MOST CHILDREN S librarians spend more time on the selection of
materials than on any other professional activity--and with
fewer results to show for it except crowded shelves. We read
thousands of media reviews annually; spend countless hours
previewing films， filmstrips， slides， recordings; and scan hun-
dreds of books. Yet the end result of all this work can rarely be
termed \"a library collection.\" What we usually end up with is an
unsystematic gathering of materials that we like to think of as a
library collection.
What is our problem?
Very early in our professional training we are taught that it is
knowledge of individual titles that will make us good librarians.
Many library school courses in children s literature stress the
number of books the students must read. Teachers often grade
students by the number of books they have read， films they have
viewed， or illustrators whose work they can identify.
This kind of training lays the groundwork for later profes-
sional behavior. At library conferences， after we have exchanged
greetings， the chances are the first question we ask another li-
brarian is， \"Have you read... ?\" or \"What did you think of... ?\"
We talk continually about individual titles but very little about
building a library collection.
One effect of this emphasis on individual titles is that we tend
to feel guilty if we have not l~ough~the current year s award-
winning children s books， even if we c~not need.another fantasy
title or another t:olktale in picture-bo~ k ~ora~x~at.
|
内容加载中，请稍后...
商品评论（0条）