VOLUME 9

NO.2

Kids and Books

A LL TOO OFTEN, sticky coversand scribbled, torn pages maybe prominent features of chil-

dren’s library collections. These problemscan be kept to a minimum through simpleinstructions and positive reinforcementaimed at the library’s youngest users.

Children’s librarians in both public andschool libraries encounter a wide variety of book handling habits—from those oftots with very limited exposure to books, to those of children who have had theopportunity to interact with books sinceinfancy. The goal of the librarian is to gaugethe awareness level of each child and devisemeans of imparting good book handlingskills, so that library materials are well caredfor and accessible to all who need them.

The librarian can use all contacts withchildren as an opportunity to demonstrateand foster proper care of materials througha combination of more formal educationsessions built into public library storyhours or class library time in school

libraries as well as through common-senseprocedures and practices that may be integrated into general library routines.

Children’s librarians repeatedly attest tothe fact that children typically ignore unat-tractive or overly worn books. Therefore ifbooks can be kept in good condition as longas possible through careful handling, readingwill be encouraged. At the same time thelibrary’s budget will benefit, as popular titlesneed to be replaced less frequently.

Start EarlyPreservation education may begin at a veryearly age, as children are introduced to thepicture book collection. Even the youngestchildren can be reminded to wash theirhands before handling books, to keepbooks away from pets, food and liquids,and to put them in a special place so thatthey don’t get lost.

Children can be shown how to turnpages, not by lifting with their thumbsfrom the lower edge of the page near thebinding (which is more likely to result in

The goal of thelibrarian is togauge theawareness levelof each childand devisemeans ofimparting goodbook handlingskills, so thatlibrary materi-als are wellcared for andaccessible to allwho need them.

Archival Products

NEWSEncouraging Preservation Awareness in Childrenby Andrea Rolich

tearing), but by carefully lifting the lowerright corner or fore-edge of each page,then using the palm of the hand to helpturn the page.

Combine practice in turning pages withpractice in other skills that youngsters mustmaster to succeed eventually in the schoolenvironment. Story hours in both publicand school libraries provide good opportu-nities to do this. Ask the children to sit in a circle, so that they can be easily observed.Give them books and ask them to “readalong” for two or three minutes. As theyare reading, take note of their interactionwith the books and encourage effective useof the materials on a number of levels. Forexample, remind the children how to turnpages properly and praise them for doingso; or if a child leafs rapidly through thebook and seems not to have given it muchattention, ask that s/he look through thebook again and try to find a particular pic-ture (e.g., the kitten eating). In this way,appreciation of the content of the book iscombined with proper handling instruc-tion and practice in focusing on a task fora given period of time.

Casualties of UseTo build an awareness of some of the mis-fortunes that can befall library materials,maintain a small collection of damagedbooks and show the children signs of care-less and improper handling—torn, dirty,or scribbled pages, or a dog’s chew marks.

Tell the children (and their parents) not to repair materials themselves, but to report such damage so that it can berepaired properly with special materials.Ensure that this will be done by reactingto reported damage with understanding(“accidents can happen”) and humor (“mygoodness, even your dog loves books”),rather than with strong disapproval. At thesame time, remind young users to keeptheir library books in a place where they

are protected and can be easily foundwhen it is time to return them.

Library Organization and PreservationOlder children may also be made aware ofthe fact that library organization is related to the care of and access to materials. Whenchildren are about third grade they may begiven formal instruction in use of on-linecatalogs. Younger children can be introducedto the special arrangement of their library byhelping them find all the works of a givenauthor, by seeking authors whose namesbegin with a particular letter of the alphabet,or by arranging titles in alphabetical order. Inthis way, young readers become aware thatthe library is an organized entity, rather thanan assortment of books on shelves, and thateach item should be in a particular place sothat everyone will be able to find it.

To prevent books from being misshelvedor badly shelved, ask children to placebooks that they have used on the tops ofthe shelving units or on special tables. Inschool libraries, the librarian might invitestudents to join a “Library Helpers Club”to assist the librarian or an adult aide in reshelving volumes. Books should beshelved upright (or flat, if very large) andnot too tightly packed on the shelves. Thiswill allow volumes to be removed easilywithout pulling and tearing the spinecaps.

Special CareStress that large, heavy books must begiven special treatment. Tell children suchvolumes might hurt their fingers or fall ontheir toes, and that the books themselvescan be damaged if they fall to the floor.Encourage kids to ask for help in transfer-ring big books to a table where the bookshave proper support and can be easily used. In some school libraries, volumesthat are large and heavy, especially if theyare expensive to replace, cannot be checkedout, but must be used in the library.

E N C O U R A G I N G P R E S E R V A T I O N AWA R E N E S S I N C H I L D R E N – c o n t i n u e d

2

To preventbooks frombeing mis-shelved or badlyshelved, askchildren toplace books thatthey have usedon the tops ofthe shelvingunits or on special tables.In schoollibraries, thelibrarian might invitestudents to joina “LibraryHelpers Club”to assist thelibrarian or an adult aidein reshelvingvolumes.

3

Other large-format books, which maynot be particularly heavy but are oddlyshaped (e.g., fifteen inches square) or havefold-out or pop-up pages, can be allowedto circulate, but the librarian might tiethem closed with a length of brightly colored heavy-gauge yarn to help preventdamage should they be dropped, and toremind the young user that this bookneeds careful treatment.

To minimize exposure to the elementsand other potential hazards, encouragechildren to transport all books in bags orbackpacks. Distribute plastic bags duringinclement weather; the bags can be printedwith the library or school logo and apreservation message about keeping books

dry. At the time of checkout, place maga-zines into paper envelopes to minimizedamage to fragile paper covers.

Aids to good habitsTo help preclude such habits as turningdown corners, placing the book face downor using pencils or other damaging bulkyitems to hold the place, make free book-marks available at all times. Effort shouldbe made to provide attractive bookmarks,either purchased from commercial sourcesor created in-house in connection with aspecial event. For example, when an authoror illustrator visits the school, s/he mightbe asked for an autograph or quick sketch,which can then be reproduced on book-marks. Themes from special units of studycan also be depicted. Libraries can sponsorposter or bookmark contest related to

preservation themes. Prominent displays ofthe results remind all library users to treatlibrary materials gently.

Messages about proper care of librarymaterials are taken more seriously andgiven greater meaning when children learnto enjoy many different aspects of thebook. School librarians and teachers canwork together to cultivate appreciation of texts, illustrations, and the settings ofbooks, while relating this to the authors’biographies and experiences. This may bedone through concentrated study of anauthor of the month or through compari-son of many different illustrated versionsof often retold tales such as “The Owl andthe Pussycat”. Music classes might echo

favorite stories with programs of songsbase on Charlotte’s Web, The Tale of PeterRabbit, and episodes from Tom Sawyer andHuckleberry Finn.

Older elementary school students maybe encouraged to own books; this mighteven be combined with a competition for “Newbery” and “Caldecott” awards.Today’s computer literate students can usedesktop publishing programs to createbooks for the classroom or to “publish” theproducts of their research projects. Some of these “publications” can be bound andadded to the library’s circulating collec-tions. In the school setting, appreciationmay be further enhanced through paper-making demonstrations. In connectionwith the study of papermaking, a promi-nent industry in Wisconsin, students

continued on page 8

Book handlingis best taughtthrough modeledbehavior andthrough sensibleroutines estab-lished and practiced in the library.Both formalinstruction and informalreminders givenas necessary help youngreaders keeppreservationissues in mind.

E N C O U R A G I N G P R E S E R V A T I O N AWA R E N E S S I N C H I L D R E N – c o n t i n u e d

Don’t lift here.Lift here and use palm of hand to

support the whole page as you turn.

Where did the idea come from?

BILL ANTHONY, PAST CONSERVATOR

of the University of Iowa (UI)Libraries, was known for his repli-

cas or models of historical bindings. He usedmodel making projects to teach skills of thebookbinding craft and many of his modelsand those of his apprentices were included in the 1985 exhibit—“The Art and Craft of Bookbinding”. These models have beenpreserved in the Conservation Lab of the UI Libraries Preservation Department.

One good idea leads to another and the bookbinding models produced by BillAnthony and his apprentices now providethe core for an important new teachingresource. This is the newly established col-lection of bookbinding models at UI. Withbibliographical management and deliberatecollection development, we plan to build

the model collection into a unique, interna-tional resource for students in book studies.

What are bookbinding models?Bookbinding models are used to exemplifyand demonstrate the various mechanismsof books. Some are highly specialized suchas the production “dummy” for a hand-bound edition. Others can be extremelyexperimental, relating more to conceptthan practical application such as modelsof non-adhesive structures or a mock-up of a sculptural assembly made by a bookartist. Historical binding models, requiringtraditional craft skills, exemplify binding of a historical type and historical period.They may also exemplify a particular craftcontext and a particular national tradition.

All binding models can be used fordemonstration and examination of book

4

One good idealeads to anotherand the book-binding modelsproduced byBill Anthonyand his appren-tices now pro-vide the core for an impor-tant new teach-ing resource.This is thenewly estab-lished collectionof bookbindingmodels atUniversity ofIowa.

Mechanisms for Book Building: Bookbinding Models at the University of Iowa Libraries

by Gary Frost

5

action. Unlike real historical bindings,models can be freely manipulated toobserve the mobility of the bound struc-ture. Bookbinding models permit directvisual and tactile inspection of combina-tions of materials and structures.

Bookbinding models are greatly appreci-ated by binders and by book art educatorswho know how influential these kineticdevices can be. Yet they are also of immedi-ate appeal to anyone interested in books.Ultimately researchers will examine binding

models for evidence of the recent history ofbook crafts and book conservation.

Bookbinding models deserve better doc-umentation especially since they tend to be undocumented internally and typicallyinclude only blank leaves. Bookbindingmodels also lack advocacy from an institu-tion with an appropriate interest and dedi-cation to the progressive study of modernbook crafts and art. The UIL and the UICenter for the Book provide just the righthome for these deserving artifacts.

What are the next steps?Assembling the existing bibliographicinformation on the collection, we are pro-viding an on-line retrieval system. We willmake contact with potential binding modeldonors and coordinate development of thebinding model collection with other strate-gic funding plans for the UIL, and UICB.We are also commissioning new works for the collection.

We are integrating the use of the collec-tion into the UIL/UICB credit courseStructure of the Hand Made Book and the Library’s conservation staff is providingaccess and guidance to the collection forresearchers, book arts educators and bookcraft students.

What can others do?Explore the UIL web site on bookbindingmodels at www.lib.uiowa.edu/conserva-tion/models/index. html. Also note thatthe Structure of the Hand Made Bookclass is given every fall semester.

Assist collection development. We hope that the UIL Bookbinding ModelCollection will inspire donations frombookbinders and others who will seek outthe opportunity to have such materialsappreciated, used and preserved.

Gary Frost is Libraries Conservator at the University of Iowa Libraries, 100 Main Library, Iowa City, IA 52242-1420,gary-frost@uioa.edu, 319-335-5908.

M E C H A N I S M S F O R B O O K B U I L D I N G – c o n t i n u e d

All bindingmodels can beused for demon-stration andexamination of book action.Unlike real his-torical bindings,models can befreely manipu-lated to observethe mobility of the boundstructure.Bookbindingmodels permitdirect visualand tactileinspection ofcombinations of materialsand structures.

Multi-Quire codexEgypt

Girdle bookNorthern Europe

Russia bandedstationery binding

Early account book

Cut-away printed book15-20th centuries

Modern fine binding

THERE ARE STRONG

ties between LBS,The University of

Iowa and the University ofIowa’s Center for the Book.Aside from the occasionalclass tour of the LBS facili-ties by students in theUniversity’s library pro-grams, LBS and theUniversity of Iowa are com-ing together to preserve thepast and teach future gener-ations about the art andscience of book structure.

A piece of LBS historyresides in Special Collectionsat the University of Iowa’slibrary—a set of twelve volumes ofNapoleonic letters and memorabilia, collected and bound by Ernst Hertzberg inthe early 1900s. The set was painstakinglybound with each of its twelve volumesencased in its own leather box. It was thensold in conjunction with the 1904 St LouisExposition for $12,000. With these funds,Hertzberg started the Monastery HillBindery in Chicago. As his family andbusiness grew, Ernst sent his grandsons tostart satellite binderies. In 1921 he sentGrover Hertzberg, Ernie Hertzberg andFred James, Sr. to start the HertzbergBindery in Des Moines, Iowa. In 1953 the bindery merged with New MethodBindery and a new company emerged—Hertzberg-New Method in Jacksonville,Illinois. The resulting Hertzberg-NewMethod developed into one of the largestlibrary binderies in the United States.

Library Binding Service, now know asLBS, emerged from the original HertzbergBindery as a printer of children’s book covers and a bindery supplier in 1953.LBS continues this business with steadygrowth and diversification, and is one ofthe largest distributors of fabric based covers and reinforcing materials for booksin the United States.

Recently, the collection of Fred James,Jr. was donated to the University of Iowa’sCenter for the Book Arts. The culminationof over 55 years of collecting books aboutbooks, typography and paper, as well as acollection of rare decorative papers fromaround the world, were transferred to IowaCity this winter. There are over 500 booksin the collection, as well as examples ofbookbinding that trace the history of binding for several hundred years. The collection contains rare documents and

6

LBS and theUniversity of Iowa arecoming togetherto preserve thepast and teachfuture genera-tions about the art and science of bookstructure

LBS and The University of Iowa Preserve History for Future Bookbindersby Fritz James, LBS President

LBS’ President Fritz James discussed his personal library with university ofIowa students during a visit.

7

L B S A N D T H E U N I V E R S I T Y O F I O WA – c o n t i n u e d

development of the LibraryBinding Institute andresulting standards forlibrary binding. Also in thecollection are examples ofleather, cloth and papersused in early Americanbookbinding.

Yet another benefit ofthis partnership will occurin 2005. The University of Iowa Libraries, the UICenter for the Book andLBS will sponsor a confer-ence on the prospects in thefield of book conservation,tentatively set for July 14-18, 2005. As part of theConference, the UI librarieswill hold an exhibit highlighting the JamesCollection, as well as a retrospective exhibit featur-ing the work of the distin-guished conservator andbookbinder Bill Anthony.This gathering with accom-plished book conservatorsand conservation educatorswill provide an excellent

opportunity for interactionwith students, practitionersand preservation librarians.More details will be avail-able in the coming months.

Fritz James, owner andpresident of LBS, is proudof these cooperative effortswith the institution thatnow houses his father’s collection. He knows thecollection is in good handsand will be used for valu-able research. It’s rare that abusiness can trace its rootsback to the sale of a set of books. It seems veryappropriate that the FredJames Collection resides inSpecial Collections at theUniversity of Iowa—along-side the set of Napoleonicletters that started it all back in 1904.

University of Iowa Center for the Book:www.uiowa.edu/~ctrbook/

University of Iowa Libraries field trip toLibrary Binding Service: www.lib.uiowa.edu/preservation/pages/news/ LBS2001.htm

Rehousing a Portrait Collectionby Susan Martin

In 1989, conservators at the New York Academy of Medicine

received a grant to re-house their extensive “Portrait Collection”.

This heavily used group of 17,000 images included engravings,

etchings, photographs and newspaper clippings from the 18th-

20th centuries. At that time, most of the portraits were attached to

acidic and brittle backings with a variety of adhesives and tapes

that were very damaging. Due to the size of the collection, the

conservators only had time to remove the portraits from their

dangerous mounts and re-house them in appropriate folders.

When the staff looked through all of the archival catalogues,

we were surprised that none of the folders commercially avail-

able answered all of our requirements: we required stiff covers

on an acid-free folder that would protect the portrait within. We

were looking for an inner polyester film envelope that would allow

viewing both recto and verso without having to touch the artwork

and easy removal if necessary. While researching the problem,

we came across an Archival Products catalog containing com-

ments by Barclay Ogden about his successful design collabora-

tion. We contacted Archival Products and explained our need

for a specific type of folder. The people there were immediately

enthusiastic about a collaborative effort to create this. After many

telephone conversations and numerous prototypes exchanged,

the ideal folder was created. Subsequently named the “Academy

Folder”, 17,000 folders were ordered in two sizes.

The conservation staff at the Academy was delighted with the

result and we found the entire process of design and modification

to be very gratifying. Archival Products was supportive from the

start of the project and the give-and-take between the parties

was always constructive. Now, more than 10 years after the

collaboration, Archival Products sells the Academy Folders in

nine different sizes and has recently added an oversize line to

accommodate newspapers and maps. The conservators at the

New York Academy of Medicine use these folders now for many

different collections and we are always proud to explain their

creation to fellow conservators and other visitors to the lab.

Susan MartinGladys Brooks Book & Paper Conservation LaboratoryThe New York Academy of Medicine Library1216 Fifth Avenue, New York, NY 10029

LBS’ President Fritz James and Sid Huttner, Head of UI Special Collections.

LBS/Archival Products1801 Thompson Ave.P.O. Box 1413Des Moines, Iowa 50305-14131-800-526-5640515-262-3191Fax 888-220-2397custserv@archival.com www.archival.com

might be allowed to make their own paper.The general environment of a library

also affects care of the collections. If thelibrary is kept neat and clean, this promptsyoung users to take responsibility for help-ing to keep it that way. Most childrenenjoy their library experiences; a generalsense of pride in their school or publiclibrary and a sense of ownership carry overto good treatment of library materials.

ConclusionBest results are achieved when the librarianhas good rapport with children and arelaxed approach to guiding them in bothreading and care of library materials. Bookhandling is best taught through modeledbehavior and through sensible routinesestablished and practiced in the library.Both formal instruction and informalreminders given as necessary help youngreaders keep preservation issues in mind.

Originally published in WISPPR News by the Council ofWisconsin Libraries and the UW-Madison General LibrarySystem.

Andrea Rolich is Preservation Librarian at the University of Wisconsin-Madison, Memorial Library, 728 State Street,Madison, WI 53706-1418, phone 608-262-0897, 608-265-2754,anrolich@library.wisc.edu

REFERENCES

Into the Future: On the Preservation of Knowledge in theElectronic Age a Terry Sanders film produced in associationwith the Commission on Preservation and Access and theAmerican Council of Learned Societies.

Promoting Preservation Awareness in Libraries, A Sourcebookfor Academic, Public and Special Collections (edited by JeanneM. Drewes and Julie A. Page, The Greenwood LibraryManagement Collection, 1997) A complete guide to user educa-tion aimed at all types of patrons in all types of libraries. Basedon the assumption that most misuse of library materials isbecause of misunderstanding or lack of understanding, thebook focuses on all types of patrons and changing attitudes.

The Unabashed Librarian, Number 104, 1997, features an articlethat should be read by every library.... Flood Recovery HealthConcerns. A summary of Flood Cleanup Alert Bulletins that fol-lowed the 1993 flooding in the Midwest.

New Tech News (October 1997 issue) announced the UCBerkeley Library Preservation Help. Berkeley librarians have anapplication available for download on the Web (http://sunsite.berkeley.edu/CALIPR/about.html) designed to help libraries with-out preservation expertise on staff to develop plans for address-ing preservation needs. Called Calipr, this tool helps library staffcollect and interpret data related to the preservation demands ofindividual collections. Although it cannot evaluate the efficacy ofexisting preservation programs, Calipr "generates several differ-ent management reports to provide important insights into theneeds of collections as a whole and to those parts of collectionsof greatest value and at greatest risk of damage and loss".Accompanied by a feasibility study, the application helps matchpreservation needs to technical and staff resources, suggestingrealistic preservation strategies for institutions.

This program was developed and tested in 1989 and its vari-ous revisions have been used throughout the California StateLibrary System and by members of the Research Libraries Group.An accompanying case study, entitled "Using Calipr for StatewidePreservation Planning: The California Preservation NeedsAssessment Survey", gives users an example of the application’suses in making assessments across systems or consortia.

E N C O U R A G I N G P R E S E R V A T I O N AWA R E N E S S I N C H I L D R E N – c o n t i n u e d