Sunday, March 15, 2020

How to Request Materials

Please contact us if you have any questions about the LIS collection, or if you would like to request that we purchase an item for the LIS Collection. Be sure to include as much information as possible; the title, author, publisher, and ISBN are required minimally.
If you would like to request an item listed below, please use your library's established interlibrary loan process (e.g. OCLC or ALA request form). Otherwise, send your full name, the name of your library, complete title information, shipping address, and a phone number to the document delivery department at email or (fax) 503-588-7119.
Most library staff are able to use their library’s interlibrary loan service to borrow professional development material. However, if you do not have access to these services or are not currently affiliated with a library, please contact a member of the Library Support and Development staff to discuss alternative options for borrowing the material.  

Wednesday, November 8, 2017

Crash Course in Young Adult Services

Crash Course in Young Adult Services, by Sarah Flowers. Libraries Unlimited, 2017. 978-1-4408-5170-4.

Publisher's Description
A library can be a tremendous resource for teens—one that helps them to learn about themselves and the world they live in. But teenagers are intrinsically different from children and from adults, and these critical developmental differences affect the ways they interact with others, both in the world at large and in the library. Serving teens effectively in the library requires a basic understanding of who teens are and the developmental tasks they face—factors that affect all aspects of library service, from the specific programs and services we offer to the ways that staff provide assistance to the teen who is seeking help at a library service desk.

This book enables library workers to better understand adolescent development, which allows them to provide a positive library experience for teens. Readers will learn how to supply excellent library services with and for teens, including in the areas of collection development, readers' advisory, reference and homework help, programming, and advocacy. The book identifies the best ways to have positive interactions with teens in the library based on their mental development and details best practices for teen services. The concluding section discusses advocating for teens, with emphasis on their right to privacy and equal access to materials and services.

  • Enables librarians to create a welcoming environment for teens in the library
  • Explains how to better understand teen patrons by finding out what teens read, listen to, and watch, enabling you to guide them to "something good to read"
  • Provides guidance in how to help teens meet their homework or other information needs
  • Examines thorny issues regarding access, privacy, challenges to materials, and Internet use
More Information
See the publisher's website for author information and a look inside.

Fostering Family History Services: A Guide for Librarians, Archivists, and Volunteers

Fostering Family History Services: A Guide for Librarians, Archivists, and Volunteers, by Rhonda L. Clark and Nicole Wedemeyer Miller. Libraries Unlimited, 2016. 978-1-61069-541-1.

Publisher's Description
Websites, social media, and the Internet have made research on family history accessible. Your library can tap into the popularity of the do-it-yourself genealogy movement by promoting your role as both a preserver of local community history as well as a source for helping your patrons archive what's important to their family. This professional guide will teach you how to integrate family history programming into your educational outreach tools and services to the community.

The book is divided into three sections: the first introduces methods for creating a program to help your clients trace their roots; the second provides library science instruction in reference and planning for local collections; and the third part focuses on the use of specific types of resources in local collections. Additional information features methods for preserving photographs, letters, diaries, documents, memorabilia, and ephemera. The text also includes bibliographies, appendices, checklists, and links to online aids to further assist with valuating and organizing important family mementos.

  • Discusses the reference environment and offers tips for strategic planning for local studies
  • Includes hints of how to assess, organize, discard, or donate family heirlooms
  • Offers suggestions for caring for family history archives, including physical enclosures, digital copies, and the importance of data backups
  • Features templates for partnership agreements with other organizations
More Information
See the publisher's website for author information, table of contents, reviews, and a look inside.

Peer-Assisted Learning in Academic Libraries

Peer-Assisted Learning in Academic Libraries, edited by Erin Rinto, John Watts, and Rosan Mitola. Libraries Unlimited, 2017. 978-1-4408-4688-5.

Publisher's Description
In this era of accountability—and stretched budgets—in higher education, librarians need to make instructional programming both highly effective and sustainable. Peer-assisted learning is a methodology that has long been accepted in teaching but is relatively new as applied to academic library instruction, outreach, and reference. This book brings together the most innovative applications of peer-assisted learning in these contexts, explaining specific ways to apply peer-assisted learning in a variety of academic library settings for maximum benefit.

This guidebook begins with an extensive literature review of the theoretical underpinnings of peer-assisted learning and the various benefits these programs can provide academic librarians and peer mentors. The bulk of the book's content is organized into three sections that address the subjects of information literacy instruction, cocurricular outreach, and reference services separately. Each section showcases real-world examples of peer-assisted learning at a variety of academic institutions. Through these case studies, readers can fully understand the development, implementation, and assessment of a peer-assisted learning program, and librarians and administrators will see the practical benefits of enriching the experiences of student employees. Practitioners will receive inspiration and guidance through chapters that discuss training activities, identify lessons learned, and explain the implications for further research.

  • Introduces readers to a well-established and effective practice in higher education and demonstrates how it can be used in library-initiated programs
  • Provides the means to extend library staff resources by incorporating student employees in instruction, outreach, and reference services
  • Supplies practical examples—complete with assessments, administrative justifications and lessons learned—for training and assessing student peer mentors
  • Offers justification for how peer-assisted learning programs provide student employees with rewarding and enriching opportunities that can benefit them academically, personally, and professionally
More Information
See the publisher's website for editor information and a look inside.

Engaging Diverse Learners: Teaching Strategies for Academic Librarians

Engaging Diverse Learners: Teaching Strategies for Academic Librarians, by Mark Aaron Polger and Scott Sheidlower. Libraries Unlimited, 2017. 978-1-4408-3850-7.

Publisher's Description
Drawing on the literatures of adult education and of teaching skills, Engaging Diverse Learners: Teaching Strategies for Academic Librarians presents a wide range of methods to improve how you teach. Coauthors Mark Aaron Polger and Scott Sheidlower argue that in order to grab–and hold onto—students' attention, instructors must get their interest right from the beginning. The techniques they suggest explain how to take into consideration the range of different learning styles students may have, how to accommodate students with different English language skills or abilities, and how to successfully work with individuals from different socioeconomic backgrounds or from different technologically adapted generations. The sections for each group address the key questions of identification (who are they?); how members of that group tend to react to libraries, librarians, and education; and how educational theories of that time affected students' learning in that generation.

  • Describes engagement techniques that work even for shy librarians or instructors who aren't naturally comfortable with performance aspects of teaching
  • Covers working with adult learners at different age groups and students with different English language abilities, from different socioeconomic backgrounds, or with various levels of technological competence, not just the "traditional" undergraduate
  • Presents methods to overcome and win over those learners who initially react with "Why do I need another library lesson?"
More Information
See the publisher's website for author information and a look inside.