The following books present the librarians performing multiple tasks, and some attempt to show how the library functions in itself and within its community. In these, librarians are either male and female, have broad education, and are focussed on aiding the public. Various types of librarians are shown. The older books (some of which have become obsolete, such as the book by Fujimoto) are more likely to depict librarians working alone, processing materials or servicing equipment. Newer books tend to show the librarians interacting more often, especially with children. Most of these appear as items from a series, either dedicated to various community institutions or to professions.
"Librarians perform a variety of services and work in many different kinds of libraries. They help people understand the past and make intelligent decisions about the future. They are one of our communities' greatest resources." (Johnson, Librarians A to Z, last page)
Anders, Rebecca. Careers in a Library. Photographs by Milton J. Blumenfeld. An Early Career Book. Minneapolis, MN: Lerner Publications, 1978.
This rather formulaic book presents the various jobs within a library setting: acquisitions librarian, cataloger, book processor, circulation aide, reference librarian, and so on. The presentation is extremely flat--even a six-year-old (my own, that is) quickly noted that the book followed a pattern of one page text, one page photograph, one page text, one page photograph, throughout. Unlike the more recent book by Ready, this book shows most of the library workers operating individually, with no or little contact with others. Obviously, the (young, female) circulation aide must interact with a patron, and the (middle-aged, bespectacled, male) reference librarian answers a patron's question over the telephone. Most of the photographs imply, however, that those who wish little contact with others may find safe haven within the library. One very curious variance in this book is that the children's librarian is an African-American male, which is quite rare in children's books, where nearly all the children's librarians are young or middle-aged white women. So one bright spot in a book that otherwise seems to undermine the notion that those working in the library are responsible to, and must regularly interact with the rest of their community. One additional bright spot: There is a pair of pages (text and photo) of a "community librarian," who works in a neighborhood (or branch) library. This appears to be the bastion of the generalist who not only organizes story hours, but who also must be able to help answer questions on any possible topic for patrons of all ages.
What is particularly interesting to me about this book is that it seems to be an attempt to interest children in working in a library (i.e., not just using it or not just learning to approach the librarians). It causes one to wonder whether we are consistent in what we tell those who come to use the library about ourselves, and what we tell those whom we might want as colleagues in the library. This book is intended for older children (not the very youngest), but a child of six or seven could probably follow it easily.
Bauld, Jane Scoggins. We Need Librarians. Edited by Gail Saunders-Smith. Helpers in Our Schools. Mankato, MN: Capstone Press, 2000.
Bauld only discusses school libraries and librarians. This is part of a series on those who work in schools: custodians, principals, teachers, etc. The language is very simple and basic. Librarians work with teachers in order to provide the best learning environment for children. Some basic functions (which appear in other books, as well) are presented: taking care of materials and reading stories to children. What is different is the emphasis on librarians "teaching" the students to locate information and use the library well. This appears on three different pages. Both men and women are shown as librarians, and generally the librarians are interacting with their communities.
Cummins, Julie. The Inside-Outside Book of Libraries. Illustrated by Roxie Munro. New York: Dutton Children's Books, 1996.
This attractive book describes and depicts a variety of libraries, both inside and out: a neighborhood library in New York's Chinatown, a one-room rural library, the Library of Congress, the internet, a school library, and personal libraries. Given especially broad treatment are the special libraries, including one for blind and handicapped people, one for the Explorers' Club, one on an aircraft carrier, one in a prison, and even one that lends tools instead of books. The book does not discuss "librarians" per se, but by detailing the variety of libraries and their communities, it does encourage discussion of libraries and communities, and how community needs are met. Notably lacking are academic libraries, corporate libraries, and church libraries.
Fowler, Allan. The Dewey Decimal System. A True Book. New York, London, etc.: Children's Press, 1996.
This book is borderline for this group: the contents and concepts discussed are a little too advanced for beginning readers and preschoolers. Emphasis is given to keeping books in order. There is a brief biography of Melvil Dewey (1851-1931) and his role in establishing the Dewey Decimal System, as well as the first library school. Then the system is described, and examples are given. There are very few librarian images, partly during the reshelving of books, and when we read: "Librarians will help you if you have trouble finding a book" (35). Fowler also mentions the Library of Congress classification system, which is unusual in the picture books. I am also unsure of the accuracy of the statement that "J" is sometimes placed before the call number to show that a book is an adult book that shelves in the children's section. Generally, I have found the opposite to be true (i.e., it is a children's book shelved in the book section for adults).
Fowler, Allan. The Library of Congress. A True Book. New York, London, etc.: Children's Press, 1996.
This presents a history of the Library of Congress, starting with Thomas Jefferson. Fowler notes that in 1864 the Librarian of Congress (Ainsworth Rand Spofford) opened the collection to the public for the first time. Thus, we have an early example of outreach to the community. This commitment to the community dominates the theme of how the Library has been "serving the nation" through the years. This book also mentions the Library of Congress classification system. Very little is said about the people who run the library, but Fowler does discuss some of the better-known Librarians of Congress. Very little can be gleaned from this book concerning the role of librarians and their relationships to their communities.
Fujimoto, Patricia. Libraries. A New True Book. Chicago: Childrens Press, 1984. (superseded by book by Raatma in same series and with same title)
This book opens with wondering questions about hurricanes, mountains, the space shuttle, etc. The suggestion is that doing your own research to answer such questions may be more fun than asking others, and that the library is the place to answer such questions. Like some other books in the non-fiction category, the photographs in this book appear to be largely stock ones, not specific ones to the book--in fact a couple appear in another book from the same publisher. The focus remains on libraries, and librarians only rarely appear. Since the book's emphasis on the functioning of libraries (card catalogs, classification, indexes, reference books, etc.) and the activities within them (lectures, story hours), one might have expected librarians to play a greater role here.
The first image of a librarian (page 6) shows a middle-aged woman behind what appears to be the staid-looking, wooden circulation desk, with a pithy statement engraved on the plaque overhead: "Wisdom is the principal thing, therefore get wisdom, and with all thy getting get understanding." It is telling that the caption for this photograph tells so little of the librarian's role: "Librarians ... are trained to help people find the books they want." That tells us little about the librarian's relationship to or role within his or her community. A reference librarian appears on page 35: "Reference books are a very important part of the library. They are usually kept in a special place. There might be a sign that says "Reference Desk." The person who sits behind it is a reference librarian. Some reference librarians will answer some of your questions on the phone." Other images of librarians appear on pages 41 and 44 where again circulation activities are presented. There may be other, not so identified, images of librarians (at story hour, for example), but overall this book does little to encourage children to view librarians as the moving force behind the locus of knowledge and activity called the library. Finally, it is interesting for future librarians to note the book's classification of the institutions as public libraries and special libraries. The latter includes school libraries (!), and academic libraries are never mentioned.
Gibbons, Gail. Check It Out! A Voyager/HBJ Book. San Diego, New York: Harcourt Brace Jovanovich, 1985.
Available as book, book/cassette set, videotape (ca. 7 1/2 minutes long). Television influence in reception of books and libraries can be seen in the endorsement of this as a "Reading Rainbow Book."
The images of librarians include: circulation, information, collection development, reference, etc. They include both men and women. There are old and new books, and different kinds of materials at the library--including "media," puzzles, and toys. There are also different kinds of libraries: public, school and special libraries (including church ones). Note that academic libraries are briefly represented on the "school library" page, along with libraries in grade and high schools. Both card and computer catalogs are shown. Along with reading in the library, there are other activities, such as storytime, movies, crafts, and exhibits. The library must serve a diverse community with different ages and special needs. The role of librarians is important to this community: "Librarians are always ready to help you find a good book to read, and they are available to answer questions, even over the phone." This is clearly "service-based" librarianship, but overall the book attempts to show the library and librarians as places that encourage both reading and other activities, and to show that both are there to enhance the sense of community, not to be separate from it.
Greene, Carol. I Can Be a Librarian. Chicago: Childrens Press, 1988.
By the same author who wrote: I can be a Football Player and I can be a Model! This contains some of the same stock photos that are in the book by Fujimoto. It shows both librarians working with others and alone. The intended audience appears to be a younger one: the book uses larger print and has a picture dictionary in the front (elements of which reappear throughout the book). This book presents the broadest range of examples of professional librarians: school, public, academic, business, hospital, etc. It also shows a range of activities: selecting, ordering, organizing, processing materials; as well as circulating materials to patrons. It also briefly describes how people prepare to become librarians. The good-will message of this book comes to the fore in the following lines: "People today need a lot of information. But they don't always know where to find it. They need friendly people who can help them. / They need librarians." (p. 29).
Hill, Lee Sullivan. Libraries Take Us Far. A Building Block Book. Minneapolis: Carolrhoda Books, Inc., 1998.
In the last section of this book there are identifying paragraphs for each of the photographs used. This is helpful, since most of the non-fiction books do not make clear where the library in a picture is located. This book includes school, public and academic libraries. There are short historical notes on chained books at Hereford, England, Ben Franklin, Caleb Bingham, and Andrew Carnegie. Very few librarians appear, and they all are interacting--in the school library, or as "student" or reference librarians. A person reading stories to children may be a librarian, but is not explicitly so identified. The main visual contrast is between older buildings and very modern ones. Thus, this is a pleasant book to look at, but it contains little about librarians per se.
Johnson, Jean. Librarians A to Z. Community Helpers Series. New York: Walker and Co., 1988.
This book comes from a series dedicated to various professions that serve the community: fire fighters, police officers, postal workers, etc. The opening image ("A") shows a librarian helping children with "art." It proceeds though the alphabet with a word for each letter, some of which seem obvious--"O" is for "Overdue" and "L" is for "Librarians"--and some of which seem surprising--"W" is for "Weeding" [books]. This gives the book an occasionally light-hearted feel that is lacking in many of the other non-fiction books. There is also a closing section with "more about librarians" which is a bit advanced for younger children, but which provides a broader representation of librarians than most other books. Again, librarians are shown interacting with their communities, including children and doctors.
Johnston, Marianne. Let's Visit the Library. Our Community. New York: PowerKids Press, 2000.
Again, librarians are a rare breed in this visit to the library. Mentioned are desk assistants, reference librarians, pages, and volunteers. Pictured are only a desk assistant (twice) and an adult volunteer. What is nice, however, is that the author emphasizes the library as a place you will see people you know, and that you (even as a child) can also volunteer to help. While the book demonstrates an attempt to be factual and informative, occasionally that information is not entirely accurate: Under the heading "The Dewey Decimal System" (p. 10), we read: "Libraries would be very hard to use if they didn't have a way to organize their books. To do this, all libraries use something called the Dewey Decimal System." No acknowledgment is made that a large number of large libraries use a completely different classification system, and that many others exist as well. Finally, the last page of regular text (p. 22) has the heading, "Libraries are Community Centers." Thus, even as the author emphasizes the role of the library within the community, it leaves the librarian out of that community.
Paige, David. A Day in the Life of a Librarian. Photographs by Roger Ruhlin. Mahwah, NJ: Troll Associates, 1985.
This book follows the activities of the chief librarian of a large public library, somewhere in Illinois. Unlike most other books utilizing photographic images, this only uses pictures specifically taken for this "story." Librarians are often shown interacting with patrons. The chief librarian's varied activities include supervising the day-to-day operations, as well as addressing sudden problems, and conferring with staff in acquisitions and the art department, as well as with the children's bibliographer. There is also a "children's drama workshop" being offered this day. The book emphasizes the variety of materials available at the library, the variety of staff necessary to maintain the library, and the various ways in which the library space is used by the community. At the end of the book we find the rewards of being a librarian (p. 32): "As the lights are turned out, Barbara reflects on her good fortune. As chief librarian, she earns her living surrounded by the two things she loves most--books and people."
Raatma, Lucia. Libraries. A True Book. New York, London, etc.: Children's Press, 1998.
This is intended to supersede the book of the same title by Fujimoto, which appeared in the same series. The focus has shifted entirely, however. Where that book presented the workings of a library, this book looks more to the history of the library, devoting much time to the distant past (Mesopotamia, Egypt, Greece), the medieval and Renaissance periods, as well as older collections at the Vatican and the Bodleian. Eventually, it turns to libraries in the United States. As with some of the other recent books, this book presents a lot of information, but not always correctly. After the author has briefly mentioned the two systems of classification used in libraries (Dewey and Library of Congress), there comes a photo on page 8 which is described as: "Books organized by the Library of Congress classification system." Unfortunately, the books are all labeled with Dewey Decimal numbers. It is not until the very end of the book ("More than Just Books," pages 39-43) that librarians appear. While the pictures in this last section do show the library to be a place for activities and shows librarians interacting with their community, it is too little, too late. Children will be left with little context for meeting their own librarians. The earlier book by Fujimoto presented us with a curious blend by discussing the functioning of libraries with very little attention given to those who actually keep it going. This new book shifts the focus, but still provides children with all-too-little understanding of the people they will meet in the library.
Ready, Dee. Librarians. Community Helpers. Mankato, MN: Bridgestone Books, 1998.
The name of the series--Community Helpers--goes a long way toward describing the goals of this book. Other books in the series are on: dentists, farmers, nurses, fire fighters, school bus drivers, etc. This is a very early-level picture book, similar in parameters to the book by Gail Gibbons. There is relatively little text, and the photographs are from a variety of sources (i.e., they are not the result of one photographer's view of librarians). The book offers this succinct definition of a librarian: "Librarians use libraries to help people learn. A library is a place where people can find information." Many of the photos show librarians helping patrons. There are photos of story hour, helping with computers, helping in the children's section, and so on. Thus, the emphasis is clearly on the role of the librarian helping the community (as in the series title) and on interaction. The kinds of librarians shown include public, school, and special librarians. No academic librarians appear. The emphasis on interaction between librarians and the community is a welcome counterweight to the images in the book by Anders.
Tester, Sylvia Root. A Visit to the Library. Field Trip Series. Chicago: Childrens' Press, 1985.
This follows an imaginary field trip by a grade-school class to a public library. While the imaginary aspect to this makes it "fiction," the programmatic approach makes this much closer to a "non-fiction" book. Although it follows the class as a whole, there is special attention given to a boy named Manuel. Unlike other non-fiction books using photographs, these were all taken at one library, with one group of children. Thus, there is an overarching unity to the presentation of images. A librarian teaches the class a new song, and then the class sees a puppet show about children's books. The puppet show is used as a means to introduce the procedures for obtaining a library card. In a real sense, this is the librarian's opportunity to invite the children to become "card-carrying" members of the library community. After this, the class hears from another librarian about damaged books and how they can or cannot be repaired. Then the children are allowed to investigate the children's area on their own. The librarians take an active role in helping the children to use story machines or use the library's computer catalog. One child already has a library card, and she checks out a book. Another, Manuel, is able to check one out when the teacher offers to use her card on his behalf.
This book shows librarians and teachers working as a team to bring children into the library and to encourage them to be full, participating members of the library community. As Manuel says goodbye to one librarian, he says, "But I'll be back. I'm going to read all the books in the library. Every one!" This desire appears in other books as well. While most of the librarians shown are women, one male librarian does appear. It is he who bids Manuel farewell at the end, and it is he who encourages Manuel to say "Hi" next time he comes to the library. The librarians provide personal attention and care to the children, whom they treat as important members of their community. Note also, that the overall treatment of the images (photographs) is a bit too "upbeat." Everyone is a bit too happy or cheerful (oh well). Also, the chairs in the reading room are hideously ugly ...
Weil, Lisl. Let's Go to the Library. New York: Holiday House, 1990.
This is a generally pleasant introduction to libraries, although librarians are not the center of the discussion. It describes the library and its collections in general terms. Activities at the library, services available at the library and materials at the library are all presented. The discussion of librarians is largely limited to pages 10-11: "There are many different kinds of librarians." Specifically mentioned are cataloguers, reference, children's, and adult librarians, as well as media specialists and directors. One finds that the pictures of librarians on these pages show largely older, balding men, and younger, more ethnically diverse women. The librarians, however, are all given engaging smiles and bright, cheerful eyes. These are not librarians who will scare off their communities. This is also one of the few children's books to mention academic libraries (page 14). It also presents a brief history of libraries from "prehistoric man" up to the nineteenth century (chained books appear on page 22).
This book closes on a "pep rally" note (p. 29):
"Libraries, then, are wonderful places. They are open to all
people, and they have books for all ages and on all subjects.
At hospitals, they even come to one's bedside to bring good
cheer. So, hooray for libraries and hooray for books!"
Complements, compliments, annoyances: Matthew Z. Heintzelman
