Volume 23, Number 2 (2004)

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Promoting the Profession from Within
(H.W. Wilson Company, 2004) Watkins, Mary Poston
Ask yourself the following two questions: 1. Does anyone in your school really have any idea on what it takes to run the school media center? 2. How can we interest students in our profession? These are questions I ask myself on a regular basis. Last spring, I challenged myself to find an answer that would address both questions.
Gender Issues in Young Adult Literature
(H.W. Wilson Company, 2004) Jacobs, Kathryn
Whether we are expanding our lives through knowledge or imagination, there is no doubt that reading plays a crucial role in this process. Largely because of this, reading continues to be one of the most highly debated components in the education of our children. When they are young we argue the best way to teach children to read. Once we’ve taught them how, the arguments turn to the best way to actually get them do it. Any educator or librarian knows you can lead teens to a book but you can’t make them read it. So we do everything from forcing them to read (mandatory school reading times) to bribery (reading incentive programs). Yet, in our quest to persuade young adults to read, we may sometimes forget that it is also important what they read and what they take away from the experience.
Notes
(H.W. Wilson Company, 2004) Indiana Libraries
Indiana's Children's Book Award: The Young Hoosier Book Award
(H.W. Wilson Company, 2004) Kee, Lee Ann
What do the books The Monster Who Ate My Peas by Danny Schnitzlein and illustrated by Matt Faulkner, Ghost Cadet by Elaine Marie Alphin, and The Sisterhood of the Traveling Pants by Ann Brashares have in common? They were all 2004 winners of the Young Hoosier Book Award. The Young Hoosier Book Award Program (YHBA) allows children throughout the state of Indiana to read a variety of books and vote for their favorite one.
Management Basics: Managing Generation X
(H.W. Wilson Company, 2004) Wiethoff, Carolyn
Today’s workforce is dominated by two generations: “Baby Boomers”(“Boomers”), born between 1946 and 1964, and “Generation X” (“Gen Xers” or “Baby Busters”), born roughly between 1965 and 1979. A third generation is beginning to enter the workforce: Generation Y (“Nexters” or “The Internet Generation” or “The Echo Boomers”), the eldest of whom just turned 24(Rodriguez, Green & Ree, 2003). As is somewhat typical of intergenerational groups, there have been substantive misunderstandings between Boomers, Gen Xers, and Gen Yers. Gen Xers have been called everything from slackers to disloyal, from dumb to just plain bad (O’Bannon, 2001). Gen Yers, often called the “MTV Generation,” are portrayed with tattoos and multiple body piercings in most media outlets (Paul, 2001). On the other hand, Gen Xers categorize Boomers as managers that ignore ideas from employees, provide inconsistent or no feedback or recognition when it is due, and adopt “do it because I said so” management (Zemke, Raines & Filipczak, 2000). The failure to recognize and acknowledge differences between Boomers, Gen Xers, and Gen Yers can result in miscommunication, misunderstandings, and harsh feelings, creating dysfunctional supervisor-employee relationships. The purpose of this article is to provide insight into Generation X and Generation Y in order to help Boomers understand their younger colleagues.
Bringing Third Culture Kids Together: Building a TCK Network in Your Library
(H.W. Wilson Company, 2004) Perkins, Rebecca Lee
Several months ago, I had the privilege of reading Born Confused authored by Tanuja Desai Hidier as a requirement for a seminar on issues and trends in young adult literature. In this novel, an Asian teenager struggles with self-identity while living with her Indian parents in the United States. Feeling the impact of both an eastern and western culture, she expresses: …not quite Indian, and not quite American. Usually I felt more along the lines of Alien (however legal, as my Jersey birth certificate attests to). The only times I retreated to one or the other description were when my peers didn’t understand me (then I figured it was because I was too Indian) or when my family didn’t get it (clearly because I was too American)… Sometimes I was too Indian in America, yes, but in India, I was definitely not Indian enough... This statement compelled me to continue on a most fascinating and reflective reading experience. As I paralleled my own life experiences against the experiences of the girl in the story, I was reminded of the overwhelming sense of loneliness that accompanied my final return from Africa to the United States at the age of seventeen. After spending thirteen years in Kenya, intermingled with a few years of furlough, I found that it took increased amount of energy to adjust to the fastpaced, materialistic lifestyle of the United States, and I, like the heroine in Hidier’s story, became frustrated over the lack of knowing how to fit into the culture, understand myself, and relate to my peers.
Familiarity Breeds Content in Online Fiction Creation & Consumption
(H.W. Wilson Company, 2004) Watt, Caitlin
“Fanfiction,” the use of others’ characters to write original stories, is not an especially new phenomenon, nor has it typically been the exclusive domain of the young. Movie and television show “tie-in” novels appeared alongside movies and television as early as the 1920s; the numerous retellings of the tales of King Arthur, Robin Hood, and Cinderella operate on the same premise. In recent years, however, fanfiction has increasingly appealed to young readers and writers. According to “Pop Fiction,” an article by Maryanne Murray Buechner (2002) in Time Magazine, a third of www.fanfiction.net’s 115,000 members were under the age of eighteen. Two years later, www.fanfiction.net has approximately 215,000 members; if the percentage of teen users has remained constant, there are over 70,000 readers and writers of fan fiction on one Internet site alone. Fanfiction has found its niche in the relatively ungoverned Internet among teen readers because it offers them familiar characters and situations, a means of romantic fantasy or sexual stimulation, and an escape from the stresses of everyday life.
Boys and Reading Motivation
(H.W. Wilson Company, 2004) Woodson, Angie
As a children’s librarian, I am painfully aware of how outnumbered the male population is at our library. The girls flock to the American Girls, Junie B. Jones, and Olsen Twins series. The boys trudge in with their mothers and grudgingly ask to see their accelerated reader list. At some point in time, boys lose the enthusiasm they once had for Clifford the Big Red Dog and become reluctant, almost embarrassed to be caught with a book in their hands. The issue of boys and literacy is in need of some serious attention. We all like to complain, discuss and berate the fact that we never see boys reading, but what are the real issues and how can we as librarians work toward improving the situation?
The Well-Read Librarian: Reference Services for Youth Patrons
(H.W. Wilson Company, 2004) Franklin, Kathryn
The topic of reference services for children and young adults is one that naturally follows along with the last 18 or so years of my life, the time I have spent living with three children. Focusing on young adult materials in college prepared me slightly for the onslaught of the homework needs of my boys. I sold World Book products to earn my free set, bought a World Book Dictionary as well as a Merriam Webster’s Collegiate, hung a huge map of the United States up in the kitchen, and crossed my fingers.
Indiana Libraries Seeks New Editor
(H.W. Wilson Company, 2004) Indiana Libraries

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