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Oregon’s County Law Libraries: Providing Legal Information and Reference Assistance Across the Miles
Get PDFIn Oregon, all 36 counties are statutorily required to “operate a free law library that is convenient and available at reasonable hours; or provide free law library services at one or more locations that are convenient and available at reasonable hours” (Or. Rev. Stat. § 9.815). County law libraries have been around for more than a century in Oregon; however, what those libraries look like today and the depth of services or resources they offer vary dramatically statewide. In rural and small counties, especially, there may be limited (or nonexistent) resources, physical space, and staffing. Despite the challenges, many counties outside the Portland metropolitan area are striving to meet—and succeeding!—the legal information needs of both attorneys and non-attorneys through non-traditional service models, targeted outreach, staff training, and other endeavors. As a result, these libraries are helping to further “access to justice,” a national movement to ensure that everyone, regardless of economic means, has equitable access to the justice system, which includes legal protection, legal awareness, and legal counsel (United States Institute of Peace, 2009).
Oregon county law libraries have a long, well-established history of skillfully providing legal research information, reference assistance, and referrals to the public, lawyers and non-lawyers alike. More than ever before, small and rural county law libraries are discovering and devising innovative ways to make big impacts on their community’s legal information needs. Nevertheless, significant room remains for growth and improvement. It is hoped that this article inspires some readers to investigate the public law library services currently offered in their own county, to evaluate the quality of those services, and to brainstorm ways in which the services could be improved or more widely appreciated and supported
Agriculture and Art Meet at the Library
Get PDFIn July 2015, I was approached by Perry Stokes, Director of Baker County Library District and President of Libraries of Eastern Oregon (LEO), about an arts program that was being funded through ArtPlace America. If you didn’t know, LEO is the nation’s largest geographic library consortium, and we seek to enhance civic engagement, social capital, and the personal development of individuals. Fifteen counties and more than 50 public libraries in Oregon make up LEO, from Hood River to Ontario, Baker City to Lakeview, and just about everywhere in between, with a few exceptions in Central Oregon. The idea behind the ArtPlace America grant was to help impact conversations with local governments and national agencies about how the arts benefit rural economies.
The library presentations and workshops were the easiest things to tackle, but what ArtPlace was looking for from LEO was more than just arts-related workshops to be held at libraries. It wanted us to make a difference in our communities through the arts. The story that follows is an account of how we went about that larger goal with the film project titled “Harvesting Our Stories” (HOS).
The goal of HOS was to pair artists with agricultural producers to tell stories of how these two seemingly different occupations impact our state’s rural economy and work together for stronger and more vital communities
Ready2Learn Five Years Later
Get PDFIn July of 2013, the first Ready2Learn library card was issued in Eastern Oregon. At the time, Project Ready2Learn had the support of the Library Services and Technology Act, Governor Kitzhaber, Oregon College Savings Plan (OCSP), Greater Oregon Behavioral Health Inc. (GOBHI) and a committed team of librarians ready to prove that frequent library use is directly connected to success in school. Fast forward to today and what you have left is GOBHI, the librarians, and some pretty compelling evidence that what we are doing is working.
On paper, the purpose of Ready2Learn was to increase kindergarten readiness. However, the program had a larger goal: to demonstrate that the services already being provided in libraries for children ages 0–6 were giving kids a leg up when they entered kindergarten.
This article provides an overview of the program from its launch in 2013 to its evolution in 2016. As a longtime member of the Ready2Learn coalition, I will outline the struggles and successes of the program, concluding with the results of the Kindergarten Assessment conducted this fall
The Alvin M. and Betty Josephy Library of Western History and Culture
Get PDFChief Joseph of the Nez Perce died in exile on the Colville Indian Reservation in Washington State in 1904, after being rebuffed on two trips to Wallowa County, Oregon, to convince the local citizenry to allow him to buy land. He asked to be allowed to live out his days in the “land of winding waters” that held the bones of his father and his people. Denied, he lived out his days on the Colville, befriended by University of Washington professor Edmond Meany, and famously photographed by Meany’s friend, Edward Sheriff Curtis. A few short years after that Wallowa visit, living in a tipi on the Colville Reservation, Chief Joseph—Hin-mah-too-yah-lat-kekt—“died of a broken heart.” The New York Sun announced that “the most famous Indian in America” was gone.
In 1965, Alvin M. Josephy Jr.’s Nez Perce Indians and the Opening of the Northwest brought Joseph and the Nez Perce back to national attention. While working on that book, Josephy and his family fell in love with the Wallowa Country and bought a small ranch. Throughout his long working career, boxes of books and research material would be packed and shipped from the Josephy home in Greenwich, Connecticut to Joseph, Oregon, and then back the other way. The Josephy Library is based on material from those home libraries in Greenwich and Joseph, with special attention to Josephy’s own writings and to the history and culture of Indians and the West.
The library is housed in the Josephy Center for Arts and Culture on Main Street in the town of Joseph (“Joseph” and “Josephy” are only accidentally and serendipitously related). We tell the Nez Perce story—and other stories of Indian and Western history—with books and journals, guest speakers, blog posts, private conversations and presentations to local students, residents, guests, and groups from across the world
Unlock the Box at Your Library
Get PDFAre you fascinated by the escape room craze sweeping the nation but unsure how to bring it to your library? An escape room is an immersive experience in which a group works through a series of themed clues and puzzles to solve a mystery and “escape” a room within a given amount of time, usually an hour. Libraries can provide a similar experience by having patrons open a series of locks on a hasp closing a single box. Patrons race the clock to open the box. Holding an Unlock the Box program at your library is more achievable than you might think. You need a few reusable supplies, a set of clues and puzzles around a central story, a space to convert, and an enjoyment of puzzles
Stepping Up: Applying Situational Leadership Concepts to Public Library Work With Teens
Get PDFWorking with teens is fun, nerve-wracking, and never dull. After building and growing a thriving teen council at our library for nearly ten years, I’ve spent some time thinking about what I want teens to get out of their experience at the library. One of the big things that they need and want is to develop leadership skills. Every application for college or scholarships seems to ask how they are demonstrating leadership, so I decided several years ago that I would build in opportunities for them to develop these skills on the council. This has taken the form of them leading meetings, splitting up into smaller groups lead by a teen leader, and taking on other, more advanced responsibilities. After learning a bit more about the Situational Leadership model at the Leadership Institute of the Oregon Library Association (LIOLA) conference, I am able to see the times when council members have demonstrated or responded to leadership behaviors described in the model. This article will look at some of these instances and discuss how teaching teens about this model might strengthen their own leadership abilities
Volume 24 Issue 2 Introduction
Get PDFLots of Ways to Be a Leader Or: I Am a Library Leader, and So Can You!
People tend to have a fixed mindset about who “librarians” are and how library staff should act, represent their profession, and lead. When I say “people,” I am envisioning every public official, captain of industry and Lyft driver who has ever asked me how many people I shush in a day, and then I am envisioning a rain of cartoon anvils. To be fair, I’m also thinking of a younger version of myself, picking out the dowdiest clothes in my wardrobe for my first day as a circulation clerk at my college library.
Thirteen years and many burritos later, I’m still a loudmouth slob who routinely cracks wise and writes policies galore but enforces the only rule that makes sense to me: don’t be a dick (Wheaton, 2007). I’m also the Assistant Director of Library Services at Crook County Library, and someone who wears the title “librarian” with pride. I got here through the guiding example of peers and bosses who showed me that “librarian” is not synonymous with “lame-o” and that in fact the best library leaders—the ones who do the most to effect positive change in their institutions and their communities—are the ones who embrace their strengths and dreams without compromise. This was the central thesis around which the inaugural Leadership Institute of the Oregon Library Association (LIOLA) was built, but it wasn’t entirely news to me
Glass Beads in Iron-Age and Early-Modern Taiwan: An Introduction
No full textArchaeological research has revealed a long history of glass bead exchange and use in Taiwan, yet it has seldom been discussed in the literature. This paper provides an introduction to this exchange from the Iron Age (ca. late 1st millennium BC – mid-2nd millennium AD) to the early modern period (ca. AD 1600-1900) by revisiting the archaeological and historical records. It is suggested that changes in bead styles and chemical compositions over time reveal the transition of bead supply in Taiwan, which further reflects two broad phases of bead trade: Phase I) the earlier involvement of Taiwan in the Indo-Pacific bead exchange (1st millennium AD) and Phase II) the later cultural and economic contacts between the indigenous people, Chinese merchants, and Europeans (2nd millennium AD)
More on Frit-Core Beads in North America
Get PDFThis article publishes new findings on frit-core beads in North America, including an initial assessment of their chemical composition. Two new find sites have been added to the inventory, bringing the total to 19. In addition, two new types have been recorded, each with variants. The bead from one of the new sites comes from a context later than the date range attributed to this bead category. Its significance is discussed