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Friends, Since several people asked for a hit on the justifications for automation, I have composed my version of a hit. Please excuse my mistakes. This is my first hit. Also, it is in 2 parts because of length. Karen Teigen, Librarian Oberlin Elementary School Oberlin, LA cen31112@centuryinter.net ======================================================================= Perhaps it is best to keep it simple, under the circumstances described. Which is preferable, when one's envisioned destination is distant? A pick and shovel, with which to build a road, or heavy machinery to accomplish same. With due and sincere respect for the John Henry's of this world, we need to be practical and forward-thinking. And in the case you describe, the machinery need not be invented, or tested for its reliability and functionality. That's been done--and proven! We now need only to support and fund its use. In that light, you might require the holders of the purse strings to justify any posture of choosing to drag their feet--of NOT moving forward, in a reasoned, responsible, professional manner to properly prepare the kids for their journeys in the next century. ===================================================== It is cheaper to maintain than the old card catalog system. ===================================================== One of the things that I tell people is, once your automated you have a complete record of all the resources in the school. In our school, many items are housed in different locations (science kits, videos, staff books etc.). When we do a subject search all appropriate items are on the list and not forgotten. As well, many of our older picture books did not have subject cards. Now I can easily assign a subect to the item if it fits into one of our themes. =========================================================== Try using the argument that automation helps with ACCOUNTABILITY--keeping track of materials and cutting down on loss, as well as analyzing what is being used. The library is probably the most expensive room in the school--more funds invested. The bottom line often gets attention. ========================================================== My first thought is the disservice we're doing to students who don't have access to online materials (including the catalog) before they're turned loose in the world! As you mentioned, more and more university and public libraries are automated. If K-12 schools are still teaching students 'card' catalog skills, we're not preparing students for the real world. Online resources - catalogs, Internet, CD-ROM, etc. - require critical thinking skills in order to be used successfully. The *process* of these skills will be vital to tomorrow's adults. ========================================================= The biggest advantage to an automated catalog is the your collection becomes 80% more accessible. You can search in many more ways and more quickly than with a card catalog. You can also search in many more ways. You can search for the tradional author, title, and subject and the automatd catalog allows you to search additonal for keyword, series, and call number. Automation is wonderful. Good luck with your grant process. =========================================================== On the off-chance that it is not too late, I will tell you about my experience in an elementary school when we put in an automated catalog. The day the catalog was finally automated, I was far too busy to do anything about it. There was a planetarium tent set up in the library for star shows, all the classes were coming through for the program, and library classes were meeting as scheduled even though all the furniture was pushed into the far aisles and-I was too busy for one more thing. But that afternoon, as I whisked by, I could hear the second graders explaining to each other how the new catalog worked. They already knew how to locate books by the call number-and they had already figured out for themselves how to use the simple search screen of the Mandarin system. You *know* how many lessons that took with a card catalog-which drawer to choose, how you know the title from the subject, and so on. Catalog cards, though we adults are accustomed to them, don't read like English. Location (and there are no cues) provides meaning-that's why so many kids want the book with the call number 64 p or the call number 1984. Reading catalog cards is *really hard* for elementary kids. The proof of it is, how many teachers *refuse to use* the card catalog and ask the librarian instead. So-what's the point of having kids waste their time learning this card catalog stuff when the computer catalog is 1) so much easier for them to use, 2) matches the other library catalogs they see, 3) permits them to develop a skill they will apply widely during their lifetimes, namely, getting information from a computer. =============================================================== I automated through 8(g) a few years ago. A large part of my reasoning was to teach students improved research skills and search strategies through using Boolean searches, and to make them more able to use and access the automated card catalog at the public library. I also pointed out the similarities of using these same search skills for Internet searches. I also mentioned that the students would be able to carry out self-service check-out in order to give me more time to assist others with research. (Above all, though, I placed emphasis on what it would do for the students. I really played down what it would do for me.) =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-= To quit LM_NET (or set NOMAIL or DIGEST), Send an email message to listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL or 3) SET LM_NET DIGEST * NOTE: Please allow time for confirmation from Listserv. For LM_NET Help & Archives see: http://ericir.syr.edu/lm_net/ =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=