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To Be Gentle librarians

What do Socrates, Jesus and Gandhi have in common? Each is a gentle worker of his time though Socrates was poisoned, Jesus was crucified and Gandhi was assassinated.

Socrates had a wonderful sweet voice that could attract and hold his hearers. Librarians can learn a couple of lessons from his patience in dealing with a shrewish wife. Specifically, reference librarians, following Socratic method, skillfully direct series of questions that allow virtually any reader to discover ultimately what he wishes to find, minus his annoying stance in assisting people for truth.

Jesus, the “Great Teacher” and a lover of kids, discriminated no one. He proverbially demonstrated how storytelling precedes. Practitioners of the library professions will have to take every client in their arms, bless each and have Christ-like hands upon everyone. They, surely, know that libraries are abodes for readers of all types and that hindering them will not give them some sense of accomplishment and success.

Gandhi, admirable leader of India, insisted on non-violence and self-discipline. A day can begin with powerful mantras any librarian can adopt or create.

I love myself, I should injure no one. (Monday)

I can conquer my own self and I can be the greatest of all the conquerors. (Tuesday)

I will think before I speak. (Wednesday)

I am a wise man who knows how to avoid problems by being careful about what I say. (Thursday)

I have controlled thoughts. I have controlled words. I have controlled actions. Controlled thoughts, words and actions make me harmless and noble. (Friday)

To speak gently and politely, not rudely and harshly, is my art of speaking. (Saturday)

I am as lovely as rivers and lake; I am as beautiful as the falls; I am as great as the mountains; I am as splendid as the caves; I am as luscious as the forest. (Sunday)

Winning Entries for Library Marketing Brands

3rd Placer - Louella Bagis (Letran, Calamba)

"COME INTO OUR WORLD...
AND DEBATE WITH PLATO,
DO MAGIC WITH HARRY,
PROGRAM WITH BILL GATES.

WE SATISFY... A DOZE OF LIBRARY A DAY,
KEEP FAILING GRADES AWAY!

2nd Placer - May Quintero (San Francisco High School Library)

LIBRARY, THE FOOD OF AN EMPTY MIND

1st Placer - Anna Divine Espiritu (U of the Assumption)

"YOU DEEM KNOWLEDGE...
SO WE'LL GIVE YOU THE EDGE.

Mother at 27

Now that I am a mother, I understand why each single minute of the day must be spent with my more than one-year old baby whose name is Julia Mae. I remember Eric wrote in his blog “My Pearl of Great Value” and that pertains to me. My husband wrote about how we’ve planned to get married and have at least two babies of no physical scars, birth defects and mental retardation.

Praise Him! for bringing a healthy Julia Mae in our midst. “She’s beautiful, Eric!” And that’s according to our American friend named Helen though Julia Mae looked like a small monkey during her first 5 months.

She had rosy cheeks. This likened Julia to Igorot kids whose faces get swollen by cold and breezy winds in Sagada, Mountain Province. Her skin are dead pine needles. She’s neither heavy nor slim. Hers are charming eyes and good-looking teeth.

I am proud because each time my younger brother would come to hold her in his arms, I saw how delighted and envy he was. For five years, he’s been trying to have one but failed, and "Lo! There it is," and this August he’ll be a father to Kristine Jewel!

I used to attend and serve as shadow for deaf-mutes in one Kingdom in Laguna from which my family lives and for which I and my mother had a conflict. I remember how she would throw all my Sunday dresses outside of the house preventing me from performing in church services. It’s different now! No more tensions! No more tears! They are all gone. Why? Julia Mae bridges and sustains our relationship. She oftentimes come and will cry a bucket before leaving our white house in Bacoor, Cavite for she misses Julia Mae a lot. Mama, probably, sees her little Julie Ann as she gets entertained by her first granddaughter who really is a carbon copy of mine.

How I certainly desire to work but I simply couldn’t. I nurse my child. I breastfeed her. Julia Mae needs the affection only her mother can provide. I got tempted and applied to call centers for I expect a graveyard shift that will allow me to be with my baby during mornings. I am still unemployed but happy. My neighbor Lorena brought me to a shipping line office in Malate for cashiering to be able to get a babysitter but failed to render my first day. My mother-in-law stays in our house and that permits me to challenge interviews. Probably, they don’t hire me for I am married and have a child already. My interviewers do ask discreetly about these. I tell them that I am happy both as a wife and a mother.

I stare at my baby all the time and reflect on TV footages of babies abandoned by their irresponsible parents; Angelina Jolie and how she feels a lot closer to her adopted children; poor Baseco kids on top of garbage mountains; Badjao minors, begging while dancing in the streets; and young girls submerged into a mining pit for gold. It’s horrible to picture baby Julia in any of these circumstances.

I’ve thought about a haiku written for her by her father:

Birth pains of the earth;

Have sprung up into flowers,

Heaven, my child’s play.

I have gained weight and started to experience menstrual bleeding. Though he wants another baby, my husband understands that birth spacing is necessary and that his wife, also, is a career woman.

UPDATE: Library Customer Care (Seminar-Workshop) at PNU

The PNU-LISAA, Inc is grateful for having 68 attendees for its successful seminar-workshop on LIBRARY CUSTOMER CARE at PNU sent by Adamson University, American International School of Jeddah, Araullo University, Ateneo de Manila University, Bicol University, Colegio de San Juan de Letran-Calamba, Colegio de San Juan de Letran-Manila, Colegio San Agustin-Biñan, Colegio San Agustin-Makati, Commission on Higher Education, Commonwealth High School, Congressional National High School, De La Salle Santiago Zobel School, De La Salle University, Department of Education, Q.C., E. Rodriguez Jr. High School, Elizabeth Seton School, FEU-East Asia College, GBFI-Technical Training Center, Holy Angel University, International Christian Academy, Imus Institute, International Christian Academy, International Rice Research Institute, Lagro High School, Laguna Provincial Library, Lourdes College , Lyceum of Batangas, Mapua Institute of Technology, New Era High School, Paco Catholic School, Philippine Normal University, PLDT, Quirino Elementary School, Ramon Magsaysay High School, Saint Louis University, St. Paul College, Saint Mary’s University of Bayombong, San Francisco High School Library, San Sebastian College-Recoletos de Cavite, Sta. Isabel College, Thomas Jefferson Information Center, Trinity University of Asia, United States Embassy, University of Asia and the Pacific, University of Eastern Philippines, University of the Assumption, University of the East, UP-Diliman, UP-Los Baños, West Visayas State University, and Xavier School.

Congratulations to Anna Divine Espiritu (UA), May Quintero (SF) and Louella Bagis (SJ de Letran), Best Library Marketing Brands; Israel P. Galicia (UP-Diliman), Early Bird Participant. Participants from far libraries like Western Visayas State University , Bicol University and St. Mary’s University of Bayombong , also received gifts.

For other details and/or document requests, please e-mail any of the officers of the Association.

Again, thank you very much!

Mr. Roderick B. Ramos (PNU)
Conference Chair/Vice President

Mrs. Estela Montejo (ADMU)
President

CLASSIFICATION AWARENESS/KNOWLEDGE SELF-TEST

NAME____________________________YEAR/COURSE________________________
Age_____ Gender_____ Education subjects enrolled in____________________________
____________________________________________________________________

How often do you visit the Education Section? (Place a check mark.)
__Daily __Once a week __Twice a week __ Thrice a week __Every Wednesday __During Saturdays ________________Others (please specify)

Which do you consult first? (Rank your choice of preference from 1 to 3.) __Card Catalog __Library Staff __OPAC _________Others (please specify)

CLASSIFICATION AWARENESS/KNOWLEDGE SELF-TEST

A. Direction: Write the most appropriate letter of your answer in the space provided.

1. Education Section utilizes what classification system? _____
a. DDC b. LC c. FIL d. Uncertain

2. _____ is the classification letter for Education books.
a. H b. L c. P d. Uncertain

3. LA 11 : Historical Foundations of Education; LA 91 : _____.
a. Philosophy b. Psychology c. Legal d. Uncertain

4. Professional Board Examination for Teachers of Abella C. Macarandan is categorized under _____ classification.
a. LA b. LB c. LC d. Uncertain

5. Allan C. Ornstein, famous for his book Strategies for Effective Teaching, has how many bibliographic entries on Education in the OPAC of the PNU library? _____
a. 12 b. 20 c. 24 d. Uncertain

6. _____ is the location symbol for all Education books of both graduate and undergraduate readers. a. BERS L b. EPS L c. EPC L d. Uncertain

7. There are more than _____ bibliographic entries on Education a reader can choose from in his use of the on-line public access catalog of the PNU library.
a. 11,000 b. 15,000 c. 19,000 d. Uncertain

8. Is it possible for bibliographic entries of Education journal articles be integrated to the OPAC for their easy finding and retrieval? _____
a. Yes b. No c. Never d. Uncertain

9. Which supports directly the need for other reading materials of the Education Section readers? _____
a. Theses b. Dissertations c. Both a and b d. Uncertain

10. The Magna Carta for Public School Teachers is searchable in class _____.
a. LA 11 b. LB 2801 c. Both a and b d. Uncertain

11. Which does not belong to the group? _____
a. Measurement and Evaluation c. Educational Psychology
b. Distance Education d. Uncertain

12. Which will appear last in the shelves?
a. Alternative Education c. Sociological Foundations
b. Student Teaching d. Uncertain

13. L, LA, LB, LC, LD, LE, LF, LG, LH, LJ, _____?
a. LM c. LT
b. LN d. d. Uncertain

14. Sevilla : Research Methods; Dewey : Schools of Tomorrow, ____
a. LB ; LG c. LC ; DDC
b. FIL ; FOR d. Uncertain

15. LD, LE, LF, LG, correspond to _____?
a. Student Fraternities c. Individual Institutions
b. Multi-Subject Textbooks d. Uncertain

16. Library of Congress has major Education class letters for individual institutions of United States, Asia, Africa except _____.
a. Europe c. Oceania
b. Antarctica d. Uncertain

17. Which statement is not true? ____
a. Library of Congress organizes knowledge.
b. Knowledge is not divided by subjects.
c. Subjects headings increase continuously.
d. Uncertain

18. How many branches of knowledge called classes does the LC system have? _____.
a. 15 c. 28
b. 21 d. Uncertain

19. I, _____, W, X and Y are not used in the LC system. a. J c. O
b. K d. Uncertain

20. On the shelves, LA comes before LA. _____
57 57
.S49 .S5
a. True c. Not true
b. Sometimes d. Uncertain


B. Comment on your use of L classification and choice of Education information sources.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thank you very much!

Classification Awareness/Knowledge of Undergraduate College Readers in Their Choice for L or Education Information Sources

INTRODUCTION

Access to information sources like books, pamphlets, compact discs, maps and the like is aided by specific classifications with rubrics of subjects and corresponding codes. Dewey Decimal Classification scheme assigns 800-899 as class numbers for Literature information sources while Library of Congress Classification scheme presents L for Languages, Linguistics, and Literature. These schemes appropriately organize knowledge and Wilson (2007) agrees that each has a "correct" (or, at least, agreed upon) place somewhere in a single, large, hierarchically organized classification system ... and in the case of books in a physical library, one "correct" place in the stacks.

Using the Library of Congress Classification, Teaching Science As Continuous Inquiry, Rowe receives an LB 1585 classification while Essentials of Elementary Science, Dobey is shelved on Q 181. Both are categorized as Science information sources in the DDC scheme but reveals a difference in the LCC scheme.

Wikipedia, an on-line free encyclopedia, has provided two general roles for classification systems in libraries: (1) facilitate subject access by allowing the user to find out what works or documents the library has on a certain subject; and, (2) provide a known location for the information source to be located (e.g. where it is shelved).

Ladlad (2007) iterates that many of their patrons are aware of the LC alpha numeric system of book classification. “This is discussed in the DLSU library orientation. The orientation is given at the start of every term for freshmen and the same orientation is available on-line from the library website. There maybe confusion at first for many secondary schools are using DDC but eventually with the help of the OPAC, accessing information is just a breeze for them,” according to her.

ACRL of American Library Association expects an information literate student selects the most appropriate information retrieval systems for accessing the needed information as performance indicator for their Information Literacy Competency Standards for Higher Education. This must be demonstrated efficiently and effectively by students. Hence, this study aims to identify a range of learning outcomes for assessing undergraduate readers’ knowledge of Library of Congress Classification scheme with L or Education classification in their choice of information sources.

STATEMENT OF THE PURPOSE

This study examined the L or Education classification awareness/knowledge of college readers.

Specifically, it aimed to:

1. Profile relevant data and knowledge on undergraduate readers’ use and choice of L or Education information sources;

2. Describe L or Education classification literacy;

3. Enumerate behavioral characteristics of college readers in their access for L or Education information sources;

4. Identify performance indicators of readers’ classification awareness for L or Education information sources;

5. Recommend a rubric of activities to coach college readers in their successful use of the L or Education Classification for information sources.