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5856 results in Facet Publishing

Page 69 of 293

  • 4 - Bibliographic Control in Zimbabwe: the Conundrum of Legal Deposit in the age of Digital Technologies

  • Edited by Paul Gooding, University of East Anglia, Melissa Terras, University of Edinburgh
  • Book:
    Electronic Legal Deposit
    Published by:
    Facet
    Published online:
    07 November 2020
    Print publication:
    31 March 2019, pp 77-98

  • Summary

    Introduction

    This chapter describes the functions of current legislation in ensuring compliance with legal deposit laws of Zimbabwe. It seeks to highlight the challenges that the existing legal deposit laws face vis-à-vis the open access regime. It analyses the legislation for bibliographic compilation in the context of the shifts in the global knowledge landscape. The chapter discusses the weaknesses of the current law with reference to current trends in the legal deposit of multimedia formats. It also examines how bibliographic control can underpin national development goals concerning teaching, learning and research. The authors explain how the absence of a print and online version of a national bibliography affects collection development and scholarly research, and explore the challenges of harmonising print and electronic records in the context of digital divide. Recommendations on possible strategies to utilise modern technologies to capture, process and preserve library records as national heritage in Zimbabwe are suggested.

    Universal bibliographic control (UBC) as a global system for the control and exchange of bibliographic information acknowledges the resource discovery metadata requirements of modern, global-scale users of information (Dunsire, Hillmann, and Phipps, 2012). The sheer size of global bibliographic control is enormous, as it encompasses the creation and maintenance of a complete record of the sum of human knowledge. Žumer (2009) defines a national bibliography as the accumulation of the authoritative and comprehensive records of the national imprints of a country, which is published regularly and with the least possible delay.

    Thapa (2009, 57) views bibliographic control as the activities involved in the process of creating, organising, managing and maintaining the files of bibliographic records, for example the library or archival materials or sources listed in an index, or database, or virtual repository. As such, the locatability, findability, discoverability, accessibility, retrievability and shareability of scientific scholarly content is possible through effective bibliographic control because of scientific description and subject access through uniform catalogue codes, classification schemes and name authorities to enhance precision. Bibliographic tools are published in line with the International Federation of Library Associations and Institutions’ (IFLA’s) International Standard Bibliographic Description (ISBD) published in 2011.

  • 3 - Strategic leadership

  • Barbara Allan
  • Book:
    The No-nonsense Guide to Leadership, Management and Team Working
    Published by:
    Facet
    Published online:
    01 June 2019
    Print publication:
    31 March 2019, pp 37-58

  • Summary

    Introduction

    The aim of this chapter is to provide information and guidance on strategic leadership in library and information services. Library leaders work in many different situations, from directing a large library and information service with hundreds of staff to leading a small college or special library with fewer than ten staff. In addition, library leaders may be solo librarians working in schools or special libraries, or they may be leading from the middle. Whatever their job title or size of their library, librarians and information workers with leadership responsibilities will take a role in developing and implementing a strategic plan. The topics covered in this chapter are: getting to know your leader and the senior team; working in the senior team; working with stakeholders; strategic thinking and planning; strategic marketing; and the strategic solo librarian.

    Getting to know your leader and the senior team

    Libraries are positioned in many different ways within an organization: the director may be a member of the senior decision-making group; or a library director may report to a member of the senior decision-making body; or a librarian may report to the head of another service, meaning that she is a number of steps away from the decision-making group. This clearly varies depending on the type of library and its sector. For example, academic libraries in universities may be a separate unit or part of a converged service with IT, media and other services, or may be part of a super-converged service in a single academic/student support service. Similarly, a school librarian may report to the head teacher, the head of the curriculum or head of student support services. A knowledge manager in a business information service may report directly to the marketing or research director, or head of corporate services. For new leaders and managers, it means that you need to think about the position of the library and your line manager. You will need to manage your boss so that you can influence upwards.

  • Introduction

  • Edited by Paul Gooding, University of East Anglia, Melissa Terras, University of Edinburgh
  • Book:
    Electronic Legal Deposit
    Published by:
    Facet
    Published online:
    07 November 2020
    Print publication:
    31 March 2019, pp xxiii-xxx

  • Summary

    In the paper world legal deposit and preservation of printed heritage are almost synonymous with libraries. In the digital world it is not a matter of course that libraries are best suited to perform these tasks.

    (Larsen, 2005, 86)

    Do libraries still belong at the heart of access to our digital heritage? This might seem a strange place to start a volume on electronic legal deposit, but Larsen's provocation remains relevant to our current cultural moment. For centuries, our national and research libraries have been trusted repositories of print production and culture. In terms of comprehensiveness, expertise, and accessibility, their collections were rightly viewed as world-leading. In 2005, the same year that Larsen raised the prospect that libraries could no longer be presumed to occupy that position, the Alexandria Manifesto on

    Libraries summed up a more aspirational objective for libraries: Libraries and information services contribute to the sound operation of the inclusive information society. They enable intellectual freedom by providing access to information, ideas and works of imagination in any medium and regardless of frontiers.

    (Australian Library Journal, 2005)

    In the past, libraries were undoubted technological innovators, designers of organisational improvements such as card catalogues and complex classification systems. Contemporary libraries are still spaces for innovation, but budget cuts and the growth of networked communications mean that the technological cutting edge has moved elsewhere. Karen Coyle points out that ‘if we look … at the timeline of information technology over the 20th Century and into the 21st, we see library technology falling behind the general technology evolution’ (Coyle, 2017). Rather than looking towards libraries as their first source for information, individuals now look towards Google or Facebook. Their information-seeking expectations are formed elsewhere, and they increasingly require access for reading on their own devices and in remote locations. Commonly, individuals also want portable data, and the ability to access textual corpora and metadata. And yet the main mode for accessing modern legal deposit materials in a legal deposit library setting is via what Georgi Alexandrov terms ‘e-reading’ (Alexandrov, 2018, 137): access to a single volume via a terminal within library reading rooms, for the sole purpose of reading. The dynamic process of change surrounding late 20thcentury communications technology stands in stark contrast to the print-era logic of e-legal deposit regulations.

  • Section 5 - Artistic works

  • Graham P. Cornish
  • Book:
    Copyright
    Published by:
    Facet
    Published online:
    19 November 2019
    Print publication:
    31 March 2019, pp 85-104

  • Summary

    Definition

    What is the definition of an artistic work?

    The definition of artistic works is given in the CDPA as:

  • • graphic works such as paintings, drawings, diagrams, maps, charts and plans, engravings, lithographs, etchings or woodcuts, sculpture, collage; this includes the surface design of manufactured products such as pottery and textiles

  • • photographs (including slides and negatives as well as microforms)

  • • architectural works (including buildings of any kind)

  • • works of artistic craftsmanship, such as jewellery or pottery.

    • Does the work have to have some artistic quality to be protected by copyright?

    No, but see the notes below on works of artistic craftsmanship where the situation is somewhat different. Otherwise quality is not a requirement but the usual tests of originality and showing some skill and creativity apply.

    What is the definition of a photograph?

    A photograph is defined as: ‘photograph means a recording of light or other radiation on any medium on which an image is produced or from which an image may by any means be produced, and which is not part of a film’.

    Do microforms qualify for copyright?

    Certainly. A microfilm or microfiche (‘microforms’ for short) is a photograph and attracts copyright in the same way as a photograph itself. A microfilm containing several different documents may also be a database (see Section 9).

    What happens if the work which has been microfilmed is still in copyright?

    There are then two copyrights, one in the original document and one in the microform. To make the new copy would require the consent of the original copyright owner.

    Supposing the work that has been microfilmed is out of copyright?

    There is probably still copyright in the microform as a photograph even though the work photographed is out of copyright. Some authorities argue that there is no copyright in the photograph of a ‘flat’ object such as a document but others would argue that change of medium (from paper to photograph) requires sufficient skill to create a new original work. But a straightforward photocopy or scanned copy of the work would not attract a new copyright as there would be insufficient skill shown in making the copy to justify a new copyright.

  • 3 - Attribute value wrong, It should be `City of Literature ... it all starts with ABCD! The City of Melbourne and the Abecedarian Approach

  • Edited by Carolynn Rankin, Avril Brock
  • Book:
    Library Services from Birth to Five
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 March 2019, pp 65-80

  • Summary

    Introduction

    Melbourne was designated as a UNESCO City of Literature in 2008, in recognition of its focus on literature as an art form, the high prevalence of bookshops and well-resourced libraries, and its investment in public programming promoting reading and engagement with literature. The National Year of Reading campaign has grown into a proactive movement across Australia in public libraries, schools and workplaces to promote the inherent ‘goodness’ of reading as well as the power of literacy to change lives. The Australian Bureau of Statistics’ Yearbook 2012, in its feature article on the National Year of Reading (Kelly and McKerracher, 2012) refers to the Adult Life Skills Survey conducted in 2006 which prompted libraries to act. The nation's statistician highlighted that literacy is ‘a basic prerequisite for full participation in Australian society’ (Pink, 2012, 1). This chapter will discuss the City of Melbourne's parenting education programme, which aims to make a difference by breaking cycles of disadvantage and thus contribute to Melbourne's status as a City of Literature (and literacy) for all.

    Australian literacy levels

    Alarmingly, Australia's literacy levels are dropping. In 2012, 46% of Australians did not meet Level 3 literacy standards. This includes functional literacy tasks like the ability to read newspapers and a novel for pleasure, decipher medicine-bottle information and read a recipe. There are significant issues associated with almost half the population of our country not meeting the literacy levels required for everyday functioning in today's society. As a state, Victoria is the second-lowest after Tasmania in its literacy levels, as identified by the Australian Bureau of Statistics in the same survey. Australia's literacy rates have dropped amongst OECD countries in recent years.

    In Australia the federal and state governments have made commitments to the significance of learning to read and ‘keeping on’ reading. Initiatives include the Get Reading Campaign, the Centre for Youth Literature, South Australia's Little Big Books Club's It's Rhyme Time booklet and DVD, the Victorian Government's Young Readers Program, Western Australia's Better Beginnings Family Literacy Program, as well as federal government support for the National Year of Reading and National Literacy and Numeracy Week. However, no national universal early years-targeted literacy interventions are currently funded across Australia. Australia does not have a national reading or literacy strategy.

  • 8 - Giving with one Click, Taking with the Other: Electronic Legal Deposit, Web Archives and Researcher Access

  • Edited by Paul Gooding, University of East Anglia, Melissa Terras, University of Edinburgh
  • Book:
    Electronic Legal Deposit
    Published by:
    Facet
    Published online:
    07 November 2020
    Print publication:
    31 March 2019, pp 159-178

  • Summary

    Introduction

    If people are familiar with web archives at all, they will most often have heard of the Internet Archive (IA), a non-profit organisation based in San Francisco, California. This is perhaps only to be expected. The IA is ‘amongst the earliest systematic attempts at web archiving, operates at a global scale, and gives unrestricted access to its content via the Wayback Machine’ (Webster, 2017, 176). It has been archiving the web since late 1996, and at the time of writing makes available more than 325 billion historical web pages for browsing and limited searching (Internet Archive, n.d.). Much less well known is that archives and libraries around the world, from Iceland to Australia, are also busy archiving the web. The nature, scale and scope of this archiving activity varies enormously, but unlike the IA these institutions are concerned either solely or primarily with national web domains (usually delimited by a ‘country code Top Level Domain’, or ccTLD, such as .fr or .uk) rather than with the web as a whole. This chapter will outline the different legal frameworks within which this national web archiving takes places, focusing on the impact of electronic legal deposit. It will discuss the vitally important enabling role of e-legal deposit, but also describe the challenges posed by the legislation – to access, use, reuse and publication. It concludes by suggesting why researchers should concern themselves with sometimes complex legal issues, and how they might contribute their voices to ongoing discussions about access to our digital cultural heritage.

    Web archives around the world

    The situation in the UK is complicated by Crown Copyright (more of which below), but in general national web archives fall into two main categories: those which are created under a legal deposit regime and those which collect on a permissions or fair-use basis. The International Internet Preservation Consortium's (IIPC) list of countries or regions in which some form of domain-based archiving takes place includes 17 countries in the former category and 12 in the latter (International Internet Preservation Consortium, n.d.). Permissions-based and ad hoc archiving is characterised by diversity, but so too is the web archiving that takes place within the framework of legal deposit legislation.

  • 13 - Designing family-friendly libraries for the early years

    • By Carolynn Rankin, is currently a Visiting Fellow in the Faculty of Arts, Environment, and Technology at Leeds Beckett University, Rachel Van Riel, founded and shaped the reader development movement which changed the way public libraries in the UK engage with their customers
  • Edited by Carolynn Rankin, Avril Brock
  • Book:
    Library Services from Birth to Five
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 March 2019, pp 275-300

  • Summary

    Introduction

    This chapter considers the design approaches that libraries have used and reviews what makes for successfully designed library spaces for babies and young children and their families. Choosing, sharing and expressing views on books all start long before children can read, which makes the challenges and opportunities relating to library-space design for the birth-to-five age range important. The focus will be on provision for babies and young children in public libraries, but the discussion will also relate to library space in nursery schools and kindergartens.

    In considering the environment and design of the early years space within the library, it is important to create a welcoming atmosphere and the ambience, layout, design, furniture and fittings will have a part to play. Guidance is provided on how you can negotiate with architects and designers to achieve this. We will encourage you to think about the use of colour, different types of furniture and equipment and how the books and resources are displayed.

    While there is a reasonable amount of design guidance and information available on library spaces for older children and teens (Dewe, 1995; Lushington, 2008; Rankin, 2012), very little has been published on library design for the birth to five group. This means debates are still open and more evidence of impact needs to be gathered. We hope this chapter will raise questions and stimulate further discussion of how design can best meet the needs of this important audience.

    The library as a community space: the case for the place

    We will start by considering the role of the library building as a community space.

    There is a strongly held view that libraries offer a welcoming, neutral space that provides opportunities for personal, cultural and community development in appropriate circumstances (Harris and Dudley, 2005, 18). Worpole (2013) cites the changing role of libraries and argues that designing libraries is about investing in people: ‘If libraries have a reputation for being universally welcoming, the new renaissance in prestigious library development projects across the world should be welcomed as a sign that the library, both as a public facility and a learning space, has a future as a place to meet, read, share and explore ideas in what might be called a ‘living room in the city’.’

  • 12 - Successful library activities for the early years and ways to promote books effectively

    • By Anne Harding, is an independent trainer specializing in children's and young people’s reading and children’s and school libraries
  • Edited by Carolynn Rankin, Avril Brock
  • Book:
    Library Services from Birth to Five
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 March 2019, pp 263-274

  • Summary

    Early years activities in libraries – and of course library books – can play a huge role in supporting babies’ and young children's learning and development. This chapter will consider that role and identify effective library activities and book promotion for under-fives.

    The benefits of library activities for early childhood learning and development

    The acronym SPICE is a very useful reminder of early childhood developmental needs:

    Social

    Physical

    Intellectual

    Creative

    Emotional.

    Libraries are well placed to nurture all of these. Many readers will have witnessed young children learning how to take turns in rhyme times, just one example of the ways libraries help social development. Successful rhyme times incorporate plenty of movement – evidence of support for physical development. Anyone who has given or watched a library story time for young children and listened to their questions and comments will be well aware of its value for intellectual development. Craft activities foster children's creativity. Lots of picture books are wonderful for emotional development, helping children's understanding of their own and others’ feelings.

    Many countries define the areas of learning and development that should be supported in early years establishments. Libraries can and should bear these in mind when planning activities. This way they usefully complement what is happening in preschool settings and in the first years at school, so reinforcing children's learning. In addition, libraries can demonstrate their relevance to young children's education, making library visits more attractive to preschools and schools. In England the areas of the Early Years Foundation Stage (EYFS) (DfE, 2012) have much in common with those of other countries. The EYFS prime areas of learning are:

  • • communication and language

  • • personal, social and emotional development

  • • physical development.

    • There can be no question that libraries help communication and language. Rhyme and story times develop babies’ and young children's listening and attention skills, help them to understand the spoken word and communicate with others and increase their vocabulary. Such activities also play a valuable role in terms of personal, social and emotional development. We have already seen some examples, to which could be added the fact that regular attendance at library sessions helps young children learn to manage their feelings and behaviour, and begin to share.

  • Foreword

  • Edited by Paul Gooding, University of East Anglia, Melissa Terras, University of Edinburgh
  • Book:
    Electronic Legal Deposit
    Published by:
    Facet
    Published online:
    07 November 2020
    Print publication:
    31 March 2019, pp xix-xxii

  • Summary

    On the morning of 9 November 2016 I looked out over a Milwaukee ballroom crowded with librarians, archivists, and specialists in digital preservation. Some were pensive. Many were weeping. Others seemed stricken.

    My audience had gathered for the first joint conference of the Digital Library Federation (DLF, the US-based non-profit organisation I then directed) with its new partner, the National Digital Stewardship Alliance (NDSA) – a cross-industry group that had recently come under DLF's wing from its place of genesis at the Library of Congress. We were strangers and friends, largely though not exclusively American, united in a community of practice and the common cause of a dedication to the future of libraries, archives, and their holdings and information services in the digital age. But it suddenly felt as if we didn't know what information was, and whether – despite all our efforts, expertise, and the shared infrastructure that our memory institutions represented – its future could be made secure.

    The unexpected outcome of the US presidential election, announced in the wee hours the night before, had cast a pall over this professional audience that crossed party lines. How could so many confident, data-driven predictions have been so wrong? What shared social understandings – built from the seeming common landscape of ubiquitous digital information that we had met to manage and survey – had never, in fact, been shared or were even commonly legible at all? And what evidentiary traces of this time would remain, in a political scene of post-truth posturing, the devaluation of expert knowledge, and the willingness of our new authorities – soon to become as evident on federal websites as in press conferences and cable news punditry – to revise and resubmit the historical record?

    The weeks and months that followed, for DLF and NDSA members, were filled with action. While the End of Term Web Archive project sprang to its regular work of harvesting US federal domains at moments of presidential transition, reports that Trump administration officials had ordered the removal of information on climate change and animal welfare from the websites of the Environmental Protection Agency and US Department of Agriculture fostered a fear of the widespread deletion of scientific records, and prompted emergency ‘Data Rescue’ download parties. A new DLF Government Records Transparency and Accountability working group was launched.

  • 1 - Take them to the library: the pathway of opportunity

    • By Carolynn Rankin, is currently a Visiting Fellow in the Faculty of Arts, Environment, and Technology at Leeds Beckett University, Avril Brock, She has worked in higher education since 1989 at Bradford Collegeand Leeds Metropolitan University, having been a deputy head, primary and early years teacher in West Yorkshire
  • Edited by Carolynn Rankin, Avril Brock
  • Book:
    Library Services from Birth to Five
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 March 2019, pp 1-30

  • Summary

    PART 1 TAKE THEM TO THE LIBRARY: THE PATHWAY OF OPPORTUNITY

    Introduction

    Literacy and communication skills are vital in society today and an early introduction to literacy through a breadth of experiences of rhymes, stories, pictures and books supports these skills. Encouraging young children and their families to access a library, with all its resources, can provide a great foundation for developing early literacy. There are many routes into reading and practitioners – early years librarians, carers and educators – should capitalize on all of them. This introductory chapter will discuss literacy as a human right and the importance of early childhood as a time for becoming competent learners and readers.

    Librarians know that reading to babies and young children is one of the most effective ways of enhancing language development in a child (Brock and Rankin, 2008; Greene, 1991; Walter, 2009). In terms of cognitive skills development, librarians have a contribution to make to the early years by providing activities that support the development of language, communication and literacy skills. Encouraging young children and their families to access a library and its resources can provide a great foundation for developing early reading skills (Anderson, 2006; Rankin, 2011; Rankin and Brock, 2008). This chapter will discuss the role of the public library and the role of the librarian in providing books and other resources and a place to access them.

    Intervention and opportunity

    The professional intervention provided by the librarian in supporting the development of communication, language and literacy is much more than just the ‘telling of stories’, as access is provided to resources that encourage emergent literacy and parents and carers are encouraged to play an active part in the learning process. The librarian provides positive interventions through an offer of universal services and by engaging in partnerships

    We suggest that this intervention, or direct involvement, provides a pathway of opportunity for young children and their families if they take advantage of the library's services and resources. The term ‘intervention’ is used here to mean becoming directly involved in something in order to have an influence on what happens. In early years library sessions where children (and their families) are encouraged to participate the learning is interactive, experiential and social.

  • 6 - Managing the work

  • Barbara Allan
  • Book:
    The No-nonsense Guide to Leadership, Management and Team Working
    Published by:
    Facet
    Published online:
    01 June 2019
    Print publication:
    31 March 2019, pp 103-126

  • Summary

    Introduction

    This chapter outlines different approaches to managing routine work, the people side of work and planning for and managing incidents and emergencies. The related topic of project management is considered in Chapter 7. The following themes are explored in this chapter: documenting the operations; different types of work; managing process work; process mapping; and using ICT to manage teamwork. This is followed by a focus on managing people with sections on: setting objectives, delegating tasks, giving instructions, giving feedback and managing performance. The final theme is planning for incidents and emergencies, and this covers the following topics: risk analysis and mitigation; being prepared; and emergency response and recovery.

    Documenting the operations

    If you are a new library manager then you will need to be able to access key information quickly. Start with the library operations manual, which may be available online and/or in printed format. The National Library of New Zealand (see natlib.gov.nz) provides the following checklist of the contents of an operations manual which, although it is aimed at school librarians, is very relevant to many different types of libraries:

  • Essential contact information – internal and external contacts, emails and phone numbers, including supplier information and professional support.

  • Library usage and layout – opening and closing times, start- and end of- day procedures, procedures for loan and reservation of resources, loan limits, management of overdue, lost or damaged items.

  • Layout of library – floor plan.

  • Log-ins, passwords and online systems – information about access to log-ins, passwords, etc.

  • Online library system – log-in information, procedures for using the system, contact information for help.

  • Resource processes – documents which detail the procedures for selecting and receiving items, cataloguing, managing resources (including mending, weeding, withdrawing items), stocktaking process.

  • Calendar of tasks, activities and events.

  • Library guiding documents

    • To this list, the following items also need to be added to the operations manual:

  • Health and safety information.

  • First aid information.

  • Fire, flood and other disaster management procedures.

    • If this information is not readily available in the library and information service then it is a good idea to collect it together as soon as possible and establish a process for updating it.

  • Section 1 - Definition and law

  • Graham P. Cornish
  • Book:
    Copyright
    Published by:
    Facet
    Published online:
    19 November 2019
    Print publication:
    31 March 2019, pp 1-6

  • Summary

    What is copyright?

    Copyright is part of a batch of rights, usually called intellectual property rights (IPRs), given to the creators of various types of works. Which right is found in a work depends on its nature but the major strands to IPR are patents, trade and service marks, design right, registered design and copyright. These can overlap to some degree and more than one right may be found in a work. This book concentrates on copyright.

    Because it is a property right, copyright is governed by the usual rules of property. The owner can sell it, lend or rent it, leave it in a will or just give it away; similarly others can buy or hire it through licences or other agreements. The idea behind copyright is rooted in certain fundamental ideas about creativity and possession. Basically, it springs from the idea that anything we create is an extension of ‘self’ and should be protected from general use by anyone else. Coupled with this is the idea that the person creating something has exclusive rights over the thing created, partly for economic reasons but also because of this extension of ‘self’ idea. Copyright is therefore important to ensure the continued growth of writing, performing and creating generally. If there were no copyright protection there would be little stimulus for people to create anything, as other people would be able to take the work and use it in any way they wanted. This mirrors the usual rules of possessing property. Copyright law aims to protect this growth but, at the same time, tries to ensure that some access to copyright works is allowed as well. Without this access creators would be starved of ideas and information to create more copyright material.

    Is copyright a monopoly?

    Not entirely. If two people create the same thing independently of each other and without actually copying what the other person wrote or made, then both can claim copyright in what they create, even if they are identical.

    Example: Two people stand in exactly the same place and take a photograph. The photos are virtually identical but each photographer owns the copyright in their photo because they did not copy someone else's work.

  • 9 - Inclusive early literacy

  • Edited by Carolynn Rankin, Avril Brock
  • Book:
    Library Services from Birth to Five
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 March 2019, pp 183-198

  • Summary

    Introduction

    In this chapter I hope to lay a firm foundation for early years librarians to consider their role in the provision of inclusive early literacy resources for children with disabilities (Kliewer et al., 2004). Over the past two decades, the work of early years children's librarians has evolved to include a significant role in the provision of early literacy resources for young children (Ward, 2007; American Library Association, 2011; Peterson, 2012). Much of this early literacy expertise is framed around the developmental trajectories of children who have typical development (Ghoting and Martin-Diaz, 2013). In order to best meet the needs of all children, including those with developmental disabilities, the public library's early literacy resource provision should include a range of inclusive approaches that are intentionally designed to be more likely to meet the needs of their community's developmentally diverse children (Prendergast, 2013). This chapter will lay out the rationale for building and increasing inclusive early literacy resources and supports in the public library setting.

    Defining inclusive early literacy

    In this chapter, when I use the term ‘inclusive early literacy’ I refer to early iteracy policies, discourses, programmes, practices and opportunities that consider the needs of diverse children and their families in order for children to participate together in the same setting. Inclusive early literacy ensures that young children with disabilities are able to experience early literacy alongside and in the same or similar ways as their age peers (Kliewer, 2008; Flewitt, Nind, and Payler, 2009; Mock and Hildenbrand, 2013).

    Disabilities and exclusion

    Before inclusive education, children with disabilities were routinely educated in separate environments alongside other children with disabilities. Prior to that, children with disabilities were often placed in institutions, with few or no educational opportunities offered to them at all. This harmful history contributed to the negative social perceptions of people with disabilities which persist today. For example, people with disabilities have often been presumed to be incompetent to acquire literacy (Kliewer, Biklen and Kasa-Hendrickson, 2006).

  • 10 - Music and rhyme time sessions for the under-fives

    • By Shelley Bullas, co-ordinates the Children and Young People’s Library Service for Calderdale Metropolitan Borough Council in West Yorkshire, Ben Lawrence, Ben Lawrence has worked in libraries all his working life and is Calderdale's Early Years Librarian and Bookstart Coordinator
  • Edited by Carolynn Rankin, Avril Brock
  • Book:
    Library Services from Birth to Five
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 March 2019, pp 199-212

  • Summary

    Introduction

    Through the work we do as children's librarians, encouraging literacy and language development comes high on our agenda. Whether we are delivering story time sessions, class visits, training or rhyme times we are constantly linking them back to this overarching aim.

    We are employed by Calderdale Metropolitan Borough Council and work in a team called Discover, which encompasses the Public Children's Librarians, Schools’ Library Service and Museums Education Officers. Calderdale is located in West Yorkshire, England and is a semirural authority nestled between Bradford, Leeds and Kirklees. In Calderdale we have three Public Children's Librarians covering the 0–19 age range, with specialists in Early Years and Teenage library provision, overseen by a Coordinator. The delivery of all children's activities is undertaken by the professional staff. In the past, library assistants have occasionally delivered story time sessions, but rhyme times have always been delivered by the children's team, as this is seen as a professional role.

    Singing and rhyme time sessions are perfectly placed in the local library. Not only does singing help to develop speech, language and communication skills as well as fine and gross motor skills, it also enriches the family unit, as it boosts emotional and social well-being.

    Most library services now offer music-based activities for the under-fives. How group leaders go about planning and preparing for such activities is an interesting question. There are a wide range of resources about music making with the underfives in early years settings, many of which include using simple percussion instruments. However, there are limited resources available which focus on singing in a library environment when both the children and parents are present.

    As musicians we are well aware of the importance of choosing the right material. Different group leaders will choose to sing different songs. However, some songs, particularly some well-loved nursery rhymes, are difficult for children to sing. Our chapter will help to guide you as group leaders on choosing materials and planning a well-balanced session. Group leaders are integral to the success of their group and it is important that they choose material which they enjoy.

  • Introduction

    • By Carolynn Rankin, is currently a Visiting Fellow in the Faculty of Arts, Environment, and Technology at Leeds Beckett University, Avril Brock, She has worked in higher education since 1989 at Bradford Collegeand Leeds Metropolitan University, having been a deputy head, primary and early years teacher in West Yorkshire
  • Edited by Carolynn Rankin, Avril Brock
  • Book:
    Library Services from Birth to Five
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 March 2019, pp xvii-xxvi

  • Summary

    Introduction

    Literacy, language and communication skills are vital in society today and an early introduction to literacy through a breadth of experiences of rhymes, stories, pictures and books supports these skills. The first edition of Delivering the Best Start: a guide to early years libraries, published in 2009, was one of our first collaborations as researchers and co-authors. The Preface to this notes ‘We want to help early years librarians find a voice in promoting and sharing their own professional experiences and expertise – that is, how they develop and provide services that support young children and their families. This may often be achieved by working in partnership with others.’

    This new title, Library Services from Birth to Five: delivering the best start, moves information, knowledge and ideas further forward and adds important new voices to the message. Experienced practitioners share their knowledge about strategies to maximize access to services and the book considers how young children and their families will be provided with relevant and accessible services, resources and programmes. This is an edited book, with invited contributions from nationally and internationally known practitioners and Library and Information Service (LIS) academics. The hand-picked team of contributors has meant that we have been able to capitalize on the knowledge, expertise and wide experience of the authors, who are innovators, researchers and respected practitioners in their own right.

    Because we are based in the UK and have a greater awareness of developments and political drivers within the UK, the chapters we have contributed as editors tend to focus on examples and case studies from these shores. For our overseas readers we hope that this is balanced by the quantity and quality of international contributions in the other chapters and country case studies. As with the first book, this revised and expanded edition would not have been possible without practitioners, parents and families also sharing their knowledge and providing rich examples. We have capitalized on their experiences – taking advantage of shared episodes from professional and family lives. The case studies, scenarios and vignettes, drawn from UK and international sources, show that the key issues have an international dimension.

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