Additional Comments submitted to the Commission
Rochester Public Library,
April 7, 2000 |
I am a school media specialist working in a large inner city elementary school in Albany. I have worked for this school system for ten years. While I support all of the commission's recommendations, I would like to address recommendation number two: that all New York's public school students are information-literate by providing strong school library media programs that include appropriately certified professional staff, adequate resources and technology.
Within my tenure here in Albany, I have witnessed several attempts to undermine libraries because of budget constraints. Because elementary librarians are not mandated, we are considered "extra" and appear on cut lists whenever the district is short of money. Our district has even gone so far as to lay off librarians, then try to re-hire them a month later. As you can imagine, the effect of this on building strong, stable libraries with a staff that can count on their librarians for support and innovation has been disastrous.
We have made great strides in technology during the last ten years, but I admit to anxiety that some of our
leaders think putting computers into the school is enough. I consider it part of my job to encourage constructive
use of these devices. But from year to year, we are left in limbo about what will be funded and/or staffed, which
makes long range planning very difficult.
I'd also like to address recommendation number four about equitable libraries. My inner city school has test scores
are not enviable. Many of my students have illiterate parents and families that can not support their students
by helping with homework. I have students that have never been read to before they got to school. I have to teach
them which way the pages go and that there is something of value within the covers of a book. We receive support
from the Reading is Fundamental organization because so many of our students do not have books in their homes.
If I was not willing to organize this program, I do not think it would be happening.
I feel strongly that we must do more. When I attend conferences and workshops, I feel like I am working in a different profession than those in the suburbs. Getting students to respect books and appreciate libraries is difficult to do when those libraries are filled with rotting, inaccurate volumes as are many of our public school libraries for lack of appropriate staff and budgets to replace these books with anything at all. My library has less than the minimum amount of books per student but I have gone to great effort to make sure that the books that are there will be read.
If there is any other data that will help you in your cause in improving the New York State school and public libraries, please let me know.
The Minisink Valley Central School District has five schools and serves a diverse population in an area of 115 square miles in the western portion of Orange County. The area contains the majority of the Towns of Wawayanda, Minisink, Greenville, and Mt. Hope, a portion of the Town of Wallkill and a small portion of the Town of Mamakating in Sullivan County.
Minisink Valley has a strong K-12 instructional program and continually strives to improve academically. There are high standards and expectations for student achievement and citizenship. There are over 14,000 residents with 4080 students. With the end to a fee for library service, only the few residents in the Town of Mamakating continued to have any access to a public library.
Recognizing the importance of library services for district residents, the Board of Education worked with the Ramapo Catskill Library System in Spring 1999 to contract for library services for district residents. The contract fee for nine months of service was added to the district tax levy. The contract fee for the period of June 30, 2000 through June 30, 2001 has been established. The increased contract cost will again be part of the school district tax levy, with an anticipated legislative grant for the remainder of the fee.
We know that there are 1.3 million New Yorkers who live in unserved areas. Although the establishment of library service areas, unlike education services, is not required under the State Constitution, we truly believe that access to library service is a critical need and a right for our students and residents. Therefore, the responsibility for seeing that district residents receive library services has fallen to the school district and we have shouldered that responsibility. This is not fair and not equitable. Our school budget is being impacted in this time of scrutiny for financial responsibility.
The Minisink Valley CSD has worked through our legislators and the NYS School Boards Association on the problem of library services for district residents and our concerns about a fair and equitable solution. We strongly support the Preliminary Statewide Policy Recommendations to the NYS Board of Regents by the Regents Commission on Library Services, with emphasis on Recommendation 3: Ensure the availability of local library service to all New Yorkers and improve local support for public libraries through the voluntary formation of Public Library Districts.
While I am unable to attend the public forum to discuss the preliminary statewide policy recommendations for library services for the 21st century, I wish to submit the following testimony for your consideration. I commend the Regents Commission on its belief that New York State can and should be a leader in library services and in its work to foster that vision.
As director of one of the State's school library systems, I would like to focus on the information needs of the K- 12 education community. In particular, the needs of students, educators and parents with regard to the six policy initiatives of the Regents Commission on Library Services. In respect to Recommendation # 1 to create NOVEL, and Recommendation #2 to "Ensure that all New York's public school students are information-literate by providing strong school library media programs that include appropriately certified professional staff, adequate resources, and technology" the school library system's role is one of leadership and advocacy.
In particular, the school library system can play an active role in the creation of NOVEL by:
Although NOVEL is an important step in providing digital resources statewide, we need to align this effort with efforts to ensure that the basic technology is in school libraries and that there are trained professional staff to assist students, teachers and parents to make effective use of digital resources. School library systems are an essential component to the integration of NOVEL in school curricula. The statewide provision of electronic databases is a cost-effective initiative, but the use of databases depends on their relevancy to users' needs, training, and the availability of technology. I urge broad representation of all types of libraries on any committee making the selection of statewide databases and in the development of NOVEL.
In considering school libraries' readiness to make use of NOVEL, I would review the State's documentation on the Electronic Doorway Library Program. Documentation that indicate just how far some school libraries need to go before they are even able to make use of or contribute to NOVEL. One suggestion made at a recent State meeting is worth considering in regards to the readiness of school libraries. A school library system director suggested that in tandem with the development of NOVEL, it be proposed that the LSTA funding of retrospective conversion be non-competitive for school library systems. The number of school libraries not even at the basic level of EDL would be greatly assisted in their development by these funds. Last year, I received an LSTA Grant, which resulted in the last five public school libraries in our system automating. These funds were the motivating factor for administrators to commit local dollars for software, equipment and networks.
While access to digital resources enriches the information that can be made available statewide, there is still a real need to balance electronic resources with print resources. As school libraries struggle to balance their collections, school library systems have struggled to provide coordinated cooperative collection development. Widening participation in the State-funded Cooperative Collection Development Program to include school libraries would enhance collection development statewide. Participation of school libraries would also promote an integrated approach and a continuum for collection development. The concept of coordinated cooperative collection development is a cost-effective strategy for all libraries.
As regards Recommendation #2, school library systems are in the forefront statewide in promoting information literacy. Staff development programs, such as the one that took place locally last year, increase the awareness of not only school librarians, but young adult librarians as well, to the importance of information literacy skills. AASL in partnership with AECT have focused our attention on the development of these skills. The Division of Library Development needs to partner closely with the State Education Department in raising awareness on the part of educators in promoting the integration of these standards with the New York State Learning Standards. Information literacy standards need to receive the same attention and import as language arts standards or social studies standards. School librarians need the same release time as their teaching colleagues for staff development and collaboration.
Beyond staff development, school library systems provide guidance to administrators in defining exemplary school library media programs, technical assistance to librarians, coordination for collection development and support for professionals in a changing profession. Questions from library staff concerning facilities design, automation, assessment, etc. are handled daily by a small dedicated school library system staff. With the disbanding of the Bureau of School Library Media Programs, school library media specialist have look to school library systems for assistance with growing frequency. While school library systems have strived to provide leadership and guidance, the State Education Department needs to recognize the importance of school library media centers to academic achievement by providing a more integrated approach among its departments. A closer working relationship among departments within the State Education Department would foster a better understanding of the value of information literacy standards to all curriculum standards. On all levels, clear and meaningful communication needs to be fostered for the betterment of school library media centers. This can be accomplished by better staffing at the State level and better staffing at the local system level. From the perspective of school library media specialists there is a need to have a department at the State level adequately staffed and focused on school library media centers to ensure that Recommendation #2 is successful.
The Commission's work is important to the equity of library service. In strengthening the institution of the local community library, resources for students and parents are strengthened. The school library system's role in this effort is one of fostering communications and collaboration between school librarians and their colleagues. Locally, there is a strong tradition of collaboration. Funded by an LSTA Grant, the Monroe 2-Orleans BOCES and Wayne-Finger Lakes BOCES School Library Systems developed WebQuest Teams of teachers, school librarians and public librarians to work on curriculum projects for students to access from their school or public libraries. However, while recognizing the need to strengthen local community libraries, I would ask the Regents Commission to also recognize the financial crisis of the State's school library systems.
No library would negate the significance of reducing disparities in public library funding or providing incentives for all libraries. Both necessary initiatives, but they do not address the need for an increase in systems' operating budgets. In particular, the initiatives do not acknowledge the dire condition of funding for school library systems. The insufficient funding of school library system is documented as far back as the King Study and recognized in NYLA's recent legislative proposal. The need for equity in the funding of systems still remains. Competitive funding is not the answer to an inadequate operating budget that limits staff, programs and resources. The need for adequate funding of school library systems is great and will be even greater to ensure the quality and equity of library services to the K-12 community. The school library system will continue to advocate for equal funding of systems for equal work.
There is a recognized need to improve the capacity of New York's urban public libraries on the part of all libraries. It is hoped that the Commission will remember that urban school library systems and urban school libraries experience the same high demand for services. The five school library systems situated in city school districts in New York State serve school libraries in urban K-12 communities. Their role in partnering with urban public libraries in providing multilingual resources is important in strengthening library services to urban populations. City school library systems cannot avail themselves of co-sers to supplement the lack of an adequate operating budget. And while co-sers have been the underpinnings of many BOCES school library systems, they do not foster equity of service.
With regard to co-sers, I would like to briefly share my concern with the Commission. I have been a school library system director for over 15 years. 2 people, a clerk and myself staff the school library system office. This is the first year, that part of my salary has been placed in another budget to allow for funds for staff development, collection development, and support to school library media specialists. Yet, on the State level, this year saw 1/4 of the school library system directors requesting a waiver from the State. While co-sers have enabled systems to expand services, co-sers also create inequities. The growing dependence of some school library systems on co-sers as a funding stream to alleviate the problems of inadequate funding is alarming.
In addressing standards, the Commission is urged to review the roles and functions of systems. Standards need to be established as to a basic level of service for systems just as there is a basic level of EDL. Presently, school library systems are not funded at a sufficient level to provide the services they are mandated to perform. Each type of library has specific information needs and requirements. A reexamination of library systems' strengths is important in establishing standards for system services. A clear understanding of the roles of systems, the differences in structure and governance and the inequities of funding is necessary to developing meaningful standards. This understanding is crucial if developing standards is linked to any incentives. While monetary incentives would undoubtedly increase the provision of some services, would the provision of those services become consistent? The definition of systems' roles and services is necessary so apples are not being compared to oranges in evaluating performance. Competitive funds and incentives by themselves are not what are needed to ensure a basic and equitable level of library service for all New Yorkers. Systems need a level playing field from which they can be compared and evaluated in terms of service. Tying achievement of systems' objectives to increase aid can be misleading without identifying basic levels of service and providing equity in system funding.
When going back and revisiting the King Study, I was struck by how similar some of our present system concerns are to those expressed during the 1987 and 1988 hearings. Some of the barriers, expressed in testimony, to greater system cooperation are still with us. Among the barriers are the need for broad representation for coordination and cooperation; the need for distributing regional automation funds on the basis of predetermined formulas or State defined; the need for acknowledging the differences in structure, governance and roles; and the need to lessen the inequities in funding. Incentives and safeguards to encourage the sharing of services must take these issues into consideration. Each library system must be an equal partner in determining shared services and collaborative efforts.
Each system has its strengths and focus. School library systems provide leadership and support for school library media centers. They are unique in their understanding and alignment of services to the New York State Learning Standards and to the needs of their local school communities in fostering student learning. While collaborative efforts among systems benefit all, school library systems are uniquely situated to meet the needs of school libraries. As we strive to meet the challenge of the 21st century, I am mindful once again of the King Study when it states "there should not be any dominant type of participation in cooperative efforts, but broad representation and participation.
There are challenges enough for us all both on the State, regional, system and local level and it calls for all of our expertise and goodwill. I thank the Regents Commission for their excellent work and am hopeful that we will in the spirit of true partnership go forward to provide the quality library service that all New Yorkers deserve.
I wish to provide the following testimony regarding the recommendations of the Regents Commission on Library Services.
I am a Library Media Specialist at Horseheads High School, Horseheads, NY. I have been in this position for 19 years and a Library Media Specialist for 21 years total. Prior to that I taught History for 14 years.
Recommendation Two. Having the perspective of both before and after the advent of School Library Systems, the difference is dramatic and continuous. Prior to School Library Systems, we were a paper and pen operation. Catalog cards were laboriously typed one at a time. Students struggled through the Reader's Guide. At that time I believed that many students lacked the ability to do research. Then the Systems arrived and so did automation. As we successfully automated our catalog, I began to see students finding and using resources. These were the same students that I thought before could not do this. I suddenly realized that the computers were the difference, not the students' abilities. What they could not use was the card catalog. Freed of those constraints and provided with a variety of databases, they began to produce. I have seen a steady improvement in student use of the library as a result of automation and databases, both of which came as a result of the System. For the first time, librarians had appropriate in-service classes, coordinated programs and advocacy programs. All this came from the fact that the System Coordinator was there to coordinate and help us. As individuals we would never have accomplished this.
However, the state support of School Library Systems to students has not increased, even though the demands on us for more student services and the resulting need for more help from the System has continued to increase. The System is so important to students that we should have a full-time director. Unless more money is allocated to the System, we will be forced to reduce services. Our entire budget is used up for salaries and fringe benefits and does not cover the full amount needed. As a result, our System director is in charge of a variety of other programs as well and that dilutes the time she can spend on our needs.
Isolation is the great enemy of special teachers in the schools. The System provides the connection needed for professional growth and development. Together we can plan programs and initiate activities that alone we could not do.
School Library Systems have been the key to leading us into the 21st century.
Another absolute necessity is a fully staffed library at all levels. Elementary librarians provide the basis for future growth for children. Librarians provide much needed guidance to ensure that children read age-appropriate materials. If you simply tell students to pick a book, they frequently take books they cannot yet read. Then they become frustrated and decide they do not like to read. Librarians are trained to help children select books. Information skills must be taught in elementary libraries also. The amount of information is increasing exponentially. What the student of the future needs to know is not facts but how to find out what he or she needs to know. That is the role of librarians. Our District went through a period of austerity and as a result cut elementary librarians from one per elementary building to 2 for five elementary buildings. The resulting chaos resulted in community and staff demands that librarians be hired for each building. However library clerks were not replaced and thus the programs cannot grow any more. The Librarians simply have no time to do more. Equity is a major issue today and those students in schools with librarians have a better chance than those without. Reading encourages reading, which encourages more reading etc., etc.
At the SLMS Conference in Syracuse on May 6, the question of Needs Based Funding was raised. Needs Based Funding has a very negative effect on a district such as Horseheads. Seventy-eight percent of our residents do not have students in school. We have seen an increase in the value of housing and commercial business. Therefore we are classified as less needy than in years past, so we received $85,000 less state aid. Our taxpayers are not willing to continue to raise school taxes year after year. How do you get people living in trailers with minimal plumbing and other facilities to raise their taxes? How do you convince Senior Citizens on fixed incomes to continue to pay more? In our district they are organized and they vote. Needs Based Funding is a way for the state to ignore its' responsibilities. It hurts those of us in the middle who are trying to get along. Every person in New York should have access to quality library services. The State should make sure that it happens in both rich and poor areas.
I am greatly tempted to expound on my other ideas but this is not the time or the forum. I appreciate the opportunity to share my thoughts with you and hope they will be of some value.
It is indicated that digitizing will limit the need for handling the original document. I feel that digitizing will only create an increased interest in viewing and handling of the original. As an archivist and a person who does research I prefer to view the original. While digitizing allows the individual to observe the informational content of the document there are instances when the researcher not only needs to see the informational content but also the document itself because of its artifactual value.
Therefore, with the increased demand to use the original it is necessary to look at measures to preserve the originals, such as placing the documents in acid free containers, encapsulate them, and undertake conservation work to repair them. Thus additional funding earmarked for preservation should be included along with the funding for digitization. If not, what will happen to the document when its increased use causes it to deteriorate to the point where it can longer be available to researchers.
Another concern with digitizing is the instability of this process. Once documents are digitized can it be guaranteed that this information will be accessible should a library go to a newer computer system? Will the software and hardware be compatible to a new system?
My third concern with digitizing is the possibility of altering the image - improving the contrast and 'cleaning up the image per se'. While someone make think this improves the image they may unknowningly be removing important information about the document, thus creating a document that in fact is no longer credible. How does this affect a person's validity for his or her research? What type of legal ramifications does this also create?
I feel that individuals -- archivists, librarians, conservators who are familiar with preservation and digitization should be included in the development and planning stages of this proposed digitization project in order to insure the continued preservation of the original documents while at the same time provide good quality and credible digitization.
Thank you for your attention to this letter of comment.
I wish to make a few comments on the draft recommendations. In particular, I'd like to focus on #3-#5.
Recommendation #3 which calls for the the voluntary formation of Public Library Districts provides a nice overview of the options for Inclusion of untaxed, unserved areas around the state. However, there are Some issues that may be addressed in the final report that I wanted to raise.
Other than the last sentence, there is no recognition of the equity that local taxpayers have in the development of their libraries -- both in the physical structures and in the collections housed within those libraries. In many cases around the state, this equity amounts to millions of dollars. Will state aid be forthcoming in the millions of dollars to address this problem? Will the final report state the magnitude of the equity statewide so that legislators will realize that some "real dollars" need to be put towards solving this?
Another facet of the issue of expanding public library district service areas is that although the tax burden is shared by a bigger pool of taxpayers, that may be offset by the service demands of thousands of new borrowers. Again, will there be incentive aid adequate to address this?
Recommendation #4 is one of the best parts of the draft document. If state aid to underfunded libraries can be established, it will help to cure one of the biggest problems facing public libraries. The problem is that just about anything can be called a library, no matter how inadequate its funding and services are. New state aid could help to even out disparities in funding, and allow New York's residents to see what all of their libraries might be.
Recommendation #5 should come out forcefully for hundreds of Millions in state construction aid, instead of
the pitiful $10,000,000 per year called for after the nearly-as-bad $90,000,000 over five years. Why is the Commission
afraid to ask for a realistic amount to address the problem? Please consider correcting this in the final report.
I've seen school construction aid, and reimbursement formulas, increase tremendously over the past decade. But
it's not only schools. When was the last time you saw a decrepit fire house outside of an urban area?
If $800,000,000 is needed, ask for it. Let legislators and the Governor know how much is really needed.
[Regarding a 1993] Colorado study that links strong school library media programs to higher levels of academic achievement.
Based on these findings, I submit the following points to the Commission for consideration under Recommendation 2.
A. Library media expenditures affect collection sizes and in turn student achievement. Students who score higher on standardized tests come from schools which spend more to promote access to learning resources.
B. The instructional role of the library media specialists shapes the collection and in turn increases student achievement. Collaboration between library media specialists and content area teachers is vital to the development of core curricula that emphasize 21st century information literacy skills.
To ensure that this critical piece does take place
C. The existence of a full time certified library media specialist for every school is a strong predictor of student achievement. Students who score higher on standardized tests tend to come from schools who have a certified school library media specialist. Presently there exists no state mandate for a library media specialist at the elementary school level.
D. Staff Development/Professional Activities are critical to the continued upkeep of school library media specialist skills. The dynamic nature of information technology requires school library media specialists to continually upgrade their skills.
Thank you for this opportunity to share the concerns of school libraries, as we look forward to policy that will redefine the future of libraries in New York State.
I am writing with regard to the Regents Commission on Library Services preliminary statewide policy recommendations.
It is extremely important for all New Yorkers to have strong support for libraries -- to guarantee all citizens
access to information, to further education, and to assure the preservation of our cultural heritage. The policy
recommendations will definitely help New York in all of these ways, and I certainly hope that the Legislature and
the Governor will agree to support them.
The area I wish to comment on is the proposal for NOVEL (an excellent idea), and specifically support for libraries
to digitize their collections. Creating digital access to unique and important materials will be an increasingly
vital activity for libraries as more and more people use electronic information. It is essential that the State's
funds be used in a way that will assure both a high quality digital product and the safety of the original collections.
This is the State's opportunity to assure that these historical materials continue to exist for further generations whose first awareness of them will be through NOVEL and other electronic services.
Thank you for the opportunity to express my views.
I am a Middle School Librarian in Watkins Glen, NY. I have been a school librarian for 25 years. I would like to respond to Recommendation 2, which concerns public school libraries.
Schools today, at least in our area, face budgetary problems, due to rising health care benefits cost, rising teachers' salaries and a need for more staff to help students achieve new academic expectations. Unfortunately, when school administrators are faced with these problems, cuts in school library staff and library budgets are often made. We can talk all we want about the need to give our students access to information through technology; but the fact remains, that the more important, basic needs are for sufficient library staff at all levels and for sufficient funds with which to buy library materials.
Until certified librarians and library clerks are mandated at all levels and the wording of the current library aid legislation, that currently gives school districts $6.00 per pupil , is changed so that school districts are required to, at the very least, match this amount with local funds, equitable access to quality library service in our public schools will not occur.
I am currently finishing my third year as a school library media specialist in my third New York State school district. Three schools in three years has been exhausting, but I have finally found a district that I am happy to work for, except for one "small" problem.
You see, our rural school district happens to have great administration, and excellent faculty. I have nothing to complain about other than my status as the District Librarian. Our student body is about 1200 students strong, and our campus is spread in and around the two towns our district serves, with three buildings, K-2, 3-6 and 7-12. There is one full-time teaching assistant in each library.
My "main" assignment is the 7-12 building. The superintendent expects me to spend a day or so each week visiting the other two libraries. This has not happened yet this year. My principal expects me to stay here in this building, and for the most part, I do because of the level and quantity of research that our 7-12 faculty and students are conducting.
This district has never had more than one librarian, and taxpayers seem to be quite happy with the current level of library services. I however, am not. The teaching assistants are quality employees who do a good job with what few resources and little pay they are given. But they are not trained librarians.
The K-2 T.A. last year started a flexibly scheduled library program. She was all excited after hearing how much this new way of running the library could benefit children. Because of her lack of library training, what ended up happening was that she cancelled a good program where books were being read to children, and library skills were being taught weekly, and instead only does weekly checking out of new library books. The teachers were not taught how to use a flexibly scheduled library and are not encouraged to sign up to use the library. The T.A. expects the teachers to sign up on their own when they need time. No one is reading to the students and they are not learning library skills. I am powerless to intervene for several reasons, one of which being that the T.A.'s have been working on their own for so long now, it would take an entire year of my daily presence to get anything changed.
The 3-5 T.A. is a wonder with computers, and is the computer facilitator for her building. This takes up most of her time and interest, books are peripheral. Her students know how to type and surf, but can't find a book on the shelf.
I am trying in my own way to improve standards in our elementary buildings. I have recently won a substantial increase in the book budgets for both buildings, nearly doubling what they had. The superintendent has told me that if one of the TA's retires or leaves, he will replace her with a librarian. We'll see. In the meantime, our students are not reading for pleasure, and are not learning basic library skills like how to find a book or even how to use an index. By the time I see them in 7th grade, they are completely turned off to the library and books.
I would like to get a more integrated elementary library skills program going, but the TA's are overworked just doing clerical work like processing books and circulation chores in their libraries. I can not and would not force any more work on them, they are not librarians. I can honestly say, that without the support of our school library system (SCT BOCES SLS), things like interlibrary loan, cataloging new materials, and just learning about what is going on in the world of libraries, would not happen in our district. We would be cut off from any world beyond our district.
I'm here to stay in this district. I am looking forward to my fourth year as a school librarian in a school
where I will know everyone's name and won't have to struggle to pull together a brand new library media program
from someone else's leftover mess. What I'm not looking forward to is dealing with feelings of guilt over not doing
more for the elementary libraries even though I know my district expects too much from one employee. I tell myself
that I am doing the best job I can under the circumstances, but how do you justify that when you know that children
aren't receiving the best education they deserve? I find myself wishing that one of the TA's would just leave,
even though I know that our district probably wouldn't approve at additional librarian. Hope is a powerful thing,
but a law or policy would be better.
On behalf of the Long Island School Media Association, of which I am President, we would like to reinforce the
essential
question of ensuring that all NY public school students be given the opportunity and support for becoming "...information-literate
by providing strong school library media programs that include appropriately certified professional staff, adequate
resources, and technology."
As a Library Media Specialist in a large suburban high school, I can attest to the fact that a strong foundation
helps us further develop students towards the aforementioned goal. Students who come to us with a weak background
in the information retrieval process find it difficult to catch up with those who had the opportunity to develop
these skills under the watchful eye of a certified school library media specialist while in the lower grades. Therefore,
we strongly recommend that school library media
specialists be mandated at the elementary level as they are at the secondary.
I am unable to miss work to attend your May 5 hearing in Vestal, but wanted to get my comments included with others from this part of the state. I appreciate the time and effort you have taken to address the basic and important issue of providing library services to all.
I represent the 10th district on the Tompkins County Board of Representatives. Tompkins County already provides library services to all residents, although geographical access varies among its constituent municipalities. In addition to our County library, there are four "rural" community-supported (3) or school-district-based (1) libraries. I served on a committee that recently completed a year-long study of how well library services are delivered to our residents, including consideration of funding sources and near-term needs. We concluded that our present "system," which includes excellent cooperation among all the libraries, works well. (I believe that a Board colleague of mine, Frank Proto, as part of his testimony, is presenting you with a copy of our study.) Our County library is about to move into a renovated former Woolworth building in downtown Ithaca (including a solar-electric photovoltaic roof array!), and two of the rural libraries are in the midst of major expansion programs. We await with interest your final report, to see what parts of it may help us.
Fundamental is the question of how to pay for the needed library services. Local governments rely most heavily on the property tax, with sales taxes also important. However, wealth is no longer properly measured by property ownership, and sales tax is still regressive.
Your recommendations 3 [ensure all residents of service], 4 [needs-based formula for equitability of service), and 5 [capital-project aid] seem especially relevant. However, I believe our County, with its particularly high proportion of tax-exempt properties (Cornell, several state parks, etc.) finds property tax particularly unfair, but nevertheless has already shown strong local support for public libraries. Moreover, since in our County there are no residents without library service, we may not benefit from #3.
I worry about #4 positing a "needs-based formula". I also wonder what "community-based performance measures" you have in mind. On a practical note let me suggest that you avoid getting into the multiplicity of formulas that so confounds school district financing, and keep any "needs-based" formula singular and simple.
As to #5 [capital-project aid], matching grants up to 50-75% and a demonstration, of "commitment to ongoing local support" seem eminently reasonable to me. Also, if there were any way for you to retroactively reward communities who have recently invested in capital library improvements, that would help people feel as though they were being treated equally.
Best of all, in my opinion, would be for the state to forget the many-special-formulas approach to funding and instead directly take on ensuring a. base level of support. If, indeed, "a minimum funding level of $20 per capita is necessary to meet basic needs," let me strongly suggest that the fairest and quickest way to ensure that basic level is for the state to recognize its broader-based revenue sources (such as income taxes) and immediately provide that level of support, During our study, as we looked at community levels of support for libraries used by their residents, it became clear very quickly that such things as chartered service areas skewed a per capita calculation, and that there is no mechanism to account for the fact that people often choose to use either the closet library to where they live or to where they work, rather than the one supported by their municipality. So to me a statewide uniform base level of support seems eminently sensible and long overdue. Were this to be implemented, I have no reason to think that local financial support would drop off. I know of no libraries in our county whose users do not want or need longer hours of operation, and where more staff and additions to the collections and equipment are not needed. In addition, in our countywide study we found libraries acting much like community centers -- being important societal meeting places, with activities and displays beyond the traditional and expected reading and reference and Internet services. I believe communities our communities and elected officials will continue this financial support.
I appreciated the inclusion of the concept of a "regional library collaborative" in your #4, since in our study we were puzzling over how to keep what we have but rationalize the disparate public financing. I look forward to having you describe this in more detail. Our biggest problem would be how fairly to allocate funds raised through a single public budget vote among our variously chartered and independent but collaborating libraries.
Finally, I applaud your recommendations #1 [NOVEL] and 2 [ensure library/information "literacy"]. The former fits well with the Smithsonian collaborative designed to ensure quality, reliable information sources on the Internet; the latter could be best supported by a base level of direct state aid to pay for specialist staff and necessary technology resources.
Thank you for the opportunity to comment.
I am an intermediate school librarian in a school with a population of over 1700 students. It is my responsibility to run all aspects of this library. I also teach library skill lessons. In order to keep up with today's challenges our library needs the technology to compete. I also believe more clerical help is a priority. Increased funds for books and nonprint materials are necessary. Allocations specifically for computer hardware is also an issue which needs to be addressed financially.
As co-presidents of the Greater Rochester Area School Media Specialists, an organization that serves nine counties, we look to you to ensure that school libraries remain a vital force in developing literacy and information literacy skills by ensuring that certified professional librarians are a presence in libraries at all grade levels and that quality print and electronic resources are accessible to all students.
School librarians are key to literacy as they connect students to books in many ways, from reading to students, to booktalking to "sell" books, to planning programs and projects which immerse students in quality literature. This student engagement is critical in developing and fostering students as readers.
In addition to basic literacy, school librarians are also instrumental in teaching students to access information effectively and to evaluate that information. At a time when a wealth of information is available through electronic means, it is vital for students to be able to use search strategies that help them access information efficiently and to be able to discern the credibility of information retrieved. These are skills that school media specialists introduce at very early grade levels and reinforce as students progress through upper grade levels. Research clearly shows the difference that a committed professional librarian can make in student achievement levels.
Developing students who are literate and information literate necessitates that they have access to quality resources and technology. Students need to be able to select reading material from a variety of plentiful and appealing books. They need to be able to readily access a variety of databases to locate information for personal and curricular growth. In addition, librarians need to be supported by workable librarian-student ratios, adequate paraprofessional staff, and school library systems that coordinate professional development, technology services, and shared resources.
On behalf of the GRASMS organization, we look to you to help school librarians develop students as literate students.
At the April 25, 2000 meeting of the Board of Trustees of the Tompkins County Public Library (Ithaca, NY), the trustees reviewed the latest draft set of recommendations from the Regents Commission on Library Services. The following is an excerpt from the minutes of that meeting:
Regarding recommendation #5, "Provide support for public library construction, expansion and renovation to ensure that New York's libraries are accessible to all library users and can accommodate advances in technology," the Board wishes to inquire of the Regents Commission whether or not Tompkins County Public Library, which is currently involved with a construction project, can be included and if so, to amend the recommendation accordingly.
MOTION: Trustee Stein moved that the board endorse recommendation #5, pending amendment, seconded by Gortzig and carried unanimously.
Regarding recommendation #4, "Promote equitable library service for all New Yorkers by using a need-based formula to reduce disparities in library funding, and promote service excellence through enabling and incentive aid tied to community-based performance measures," it was indicated that it would be helpful to know on what year the figures are based. It was noted that there has been a significant improvement in library funding county wide in the past six years.
MOTION: Trustee R. Miller moved that the board endorse recommendation #4, seconded by Hunter and carried unanimously.
Regarding recommendation #3, "Ensure the availability of local library service to all New Yorkers and improve local support for public libraries through the voluntary formation of Public Library Districts," the Board determined that the timing is inappropriate for Tompkins County, due to the improved relationships with the county board and the other public libraries in Tompkins County.
MOTION: Trustee Stein moved that the board not endorse recommendation #3 at this time, seconded by Gortzig and carried unanimously.
Director Steiner emphasized that written testimony to the Regents Commission is welcome, but that verbal testimony has a stronger impact, and urged the board to have a representative in attendance to speak in Vestal, if at all possible.
We respectfully request that our positions be shared with the Regents Commission on Libraries.
Sincerely, Richard Miller, Secretary, Board of Trustees
We are disappointed that none of your recommendations will benefit a regional provider like the White Plains Public Library.
We understand that your intent is to encourage formation of public library districts in the hope that this will stimulate higher per capita local support. We agree with this objective, but do not anticipate that it would be a good solution in White Plains, where more than half of our library users are from outside our chartered service area, and would not vote on our budget.
We also understand your intent to reduce disparities between libraries and give incentives to others. Maybe there is potential for a library like ours to benefit from the incentive program you have proposed, NY EXCELS, if it gets funded, and if we would qualify. This seems remote.
It is more than disappointing that you have not advanced any program or recommendation to address a library's heightened and sustained participation in the state's most basic programs: resource sharing and direct access. The principle that larger, stronger libraries can and should serve a region in an enhanced capacity is a sound one. This was recognized when the state's central library program was established, although the parameters of the program and its participants have unfortunately never been re-examined. We regret that The Regents Commission on Library Services has not shed any new light on this issue. The State expects system members to give freely, whatever the cost. You have missed an opportunity to bring more equity to our shared service environment for those members that are giving freely at the highest level.
Unfortunately, I will be unable to attend the meeting in Brentwood. I will be teaching that day until 3:30. However, I would like to thank the Commission for the time & effort put into the recommendations on behalf of NYS Libraries. I would also like to add my support for all the recommendations especially number 2. I am very fortunate to work in a school district where each elementary and secondary school has a full time Library-Media Specialist. We are all certified and have been able to build a strong information-literacy program for our students. We had the opportunity to write a K-5 Curriculum which all 3 elementary schools use.
Every classroom is wired for the Internet and has e-mail. We have a TV with a scan converter box and VCR in each classroom for large group instruction and demonstration. I feel strongly that all students in NYS should have equal opportunities to acquire information and resources from professionals in the field. Increased funding of library programs is necessary to accomplish these goals.
[I] would like to register my strong support for the work of the Commission. As an archivist in the Special Collections branch of an academic research library, I am very interested in the digitization of unique resources and subsequently making these broadly available to community and especially school constituencies. Consequently, I see much to cooperate on in your praiseworthy planning initiatives, which have my full support.
Thank you for your hard work in creating this plan for the future of all libraries in New York State. I am especially pleased that a practicing school library media specialist was appointed to the Commission.
I have a couple of suggestions to add specificity to an excellent document. In the second paragraph of the summary, you mention lack of only public library services all together. Please include the lack of school library services as well. I'm sure there are statistics for the poor quality of some libraries and the lack of certified personnel especially in elementary schools from the BEDS information.
In Recommendation #2 which provides a focus on school libraries, I suggest that you include an essential element to help define strong school library media programs. That would be open, flexible scheduling for the library again especially at elementary buildings.
And please do not neglect the role of the school librarian in fostering the joy of reading during all of our efforts in striving towards information literacy.
Formula aid should mandate certified library media specialists as well as support staff and also create a high standard to ensure up-to-date resources.
Will there be some additional work to identify the elements of a strong school library media program? If so, who will be preparing that document?
Again thank you for your work.
New Visions for Public Schools is the largest education reform organization improving the quality of education children receive in New York City's public schools. Working with the public and private sectors, New Visions develops programs and policies to energize teaching and learning and raise the level of student achievement. New Visions and its partners take the most direct route to change by working in the classroom to shape programs that address the needs of educators, parents and students.
New Visions is a national leader in developing quality school libraries. Since 1989 we have revitalized more than 200 school libraries, making them into models for library media serves in the city, state and the nation. In 1992, the success of New Visions' Library Power program in New York City spurred the DeWitt Wallace-Readers Digest Fund to expand the program to cities across the country.
New Visions founded the Astor Center for School Libraries to help districts and school create quality libraries and to provide information to educators, parents and students to foster literacy in the community. The Astor Center disseminates good practices that support standards-based learning and teaching, enhances the learning environment of the school and helps schools create exciting libraries in which children learn, discuss, read for pleasure and dream.
Our close association with the librarians, administrators and teachers in the NYC public school system gives us a unique vantage point to observe, evaluate and suggest strategies for strengthening library service in the schools. New Visions report "School Libraries .... Unfinished Business: A Report on New York City's Elementary School Libraries (1996)" detailed the state of elementary school libraries with recommendations for improvement. Implementation of the Regents Commission recommendations 1 and 2 are vitally important to move New York City's library programs into the 21st century.
Recommendation 1: Create NOVEL, the New York online Virtual Electronic Library, to deliver high quality, reliable digital information and provide access for all New Yorkers.
This is an inordinately important initiative for New York City schools. Hundreds of libraries, with appropriate computer hardware, have no access to basic database services. NOVEL will be a welcome opportunity to address this fundamental need. Our concern is how to implement the program to insure that all students and teachers have access to NOVEL.
New York City has more than 1000 school library media centers and a decentralized approach to supervising these libraries. This has resulted in a widely uneven level of service, staffing and facilities. District superintendents administer the school libraries within their districts. The New York City School Library System provides centralized services, but there is no New York City funded library media administrator who has the authority, and the responsibility to insure equal access to library services. Therefore, we recommend that:
Recommendation 2: Ensure that all New York's public school students are information-literate by providing strong school library programs that include appropriately certified professional staff, adequate resources, and technology.
Implementing this exciting recommendation in New York City will be a challenge. Fewer than five percent of New York City elementary schools have certified library media specialists. Collections are outdated and underfunded and many schools are woefully lacking in appropriate technology. We recommend that:
We heartily endorse all the Regents Commission on Library Services recommendations. When the recommendations are approved, they will expand the educational opportunities of all New Yorkers and improve school and public libraries throughout New York City.
The Eastern New York School Library Media Association (E.N.Y.S.L.M.A.) represents School Library Media Specialists from a 13 county area in the upstate region. Our organization has approximately 150 current (paid) members. In addition there are more than 200 professionals who work in area districts, and who attend E.N.Y.S.L.M.A. events and/or participate in our projects, which currently include a Peer-to-Peer Mentoring program.
We are concerned over the misguided notions expressed by too many (albeit well-intentioned) educational administrators:
"We have the Internet, we don't need books anymore." Or, "Why do we need a school librarian when
we have the Internet?"
These educators have correctly ascertained that the Internet is indeed changing the face of our schools and classrooms;
however, those of us who work daily with students realize that technology alone--having computers in classrooms
or libraries--does not improve literacy or expand students' grasp of information. School librarians daily encounter
students who are hopelessly lost in a sea of confusing and conflicting visual and textual images. Often, faculty
and staff are equally stymied by the literal and figurative challenges of the Internet and all that it represents.
Our schools and communities deserve well-trained professional library specialists working with balanced collections, who can guide people toward a CRITICAL grasp of information literacy. Sadly, in too many places, libraries and certified Library Media Specialists are being sacrificed to the costs of hardware, in order to "wire" our schools. Machines alone do not produce Information Empowerment.
The school districts in our 13 counties represent very different communities, from poor inner cities to remote rural areas, to thriving suburban regions; there are huge disparities in wealth among them. We urge the Regents to examine thoughtfully the need for more equitable distribution of badly needed funds, to help provide certified professionals in every school in our state, and to help purchase materials in poor districts. Take the case of one local librarian, who sees over one thousand students each week, in three different aging elementary schools, in a dying blue collar small city. The libraries in these schools are old and neglected. There is no money for books, much less for new furniture. There are not enough chairs for a full class, so students sit on the floor, or, if they are small enough, two squeeze into one chair. When asked what her School Library System could do for her, this dedicated librarian put up her hands and said, simply: "Books, I need books. Can you get me some books?"
Until we literally have a terminal for every student, in every school, books remain the most basic means of teaching literacy.We urge the Regents to remember this, while forging ahead into the virtual world of NOVEL.
I need the support from DLD, my district school libraries and school library media specialists need the support from DLD and the students of New York State need the support from DLD.
Please recommend to increase that support through adequate staffing. Make quality job #1.
Thank you for your consideration.
For the past 5 years, I have been a Library Teacher Assistant -- in this case in charge of the elementary library under the Media Specialist in the high school library. It is perfect for me and I LOVE IT!!!!!. It takes into consideration my teaching skills and library background. We have a closed system, so I teach library skills to all 600+ students K-6 -- in essence I'm a "special area" teacher. I read to them, teach them library & computer skills, help motivate, challenge them to read different genres, help them choose books at their level, interact with teachers, adminstration, parents, publishers, supervise my assissstant, went to an automated system after my first year, order thousands of dollars worth of appropriate curriculum-related books, magazines, and multimedia materials, etc. ... And I do an excellent job! Circulation has increased each year and students enjoy coming to the library.
There is just one problem in this whole picture -- I'm paid as a Teacher Assistant not as a teacher -- even though the job description asked for a certified teacher. And until a suitable mandate is made, this cost cutting trend will probably continue. However, I disagree with the mandate that I feel you are recommending. I am not a certified media specialist. I still have my 3rd child in college, and I can't afford the time or finances to get that certification. But I am great at what I'm doing.
I think there SHOULD BE A PROFESSIONAL IN THE ELEMENTARY LIBRARY, BUT NOT NECESSARILY A CERTIFIED MEDIA SPECIALIST. A CERTIFIED TEACHER WITH LIBRARY BACKGROUND CAN BE (in my opinion) VERY EFFECTIVE. WE HAVE MORE EDUCATIONAL SKILLS, CURRICULUM KNOWLEDGE, STUDENT MANAGEMENT ACUMEN, ETC. I am willing to take courses that I need to help upgrade my technolgy skills right here at my own school through my certified, capable supervisor, and our great technology dept. BUT, I likely won't get paid for what I am doing UNTIL YOU SAY SO! And I may not even have my job if you go the step of mandating media specialist in the elementary library. Please seriously consider how many of us that may effect.
I hope that I have succinctly described my situation and concern. I have about 5 years left to reach the 20 year mark. I would like to be paid in relation to the job I do, so that my retirement benefits will be more in line with my years of teaching service. I have truly found my "niche", and want to stay right here if possible. I feel that you can help benefit everyone and ME, simply by mandating -yes, a professional in the elementary library- but not necessarily a media specialist. A certified teacher would be an excellent choice too.
Thanks so much for your consideration, and taking the time to really evaluate and listen to the needs of all the people in our state.
I am writing to stress the need for concrete support of school libraries by the commission. In our district, we are told, "if it's not counted, it doesn't count." Statistics should be included in each school's Report Card. Statistics to be kept could include: number of books per pupil; staff size (full or part-time); age of the collection. Perhaps if taxpayers see a true picture of school libraries' status, they will pressure school boards and the legislature to increase support.
I just wanted to say that somebody should help mandate staffing of elementary librarians (not "teachers as librarians") in the five boroughs of New York. ALA has standards dictating this and in so many states in the US, real MLS professionals staff libraries. Not so in New York.
In Queens, District 26 one of the best school districts in the City, there are no librarians in the elementary schools. In l984, I lived in that district and I wrote a letter to Governor Mario Cuomo complaining that my daughter had no one in the library at PS 32. In fact, the library was closed. The next year, they placed a librarian on a special line. She was only there 2 years and was moved to a junior high.
This is the reason I moved to Nassau County where my daughter has the best schools and best libraries. Give them this fact. NYC spends $50,000 a day to run a prison. It costs that much to run a branch of the city's libraries. How about allocating a personnel budget to staff city elementary libraries?
If there were librarians in the elementary schools,maybe Chancellor Levy wouldn't have to worry about running so many summer school programs for kids who can't pass the reading tests.
I don't want to put salt in an old wound, but someone should make Sandra Kennedy Bright take back the quote she made to the NYTimes that said that there were librarians in the elementary school. Maybe she was misquoted, but she often walks around talking as if everything is hunky dory and it isn't.
Thank you for considering what I have had to say.
Thank you for allowing me to send you my comments electronically, as due to previous family obligations, I can not attend your April 7 hearing in Rochester.
I read with great interest your recommendations and I appreciate the work that went into designing this shared vision. I believe you are really trying to solve some major problems for libraries in New York State.
Still I see much that concerns me among the recommendations. My concerns are based on my 35 years of public library director experience, plus the philosophy that my mother, also a public librarian of some note in her time, bequeathed on me.
Recommendation 1: NOVEL
Interesting concept on paper; unclear if this is a new statewide library card that will be issued or if you are looking to have local library cards used for project.
I do take issue with your statement that 'libraries represent a substantial cumulative investment of state dollars.' When state aid for our library is only 1.6% of our annual budget and local tax support is 90% as it has for my entire professional career, I disagree that the state has made any sort of substantial investment in local public libraries. Rather localities are still required to provide the lions share of tax support and they get no statewide recognition for that support! School systems would scream bloody murder if they had to rely on 90% local funding!
So reading over your 1st recommendation sounds as though you are still looking for NOVEL to be funded locally. Is this fair? If NYS wants NOVEL, then let it be funded statewide by state funds.
Recommendation 2: school libraries
Why don't you just ask the Board of Regents to mandate a professional school librarian for all schools, elementary as well as secondary, and quit beating around the bush with the high toned language? Schools get a lot more state aid than public libraries do.
Recommendation 3: public library districts
I totally agree with you about the patchwork of public library service that exists in this state. Good recommendation designed to ensure there are no unserved sections of NYS since all of NYS is in a school district, but making it voluntary won't help it happen in our lifetime. Cough up the big bucks for fiscal incentives to have it happen. Too many public libraries in this state have way too small a funding area to support them; consolidation under a school district model makes a lot of sense particularly in the rural areas I know in upstate NY. What big carrots could the state provide to make consolidation into school district boundaries happen? Provide a big enough carrot and you'll see change!
Recommendation 4: equitable services
Now you hit the hot button! I totally agree with you about need to establish $20 per capita as the basis for basic level library support. Because of my leadership and excellent town support, Gates is fortunate enough to have local tax support of $37.27 per capita. But Gates is surrounded by towns that get away with local tax support of $14.45 (city of Rochester branches); $16.69 (Greece, a town of over 100,000 people!); Ogden $17.87 and even Chili with their new building is just up to $20.88. 52% of our library's circulation comes from outside the Town of Gates and you better believe that fact incurs much local political ire! Since we have a shared catalog so that county residents can see what Gates owns, by system resource sharing requirements, our library sends out 3 to 4 times more than we receive from other libraries in the county.
People will use the local library that best meets their needs: good local funding over decades means we have an outstanding collection, high quality staff, and more service hours annually than surrounding libraries. Because of this ongoing funding disparity, our library is essentially being penalized for our success in obtaining strong local funding over past decades. Now county pressure to share and standardize even more is further intensifying our plus use dilemma. I fear that all the good Gates has done in creating a model of public library excellence will be destroyed very quickly if more attention is not paid to address funding disparities and plus use issues both at the county and at the state level.
In your 4th recommendation the comments on need-based funding concern me. Why reward less assertive libraries with more state aid? Just give more state aid to all public libraries!
Also in the 4th recommendation, I am intrigued by the NY EXCELS program concept. However I am leery of state and system standards. There has been no muscle put into the last set of NYS regulations for public libraries, especially in defining adequate library facilities guidelines. I am impressed with what Wisconsin has done with building standards [and it's online too!] Why hasn't New York done the same? Too often state or system standards equal institutionalizing mediocrity, instead of excellence.
Recommendation 5: construction
Bravo for pushing for more state construction money! Please include remodeling needs as well! Once again do not ignore the construction needs of better-funded libraries that serve on a regional basis communities that surround them.
Recommendation 6: urban libraries
Bravo for pushing for needs of urban libraries! Urban libraries like NYC need to better pay their professional librarians. You can't keep quality people if you don't pay a quality salary!
Conclusion: Thank you for considering these comments. Our library is wrestling with increasing public & peer demands on a county wide basis, declining local tax base [we're losing 20% of our tax base with Kodak moving out] and unaddressed issues of plus use and inequitable local funding. We are in the unenviable position of potentially losing a large part of our local support with no state or county funding to offset it. Short of instituting massive user fees for nonresidents or possibly dropping out of our library system, I foresee a very murky and possibly dismal future for our library if more state or county aid is not forthcoming. Something has to give and I pray and hope it won't be the excellent library services our library has provided to the region in the past 35 years.
In preparing the proposed 2000/2001 budget, using the current year's figures, it became apparent that certain items will most likely have to be cut unless more funding is received. Basically, we will not have money for workshops for participating school library media specialists, nor be able to purchase Z39.50 client software for their libraries, we will not purchase any periodicals, books, new software or computer equipment for the SLS office. The records on our Mandarin Union Catalog can not be merged, if that is found necessary, because there just is no money to do so.
This brief memo is not a complaint, as I was happy that there should be enough money to continue providing Proquest to the libraries which requested it, but just an example of what the lack of funding is doing. We want to be able to continue assisting school libraries in meeting the Standards and also, become Electronic Doorway Libraries.
The Preliminary Policy Recommendations of the Regents Commission on Libraries are excellent. However, they seem to overlook the importance and contributions of New York State's academic libraries. These libraries contribute to the overall strength of all libraries in NYS by providing resources to all New Yorkers. New Yorkers visit academic libraries to use and borrow materials, access research databases; these libraries support school and public libraries with interlibrary loan of materials; and librarians and staff from academic libraries serve as community leaders on library boards and committees.
I urge the Commission to enhance its recommendations to more specifically highlight the contributions of the academic libraries as well as recommend greater support for statewide academic library initiatives, such as the State University of New York's SUNYConnect project. SUNYConnect has already enriched the array of electronic databases available throughout the public university system and with the implementation of the Ex Libris library management system will facilitate even wider access to the holdings of the libraries in SUNY. This access will be available to all New Yorkers, not just students and faculty, by virtue of academic library membership in local 3R's councils and reciprocal interlibrary loan arrangements.
I believe a more specific statement inclusive of New York State's academic libraries will greatly enhance that overall strength and importance of the entire document.
Thank you for your consideration.
NOVEL is a very important statewide initiative for all of the citizens of the state. The entire New York State library community must come together and begin to plan for its implementation.
New York is falling behind other states in providing a Digital Library uniformly across the state. The Planning Process is exceptionally important. We urge you to begin this process immediately.
On behalf of the Board of Trustees of the Brooklyn Public Library, I am pleased to inform you that we have voted to endorse the six policy recommendations developed by the Regents Commission on Library Service.
The Board supports the recommendations and would like to ask the Commission to consider the following additions and modifications that are important to the community we serve.
We fully support NOVEL, Recommendation 1. At an increasing rate, Brooklyn Public Library must make difficult decisions regarding the acquisition of print vs. e-resources. NOVEL will give us greater opportunities to acquire the electronic databases we might not otherwise be able to afford, and it will provide funding for digitizing our unique collections. However, we encourage the Regents to work closely with state officials to make sure that the State adopts an aggressive telecommunications policy that ensures that access remains affordable and available to libraries regardless of geographic location.
The Trustees, although supportive of Recommendation 2, have concerns about the impact of creating opportunities for additional certified school library media specialists in New York City. Starting salaries for librarians at the New York City Board of Education are significantly higher than starting salaries for librarians in New York City's public libraries. If state funding in support of additional positions at the Board of Education is being considered, we are concerned how this will impact our own librarian recruitment and retention efforts.
We are in support of Recommendation 6: the "urban libraries initiative" and would like to compliment the Commission on its understanding of the unique challenges facing urban libraries. Perhaps, this recommendation could include a State compensation incentive that would encourage library school graduates (from New York-based, American Library Association accredited library schools) to work in urban library centers, thereby mitigating some of our concerns related to Recommendation 2.
As the Commission's own research has shown, these members of our public have voiced a strong need for additional services provided over increased hours. These services are more costly than others are, and the need is great.
On behalf of the Trustees, I applaud the work of the Commission and encourage you to consider our concerns as you finalize your work for the Regents.
Replies from members of the Washington-Saratoga-Warren-Essex-Hamilton BOCES School Library System, April 2000
Michelle Hitchcock, Library Media Specialist, Grades 7-12, Salem Central School East Broadway, Salem, NY 12865. I couldn't do without all the professional development classes offered through BOCES. The short afternoon ones are very beneficial because I can leave a little early, but still be in school for the bulk of the day. Additionally, the cluster meetings have been wonderful. This is an opportunity to meet other librarians and share information. These sessions keep me up-to-date and better informed about the resources available to librarians.
Maureen Kennedy, School Media Specialist, Grades 6-8, Queensbury Middle School Library 455 Aviation Rd. Queensbury, NY 12804. Coordination -- Setting up and maintaining the framework within which we can communicate with fellow librarians concerning everything from inter library loans to "help I need your suggestions for..." Keeping us abreast of our changing technology (ex: workshops).
Ellen Gottlieb, School Media Specialist, Grade 6-12, Cambridge Central School, 24 South Park Street, Cambridge, NY 12816. The school library system assists me in helping our students by providing the opportunity for interlibrary loan, which greatly expands the resources available to students. The system is also making it possible for us to automate our catalog, a feat impossible to accomplish alone with the limited funds a small district has at its disposal.
Barbara Zuccaro, School Media Specialist, South Glens Falls Senior High School 42 Merritt Road, South Glens Falls, NY 12803. The School Library System:
Linda LaRock, School Media Specialist, Grades 7-12, Johnsburg High School North Creek, NY 12853. The interlibrary loan service made possible through the Internet by our BOCES Library System enables me to provide access to many libraries and resources that would not otherwise be available to students in my rural, isolated school.
Elaine Cowin, School Media Specialist, Grades K-12, Warrensburg Central School Horicon Avenue, Warrensburg, NY 12885. I am the only librarian for a school district of approximately 1100 students. I depend on the School Library System for my survival. It is very difficult to keep abreast of the legislation in Albany, reviews of newly released children's books, which electronic data bases are best worth my budget dollar, or what's on the horizon for libraries while executing daily lesson plans with the elementary children, or instructing the high school students on how to utilize the internet. Interlibrary loan substantially increases the amount of materials I can place in students' and teachers' hands, and the personal relationships I have forged with other librarians in the system has kept me from feeling isolated. I attend as many of the instructive workshops offered by the school library system as possible, because if I don't learn, the students can't.
Karen Tinney, School Media Specialist, Grades pre K-12, Indian Lake Central School District 28 West Main St. Indian Lake, NY 12842. SLS provides me with a much-needed interlibrary loan system that I use a lot since we are a small rural school with a small budget.
Regina Chabarek, School Media Specialist, Grades K-12, North Warren Central School District 6110 State Route 8, Chestertown, NY 12817. SLS provides us with the Union Catalog that expands our research pool and keeps kids interested. Also, SLS provides training, which helps us update our skills in the rapidly changing world of cyber information.
Karen Johnston, School Media Specialist Waterford-Halfmoon High School Library, 125 Middletown Road, Waterford, NY 12188. Of all the many services of the SLS, I find the training offered to be the most important. As an example, the recent training in the use of EBSCO Online was invaluable, and enabled me to return to my school and teach it to both faculty and students.
Mary Ellen Williams, School Media Specialist, Grades 7-12, Saratoga Springs Senior High 186 West Avenue, Saratoga Springs, NY 12866. By providing a Union Catalog, we can teach our students to search large databases in order to obtain the materials they need beyond the confines of our school library.
Katrina Williams, School Media Specialist, Grades K-6, Greenwich Elementary School, Gray Avenue, Greenwich, NY 12834. Working in a rural community with only one other librarian, there are not many avenues in which to turn to for advice or guidance regarding my library program. Fortunately, I have the School Library Systems to turn to for assistance. As a School Media Specialist fairly new to the profession, the BOCE5 School Library System has assisted me in so many ways! The SLS has answered my questions, provided training on the latest technology, introduced me to other library professionals, assisted me in my quest for a library automation vendor, and kept me abreast of all of the changes in both the NYS curriculum and state policies and changes. With all of this information, I have become a more informed, better-trained, school media specialist. As a result, the 700 students that I see weekly have a much better library program today than they did when I started three years ago, I strongly believe that this is because of my relationship with the BOCES School Library System.
Replies from members of the Albany-Schoharie-Schenectady-Saratoga BOCES School Library System, April 2000
Jill McGrath, School Media Specialist, Grades K-5, Padez Elementary School, Richmondville, NY 12149. SLS helps me by offering a chance to get together for in-service training with other librarians and discuss topic of interest to us. This fall's discussion of 'best books' was helpful in my booktalking to students.
Ann Hebert, School Media Specialist, Acadia Middle School, Shenendehowa Central School District, 940 Rt. 146, Clifton Park, NY 12065. We use the interlibrary loan service to meet student needs on a regular basis.
Jeni Friedland, School Media Specialist, Middleburgh Elementary School, 181 Main Street, Middleburgh, NY 12122. As the only elementary librarian in a rural district, the school library system has been essential in connecting me with other professionals who can share knowledge and expertise. The staff is also invaluable as resources who network with not only other school libraries and librarians, but libraries of all types.
Carol Kadamus, School Media Specialist, Grades 7-12, Voorheesville Central School District, 432 New Salem Road, Voorheesville, NY 12186. The Capital Region School Library System provides the following "connections" that are vital to successful library instruction and service for our students: a shared electronic catalog and circulation system, an efficient interlibrary loan system, and a source for state and local library news.
Linda Fox, Library Coordinator, South Colonie Central Schools, 1 Raider Blvd., Albany, NY 12205. We find the interlibrary loan services provided by the SLS to be invaluable. Many of our upper level students participate in large, long-term projects for which they are required to examine primary sources. We get many of these documents through interlibrary loan. For a project on the Tulsa Pace Riots in Oklahoma, one student recently received primary source materials from Kansas City, Missouri! This would not have been possible without ILL services.
Judy Stone-Farina, School Media Specialist, Orenda Elementary Library Shenendehowa Central School District, 970 Rt. 146, Clifton Park, NY 12065. Students of Orenda Elementary School receive many benefits through our library because we are a member of our SLS. Of great help to us is the ability to have a "Union Catalog" of all member libraries through the online system. Students are not limited by the four walls of our library but have access to materials throughout the Capital Region. Searching for materials on the PACs is easy enough for our youngest students to participate.
Judith Stott, School Media Specialist, Shaker Jr. High School, North Colonie Central School District, 475 Watervliet Shaker Rd., Latham, NY 12110. The SLS provides a link to the world outside our own walls. Oftentimes with our busy schedules it would be impossible to provide the services of interlibrary loan, idea sharing and professional development without the continually availability of their services (not to mention their kind and knowledgeable staff).
Mary Jo Osinski, School Media Specialist, Grades 6- 8, Humanities Library Shenendehowa Middle School, 970 Route 146, Clifton Park, NY 12065. I believe SLS provides an invaluable service in coordinating interlibrary loan for our students and in providing yet another level to help us search for requested resources.
Rita Dykstra and Ellen Dagneau, School Media Specialists, Bethlehem High School Library Media Center, 700 Delaware Avenue, Delmar, NY 12054. The School Library System provides a forum through quarterly meetings and conferences to stimulate discussion about the future direction of school libraries and information skills instruction. The School Library System facilitates the process of interlibrary loan among its member school libraries and other libraries in the area (i.e. public and academic and the state library). In the past year, the School Library System has begun to facilitate cooperative purchasing among its member libraries. Vendors have clearly responded to this price consciousness effort.
Elaine Orsini, School Media Specialist, Draper Middle School, Mohonasen Central School District, 2070 Curry Road, Schenectady, NY 12303. Sorry, I have not had time at work to do this so I am sending you this note from home. BOCES provides a real lifeline for the school librarian. Without BOCES ILL services, we would have no way to get the books, etc. from school to school. The exchange of these materials allows us to provide extra materials for our own school populations which we could not afford to purchase or which we can borrow until we are able to make that purchase. It also provides important information through the newsletters and from the liaison meetings. Databases are a big deal to some of us and without BOCE5 cooperation and the push, we could not have them. We need time to see if these are really going to be worth purchasing. Without BOCE5 providing some of these databases on a trial or just f or a while with a grant, many of the smaller school districts would not have these databases.
The in-service training from BOCES has been extremely helpful. Most of us can get teacher oriented training from our districts, but not those programs most helpful to the librarian. And, finally, we depend on BOCE5 to provide leadership. We cannot all keep current and know what is coming without someone else keeping us posted on the new innovations. BOCES does this for us. I appreciate all that you do for us...
Marion Burghart, School Media Specialist, Grades 7-12, Schoharie Jr-Sr High School, Main Street, Schoharie, NY 12157. The way that School Library Systems are most important to our library is in the area of communication: i.e. information about programs available for our students to use, information about where materials are available (Inter-Library Loan), networks of other libraries and experts to access, professional development.
Replies from members of Questar III (Columbia-Rensselaer-Greene) School Library System, April 2000
Barbara Wiley, School Media Specialist, (9-12) Emma Willard, William Moore Dietel Library, 285 Pawling Avenue, Troy NY 12180. The most valuable services for us (and for which I cannot think of a substitute or other way of doing them) are: 1. interlibrary loan for our students, without which many of them would not be able to do the research topic of their choice. 2. The invaluable service of providing the forum to keep school librarians aware of the latest developments in library technology, new library products. 3. Access to local, state, and national issues, and initiatives in library services. 4. Local cooperative ventures in which they can participate.
Cathy Oates, School Media Specialist, (K-2) Irving Elementary School, Thompson Street, Catskill, NY 12414. The school library system provides the rural school librarian with a conduit through which comes information about NYS Standards for libraries, training programs in information technology evaluation and uses, and a forum to exchange ideas and plans for the future.
Charlene Markham, School Media Specialist, (7-12), Catholic Central High School, Troy, NY 12180. I find the ILL aspect of the SLS to be particularly helpful because it provides us with a direct connection to other libraries with materials specifically geared to high school students.
B.J. Wilson, School Media Specialist, (K-12) Germantown Central School District, 123 Main Street, Germantown, NY 12526. Training, new electronic information sources, sharing of ideas and information with other schools, help with interlibrary loan.
Updated 9/14/2000 -- asm