus Project approached the library about
taking on the role of gathering, organizing, and disseminating commu-
nity service information electronically. The library, the United Way, the
board of education, and many other community groups all maintained
some information and provided some level of public access to their re-
sources. The Consensus Proiect, a group of community leaders and pub-
lic officials, recognized that the public would be well served if the
collection and distribution of this important information was more coor-
dinated. These community leaders also recognized that the library had
information professionals who could do this job well.
Building on the fact that the library already had a library automation
system from a vendor that also offered an information and referral mod-
ule, the library applied for and received a Library Services and Construc-
tion Act grant to cover some of the initial start-up costs of the proiect.
Now, a number of years later, the size of the database has grown to more
than 4,000 records, and dial-in use, which averaged about five or six a
day when the system was established, now routinely exceeds 100 daily.
The library also generates a printed Directory of Clubs, Organizations, and
Services from the computerized database each year.
Berl~ele¥ Public Lil~rar~
(Berkeley, Calif. Service Population: 104,900)
If you need to know where to turn for help or if you need information
about an organization in Berkeley, California, all you need to do is look
in the BIN, the Berkeley Information Network, a database of more than
3,600 local organizations that has been in operation since 1980.
BIN includes information about nonprofit organizations, clubs, gov-
ernment agencies, and other neighborhood and community groups. Ex-
tensive subject indexing allows BIN users to locate information on local
museums, services for people with disabilities, recycling, legal aid,
Community Referral 171
schools, and emergency medical and dental services. Information con-
tained in the database is collected, compiled, edited, entered, and in-
dexed by library staff.
The library makes it easy to access the BIN. Library users can get the
information themselves through the online public access catalog. Direct
telephone help is also available whenever the library is open, and com-
puter dial-in service is available twenty-four hours per day. Telnet Inter-
net access is also provided.
Consumer
Information
Example of Needs Addressed
by This Service Response
A library that provides Consumer Information service addresses the need
for information to make informed consumer decisions and helps resi-
dents become more self-sufficient.
What the Library Does and Provides
The library will provide expert assistance and specialized electronic and
print resources to individuals who are interested in becoming more
knowledgeable consumers and to individuals who need to make impor-
tant consumer decisions. The library will offer resources that include crit-
ical reviews of products and services and wholesale price guides for
durable goods. The library will also offer access to information on main-
taining and repairing consumer goods.
The library may provide programs on topics such as health, nutri-
tion, child care, and consumer affairs. The library may offer practical
pamphlets, booklets, and electronic access to resources produced by
operative extension agencies, governmental entities, and consumer ad-
vocacy organizations. The library may also create its own consumer
resources such as informational brochures, or it may locate and organize
consumer-related information on a Web page.
172
Consumer Information 173
Some Possible Components
of Consumer Information Service
· Special programs on health, legal, or consumer topics
· Library Web page on consumer issues
· Library-produced publications and flyers on consumer topics
· Consumer complaint hodine
· Teletext service on consumer topics
· Consumer affairs bulletin board
Target Audiences and Service Aspects
Target Audiences
The library could focus its efforts on serving target populations such as
teen-age mothers or seniors on fixed incomes.
Service Aspects
The library offering Consumer Information service could narrow its em-
phasis to a specific topic such as health information. It could focus on
providing information needed to repair and maintain durable goods such
as automobiles and washing machines.
Resource Allocation Issues to Consider
Staff
Staff involved in providing Consumer Information service need to de-
velop and maintain a good knowledge of consumer, health, nutrition,
and legal topics. They need to be highly skilled in database searching and
should be familiar with a variety of computer search engines to access re-
sources on the Internet.
Collection and Information Resources
Some aspects of Consumer Information service demand up-to-date re-
views of consumer goods found in periodicals and from online sources.
Other aspects of the service call for maintaining significant retrospective
174 Public Library Service Responses
collections of repair manuals. Web sites, newsletters, and other publica-
tions from governmental agencies, universities, and nonprofit organiza-
tions also contain valuable consumer information.
Facilities
Facilities for providing Consumer Information service should be de-
signed to allow for some degree of privacy between the user and the li-
brary staff. Consumer Information service is often provided from the
same physical space as other reference and information services. Typi-
cally, a great deal of space and furnishings is shared. Adequate table
space for use of noncirculating materials is essential. Meeting room
space for programming is important but may also be shared with other
services. Display racks should be provided for distribution of brochures
and other free consumer publications.
Technology
A great deal of consumer information is available from online sources.
Libraries offering this service need to provide physical space that can ac-
commodate computers and printers. A copy machine or machines
should be provided in close proximity to print resources. Standard pro-
gramming tools such as an overhead projector, screen, and video play-
back and projection equipment should be available in the library's
meeting facilities.
Possible Measures to Consider
When Developing Objectives
People Served
Total number of users served (measures the total number of users who
used a service during a given time period):
· Number of people who attended consumer information programs
Number of unique individuals who used the service (measures the total
number of unique individuals who used the service during a given time
period, regardless of how many times they used the service):
· Number of unique people who receive the library's consumer
information newsletter
Consumer Information 175
Well ~he Ser~ioe Met ~he Needs of People Served
· Percent of people who used consumer information materials who
indicated on a survey that the materials were useful to them
· Percent of people who used consumer information reference
materials who indicated on a survey that the materials met their
needs
· Percent of people who used consumer information services who
indicated on a survey that the information was provided in a
timely manner
· Percent of people attending consumer information programs who
indicated on a survey that the program was satisfactory or
excellent
Total llnits of Service Delivered
· Circulation of consumer information materials
· Number of dines the consumer information Web page was
accessed
· Number of unique consumer book lists produced
· Number of consumer information reference questions answered
· Number of calls received on the library-sponsored teletext
consumer information line
Consumer Information Stories
Ann Arbor District Librar~
(Ann Arbor, Mich. Service Population: 137,000)
Whether you're interested in the health benefits of citrus fruits or you're
concerned that the new car you just bought is a lemon, the Ann Arbor
District Library has just the information you need. The information may
be in a reference book, in a magazine, in a pamphlet, or on the Intemet,
but chances are good that you'll find what you want quickly and easily
because this library's consumer information resources are organized with
the customer in mind!
The Ann Arbor Library has traditionally maintained a consumer in-
formation table at the Main Library and at each of its three branch loca-
tions. In fact, the approach of gathering reference resources on particular
topics together on large index tables has been used over the years with
college resources, investment resources, and a number of other topical
Public Library Service Responses
areas as well. When the library began designing its outstanding World
Wide Web page, it decided to build on its success in creating topical in-
terest centers. Whether you're using the library's consumer resources in
person or you're accessing them on the Internet, you'll find information
grouped in the same way. The Ann Arbor Web page has a consumer in-
formation page that contains resources for evaluating products, con*
sumer protection information, health information resources, and so on.
Just because many resources are now available electronically doesn't
mean that the library has forgotten the value of its print resources. Each
subsection of the consumer Web page is divided into several sections.
The check-out section describes books and other resources that can be
found at the library, the second section provides a link to electronic re-
sources such as periodical indexes, and the third section links the user to
related World Wide Web sites.
Plainedge Public Library
(Massapequa, N?L Service Population: 20,000)
Most people think about getting information from the library off the
shelf, over the desk, or on the telephone. In recent years, delivery by fax
and over the Internet has been added to the delivery mechanisms used
routinely by libraries. However, if you ask most Plainedge (N.Y.) School
District residents how they received the most recent consumer informa-
tion from the library they'd point to their mailbox! The Plainedge Public
Library has been sending a variety of library and consumer information
newsletters and publications directly to the 6,250 households in the
Plainedge School District for nearly twenty years.
After conducting a number of community surveys and reviewing de-
mographic projections for the community in 1976, the library was con-
cerned with the potential impact that a decline in the numbers of two
major categories of users, young children and at-home mothers, would
have on library use. In their effort to develop new audiences for library
services, the idea of providing consumer information through newslet-
ters mailed directly to area residents was born.
The library mails three different library publications that contain
some consumer information content. The Library Newsletter, mailed six
rimes a year, contains one or two pages of consumer bulletins on a vari-
ety of general interest topics. The Community Courier, started because the
school district doesn't have a local newspaper, is mailed quarterly and
generally includes energy and ecology bulletins in addition to other in-
formation of importance to the community. The third publication, News
for the Consumer, is distributed six to seventeen times each year, depend-
ing on funding. News for the Consumer provides four to twelve pages of in-
formation on topics such as health, money management, and nutrition.
Library staff compile the content for these publications primarily from
Consumer Information 177
public domain materials and government documents; however, they of-
ten secure permission and occasionally pay royalties to reprint copy-
righted articles.
Chula Iflsta Public Library
(Chula Vista, Calif. Service Population: 153,000)
Most people would probably associate the words "health," "baby,~ and
"mom" with a health-care clinic, but for Hispanic women in Chula Vista,
California, the words are connected to an exciting new service available
through the public library. The Virtual Reference Network program pro-
vides multimedia health resources in Spanish at workstations in the li-
brary and over the World Wide Web.
The program, which targeted Hispanic women with lower reading
skills in English and Spanish, was initially called Healthy Baby/Healthy
Mom. It provided a presentation that combined video, images, and
sound in Spanish and English narration to overcome the need for print
literacy. A subsequent development included migrating to an online, col-
laboratively built database with local content available via the World
Wide Web. While women and their health needs continue to be a pti-
mary focus, jobs and education have also been added.
Cultural
Awareness
Example of Needs Addressed
by This Service Response
A library that offers Cultural Awareness service helps satisfy the desire of
community residents to gain an understanding of their own cultural her-
Rage and the cultural heritage of others.
What the Library Does and Provides
The library will provide in-depth collections of materials and resources in
many formats and will offer programs and special displays that reflect
the cultural heritage of populations in the library service area.
The library staff may be multilingual. Print materials, media materi-
als, the library's online catalog, other electronic resources, and cultural
programming may be offered in the languages spoken or read by the res-
idents of the community. The library may also offer resources and ser-
vices that promote awareness of cultures in addition to those represented
in the community.
Some Possible Components
of Cultural Awareness Service
· Ethnic resource centers
· Library catalog, publications, and collections in several languages
178
Cultural Awareness 179
· Lectures and book discussion groups
· Performance and exhibit space
· Cultural fairs and exhibits
· Dramatic, musical, and dance performances
· Diversity and cultural sensitivity forums
Target Audiences and Service Aspects
Target Audiences
Cultural Awareness service could be provided for ail people in the com-
munity or could be targeted at specific age groups such as seniors or chil-
dren in the intermediate grades.
Service Aspects
A library might concentrate on reflecting a particular culture represented
in the community or it could focus on the literature or performing arts of
a culture or cultures.
Resource Allocation Issues to Consider
Staff
Staff providing Cultural Awareness service need to develop and maintain
a knowledge of and sensitivity to various cultures, especially those repre-
sented in the community the library serves. Staff should specifically have
a good background in literature and in the arts. The ability to understand
and speak languages spoken in dae community is crucial, as are good
public relations and organizational skills. Staff need a good working
knowledge of audiovisual equipment. It is also important to consider the
amount of maintenance assistance required to handle frequent meeting
room setup and cleaning.
C~ollection and Informadon I~esources
The collection and information resources supporting Cultural Awareness
service usually include offerings in many formats and languages. The his-
tory, traditions, prominent historical and contemporary figures, and issues
related to specific cultural groups should be a focus of in-depth collections.
In addition to maintaining a collection of print materials representing the
180 Public Library Service Responses
I'
literature of a culture, materials such as video and audio recordings that
capture performance arts are usually included. Libraries may also collect
visual arts such as paintings and sculpture or may make these art forms
available as computer images. Highly desirable are World Wide Web ac-
cess and links to cultural sites in English, in other languages, and within
and outside the United States.
Faoili~es
Performance and display space is critical for libraries providing Cultural
Awareness service. Meeting rooms, a gallery, or display space should be
provided. Good acoustics and a raised stage for performances are assets.
Multilingual signage is an important consideration if the library serves a
significant non-English-speaking population or users for whom English
is a second language. Facilities that allow for public participation in arts
and crafts projects should also be available. Parking available at or near
the library should be adequate to handle the traffic generated by full-
capacity meeting room use, in addition to parking required to support
other library use.
Technology
A full range of technologies used by performers should be provided. A
high-quality sound system capable of accepting a variety of inputs and
video display or projection equipment are essential. Theatrical lighting
and videotaping and editing equipment may also be provided. Since
many cultural resources are available on CD-ROM and from the Inter-
net, the library should supply multimedia computers capable of sound
and of displaying high-resolution graphics. Meeting room facilities
should be equipped with adaptive technologies to help the visually and
hearing-impaired as well as non-English-speaking populations fully par-
ticipate in meetings and activities.
Possible Measures to Consider
When Developing Objectives
People Served
Total number of users served (measures the total number of users who
used a service during a given time period):
· Number of people who attended cultural awareness programs
· Number of people who attended cultural awareness exhibits
Cultural Awareness 181
Number of unique individuals who used the service (measures the total
number of unique individuals who used the service during a given time
period, regardless of how many times they used the service):
· Number of unique individuals who participated in the cultural
awareness book discussion group
~low Well the Service Met the Needs of People Served
· Percent of people who used cultural awareness materials who
indicated on a survey that the materials were useful to them
· Percent of people who used cultural awareness services who
indicated on a survey that the information was provided in a
timely manner
· Percent of people who attended cultural awareness programs who
indicated on a survey that the program was satisfactory or
excellent
Total (Inita of Service Delivered
· Circulation of materials from designated cultural awareness
collections
· Number of times the cultural awareness Web page was accessed
· Number of unique cultural awareness book lists produced
· Number of cultural awareness displays created
· Number of cultural awareness programs presented
· Number of languages in which library brochures are produced
Cultural Awareness Stories
Queens Borough Public I. ibrarv
(Jamaica, N.Z Service Population: 1,950,000)
The Queens Borough Public Library serves what may be the most ethni-
cally diverse population in the nation. More than 40 percent of the adults
in Queens speak a language other than English, and the library maintains
book collections in no fewer than thirty languages. Many of the residents
of Queens are recent immigrants from Asia, Africa, Europe, Latin Amer-
ica, and the Caribbean. The library's New Americans Program (NAP)
seeks to engage these new residents by providing programs celebrating
the arts and literature of their homelands. Music, dance, story telling,
and puppeuy are just a few of the art forms that are kighlighted.
"182 Public Library Service Responses
The library believes that its cultural awareness services and especially
its programming serve a dual purpose. First, they make new residents feel
welcomed by the library, and therefore more likely to use other services.
Second, the programming presents other Queens residents with the op-
portunity to learn more about their new neighbors through cultural events.
The New Americans Program always tries to attract an audience that in-
cludes about 60 percent of the featured ethnic or cultural group and 40
percent from the balance of the Queens community.
The New Americans Program also has a coping skills component.
Lectures and workshops in the language of the target audience are held
on topics ranging from stress management to child care, from how to
start a business to learning about diabetes.
L. E. Phillips Memorial Public Library
(Eau Claire, Wisc. Service Population: 90,500)
People learn about their world and its people in numerous ways. The
L. E. Phillips Memorial Public Library provides a gateway to the world
through the exploration of literature, history, arts, and poetry for resi-
dents of the Eau Claire, Wisconsin, area. Over the last twenty years, the
library has offered hundreds of opportunities for discovery, including
lecture series, film series, exhibits, discussion groups, and a variety of
other humanities programs for people of all ages. Care is taken to pro-
vide collection resources to support these programs.
The library was one of nineteen pilot sites for the American Library
Association's (Al.A) Writers Live at the Library series. This series included
writers' workshops and readings by notable regional authors. Partici-
pants in other programs have explored the one entided Genius of Toni
Morrison; they've looked at the portrayal of Native Americans in the cin-
ema; and viewed the Voices and Visions program on modern American
poets. Junior and senior high school students have been exposed to liter-
ature and the arts through special readings, workshops, and programs
designed with this specific audience in mind.
The L. E. Phillips Library is constandy writing and receiving grants
from a variety of sources including the Wisconsin Humanities Council;
the National Endowment for the Humanities (NEH) and the Lila Wallace-
Readers Digest Fund through the Public Programs office of the American
Library Association; and the Lannan Foundation. The library collaborates
with many other organizations to make its humanities programming a
reality. Discussion leaders are often recruited from the faculty of the Uni-
versity of Wisconsin-Eau Claire, and many programs are joindy spon-
sored by the Eau Claire Community Alliance, which includes the library,
the university, the public schools in the area, and the Chippewa Valley
Museum.
Current Topics
andTitles
Example of Needs Addressed
by This Service Response
A library that provides Current Topics and Titles helps to fulfill commu-
nity residents' appetite for information about popular cultural and social
trends and their desire for satisfying recreational experiences.
What the Library Does and Provides
The library will provide a current collection with sufficient copies of ti-
tles in high demand to ensure customer requests are met quickly. Materi-
als will be offered in the formats and in the languages people want and
will be selected primarily on the basis of local demand. The library's col-
lections will be organized in ways that make items easy to find and will
be merchandised to the public through the use of displays and display
shelving. Staff knowledgeable of the content of best-selling titles and the
style of popular authors and performers will offer expert guidance to the
public. The library will monitor prepublication review sources and pub-
lisher advertising campaigns to anticipate public demand. The library
may t~ack personal appearances, media appearances, publicity tours of
authors, and the schedules and media reviews of artists' performances
for the same reason. The library may offer programs such as book talks,
book sighings, performances, and exhibits that promote current and
forthcoming releases.
183
184 Public Library Service Responses
Some Possible Components
of Current Topics and Titles Service
· Book talks
· Author book sighings
· Readers' advisory services
· Preview stations for videos and recordings
· Display shelving
· Drive-through check-out or return
Target Audiences and Service Aspects
Target Audiences
Current Topics and Tides can be targeted to the general adult public as
well as to other age groups such as young adults or children.
Service Aspects
A library could choose to narrow the scope of this service by offering a
current popular collection of materials in a particular format such as video.
Resource Allocation Issues to Consider
Staff
Staff providing Current Topics and Tides service need to be knowledge-
able about popular culture and literature. Staff will need to spend a sig-
nificant amount of time keeping current with what's in and what's out.
Staff members should have broad personal interests and should fre-
quently read, view, and listen to the types of materials the public is de-
manding. Skill in marketing and merchandising, including public
relations, is an asset.
Collection and Information Resources
Popular demand is the primary criteria for the collection that supports
Current Topics and Tides service, and consequendy the collection
should reflect library user preferences. Nonfiction and fiction tides, pa-
perbacks and hardbound books, popular magazines, and nonprint mate-
rials such as video and audio formats should be provided. Libraries may
CurrentTopics andTitles 1 ~
offer CD-ROMs, multimedia kits, puppets, and computer games. Quan-
tities of popular tides in all formats should be sufficient to make the li-
brary a dependable source of high-demand items.
Facilities
Display shelving, display end panels, and other furnishings that allow for
the effective merchandising of materials should be provided. Broad aisles
that encourage browsing should be a standard design feature. A pleasant
atmosphere should be created by providing comfortable chairs and ex-
cellent lighting. Innovative approaches to creating unique environments,
such as coffee bars, should be considered.
Technology
Computers can assist staff in providing a high level of readers' advisory
service. For example, library users can be supplied with information about
authors, musical performers, or movie producers who share a similar style.
Offering this type of special service through a library Web page or pages
should be considered. Libraries may offer listening and viewing facilities
for browsing and previewing purposes. The online public access catalog
should be available by dialing in from home and should offer services such
as patron-initiated holds. The library might provide access to commercial
online services that provide fiction readers' advisory assistance.
Possible Measures to Consider
When Developing Objectives
People Served
Total number of users served (measures the total number of users who
used a service during a given time period):
· Number of people who attended programs related to current
topics and titles
· Number of people who attended exhibits related to current topics
and tides
Number of unique individuals who used the service (measures the total
number of unique individuals who used the service during a given time
period, regardless of how many times they used the service):
· Number of unique individuals who participated in the library-
sponsored new foreign films discussion group
Public Library Service Responses
· Number of unique people who participated in at least one of the
library-sponsored new books discussion groups
Well the ServiGe Alet the Needa of People Served
· Percent of people who used the current fiction collection who
indicated on a survey that the materials were useful to them
· Percent of people who used the video collection who indicated on
a survey that the collection met their needs
· Percent of people who used the media collection who indicated
on a survey that they almost always were able to find something
of interest
· Percent of people who indicated on a survey that they used the
library to obtain recreational materials
Total Units of Service Delivered
· Circulation of new books
· Circulation of books on tape
· Number of times the readers' advisory database was accessed
· Number of unique current titles and topics book lists produced
· Number of current topics and titles displays created
Current Topics and Titles Stories
Wesdake Porter Public Library
(Westlake, Ohio. Service Population: 30,000)
The Westlake Porter Public Library subscribes to the notion that it takes
more than just a good collection of recent materials to offer high-quality
Current Topics and Titles service. The library places great emphasis on
customer satisfaction in everything it does, and customer satisfaction in
this service area requires excellence in readers' advisory service. Each
monthly readers' advisory meeting includes a presentation and discus-
sion of a different genre or reading topic. Public service staff members
make the presentations on which the discussion is based.
The library also offers Novelist on its Internet stations. Additionally,
the library staff have been active in building its own database into a pow-
erful readers' advisory tool that is used independently by the public and
by the staff in assisting library customers. The Westlake Porter Public Li-
brary distributes 1,000 copies of a publication called Book Page each
month. The library's name, logo, and information about its services are
CurrentTopics andTitles 187
imprinted on the front and back covers of this commercial tabloid, which
covers new and forthcoming tides.
Another example of the library's attention to customer satisfaction is
its policy of buying one additional copy of a tide for every two reserves
that are placed on an item. Additional copies are purchased through local
retail outlets if it appears that normal supply channels w~il delay getting
the materials on the shelf. Weeding in the popular materials collection
takes place at least five times each year. Surplus copies of popular tides
are sold by the Friends of the Library for $3 each while they are still rela-
tively new, but supply exceeds demand.
Churchill County library
(Fallon, Nev. Service Population: 21,000)
The odds are in your favor if you're looking for something good to read,
view, or listen to in Fallon, Nevada. The Churchill County Library prides
itself on being very responsive to public demand and has a collection and
usage statistics that reflect its success. The library enioys a circulation per
capita of nearly seven in spite of having a staff of less than seven I~ll-dme
equivalents.
Employment in the Failon area is dominated by the Navy and by
mining companies. Pay scales are relatively iow; there are many children
and at-home moms in the area; and inexpensive recreational opportuni-
ties are fairly limited. The library fills a real need by supplying recre-
ational reading materials, videotapes, books-on-tape, and audio compact
discs. Circulation of videos accounts for more than 10 percent of the li-
brary's total circulation. The library has also developed significant collec-
tions of inspirational and Christian fiction in response to popular
demand. The recent addition of public Internet service has added a new
dimension to Current Topics and Titles service. Library users can now lo-
cate up-to-date information on hot topics such as news, sports, music,
Current Topics and Tides service isn't limited to adults either. The ii-
brary is an active participant in the Nevada Young Readers program. As
part of this program, kids cast votes for their favorite books through their
public and school libraries. The library always keeps a good supply of
the popular tides identified by the children themselves on hand. The li-
brary offers two sto~y rimes each week for three- to five-year-old chil-
dren and sees these programs as the means of creating new readers.
Formal Learning
Support
Example of Needs Addressed
by This Service Response
A library that offers Formal Learning Support helps students who are en-
rolled in a formal program of education or who are pursuing their educa-
tion through a program of homeschooling to a~tain their educational goals.
What the Library Does and Provides
The library will provide informational resources, personal assistance, and
educational tools such as computers that further the educational
progress of students. Library activities and materials will support the cur-
ricular objective~ of a teaching institution or institutions. The library will
also provide physical facilities conducive to learning.
The library will provide Intemet access and may offer access to other
instructional technologies such as multimedia computers with educa-
tional software, educational videos, and distance education equipment
and facilities. Expert assistance with homework, tutoring in specific sub-
ject areas, and help with other school projects may be offered. Facilities
may include group study rooms and computer laboratories. Formal co-
operative agreements and con~acts may be in place between the library
and educational institutions.
188
Formal Learning Support 189
Some Possible Components of Formal
Learning Suppor~ Service
· Specialized curriculum-based collections
· Homework help center
· Computer laboratory
· Tutoring
· Group study facilities
· World Wide Web site v/~th links to curriculum and other
educational sites
Target Audiences and Service Aspects
Target Audiences
Formal Learning Support can be provided for all students in a community
or it can be targeted to a specific group or groups of learners. For example,
one library may decide to support preschool students, a second may con-
cent~ate on students in kindergarten through grade 3, and yet another li-
brary may support the learning efforts of community college students. A
library could design a program targeted at ser'/mg homeschoolers.
Service Aspects
It is possible to focus on an aspect of serv°~ce such as providing homework
assistance or offering tutoring in a particular subject such as reading.
Resource Allocation Issues to Consider
Staff
The staff in a library providing Formal Learning Support service should
have a good knowledge of how individuals in their target audience learn
and about the topics they are studying. For example, if a library has de-
cided to focus on learning support for very young children enrolled in
preschool programs, staff should have a working knowledge of early
childhood education principles and methods. Staff need to develop and
maintain a good knowledge of the curricular goals of the educational in-
stitutions supported.
190 Public Library Service Responses
Collection and Information Resources
The collection and information resources needed to provide Formal
Learning Support depend greatly upon the targeted audience. Libraries
typically concentrate on providing materials that supplement rather than
duplicate the resources available in institutions of formal learning; how-
ever, the library may also offer a collection of textbooks (sometimes pro-
vided by the schools) for reference purposes. Materials in a variety of
nontraditional formats such as instructional videotapes, educational
games, educational computer sof~ware, models, and multimedia are pro-
vided. Graphical World Wide Web access may be provided.
Facilities
Libraries offering Formal Learning Support should provide facilities that
are conducive to learning. Space for individual study as well as group
study rooms is typically provided. Computer labs or workstations
equipped to allow students to complete homework assignments may be
offered. Formal classroom space may be offered. The library may be the
site from which students participate in coursework offered using dis-
tance education technologies. The library may also use this classroom
space to offer bibliographic instruction or training related to locating
high-quality, relevant information on the Internet.
Technology
The use of technology in teaching has become more closely integrated
with content and instruction. Consequendy, libraries offering Formal
Learning Support should provide appropriate technologies that enable the
people in their target audience to learn. World Wide Web access, computer
labs, and distance education have already been mentioned above. Library
staff members need to be knowledgeable in the use of technological re-
sources and must be able to teach students to use these resources.
Possible Measures to Consider
When Developing Objectives
People Served
Total number of users served (measures the total number of users who
used a service during a given time period):
· Number of people who attended formal learning support
programs
Formal Learning Support 191
Number of unique individuals who used the service (measures the total
number of unique individuals who used the service during a given time
period, regardless of how many times they used the service):
· Number of elementary school students registered in the
homework help program
~low Well ~he Service Met the Needs of People Served
· Percent of students who used the library for homework assistance
who indicated on a survey that the library services and materials
met their needs
· Percent of people who used formal learning support information
services who indicated on a survey that the information was
provided in a timely manner
· Percent of people who attended formal learning support programs
who indicated on a survey that the program was satisfactory or
excellent
To~al Ilni~s of Service Delivered
· Number of presentations made in schools that describe and
promote the library's formal learning support services
· Number of times the formal learning support Web page was
accessed
· Number of unique book lists produced for homeschoolers
· Number of formal learning support displays created
· Number of classes held in the library computer lab
Formal Learning Support Stories
DeForest Public Library
(DeForest, Wisc. Service Population: 6,000)
The DeForest Public Library may not have an imposing building, but
what goes on inside the walls of this storefront library may be more im-
portant to the future of this middle-class community of 6,000 than any-
thing else that happens in town. Since 1993, the DeForest Public Library,
in cooperation with the DeForest Area School District, has been a part-
ner in an extensive program of learning support services to young chil-
dren and their caregivers.
192 Public Library Service Responses
The partnership began as part of an Even Start program aimed at
preparing children for school. The library worked with the school district
to design intergenerational storyhour programs in which parents, grand-
parents, or adult caregivers participate along v~th their preschoolers. At
the end of each session, the participants leave with a small paper bag
called a "maker" that contains an interactive family literacy activity based
on nursery rhymes or familiar children's stories. The kits, which are de-
signed by library staff, are assembled by high school students studying
early childhood development.
The great success and popularity of this program have resulted in an
expansion of the partnership between the school district and the public
library. For example, "keeper" kits were initially developed in response to
heavy demand on library materials that contained ideas for science fair
proiects. These kits have now been expanded to include activities not
iust for science but in social studies, reading, math, and history as well.
These ki~s for middle school children, like the kits for preschoolers, con-
rain entertaining learning activities related to the school curriculum that
encourage busy parents to become more active in the education of their
children.
Houston Public Librar~
(Houston, Tex. Service Population: 1,702,000)
The Houston Public Library believes that students in kindergarten ~hrough
twelfth grade (K-12) should ASPIRE to succeed. ASPIRE, which stands for
After School Programs Inspire Reading Enrichment, is a neighborhood-
based homework help program geared to accommodate the different
learning styles and interests of students. While there is a homework
help emphasis in most Houston Public Library branch locations, two
branches have ASPIRE Centers, with four additional sites opening in
the near future. Both peer tutors and adult tutors are available at these
centers to help students understand and complete their homework as-
signments. Ali children in grades K-12 are eligible for assistance; how-
ever, the program places special emphasis on the needs of middle
school students.
Special collections, selected to support the curriculum of the Hous-
ton Independent School District, are in place at all ASPIRE Centers. Each
center has two computer workstations that provide online access to the
library's catalog and electronic resources. These computers are also
equipped with supplemental educational software that allows students
and their tutors to find solutions to their homework-related challenges
by entering natural language questions. Ali workstations provide free
graphical Internet access. A paid staff member coordinates ASPIRE activ-
ities at each center.
Formal Learning Support 193
The success of the ASPIRE program is based on an active parmership
with the Houston Independent School District. Branch library staff are
expected to visit each school in their service area each year. Contacts are
made with principals and counselors as well as with classroom teachers.
Counselors help the library identify potential peer tutors for the ASPIRE
program.
· /asper Public Library
(Jasper, Tenn. Service Population: 26,000)
The library resources at the Marion County campus of Chattanooga
State Technical Community College (CSTCC), like those at many satel-
lite locations of community colleges, don't fully meet the needs of the
school's population. The Jasper Public Library, working with the CSTCC
librarian, helps fill the gap by offering services targeted at the community
college's 450 students.
As a result of open policies that offer CSTCC students from three dif-
ferent states full access to resources and an active program of outreach to
the college that includes class visits to the library and visits on campus
by library staff, the Jasper Public Library is frequendy full of students.
The library's collections and resources have been strengthened in many
areas that mirror the CSTCC curriculum. Educational videotapes and pe-
riodical resources are particularly heavily used.
The general public has gained a benefit from the cooperation be-
tween the college and the public library as well. In spite of the fact that
no formal agreement exists between the public library and CSTCC, the
college provides some equipment and CD-ROM reference materials to
the library for student use. These materials are available to all.
Wicomico County Free Library
(Salisbury, Md. Service Population: 79,600)
The Wicomico County Free Library serves as a learning resource center for
homeschooling families throughout the three-state Delmarva region
(Delaware, Maryland, and Virginia). The library provides a wide range of
services to support the leaming goals of homeschoolers and their parents.
The Wicomico Library purchased a homeschooling curriculum set
used by many of the families in their area, and acquires books, videos, and
other library materials to support that curriculum for children from pre-
school age through sixth grade. The library has also developed a program
that acquaints the homeschooiing community with the world of electronic
resources they can use. Intergenerational programs for the public on using
the Internet have attracted many homeschooling families. A newsletter,
produced locally by a group of homeschoolers, regularly lists information
Public Library Service Responses
about the library's Intemet training programs and the resources avaL!able at
the library.
The library has identified many World Wide Web sites of interest to
students, regardless of whether they are in public, private, or home-
schooling settings. Links to these sites, including some specifically re-
lated to homeschooling, are available through the library's Kid's
Konnection Web page. The Wicomico Information and Learning Library
(WILL) provides multimedia computers for use both in the library and at
two community centers in the area. Many homeschoolers have com-
mented that they couldn't possibly afford all of the print resources and
educational software that the library provides. Families decide which
books and instructional media they do want to buy for their home-
schooling program by first using the materials at the library.
General
Information
Example of Needs Addressed
by This Service Response
A library that offers General Information helps meet the need for infor-
mation and answers to questions on a broad array of topics related to
work, school, and personal life.
What the Library Does and Provides
The library will offer print, nonprint, and electronic reference resources
that cover a broad variety of topics. The library v~dl provide staff skillful in
determining users' needs and in loca~ng relevant information that satisfies
those needs. Internet access will be provided for staff and public use.
Alternative off-site means of accessing information resources such as
dial-in service and computer kiosks in public places may be provided.
The library will provide telephone information service and should con-
sider accepting and answering questions via fax and e-mail. The library
may locate, organize, and provide access to general information re-
sources on a Web page.
Some Possible Components
of General Information Service
· Basic reference resources available through the library Web page
· Twenty-four-hour electronic reference service (ability to e-mail
questions)
~95
196 Public Library Service Responses
· Dedicated telephone reference service (not located at reference
desk)
· Ready reference answers faxed to home or office
· Desktop videoconferencing (for transmitting schematic drawings,
graphics)
· Bibliographic instruction programs
Target Audiences and Service Aspects
Target Audiences
General Information service is typically available to all ages; however, it
is possible to target the service to meet the information needs of an age
group such as seniors or primary school-aged children.
Service Aspects
Aspects of the service that might be stressed include telephone reference
service or other off-site access to basic information resources.
Resource Allocation Issues to Consider
Staff
Staff providing General Information service should be informed about a
broad range of topics and should possess a good knowledge of how to
retrieve information. In libraries where multiple staff members provide
the service, staff with varied formal education backgrounds are desirable.
Staff need to become highly skilled in database searching and should be
familiar with a variety of computer search engines to access resources on
the Internet.
Collection and Information Resources
The entire collection, not iust noncirculating books designated as refer-
ence, should be considered reference tools. Libraries providing this ser-
vice should have Internet access available for both staff and the public.
Other databases, indexes, and finding tools should be available in many
locations throughout the library as well as in the designated reference
General Information 197
section. The library catalog and other general information resources
should be available twenty-four hours per day through either a dial-in
service or through the World Wide Web.
Facilities
Facilities should be provided both for interaction between library staff
and library users and for quiet study. Tables and study carrels should be
available in numbers that meet demand during the heaviest use period.
Individual study rooms and small group study facilities may be'pro-
vided. Workstations for both standing and seated computer use (short
use and extended use) should be provided.
Technology
Computers throughout the library should be able to access a full range of
information resources. Single-purpose terminals dedicated to an individ-
ual product should be minimized. Technologies such as local and wide
area networks should be used to distribute information broadly.
Possible Measures to Consider
When Developing Objectives
People Served
Total number of users served (measures the total number of users who
used a service during a given time period):
· Number of people who used telephone reference service
· Number of people who attended programs about general
information services
Number of unique individuals who used the service (measures the total
number of unique individuals who used the service during a given time
period, regardless of how many times they used the service):
· Number of unique individuals completing a library-sponsored
bibliographic instruction class
How Well the Service Met the Needs of People Served
· Percent of people who used general information reference materials
who indicated on a survey that the materials met their needs
198 Public Library Service Responses
· Percent of people who used general information service who
indicated on a survey that the information was provided in a
timely manner
· Percent of people who attended general information programs
who indicated on a survey that the program was satisfactory or
excellent
Total ~lnits of Service Delivered
· Number of times the library Web page was accessed
· Number of unique general information pathfinders or book lists
produced
· Number of general reference questions answered via fax or e-mail
· Number of general information questions answered
General Information Stories
Skokie Public Library
(Skokie, I[I. Service Population: 59,000)
The people of Skokie, Illinois, know that if they have a question, it's
likely that the Skokie Public Library has the answer! The library's infor-
mation services staff responds to an average of four reference queries per
capita each year. General information service has been a priority and a
strength of the library for many years. About 24 percent of the library's
materials budget is spent on reference materials and electronic resources
each year. A number of the information services librarians have an ad-
vanced degree in addition to an MLS, and the library is committed to an
extensive continuing education program including its initial orientation
of new staff members, instruction in the use of each new automated re-
source before it is made available to the public, and sending staff to area
workshops and professional conferences throughout the country.
The information desk is staffed by a minimum of two professional li-
brarians during all hours the library is open. Another staff member tends
a telephone reference center that has an automated call distribution sys-
tem to queue calls and to direct overflow to a secondary location. When
the library is not open, calls are directed to a regionally staffed night owl
reference service that operates daily until midnight.
The libra 's extensive local area network (LAN) provides access to a
large number of CD-ROM databases from computers located through-
out the library. Internet access is also available by reservation and on a
General Information 199
walk-up basis when available. The library's online catalog and some
databases are available remotely twenty-four hours per day.
The library makes it easy to ask questions as well as to get answers
to them. A fax machine is located at the information desk that enables
people to request information and receive replies in this way. Informa-
tion requests can also be submitted and answered electronically through
the library's World Wide Web home page.
Montgomery County Department of Public Libraries
(Rockville, Md. Service Population: 819,000)
Offering a high level of General Information service to children seems
like an obvious choice to the Montgomery County Library; children are
full of questions and the hbrary is full of answers! The library sees refer-
ence skill training and a good knowledge of the resources the library has
available as the key components of its success in bringing kids and an-
swers together.
Both adult and children's service specialists are cross-trained to serve
both children and adults using the Better Communication = Better Refer-
ence approach. A knowledge and awareness of how information-seeking
behavior differs based on factors such as age and the subject of the ques-
tion help the staff in their efforts to be responsive to their customers.
This responsiveness shows in many ways. For example, library staff are
aware that open-ended questions don't work very well with children,
and they adjust the reference interview accordingly. Staff also recognize
that when an adult and a child approach the reference desk, there may in
fact be two questions instead of one. The library tries to make sure that
children's questions are taken every bit as seriously as those posed by
adults.
The library also recognizes the potential that its entire collection, in-
cluding children's materials and nonbook formats, has as a source of an-
swers to questions. English is not the first language for many users of the
library, and pictures, videos, and other nontext resources often prove
valuable in working with this audience as well as with children and with
individuals whose reading skills are less developed.
Providing information to adults who work with young children (pre-
school teachers, child-care workers, etc.) is also seen as an important as-
pect of the library's information service for children. The Montgomery
County Library's strategic plan targets this population for special attention.
Government
Information
Example of Needs Addressed
by This Service Response
A library that offers Government Information service helps satisfy the
need for information about elected officials and governmental agencies
that enables people to participate in the democratic process.
What the Library Does and Provides
The library will provide access to a wide selection of information by and
about governmental agencies in print and electronic form. The staff will
have full Intemet access, and Intemet access may be provided for public
use as well. The library will provide staff knowledgeable in using gov-
ernment documents, searching the Internet, determining users' needs,
and locating relevant information that satisfies those needs.
The library may serve as a federal, state, or local document deposi-
tory. The library may initiate efforts to make local government ~nforma-
tion available online or through a Web page and may be responsible for
collecting, organizing, indexing, and disseminating this information.
Some Possible Components of
Government Information Service
· Electronic access to local government information
· Federal, state, and local documents and records depository
20O
Government Information 201
· Public hearings and public access television broadcasts of public
meetings
· Government contract and procurement center
· Town meetings with government officials
· Patent and Trademark Depository Library
Target Audiences and Service Aspects
Target Audiences
The library could decide to address the specific government information
needs of homeowners living within a floodplain area or of retired mili-
tary in the library's service area.
Service Aspects
Parficular aspects of the service that might be emphasized include pro-
ceedings of a local city or county government or a focus on making
unpublished records information such as tax assessments accessible
electronically.
Resource Allocation Issues to Consider
Staff
Staff providing Government Information service need to develop and
maintain a good knowledge of government and the political process. An
educational background in political science, public administration, or
government is an asset. Staff members providing the service need to be-
come highly skilled in database searching and should be familiar with a
variety of computer search engines to access resources on the Internet.
Good organizational skills and political networking skills are desirable.
Collection and Information Resources
Federal, state, and local documents may all be included in the collection of
libraries providing Government Information service. Much government in-
formation of interest to the public is also available online. Libraries may be
formal depositories for federal, state, and local documents. This designa-
tion imposes special requirements regarding retention of records and stor-
age methods. Libraries may also collect information and documents from
202 Public Library Service Responses
international sources. The library may create digital collections from print-
on-paper formats and may organize and disseminate these documents in a
variety of ways including through the Intemet.
Facilities
Space needs of libraries providing Government Information service may
vary from minimal to extensive, depending on whether the library acts as
a full or partial depository of documents and the storage and retention
requirements that accompany the designation. Libraries providing Gov-
ernment Information service should provide quiet study spaces.
Technology
Libraries providing Government Information service will make extensive
use of technology to access World Wide Web sites maintained by gov-
ernmental agencies, to access documents stored on CD-ROM, and to
provide information through the library's Intemet presence.
Possible Measures to Consider
When Developing Objectives
People Served
Total number of users served (measures the total number of users who
used a service during a given time period):
· Number of people who attended government information programs
Number of unique individuals who used the service (measures the total
number of unique individuals who used the service during a given time
period, regardless of how many times they used the service):
· Number of unique individuals who completed the library-
sponsored patent and t~ademark classes
~lo~v Well the Service Met the Needs of People Served
· Percent of people who used government information materials
who indicated on a survey that the materials met their needs
· Percent of people who used govemment information services
who indicated on a survey that the information was provided in a
timely manner
Government Information 203
· Percent of people who attended government information
programs who indicated on a survey that the program was
satisfactory or excellent
Total Units of Service Delivered
· Number of rimes the government information Web page was
accessed
· Number of unique government information pamphlets produced
· Number of government information displays created
· Number of government information reference questions answered
Government Information Stories
Pasadena Public Library
(Pasadena, Calif, Service Population: 137,100)
The official name of the Pasadena Public Library is the "Department of
Information Services," which acknowledges its broad role in fostering an
informed citizenry in the city. The library serves as the Internet node for
the city and coordinates the development of an in-depth city World
Wide Web site that has as its objective linking local residents to govern-
ment information. Each department, from the city clerk to human ser-
vices and from planning to public safety, works with library staff to
develop and update relevant government information content.
The city's Web pages include typical municipal information such as
city council agendas and job opportunities, but they also include less tradi-
tionai information such as a citzen's newsletter, e-mail communication
with elected officials, and a wealth of neighborhood information. Much of
the grassroots information is gathered through the central library and its
branches. Each library location has a dedicated area designated as the
Neighborhood Information Service (NIS) that collects and submits docu-
ments and information from its neighborhood. The hbrary's Web pages
have a distinct neighborhood flavor. For example, the information for each
branch includes a profile of the community it serves.
Corvallis-Benton County Public Library
(Corvallis, Ore, Service Population: 70,000)
Government Information service at the CorvaLLis-Benton County Public
Library is a two-way street. The library sees itself not only as a provider
of government information to the people of its community but as a
204 Public Library Service Responses
provider of people information to the government as well. The library
actively collects, organizes, and makes available to the public city,
county, and school district documents. It also hosts a weekly Council
Corner program where citizens can talk to their elected representatives.
Every Saturday from 9:00 ^.M. to 12:00 P.M., a different counciiperson is
at the library to talk to constituents. The U.S. congresswoman holds an
open session at the library every few months as well. One Saturday each
month, the League of Women Voters holds a community issues forum.
Surveys indicate that approximately 84 percent of county residents
use the library. Based on this fact, the library serves as the display area for
proposals for all kinds of public works and economic development proj-
ects. People have had the opportunity to review plans for riverfront rede-
velopment, for the water mitigation project, and for countless highway
and sewer proiect redesigns. There are typically two displays of this type
at the library at any given time, and as many as five have been available
for public review on occasion.
The library is also working on getting government employees to use
library resources. Both the City Planning Department and the County
Parks Department have sent their staff to the library for an orientation
and training session in using the library's print and electronic resources.
Information
Literacy
Example of Needs Addressed
by This Service Response
A library that provides Information Literacy service helps address the need
for skills related to finding, evalua~ng, and using information effectively.
What the Library Does and Provides
The library will provide training and instruction in skills related to locat-
ing, evaluaffng, and using information resources of all types. Teaching the
public to find and evaluate information will be stressed over simply pro-
viding answers to questions. The library will provide access to informa-
tion in a variety of formats and will offer public Internet training and
access. Library staff will be knowledgeable about how people seek infor-
mation and learn.
Staff may offer group classes, individual tutoring, or spontaneous one-
on-one training in topics such as media literacy or finding resources on the
Internet. The library may provide a computer laboratory or classroom.
Some Possible Components
of Information Literacy Service
· Classroom space
· Special programs on media literacy
2O5
206 Public Library Service Responses
· Computer laboratop/
· Listening and viewing multimedia computer stations for critical
evaluation of resources
· Basic library skills and bibliographic instruction
· Instructional technology
Target Audiences and Service Aspects
Target Audiences
A library could choose to target its Information Literacy program toward
teaching critical thinking skills to children. Another could focus on train-
ing adults to use resources found on the Internet.
Service Aspects
Aspects of the service that could be emphasized include teaching effective
strategies when using various Intemet search engines or instruction in how
to perform expert or complex searches on the library's online catalog.
Resource Allocation Issues to Consider
Staff
Staff providing Information Literacy service need to develop and main-
tain a knowledge of how people seek and process information and a skill
in evaluating information resources. Formal education on the topics of
information-seeking behavior and how people learn is desirable. Staff
should have an excellent range of computer skills and familiarity with
different types of software products. Successful teaching experience is
also desirable.
Collection and Information Resources
The entire library collection and the entire range of electronic resources
available to the library can be used in providing Information Literacy
service. Books, periodicals, videotapes, sound recordings, television, ra-
dio, and online information resources can all be used to help people un-
derstand how to find and critically evaluate information. Information
literacy training typically happens either informally, using the materials
Information Literacy 207
an individual has already selected, or in a formal classroom or training
setting using materials selected by the instructor for illustrative purposes.
Facilities
While Information Literacy service involves more than just computer liter-
acy, training in locadng and evaluating online resources is often a major
component. Libraries may provide a computer lab to accommodate formal
training sessions or they may provide an area in the library that has a large
number of computers, some of which can be used for training purposes.
Technology
In addition to the computer lab mentioned, libraries offering Information
Literacy service should have access to a full range of instructional tech-
nologies for teaching purposes. Specialized equipment such as video
equipment capable of flame-by-flame display and computer input video
projection units are highly desirable, in addition to more traditional
teaching technologies.
Possible Measures to Consider
When Developing Objectives
People Served
Total number of users served (measures the total number of users who
used a service during a given time period):
· Number of people who attended information literacy classes
· Number of people who accessed computer-based training
modules
· Number of people assisted by library technology aides
Number of unique individuals who used the service (measures the total
number of unique individuals who used the service during a given time
period, regardless of how many times they used the service):
· Number of unique individuals who completed a basic Internet
class offered by the library
· Number of unique individuals who attended a class on using
computerized reference tools
208 Public Library Service Responses
How Well the $ervioe Met the Needs of People Served
· Percent of people who used information literacy services who
indicated on a survey that the information was provided in a
timely manner
· Percent of people who attended an information literacy class who
indicated on a survey that the class was satisfactory or excellent
· Percent of people attending a class on using technology who
indicated on a survey that their confidence in their ability to use
computerized reference tools had increased
Total Units of Service Delivered
· Number of times the information literacy Web page was accessed
· Number of unique information literacy publications produced
· Number of information literacy displays created
· Number of basic library skills classes offered
Information Literacy Stories
Farmington Community Library
(Farmington Hills, Mich. Service Population: 85,000)
Michigan is closely associated with the vehicles that traverse our nation's
highways, but the library in one Michigan community is more con-
cerned that the residents it serves have what they need to ~ravel the in-
formation superhighway. The Farmington Community Library sees the
development of digital literacy as one of its service priorities and in re-
sponse offers extensive computer literacy and Internet ~raining.
Training sessions for people with different levels of computer knowl-
edge and skill are provided six times each week. Two of these sessions
(one at each of the library's two locations) are scheduled on Saturday
mornings to make sure that people who are unable to attend on week-
days can participate. Objectives for training sessions go beyond the basic
how-to in that the classes seek to impart digital literacy competencies
such as the critical evaluation of online content. In addition to basic In-
ternet training, sessions are held with groups with special interests such
as teachers or businesspeople to acquaint them with Internet resources
that may be of special interest to them.
While computer literacy and Internet training are offered for people of
ail ages, the library targets children and seniors for special attention. The li-
brary's Web site includes content and links that are particularly appealing
Information Literacy 209
to young people and seniors, since people are more likely to explore the
Intemet's resources in more depth if they can easily locate content of inter-
est to them. The library's Cyber-Kids and Cyber-Teens pages include
games and comics in addition to homework help. Content of special ap-
peal to retirees includes community events, genealogy resources, and a
link to the Farmington Historical Museum.
Seattle Public Library
(Seattle, Wash. Service Population: 534,732)
Training people to use the Internet and other electronic resources isn't a
sideline for the Seattle Public Library; it's a major activity. The library's
Information Literacy service developed from efforts to assist its cus-
tomers in using the online public access catalog and has grown into a
service that includes community learning laboratories in eight libraries
located throughout the city.
A large training facility at the main library houses sixteen networked
personal computers with full graphical Intemet access. SmaIler, commu-
nity library-based installations have six to ten computers. Formal training
sessions range from Web basics to specialized sessions in locating Web re-
sources on international business topics and genealogy. The library also
offers Web training for employees of other city deparmaents, training for
staff members of agencies that work with the Chinese community, and
classes in Spanish that feature a wealth of resources in that language.
The library has a designated user education coordinator as well as a
full-time lab supervisor. The staff training program is extensive, and ap-
proximately sixty staff members, including some clerical staff, have
some training responsibilities.
Providence Public Library
(Providence, R.I. Service Population: 160,228)
Lots of children in Rhode Island know IRIS. They met her at one of the ten
locations of the Providence Public Library, but IRIS isn't an itinerant story-
teller or a substitute children's librarian. Instead, IRIS is the name given to
the library's Integrated Reference Information System. IRIS is actually two
computer systems, one that contains and distributes reference information
and full-text databases, and another that provides public access to produc-
tivity software such as word-processing and spreadsheet programs.
An important goal of the library's children's services staff has been to
use IRIS as a tool to develop information literacy in children. At the Prov-
idence Public Library, information literacy involves more than just basic
computer skills. Children learn how information is arranged in reference
books, how to listen carefully to a story to gather information, and how
2'~ 0 Public Library Service Responses
to express information in their own words, in addition to learning com-
puter skills.
The library staff identify topics of high interest to children and pull
together print and electronic resources children can use to explore the
topic. Learning takes on a treasure hunt air as children gather the infor-
mation they need to answer questions or complete a crossword puzzle.
The library also partners with Providence Public Schools on a num-
ber of other family and computer literacy programs that keep IRIS busy
all of the time!
Lifelong Learning
Example of Needs Addressed
by This Service Response
A library that provides Lifelong Learning service helps address the desire
for self-directed personal growth and development opportunities.
What the Library Does and Provides
The library will provide and maintain an extensive collection of circulating
materials on a wide variety of topics in which the general public has a sus-
tained interest. Collections will be easily accessible and organized to en-
courage public browsing by subject area. Staff knowledgeable in subjects
and topics of interest to the general public wiI1 provide expert assistance in
locating materials of all types and in all formats. The library will develop
pathfinders or other finding tools to assist library users in learning about
specific subjects or topics for which there are frequent requests.
The library may build substantial retrospective collections on some
topics and may provide collections in considerable depth in subject areas
of local interest. The library may enhance typical subiect and keyword
access in the online public access catalog through the addition of supple-
mental user-friendly terms. The library may identify important World
Wide Web sites on topics of high interest to the public and may organize
them for public access on a Web page.
212 Public Library Service Responses
Some Possible Components
of Lifelong Learning Service
· Electronic and printed pathfinders
· How-to programs on topics of general public interest
· Special topical displays of materials and resources
· Artist-in*residence programs
· Demonstrations and exhibits
· History and biography resources
Target Audiences and Service Aspects
Target Audiences
While Lifelong Learning is, by definition, a sen~ice that applies to people
of all ages, special efforts can be made to encourage specific groups to
use librazy resources to support their informal learning. Examples include
programs that introduce very young children to the joy of reading and ef-
forts to provide high-interest, low-vocabulary materials for intermediate-
aged children who are hesitant readers.
Service Aspects
A library could concentrate on building exceptional strength in a few
specific subiect areas. Some examples are travel, antiques, American his-
tory, fine arts, biographies, or sports.
Resource Allocation Issues
to Consider
Staff
Staff providing Lifelong Learning service should have a broad*based edu-
cation that prepares them to assist independent learners as they explore a
wide range of topics. Formal education in how people learn is highly de-
sirable. Staff providing the service should have good organizational skills
that would allow them to develop pathfinders or other guides to using li-
brary resources on topics of interest to large numbers of people.
Lifelong Learning 2'13
Collection and Information He~ource~
While the entire collection can be seen as supporting Lifelong Learning
service, the nonfiction collection is typically the most critical. Libraries
providing the service need in-depth resources in areas of special interest
to the public. Electronic resources such as those found on the World
Wide Web and other resources that engage multiple senses such as multi-
media CD-ROMs can be particularly effective. Self-paced, individualized
instruction programs are of special value. The library may be involved in
developing Web pages for public use.
Facilities
Libraries providing Lifelong Learning service should provide individual
and small-group study spaces. The library may provide mee~ng spaces
for clubs or organizations.
Technology
Online public access computers should be located in and near the collec-
tions and should provide enhanced access (additional search terms, key-
word searching, etc.). Multimedia computers and other individual
educational tools should be provided that can be used for self-paced in-
dividualized instruction.
Possible Measures to Consider
When Developing Objectives
People Served
Total number of users served (measures the total number of users who
used a service during a given time period):
· Number of people who attended lifelong learning programs
· Number of people who attended lifelong learning exhibits
Number of unique individuals who used the service (measures the total
number of unique individuals who used the service during a given time
period, regardless of how many times they used the service):
· Number of unique children registered in a summer reading
program
· Number of unique nursing home residents registered for the
books-by-mail program
214 Public Library Service Responses
~low Well the Ser~ioe Met ~he Needs of People Served
· Percent of people who used library materials who indicated on a
survey that the materials were useful to them in meeting their
personal lifelong learning goals
· Percent of people who used lifelong learning services who
indicated on a survey that the information was provided in a
timely manner
· Percent of people who attended lifelong learning programs who
indicated on a survey that the programs were satisfactory or
excellent
Total Ilnits of Service Delivered
· Number of deposit collections maintained in other community
facilities
· Number of times the lifelong learning Web page was accessed
· Number of unique lifelong learning book lists produced
· Number of lifelong learning displays created
Lifelong Learning Stories
Spokane Public Library
(Spokane, Wash. Service Population: 180,000)
Lifelong Learning service at the Spokane Public Library begins at birth.
Every newborn in the city and his or her parents receive a Baby Reading
Kit. The kit includes a board book and a bib for the child and information
about the importance of reading to a child from birth, complete with tips
on how to do it for the parents. Information about library iocaQons and
getting a library card for the child is also included.
Recognizing the importance of the preschool years in the develop-
ment of ianguage skills and a lifelong positive attitude toward reading,
special efforts are made to reach out to preschoolers, their parents, and
caregivers. In addition to storytimes in the library, the library provides
monthly storytime visits to preschools and even to home day-care cen-
ters in the city. Colorful boxes of books are delivered to the centers to en-
courage children and their teachers to explore new ideas and stories
together. Reading lists for babies, toddlers, and preschoolers are distrib-
uted to parents, teachers, and caregivers through the preschools as well.
Project Right Start extends the library's reach into home day-care centers.
The library offers workshops for home day-care providers, and Right
Start kits, containing books selected for preschoolers, are available for
check-out by home day-care providers at all branches.
Lifelong Learning 21 5
The library offers a wealth of materials and activities to satisfy and
foster the curiosity of school-age children· Children's videos, cassettes,
magazines, and CD-ROMs supplement high-interest book collections
and engage the senses in learning experiences. Many of the library's pro-
grams for school-age children feature interesting guests who introduce
the children to new topics and the wealth of cultural and educational op-
portunities that exist in the community. The library's outstanding World
Wide Web Kid's Page is colorful, exciting, and full of content for both
children and their parents.
Phoen~ Publ~(~ &~brary
(Phoenix, Ariz. Service Population: 1,210,410)
It's easy to talk about making library resources accessible, but it's much
harder to deliver on the promise· When the staff of the Phoenix Public Li-
brary talk about providing access to library resources that people need in
a way that people can use, the library backs up the words with action.
The central library was designed so that all of the adult nonfiction books
are located on a single floor with lots of tables and chairs to accommo-
date users. Further, the library makes extensive use of a wide assortment
of assistive technologies and provides training in their use to ensure that
the library's resources are available to ail residents in the community, in-
cluding those who have disabilities.
The library operates a Special Needs Center that provides one-on-one
training in using the library's resources and the specialized accessibility
tools it has available. Through personalized reader advisory service the
staff of the Special Needs Center match people with the resources they
want and with the means of acquiring the information they're seeking. In
addition to large-print computer displays, the library provides video print
enlargers, synthetic speech and screen-reading software, voice-activated
terrnmals, computer-generated Braille, Kurzweil Personal Readers, a Com-
puter Assisted Notetaking (CAN) system, and an FM Listening system.
Well-trained library staff members are an integral component in the
success of this program. Both centrai library staff and staff in the branches
receive training to make them aware of the devices that are available and
how they are used. Library staff members are actively involved with com-
munity groups and organizations that work with individuals with dis-
abilities. These organizations refer people to the library for assistance,
and the library refers people to them when appropriate. The library also
works with other Phoenix city departments to make sure that people
with disabilities are able to access the city's other information resources
through its home page, Phoenix at Your Fingertips. This is done by help-
ing city departments develop public, Americans with Disabilities
Act-compliant workstations and encouraging them to include programs
and information for citizens with disabilities.
Local History and
Genealogy
Example of Needs Addressed
by This Service Response
A library that offers Locai History and Genealogy service addresses the
desire of community residents to know and better understand personal
or community heritage.
What the Library Does and Provides
The library will provide a significant collection of materials and other re-
sources that chronicle the history of the community or region in which
the library is located. Family histories and genealogical research tools are
provided. The library will provide the equipment required to read, print,
and copy ali formats in which information is supplied. The library will be
actively involved in borrowing and lending historical and genealogical
resources with other local, regional, and national libraries and historical
societies.
The library may maintain special collections of historical interest in-
cluding photos and archival materials. The library may digitize these col-
lections and provide computer access to them. Staff knowledgeable in
genealogical and historical research methods and in archival and records
management will be available to assist library users with their research.
Electronic resources including Intemet access may be provided.
216
Local History and Genealogy 217
Some Possible Components of Local
History and Genealogy Service
· Instruction in genealogical and historical research methods
· Programs on local history
· Digitization of historic photographs
· Temperature- and humidity-controlled archives vault or room
· Indexing of local newspapers
· Oral histories
· World Wide Web links to history and genealogy sites
Target Audiences and Service Aspects
Target Audiences
While this service is typically associated with older adults, a program of
service could be designed to introduce young children to local history or
to genealogical research.
Service Aspecta
Either the ioca] history or genealogy aspects of this service can be stressed.
Historical resources could focus on a municipality or on a region. A spe-
cial collection such as a famous person's personal papers or a collection
of historic photographs might receive special attention.
Resource Allocation Issues to Consider
Staff
Staff providing Local History and Genealogy service need to develop and
maintain a good knowledge of history and genealogy. A background or
formal training in history and archival management is highly desirable.
Special skills in preservation and archival methods are essential if the li-
brary performs an archives function.
Collection and Information Resources
Resources supporting Local History and Genealogy service often come
from nontraditional sources. Some desirable items are out-of-print, come
218 Public Library Service Responses
from small presses, are self-published, or are unpublished documents.
Because of the rarity of some items and the fragility of others, many
items of interest are available in microform, on CD-ROM, or in other
electronic formats. Libraries providing local history and archival func-
tions face special challenges acquiring and maintaining collections of un-
bound documents such as correspondence, manuscripts, and personal
records. Oral histories are also often collected in a variety of formats in-
cluding sound and video recordings.
Facilities
Libraries providing a high level of Local History and Genealogy service face
a number of specialized facilities considerations. Rare, fragile, and archival
materials should be housed in a secure and temperature- and humidity-
controlled environment. High-density storage units are often used. The
library may provide meeting space for genealogical instruction.
Technology
Public Intemet access should be provided. Necessary equipment includes
computers, printers, and monitors capable of displaying and printing
high-resolution graphic images; microform readers and reader/printers;
and copying machines.
Possible Measures to Consider
I/I/hen Developing Objectives
People Served
Total number of users served (measures the total number of users who
used a service during a given time period):
· Number of people who attended local history programs
· Number of people who attended genealogy programs
· Number of people who attended local history and genealogy
exhibits
Number of unique individuals who used the service (measures the total
number of unique individuals who used the service during a given time
period, regardless of how many times they used the service):
· Number of unique people who register for the genealogy
assistance program
Local History and Genealogy 219
Well the Service Met the Needs of People Served
· Percent of people who used local history materials who indicated
on a survey that the materials met their needs
· Percent of people who used genealogy materials who indicated on
a survey that the materials met their needs
· Percent of people who used local history information services
who indicated on a survey that the services were provided in a
timely manner
· Percent of people who attended local history and genealogy
programs who indicated on a survey that the program was
satisfactory or excellent
Total ~lnita of Servioe Delivered
· Number of times the genealogy Web page was accessed
· Number of unique local history publications produced
· Number of local history and genealogy displays created
· Number of local history and genealogy reference questions
answered
· Number of historic photographs digitized
· Number of local oral history interviews conducted and
transcribed
Local History and Genealogy Stories
San Antonio Public Library
(San Antonio, Tex. Service Population: 1,296,000)
An awareness of the ethnically diverse nature of its community permeates
virtually every aspect of the San Antonio Public Library's operation, so it's
no surprise to discover that Local History and Genealogy service at the li-
brary has a distincdy muldcultural flair. Library collections chronicle the in-
fluence and unique contributions of San Antonio area residents with
Mexican, European, and African roots. Primary resource materials in Span-
ish are available along with Records of Southern Plantations and passenger and
immigration lists. The many pathfinders and introductory historical re-
search guides the library publishes in both English and Spanish encourage
the use of resources by novices as well as by experienced researchers.
While the library has maintained local historical collections for many
years, the move into the library's new central library facility in May 1995
220 Public Library Service Responses
signaled a new emphasis on local history and genealogy service. For the
first time, a Texana Genealogy Department, with separate staff and facil-
ities, was created. The department now occupies approximately 10,000
square feet, including a 1,900-square-foot climate-controlled vault and a
technologically rich public area that seats seventy-six. Seven full-time
staff members, one of whom is a certified archivist, provide service, as-
sisted by sixteen volunteers.
The new facihties, coupled with staff dedicated to providing local his-
tory and genealogy services, have enabled the library to concentrate on
buiJding its resources to reflect the cultural diversity of the area. The oldest
genealogical society in San Antonio recendy donated its significant collec-
tion to the library. In addition, the library has been active in acquiring mi-
crofilmed archival collections related to the history of the region.
Richland County Public Library
(Columbia, S.C. Service Population: 285,720)
They say that a picture is worth a thousand words. If so, the Richland
County Public Library's historic photo collection speaks volumes. Co-
lumbia, South Carolina, prides itself on its history and on its architecture.
For more than five years, the library has been building a collection of dig-
itized photographs of historic Columbia. The library's digital photo proj-
ect began when it received a collection of about 450 historic pictures
from the city of Columbia. A search for a method to make these photos
accessible while preserving them for posterity led the library to the idea
of digitizing the photos, cataloging them, and making them accessible
through the library's online catalog. The project has been so well received
that the library has expanded the scope of its collection to include the
county and the surrounding area. The library expects that it will soon
have 2,000 fully cataloged digitized photos of historic significance.
The library works closely with many other organizations in its efforts
to coordinate local history service. It is careful not to duplicate the efforts
of the State Archives and the University of South Carolina, both of
which have extensive historic holdings. The library's focus has been on
providing services and resources that supplement what is available from
other sources. An additional example of this approach is a collection of
videotaped oral history interviews built by the library over the past
decade. The library also does a great deal of programming in cooperation
with the local historical society's foundation.
C2
Schedule A
REVENUE REPORT FINES MEDIA LIBRARY REF
Jan-01 & FEES RENTALS SALES SERV.
January 1- closed
02-Jan $538.66 $272.94 $0.00 $3.00
03-Jan $532.25 $219.22 $0.00 $0.00
04-Jan $645.97 $228.74 $0.00 $0.00
05-Jan $381.65 $187.84 $0.00 $3.00
January 6 & 7 $692.79 $319.65 $0.00 $0.00
$0.00 $0.00 $0.00 $0.00
08-Jan $575.99 $171.76 $0.00 $22.79
09-Jan $489.35 $188.95 $0.00 $10.00
10-Jan $343.07 $162.25 $2.78 $5.00
11-Jan $572.55 $228.05 $5.58 $10.00
12-Jan $467.15 $218.75 $0.00 $0.00
January 13 & 14 $463.69 $339.14 $0.00 $0.00
$0.00 $0.00 $0.00 $0.00
January 15 - closed
16-Jan $708.21 $273.17 $0.00 $0.00
17-Jan $735.85 $201.28 $0.00 $0.00
18-Jan $548.56 $218.50 $0.00 $16.00
19-Jan $358.85 $241.73 $0.00 $0.00
January 20 & 21 $630.85 $305.87 $5.58 $2.00
$0.00 $0.00 $0.00 $0.00
22-Jan $410.62 $214.77 $0.00 $0.00
23-Jan $536.44 $201.95 $0.00 $9.60
24-Jan $361.05 $226.64 $0.00 $7.00
25-Jan $359.80 $177.82 $0.00 $11.10
26-Jan $317.55 $244.81 $0.00 $4.00
January 27 & 28 $676.18 $415.64 $0.00 $2.00
$0.00 $0.00 $0.00 $0.00
29-Jan $516.41 $201.68 $0.00 $10.50
30-Jan $589.50 $192.47 $0.00 $12.80
31-Jan $504.68 $240.16 $0.00 $2.00
$11,886.76
TOTALS: $10,926.76 $5,893.78 $13.94 $130.79
January 2000 TOTALS $11,670.50 $5,090.05 $22.47 $70.60
% CHANGE -6% 16% -38% 85%
2001/01 Rev 99/2001 Rev
$16,965 $16,854
TOTAL LIBRARY INCOME 2001/01 Proj:
Daily Average Fines $376.78 $325.77
Daily Average Media $203.23 $169.97
Daily Average Sales $0.48 $0.00
Daily Average Ref. Fees $4.51 $8.49
DAILY TOTALS $585.01 $504.23
GAIN/LOSS ON PRO J: $2,181
C2
Schedule B
LIBRARY BUDGET Projected Earned % % of
FISCAL YEAR Revenue Revenue EarnedYear
REVENUE WORKSHEET FY 00/01 58%
FY 2000/2001
1-290-1290000-1401 Library Prop Tax Secured $937,380 $205,893 22%
1-290-1290000-1402 Library Prop Tax Unsec. $32,790 $33,993 104%
1-290-1290000-1403 Library Prop Tax Pre Yr $40,690 $13,215 32%
1-290-1290000-1405 Library Prop Tax Supp. $9,700 $4,408 45%
1-290-1290000-4401 Interest Earnings $11,000 $21,870 199%
1-290-1290000-4906 CLSA Direct Loan $30,000 $19,651 66%
1-290-1290000-4512 Library card sales $300 $751 250%
1-290-1290000-4312 Library Fines & Fees $115,000 $53,756 47%
1-290-1290000-4410 Media Rentals $60,000 $32,428 54%
1-290-1290000-4515 Information Service Fees $3,000 $189 6%
1-290-1290000-4907 Private Contributions $60,000 $45,012 75%
1-290-1290000-4908 Public Library Foundation $205,200 $208,000 101%
1-290-1290000-4905 Telethon $50,000 $50,000 100%
1-290-1290000-4513 Credit Card Income $2,000 $2,773 139%
1-290-1290000-4740 Grant Income $68,000 $30,425 45%
1-290-1290000-4570 APS Copier Fund $10,000 $3,311 33%
1-290-1290000- Technology Center Revenue $10,000 $7,106 71%
1-290-1290000- Transfer In: Co. Payment :$50,000 $50,000 100%
TOTAL LIBRARY FUND $1,695,060 $782,782 46%
o C rateB H toryo
~ music and stories from
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Saturday
February 1 0
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7368 Amhibald Ave.
(909) 4~-2720
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R A N C H O C U C A M O N G A
PUShIC L I 15 l~ A I~ Y
Staff Report
DATE: February 1, 2001
TO: President Howdyshell and the Library Board of Trustees
FROM: Deborah Kaye Clark, Library Director
SUBJECT: Service Incidents in January
RECOMMENDATION:
This item is for information only. The Board may direct staff to place any of the items
listed below on the agenda in March for further discussion. Any Board members is also
welcome to contact Administration to discuss the handling of any situation listed below.
BACKGROUND:
Traditionally, January is the busiest month of the year for the Rancho Cucamonga
Public Library. This year is proving no exception.
As you can see by the chart below, the average daily traffic during January was 1,258,
with leading days of the week showing an even higher number of visitors. Such heavy
daily use results in parking shortages, long lines, waits for computer terminals and much
higher noise levels than usual.
January Daily 12-Jan Fri 912 26-Jan Fri 879
Count 13-Jan Sat 1,166 27-Jan Sat 1,423
14-Jan Sun 828 28-Jan Sun 676
1-Jan Mon Closed 15-Jan Mon Closed 29-Jan Mon 1,668
2-Jan Tue 1,554 16-Jan Tue 2,007 30-Jan Tue 1,534
3-Jan Wed 1,276 17-Jan Wed 1,752 31-Jan Wed 0
4-Jan Thu 1,212 18-Jan Thu 1,514
5-Jan Fri 968 19-Jan Fri 1,022 Aver. Daily Count 1,258
6-Jan Sat 1,049 20-Jan Sat 1,301
7-Jan Sun 728 21-Jan Sun 1,106
8-Jan Mon 1,260 22-Jan Mon 1,697
9-Jan Tue 1,468 23-Jan Tue 1,762
1 O-Jan Wed 1,279 24-Jan Wed 1,532
11-Jan Thu 1,359 25-Jan Thu 1,564
A by-product of all this extra activity also appears to be a higher stress level and frayed
nerves.
The following incidents have occurred over the past three weeks. In each case,
supervising staff has gathered the following day to review the incident and insure that
library staff responded appropriately and that the guidelines given to staff have help
them in these situations continue to address the needs of the employees. The pursuit
of service excellence comes down to three issues:
1. Was the patron treated politely and with respect and were all avenues of
resolution explored prior to a request to leave the building.
2. Was the action taken designed to improve service overall for ALL visitors
to the library.
3. Was the action taken consistent with the guidelines approved by the
Library Board governing expected behavior in the library.
In each case, the parents of the young people in question have been dissatisfied with
the position of the library staff.
While presently, no further action has been initiated by the parents, the Library Board
needed to be fully briefed on the recent activities and increase in noise incidents in
general.
A full incident log is kept by the library monitors and is available for review by any Board
Member upon their request. I have attached copies of the appropriate log entries for
each incident discussed below.
1) CRYING BABY DOLL INCIDENT - REQUESTED TO LEAVE
Report taken by Karye Hood, Librarian:
A student was here at the library with a baby doll that intermittently makes crying noises. The doll
is part of a school project. Each doll is given by the school to the student and the student is
responsible for "caring" for the doll as if it were a "real baby." The baby makes a loud crying
noise, generating a great deal of noise, laughter and disruption. The student has no control over
when the doll will make a noise. After the second incident, the student was asked to leave. The
student was accompanied by her mother, a Cucamonga Middle School teacher, who was
unhappy with the decision.
Management review: Based on the log and Karye's assessment of the problem,
it was decided that the monitor performed within the guidelines given the unusual
situation.
Staff is looking at two options in handling this situation in the future and the
Board is asked to share their general view as to which approach is favored:
-3-
a. Treat the incident in the spirit of the class assignment. The doll is a real
baby. Students that deal promptly with the baby's crying will be allowed to
continue their use of the library. Students who ignore the crying, allow the
disruption to continue, laugh and giggle with other students over the
assignment, will be warned once, then asked to leave.
b. Teacher/school making the assignment will be contacted and requested to
explain to the student that the crying dolls will not be allowed in the library,
due to the noise disturbance and general disruption.
2) GROUP OF FEMALE STUDENTS - REQUESTED TO LEAVE
Four to six students in a group were disruptive. Repeated contacts by both
monitors were made, requesting students to quiet down; requesting students to sit
only four to a table; requesting students to refrain from running on stairs. Library
behavior guidelines given to students to back up monitors request were crumpled
into a ball and thrown to the floor. Students were asked to leave for the evening.
Students refused to leave. The monitor explained that the police would be called to
assist in asking them to leave.
Mother called later in the evening to protest their eviction. She believed that the
eviction was due to one of the students being Middle Eastern. Lengthy log attached.
Management Review: The library monitors worked within the guidelines of the
policies established by the library board. The students were disruptive to the work of
others and interfered with other library visitors rights.
3) REPLACEMENT OF CD'S WITH COPIED DISCS - REPORTED TO POLICE
AND HANDLED BY THEM
Best selling CD's have been systematically checked out from the library and a
duplicate CD "burned". The duplicate CD is returned to us, complete with
photocopied liner notes and replaced barcodes. The original CD is either kept by
the thief or sold to a vendor.
After some effort, staff caught a perpetrator on Saturday, January 27, a 16 year old
male. The parents were informed and promised to return the items on Sunday.
Monday, no returns had been made and no further action taken by the parents. A
police report had been filed on the thefts the previous week. The officers were
recontacted and called the parents who were requested to come in with the CDs.
The parents arrived, but without their son. They told the police that he was "too
busy".
-4-
Police are following up with the parents and child. Log attached.
Management Review: Involving the police in tracking down the perpetrators of the
thefts of the CD's was done immediately on discovering the crime. Other libraries
have reported incidents of thefts that have run into the thousands of dollars. In view
of the seriousness of the crime - intent to steal--the information on the perpetrator
of the crime was passed on to the police. Once the police are involved, the actions
move beyond library staff.
-5-
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