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Academic library

An academic library is a library that is attached to academic institutions above the secondary level, serving the teaching and research needs of students and staff. These libraries serve two complementary purposes: to support the school's curriculum, and to support the research of the university faculty and students.

The support of teaching requires material for class readings and for student papers. In the past, the material for class readings, intended to supplement lectures as prescribed by the instructor, has been called reserves. In the period before electronic resources became available, the reserves were supplied as actual books or as photocopies of appropriate journal articles. Traditionally, one copy of a book was made available for each 10 students — this is practical for large classes only if paperback copies are available, and the books reused from term to term.

Academic libraries must decide what focus they take in collecting materials since no single library can supply everything. When there are particular areas of specialization in academic libraries these are often referred to as niche collections. These collections are often the basis of a special collection department and may include original papers, artwork, and artifacts written or created by a single author or about a specific subject.


United States

The first colleges in the United States were intended to train members of the clergy. The libraries associated with these institutions largely consisted of donated books on the subjects of theology and the classics. In 1766, Yale had approximately 4,000 volumes, second only to Harvard. Access to these libraries was restricted to faculty members and a few students: the only staff was a part-time faculty member or the president of the college. The priority of the library was to protect the books, not to allow patrons to use them. In 1849, Yale was open 30 hours a week, the University of Virginia was open nine hours a week, Columbia University four, and Bowdoin College only three. Students instead created literary societies and assessed entrance fees in order to build a small collection of usable volumes often in excess of what the university library held.

Around the turn of the century, this approach began to change. The American Library Association was formed in 1876, with members including Melville Dewey and Charles Ammi Cutter. Libraries re-prioritized in favor of improving access to materials, and found funding increasing as a result of increased demand for said materials.

Academic libraries today vary in regard to the extent to which they accommodate those who are not affiliated with their parent universities. Some offer reading and borrowing privileges to members of the public on payment of an annual fee; such fees can vary greatly. The privileges so obtained usually do not extend to such services as computer usage, other than to search the catalog, or Internet access. Alumni and students of cooperating local universities may be given discounts or other consideration when arranging for borrowing privileges. On the other hand access to the libraries of some universities is absolutely restricted to students, faculty, and staff. Even in this case, they may make it possible for others to borrow materials through inter-library loan programs.

Libraries of land-grant universities generally are more accessible to the public. In some cases they are official government document repositories and so are required to be open to the public. Still, members of the public are generally charged fees for borrowing privileges, and usually are not allowed to access everything they would be able to as students.

List of the largest academic libraries

The 20 largest academic libraries in North America by number of volumes, as of 2007-2008:

Awesome Library

The Awesome Library is a website which provides information resources for education. The site organizes the Web with 33,000 carefully reviewed resources, including the top 5% in education. It is a Web site that was developed for K–12 teachers, students, parents, and librarians. Over time its purpose has expanded to include college students and professionals. The Awesome Library is published by the Evaluation and Development Institute and Dr. R. Jerry Adams. The Awesome Library opened in 1996 under the name of Neat Schoolhouse and changed to its current name in 1997.

Web tools

The publishers of the Awesome Library, in partnership with Code-It, make available free copies of the Awesome Talking Library [http://www.awesomelibrary.org/Awesome_Talking_Library.html], a browser that allows children to hear articles that they select on the Web. The browser is designed to assist children with building their reading and research skills by reading along with an adult voice.

External reviews and listings


  • Gale Group Reference Reviews, [http://www.galegroup.com/servlet/HTMLFileServlet?imprint=9999&region=7&fileName=reference/archive/200103/awesome.html], March 2001; by Peter Jacso: Extensive review: "same serious sloppiness, gross negligence and hypocrisy"
    • Dr. Peter Jacso in 2004 posted the publishers reply: [http://www2.hawaii.edu/~jacso/extra/gale/awsome/Jacso-vs-Adams.htm], along with a comment that "it has already improved"
    • Education World [http://www.educationworld.com/awards/past/2001/r0301-17.shtml]. A one paragraph notice (March 2001) with an overall rating of "A."
  • Child Welfare League [http://www.cwla.org/positiveparenting/] one of its two recommended Education Resources.
  • Family Education [http://www.familyeducation.com/article/0,1120,4-5190,00.html] February 19, 1999: "A must have resource link for parents, teachers, and kids. It now lives at the top of my bookmark file. Great site!!!"
  • Forbes [http://www.forbes.com/bow/b2c/review.jhtml?id=7145] in its "Best of the Web" section. "A portal obsessed with usability."
  • NASA Kids Science News Network [http://ksnn.larc.nasa.gov/educator.html] list of science resources for Educators.


  • American Library Association, one of the "Great Web Sites for Kids." [http://www.ala.org/gwstemplate.cfm?section=greatwebsites&template=/cfapps/gws/displaysection.cfm&sec=24]
  • USA Today [http://www.usatodaysecure.com/bets/bets.cfm?keywords=&smonth=07&sday=01&syear=1999&emonth=07&eday=31&eyear=1999&submit=SUBMIT] "Best Bets in Education" July 11, 1999.
  • The Educator's Reference Desk, formerly the ERIC Clearinghouse: one of two internet sources for Special Education Lesson Plans. [http://www.eduref.org/cgi-bin/print.cgi/Resources/Specific_Populations/Special_Education/Special_Education_Lesson_Plans.html]
    -Beaucoup [http://www.beaucoup.com/1kids.html] includes the Awesome Library as one the 10 best search engines for kids.
  • Educational Testing Service (ETS), [http://www.ets.org/portal/site/ets/menuitem.c988ba0e5dd572bada20bc47c3921509/?vgnextoid=553f57618f535010VgnVCM10000022f95190RCRD&vgnextchannel=bf26be3a864f4010VgnVCM10000022f95190RCRD], y for several subject areas. "as a resource only and does not necessarily endorse these products or services."
  • Idiom Sisters [http://www.ossweb.com/idiomsisters-winners.html] Award Winners in January 1999.
  • Anne Collier [http://ctr.childrenssoftware.com/articles/savvysearching.html], editor of the SafeKids/NetFamilyNewsletter and president of NetFamilyNews.org, reviewed half a dozen search engines for kids. One of top 3,(AskJeevesKids first, Yahoooligans second.)

Library Recommended Lists

  • Berkeley public [http://www.berkeley.lib.sc.us/childrens.html],
  • Los Angeles [http://www.colapublib.org/children/classmat.html],
  • Fort Worth [http://www.fortworthgov.org/library/info/default.aspx?id=4192&ekmensel=1808_submenu_4108_link_3],
  • Fresno [http://www.fresnolibrary.org/teen/hc/genhh.html],
  • Milwaukee [http://www.mpl.org/File/kids_parents_websites.htm],
  • Minneapolis [http://www.mplib.org/list.asp?subhead=Children+_and_+Teens:Kids+Web+Guides],
  • Salem [http://www.salem.lib.nh.us/children.html],
  • Salt Lake City [http://www.slcpl.lib.ut.us/details.jsp?parent_id=13&page_id=104],
  • Multnomah County [http://www.multcolib.org/homework/ref.html], and
  • Yuma County. [http://www.yumalibrary.org/links.html]

Franklin Library

The Franklin Library, the distributing arm of the publishing division, The Franklin Press, of The Franklin Mint, was the United States' largest distributor of great books produced in fine bindings for book collectors, similar to Easton Press, until it closed in 2000. The books were designed and bound by The Sloves Organization, Ltd., an affiliate of the mint, whose bindery was one of the few in the world devoted exclusively to the crafting of fine leather book bindings.

The Franklin Mint purchased the Sloves Book Bindery in New York City to help jumpstart its book division in the 1970s. The most recent book offerings were produced by R.R. Donnelly for The Franklin Library.


From its founding in 1973 until it closed permanently in 2000, the Franklin Library was one of the two largest publishers in the United States of leather bound books. Today, the high quality leather books produced by the Franklin Library are sought after by collectors. The books were arranged in several series consisting of 50-100 books each. Customers subscribed to a particular series and received one book per month, as long as their subscription remained current, until the entire series had been delivered. Thus, it could take over eight years to complete a 100 book set, such as The 100 Greatest Books Ever Written series.

Today, the books can only be acquired on the secondary market. The eBay community is one of the largest online auction sites in which collectors are able to purchase and sell Franklin Library books, both individually and in lots. Most titles are also easily obtainable on abebooks, Biblio.com, Amazon, and similar sites, or from booksellers and bookshops specializing in antiquarian or collectible books.

Although most of the Franklin Library collections were issued in the full leather bindings (at about $28 to $45 per book), some were simultaneously issued in alternate binding materials, such as "faux leather" -- also called "leatherette" or imitation leather ($19 per book). Like the best-bound books, these particular better-bound books were printed on archival paper or acid-free paper to prevent yellowing or tanning. They bindings were gold stamped/decorated and the page edges were gilt in gold to protect the paper from damage due to humidity. Other books (like the Franklin Mystery Series) were issued in quarter bound leather ($9 per book) -- consisting of a "coated cloth" cover with a leather spine.

Some of their earlier, smaller collections were bound in 'bonded leather' (made of leather strips and scraps). This has given rise to a myth that Franklin books bound in other than leather are somehow inferior in publishing standards (such as Easton Press). While some Franklin books are, in fact, not covered in 'real' leather, they are still considered to hold high standards of publishing quality.

Of course, the vast majority of their finer collections were bound in the highest degree of publishing bindings like genuine leather, silk pictorial end-pages and silk ribbons attached for a bookmark (like Easton Press). As a cost-cutting measure, Franklin Library Press went into satin or marbled moiré end sheets and satin ribbons in its Signed First Editions series.

In addition to the cost of the book, subscribers were expected to pay shipping & handling charges as well as sales taxes. As time went on, later subscribers were asked to pay higher prices.

First Editions

Many publishers in the publishing world, including the original publisher of a book, issued "Limited First Editions" of certain books, especially those of popular authors or books that were particularly important due to award nominations, movie deals, or critical acclaim. Consequently, they represent a different category of books as compared to the typical "trade" edition books.

These "Limited First Editions" were issued in limited numbers (about 100 to 1000 and sometimes even more) and they were issued with a particular designation to set them apart by giving them a special distinction such as a special binding, a slipcase, hand-numbering, a signature by the author, or any combination (or all) of the above. Many of these 'special' editions were simultaneously published with the "trade" editions or were done sometimes later.

Some small press publishers actually bought the pages from the original publisher and placed them in a special binding of their own design, had them signed by the author, and had them numbered.

Others, like Easton Press, do their own printing also, using special paper, and they release the "Limited First Edition" up to a year or more after the "trade" edition has been published—something that had made a claim of a true "First Edition" somewhat questionable.

In the case of the Franklin Library, it was their policy to contract for the printing rights of the "First Edition" with both the author and the mass-market publisher first, thus making the Franklin Library edition a "true-first-edition" that was published prior to the "trade" edition. This is something that added considerably to the value of their books. To emphasize this difference or distinction, the Franklin Library "trade" editions bore a statement of "First trade edition" on the copyright page and had a disclaimer stating that "A signed first edition of this book has been privately printed by the Franklin Library Press." Thus, this statement acknowledged that the "First Edition" issued by the Franklin Library Press was indeed the first printing of the book and truly and accurately described as a "first edition."

A question often asked is: What is the difference between the "First Edition" and the "First Signed Edition"? The difference consists in the fact that a "first edition" contained a signed introduction that was printed along with the book, that is, a "print" of the signature but not a 'real' or authentic or personal signature done in ink by hand. The "First Signed Edition" series, something Franklin Library Press started doing in 1983, consisted of a hand-signed authentic and 'real' signature done by the author for that one particular book, usually done on a separate page that was then bound into the book. A separate and loosely placed tissue or onion-skin paper was placed over it to protect the printed pages.

The series

Due to overlapping series themes, the same title may appear in more than one series, but ordinarily with a differently designed binding. Many of the book collections issued by the Franklin Library were "open" or "trade" editions, therefore, no edition figures are available.

Here is a list of the individual series:

100 Greatest Books of All Time (leather, 1974–1982, $28.00; leatherette, 1973–1986, $19.00); First Edition Society (leather, 1976–1980); Pulitzer Prize Classics series (leather, 1975–1982); 100 Greatest Masterpieces of American Literature (leather, 1976–1984, $35.00); 60 Signed Limited Editions ('Signed 60' series, leather, 1977–1982, $45.00) - (the most spectacular collection); Collected Stories of the World's Greatest Writers (leather, 1977–1985); Greatest Books of the Twentieth Century (leather, 1977–1982, $39.00); World's Best-Loved Books (leather, 1977–1986, $39.00); Great Books of the Western World (leather, 1978–1985); World's Great Books Family Library (quarter-bound, 1979–1984); Heirloom Library of the World's Greatest Books (quarter-bound, 1979–1983); Oxford Library of the World's Great Books (leather and quarter-bound, 1981–1985); Great Books of the World's Greatest Writers (cloth, 1981–1985); Signed First Edition Society (leather, 1983–2000);

Library classification

A library classification is a system of coding and organizing library materials (books, serials, audiovisual materials, computer files, maps, manuscripts, realia) according to their subject and allocating a call number to that information resource. Similar to classification systems used in biology, bibliographic classification systems group entities together that are similar, typically arranged in a hierarchical tree structure. A different kind of classification system, called a faceted classification system, is also widely used which allows the assignment of multiple classifications to an object, enabling the classifications to be ordered in multiple ways.


Library classification forms part of the field of library and information science. It is a form of bibliographic classification (library classifications are used in library catalogs, while "bibliographic classification" also covers classification used in other kinds of bibliographic databases). It goes hand in hand with library (descriptive) cataloging under the rubric of cataloging and classification, sometimes grouped together as technical services. The library professional who engages in the process of cataloging and classifying library materials is called a cataloguer or catalog librarian. Library classification systems are one of the two tools used to facilitate subject access. The other consists of alphabetical indexing languages such as Thesauri and Subject Headings systems.

Library classification of a piece of work consists of two steps. Firstly the "aboutness" of the material is ascertained. Next, a call number (essentially a book's address), based on the classification system in use at the particular library will be assigned to the work using the notation of the system.

It is important to note that unlike subject heading or thesauri where multiple terms can be assigned to the same work, in library classification systems, each work can only be placed in one class. This is due to shelving purposes: A book can have only one physical place. However in classified catalogs one may have main entries as well as added entries. Most classification systems like the Dewey Decimal Classification (DDC) and Library of Congress classification also add a cutter number to each work which adds a code for the author of the work.

Classification systems in libraries generally play two roles. Firstly they facilitate subject access by allowing the user to find out what works or documents the library has on a certain subject. Secondly, they provide a known location for the information source to be located (e.g. where it is shelved).

Until the 19th century, most libraries had closed stacks, so the library classification only served to organize the subject catalog. In the 20th century, libraries opened their stacks to the public and started to shelve the library material itself according to some library classification to simplify subject browsing.

Some classification systems are more suitable for aiding subject access, rather than for shelf location. For example, UDC which uses a complicated notation including plus, colons are more difficult to use for the purpose of shelf arrangement but are more expressive compared to DDC in terms of showing relationships between subjects. Similarly faceted classification schemes are more difficult to use for shelf arrangement, unless the user has knowledge of the citation order.

Depending on the size of the library collection, some libraries might use classification systems solely for one purpose or the other. In extreme cases a public library with a small collection might just use a classification system for location of resources but might not use a complicated subject classification system. Instead all resources might just be put into a couple of wide classes (Travel, Crime, Magazines etc.). This is known as a "mark and park" classification method, more formally called reader interest classification.


There are many standard system of library classification in use, and many more have been proposed over the years. However in general, Classification systems can be divided into three types depending on how they are used.

In terms of functionality, classification systems are often described as

  • enumerative: produce an alphabetical list of subject headings, assign numbers to each heading in alphabetical order

library classification is the technical process

  • hierarchical: divides subjects hierarchically, from most general to most specific
  • faceted or analytico-synthetic: divides subjects into mutually exclusive orthogonal facets

There are few completely enumerative systems or faceted systems, most systems are a blend but favouring one type or the other. The most common classification systems, LCC and DDC, are essentially enumerative, though with som

From Yahoo Answers

Question:My mother is doing a report for her grad. classes in library science and wants to know what people think about the importance of libraries in schools. They were not in place until about the 1960's. Does that mean that they were an important introduction or an unnecessary waste of money? Please give me your opinion. Thanks for all your answers, there has been a lot of opposition to putting libraries in schools, some don't even have them yet. Some are very advanced but some have hardly anything at all.

Answers:Numerous studies link student achievement and school libraries. Most recently, a study titled "Canadian School Libraries and Achievement Linked" in the journal "American Libraries", May 2006, Vol. 37 Issue 5, p25-26, revealed that "grade 3 and 6 students in schools with teacher-librarians are more likely to report that they enjoy reading, while schools without trained library staff tend to have lower achievement on the grade 3 and 6 reading tests." Another study titled "Impact of School Library Media Centers on Academic Achievement" in "SLMQ" Volume 22, Number 3, Spring 1994 has as one of its conclusions that "students at schools with better-funded Library media centers tend to achieve higher average reading scores, whether their schools and communities are rich or poor and whether adults in their community are well or poorly educated." This is an exciting conclusions because student achievement is often equated with socio-economic factors in the community. This study seems to indicate that a good school library can help equalize student achievement for rich and poor communities.


Answers:Libraries have a great impact on student achievement. Studies show that they having real librarians (not teachers or volunteers working in the library) and collaboration between librarians and teachers. According to a recent study conducted by Colorado's Library Research Service (LRS), students at schools with strong media centers scored significantly higher on standardized tests than students at schools with less-well-equipped and staffed libraries. The results of the study, which examined the relationship between the Colorado Student Assessment Program (CSAP) and certain characteristics of school media centers, replicated those of earlier studies conducted in Colorado, Pennsylvania, and Alaska. http://www.educationworld.com/a_admin/admin/admin178.shtml

Question:some school districts feel that they know best what materials should be available for students to read. let's be reasonable here: i'm not talking about putting 'playboy' in the grade school library, but rather the censoring of some books that have been considered quality reading by other districts. do you feel that school libraries should have the right to censor materials? does this restriction help or hurt the district's students? what does it teach students about freedom of speech? here's a partial list of some banned books to help you reach your answer to this question: http://www.banned-books.com/bblista-i.html joker... that is an excellent answer. being exposed to those books didn't hurt you, did it? excellent point about inattentive parents... so common today. thanks! smellyfoot... the search for knowledge is what it's all about! without access to diverse viewpoints, no one will ever question the powers that be. wait a minute, that sounds like...? d'freak...your local story illustrates how polarized people are about this issue. i believe it's important to take the work as a whole, and not just point a finger at one word or one line. many people refer to the bible in a similar way, they quote one verse and they think it tells the whole story... but rev trask can handle THAT issue. thank you!

Answers:Here are some of the books I was assigned in high school that were considered perfectly reasonable for teenagers to be exposed to: Julius Caesar (full of murderous plotting and actual murder and several suicides), White Fang (people trained dogs to viciously attack each other so they could gamble on it), Crime and Punishment (murder), Romeo and Juliet (murder, drugs and suicide), MacBeth (murder), Hamlet (murder by poisoning, numerous deaths). So what I'm saying is I don't believe in outright censorship in schools. There are some things that are clearly not acceptable for children to be exposed to. I wonder how many of these morally righteous people have children, I wonder how many who have children let their children play hours of video games (not just violent) or have the TV or Internet as babysitters. There are far worse things for children to be exposed to in life. The best way to stem the violence is for parents to talk to their children and spend more time with them. Do not be pleasers, be parents.

Question:need areading list of book titles for grade 2 students-library source

Answers:Aardema, V. -- Why Mosquitoes Buzz in People's Ears A mosquito tells a tall tale that sets off a chain reaction. Aliki -- Manners What ill-mannered creatures appear in this book! Allard, H. -- Miss Nelson is Back Miss Nelson is everybody's favorite teacher. The students are upset when she's gone. Arkhurst, J. C. -- Adventures of Spider An African folktale about a spider. Atwater, F. -- Mr. Popper's Penguins Mr. Popper loves penguins. What a shock it is when he gets one! Bang, M. -- Wiley and the Hairy Man Watch out for that Hairy Man! He'll put you in his sack! Baylor, B. -- Everybody Needs a Rock It's important how you choose your one special thing. Benjamin, A. -- Young Helen Keller Helen had a fever that left her blind, deaf and mute. The doctors doubted that she could ever learn to talk. Bjork, C. -- Linnea in Monet's Garden Linnea and her friend go to France and visit Monet's beautiful gardens. Brett, J. -- Town Mouse, Country Mouse After trading houses, the country mice and the town mice discover there's no place like home. Brown, L. -- Visiting the Art Museum A trip to the museum? How boring. (Or maybe not!) Brown, M. -- Sneakers Seven stories about a very fine cat are told. Bulla, C. -- The Chalk Box Kid Gregory has just moved, and no place feels like his own. Cameron, A. -- Stories Julian Tells Julian describes the everyday activities of his family and how these are turned into extraordinary, uproarious messes. Cerf, B. -- Bennett Cerf's Book of Riddles What kind of key can you find in the jungle? (A monkey, of course!) Cole, J. -- Bony-Legs This nasty old witch lives deep in the forests of Russia, in a house that sprouts legs and stalks about. Cooney, B. -- Miss Rumphius Miss Rumphius has traveled and seen wonderful things. But she'd like to do something to make the world more beautiful. Dahl, R. -- Fantastic Mr. Fox Extraordinary adventures of three nasty farmers, two curious creatures, a family of foxes and our hero. Danziger, P. -- Amber Brown is Not a Crayon When Justin finds out that he has to move away, Amber and Justin discover that things are not the same for two best friends. dePaola, T. -- Strega Nona (series) Strega Nona is a good, grandmotherly witch. But oh! That troublesome Big Anthony! deRegniers, B. (editor) -- Sing a Song of Popcorn Long poems, short poems, silly poems, sad poems - they are all here. Edom, H. -- Starting Soccer Here are soccer rules for the beginner. Fleming, V. -- Be Good to Eddie Lee The children are going on an adventure, and they don't want clumsy Eddie Lee to tag along. Flournoy, V. -- The Patchwork Quilt Tanya surprises her grandmother by finishing a quilt that is full of family memories. Gag, W. -- Millions of Cats The little old man and the little old woman are very lonely. If only they had a little cat. Gibbons, G. -- The Pottery Place This is the story of how cups, plates and bowls are made. Giff, P. -- Fish Face (series) The Polk Street School children are always in the middle of some exciting adventure. Graves, R. -- The Big Green Book Surely that old book isn't really magic!? Hadithi, M. -- Hot Hippo Hippo was miserable because he was so hot. So, he struck a deal with the god Ngai. Hall, D. -- Ox-Cart Man Describes the day-to-day life of an early nineteenth-century New England family throughout the changing seasons. Heller, R. -- Chickens Aren't the Only Ones All sizes and shapes and colors of eggs are on these pages. Howard, E. -- Aunt Flossie's Hats (and Crab Cakes Later) On Sunday afternoons, Susan and Sarah visit their great-great-aunt Flossie to try on her wonderful hats and to hear stories of her life. Khalsa, D. -- How Pizza Came to Queens What is in that mysterious package which Mrs. Pellegrino brought from Italy? Kimmel, E. -- Anansi and the Moss-Covered Rock Strange things happen when you mention that moss-covered rock. Kline, S. -- Horrible Harry and the Ant Invasion All four stories feature Harry and his many troubles. Krull, K. -- Alex Fitzgerald's Cure for Nightmares Alex thinks it's babyish to have nightmares. How can she make them stop? Lamorisse, A. -- The Red Balloon A red balloon follows a lonely little boy through the streets of Paris. Landon, L. -- Meg Mackintosh and the Case of the Missing Babe Ruth Baseball Meg finds a series of odd notes. Will they lead her to the missing baseball that was signed by Babe Ruth? Lattimore, D. -- The Flame of Peace Only Two Flint can save his people in ancient Mexico where war threatens. Lee, H. -- At the Beach A little boy at the beach introduces children to Chinese letters. Levy, E. -- Something Queer in the Cafeteria The food coming from the cafeteria is just not quite right. Lobel, A. -- Frog and Toad (series) Frog and Toad are the very best of friends. MacDonald, B. -- Mrs. Piggle-Wiggle (series) Eight funny and instructive stories in which the magical Mrs. Piggle-Wiggle helps teach children how to behave. Markun, P. -- The Little Painter of Sabana Grande Fernando loves to draw and make his own paint. But what can he use for paper? Maestro, B. -- Story of the Statue of Liberty The Statue of Liberty was first built in France and then shipped, piece by piece, to America. Marshall, J. -- George and Martha (series) George and Martha have tons of fun. Marzollo, J. -- The Pizza Pie Slugger It's been a terrible season. Will this losing streak ever end? Mayer, M. -- Liza Lou and the Yeller-Belly Swamp Will that wicked swamp witch be able to catch Liza Lou? McCloskey, R. -- Time of Wonder A summer on an island in Maine is described through the simple everyday experiences of children. McCully, E. -- Mirette on the High Wire Mirette learns to become a tightrope walker and also discovers a valuable lesson about courage and faith from her instructor. Meddaugh, S. -- Martha Speaks Martha, a dog, eats alphabet soup and soon learns to speak. But oh! The things that she says! Ness, E. -- Sam, Bangs & Moonshine A small girl learns a near tragic lesson in distinguishing fact from fantasy. Nichol, B. -- Beethoven Lives Upstairs A wild man has become our new neighbor. Oh, the noises he makes! Parrish, P. -- Amelia Bedelia (series) Amelia was told to dust the furniture, so that's just what she did. Why is everyone upset? Peet, B. -- Chester the Worldly Pig A disgruntled pig sets his sights on being more than something to eat. Peterson, J. -- Littles (series) Tiny people live within the walls of the Biggs' house. The Littles fear mice. Platt, K. -- A Swim Through the Sea This alphabet book is easier than snorkeling, and nearly as much fun. Polacco, P. -- My Rotten Red-Headed Brother A sister deals with the trials and tribulations of living with a freckle-faced brother. Prelutsky, J. -- New Kid on the Block "I'd never dine on dinosaurs" but you might like a taste of these poems. Priceman, M. -- How to Make an Apple Pie and See the World Here is a collection of ingredients necessary for making an apple pie, both food and utensils. Provensen, A. -- The Glorious Flight Fifty years ago it was daring and dangerous to think of flying from England to France. Rey, H.A. -- Curious George (series) Curiosity gets George the monkey into trouble, until he learns to put it to good use. Ringgold, F. -- Aunt Harriet's Underground Railroad in the Sky This very special train carried people to freedom. Rylant, C. -- Cobble Street Cousins (series) Three cousins live with their Aunt Lucy over the summer and dream up plans, projects, and romance. Schwartz, A. -- I Saw You in the Bathtub This is a book of short, silly rhymes. Scieszka, J. -- True Story of the Three Little Pigs The wolf gives his own outlandish version of what really happened when he tangled with the three little pigs. Shannon, G. -- Stories to Solve These stories will test your skills as a detective. Sha

From Youtube

The Lord of the Libraries :Before winning an Emmy for his work on "Heroes," then-student Chris Martin wrote and directed 2004's "The Lord of the Libraries" - a tale of action, adventure, and overdue books, parodying "The Lord of the Rings." Learn more about Martin at www.news.ku.edu And learn more about the KU Libraries at www.ku.edu

Building Academic Library 2.0 :Academic Library 2.0 Keynote Speaker: Meredith Farkas, Distance Learning Librarian Norwich University, Northfield A Conference sponsored by the Librarians Association of the University of California, Berkeley Division Once a symbolic bastion of traditional accumulations of specialized knowledge, today's academic library operates in an information landscape grown increasingly variegated and difficult to traverse. Paradoxically, at the same time, data, information, knowledge, cultural production, and scholarship are far more accessible, appropriable, and manipulable than ever before. New media attract widespread attention, more pliable technologies emerge with increasing frequency, and--most importantly--young generations of students and faculty with aptitudes, skills, and expectations borne of a world massively defined by the Internet and its progeny are populating the halls of academe. The convergence of the once distinct technological and social meanings of the term "network" is evident in the rise of communities of remote collaborations among friends, acquaintances, students, and researchers. These developments compel academic libraries to consider how best to apply new technologies to suit users' demands and to satisfy their institutional and educational missions. The Academic Library 2.0 conference will address the phenomenon of academic libraries taking affirmative steps to deploy technologies and services that facilitate users' virtually instant connection to ...