Review of Related Literature: Aklatan Ko'y Kanlungan

 I am leading a panel/round table discussion in June - a month away. The topics that are up for discussion are safe spaces; inclusion and diversity; multicultural programming in school library and children's library services. Setting the tone of the panel is crucial so I am gathering articles, resources and materials.

My guiding questions are:

1.       What is safe space; inclusion and diversity?

2.       How are the concepts of safe space, inclusion and diversity present and applied in the school library and in children’s library services?

3.       What are evidences of safe space, inclusion and diversity in libraries – in general?

4.       What is the “ideal” safe space for children?

5.       How can libraries create, manage and sustain a library collection that is inclusive and diverse?

My keywords are: school libraries; children's library services; safe space; inclusion and diversity; school library programming. I use Wakelet to dump articles I browed through online. After three days, I go back to Wakelet and read - in depth and more deliberate. I begin to take notes.

This is what my Wakelet looks like:

The Museo Pambata Mobile Library

The MP Mobile Library is at rest in the museum grounds.

A Mobile Library is one example of inclusive programming. Most public libraries carry on programs like this to reach areas and communities where books are scarce and access to information is poor. The Museo Pambata, a non-government foundation, has been running a mobile library since 1995.

Charlot Cachuela, MP's librarian and resident storyteller tells us more about the mobile library's history, activities and future projects.

How did the mobile library begin?

The Mobile Library had its beginning in 1995, shortly after the opening of Museo Pambata. In fulfillment of the museum’s thrust to promote literacy, staff members and volunteers regularly visited underserved areas in Manila aboard a Tamaraw FX carrying 50 books and a simple sign that read "Museo Pambata Mobile Library". From then on, the advocacy program continues to serve to Filipino children especially when it finally had a real mobile library van.
What are its programs, schedule of visits to communities and activities?

The main goal of the project is to provide reading materials to children who doesn't have an access to books and from there encourage them to read. Thus we do, storytelling enhanced with arts and crafts. There is also an allotted time for reading the books. Different workshops, such as storytelling, creative facilitation and establishing reading centers are among the activities being provided to the volunteers and community leaders who are interested with the project. The mobile library visits communities every Saturday but can have activities on a weekdays during school breaks.

Charlot telling a story to kids in Museo Pambata

Why is it still operational? Name factors that have been helpful for you and the MP mobile library to function?

Through all the support from the people who believe in the project, whether they are sponsors, volunteers, community leaders, parents and friends, the mobile library van still rolling its wheels. The project will continuously serve the children as long as needed. The organization seeks funds to keep it moving. Collaborating with interested local government units and schools also make to the project sustain.

What are the future plans or activities of the MP Mobile Library?

One of our dreams is to make a smaller mobile library van which can go along narrow streets of Manila. We cannot bring the big bus into smaller communities because of its size plus its old already, serving us for 14 years. A new look, a new vehicle in the future to reach more children.

Visit the Museo Pambata website and FB Page for updates on activities and projects for kids and children's rights advocate.

Bibliotherapy Service in the School Library

One delightful discovery I had in my recent PAASCU visit to San Beda College's Integrated Basic Education Library was the Bibliotherapy Services that the school librarians conduct for their high school students. The service is part of the formation program of the Office of the Student Services that include the Guidance department and the Formation and Spirituality team. The Bibliotherapy Service was started out by Mr. Richard Sarmiento who attended my workshop on BiblioCare in Sagada in 2014. The workshop was part of the summer conference which the MUNPARLAS Librarians Association organised for its member libraries and other interested librarians from all over the Philippines.

Though Mr. Sarmiento has left San Beda, the school librarians in the high school level continue on with the service, coordinating with the formation and guidance departments. While the basic foundations of the Bibliotherapy process is kept in practice by the librarians, there are new additions to the procedure that make it a "Bedan" program. This only goes to show that innovation and creativity are actualised through collaborative work and community effort.

Having witnessed the Bibliotherapy Service as a viable strategy to help young adult learners reflect on their actions and realise their potentials for growth, I surge to revisit my existing works and writings on Bibliotherapy surfaced. Here are links of my Bibliotherapy materials and resources I have developed over the years.

Interviews on Bibliotherapy

Interview by Librarian Kevin  - Bibliotherapy 101 for school librarians

Special Education and Bibliotherapy Part 1 (2016)
Special Education and Bibliotherapy Part 2 (2016)
Special Education and Bibliotherapy Part 3 (2016)

Bibliotherapy on LibRadio and a Philippine Based Research on Bibliotherapy (2014)

For the record, it was the Philippine Association of Academic and Research Librarians (PAARL) who first dared and put their stake to have me as speaker and workshop facilitator on Bibliotherapy. This was back in 2010. The presentation slides I used can be accessed via my SlideShare Page. A year after, PAARL invited me again to broaden the coverage of Bibliotherapy as a readers' services program. The half-day workshop became a modular training on library prescription shop and bibliotherapy services for a whole day's session.

From then on until today, I had been conducting workshops on Bibliotherapy.

I facilitated a two workshops on  Bibliotherapy at the Gurong Kaakbay Conference (2011 and 2012), the PASLI Summer Conference in Baguio City (2011), the IASL Annual Conference in Bali, Indonesia (2013), BiblioCare Workshop in Sagada (2014), and the Quezon City Public Library Bibliotherapy Workshop (2016)

Materials and resources on Bibliotherapy in the school setting

PowerPoint Slides on Bibliotherapy (Stories and Storytelling for Growth and Healing)
Worksheets on Bibliotherapy (Handouts and worksheets)
Adamson University Library's Start Up Bibliotherapy Collection (Collection Development)
The Reading Passport as Bibliotherapy Tool (Reading into Writing)
Bibliotherapy for Out of School Youths (Young Adult Library Services)

There are plenty more write ups in the blog's archive. I have only selected the more important ones. If anything, the experience at San Beda College in Alabang has inspired me to reactivate this service beyond collection development in my library. Who knows, a new academic paper or even a program may come out from this rumination and reflection.

NLP's 3rd International Children's and Young Adult Services in Libraries

Throwback Thursday: National Picture Book Month Champion

Read the full article by visiting the link to the National Picture Book Month website.

National Picture Book Month continues to make waves because the picture book featured every day is not only beautiful but also lovingly made for the child reader. Librarians can get a lot of insightful articles and valuable information from authors of the featured picture books. Included in each article are common core standards (US) and activities compatible to the curriculum. Nonetheless, school librarians from all over the world will also benefit from this literacy initiative.

Reading is a right! Books are for all!

Photo Essay: 1st International Conference on Children's Librarianship

The 2014 NCBA winners were displayed at the stage area. My books were on shelf too!

Krishna Grady, a librarian from Connecticut and plenary speaker at the 1st ICCL worked it with a song and a funny dance to start up Day 2 of the conference.

The audience loved it! The audience followed!

Thank you Lampara Books for displaying and selling my books!

I got to sign some copies too for librarians who bought from Lampara Books.

Documenting the conference on the 3rd day via Twitter. 

Key Links presented their product, an interesting blend of print and ebook app for young readers.

The historic Cebu City Public Library. 

I wish to visit Cebu again and if it happens, I will definitely visit the library.

The ever efficient and effective staff of Adarna House. 

Congratulations on the grand slam win in the 2014 NCBA!

PPT: Bridging Books and Children In the World of Digitization

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5px"> Bridging books and children.ppt from Zarah Gagatiga

Live Blogging: Best Practices & Success Stories of Filipino Public Librarians

A host of public librarians is now presenting best practices and success stories.

From Rose Chua of Cebu Public Library: Increased visits of children to the library is attributed to the revamped physical set up of the library; support of local communities in developing programs and services not just for kids but for parents too; resourcefulness and enthusiasm of librarians transform the library.

From Bernadine Maminta Gravela of Urdaneta City Public Library: Great effort in rallying and advocating the library's transformation to the city mayor; the journey to improve and transform the Urdaneta City Public Library is a long and challenging one; Storytelling Program reaches different barangays in Urdaneta and librarians lead the program; library network and linkages involving community based organizations.

From Melai Ramirez of the National Library of the Philippines: tie ups with publishers, like Vibal Publishing House, to stage the annual World Read Aloud Day; literacy programs for kids like storytelling, library hour, workshops in arts and crafts are done yearly; partnership with private institutions, both local and global, help in sustaining literacy projects.

Amazing! Our Pinoy public librarians hurdle so many challenges. The leadership qualities they display is impressive. Their hearts are made of gold and they have a courage made of steel.

Live Blogging: Day 3 1st International Conference on Children's Librarianship

Today is Day 3 of the 1st International Conference on Children's Librarianship. I walked in Ms. Regina Davamoni's plenary this morning. She is a literary coach from Singapore. She spoke about change driven by the digital environment. Children's librarians are at the forefront of shaping this change for young learners so that, they can derive a meaningful experience when engaging in digital resources.

Right now, presenters of Key Links are up on stage for product demonstration. Key Links is a provider of interactive content for children.

Yesterday, I delivered my presentation, met new friends and connected with new ones.

I'll be tweeting the presentations of speakers the whole morning via #21stkidlib. Three Filipino Librarians will be sharing their experiences and best practice after the morning break.

Bridging Books and Children Into the World of Digitization 4 of 4

Enter Technology

And now we talk about technology. Our traditional reader’s advisory and reading guidance services still holds water to children of this day and age. But as mentioned earlier, children growing up in the digital age can develop a genuine love for books and reading even more when we use technology as an enabler. Not only will technology provide access of these books by children, technology becomes the environment where children can explore and discover reading materials that will empower them.

Using blogs and wikis to post new titles of books, accessible through the library website is a start. Having a mobile app like ThingLink to create book promo materials presents a virtual image that chidden can interact with. Keeping a Twitter page and a Facebook account of the library where librarians post books, reflections on books read create a buzz of interesting books to read. Creating book trailers and posting them up on You Tube extends the interest of reading books. Get an account in Goodreads and post book reviews and recommendations. This way your network of children's literature readers expands. This can help in collection development. Involve children in the process of creating their own storybooks. Worthy of mention is the Early Readers Project of the Beacon Academy. High school students make their stories for younger readers which they can download for free. Another is Halo Halo books that follows the same model.

Indeed, books bring people together. You put a transformed librarian between books and children. The results can be life changing!

In conclusion, children's librarians are more relevant today than in any other time in empowering young readers to become citizens of the 21st century. With a knowledge of the young reader, the literature that is valuable for their development and the intelligent use of technology, children's librarians are transformers in their respective communities. It is my hope to see best practices of children's librarianship, backed up by sound research to further improve the profession.

Thank you for listening. Mabuhay!

Bringing Books and Children Into the World of Digitization 3 of 4

The Content: Philippine Children's Literature and Its Values

Despite the problematic scenarios I enumerated early on, we hope. This is what we do best, apart from smiling through the onslaught of typhoons and our country's troubles, we never give up. We hang on to hope that things will change. This positive outlook needs to be actualized. We need to do something proactive.

As board member of the Philippine Board on Books for Young People (PBBY), I implore you to take stock of the new titles produced by our local publishers of children's books. Every celebration of the National Children's Book Day (NCBD), PBBY works with local publishers to make known to the market the product of children's books. This year, local publisher had their festival at the Muse Ambato during the 31st celebration of the NCBD. Children's books by our local content creators were featured, displayed, read aloud and demonstrated to children and people who teach and care for them. In July 28, 2014, the PBBY and the National Book Development Board (NBDB) proclaimed this year's Best Reads National Children's Book Awards. Alongside this joyful announcement, selected children from private and public schools convened and identified their Ten Best Books of 2014.

These are the Best Reads NCBA of 2014.

Ngumiti si Andoy (Adarna House) by Xi Zuq (MJ Tumamac), illustrated by Dominic Agsaway  

Hating Kapatid (Adarna House) by Raissa Rivera-Falgui, illustrated by Fran Alvarez 

What You Should Know About Andres Bonifacio and the Katipunan (Adarna House) by Weng Cahiles, illustrated by Isa Natividad 

The Girl in a Box (Adarna House) by Felinda "Bang" Bagas, illustrated by Aldy Aguirre

Here are the Kids' Choice Top Ten Books of 2014.

Berting ang Batang Uling by Christopher Rosales

May Darating na Trak Bukas by Virgilio Almario

Pintong Maraming Silid by Eugene Evasco

The Girl in A Box by Felinda Dang Bagas

Pages (Bookmark)

Sine Madyika by Lauren Macaraeg

Ang Bongang Bongang Batang Beki by Rhandee Garlitos

Ang Ikaklit sa Aking Hardin by Bernadette Neri

Sandwich to the Moon by Jaime Bauza

The Day of Darkness by Zig Marasigan - Kids Choice Award 2014

When Filipino children read books made for them by Filipino creators, a connection of culture and a bridging of identity happen. In a talk by Candy Gourlay, award winning Filipino British author of young adult novels, she tells her story of how she saw the impossibility of writing her own stories when she was young. The books she read had characters that had blonde hair and blue eyes written by authors with the same physical features. Somehow, this orientation of color and race prevented her from writing her own stories. Thank God she had a school librarian who fed her books despite the book borrowing limit of the library. This helped Ms. Gourlay expand her horizons and knowledge of the world. Her love for words and stories real and imagined continued. She became a journalist. She wrote stories of Filipinos during the Martial Law years up until the People Power Revolution of 1986. Her being a novelist for young adult readers is another story.

My point is, Ms. Gourlay read books with characters she could not fully relate with. There was that lack of confidence to write and tell her own stories because she did not see herself, a Filipino, as a lead character in the stories she read from books. But her librarian introduced her to other books that provided her with the freedom to imagine and create. How liberating could that be!

The literature we make our children read will shape their minds, their values and their choices in life. What happens if our children do not read at all? What if access to books and learning resources are few or lacking in some cases?

This is our job. Our mission. We must bridge literature and children through our library services and programs. When we employ the use of technology, the more exciting our job gets. But that will be discussed after this presentation of the 10 Values of Children's Literature (Clarkson, 1969).

1. Children's literature affords delight and a sense of wonder.

         Example: Tagua-taguan: A Filipino Counting Book by Jomike Tejido, Tahanan Books for Young Readers, 2009 / Sparrow Makes a Home by Zarah Gagatiga Lampara Books, 2014

2. It extends the imaginative power of childhood.

         Example: Bakit Matagal nag Sundo Ko? by Kristine Canon Adarna House 2002

                        

3. It develops the child's appreciation of beauty.

         Example: Dear Nanay by Zarah Gagatiga Lampara House 2014 / Elias and His Trees  by Augie Rivera CANVAS 2005 / Naku, Naku, Nakuuu! by Nanoy Rafael Adarna House 2008

4. It contributes to the growth of a more compassionate human being.

         Example: Chenelyn! Chenelyn! by Rhandee Garlitos Adarna House 1999 / The Great Duck and Crocodile Race by Robert Magnuson Hiyas 2011

5. It opens to the wonderland of words and ways of using them.

         Example: Ang Sundalong Patpat by Virgilio Almario Adarna House 1997 / Ang Alamat ng Ampalaya by Augie Rivera 1995 / Ang Sampung Bukitkit by Eugene Evasco LG and M Corporation 2010

6. It offers a vast storehouse of information.

         Example: Nang Maghasik ng Lagim si Lolit Lamok by Luis Gatmaitan Hiyas 1999 / Bakawan by Untalan, Sarmiento and Tobias Adarna House 2009 / Guardians of Tradition by Mae Astrid Tobias Adarna House 2012 / What  Kids Should Know About Andres Bonifacio and the Katipunan Adarna House Weng Cahiles 2013

7. It contributes to art appreciation.

         Example: Song of the Ifugao by Agay Llanera Museo Pambata Foundation 2010

8. It has the potential for raising the self-concept of a child who has a poor picture of himself.

         Example: Xilef by Augie Rivera Adarna House 2000 / The Girl in a Box by Dang Bagas Adarna House 2013 / AY Naku! by Reni Rojas Tahanan for Young Readers 2010 / My Daddy My One and Only by Zarah Gagatiga Lampara Books 2013

9. It forms a foundation for more difficult adolescent novels, poems and drama.

         Example: Sandosenang Sapatos by Luis Gatmaitan Hiyas 2002 / Si Langam at si Tipaklong Albert Angeles Adarna House 1981 / The Greediest of Rajas and the Whitest of Clouds Honoel Ibardolaza Adarna House 2004

10. It gives a heroic image to childhood.

         Example: Tall Story by Candy Gourlay Cacho Publishing House 2010 / A Readers' Story Kwento ng Isang Mambabasa by Glenda Oris Museo Pambata Foundation 2010

Knowing who our readers are and the literature that is available for them is one of the tenets of library services. As Ranganathan said all those years ago, to every reader a book; to every book a reader. We must always remember this basic and fundamental philosophy because we will never go wrong in planning, designing and managing transformed children's library services.

Bridging Books and Children Into the World of Digitization 2 of 4

The Context: Who is the Filipino Child

I would like to begin by identifying the Filipino Child. We cannot talk about transformed children's library services unless we have a good working knowledge of who we are providing services for or who we wish to empower through our services and programs. We need to always remind ourselves, as children's librarians that we wake up every morning to work in the library for the children who need us. Children may not tell us they need librarians, but they do! The adults who care for them and work with them, parents, teachers, caregivers, counselors and the like need partners. To quote an African proverb, "it takes a village to raise a child." We are part of that village. We are in this enterprise of rearing, teaching and caring for children who will become leaders of this nation and responsible citizens of the world. Most importantly, the Filipino children we provide services and programs for must grow up as empowered adults.

We are actually given a delicate task. It is not less important or more relevant than our counterparts in the school, college, research and special libraries. But the young adults and the grownups these librarians are servicing were children once. So, a question I would like us to think long after this conference is over is this: to what extent have we provided effective, efficient, meaningful and transformational children's library services? There must be a time and a place when and where we can talk about results, evidences and manners of evaluation of our services and programs. How can we transform continuously if we are comfortably seated in our comfort zones? We will not thrive when we stay in the status quo. Moreover, the children we serve will catch on this habit of complacency instead of imbibing the value and philosophy of lifelong learning.

In broad strokes, we need to remember that:

a. Children have needs.

Like all of us, children's basic needs must be provided for them. Food and nutrition. Health care. Safety and security. Education. They need to belong, to be appreciated, to achieve, to love and be loved.

b. Children have rights.

The UN Convention on the Rights of the Child identifies nine most important children's rights.

1. The right to life.

2. The right to freely express his or her opinion.

3. The right to an identity, including citizenship, a name and family ties.

4. The right to freedom of thought, conscience and religion.

5. The right not to be separated from his/her parents against their will.

6. The right to have a name and acquired citizenship, and where possible, the right to know his or her parents and receive their care.

7. The right to standard of living required for physical, intellectual, spiritual, moral and social development, as well as the right to education, rest and leisure.

8. The right to freedom of association, peaceful gatherings, and other such rights.

9. The right to have regular and personal and direct contact with both parents (if separated).

c. Children learn.

Children learn in different ways, in varied styles and modalities. Learning is very much a part of a growing child's life and the environment he or she lives in contribute greatly to his or her development as a person. A better understanding of the brain and how it develops can help us understand the learning child's needs. Looking at the learning from an oral, aural, visual and kinesthetic modalities

As children's librarians, we can contextualize our library services and programs to the needs, the rights and the learning capabilities of the children we serve. When we prepare our collection development program, we take into consideration not only the budget and logistics of the program, but likewise, the children who will read and use the library's collection. When we design a children's section in the library, we see this area as a learning environment where children can frequently visit and stay on for hours reading, playing and discovering new ideas and ways of knowing them. When we plan library activities that foster learning and literacy, we need to involve them and get feedback from them especially after the activity has been completed. Having children participate in our work in the library opens up a learning opportunity not only for children for us too. In short, the age of participation should not only occur online and in social media. It should also happen in real life situations and the library is one venue where children can be active participants to the library's many programs and services.

Going micro, let us look at the Filipino child. Living in an archipelago, our children's profile is as varied as the many kakanin and rice cakes we serve and eat for merienda. But to know them better, we can look at the environment and the time that our Filipino children are growing up in.

Our Filipino children are growing up in a fast paced world driven by technology and media. Knowledge creation and knowledge sharing is the world's economic dictum. Climate has changed drastically. There are breakouts of diseases in different parts of the globe. War and conflict does not seem to end. Bullying exists in the classroom and in government offices. Moral decline is the trend especially among our local government officials and heads of state. The traditional dynamics of family life and the values we grew up knowing is being challenged by these technological, economic, cultural and sociological changes. The problems the world comes face to face with affects us in global proportions. What a dangerous, yet exciting time for a child to grow up in!

Given these global challenges, the Filipino child of today will be a Filipino person of tomorrow who is very different from whom they are now. We cannot separate the Filipino child with the world. In line with ASEAN 2015, there is a great demand to strengthen the knowledge and skills base of our educational system. Thus, our DepEd has been working doubly hard on the K-12 program and reformed curriculum.

Where do we fall in the scheme of things? If we call ourselves children's librarians, how are we contributing to the mission of the global village in raising empowered children? What support and initiatives have we started and set up to contribute to the DepEd's K-12 program? How are our library programs and services enriching the lives of the children we serve but the parents, teachers, care givers, counselors and stake holders of the community who are just as responsible for their well being? What local and international partnerships have we collaborated with to install transformative programs in our libraries thereby creating an impact to the community we serve? Have we taken care of ourselves too? How do we respond to these global problems and demands of the 21st century?

It is a time to ask hard questions. Our culture of ambivalence need to change, if not drastically, then slowly and with much thought and reflection.

I look at the program and I feel positive that many of my hard questions will be answered as the conference rolls along. In fact, these questions may have been answered already by the two resource speakers who spoke before me. So, allow me now to discuss the last two topics that, I believe has a strong connection to the mission we do as children's librarians. The literature that our children read and the technology they tinker with as a tool and an environment that, when designed, managed and properly facilitated to children, can propel them towards empowerment and transformation.

Bridging Books and Children Into the World of Digitization 1 of 4

I will be posting my plenary lecture on transformed children's library services in four parts. The plenary lecture is for the 1st International Conference on Children's Librarianship. It is a three day conference in Tagaytay City.

Here is the first part.

Introduction

Today I am going to speak about three areas of children's library services that are very close to my heart: children's literature, particularly the ones created by Filipino writers, illustrators and publishers; the Filipino child; and technology in general. I have included examples and models of digitized stories for children created by our local writers, artists and content providers which I will share with you in the later part of my presentation.

Before I give my input on the topics at hand, allow me to digress since I am struck by the theme of the conference, especially with the word transformed. In this age of rapid changes, there is a demand for librarians to be transformed and to transform others. The fact that you are here, in a children's librarianship conference proves that you are open to transforming yourself so that you can be a transformer, someone who is capable of transforming others. We can establish connections and linkages when we are transformed librarians. We can provide transformed children’s library services when we have fully experienced a transformation. But what exactly does it mean to be transformed? When can we say we are transformed?

William Spady, the proponent of Outcomes Based Education, identifies the transformed learner as an empowered thinker, a visionary and focused on the future. Empowered thinking entails critical thinking. Being a visionary requires creativity and innovation. Keeping an eye towards the future would mean valuing the given time to develop resources, to plan strategies and to reflect and figure out what works and what does not in real life situations. Transformed learners understand the human potential to learn continuously. From skills and competencies, learning for life becomes a lifestyle, a culture, a philosophy.

Transformed librarians are lifelong learners capable of influencing and inspiring the community to work together in the design and delivery of library services that connects and links children to information and resources aiding them in the fulfillment of their potentials.

Let us begin to transform. Let us continue to transform. Let us transform others as we in turn are transformed by them!

Post MIBF Insights on Forum & Talks

We need more librarians!

My attendance and participation in last week's MIBF is the most insightful yet. Here are my insights in random as I look back at the forum, conference and workshops I took part in.

At the ASEAN 2015 Integration Forum

In classic Lourdes David fashion, a complex topic such as the ASEAN 2015 was pared down to its most substantial content. The convergence of countries in South East Asia is a move towards globalization and internationalization, where knowledge is the base of the economy. Librarians are, therefore, necessary to keep this knowledge base economy, strong, thriving and healthy. This would imply a sturdy research management system, well funded educational programs and a paradigm that welcomes collaboration from all participating countries of South East Asia.

Librarians are living in very challenging times, indeed!

As my response, I can begin by assessing the programs and services I plan, implement and evaluate in the school library where I work in. Our curriculum is internationally K-12 compliant, so that would make the library a viable support system towards the attainment of curricular goals. How is the school library supporting this international K-12 curriculum?

The invitation to continuously grow and develop is very much open in the ASEAN 2015 convergence. A graduate degree and doctoral degree are of great advantage to further one's professional agenda. Librarians need to direct their own paths of learning based on international standards. Having said this, Filipino librarians need to look at how they are learning; where they get their learning from; and how they use learned skills and concepts.

Start 'em young on copyright!

Copyright and Repro Conference

Oh dear.

I left the conference with more questions than answers.

I do recognize that copyright and intellectual property rights are important, especially in a knowledge base economy. But these two carry on socio-cultural issues as well that would take time to resolve and conquer. How can copyright enforcement be made consistently possible when our research management system is utterly weak? And then there is that question on reading. Do Filipinos read. Filipinos do read. We read romance books. A lot. So, what kind of knowledge producers are we?

I find myself lamenting once again on the lack of support for library development in the country.

As a school librarian, I will support the school's Academic Honesty policy and strengthen ties with teachers in the instruction and teaching of Information Literacy Skills. But when students actually apply themselves in the bigger world, what structures are in place to continue this on?

Writing Workshop: Lampara Books Children's Writing Workshop

I enjoyed this workshop, because, I learned a lot from my co-speakers.

Prof. Rolly Dela Cruz's lecture on the historical and cultural profile of children's literature in the country was enlightening. His presentation on literary theory of Aristotle, Horace and Longinus are thoughts to slowly nibble on. Stuff to reflect on in little chunks. Prof. Eugene Evasco came next. He talked about Filipino picture books and how the structure of story is illuminated in the marriage of text and pictures. Then, I was next. I offered tips and strategies on how one can start writing; where to get stories from; and use a set of "values" in one's enjoyment and judgment of children's literature.

One participant was inspired to sketch "us".

A week after the MIBF, all I can say is this: perhaps the age of seeking magic in Philippine Children's Literature will always be pursued, but it is about time when we, book creators, teachers, librarians, parents seek truth through and create truth seeking through literature.

Throwback Thursday: The Pilar Perez Medallion (c. 2000)

Once upon a time, a Filipino Librarian inspired literacy advocates with her work on children's and young adult library services that her name was immortalized to award books for young adult readers. Thus, the Pilar Perez Medallion came to be. Notable winners of the medallion were Eugene Evasco's Anina ng Mga Alon, Mga Ako by Amalia Salamat; Ang Lihim ng San Esteban by Annette Flores Garcia.

Sadly, the award was short lived. That, my librarian friends, is another story.

So, for this blog's Throwback Thursday, and PBBY's initiative on the KABANATA Workshop, I asked permission from Ms. Neni Sta. Romana Cruz, NBDB Chairperson, to post her article on the Pilar Perez Medallion. She graciously agreed, so here it is.

The article was published in the Philippine Daily Inquirer in November 6, 2000.

SLIA's Dear Librarian: Sunk Bay Area

I got a question from Ms. Candy May Schijf of the DLSU - STC Campus:

Hi Ms. Zarah, I'm Candy May Schijf po from DLSU (Integrated School). Question po, are you familiar with the "Sunk Bay Area" used for Pre-School Libraries?

This is my answer:

Hi May!

A sunk bay area is like a pit where readers can sink themselves in and read comfortably or in any other position they like. They can roll on their stomachs, lay down on their backs, lie down on a pillow or cushions or have mom or dad lap read with them in there. It's also a cool place for storytelling in small groups - five to ten kids at a time.

The first time I saw this kind of arrangement for a reading area is at the old International School Manila Children's Media Center. The new one at the Fort does not have it, but they have bean bags and lounging chairs, sofas and little pockets of reading spaces for pre-school kids. The TK Park in Bangkok has one too, located in the children's area. They pushed the design further on by creating a reading tree house and reading hive. It is an amazing design for libraries that aim to service children. 

The "sunk bay area" at The Knowledge Park, Bangkok Thailand.

The idea of a sunk bay area, a reading tree and a reading hive is for kids to read as freely as their imagination would allow them. The design concept being that FORM follows FUNCTION. Reading as a form is seen as limitless, enjoyable, easy, not required, fun and creative. So, the design of a reading space lends to this function.

The "reading hive" at The Knowledge Park in Bangkok, Thailand

A preschooler, or any student for this matter, sitting on a chair with an open book on a table would suggest a more serious concept of reading. Reading for this purpose is serious and directed to specific learning goals. As librarians, we can look at reading and its purposes, both for fun and serious study and create learning spaces that adhere to these concepts. I think it is not only preschoolers who can benefit from a sunk bay area Even high school students need a place to read as leisurely as possible. Thus, high school libraries have carpeted areas where there are sofas and reading stools.

Reading may have its purposes, but it is for all. Everybody reads and libraries, I think must provide for this need to its readers young and young at heart.

SLIA's Dear Librarian Reply: Ang Epekto ng Teknolohiya sa Aklatan

Heto ang aking reply kay Augie Ebreo, librarian ng Batangas University.

Hi Augie! Sabi sa research, ang mga kabataan ngayon edad 0-25, ay mas pinipiling magbasa ng ebooks at ibang babasahin na digital. Ang grupo ng mga kabtaang ito ay tinatawag na digital natives. Ang sabi rin sa research, wala namang pinagkaiba ang comprehension skills na ginagamit ng mga tao pag nagbabasa ng book or ebooks/digital content. May isa pang research na nagsasabi na mas madedevelop ang language at verbal skills ng isang bata kung iba't-ubang uri ng instructional materials ang kanyang ginagamit sa pag-aaral at sa pang araw-araw na gawaiin.

Kung ito ang sinasabi ng makabagong researches, ano ngayon ang implikasyon nito sa ating mga librarian?

a. Kailangan may serbisyo ang library kung saan ang aklat at ebooks/digital content ay available para sa lahat ng uri ng learners. Hindi pwedeng books lang, or virtual/digital content lang. Kailangan, balanse ito at naayon sa context ng library users. Kung gayon, kailangang makilala ng librarian ang users nya at maplano ang pag angkat at pagbuo ng isang library collection.

b. Tingan kung sino-sino ang gumagawa ng ebooks at digital content at kung ito ay kayang basahin ng library users. Kung minsan, mas-friendly ang aklat dahil natural ang hitsura nito kumpara sa ereader na isang gadget. Mayroong digital divide na tinatawag, at naniniwala ako na nangyayari ito dito sa ating bansa na ang iilan lang maynkayang bumili ng ereaders at ang makaka-access sa technology ay ang mga may kakayahang bumili nito.

c. Aklat man o ebook/ereader, kailangan ng user education at information literacy skills training ng gagamit. Dito papasok ang role ng librarians at libraries. Dahil ang pagbabasa at literacy ay karapatan, role ng librarians ang mag bigay ng access sa mga aklat/ereaders para sa komunidad. Role din ng librarians na turuan ang komunidad na gumamit ng aklat/ereaders.

d. Dahil sa pagbabago ng kaisipan at pag gamit ng information at kaalaman, dapat, patuloy na natututo ang librarian.

May gagamit pa rin ng aklat. May gagamit rin ng ebooks/ereaders. Pero, ebook man or traditional na aklat, magbabasa at magbabasa ang mga tao. READING remains. Skilled reader ba ang librarian? Kailangan, skilled and competent readers ang librarian para skilled and competent readers din ang library users.

Libraries for the Young (Repost)

Exhumed an old piece for an old book project that is rising like the phoenix.

A Letter From Tita Pilar is a piece I wrote in 2005 or 2006 (?). It helps to reread an old composition. Taking a step backward to jump two steps ahead. I hope.

A Letter From Tita Pilar

By Zarah Gagatiga

My dear nephew,

So you have indeed taken the path less trodden. When I heard the news that you have graduated from university with a degree in Library Science, I was greatly surprised. I thought your mother was only humoring when she broke the news that you have in fact applied for a

job in the local public library. And she even boasted that you have great dreams of helping children and teenagers in the community.  I thought you would have shifted to engineering or computer science, which is gaining quite a popularity among newly graduated high school students,

by your sophomore year.  But, you proved me wrong. So now, allow me to be blunt.

Only a few dare venture into the world of children and young adult library services in the country. For this, I admire your bravery and courage. You must be made of some stronger stuff to be in this place where support and funding is close to nil. There must have been a divine

inspiration that prompted you to take on a role deemed by many as irrelevant or non-existent.

In the corporate library, there is glamour. In the academic library, prestige. In school and public libraries, there are still so many things to be done. That’s why I tip my hat to you for making the choice, however, enthusiasm and idealism can only take you to a certain level. The academe may have prepared you well with theory and practice for the work that is ahead, but real life experiences on the job will be the true

test of your mettle.

Am I beginning to frighten you? Don’t be.

My intent is to help you anticipate the challenges that you will eventually face as you practice the profession. Honestly, there will be roadblocks and obstacles along the way. But once you’re able to overcome, if not, to accept and to learn how to deal with them you will discover how fulfilling it is to be working for kids and teens. I will not delay any longer. You may find out that these ten tips

are far from inspirational. They are more like a survival guide, actually, particularly for the young librarian starting out.

So, here we go.

1. You have many clients in the public library. But since you dream of serving children and young people, prioritize them. The collection, the services, the programs and the environment you provide them must be suitable to their developmental and learning needs. In the school, its vision, mission and goals, the curricular and extra-curricular offerings must all be taken in consideration when developing resources and in planning and implementing programs and activities. The same can be said in the public library however, there is the demand to continue and strengthen such services and programs to adults and senior citizens. 
   
   
2. In library school, you were taught how to catalog; to analyze and organize the collection; to conduct readers’ services; to prepare indexes and bibliography; to manage information and facilities – the works. These are all good and very practical indeed. Then again, there are tasks to meet a bigger goal that is universal to school and public libraries. Such tasks are means to an end. Your job, as librarian, is to function as agent of life long learning. It is essential that when you facilitate library services, your young users can derive meaningful experiences from it.

3. In the school library, you have teachers, administrators, parents and staff. In the public library, you have local officials, civic groups and community volunteers. All are members of the community, but they are your partners as well. Collaborate with them to reach your young clientele. Teachers and parents can be requested to tell stories on a weekly or monthly basis. Invite administrators and local officials to the library as resource persons to kids and teens. Civic groups may help in fund raising and book drives. Volunteers can keep technical and clerical work at bay. Running a library is a Herculean task and you need all the help you can get. Who ever said you have to do it alone?
   
   
4. Seek support from the administration and local officials. Most of them are not fully aware of what we can do. They can be clueless on how important our contribution is to the development of literacy for children and young adults. It’s not their fault, but if you don’t act early enough, then you’re to blame. They are the stakeholders and you have to make them see that libraries are not merely buildings and books. Buildings may rise and books may come in truckloads, but without a librarian to plan, implement and manage programs for children and teens, will they come to use the building or read the books? Let them know that we matter by gaining and winning their good side. Some are actually well meaning enough to grant your request for a new room or a bigger reading area; additional computers; bigger budget; approval and support for library programs. Take the risk. It is worth it.
   
   
5. Continue to grow in the profession and in related fields of discipline. Pursue graduate studies. Join professional organizations, not only in librarianship but also in allied fields like computers and information technology. These are buzz words that pose a challenge to the way we do things in the library. Learn it! Ours is a dynamic discipline. Changes in the profession is fast, rampant and at times, uncompromising. Equip yourself with the knowledge and skill needed to adapt to these changes. 
   
   
6. Strengthen communication skills. And I mean all facets – speaking, listening, reading and writing. Your library users must understand you and you must understand them. You must relay to your stakeholders what your vision and goal are for the library. The message you want to impress upon parents and community members must be clear and sincere. On library work, if you look at its cycle and flow, it is really about communicating with people. What we do is a means to an end. Cataloging a book is not simply for records purpose or for posterity. Circulation work is not all about statistics and reports; nor is it utterly about charging and discharging of resources. Selection and acquisition is not merely choosing books and resources that are cute and nice. What has these functions to do with communication? That I will leave for you to answer and discover. You don’t expect me to tell you everything, do you?
   
   
7. Avail of grants, local ones and those that are available abroad. Let me remind you of the three tenets in library management – budget, content and people who use the library. Budget is the most important among the three. Often, there is shortage of funds. If worse comes to worse, there is none at all. Then again, tenacity and resourcefulness can get you the budget that the library deserves. Patience and perseverance will aid you in raising funds and seeking grants. Tenacity. Resourcefulness. Patience. Perseverance. Such are the qualities of a leader. It is not enough to be brave. 
   
   
8. Manage time and human resources very well. Ah yes. You will get tired. You will feel burn out. So, relax. Leave the work at the library at day’s end. Focus your energy on matters that are truly important. Classify work as urgent, ASAP, important, critical, priority. Sit down and plan a three-year development plan. Evaluate it and communicate reports to staff and administration. Strategic planning is necessary for special projects like Book Week celebrations, installing a new service like a computer area or viewing and exhibit room. Delegate the work if you have people under your wing. Make it a team effort. Involve them in the planning as well as in the implementation of projects and programs. Library staff needs training too, so it’s not only you who must grow professionally and personally.
   
   
9. Read. Read anything. Read everything. You’re a librarian. If you cease reading, then it’s a sign to change careers.
   
   
10. Know when to hold on and when to let go. Pick your battles. Learn to say no. Be flexible. Bend a little at times and yes, compromise. It may cause you pain, but you will live. And that is essential, because you need to last another day.

These are all I have to say to you, my dear nephew. It is a mouthful. Did I give you indigestion? Well, eat it like an elephant - piece by piece.

With love and concern,

Tita Pilar 