Letters

I'd like to comment on the Review of Web Feet Online that appeared in the August issue. Web Feet is a selection guide to the Internet in the tradition of annotated bibliographies that guide teachers and librarians to a select number of reviewed resources. Unlike search engines, which produce large numbers of results for any keyword search, Web Feet maintains up-to-date collections of the best Web sites in broad subject areas. Because the collections are updated and expanded monthly, the content is dynamic and ever growing.

Web Feet Online is a library selection tool, distinctly different from search engines, with several advantages for schools and libraries. Nonetheless, although it is fully keyword searchable, Web Feet may not produce results for every keyword search. For example, narrow keyword searches such as "liver flukes" may need to be broadened to "parasites." Topics such as rap music and Armageddon are not part of most school curricula, so specific sites on these topics aren't included in Web Feet. However, searchers may use recommended gateway sites under music, religion, and history to find credible sites on these topics.

Web Feet's strength is how it differs from search engines and similar tools. Web Feet Online is cataloged with Library of Congress subject headings and both LC and Dewey call numbers, enabling users to browse in a manner that search engines cannot offer. Students, teachers, and library patrons can search Web Feet Online in the same ways they search library catalogs, and they are assured a select number of sites appropriate for school and library use. Additionally, as a Library Journal review pointed out in June 2001, the Web Feet selection process results in "the deliberate omission of adult content and otherwise objectionable material."

The same Library Journal review finds that "…the folks behind Web Feet have done an outstanding job of selection. Every URL, with rare exception, took me straight to a page containing the exact information I was expecting to find, usually affiliated with Web sites of established credibility. It is at this level that I begin to see evidence of how Web Feet is ideally geared for grade schools and public libraries." The review concludes, "Web Feet is a functional Internet subject guide, a truly useful resource for finding solid, trustworthy Web sites. Recommended for school, public, and academic libraries."

Ann Bagnell, MLS
Publisher, Web Feet Guides
Rockhill Communications
Bala Cynwyd, PA

I understand that this product is not designed to function as a search engine for the Web and is not intended to provide a comprehensive listing of Web sites on any single subject. However, content is my primary concern for resources of this type, and I was not originally satisfied that the level of content measured up to this product's potential. My original searches (and those of my colleagues) came up with unsatisfactory results more often than I would like. While I admit that a search on "liver flukes" might be too specific for such a database, I certainly expected to see common subjects for which there are a plethora of quality Web sources available (such as breast cancer or Richard Nixon) covered thoroughly. I was slightly more satisfied with results when reviewing this product again for this response, but not enough that I would subscribe at this time, especially given the price. I will revise my original recommendation: I would recommend this product to those who have extra money in their budget and can afford a little extra patience while this product's content grows.

Ginnie Hoover
Outreach Supervisor of Youth Services
Louisville Free Public Library
Louisville, KY

Julie Anderson, a high School Librarian, recently expressed her enthsiasm for Accelerated Reader (AR) ("A Skeptic Is Sold ,"July 2001) because of two experiences:

1. A special education teacher at her school introduced sustained silent reading (SSR) with AR books, and there were substantial improvements on AR's test of reading ability, with most students improving two grade levels in a semester.
2. Following this experience, Anderson and the special education teachers provided easier books for struggling readers, books at the third- and fourth-grade level that were of interest to teenagers. Anderson reported that the readers found the books comprehensible and pleasurable to read.

Anderson suggests that certain elements of AR were responsible for the students' gains, specifically the quizzes and the fact that AR made it easier for students to find books of interest. Anderson's observations are important because they raise interesting questions about what motivates readers and what causes gains in reading ability. Here is what the research says about each of the elements mentioned.

Providing access to comprehensible and interesting books: Extensive research confirms that when readers are provided access to comprehensible and interesting reading material, they read more (Krashen, The Power of Reading, Libraries Unlimited, 1993).

Increasing recreational reading: Research also consistently shows that increasing recreational reading profoundly increases reading ability and literacy development in general (Krashen, 1993).

Rewards: In a review of the research published in Reading Research and Instruction in 1997, Jeff McQuillan concluded that there was no evidence that rewards and incentives for reading resulted in increased reading or improvement in reading ability. There is, however, plenty of evidence that reading itself encourages more reading; Jan Pilgreen's research shows that children who participate in SSR programs read more on their own than those who do not, and Vincent Greaney's study confirms that this is so, even years after the SSR program is over.

It appears that providing access to appropriate reading and providing time for reading are supported by research, but rewards and incentives are not. This suggests that the aspects of AR that were responsible for increased reading and gains were the books themselves, SSR, and the fact that books were easy to find. Anderson and her colleagues clearly provided a marvelous literary experience for their students, and her report of their success is inspiring. But one doesn't need to buy expensive software to do what they did.

Stephen Krashen
Professor of Education
Rossier School of Education
University of Southern California
Los Angeles, CA

Readers might want to know that service to juvenile jails is not always fraught with obstacles ("Books Behind Bars ,"July 2001). The Newport (OR) Public Library has provided personalized library service for teenagers at the local juvenile detention facility for the past 10 years. Once a week, young people in the eight-cell lockdown are treated to readings and reading recommendations by Rebecca Cohen, youth services coordinator. She then takes their requests and returns with books from all areas of the library. We often see these teenagers in the library when they are out of jail, asking for Rebecca to tell her how they are doing. We have earned the cooperation of the detention staff with a simple program, carried out consistently with professionalism and enthusiasm. Whether you follow Naomi Angier's excellent model for Multnomah (OR) County Library or try a smaller program such as ours, we encourage you to take the library and the power of reading to incarcerated teenagers in your community.

Wyma Jane Rogers Director
Newport Public Library
Newport, OR

I read with great interest Walter Minkel's piece on automated summer reading programs ("Get With the Program ,"July 2001). Since last April, we have had an online reading program for teens, Teenmatrix (www.teenmatrix.org). More than 500 teens have registered since last summer. Teens go online to register, read or submit book reviews, and view program information. One of the most popular aspects of this program is that it gives teens who cannot get to the library as often as they want an opportunity to participate. I'm very proud of Teenmatrix, which won the American Library Association's 2001 Sagebrush award for a young adult program.

I would highly recommend an online reading program. It's not expensive, nor terribly difficult to create (especially if you are as lucky with your systems librarian as we are). The teens love going online. It makes it possible for us to motivate more young people (even those on vacation) to read.

Phyllis Saunders
Youth Services Supervisor
Chandler Public Library
Chandler, AZ

Thank You, Walter Minkel, for your article " Get With theProgram ." I have been chomping at the bit to do this for the last four years. Now I can show this article to my superiors and hopefully get things in place for next year.

Hedy Harrison
Childrens Services Librarian
Cerritos Public Library
Cerritos, CA

Carol Edwards's Make your Point article ("Her Name Is 'Jo' "July 2001) makes some good points about the difficulty of being a children's librarian, and I certainly won't deny that all of us are way too busy. (Nor will I refute Julie Cummins's point that we should make at least $70,000 per year. Damn straight!)

I would say, though, that children's librarians are more than willing to fling themselves willy-nilly on the fire pits of martyrdom than any other kind of librarian. We all need to take a really deep breath, learn to focus on the big picture, and, above all, simplify. To be a successful children's librarian, you only have to do the following things: read the books (this will always be on your own time); make the materials available; promote the books; and be courteous, listen, and answer questions.

How you do these things is frequently the problem. There are no storytime cops, and if you never do a puppet show at your library, it's fine. If you are spending time at work or at home preparing craft projects, stop this instant. You should be focusing on the kids and the books. Storytime can take three days to prepare or 30 minutes, and, frankly, your audience won't know the difference. Pick the very best age-appropriate stories and fill in with songs, cheering, and bouncing rhymes. Great stories read with passion and enthusiasm will always carry the day—everything else is optional. As for booktalking, do it, but if you don't have time to spend an hour writing a formal booktalk, don't! A snappy paragraph can sell a book as well as (sometimes better than) a half-hour talk.

Learn to say no. Make sure your administrators know what it is you do, and how much time it takes to do it. Before agreeing to a "new" task, ask your administrator to help you prioritize and determine which task you can drop in order to do the new one. Make sure your every duty is consistent with the library's stated mission.

Stop worrying about what the "experts" think. When the grand duke and duchess of library land take a break from writing for professional journals and come perform your job for a week, only then will they have enough experience to be able to advise you. Take the best advice you can get, and ignore the rest. Far too many people get the details and miss the point—don't be one of them, you'll burn out. Children's librarianship is not a career, it's a calling. We'll never make enough money, we'll never be understood by libary administrators, and we'll never have enough help—but we get to make an impact on the lives of children, and in the end, maybe that's enough.

Beth Degeer
Youth Services Librarian/ PC Administrator
Bartlesville Public Library Bartlesville, OK

Correction

The name of a legendary groundhog of Canadian Indian folklore was misspelled in the review of Barbara Birenbaum's book, Groundhog Willie's Shadow (August 2001). The correct spelling is Nawgeentuck.