(From March 2003)

Dear Fellow Book Lovers:

One of the first courses I took in library school was from a woman who was quite well known in the field of librarianship.   I won’t ever forget that on the first day of class she asked, “Just why did you choose to become a librarian?”   A few eager hands popped up, but she quickly followed her question by saying, “And I don’t want to hear that it’s   because you like books and because you like to read.”   Needless to say, there were no profound reasons given that day.   She never even gave us her own reasons, and to this day, I haven’t figured out exactly what answer she wanted from us. That was many years ago, and this woman is no longer living.   Now, I can say without a doubt that Yes I did become a librarian because I, at a very early age, discovered the joy of reading and the magic of books.   And, I feel that is a good and important reason. Librarians who don’t like to read cannot possibly give children and young adults the guidance they need in finding “just the right book.”   Isn’t that still one of the primary roles of a youth librarian?   Job functions have expanded, and technology has changed the way we do reference, but our young patrons still want story time filled with good books like Song and Dance Man by Karen Ackerman and illustrated by Stephen Gammell, Frederick by Leo Lionni, and The Random House Book of Shakespeare Stories retold by Andrew Matthews and illustrated by Angela Barrett.   They want to hear about the latest and hottest new books like Hoot by Carl Hiaasen and Pictures of Hollis Woods by Patricia Reilly Giff, both 2003 Newbery Honor books.   Our readers want us to remember that “special” book they read last week, and they expect us to help them find another book   “just like that one.”    So, if they have read and liked North by Night: A Story of the Underground Railroad by Katherine Ayers, we need to know that Trouble Don’t Last by Shelley Pearsall is a good book for them to read next.

Therefore, to practice reader guidance, a librarian must:

• Read new books
• Never forget those old books
• Make connections between books by theme and topic
• Know books that challenge good readers
• Be familiar with books that appeal to reluctant readers
• Understand that children and young adults have varied interest levels
• Recognize that children mature at different rates
• Engage young patrons in conversations about books
• Encourage children and young adults to offer honest opinions about what they are reading
• Sponsor programs that promote reading
• Develop programs that help parents connect to what their children are reading
• Know where to go for help

Making connections between new books and older titles is the focus of next month’s article.

Back to this month's Pat Scales

You may email me at pscales@scgsah.state.sc.us.