Spring 2007

"You know quotations are my only fog lights..." (p.63)

Like Yambo, the main character in Umberto Eco’s 5th novel The Mysterious Flame of Queen Loana, the reader of this dizzying book might similarly feel lost in a fog- with random sound bytes of meaning (quotes) as their only light to see through the immense fog of literary blather.
“I said to myself: Yambo, your memory is made of paper. Not of Neurons, but of pages. Maybe someday someone will invent an electronic contraption allowing people to travel by computer among all the pages ever written, from the beginning of the world till today, and pass from one to another with the touch of a finger, without knowing any longer where or who they are, and everyone will be like you.” (p.88)
It is worth reading the first 88 pages of the book, if only to find this quote. Yambo wakes up from a coma to find that his memory of his personal history has been erased, and he is left with only his book knowledge, which, as an antiquarian bookseller, is still quite substantial.
“The other songs, too, made it seem as if life were running on two different tracks: on one, the war bulletins; on the other, the endless lessons in optimism and gaiety that our orchestras offered in such abundance.” (p. 201)
To quicken his recovery Yambo goes back to his childhood home (in Solara) to see if this environment will trigger his memory. He ends up lost in a sea of pop-culture paraphernalia from the Italian WWII era. The author devotes a tremendous amount of energy recounting this time in history, but this relentless focus seems almost like an aside.
Yambo recounts:
“Solara had not given me back anything that was truly and uniquely mine. What I had rediscovered were the things I had read, which countless others had also read.” (p.272)
For a time the reader might think that this is where Eco is going with the story. Is our memory ever our own, or is it dictated to us from our culture? What does it mean that a whole generation can hum the theme song of the Simpson’s but doesn't know their great-grandparents names? But the reader would find herself disappointed as Eco twists the plot (plot?) again and then again until Yambo, having recovered his memory, loses his consciousness. Having lost said consciousness Yambo wonders:
“What if Someone is projecting a film directly into my brain? Perhaps I am a brain in some kind of solution, in a culture broth…and someone is sending me stimuli to make me believe that I once had a body, and that others existed around me-when only my brain and the Stimulator exist.” (p.418)
Here the story takes a turn for the worse. Those without a high tolerance for chaos and kitsch would be advised to stop before it's too late. Is Yambo dead? Does he ever see the face of Lila? Who is Mandrake the Magician?
The reader may find that they do not care so much if any of the previous 448 pages have made any coherent sense or not, only that the story is over. Finished. And they smile a sigh of relief as the black sun sets in the sky.

Posted by Amy Stefany at 08:51 PM | Permalink | Comments (0)

Remember shelf markers...

Posted by Amy Stefany at 12:30 PM | Permalink | Comments (0)

"There was never a great genius without a mixture of madness" -Aristotle

In his book The Professor and the Madman author Simon Winchester recounts the story of the creation of what is considered the crowning achievement of English lexicography, The Oxford English Dictionary (OED). The completion of the dictionary spanned seven decades and as many editors and contributors; the focus of the story that Winchester crafts is that of the relationship between the primary editor of the OED James Augustus Henry Murray and one of the most prolific volunteer contributors Dr. William Chester Minor. The twist of intrigue in the story is that the Doctor William Minor happens to be a madman housed in the Broadmoor home for the criminally insane. While this makes for a fascinating story, the overarching obsession with this man’s psychosis only serves to demonstrate our cultures penchant to romanticize the crazy and the brilliant, and its false suspicion that one is caused by the other.
Winchester waxes poetic over how, if Minor would have had access to anti-psychotic drugs, had not been in confinement, he may not have been as prolific a helper to the creation of the OED-may never have even known of the opportunity to contribute. These kinds of ruminations are basically pointless. We will never know how the dictionary may have evolved without the assistance of William C. Minor and his delusional mind, and cultivating an obsessive focus on this one man’s illness takes away from giving credit to all those who contributed to the OED that were not criminally insane. So a madman contributed around 10,000 out of 1,827,306 illustrative quotations. So he killed someone and had neat penmanship. So what?
The more we objectify people with legitimate psychological illnesses and the more we romanticize their eccentric genius the less serious their condition will be taken and the less treatment they will receive; resulting in less of a chance for a normal life. Not every genius has to cut their ear (or other misc. appendages...) off.
Two cheers for sanity!

Posted by Amy Stefany at 12:00 PM | Permalink | Comments (0)

Reading Reflection

Straight from the Stacks was compiled by Laura Townsend Kane. It is meant to serve as a guide to prospective librarians; informing them of different paths and specialties that a degree in Library Science has to offer. Reading this book from cover to cover is a worthwhile activity for anyone considering a career in library science or, even, for those already in the field. The book is arranged by type of librarianship and contains interviews with people currently working in the field. The interviews address key issues of librarianship such as: how each of these professionals has made it to the position they are now holding, what their specific job duties entail, and a forecast for the future of their particular niche of librarianship and the field at large.
One finds through reading the stories of all these librarians that there is no one path into librarianship. All of the librarians interviewed have very unique and widely varying histories and experience. Although it should be noted that most, at some point, have received their masters in library science, these interviews talk with librarians from all walks of life; some who have worked in libraries since their high school job as a page and others who could have never guessed that they would end up in this field. The book attempts to draw from a number of librarian careers interviewing everyone from your typical reference librarian, to corporate librarians and information specialists, to law librarians-even the Associate Director of the San Diego Zoo Library!
Given the wide range of types of librarians their duties and daily routines are correspondingly diverse. There are, however, commonalities. Almost all of the librarians mention technology and its role and usefulness in an information profession. While some librarians emphasize that not ALL information can be found on the internet others, in contrast, challenge the traditional stereotype of the librarian as merely a purveyor of literature. Throughout all the interviews and different aspects of librarianship there is an overall importance placed on continuing education through both formal classes and through keeping up with relevant associations and online chat groups.
When questioned about the future of the field of librarianship most of those interviewed are optimistic. Many emphasize a need to for librarians to evolve and grow with the changing course of information and technology. Some talk about librarianship as a state of mind, an attitude that can extend outside the library. Amidst all the change, many of these librarians suggest that the core of librarianship still remains the same; to serve the patron with current and accurate information.
Through the stories of all those who contributed to this compilation, one learns that the field of librarianship is perhaps not so easily typified. Over the last twenty years the nature of information has drastically changed. This change has allowed those who operate in the field to reinvent themselves and their career, as corporate librarian Susan M. Klopper suggests:
“…and about all that library image baggage which we have traditionally dragged around with us-leave it at home (p.91).”

Posted by Amy Stefany at 10:15 AM | Permalink | Comments (0)

Things are going along swimmingly at Lincoln. I just wanted to share this form, that I think is great. Each student takes home a copy of this form at the beginning of the year and brings it back after both they and their parent have signed it. I think it does a good job of explaining the role of the library in the school for both the student and the parent. It also serves to help get all the books back on time!

The form is as follows:

Welcome to the Lincoln School Library! We are so excited to be able to share all the wonderful books (both new and old) with all the Lincoln students. This year the theme for Lincoln Elementary and the school library is SPACE which stands for Stories Produce Adventure, Curiosity, & Excitement.
Students from Kindergarten through 6th grade have an opportunity to attend library classes each week with their classrooms. Each week the students check out books and learn a variety of library skills and responsibilities including:

• Learn the different skills needed to use the library effectively.
• Find and appreciate interesting books to read for pleasure and
learning.
• Locate information in the library for research.
• Practice checking out, reading, and then returning books on or
before library day.
• Develop the responsibility of taking care of all books, especially
books that belong to the library.
• Appreciate the library and the variety of literature and
information found in a library.
• Reimburse Lincoln Library if books are damaged or lost.

The person who checks out the book is responsible for those books.
We feel it is important for every student to practice the above library skills and responsibilities regularly. Therefore, we would like each student and parent to sign below to show that they have read and understand the above responsibilities. Again, we are thrilled to be back again in the library to share all the wonderful books and information we have in our Lincoln Library with each and every student.
Sincerely,
Lincoln Librarians & Library Assistant

FRIDAY is your child's Library check-in and check-out day!
September 5, 2006
I understand the above library skills and responsibilities.
Parent Signature Student Signature

Posted by Amy Stefany at 08:50 PM | Permalink | Comments (0)

Reading Reflection

Revolting Librarians Redux is an insightful collection of essays written by those in the field who feel that certain things regarding the library could be done differently, or given a second look. It is a follow up to the 1970 book Revolting Librarians, written in the same manner. Throughout the book the reader is introduced to a myriad of concerns put forth by present day librarians. While there are numerous and various complaints, one can see three major issues rise up through all of the other matters. These three issues include: the relevancy (or lack there of) in current library school curriculum, the current trend towards new library business models which turn the patron into a mindless consumer of library services, and protecting the patrons privacy (and the integrity of the library, itself) especially since the post 9-11 threat to our civil liberties.
Jess Nevins notices in his essay What Library Schools Still Aren’t Teaching Us (pgs 45-53) that there are a few common sense job applicable skills that are not being taught in library school. Included in his list are: office skills, dress and hygiene, sensitivity training, teaching, book purchasing, professional writing, public relations, managerial skills and interviewing skills. Nevins recommends creating one course that is taught in library schools that would incorporate the teaching of all of these skills. Besides not getting thorough training in library school it is also suggested that the information and teaching one does get is often outdated and irrelevant by the time one finishes their degree. If this weren’t enough there are more issues with library school such as: the inability for a paraprofessional who is already doing the job of a librarian to receive the title and pay of a librarian without their MLS, and the issue of ALA accredited schools versus the non-ALA accredited degree program. While all these things put together create a hard case against library school, prospective student should not be discouraged by reading this, but, rather, should be encouraged to be critical and active participants in their education instead of just passive consumers of it.
A second major issue that has librarians revolting is a new trend being set by library managers and administrators to adopt a corporate-like business model for running their community library. This is thought by Sanford Bernam to undermine “The essential public library mission and ethos: To freely provide materials and information in a variety of formats, representing widely divergent opinions, experiences, and perspectives-and to do so in a noncommercial, “neutral” environment for the entertainment, enlightenment, and both intellectual and spiritual growth of the whole population, unlimited by age, income, sex, disability, ethnicity, or occupation.” It is the fear of these librarians that the library is turning into little more than a state run Barnes and Noble, where one can find twenty copies of Oprah’s latest book club book and less, if any, copies of more challenging or controversial books or publications.
A third concern worthy of noting is the library’s position on privacy and information access before and after the USA PATRIOT Act. In his essay Taking a Stand (pgs 61-65) Daniel Tsang observes that “Libraries, for example, are cited as a specific venue where FBI agents are now free to troll or conduct fishing expeditions for basically anything.” If a library receives a government request to hand over a patrons circulation record, they are encouraged to seek legal advice from ALA lawyers, but it is questioned as to whether this is enough to protect the patron’s privacy. The government has also used the current political climate as an excuse to restrict access to otherwise public information; “the Environmental Protection Agency, the Federal Aviation Administration, and the Nuclear Regulatory Commission have all deleted “sensitive material” from their web pages (p.96).” Librarians are caught in a balancing act to keep patron’s records private and public information accessible.
Although these issues are large and pervasive it does not seem to be the intention of these revolting librarians to overwhelm the reader. They are writing for change in these issues that concern them and their field. They are writing so that “their silence is not taken for affirmation.” Throughout these essays there is a humor, an insightfulness, and a concern that someone who did not have faith in the profession (as a whole) would ever express. As Chris Dodge put it on page 135:
“Revolting librarians have not given up hope for the future of libraries.”

Posted by Amy Stefany at 07:26 PM | Permalink | Comments (0)