Thursday, August 30, 2012

Article: What Kind of Book Reader Are You? A Diagnostics Guide by Jen Doll

Just came across this article on The Atlantic Wire titled: What Kind of Book Reader Are You? A Diagnostics Guide by Jen Doll.

After reading it, I must say that it lacks several other types... what about a Voracious Reader - one who just can't seem to stop and spends every spare moment with their nose stuck in a book or the screen of a tablet/phone? I think I am definitely one of those. I spend a lot of time reading - both for pleasure and to build a solid reader's advisory foundation... maybe I should amend the title type and call it an Escapist Voracious Reader - since reading gives me a pleasurable break from life.

Then there's the Skip to the End to See if it Ends Well reader - where they check to see if they're happy with the ending... you know, to see if nobody dies at the end or if the characters have a h.e.a. (happily ever after).

What about the Must Read In Order reader - where even though you spot a book that seems interesting on a shelf, be it at the store or the library - you must find the very first book in the series, no matter what! Heaven forbid if you find out what happens to the characters and then have to go back and reread the first book(s) all the while knowing what is going to happen!! (I think I am one of those as well...)

Doll, J.  (2012, August 29). What king of book reader are you? A diagnostics guide. The Atlantic Wire. Retrieved from:

Friday, August 12, 2011

$hitake Mushrooms are Dangerous in the Library

Naughty words are replaced by creative librarians to be used in stressful situations... I LIKE!

Book Prices Go Crazy!

I stumbled upon this blog post -

Being a person who sometimes buys books that are used I found it to be kind of scary.

How much of Amazon's pricing is decided by algorithmic pricing? Since prices can be updated almost instantly on the Internet... would I get a different price than a friend on a different computer simply because certain criteria match? Or the cookies on my computer have indicated a certain pattern in my shopping?

Thursday, June 30, 2011

Talking to Little Girls

I just recently read a blog post by Lisa Bloom, author of Think: Straight Talk for Women to Stay Smart in a Dumbed Down World that was in the Huffington Post.

I thought that the article brought some interesting points to light about what society perceives as important talking points when talking with young girls and even teens. The fact that there seems to be a trend that points toward an almost narcissistic state of mind that we're training in tomorrow's youth is downright disturbing. It makes me wonder how many American women are unhappy with having to maintain this façade in order to feel as if they're still loved/liked and the worries of having people turn away from them if their projected image begins to crumble.

This has given me something to think about from a librarian's perspective...

I think Bloom gives excellent advice at how to interact with girls - I leave you with her words -

"Try this the next time you meet a little girl. She may be surprised and unsure at first, because few ask her about her mind, but be patient and stick with it. Ask her what she's reading. What does she like and dislike, and why? There are no wrong answers. You're just generating an intelligent conversation that respects her brain. For older girls, ask her about current events issues: pollution, wars, school budgets slashed. What bothers her out there in the world? How would she fix it if she had a magic wand? You may get some intriguing answers. Tell her about your ideas and accomplishments and your favorite books. Model for her what a thinking woman says and does."

Bloom, L. (2011, June 22) How to talk to little girls. [Web log entry] Retrieved from:

Thursday, May 5, 2011

Final Reflection For Class

This class has really opened up my eyes to the human/people aspect of research. I think that up to this point, I have mainly been dealing with secondary research – just having to analyze what someone else has written. I guess I have reached a point where I will be relying on freshly collected data – data that I will more likely than not be collecting myself as a librarian. This makes me think of the amount of data analysis that will have to be done and how my understanding of marketing will help me in analyzing trends and the like.

The class has also allowed me to explore the different areas that interest me and which I'd be interested in doing further research on. Being exposed to different methods and ideas has started something churning in the back of my mind… I am not sure when I will be starting on it, but the foundation is being built…

I think my niche though is with the anime/manga-loving teens. My background as both a fan and staff member of an anime convention brings a lot more to the table than the average librarian, which makes me really want to make the program extra special. I would like to ensure that the teens are doing more than just sitting there and watching random episodes. There is more to learn and enjoy from anime and manga and there are many ways that as librarians we can tie in other subjects/ideas into the program. I think I want to push my love of the Japanese culture and infuse the program with that love and knowledge so that teens will gain so much more and will have a new appreciation for what they are watching and reading.

Friday, April 29, 2011


As the time for the final project nears… I find myself needing to brainstorm… Since I am choosing to do option B, or the programming plan I need to think up some ideas for my anime/manga club idea… 

Sunday, April 17, 2011

Blue Pill or Red Pill?

For my final assignment I have chosen to go with Option B…

Option B
Write a 9-12 page programming plan using the CATE OBPE model.
Identify your sources of initial information (i.e Libraryʼs strategic plan, literature review)
and summarize the reasons and capacity for the program.
Identify necessary information gathering (i.e surveys) and what specific information you
will be gathering.
Identify the intended outcomes of the program
Outline the program/service
Outline the plan for evaluation

At this point I believe I need to figure out what exactly I am being asked…and how I will go about putting this together…

I already know I will be focusing on a local library and have a pretty good idea of what type of programming I hope to introduce…improve…

Q: What is the CATE OBPE model exactly??
A: Project CATE was developed with the collaboration of the Florida State University of Information and the St. Louis Public Library. Its major participants were Eliza T. Dresang and Melissa Gross from FSU and Leslie Edmunds Holt from SLPL.

The acronym CATE OBPE stands for Children's Access to and Use of Technology Evaluation through Outcome-Based Planning and Evaluation... It can be applied to many subjects… specifically youth services.

For youth services librarians, using this helps to better serve youth in the community. Using this method helps in not only evaluating current library programs, but can also be used in the creation of new ones.

"In addition to increasing the knowledge of youth services staff, OBPE does the following:

·       Helps staff "work smart" by providing a system to measure success and specific information to use to adapt or change programs and services.
·       Strengthens library planning and budget allocation.
·       Allows a library staff to understand and describe the impact of its program and services on its users by enabling communication among youth services staff between library departments, including administration, and by enhancing communication with the community, donors, and program partners.
·       Provides accountability for public agencies, including libraries. OBPE is required by the federal government and will be increasingly required by agencies using state and local funds; it is required by some private donors as well.
·       Enhances the career paths of individual youth services staff members by adding to their professional skills." (Dresang, Gross, & Holt, 2006, p. 15)

Project CATE Outcome-Based Planning and Evaluation Model

  (Dresang, Gross, & Holt, 2006, p. 27)

The four phases:

  • Phase I: Gathering Information
  • Phase II: Determining Outcomes
  • Phase III: Developing Programs and Services
  • Phase IV: Conducting Evaluations


Dresang, E. T., Gross, M., & Holt, L. E. (2006). Dynamic Youth Services Through Outcome-based Planning And Evaluation. Chicago: American Library Association.