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This resource was designed to be used by individuals and groups as an ongoing reflection tool. Inclusion is not a one-size-fits-all concept, nor a complete-and-move-on challenge. The checklist and supporting resources are meant to help individual libraries evaluate current services as well as plan for the future. Ultimately, changes and improvements depend on the leadership of library administration. The checklist is organized by areas of library service identified in the Wisconsin Public Library Standards. Each section provides a straightforward checklist that can be answered with Yes, No, In Progress, or Not Applicable. Each statement is subjective to the institution and the perspectives of those completing the checklist. The "Inclusive Services Assessment and Guide" was designed by Wisconsin public library and public library system staff for Wisconsin public library directors, staff, and boards with the intent to foster inclusive library environments where everyone is safe, welcomed, and respected. This resource was developed to support libraries in implementing the Inclusive Services Statement and intentionally complements the 2018 Wisconsin Public Library Standards. [This report was produced by the Wisconsin Department of Public Instruction Public Library Development Team and the participants in the 2018 Inclusive Services Institute.]

Many previous reports demonstrate that there is a significant need to drive innovation in adult learning and that there can be advantages to entering the market. There are 36 million low-skilled adults in the U.S. who can benefit from new approaches to learning. The effects of low rates of literacy, numeracy, and basic skills are widespread. Underprepared adults often earn lower wages, face poorer health conditions, and are less likely to advance in their jobs. While the general public is aware of the high dropout rates in this country, they are generally unaware of the magnitude of the low skills problem and unfamiliar with the details of how this population might access learning opportunities to gain advancement. Entrepreneurs and investors are equally unfamiliar with the needs of this population and the systems that serve these learners and will naturally invest in opportunities with which they have experience, such as K-12 and higher education. Many entrepreneurs and investors are also hesitant to enter the space because there has been a lack of activity and few successful use cases. This becomes a self-perpetuating problem: without new investment, the lack of evidence remains. These reasons combine to make the thought of entering the adult education market daunting when, in fact, the opportunity is prime. As a follow-up to "Accelerating Change: How Education Technology Developers Can Jump-Start a New Adult Education Market," this guide demystifies the adult learning landscape and addresses concerns of entrepreneurs and investors head-on. Part of the research included interviews with 14 entrepreneurs, investors, and providers who shared their insights into the struggles and successes they have encountered in this market. Their advice is provided to encourage more investment in innovation to improve the learning opportunities for millions of adults. [This report was prepared in partnership with Entangled Solutions. For "Accelerating Change: How Education Technology Developers Can Jump-Start a New Adult Education Market," see ED609443.]

The Teacher & Principal School Report series showcases the results of a national survey of more than 4,700 public school Pre-K-12 educators on critical issues affecting schools and districts across the country. With two in-depth reports, Scholastic has explored equity in education as well as literacy, each with a special look at factors from both inside and outside of the classroom. This report, Focus on Literacy, explores educators' views on the importance of reading, the barriers to independent reading time in school, and the home-to-school connection. Key findings around summer reading as well as the critical need for increased access to book at home, and in classroom and school libraries are also revealed. [For the other report in the series, "Teacher & Principal School Report: Equity in Education," see ED574028.]

Laying the groundwork for building children's curiosity, openness to learning, ability to persist in the face of failure, and interest in connecting learning from one subject to the other are important objectives for today's libraries. Partnering with cultural institutions, such as the Chicago Public Library (CPL) does with Chicago's Museum of Science and Industry (MSI), libraries can forge powerful connections between literacy and science. This resource shares the fruits of that partnership, offering ready-to-go, library-tested activities that meld cutting-edge STEAM education principles with some of the best books available for youth today. It's a model that can be used in a variety of library or museum settings and can also be adapted for outreach. Inside, readers will find: (1) 46 book-based, customizable STEAM activities, each complete with program length, materials list, and step-by-step instructions; (2) real-life tips, advice, and thoughts from practicing CPL librarians sprinkled throughout the book; (3) pointers on incorporating STEAM into existing programs; (4) pedagogical strategies behind effective STEAM experiences, ensuring successful implementation of these skills; and (5) helpful supporting materials such as a program planning rubric and a vendor list. The activities in this book will make STEAM education fun while planting the seeds for lifelong learning.

More than eight in ten Americans between the ages of 16 and 29 read a book in the past year, and six in ten used their local public library. At the youngest end of the spectrum, high schoolers in their late teens (ages 16-17) and college-aged young adults (ages 18-24) are especially likely to have read a book or used the library in the past 12 months. And although their library usage patterns may often be influenced by the requirements of school assignments, their interest in the possibilities of mobile technology may also point the way toward opportunities of further engagement with libraries later in life. The Pew Research Center's Internet & American Life Project has taken a special look at readers between the ages of 16 and 29 because interest in them is especially high in the library world and the publishing world. This report examines how they encounter and consume books in different formats. It flows out of a larger effort to assess the reading habits of all Americans ages 16 and older as e-books change the reading landscape and the borrowing services of libraries. The main findings in this report, including all statistics and quantitative data, are from a nationally-representative phone survey of 2,986 people ages 16 and older that was administered from November 16-December 21, 2011. This report also contains the voices and insights of an online panel of library patrons ages 16-29 who borrow e-books, fielded in the spring of 2012. Among the main findings: (1) 83% of Americans between the ages of 16 and 29 read a book in the past year; (2) Among Americans who read e-books, those under age 30 are more likely to read their e-books on a cell phone (41%) or computer (55%) than on an e-book reader such as a Kindle (23%) or tablet (16%); (3) Overall, 47% of younger Americans read long-form e-content such as books, magazines or newspapers; (4) 60% of Americans under age 30 used the library in the past year; (5) Many of these young readers do not know they can borrow an e-book from a library, and a majority of them express the wish they could do so on pre-loaded e-readers; (6) High schoolers (ages 16-17) are especially reliant on the library for their reading and research needs; (7) College-aged adults (ages 18-24) show interesting shifts in their reading habits compared with high schoolers (ages 16-17); and (8) Adults in their late twenties (ages 25-29) exhibit different patterns when compared with younger age groups. (Contains 2 tables and 22 footnotes.)

The Public Libraries Survey (PLS) is a voluntary survey conducted annually by the Institute of Museum and Library Services (IMLS). IMLS collects these data under the mandate in the Museum and Library Services Act of 2003 as stated in SEC. 210. The U.S. Census Bureau is the data collection agent for IMLS. The fiscal year (FY) 2009 survey is the 22nd in the series. This report provides summary information about public libraries in the 50 states and the District of Columbia for state FY2009. It covers service measures such as number of uses of electronic resources, number of Internet terminals used by the general public, reference transactions, interlibrary loans, circulation, library visits, children's program attendance, and circulation of children's materials. It also includes information about size of collection, staffing, operating revenue and expenditures, type of legal basis, and number and type of public library service outlets. This report is based on the final data file. The PLS is designed as a universe survey. The survey frame consists of 9,277 public libraries (9,225 public libraries in the 50 states and the District of Columbia and 52 public libraries in the outlying areas of Guam, the Northern Mariana Islands, Puerto Rico and the Virgin Islands), as identified by state library agencies. (Public libraries in one outlying area, American Samoa, are not included in the survey frame because their state library agency has never responded to the request for participation in the survey). A total of 9,082 of the 9,277 public libraries in the survey frame responded to the FY2009 PLS (including Guam and Puerto Rico), for a unit response rate of 97.9 percent. Item response rates are included in the tables in this report. The data were submitted over the Internet via a web-based reporting system. This report includes the following major sections: (1) Introduction, which includes (a) Survey Purpose and Data Items Included in this Report; (b) Congressional Authorization; (c) Key Library Terminology; (d) Types of Tables Included in this Report; (e) History of the Public Libraries Survey; (2) Findings from the FY2009 data collection; (3) Tables (including State Ranking Tables in Appendix A); (4) Technical Notes (Appendix B); and (5) Survey Questionnaire (Appendix C). (Contains 77 tables, 38 figures and 8 footnotes.) [For "Public Libraries Survey: Fiscal Year 2008," see ED534451.]

Over the past decade, policy discussions about public access computing in libraries have focused on the role that these institutions play in bridging the digital divide. In these discussions, public access computing services are generally targeted at individuals who either cannot afford a computer and Internet access, or have never received formal computer instruction and lack the basic computing skills necessary for full digital citizenship. This brief takes a closer look at the demographic characteristics of the public access users. In the first part of the analysis, the authors compare data collected for the U.S. Impact Study with data from the "Current Population Survey" (CPS) collected in the same year. The purpose of this analysis is to identify who uses public access computers and determine whether or not they differ systematically from the general population. The next section examines how people are using computer resources in libraries and explores how demographic characteristics affect the type of information they access. The final section summarizes the findings in light of national information policy initiatives. (Contains 5 figures, 2 tables and 11 footnotes.)

Digital inclusion is the ability of individuals and groups to access and use information and communication technologies. Not all members of a community benefit equally, and some communities have been left out altogether. This paper is a guide for fostering digital inclusion throughout the United States so that everyone can take advantage of digital technologies. The Framework is structured around a vision for the future, principles that define digital inclusion, goals to make digital inclusion a reality, and sample strategies for achieving the goals. Specific strategies and implementing activities may vary from one community to another. A bibliography is included. Appended are: (1) Partner information; (2) Partner team members; and (3) Summary of research on digital inclusion. (Contains 2 figures and 4 footnotes.)

This report shares the statistical trends for public library use in Colorado before and since the onset of the latest recession. It also includes the voices of librarians from around the state, offering their observations and stories of how public libraries are helping in these difficult times. To determine the impact of the Great Recession on use of public libraries in Colorado, annual statistics were compared across four years for the following usage measures: visits per capita, circulation per capita, program attendance per 1,000 served, and Internet users per capita. The first two years, 2006 and 2007, were prior to the recession, and the remaining two years, 2008 and 2009, were after the recession's onset. Comparisons were made by calculating averages and percent change for the usage measures for each year. After the elimination of outliers and libraries with missing data, the final study group consisted of all Colorado public libraries with legal service area populations of 25,000 or more (23 libraries), as well as those classified as resort libraries (11 libraries). Visits, circulation, program attendance and Internet use were steady or slightly declining for all libraries included in the study during the two years prior to the recession and rose, in some cases dramatically, during the two years after the recession's onset, illustrating the impact of the recession on Colorado libraries. Sources for Web Site Quotes are appended. (Contains 9 charts.) [This report was funded through the Library Services and Technology Act by the Colorado State Library, Colorado Department of Education.]

This paper presents additional information from the 2009 survey of young people's reading and writing. The authors conducted an online survey of 17,089 pupils aged 8 to 16 from 112 schools, conducted in November-December 2009, which consisted of 32 questions exploring young people's background, reading and writing behaviour, perceived ability and attitudes. The survey included questions exploring school library use, which are examined in the separate National Literacy Trust research report "Linking School Libraries and Literacy (Clark, 2010)". In addition, the survey contained a few questions that explored public library use, which is the focus of the present paper. (Contains 8 tables, 2 figures and 11 endnotes.)

Geek the Library, a community awareness campaign designed to highlight the vital role of public libraries and raise awareness about the critical funding issues many libraries face, was developed based on the research findings included in "From Awareness to Funding: A study of library support in America." This study, published by OCLC in 2008, found that increasing funding support for public libraries requires changing community perceptions. This new report documents the results of the Geek the Library pilot campaign conducted in partnership with nearly 100 public libraries in Georgia, Illinois, Indiana, Iowa and Wisconsin. The results are optimistic. The report suggests that Geek the Library can change perceptions about libraries, librarians and public library funding, and that implementation of the campaign can positively impact public library funding trends. Findings include: (1) Geek the Library gets people's attention. In just five months, more than half of surveyed residents were familiar with the campaign; (2) Geek the Library raises awareness. Perceptions and attitudes around the library's importance and value in the community improved in southern Georgia, and more people said they were willing to fund the library; and (3) Geek the Library encourages action. Over two-thirds of surveyed residents in both southern Georgia and central Iowa had planned or had taken an action as a result of the campaign, including talking to friends and family about the library or attending a library event. The report contains details from qualitative and quantitative research, as well as interesting insights based on the experiences of participating libraries. Appended are: (1) Glossary; (2) List of Pilot Libraries; (3) About Our Partners; and (4) About OCLC.

This report is a sequel to the 2005 "Perceptions of Libraries and Information Resources." This new report provides updated information and new insights into information consumers and their online habits, preferences, and perceptions. Particular attention was paid to how the current economic downturn has affected the information-seeking behaviors and how those changes are reflected in the use and perception of libraries. This report explores: (1) Technological and economic shifts since 2005; (2) Lifestyle changes Americans have made during the recession, including increased use of the library and other online resources; (3) How a negative change to employment status impacts use and perceptions of the library; and (4) Perceptions of libraries and information resources based on life stage. The report is based on U.S. data from an online survey conducted by Harris Interactive on behalf of the Online Computer Library Center (OCLC). OCLC analyzed and summarized the results in order to produce this report. Appended are: (1) Methodology; (2) OCLC Research and Reports; and (3) Sources Consulted. [For the 2005 edition, "Perceptions of Libraries and Information Resources: A Report to the OCLC Membership," see ED532603.]

The International Federation of Library Associations and Institutions (IFLA) Literacy and Reading Section is trying to help librarians address the question: "How can librarians effectively promote literacy and reading?" This guide is IFLA's second publication aimed specifically at librarians and related organizations who want to find ways to foster literacy within the global society. The section's first publication, the brochure "Guidelines for Library-Based Literacy Programs: Some Practical Suggestions" (2007; See at: http://archive.ifla.org/VII/s33/project/literacy.htm), described specific ways that librarians and their partners can become involved in literacy, emphasizing the hosting of literacy promotion events at libraries and the development by libraries of resources useful to literacy and reading promotion. Using "Research to Promote Literacy and Reading in Libraries" extends the first brochure by focusing on the importance of wisely consuming, conducting and applying research conducted by librarians and their partners in order to promote literacy and reading. The aims of this new brochure are threefold: (1) to encourage librarians to use research in their literacy and reading promotion efforts; (2) to encourage other organizations that promote literacy and reading to make use of relevant research in their own promotional activities; and (3) to encourage librarians and other organizations to conduct action and assessment research.

The Public Libraries Survey (PLS) is a voluntary survey conducted annually by the Institute of Museum and Library Services (IMLS). IMLS collects these data under the mandate in the Museum and Library Services Act of 2003 as stated in Section 210. The U.S. Census Bureau is the data collection agent for IMLS. The Fiscal Year (FY) 2008 survey is the 21st in the series. This report provides summary information about public libraries in the 50 states and the District of Columbia for state FY 2008. It covers service measures such as number of uses of electronic resources, number of Internet terminals used by the general public, reference transactions, interlibrary loans, circulation, library visits, children's program attendance, and circulation of children's materials. It also includes information about size of collection, staffing, operating revenue and expenditures, type of legal basis, and number and type of public library service outlets. This report is based on the final data file. The PLS is designed as a universe survey. The survey frame consists of 9,259 public libraries (9,221 public libraries in the 50 states and the District of Columbia and 38 public libraries in the outlying areas of Guam, the Northern Mariana Islands, Puerto Rico, and the Virgin Islands), as identified by state library agencies. (Public libraries in one outlying area, American Samoa, are not included in the survey frame because their state library agencies have never responded to the request for participation in the survey.) A total of 9,073 of the 9,259 public libraries in the survey frame responded to the FY 2008 PLS (including Guam and Puerto Rico), for a unit response rate of 98.0 percent. Item response rates are included in the tables in this report. This report includes the following major sections: (1) Introduction, which includes (a) Survey Purpose and Data Items Included in this Report; (b) Congressional Authorization; (c) Key Library Terminology; (d) Types of Tables Included in this Report; (e) History of the Public Libraries Survey; (2) Findings from the FY 2008 data collection; (3) Tables (including State Ranking Tables in Appendix A); (4) Technical Notes (Appendix B); and (5) Survey Questionnaire (Appendix C). (Contains 77 tables, 21 figures and 10 footnotes.)

Over the past decade and a half, free access to computers and the Internet in U.S. public libraries evolved from a rare commodity into a core service. Now, people from all walks of life rely on this service every day to look for jobs, find health care, and read the latest news. As the nation struggled through a historic recession, nearly one-third of the U.S. population over the age of 14 used library Internet computers and those in poverty relied on these resources even more. The library's role as a technology resource and training center has exploded since 1996, when only 28 percent of libraries offered visitors access to the Internet. Internet access is now one of the most sought after public library services, and it is used by nearly half of all visitors. This study provides the first large-scale investigation of the ways library patrons use this service, why they use it, and how it affects their lives. A national telephone survey, nearly 45,000 online surveys at public libraries, and hundreds of interviews reveal the central role modern libraries play in a digital society. Links to appendices (Theoretical Frameworks, Research Methods, Tables, Telephone Survey Instrument, and Web Survey Instrument) are included. (Contains 6 tables, 3 charts, 17 figures, and a list of further readings.)

This publication presents Maryland State Department of Education's statistical information on the following areas: (1) Demographic Data; (2) Accountability Data; (3) Financial Data; (4) Special Populations; (5) Other Programs; and (6) General Information. This Fact Book contains the latest data available as of December 2, 2010.

This report marks the third release of library statistics data from the Institute of Museum and Library Services (IMLS). It contains data on state library agencies in the 50 states and the District of Columbia for state fiscal year (FY) 2008. The data were collected through the State Library Agencies (StLA) Survey, the product of a cooperative effort between the Chief Officers of State Library Agencies (COSLA), IMLS and the U.S. Census Bureau. This cooperative effort makes possible the 100 percent unit response rate achieved for this survey. The frame or source of the list of respondents for this survey is based on the list that COSLA maintains of state library agencies. Appendices include: (1) Technical Notes; (2) State Library Agency Applicants to the Universal Service (E-Rate Discount) Program; (3) Recipients of Other Federal Income, by State and Type of Income Received; (4) Survey Instrument and Instructions; and (5) Supplemental Tables. (Contains 15 figures, 51 tables and 14 footnotes.) [For the 2007 report, see ED514999.]

There is abundant evidence that schools with strong reading programs have successful students. But building strong reading skills is a complex task, particularly by the time students reach the middle grades. A survey was conducted that involved all Indiana middle grades schools in May 2009. Two types of data analysis were utilized in preparing the report. Quantitative results were based on the rating by counselors, library media specialists, principals, teachers, and others (curriculum coordinator, English department chair, instructional aide, library aide, media aide, and Title I aide). The 15 topics addressed were the following: (1) Classes for struggling readers; (2) Contacts with feeder schools about reading achievement; (3) Employment of licensed reading teachers; (4) Increasing high school graduation rates by attention to reading skills; (5) Library book acquisitions growing to keep collections current; (6) Library book circulation; (7) Professional development for reading teachers; (8) Reading classes available; (9) Reading promotion within the school; (10) Reading skill materials available to reading teachers; (11) School district reading leadership; (12) School reading environment; (13) School-wide reading programs; (14) Summer reading promotion; and (15) Use of public libraries by students. Comments provided qualitative results in all the above areas. A Survey of Middle Grades Reading Issues is appended. (Contains 32 tables.)

"ARL Statistics 2007-2008" is the latest in a series of annual publications that describe collections, staffing, expenditures, and service activities for the 123 members of the Association of Research Libraries (ARL). Of these, 113 are university libraries; the remaining 10 are public, governmental, and nonprofit research libraries. Data reported by libraries are presented in a series of tables. In addition, trends in service activities, serial unit costs, and ownership and access are highlighted and their implications for libraries discussed. The following are appended: (1) ARL Member Libraries as of January 1, 2008; and (2) Bibliography. (Contains 28 tables and 6 graphs.) [For ARL Statistics, 2006-2007, see ED503842.]

Each year the State Library sends annual report forms to California's public, academic, special, state agency, and county law libraries. Statistical data from those reports are tabulated in this publication, with directory listings published in the companion volume, "California Library Directory." For this fiscal year, 389 libraries of all types submitted data to this program. One public library, Vernon, did not submit an annual report and appears with almost no data in the tables of this publication. It is estimated that there are at least 1,000 libraries in operation in California, exclusive of school libraries, so data in this publication is about 39% complete this year. (Contains 98 tables and 5 charts.)

The California State Library is charged with performing the following activities as defined by law. The State Library, under the direction and control of the State Librarian, an appointee of the Governor, has responsibility: (1) To collect, preserve, generate and disseminate a wide array of information; (2) To serve as the central reference and research library for state government and the Legislature; (3) To advise, consult with, and provide technical assistance to and outreach programs for California's public libraries; and (4) To direct state and federal funds to support local libraries and statewide library programs. This paper presents the California State Library orientation guide for library directors. This guide contains: (1) Contact List; (2) 2009 Calendar of Deadlines; (3) General Overview; (4) Financial Support Programs; (5) State Library Services; (6) Library Hours & Public Service Locations; (7) Publications; and (8) Communications.

This report marks the second release of library statistics data from the Institute of Museum and Library Services (IMLS). It contains data on state library agencies in the 50 states and the District of Columbia for state fiscal year (FY) 2007. The data were collected through the State Library Agencies (StLA) Survey, the product of a cooperative effort between the Chief Officers of State Library Agencies (COSLA), IMLS and the U.S. Census Bureau. This cooperative effort makes possible the 100 percent response rate achieved for this survey. The frame or source of the list of respondents for this survey is based on the list that COSLA maintains of state library agencies. The FY 2007 survey is the 14th in the StLA series. Appendices include: (1) Technical Notes; (2) State Library Agency Applicants to the Universal Service (E-Rate Discount) Program; (3) Recipients of Other Federal Income, by State and Type of Income Received; (4) Survey Instrument and Instructions; and (5) Supplemental Tables. (Contains 51 tables and 7 footnotes.)

The Online Computer Library Center (OCLC) received a grant from the Bill & Melinda Gates Foundation to conduct research, develop strategies, create materials and evaluate the potential of marketing and communications programs to sustain and increase funding for U.S. public libraries. The quantitative study targeted two audiences: residents in U.S. communities of populations less than 200,000 and elected officials in the United States. More than 90% of all U.S. public libraries serve communities with populations of 200,000 or less. The study was intentionally designed to capture and analyze the attitudes, behaviors and opinions of residents in these communities. The objectives of the quantitative research survey were twofold: (1) To create a market segmentation analysis of the U.S. voting population that identifies which segments of voters are the most likely to generate increased support for U.S. public libraries. The segmentation study was designed to help uncover the underlying motivations and attitudes toward libraries that are indicative and predictive of their level of support for library funding; and (2) To understand the attitudes and behaviors of elected and appointed officials about libraries in general, the library's importance to the community and how those attitudes impact the officials' willingness to support local library funding. There were eight important findings derived from the quantitative research: (1) Most people claim they would support the library at the ballot box--fewer are firmly committed to it; (2) There is a lot that people don't know about their public library; (3) Library support is only marginally related to visitation. Advocating for library support to library users focuses effort and energy on the wrong target group; (4) Perceptions of the librarian are highly related to support. "Passionate librarians" who are involved in the community make a difference; (5) The library occupies a very clear position in people's minds as a provider of practical answers and information. This is a very crowded space, and to remain relevant in today's information landscape, repositioning will be required; (6) Belief that the library is a transformational force in people's lives is directly related to their level of funding support; (7) Increasing support for libraries may not necessarily mean a trade-off of financial support for other public services; and (8) Elected officials are supportive of the library--but not fully committed to increasing funding. Engaging Probable Supporters and Super Supporters to help elevate library funding needs is required. Appended are: (1) Glossary; (2) About the Bill & Melinda Gates Foundation and Leo Burnett USA; and (3) About OCLC. (Contains 6 footnotes.)

This report marks the first release of library statistics data from the Institute of Museum and Library Services. It contains data on state library agencies in the 50 states and the District of Columbia for state fiscal year (FY) 2006. The data were collected through the State Library Agencies (StLA) Survey, the product of a cooperative effort between the Chief Officers of State Library Agencies (COSLA), the U.S. National Commission on Libraries and Information Science (NCLIS), the National Center for Education Statistics (NCES), and the U.S. Census Bureau. The body of this report is composed of tables providing an overview of state library agencies during the 2006 fiscal year. The tables present data on seven main topics: (1) Governance, Allied Operations, Electronic Services, and Internet Access--describes the organizational location of state library agencies within state governments, related operations that are usually beyond the scope of state library agencies, and statewide electronic services and information and networks; (2) Services to Libraries and Cooperatives--identifies activities and programs that support public, academic, school, special libraries, and library cooperatives; (3) Outlets and User Groups, Public Service Hours, and Collections--describes the availability of state library locations and bookmobiles providing services to the public or specific constituencies, public service hours during a typical week, and state library holdings of materials in various formats; (4) Service Transactions--characterizes library use, such as circulation and reference transactions; (5) Staff--reviews functions performed by employees of state library agencies; (6) Revenue--identifies various sources of revenue; and (7) Expenditures--describes how state library funds are expended. (Contains 7 footnotes and 51 tables. Appended are the following: Technical Notes; State Library Agency Applicants to the Universal Service (E-Rate Discount) Program; Recipients of OtherFederal Income, by State and Type of Income Received; Survey Instrument and Instructions; and Supplemental Tables.)

This report includes national and state summary data on public libraries in the 50 states and the District of Columbia, with an introduction, selected findings, and tables. The report is based on data from the Public Libraries Survey for fiscal year 2005, and includes information on service measures such as number of users of electronic resources, number of Internet terminals used by the general public, reference transactions, interlibrary loans, circulation, library visits, children's program attendance, and circulation of children's materials. It also includes information about size of collection, staffing, operating revenue and expenditures, type of legal basis, and number and type of public library service outlets. This report is based on the final data file. Selected findings include: (1) Library visits to public libraries totaled 1.4 billion, or 4.7 library visits per capita; (2) Total nationwide circulation of public library materials was 2.1 billion, or 7.2 materials circulated per capita; (3) Nationwide, circulation of children's materials was 716.4 million, or 35 percent of total circulation, and attendance at children's program as 54.6 million; and (4) Average number of Internet terminals available for public use per stationary outlet was 11.2. The following are appended: (1) Technical Notes; and (2) Survey Questionnaire. (Contains 5 footnotes and 13 tables.) [For "Public Libraries in the United States: Fiscal Year 2004. E.D. TAB. NCES 2006-349," see ED492940.]

The South Dakota Arts Council submitted this FY 2006 annual report to the Governor and Legislature. It presents the 530 grants that were awarded with funds from the State of South Dakota and the National Endowment for the Arts, a federal agency. Fiscal Year 2006 grant funds of $977,000 generated $12 million in local cash matching funds. These statistics demonstrate that South Dakotans enjoy participating in the arts. The mission of the South Dakota Arts Council, a state agency within the Department of Tourism and State Development, is to make quality arts programs accessible throughout the state by providing funding, services and information to artists, arts organizations, other non-profit groups, schools and the public. The State Arts Council strives to ensure access to the arts and educational arts opportunities as part of life-long learning in South Dakota.

This document is designed for readers who have an interest in developing cultural community partnerships but who may not have an in-depth understanding of the concept or process. It provides a focus for partnership and joint venture discussions within agencies, community organizations or communities at large. Seven public library community partnerships established for the purpose of creating sustainable community cultural programs are profiled in this document. Based upon the experiences of these libraries and their partners, readers of this document will be able to define the term partnership, distinguish the differences between a partnership and a joint venture, and the challenges they both present to the partnering entities. Readers will learn how to elements required for a successful partnership. The benefits to the partnering entities and to the community at large are also discussed. (Sample Memoranda of Understandings are included, as well as a comparison chart showing the differences between a partnership and a joint venture.) (Contains 12 footnotes.) [This publication was produced under the California Cultural Crossroads Support grant to the Metropolitan Cooperative Library System. The California Cultural Crossroads Program was developed through a partnership between the Metropolitan Cooperative Library System and the California State Library.]

The American Library Association's (ALA's) divisions for academic and public libraries--the Association of College and Research Libraries (ACRL) and the Public Library Association (PLA)--have long collected and reported annual statistics about the types of libraries they represent. This year, 2007, the American Association of School Librarians (AASL) joins its sister divisions by initiating an annual survey of school library media programs. The development of this longitudinal survey project was mandated by the AASL Board and advocated by the division's Research and Statistics Committee and Independent Schools Section. The survey launch coincided with ALA's 2007 Midwinter Meetings in Seattle, Washington. Over 5,000 responses to the survey were initiated, over 4,500 responses were completed, and the respondents include almost 4,000 regular public schools and over 200 independent schools. This report summarizes the overall results as well as more detailed results, when statistically significant relationships between those results and selected factors were found. These factors include: school level, enrollment, region, a school's poverty and migrant statuses, locale (metropolitan versus non-metropolitan), and whether a school is public or private. Other factors did not yield sufficient numbers of cases to look more closely at specific types of schools (e.g., charter, special education, vocational-technical, alternative, magnet). Statistical significance was assessed using the t test of independent samples and the standard minimum criterion, p less than 0.05. (Contains 1 footnote.)

This report provides a variety of measures of households' use of public libraries and notes some interesting comparisons. It is a product of the Library Statistics Program at the National Center for Education Statistics. The data for this study were collected as part of the October 2002 Current Population Survey (CPS) Library Supplement. Separately from the CPS supplement, the Library Statistics Program also administers its own annual survey of public libraries, the first of which was conducted in 1989. The results from these surveys are released in an annual report which documents the structure of the nation's public library system, providing counts of central libraries, branches, and bookmobiles. It includes measures of libraries' collections, staff, revenues, and expenditures. While the annual survey includes various measures of service (e.g., library visits, circulation, reference transactions), these measure only the traffic through the library; they do not indicate what proportion of the population is actually using the library. The 2002 Library use supplement to the Current Population Survey (CPS), was intended to provide that information. The CPS interviews were conducted October 13-19, 2002. The core CPS survey questions and parts of the school enrollment supplement were asked about all persons in the household. However, the library use questions were asked of the household in general. Thus, the responses represent public library use by households and not by individuals. To do the analysis reported here, some household characteristics were derived from individual characteristics. For example, if all members of a household were of the same race/ethnicity, the household was described by that same race/ethnicity. If different race/ethnic categories were reported by different members of the household, the household is described here as being of "mixed" race/ethnicity. Following the introduction, a section on selected findings of this study is presented. This is followed by the data tables and appendices. The following are appended: (1) Standard Error Tables; (2) Technical Notes--The Current Population Survey; (3) Questionnaire; and (4) Glossary. (Contains 54 tables and 7 footnotes.)

The Guidelines are focused on the library services to babies and toddlers, their families and supporting organizations dealing with early literacy and appropriate services for the very young. Early brain development research has shown the unequivocal impact that talking, singing and reading to babies and toddlers can have on their acquisition of speech and language. A child's environment contributes significantly to the development of pre-reading skills. A stimulating reading environment also involves the availability of reading materials. Families all over the world need access to the tools available in local libraries. An early introduction to the library allows for a comfort level, a willingness to ask for assistance, a place in which to seek answers and to learn about the resources and technologies available there. For children with special needs, early access to library services is even more important. Such exposure serves as a head start before formal schooling. The purpose of these guidelines is to help public libraries throughout the world implement high quality children's services. They are intended as a tool for both trained and inexperienced librarians who have the responsibility of serving families with babies and toddlers. The targeted audience for the guidelines is practicing librarians, library administrators and decision-makers, students and instructors in library and information science training programs. (Contains 3 footnotes.) [The Guidelines are developed as a joint project (2006-2007) of all sections of IFLA Division of Libraries Serving the General Public, and coordinated by the Libraries for Children and Young Adults Section.]

This report contains data on state library agencies in the 50 states and the District of Columbia for state fiscal year (FY) 2005.The data were collected through the State Library Agencies (StLA) Survey, the product of a cooperative effort between the Chief Officers of State Library Agencies (COSLA), the U.S. National Commission on Libraries and Information Science (NCLIS), the National Center for Education Statistics (NCES), and the U.S. Census Bureau. This cooperative effort makes possible the 100 percent response rate achieved for this survey. The frame or source of the list of respondents for this survey is based on the list that COSLA maintains of state library agencies. The FY 2005 survey is the twelfth in the StLA series. This report presents selected findings and background information about the survey. The body of this report is composed of tables providing an overview of state library agencies during the 2005 fiscal year. Appended are: (1) Technical Notes; and (2) Survey Instrument and Instructions. (Contains 11 tables and 6 footnotes.) [For "State Library Agencies, Fiscal Year 2004. E.D. TAB," see ED486464.]

This report includes national and state summary data on public libraries in the 50 states and the District of Columbia, with an introduction, findings, and numerous tables. The report is based on data from the Public Libraries Survey for fiscal year 2004, and includes information on population of legal service area, service outlets, public service hours, library materials, total circulation, circulation of children's materials, reference transactions, library visits, children?s program attendance, interlibrary loans, electronic services and information, full-time-equivalent staff, operating revenue and expenditures, and capital expenditures. The report includes several key findings including nationwide, library visits to public libraries totaled 1.3 billion, or 4.7 library visits per capita and the average number of Internet terminals available for public use per stationary outlet was 10.3. The following are appended: (1) Public Library State Ranking Tables; (2) Technical Notes; (3) Glossary; and (4) Survey Instrument. (Contains 67 tables.)

Since the Office of Library and Information Services published the first Rhode Island trustees manual in 1980, Rhode Island public libraries have continued to respond to an ever increasing demand for service. In so doing, they consistently have taken advantage of new opportunities to provide this service more efficiently and effectively via technology, cooperative networks, and the efforts of trained, dedicated staff. And trustees, new and experienced, have continued to contribute their expertise and judgment to the decision-making processes necessary for sound governance of their institutions amid this climate of change and possibility. To aid in this ongoing endeavor, this revised and updated handbook has been published as a source of current information, guidance, and, hopefully, inspiration. The following are appended: (1) The Board Evaluates Itself; (2) Sample Bylaws; (3) Library Bill of Rights; (4) The Freedom to Read Statement; (5) The Freedom to View Statement; (6) Ethics Statement for Public Library Trustees; (7) Glossary of Terms and Acronyms; (8) A Trustee's Reading List; (9) Index to RI Library & Library-Related Laws; and (10) Legal Opinion: "Control of Personnel Policies." [This report was published by the Rhode Island Office of Library and Information Services.]

This report explores the true position of public libraries today, in the minds not only of library users, but of the people who run libraries and those who provide oversight and funding. This study is the first step in the development of a national agenda for libraries and library funding in the 21st century. Findings from this study indicate that, despite the vast and increasing amount of information available on the Internet, Americans feel that public libraries will continue to play a vital role in communities. In fact, many Americans contend that libraries are even more essential now than ever before. With so many businesses selling information, there is a need for public libraries to continue to provide vital information free of charge to anyone who needs it. This study also indicated that Americans hold very positive attitudes about the effectiveness of libraries compared with other public institutions. [This report was also funded by the Americans for Libraries Council.]

This report investigates current trends in libraries and museums regarding the use of digitization and other technologies. In 2001, the Institute of Museum and Library Services conducted the first-ever study of the status of new technology adoption and digitization in the nation's museums and libraries. The baseline study identified pockets of digitization activity and planning that were making library and museum collections widely available. While gaps existed between large and small institutions, basic technologies had found their way into a majority of libraries and museums. This second study seeks to dig deeper and find out more about how and why our cultural institutions use technology and digitize their collections. It explores barriers as well as capacity and planning issues. The 2004 survey was conducted among five groups: museums, public libraries, academic libraries, archives, and state library administrative agencies. This survey report tells us statistically about the kinds of technology in use, the extent of digitization activities, and the adoption, maintenance, funding of, and staffing for technology and digitization activities at museums and libraries. Among the key findings: (1) Small museums and public libraries have made dramatic progress, although they still lag behind their larger counterparts; (2) Libraries and museums are putting services and activities online to manage their institutions and provide enhanced public service; (3) Insufficient funding and staff time are barriers to implementing technology; (4) Assessment of user and visitor needs is strongest among academic libraries and state library administrative agencies and weak among other groups; (5) Digitization activities have increased for all groups, with state library administrative agencies and archives leading the way; (6) While more institutions have digitization policies in place than was the case in 2001, many institutions that are digitizing do not have digitization policies; (7) With a substantial number of materials left to digitize, institutions are held back by lack of funding, lack of staff time, and other pressing priorities; (8) While collaborative digitization efforts are underway, they are not yet widespread; and (9) Only a small portion of museums and libraries assess user and visitor needs for digitized collections and services. Survey instruments are appended. (Contains 160 figures.)

This report provides summary information about public libraries in the 50 states and the District of Columbia for state fiscal year (FY) 2003. It covers service measures such as access to the Internet, number of users of electronic resources, number of Internet terminals used by the general public, reference transactions, public service hours, interlibrary loans, circulation, library visits, children's program attendance, and circulation of children's materials. It also includes information about size of collection, staffing, operating revenue and expenditures, type of geographic service area, type of legal basis, type of administrative structure, number and type of public library service outlets, and square footage of outlets. This report is based on the final data file. The following are appended: (1) Public Library State Ranking Tables; (2) States With Public Libraries With Overlapping Population of Legal Service Areas; (3) Technical Notes; (4) Glossary; and (5) Survey Instrument. (Contains 66 tables.)

The purpose of these Guidelines is to provide libraries for the blind and those who work in them with a broad overview of matters to be considered in planning and implementing an integrated digital library system. The Guidelines are not intended to provide technical solutions. Given the pace of technological change, solutions can only be developed with intensive review of marketplace developments specific to each situation. Those who would benefit from these guidelines include libraries and other organizations providing a service to populations experiencing vision loss, and those who because of a disability cannot read conventional print or experience a perceptual difficulty in comprehending print. These libraries may include public libraries, national libraries or other libraries serving those who are print disabled. However, it is worth noting that apart from content dealing with "accessibility" and "copyright and related legal matters" which are particularly relevant to libraries serving print-disabled populations, the Guidelines can be used by any library seeking information about what to consider when implementing an integrated digital library system. [This publication was commissioned by IFLA Libraries for the Blind Section.]

Each year the State Library sends annual report forms to California's academic, public, special, state agency, and county law libraries. Statistical data from those reports are tabulated in this publication, with directory listings published in the companion volume, California Library Directory. For this fiscal year four hundred and eight libraries of all types submitted data to this program. It is estimated that there are at least 1,000 libraries in operation in California, exclusive of school libraries, so data in this publication is about 40% complete this year. (Contains 107 tables.)

This report contains data on state library agencies in the 50 states and the District of Columbia for state fiscal year (FY) 2003.1 The data were collected through the State Library Agencies (StLA) Survey, the product of a cooperative effort between the Chief Officers of State Library Agencies (COSLA), the U.S. National Commission on Libraries and Information Science (NCLIS), the National Center for Education Statistics (NCES), and the U.S. Census Bureau. This cooperative effort makes possible the 100 percent response rate achieved for this survey. The frame or source of the list of respondents for this survey is based on the list that COSLA maintains of state library agencies. The FY 2003 survey is the tenth in the StLA series. The data upon which this report is based are final. Data from previous administrations of the survey have been revised, and a complete list of references can be found on page 65 of this report. Appended are: (1) Technical Notes; (2) Recipients of Other Federal Income, by State and Type of Income Received; and (3) Survey Instrument (Data Entry Screens and Instructions).

This data file contains data on state library agencies in the 50 states and the District of Columbia for Fiscal Year 2003. The data were collected through the State Library Agencies Survey, a voluntary survey conducted annually by the National Center for Education Statistics (NCES). Data were collected on state library agency identification, governance, public service hours, service outlets, collections, library service transactions, library development transactions, services to other libraries in the state, allied operations, staff, income, expenditures, and electronic services and information.

Ryan Information Management conducted a return on investment (ROI) study of the economic value of the Hawaii State Public Library System (HSPLS) and identified potential additional sources of operating revenue. HSPLS economic value was examined from four viewpoints, HSPLS: direct economic impact, market value, peer comparison and value to library users. Principal findings were HSPLS pumped $20 million directly to the economy of Hawaii, providing over $280 million in market equivalent services, returning over $13 to the Hawaii taxpayer in library services for every tax dollar invested, saving every person $218 and saving the average Hawaii family $747 a year. The study also found that HSPLS is seriously under funded when compared to peer library systems, peer states or national norms. HSPLS would need an "annual" sustained increase in revenue of $7-$12 million to have support comparable to peers and to national norms. The study began August 2002 and was completed in June 2003. (Contains 149 footnotes, 14 tables, and 24 appendices.) [This report was submitted to the Hawaii Public Library System.]

The purpose of this manual for the 2003 Texas Reading Club, "Mission Possible: Spy a Book!" is to assist library staff who serve youth by suggesting ideas for programs that will attract children to the library. The following chapters are included: (1) Marketing, Cooperation and PR; (2) Serving Children with Disabilities; (3) Theme Songs; (4) Celebrations; (5) Stories, Puppet Plays, and Reader's Theater Scripts; (6) Bilingual Programs; (7) Toddler Programs; (8) Preschool Programs; (9) Elementary School Programs; and (10) Young Adult Programs. The programs feature a combination of the following components: books to share, show, and booktalk; bulletin boards, displays, and decorations; fingerplays, rhymes, poems, and songs; riddles, and jokes; crafts, games, and activities; guest speakers; musical recordings, videos, Web sites, and CD-ROMs; and reader's theater scripts, puppet shows, stories, or citations to books in which they may be located. Bibliographic information for titles in all chapters and in all formats is compiled at the end of the manual in the bibliography. The bibliography is divided into sections for books, magazines, videos, audio recordings, and CD-ROMs. Clip art by G. Brian Karas is included and may be used for crafts, programs, or to decorate the library. (MES)

This leaflet is a guide to data resources on the Internet related to education. The first Web site listed, http://nces.ed.gov/globallocator/, allows the user to search for public and private elementary and secondary schools by name, city, state, or zip code. The second site, "The Students' Classroom," offers information on a range of topics and activities related to mathematics. Two sites from the National Center on Education Statistics (NCES) allow the user to search for tables and figures in NCES publications or to search for NCES publications through its electronic catalog. Also listed is an NCES site that allows the user to obtain information about a particular library or to establish a set of peer libraries to compare on a variety of characteristics. The last site described is that of the NCES Library Statistics program. (SLD)

This document presents standards for Utah public libraries. The benefits of standards for public libraries and for the state library are listed, and responsibilities, benefits, and characteristics of three types of public libraries (i.e., volunteer, transitional, and certified public libraries) are summarized. Specific standards in the following areas are provided: (1) Governance; (2) Funding; (3) Housing and Access; (4) Personnel; (5) Materials; (6) Services; (7) Technology; (8) Planning and Evaluation; (9) Policies; and (10) Reporting. Procedures for certifying new library jurisdictions are outlined, and other issues are addressed, including consolidated library jurisdictions, combined school/public libraries, library branches, and revoked certification. Appendices include a history of Utah public library standards and three planning methodologies. (Contains 13 references.) (MES)

Helping Books Help Families (HBHF) is a book discussion program developed by the State Library of Ohio to be instituted by public and school libraries in the state of Ohio. The focus of the program is to promote reading with three groups: families as a group, to parents alone as role models for reading, and to students in school libraries. There are three separate theme units in this manual designed to accompany the program: "Families Talk,""Parents Talk," and "Students Talk." HBHF is structured as a four to six week Picture Book/Storytelling/Discussion program. Though it is expected to be held at the library, those responsible are encouraged to partner with schools, daycares, Headstarts, Evenstarts, ABLE (Adult Basic Literacy Education) providers and other organizations in the community in all aspects of the program--from planning, to promoting, to securing funds. Contents include: Reviewer Form; Mission, Goals, & Copyright Use; Description of Program; Program Structure; HBHF Terminology; HBHF StaffingKey Roles; HBHF Program Components (Families Talk Themes, Parents Talk Themes, and Students Talk Themes); Publicity and Promotion; Outreach and Networking Tips; Funding and Grantwriting; Evaluation; and Support Resources. Appendixes include: information and resources on discussing books with families and Ohio organizations/contact information. (AEF)

This manual is designed to assist public libraries in Alabama with setting up "Tsunami Summer!," a summer program for young adults, i.e., students in grades 6 through 12. The manual contains the following sections: (1) Publicity and Promotion; (2) Working with Schools; (3) Involving the Students, including teen volunteers, teen advisory councils, and junior friends groups; (4) Program Ideas--themes include "Extreme Water Sports,""Survival on the Water,""Sailing Away,""Deserted Islands,""Underwater Worlds,""Famous Sailing Stories,""Cruising on the Water," and "Fantasy Islands"; (5) Displays, including bulletin boards, books and materials, display cases, and large displays; (6) Bibliography; (7) Webography; (8) Movies, Music, and More; (9) Programming Sources; (10) Clip Art; (11) Key to Games; and (12) Bookmark, i.e., a sample bookmark that can be copied onto card stock for distribution. (MES)

This reproducible, multilevel curriculum for English Literacy and Civics Education contains six field-tested and illustrated models: (1) The Democratic Process; (2) Community and Home Safety; (3) The Public Library; (4) The U.S. School System; (5) Public Health Services; and (6) Housing. The package includes the following: the Community Connections Curriculum (310 pages of illustrated, multilevel lessons and teaching techniques); a classroom picture set (243 pages of enlarged, cardstock illustrations from the curriculum); and a flashcard picture set (200 cardstock flashcards for individual and group vocabulary practice). The teaching techniques include using pictures for vocabulary development, using pictures for language experience, teaching the reading passages, teaching dialogues and role plays, and experiential activities (planning successful field trips and making the most of guest speakers). Curriculum materials can be integrated into any existing English-as-a-Second-Language curriculum. (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (SM)

This document is the manual for the Arizona Reading Program (ARP) 2003 entitled "Lights, Camera, Read!" This theme spotlights books that were made into movies, and allows readers to appreciate favorite novels and stories that have progressed to the movie screen. The manual consists of eight sections. The Introduction includes welcome letters from the State Librarian, Arizona Humanities Council Director, and Arizona Reads Coordinator; a list of past themes of the program, beginning with 1974; biography of the 2003 artist; and ARP evaluation form. The next section, "Getting Started," includes information and materials for planning and scheduling; publicity and promotion; registration; reading logs; awards and incentives; incentive companies; and incentive coupons. Section three,"Specific Groups," presents general guidelines, titles, Web sites, and other information for serving young adults, multicultural youth, and visually impaired and other specific needs patrons. The next section, "Resources," includes general titles and Web sites; theme-based resources; a presentation resource form; and ARP funding application. Instructions for making decorations and crafts are provided in the next two sections. Sections seven and eight include activities for pre-school, school-age, and young-adult patrons, and clip art. (AEF)

This study updated statistics about public library outlet and system Internet connectivity and network services using the 1997 public library dataset produced by the National Center for Education Statistics through the Federal-State Cooperative System. Using geographic information system-based techniques, a research team at the Florida State University geocoded 16.004 public library outlets in terms of their poverty (defined as less than 20%, 20%-40%, and greater than 40%) and metropolitan status (urban, suburban, and rural). From the 16,004 geocoded outlets, the consultants drew a sample of 1,500 outlets in proportion to their percentage in poverty and metropolitan status categories. Data collection occurred via a Web-based survey. Sixteen tables present survey findings in the following areas: (1) connectivity and public access; (2) Internet services provision and implementation; (3) public library system funding; (4) digital reference services; and (5) training services. The report concludes with a summary of findings and recommendations. A copy of the online survey form is appended. (MES)

This report provides data on programs for adults in public library outlets, based on a survey conducted in Fall 2000 by the National Center for Education Statistics (NCES), U.S. Department of Education (ED). The results are based on questionnaire data for 954 public library outlets in the United States. Responses were weighted to produce national estimates that represent all public library outlets in the United States. Chapter 2 presents information about adult literacy program offerings at public library outlets, including the types of literacy programs offered and the groups for which adult literacy programs are specifically offered. Information is also provided about reasons library outlets do not offer adult literacy programs. Chapter 3 reports on the types of adult lifelong learning programs offered by public library outlets, the groups for which such programs are specifically offered, and barriers to providing lifelong learning programs for adults with learning and/or physical disabilities. Chapter 4 provides information about the extent of Internet access for adults in public library outlets and barriers to providing Internet access. The concluding chapter summarizes the findings of this study. Technical information, including a detailed study methodology discussion and tables of standard errors for all data presented in this report are included in two appendices. A third appendix presents the questionnaire. Includes ten tables and three figures. (AEF)