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It's interesting to read these little tidbits, especially World Books anesthetized snake to provide a more detailed drawing. As a child I was always curious about the realistic drawings of animals as well as other things in reference books. Now I know what lengths they went to.

I’m President of the 1904 World’s Fair Society in St. Louis, a 501(c) non-profit organization, dedicated to keeping alive the memory of the 1904 WF.

I came across this webpage, and I’m wondering if I can obtain permission (from you or the person who posted it, Greg Landgraf?) to reprint this article in our monthly Society newsletter.

Our monthly newsletter is mailed to about 300 members; as I said, we’re non-profit…

BTW, the Jewel Box was NOT built for the 1904 Fair; it was built in 1936.

Thanks!

Judith,
I have tears flowing down my face reading your article. As a native New Orleanian still living in the area, I will never forget your organization or ever be able to thank the ALA enough for their support. We knew too well we were deserted by our own government. If we were to survive as a city we needed to get back to business and the business of New Orleans is tourism and conventions. We NEEDED the support of Americans to save our city and the ALA began that support. By being the first you gave the conventions to follow the needed impetus to come also. Things are still far from normal and the government is still playing its games with us, but slowly, slowly, slowly tourism is rebuilding and with that , hope grows. "Thank you" doesn't seem adequate words to convey my heartfelt thanks to your organization for stepping up when we needed it so badly. Thank you SO much!

I find this to be quite an interesting article considering I am a former resident of St. Louis and also a Washington University alum. In addition to partaking in a bit of the 1904 regalia that is annually revitalized through an exibit at Washington University, I too am a librarian and library director who relishes in historical tidbits such as this. The 1904 Worlds Fair was a spectacular display of some of America's finest exhibitions and archetectural masterpieces. The photographs reveal just a hint of the former splendor. I have been to the former fair grounds, currently known as Forest Park, and stand in awe at a few remaining structures such as the St. Louis Art Museum and the Jewel Box (a botanical garden). As for the 1904 ALA conference site, there could have been none more fitting. I am very much looking forward to next year's ALA Summer Conference in Anaheim, California.. For those of us with children or even those who still feel the urge to seek to satisfy " the child within" this will be a great way to relax during downtime; and probably the closest we will ever come to experiencing the 1904 St. Louis World Fair! Thanks for this informative article.

Having just departed a DC meeting room that was so super-chilled we were fighting each other for the tablecloths to wear as white pashmina substitues, the most important piece of advice I have for conference goers is to consider the conference center environment to be the exact opposite of the outside weather. Layering is the answer. From head to toe -- provide yourself with options.

Don't forget the webcasting of the president's program when John W. Berry (of Illinois) was president in 2002. The technology worked well. We used the video made at the presentation that was put up on the big screen so that everyone could see it and put up the program within 24 hours after it happened. I was chair of the committee that put the webcasting together. It only cost something like $6,000. PLA also used the same process to webcast some programs from their conference the next year. It was available on the ALA website for a few years but I haven't been able to find it since the redo of the website several years ago.

Great info, thanks a lot!!! I wish I will have such a writing skills.

LAMA is about to publish a history of the John Cotton Dana Award by Peter Deekle and Amy Shaw that I've worked on; he sure was fiery. But despite his fights with the councillors, he was popular with membership and was even president of ALA from 1895 to 1896. He was quite the character.

Hi Leonard,
I've waited a few days before responding to your comment (below) and to your blog entry, to give it some time to settle in my mind:

"American Libraries has never tried to compete with School Library Journal. What would be the point? School Library Journal does a fantastic job of covering the field, and in fact, school librarians are the only ALA division members who have anything that comes close to SLJ in comprehensive coverage of a special area of librarianship. It would be foolish for American Libraries and Library Journal (which covers school libraries less than AL) to try to duplicate the work of SLJ. If ALA has an SLJ equivalent, it would be AASL’s Knowledge Quest, which, though it does a fine job, has a way to go before it catches up to SLJ, which has built a readership and advertiser base over many years of quality content delivery."

Just as AL doesn't complete with SLJ, neither does KQ. Nor does KQ or SLJ try to compete with AL. AL and KQ are association publications - currently only a very small number of our print readers are not ALA and AASL members. While association publications are not oblivious of costs, SLJ is a for-profit publication. To some extent, both AL and KQ can "afford" to publish authors and articles which might be seen as too narrowly focused or too long for a subscription/ad revenue driven publication.

- KQ is committed to producing articles which bring the research in school librarianship and, in fact, in other related disciplines like education, psychology, science, etc. to our members in a way that they can understand and use it in collaborative planning with subject-area teachers;

- KQ is focused on bringing the pedagogy of related disciplines (reading comprehension, science inquiry, mathematical problem-solving) to its members;

- KQ publishes thematically so that we can create in-depth issues about a topic;

- KQ is focused almost exclusively on teaching and learning related to the teacher-librarian's job;

These distinctions are also at the heart of the misunderstanding of the "common ground" that AL assumes.

- School librarians are interested in authors and books not just to support reading motivation (which is a common area) but because they may want to work with them to incorporate the teaching of writing into their curriculum
http://www.ala.org/ala/aasl/aaslpubsandjournals/kqweb/kqarchives/volume35/KQW35_1Hand.pdf

- School librarians are interested in politics, government, civics in order to create curricular units around them http://www.ala.org/ala/aasl/aaslpubsandjournals/kqweb/kqarchives/volume34/MayJun_34n5_abilock.pdf

- School librarians are interested in reviews of books from other disciplines which impact their jobs: http://www.ala.org/ala/aasl/aaslpubsandjournals/kqweb/kqarchives/volume35/352/352morriston1.htm

- School librarians are interested in collaborations which integrate technology with multiple disciplines, allowing them to collaborate with:

* technology teachers http://www.ala.org/ala/aasl/aaslpubsandjournals/kqweb/kqarchives/volume34/Goodall_Hebert.pdf,
* subject-area teachers http://www.ala.org/ala/aasl/aaslpubsandjournals/kqweb/kqarchives/volume34/344eastmanmcgrath.htm
* elementary school classroom teachers http://www.ala.org/ala/aasl/aaslpubsandjournals/kqweb/kqarchives/v33/332photos3.htm
* university researchers http://www.ala.org/ala/aasl/aaslpubsandjournals/kqweb/kqarchives/v33/332cooper.pdf

- School librarians are interested in teaching pedagogy, for example, what a teacher is doing that *could* be done by a school librarian http://www.ala.org/ala/aasl/aaslpubsandjournals/kqweb/kqarchives/volume29/291Edinger.htm;
- School librarians are interested in online pedagogy, for example, how to teach in an online environment http://www.ala.org/ala/aasl/aaslpubsandjournals/kqweb/kqarchives/volume34/341kachelhenrykeller.htm;

I've only referred to online articles because your readers can can view them, although I believe you get a complimentary subscription to KQ print by virtue of being an ALA editor. You should be aware, therefore, that our print articles include authors who are scientists, education researchers, psychologists, learning specialists - all to address what school librarians must know and be able to do to work in a school.

One final thought - it is the fuzzy understanding of the unique role and perspective of school librarians among the larger library profession - readers of American Libraries - that may contribute to ignorance in the general population. When a politician believes that a public library can replace a school library in a community - and the public librarians don't speak articulately about the distinction - then the genuine diferences in purpose and role remain unclear. And when college and university librarians write in their own publications about information literacy instruction ignoring the body of school library research in School Library Media Research and School Library Media Quarterly, they are exhibiting similar ignorance.

I'm not unequivocally stating that every professional librarian lacks an understanding of the school library profession or that AL has not published information of interest to school librarians, but I am suggesting that AL can illuminate these distinctions in its publication more effectively than it has done in the past.

Respectfully,
debbie

"In a time of drastic change it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists." --Eric Hoffer

Debbie Abilock, Editor-in-Chief
Knowledge Quest
http://www.ala.org/aasl/kqweb
kq@abilock.net
Knowledge Quest is devoted to offering substantive information to assist building-level library media specialists, supervisors, library educators, and other decision makers concerned with the development of school library media programs and services. Articles address the integration of theory and practice in school librarianship and new developments in education, learning theory, and relevant disciplines.