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Some Problems of Ladino/Judezmo Romanization
Get PDFWhile ALA/LC standards have been developed for the Romanization of Hebrew and Yiddish for bibliographic purposes, the lack of such a standard for the Romanization of Ladino/Judezmo impedes access to materials in that language. The distinctiveness of Ladino/Judezmo argues that it be treated on its own terms, and not as merely derivative of its principal components, Spanish and Hebrew. This article establishes the rationale for an ALA/LC standard for the Romanization of Ladino/Judezmo and suggests sources that could serve as its basis
Judaica Librarianship in the Age of the Internet
Get PDFWhat is the function of Judaica Librarianship, a printed journal, in the age of the Internet? This question has an underlying assumption: that paper journals will continue to exist in the electronic era. The question as well as the assumption are explored in this editorial
Library of Congress Classification for Judaica: Recent Changes (1993-1994)
Get PDFThe additions and changes to the Library of Congress Classification made from April 1993 to December 1994 and which are relevant for Judaica libraries are covered in this column. Most of the changes come under classes BM (Judaism), BS (Bible), DS (History of Asia) and PJ (Oriental philology and literature). Of major significance are the following changes: (1) Class number DS110 (Israeli regions, towns, etc., A–Z) was expanded with an extensive list of new cutters. (2) The scope of class number PJ5054 was limited to Hebrew authors who published between 1946 and 1990, and a new class number, PJ5055—with a sophisticated breakdown—was introduced for authors who published since 1991. (3) The part of class number Z7772 dealing with Bibliographies on Parts of the Old Testament was divided into two sections: Groups of O. T. Books and Individual O. T. Books; each section was in turn expanded with numerous cutters
Yitzhak Kertesz (1956-1995): In Memoriam
Get PDFThe career and contributions of Yitzhak Kertesz, the late Chief Librarian of the Leo Baeck Institute in New York, are described. Appended is a translation of a eulogy by Dr. Jozsef Schweitzer, Director of the Rabbinical Seminary in Budapest, which appeared originally in Hungarian
Sefarad and Ashkenaz: Three New Bibliographies
Get PDFA review essay based on these three books:
Spanish and Portuguese Jewry: A Classified Bibliography, compiled by Robert Singerman (Westport, CT: Greenwood Press, 1993). xvi, 720 p. Index. (Bibliographies and Indexes in World History, no. 30.) ISBN 0-313-25752-3.
Przewodnik po bibliografiach polskich Judaik6w = Guide to Bibliographies of Polish Judaica, edited by Krzystof Pilarczyk (Cracow: Jagiellonian University, Research Center of Jewish History and Culture in Poland, 1992). 222 p. Indexes. (Studia Polono-Judaica: Series Bibliographica, 1.) (Added t.p.: Madrikh le-bib/iyografiyot she/ ha-yudaikah ha-polanit.) ISBN 83°233-0488-2. •
Bibliographies of Polish Judaica: International Symposium, Cracow, 5th-7th July 1988 (Proceedings), editor Katarzyna Muszyn'ska (Cracow: Jagiellonian University, Research Center of Jewish History and Culture in Poland, 1993). 231 p. (Studia PolonoJudaica: Series Librorum Congressus, 1.) (Added t.p.: Bibliyografiyot she/ yehude Polin: kenes benle'umi, Krakuv 5-7 be-yuni 1988). ISBN 83-233-0622-2
Library of Congress Subject Headings in Jewish Studies: Recent Changes (1992-1994)
Get PDFThe following subject headings of interest to Judaica and Hebraica librarians were culled from Library of Congress Weekly Lists nos. 21–51 (1992) (May 20, 1992–December 16, 1992), 1–51 (1993) (December 30, 1992–December 15, 1993), and 1–5 (1994) (January 5, 1994–February 2, 1994).
This list continues my earlier one, published in Judaica Librarianship, vol. 7, no. 1–2 (Spring 1992–Winter 1993), pp. 72–78. This list is also an update of my 4th edition of Library of Congress Subject Headings in Jewish Studies (New York: Association of Jewish Libraries, 1993).
The term "Jewish Studies" is defined broadly and includes Old and New Testament studies, rabbinical literature , Hebrew and other Jewish languages, Hebrew and other Jewish literatures, Jewish history (including history of the Jews in the Diaspora), Israeli history (including current events in the Land of Israel), geography of the Land of Israel, history of the early Near East (Assyria, Babylonia, etc.), and more. The list also includes headings that may be subdivided with the Religious aspects-Judaism subdivision and with the Religious aspects subdivision that may not be subdivided further
Generations Sharing the Holocaust Experience
Get PDFThe author's feelings and experiences in sharing the Holocaust with her own children and the children she addresses regularly in schools are discussed in this paper. From her talks and exchanges with young people, it has been the author's experience that stories of how we lived, not perished, make the greatest impact on young and old listeners. Unless we know the people's lives and what the Jewish people, as well as society at large, lost through the deaths of countless brilliant, educated, compassionate people, as well as children whose futures will always remain unknown and unrealized, we cannot fully mourn their deaths. To really know what the world lost through the Nazi terror, we must share stories of family members and of people we knew and admired with those to whom Holocaust victims are becoming statistics and numbers, not individuals with vibrant lives and futures that were cut down.
Children particularly need to hear life stories of those who perished, not only the facts of how their lives ended. The author reports on sharing the Holocaust experience, not only with Jewish children, but with children of all religions, colors, ages and backgrounds-not only in person, but through correspondence, conference calls/ visits and classroom exchanges as a volunteer for the New York City School Volunteers Program in which she takes part
Literary Commentary: A Transactional Approach to Holocaust Literature
Get PDFThrough active reading strategies including annotation, shared inquiry, and interpretive discussion, librarians can play a major role in the development of age-appropriate Holocaust literature programs suitable for library and classroom settings. Literary response theory becomes practice as librarians and students, in this updated adaptation of the chavruta, use writing journals to articulate and exchange questions, comments, and feelings about the books they have read and recommended, bridging the gap between the generations of readers who share, through literature, the Holocaust experience