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Johnson Annotated Bibliography, LI804XO, Spring 2011 Elizabeth Johnson Annotated Bibliography Organization of Childrens Information LI804XO April

25, 2011

The following document includes nine annotations focused on how to organize information for children in a library setting. The resources are organized by three main headings, which are physical space and shelf design for children, cataloging for children, and interface and web design for children. Each resource conveys the importance of research as well as the importance of taking initiative in creating a dynamic library space for children. Unfortunately, many of these resources also explain the lack of research and subsequent action in this area. There is a profound need for librarians, teachers, catalogers, and web designers to research and understand childrens information seeking behavior and then create a library space physical as well as digital that will enhance a childs ability to find materials and acquire information. Hopefully, the following books and articles will function as both teacher and motivator for anyone interested in the organization of childrens information as it pertains to a library setting.

Johnson Annotated Bibliography, LI804XO, Spring 2011

Physical Space and Shelf Design for Children

Bolan, K. (2009). Teen spaces: The step-by-step library makeover (2nd ed.). Chicago, IL: American Library Association. Kimberly Bolan Taney, a library consultant as well as a librarian for twenty years, combines her experience and knowledge about teens and library design in a comprehensive guide. In this second edition, Taney has included additional chapters and photos while retaining the tools that made the first edition such an invaluable asset. Taney begins with a foundational chapter devoted to understanding teens and their needs and wants. Additional chapter topics include, ask and analyze, plan and propose, design and decorate, long-term promotion, and policy and practice. Each chapter contains floor plans, checklists, and worksheets, concluding with several appendices of re-printable templates, worksheets, resources, and vendor lists. The reader will appreciate Taney's practical and sage advice in the realm of designing library space. In addition, Taney includes advice and experience from other librarians, which further enlightens the reader regarding what to replicate and what to avoid. This easy to follow resource is an indispensable tool for anyone involved in a design project for teen spaces.

Boyce, J. I., & Boyce, B. R. (2002). A reexamination of shelf organization for childrens books. Public Libraries, 41(5), 280-283. Judith Boyce, a youth services librarian at the West Baton Rouge Parish Library in Port Allen, Louisiana and Professor Bert Royce at the School of Library and Information Science, Louisiana State University, describe the benefits of re-organizing children's materials in a public library. Based on West Baton Rouge Parish Library's re-arrangement and customized use of subject classification, the Boyce's point out five benefits to subject classification, collection evaluation, substitution, search expansion, reduction of physical retrieval time, and browsing capabilities. The community response to this re-organization has been positive; however, to duplicate this endeavor in a different library might not have the same results. The author's encourage librarians to develop their own arrangement in order to provide easy access to subjects, with the reminder that the new system should depend on the needs and wants of the patron community. This is a helpful and eye-opening article for youth librarians, either in a public or educational setting, regarding the benefits of organizing children's material for a specific community in order to provide easy access and optimum use.

Feinberg, S., & Keller, J. R. (2010). Designing space for children and teens in libraries and public places. Chicago, IL: American Library Association. Sandra Feinberg, director of the Middle Country Public Library in Long Island, N.Y., has overseen two building projects, focused on the renovation of children and teen spaces. James R. Keller, an architect for more than twenty-five years, has designed over one hundred childrens spaces in libraries. Their book is a practical guide on how to design the most effective space for

Johnson Annotated Bibliography, LI804XO, Spring 2011

children, teens, parents, and caregivers. Each chapter has practical steps to take in the design process, questions to ask, and research ideas. While this book would be helpful throughout the design process, it does have limitations. For example, worksheets or specific vendor information are not included; however, for projects focused on teen spaces a terrific resource is Kimberly Bolans (2008), Teen Spaces: The Step-by-Step Library Makeover, which has worksheets, instructions, and vendor information. Feinberg and Keller have provided a helpful starting point in the design process that is comprehensible and easy to navigate. This book will familiarize youth librarians with the design process and provide guidance for next steps. Sandlian, P. (1999). Information playgrounds. Public Library Quarterly, 17(2), 5-13. Pam Sandlian, currently the library director for the West Palm Beach Library, explains the process of creating a library space for children that engages "children in the world of books, ideas, information and imagination" (1999, p. 6). At the Denver Public Library, children are viewed as unique individuals who have information needs based on their development and growth. This belief influenced the design, creation, and success of the renovated space. Sandlian further answers the question, what made this library work, by addressing the following areas of children's service in the new space: staff and service, philosophy, collections, technology, programs, and furnishings and design. Each brief section combines philosophy and application, which is applicable in any library setting. Sandlian clearly communicates her passionate philosophy about children and their informational and developmental needs, which will inspire and encourage any youth librarian to create a dynamic space where children will be free to learn, imagine, play, and grow.

Cataloging for Children

Intner, S. S., Fountain, J. F., & Weihs, J. (Eds.). (2011). Cataloging correctly for kids: An introduction to the tools (5th ed.). Chicago, IL: American Library Association. The fifth edition of Cataloging Correctly for Kids is the collaborative endeavor of thirteen individuals, including: professors, editors, librarians and professional catalogers. Editors, as well as contributing authors, Sheila S. Intner, professor of cataloging at Rutgers University, Joanna F. Fountain, assistant professor at Sam Houston State Universitys Library Science Department, and Jean Weihs, a veteran librarian have all written or edited several books on cataloging for children. Topics include: guidelines for standardized cataloging, the way children search, using MARC 21 and AACR2, and subject headings. Chapters are brief and serve as an introduction, rather than a definitive resource, on the topic; however, notes and resources are listed at the conclusion of each chapter, which readers can use for additional research. The book ends on a practical note with guidelines for choosing a catalog vendor. Additionally, a directory of vendors with complete contact information is included; unfortunately, there are no reviews or ratings of the vendors listed. Contributions from different occupations and perspectives make this a helpful resource that introduces the new cataloger to the tools necessary and available for organizing information for children and young adults.

Johnson Annotated Bibliography, LI804XO, Spring 2011

Karpuk, D. J. (2008). Kidzcat: A how-to-do-it manual for cataloging childrens materials and instructional resources. New York, NY: Neal-Schuman Publishers. Recently retired associate professor at the San Jose School of Library and Information Science, Deborah J. Karpuk, PhD, has written a how-to manual for cataloging children's materials. The target audience of youth librarian's, school librarian's, and teacher's will not only learn how to catalog children's material, but will also learn the theory behind it. A few of the topics covered include: description and cataloging of books, authority control, web site cataloging, subject headings, and classification. Readers will benefit from the clearly written text, informative figures, organized layout of material, and practical exercises. Karpuk takes an overwhelming topic and presents it in a professional, unbiased way that renders it manageable for even the reluctant reader. This is a valuable resource for anyone learning cataloging; however, the readers should not limit themselves to this text alone. Methods or systems can and will change from the time this book was published. Readers should familiarize themselves with up-to-date material that will keep them informed on the changes in childrens cataloging.

Interface and web design for children

Abbas, J. (2005). Creating metadata for childrens resources: Issues, research, and current developments. Library Trends, 54(2), 303-317. Dr. June Abbas, associate professor at the University of Oklahoma in the Department of Library and Information Studies, has researched how children and teens interact with technology and retrieve information. In this article, Abbas reminds the reader that one size does not fit all, specifically in metadata schemes typically designed for adults but used by children. The two main issues presented are metadata schemes that are not designed with a specific user in mind and a lack of age-appropriate controlled vocabularies in those systems. An overview is provided of previous research and system implementation to current initiatives that attempt to make the system more user-friendly and age-appropriate. Despite what has been accomplished, Abbas reminds us that there is still more to do. Instead of leaving the reader empty-handed Abbas gives applicable first steps in developing a controlled vocabulary, and encourages the reader to learn from and include children and young adults in this process. This article is a helpful overview of the successes and failures in metadata creation for select users as well as an applicable resource that can be used to create a system that will match the developmental needs and vocabulary of children and young adults. Bilal, D. (2005). Childrens information seeking and the design of digital interfaces in the affective paradigm. Library Trends, 54(2), 197-208. Dania Bilal, associate professor for the School of Information Sciences at the University of Tennessee and author of several articles, introduces the term affective paradigm and explains how the affect of children directs their cognition and action, specifically pertaining to information seeking on web interfaces. Bilal includes a helpful overview of theoretical frameworks from renowned theorists such as Kuhlthau and Dewey, but points out that previous

Johnson Annotated Bibliography, LI804XO, Spring 2011

research has been focused on adults rather than children. Two studies are examined that focus on the impact of emotions on childrens information seeking behavior, as well as the affective need for design features that digital interfaces should provide for children. The article functions as a starting point for librarians, teachers, or web designers who want to create web interfaces for children that are appropriate for their cognitive and affective needs; however, Bilal does not provide solutions to unanswered questions as promised. For another perspective with tangible solutions the reader should look at Large and Beheshtis (2005) article: Interface Design, Web Portals and Children. Bilals article raises awareness about the need for further research focused on childrens information seeking behavior and will hopefully inspire readers to take action.

Large, A., & Beheshti, J. (2005). Interface design, web portals and children. Library Trends, 54(2), 318-42. Andrew Large, published author and professor of Information Studies at McGill University in Quebec, Canada, along with Jamshid Beheshti, a teacher for the Library and Information Studies program at McGill have written an article about designing web portals for children. In the same way that June Abbas (2005) articulated the necessity of re-inventing metadata and including children in the process in her article Creating Metadata for Childrens Resources, Large and Beheshti explain that children need web portals designed specifically for them. The article is focused on how children in an educational setting use interfaces, the problems they encounter, and the suggestions that children have for overcoming those problems. While practical guidelines for the web designer are provided, the authors clearly believe that designing web portals for children is impossible unless children are included in the process. As children spend more time using the computer and Internet for homework the issue of designing appropriate interfaces and getting children involved in the process grows in importance. This article is an eye-opening, practical introduction into the area of designing web portals for children, and any web designer, librarian, or teacher will benefit from its wisdom.