Re: [LM_NET] I Got Smoked! And, can I rent this book?

[Shelly Kraal <ualibrarian@GMAIL.COM>]

I send the same type of thing home to my parents.  It outlines the check-out
limits for each grade, how long students can check out books, and what will
happen if a book is returned late, damaged, or lost.  Our parents have the
option of either paying for a lost/damaged book or replacing the book with
the same book in the same format.  I've had a couple of parents that have
chosen to replace the book, but most find it easier to just send me a
check.  These forms have come in handy when I've had parents complain about
fines/fees.  I'm able to pull it out, make a copy and send it home to them.
Usually, I end up getting the fine the next day.

-Shelly

On Thu, May 21, 2009 at 8:03 AM, Hastings, Jeff
<HASTINGJ@howellschools.com>wrote:

> Karen DeFrank wrote: "Each September I have every kid in my school get a
> permission slip signed by a parent or guardian that states they may
> bring library books home.
> The permission slip explains how our library works, and specifically
> states any lost or ruined books must be paid for before the students can
> borrow any other library materials.
> While I wouldn't say it has cut our losses too much it is great to pull
> it out when a parent comes calling."
>
> I've been thinking something similar:
>
> I do a two-day library orientation for all incoming sixth graders here.
> (We have fun, but, man is it grueling after a couple weeks.) Anyway, In
> all my time doing orientations, I've never felt the need to mention the
> simple philosophy behind a library nor the simple social contract one
> tacitly agrees to when borrowing from that library. I've always assumed
> this was, at least, prior knowledge, if not something people, almost
> instinctively, just 'get.' So, had you asked me ten years ago, I would
> have probably told you that explaining the basic premises behind a
> library to sixth graders would be as ludicrous as trying to teach them
> how to breathe; not only pointless, but demeaning.
>
> But it was also about ten years ago that I began noticing that students,
> increasingly, would inquire about "renting a book." It became pretty
> obvious as the usage quickly became the default parlance that--in the
> community I serve, at least--kids were deriving much of their prior
> knowledge about the Highlander Way Library by drawing from their
> experiences at the counter of their local Blockbuster. A few years
> later, I began to notice that the terms "check in" and "check out"
> suddenly started to confuse many students, as this circ desk scenario:
>
> Student plops books on desk, says nothing.
>
> "Good morning, would you like to check these out, or are these books
> you're checking in?"
>
> "...In. No, wait: Yeah, in. In."
>
> "Okay, well, in that case, did you know you can just drop them in the
> book return slot, right there?"
>
> "...(?)"
>
> "No. OUT, I want to take them out; you know, to rent them."
>
> So, maybe the bare-bone-basics now do merit some coverage. Maybe next
> year I'm going to have to get all LaVar Burton with my orientation
> sessions and take a moment just to explain the basic concept of what a
> library IS, what the social contract that anyone who chooses to use a
> library is agreeing to actually entails, and how only by following that
> agreement can the beneficent economics of community sharing play out.
>
> (Of course, I'll have to tweak that verbiage a bit, but I trust you know
> what I mean.)
>
> Anyway, I think I'm going to try and wedge some of that primary content
> in next fall. And then I'll serve milk and cookies, and by then it'll be
> nappy-nappy time.
>
> Jeffrey Hastings,
> School Librarian,
> Highlander Way Middle School
> Howell, Michigan, USA.
>
> You can respond to shankhead at gmail dot com if you'd like.
>
>
>
>
>
>
>
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-- 
Shelly Kraal, Librarian
Universal Academy of Coppell, Texas
ualibrarian@gmail.com

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