A REVIEW OF THE
LIBRARY SKILLS WORKSHOP
HELD IN EUGENE, OREGON
JUNE 1990
REPORT PREPARED BY MARY ANN LUND
UNIVERSITY OF OREGON MICRONESIA PROGRAM
EXECUTIVE SUMMARY
"This workshop really opened my eyes to a lot of things I didn't know a
librarian should be aware of and should be doing in order to promote our
library's materials. I used to think that libraries were places to
maintain and organize books for people to come and use."
"This workshop was very helpful and fun. I learned so much by now I'm
very comfortable in working in the library and helping people."
Comments made by participants of the Library Skills Workshop held
June 11-30, 1990 at the University of Oregon.
Positive comments like these attest to the overall success of the Library
Skills Workshop. The workshop proved to be a fun learning venture for
everyone involved with it--participants, project planners and trainers
alike.
Although the ultimate success of the workshop depends on the
participants' ability to translate their experiences into new practices
within their home libraries, the workshop had an immediate and positive
impact on each of the participants. In particular, the following outcomes
resulted from the workshop:
1. Each participant was exposed to new ideas about library service. The
workshop sessions were designed so that each concept could be studied
and practiced. Participants were also able to observe how various
libraries plan for a provide a variety of library services. Although some
topics were more difficult for the participants to understand, they
participated in each day's session with enthusiasm and energy.
2. The participants had an opportunity to develop working relationships
with other librarians working on their islands and throughout the region.
The workshop sessions allowed them to exchange ideas and to consider
methods of dealing with common problems and issues. The participants
consistently stated that one of the most valuable aspects of the workshop
was having the ability to share ideas with one another.
3. Many of the participants had never had the chance to examine libraries
other than those on their islands. During the workshop, each participant
was able to closely examine a number of libraries ranging from academic
to public libraries.
4. The participants received a set of up-to-date reference books to take
home to their libraries. During the course of the workshop, they learned
how to use these books as well as how to interact with patrons needing
reference assistance.
The following report describes the content of each workshop session and
includes comments about each session from both the project coordinator
and the participants.
TABLE OF CONTENTS
Introduction 1
Planning the Workshop 2
Venue 2
Trainers 3
Selecting	the Participants 5
Planning the "Extras" 5
The Workshop 7
Week 1 7
Week 2 11
Week 3 15
Overall Evaluation of the Workshop 20
Recommendations for Future Activities 27
Appendix 1:
Appendix 2:
Appendix 3:
Appendix 4:
Appendix 5:
Appendix 6:
Proposal for the Library Skills Workshop
List of Workshop Participants
Certificate Presented to the Participants
Course Outlines
List of Books Presented to Each Participant's Library
Scenes from the Library Skills Workshop
INTRODUCTION
In the summer of 1989, the United States Information Agency contracted
with a library consultant to perform an assessment of libraries in
Micronesia. 1 This assessment was designed to:
• Locate existing libraries throughout the region,
• Determine the strengths and weaknesses of these libraries and to
suggest ways to improve library collections and level of
service.
• Determine if resource sharing could distribute scarce information
resources efficiently and effectively throughout the region,
and to
suggest ways in which new information technologies might be
employed within the existing libraries.
Several general recommendations were made to USIA following this
assessment which emphasized that library service could be improved
throughout the region by:
1. Training librarians in the proper techniques for operating
libraries, and
2. Enhancing collections by the direct contribution of books and
material particularly in the areas of children's books,
reference material and material with a Pacific regional focus.
Believing that it was important to implement some of the
recommendations presented in this library assessment, the report's
author, Mary Ann Lund, and Dr. Maradel K. Gale (Director, University of
Oregon Micronesia Program) submitted a grant proposal 2 to USIA which
outlined plans for a short-term training project designed for librarians
1 Excluded were Guam and the Commonwealth of the Northern
Marianas.
2A copy of the proposal is located in appendix 1.
1
from Micronesia. The proposal's goal was to bring working librarians
employed by public, public high school and college libraries throughout
Micronesia to Eugene, Oregon for an intensive three-week training
program. Training was to be provided in:
• Collection Development
• Reference Services
• Children's Services
• Resource Sharing, and
• Library Administration
The proposal was funded by USIA in March, 1990.
PLANNING THE WORKSHOP
The workshop was scheduled for the three week period, June 11-29, 1990.
Each week was organized around one theme. These were
• Children and Youth Services
• Reference Services and Collection Development
• Library Planning and Administration
The first week's topic, Children and Youth Services, was optional.
Although the organizers felt that the topic was best directed to librarians
working with children in public libraries and K-12 schools, it was felt
that all the participants should have the option of attending this session.
All participants were required to attend the final two weeks.
Venue
It was decided to hold the workshop in Eugene, Oregon, in conjunction with
the University of Oregon Micronesia Program. This venue offered the
opportunity to visit a number of small libraries which could serve as
models for the Micronesia libraries. The University of Oregon's Summer
Conference Services provided suitable workshop arrangements.
Accommodations for the participants and the trainers consisted of dorm
rooms for each participant in one of the University of Oregon dormitories,
2
three meals a day in campus dining halls, and meeting space for the
workshop seminars.
By utilizing the University's Conference program, room and board for the
participants cost half what would have been required to provide each
participant with the daily per diem allowed in Eugene.	While living in
bare dorm rooms lacked some comfort, the setting provided the group with
a "home" that encouraged group interaction and bonding. It was also easy
for the project coordinator to keep track of the participants and ensure
that their needs were being met to the largest degree possible.
Trainers
Library Specialists who had worked with small, isolated libraries and who
were able and willing to serve as trainers for the workshop were
identified and invited to participate by the beginning of May, 1990. The
trainers selected to participate included:
Rivkah Sass 
Consultant,
Library Planning and Development
Washington State Library
Rivkah provided training in the area of children and youth
services.
Audrey Kolb 
Coordinator, Northern Region
Alaska State Library
Audrey provided background information and training on
reference materials and collection development
3
Mary Moore 
Chief
Library Planning and Development
Washington State Library
Mary provided the participants with information about
planning, writing library policies in the context of
administration and applying for grants
In addition to the programs developed by these trainers, two special, one-
day workshops occurred. LaVonne Povey, a consultant with the Eugene
Public Schools, prepared a session designed for those participants who
work mainly as English teachers. Her session was devoted to developing
classroom activities that encourage students to use the library. Mary Ann
Lund, the Project Coordinator, offered a session on cataloging.
The trainers incorporated a number of field trips into their seminar
presentations. The following Eugene area libraries were visited over the
course of the three week workshop:
• McCornack Elementary School Library
	
Paulette Thompson, librarian
• Eugene Public Library
Donna Hill, librarian
• South Eugene High School Library
Joan Banfield, librarian
• Junction City Public Library
Bette Anderson, librarian
• Springfield Public Library
Judy Harold, librarian
• Lane Community College Library
Don Macnaughton, Librarian
• University of Oregon Library
4
Selecting the Participants
Another element critical to the success of the workshop was the selection
of participants. Most of the librarians invited to attend the workshop had
been consulted during the 1989 library assessment in Micronesia. Others
were nominated by school officials. In some cases, the librarian invited
to attend the workshop requested that another staff member be allowed to
attend the workshop in his/her place. The main consideration that was
used in compiling the final list of participants was that each participant
had to be involved in the day-to-day operation of a library. Twenty
librarians were invited to attend the workshop; of these twenty, 18
returned the workshop application and actually attended the workshop. 3
Planning the "Extras"
One of the final planning elements for the workshop, involved planning the
extracurricular weekend activities for the participants. Activities were
designed to introduce the participants to Oregon's sights and sounds. Each
participant had to opportunity to participate in :
• a river rafting trip on the North Umpqua River
• a tour of Oregon Safari Wildlife (a drive-through game preserve
featuring animals as diverse as American bison and
hippopotamus)
• a trip to the Portland Zoo or to the Sea Lion Caves on the Oregon
Coast.
Time was also available for participants to explore Eugene and visit
friends and relatives living in the area.
Two additional events were planned for the participants. Early in the
workshop we had a picnic. Everyone associated with the University of
Oregon's Micronesia Program was invited to meet the participants and
share the evening with them. Myles Brand, President of the University,
attended the picnic and formally welcomed the workshop participants to
Eugene.
3 For a list of the workshop participants, see appendix 2.
5
The second event consisted of a small farewell celebration. In addition to
providing the participants with an opportunity to gather and say good-by
to each other, it also provided the Project Coordinator with a time to
thank everyone for their contributions to the workshop as well as to
present each participant with a Certificate recognizing their participation
in the workshop. 4
Participants also received an official 1990 University of Oregon
Micronesia Program T-shirt. These shirts gave the group a sense of
identity with the program as well as a souvenir of their trip to the United
States.
4 For a copy of the certificate, see appendix 3.
6
THE WORKSHOP
"So many people come out [to Micronesia] and we talk with them and then
they go away and we never hear from them; nothing ever happens. This is
different. You came out, and then we got a copy of the report, and then a
letter inviting us to this workshop."
This comment, made by one of the workshop participants, gives a good
idea of the positive note on which the workshop commenced. The
participants arrived tired from their long journey, but excited at having an
opportunity to learn new library skills.
The following sections of this report will consist of
• a short description of the highlights of each week's sessions5
• the project coordinator's comments about the week, and
• a summary of the participants' evaluation of the week's activities
A final evaluation of the entire program will summarize the section.
Week 1; Children and Youth Services
The first week of the workshop was devoted to the issue of Children and
Young Adult Services. The trainer's overriding goal was to convince the
participants of the importance of establishing a reading/library habit
early in a child's life. The skills she emphasized in the program were book
talking and storytelling.
The week's activities revolved primarily around lectures and
brainstorming about ways to encourage adults to read to children. Each
participant had the opportunity to present a book talk about a book of their
choice and to prepare a story to tell the entire group. The storytelling
activity was quite popular as many of the participants told ,stories that
required active group participation in the telling of the story.
As the trainer had little experience in school librarianship, she
incorporated trips to an elementary school library and a high school
5The trainer's course outlines are located in appendix 4.
7
library into her presentation. In this way, the participants were exposed
to the kinds of activities that school librarians use to excite their
students about books and libraries. At McCornack Elementary School, the
participants were particularly impressed with a group of fifth graders
who shared their "Book of the Year" awards. Each student had chosen a
favorite book, written a short essay about why they liked the book and
then shared the essays with the group.
A field trip to the Eugene Public Library exposed the participants to a
story time program. The children's librarian had prepared a sample story
time program for the participants to illustrate the various elements that
go into planning a successful program. The group's rapt attention during
the program illustrated the universal appeal of storytelling.
Comments
The week's activities, primarily composed of participative activities and
field trips, was a perfect way to start the workshop. Group bonding
occurred; the participants regularly made positive comments about the
level of sharing that was taking place each day.
Brainstorming sessions on topics from "what my dream library would be
like" to "how I can encourage parents to read to their children" were
popular and productive. Even activities like presenting a book talk to the
group, an activity that required the participant to speak up alone in front
of the group, proved to be popular.
The sessions about storytelling were particularly beneficial in the way
they encouraged the participants to think about their native island stories
and to consider how to incorporate these stories and legends into library
programming. In talking to one participant the day after the, discussion on
storytelling, I discovered that the reason she looked so tired (in addition
to still suffering from the effects of jet lag) was because she and another
participant had "stayed up until 2:30AM telling each other the stories our
grandmothers and aunts used to tell us when we were children."
8
One unexpected outcome of the week's sessions were comments made by
at least two of the participants who indicated that they would like to
pursue employment or volunteer opportunities at Public or elementary
school libraries as the programming for children was so fun.
My one criticism of the week was that it was so totally focused on
storytelling and book talking. Although these activities are an important
component in library programming for children, they are not the only kinds
of activities that can be utilized by children's librarians. If future
workshops are to be presented on the topic of children's programming in
libraries, consideration should be given to covering topics such as how to
form an advisory group, summer reading programs, library week programs,
home work help sessions as well as story telling.
9
Participants' evaluations
As the following summary shows, the participants thoroughly enjoyed the
activities they were involved in during the week. However, the evaluation
did not show an equally high level of interest in transferring the book
talking and storytelling activities back to their home libraries. This may
be due to the fact that the special, high school and college librarians do
not feel that these are appropriate activities for the population they are
currently serving.
Each item was rated with 5 = strongly agree to 1 = strongly disagree
	
5      4	3 2       1
1. The instructor was well prepared each day	1 7
2. The instructor was easy to understand 1 7
3. The instructor's handouts were useful 15 2
4. The instructor was friendly and answered
questions easily and clearly	16 1
5. The instructor encouraged the class to ask
questions and to participate in class
activities	 17
6. The field trip to McCornack School was
worthwhile 15
7. The field trip to Eugene Public Library was
worthwhile 16	1
8. The field trip to South Eugene High School
was worthwhile	17
9. I will try giving a book talk when I return to
my library 11 3 2 1
10. I will try organizing a story time in my
library 9	3 5
Written comments:
• I will organize a group, "Friends of Library. I will convince my
legislators to proclaim "Library Week".
• It did great and marvelous things for me and for others, too, with regards
to library work and me as a person.
10
• Coming to this workshop, especially this week really made me feel like
becoming a librarian for children.
• I really appreciate the workshop for many reasons: the good ideas I got,
the modern libraries I visited, the helpful hand outs, the new terms I
learned, the hospitality of Eugene people as well as air conditioned
weather here--which I really enjoy.
• I learned a lot this week and I really appreciate it. Thank you.
• It was worth coming this week and I hope that some other library
• workshops will be held so we can learn, earn and know more.
• The workshop was worthwhile to me because I learned a lot from it.
• Since I deal with adult students, book talking and storytelling will not be
that easy and appealing to our students, but I try to tell stories in
my library as soon as I have the children's section. The workshop
was great.
• A follow up next year either here or in Micronesia will be helpful/useful.
• Even though our school library deals with high school students, I learned
a lot this week and have seen what a good, hard-working caring
librarian can accomplish and I have been inspired. I am most
worried now about finding the time to do the things I NOW want to
do.
• I wish a library workshop could happen every summer because it helps
me to use many ideas presented in the workshop in my library.
Week 2: Reference services/Collection Development
The objectives for this portion of the workshop were divided between
helping each participant develop the skills necessary to provide reference
services and the knowledge to improve the quality of their library
collections. The highlight of this week's activities was the presentation
of a "surprise" to each participant. The basic reference collection 6
purchased for the library of each workshop participant was presented at
6A list of books purchased for the workshop is included in appendix
5.	Bookplates indicating that the books were purchased for each, library
by the University of Oregon in conjunction with USIA were affixed to each
volume. Books stamps were ordered for each library and used to further
note the library's ownership of each item.
11
the beginning of Monday morning's session. This was followed by the
week's first activity, a "treasure hunt" designed to familiarize the
participants with the contents of each book.
The trainer had prepared a workbook for each participant which included
all the information covered during the session along with the daily
assignments. Each assignment was designed to help the participants
practice the skills covered during the sessions. Most activities were
designed to be completed by each individual in writing. The week's major
"hands-on" exercise consisted of using the MUSTI 7 method to "weed" a
library collection. Participants practiced using the MUSTI criteria at the
Junction City Public Library's collection.
Activities for the week also included:
• role playing reference interviews, acting out "helpful" and "not
helpful" behavior on the part of the librarian
• attempting to complete a rough draft of a collection development
policy.
• examining review sources and periodical indexes
• practicing collection skills by evaluating and selecting appropriate
books for their library from a collection of gift books donated
to the workshop.
Comments
The materials used for this week's session were well designed and very
complete. Unfortunately, they did not prove to be well suited to all of the
participants. The major problem seemed to be that many of the lessons
required the participants to complete written assignments. The
participant's English writing skills were not always sufficient to
complete the lessons. This made portions of the workshop very difficult
to work though for many of the participants. The frustration level at
times was quite high until the trainer was able to adapt her material to
7Books are weeded according to a formula based on their age,
circulation, condition, and content.
12
the appropriate level. Even with the modification of the material, there
was a general feeling that the pace of the workshop was too fast for many
of the participants.
The amount of time and effort each participant devoted to the daily
sessions in spite of their frustration was impressive. Workshop sessions
lasted into the evening on several occasions during the week; each
participant willing attended these sessions. Everyone seemed genuinely
interested in mastering the week's concepts to the best of their ability.
Even though the week's session was difficult for the participants, I felt
they gained at least two valuable skills:
1. The ability to use their basic reference set of materials and an
awareness of how an effective reference librarian should interact with
library patrons, and
2. The confidence to weed their collections of old, inappropriate works.
Participants' evaluations
As the following summary shows, the participants had difficulty with the
pace of the workshop. As indicated above, they did not all have the
necessary English writing skills to easily complete all their work which
led to some frustration.
13
Each item was rated with 5 = strongly agree to 1 = strongly disagree
1
1. The instructor was well prepared each
day
2. The instructor was easy to understand
3. The instructor's handouts were useful
4. The instructor was friendly and
answered questions easily and
clearly
5. The instructor encouraged the class to
ask questions and to participate in
class activities
6. The pace of the workshop sessions was
comfortable
7. The field trip to Junction City Public
Library and the on-site weeding
exercise was worthwhile
8. The reference "treasure hunt" was a
worthwhile exercise
9. The exercise to evaluate reference
material was useful
10. I feel more confident that I will select
appropriate material for my library
with the aid of book reviews and
catalogs
11. I will begin preparing a Collection
Development Policy for my library
when I return home
12. The Basic Reference collection of
books that I received as a participant
in this workshop will be a valuable
addition to my library
5 4 3 2
1 8
6 5 6 1
17 1
13 3 2
14 2 2
5 4 7 2
18
15 2
16 2
15 3
13 5
18
14
Written comments:
• All well, except that if we have more time, especially on reference, it
would be more worth it and wonderful. One week for reference is
short and strenuous.
• I have written comments on my handouts, because I'll be able to use them
when I'm working in my library.
• I really needed this kind of workshop. Thank you.
• I hope to attend another workshop next year.
• It was a very difficult week, but it did come together by the end of the
week. I'm not sure that we were prepared to work so hard, but I am
glad that I did. I feel that I learned a lot, though it's going to take a
little longer and a lot of actual doing for it all to sink in. Thank you
for trying so hard.
• The handouts are very informative but I wish we could have spent more
time on them.
• If the participants of certain workshops are non-native speakers of
English, I suggest that some group activities should be thoroughly
explained with some suggestions or examples.
• It is a very useful tool for the participants to acquire and learn these
library skills. I strongly recommend that this workshop will happen
again.
• Teacher is very helpful--provides individual assistance as needs arise.
• More time could have been spent on weeding exercise.
Week 3: Cataloging/Library Planning and Administration 
The final week was divided into several topics. On Monday, participants
had the opportunity to attend either a cataloging seminar or to work with
an educational consultant to plan experiential-based activities for use in
English classes; activities for both groups made use of the, University of
Oregon's library collection. Tuesday was set aside for field trips to
Springfield Public Library and Lane Community College Library. The final
three days of the week were devoted to library planning and
administration.
15
The trainer's objective for the library planning and administration
sessions was to impress upon each participant the importance of planning
in relation to being a good manager. The elements of planning were
carefully delineated and each participant began constructing a plan for
their library, beginning with a mission statement. Rudimentary goals and
objectives were also developed; their relationship to the budgeting
process was stressed. In the final activity, several volunteers developed
and presented a budget request following the guidelines presented by the
trainer.
During the course of this portion of the workshop, the trainer also shared
information with the participants about the Library Services and
Construction Act funds. 8 These funds are available to many of the
libraries in Micronesia, but none of the librarians attending the workshop
had ever been informed that they were eligible to compete for the grants.
This information combined with the skills necessary to begin making long-
range plans for their libraries, should make applying for library grants
much easier in the future.
Comments
The trainer for this session was able to make each participant understand
the importance of planning for the future growth and development of a
library. She broke the planning process into a set of step-by-step
instructions that were clear and easy to understand. She encouraged
groups to work together according to the type of library they work in or
their island of residence. She also encouraged them to write in their
native languages.
Perhaps the most valuable aspect of this session was that it provided
each participant with the knowledge that they have the responsibility to
determine the direction in which their library will grow. Planning is the
key element in creating libraries that reflect the communities they serve
and meet the needs of those communities.
8 Distributed by the U.S. Department of Education.
16
Participants' evaluations
Each item was rated with 5 = strongly agree to 1 = strongly disagree
5	4 3	2 1
1. The instructor was well prepared each
day
	
17
2. The instructor was easy to understand 17
3. The instructor's handouts were useful 17
4. The instructor was friendly and
answered questions easily and clearly 17
5. The instructor encouraged the class to
ask questions and to participate
in class activities	17
6. The pace of the workshop was
comfortable 12   4	1
7. I am prepared to write a Mission
Statement for my library 12   4 1
8. I will use the information gained from
this workshop to begin preparing
a set of goals and objectives for my
library	13	4
9. I will prepare a budget for my library to
present to my administrators using the
information presented in this
workshop 14  3
10. I plan to write policies such as staff
and volunteer policies, selection
policies, circulation policies, etc.	10 7
11. The cataloging workshop provided clear,
simple instructions I can use to
catalog my library collection 14 2
17
Written comments:
• Mary's workshop was just wonderful, but the time period was too short.
• It would be nice if we had the workshop at the library building so that
we can use available materials as examples. Other than that, all
went well and I enjoyed it very much.
• I got a pretty good idea of what to do after I get back. This portion,
especially today showed me that I shouldn't be just sitting at my
desk, waiting and expecting people to come, but to really reach out
and touch the public which I am supposed to serve.
• I really learned what I have not learned. And I know what I didn't know.
This workshop has given me knowledge that I can use to improve my
library. I hope this program will continue in the near future so we
could learn more about library service.
• More time is needed to work on goals, objectives, selection policies,
budgets and cataloging. Speakers should have spoken more slowly.
• I still need more time to learn to catalog.
• I would like to request if we can have an other workshop out in
Micronesia.
• This workshop was very helpful and fun. I learned so much by now I'm
very comfortable in working in the library and helping people. I wish
we can have another workshop to get some more experience to assist
in being a librarian.
• This workshop really opened my eyes to a lot of things I didn't know a
librarian should be aware of and should be doing them in order to
promote our library's materials. I used to think that libraries were
places to maintain and organize books for people to come in and use.
Now that I know all these things and how to put them down in a plan
if I want something good to happen. I'll make the first move and
keep on until somebody hears me. And I thank Mary Moore, Mary Ann
Lund, Maradel Gale, Rivkah and Audrey. You were all wonderful and,
most of all, you gave us the right tools for our jobs.
• I really want this kind of workshop to happen again next year, but the
length of time for each topic was short. This workshop is a big help
to me in learning all the important ways of running a library.
• I learned a lot because of the workshop. I now really understand what my
job is, what the library means to the community and how important
the library is. I now love being a librarian.
18
• This week 's workshop is very clear and well presented; however, I feel
that more could be presented for our use and benefit. I wish this
last week was extended. I feel that I am not well satisfied with
what I have gained. I want to learn and know more, but thank you for
what you have presented and shared with us.
19
Overall Evaluation of the Workshop
The workshop, taken in its entirety, proved to be highly successful. The
informal feedback from the participants, as well as their responses to the
evaluations attest to this success. The one comment which I feel best
expresses the workshop's success came from a participant who said "I
always though the library was a place where we organized the material
and waited for the people to come to us. I didn't realize we could go out
and sell the library."
This workshop provided each participant with the knowledge that going
out and selling the library is not only appropriate, but also essential to
the growth and development of a library. In addition, the workshop
provided participants with skills that can be used to begin selling their
library to their community.
The level of interest and participation in each day's activities was truly
astounding. Every participant attended each session and willingly
participated in the activities planned by the trainers. One of the major
complaints seemed to be that the more time needed to be allocated to
various topics--something not possible given the three week format of
the workshop.
Considerable interest was expressed in planning a workshop to be held
next summer to follow up on the topics presented during this workshop. It
was unanimously felt that such a follow-up session should be held in
Micronesia. A follow-up workshop would provide each librarian working in
the region with the opportunity of discussing their common problems and
concerns as well as sharing solutions and ideas. This would have the
added benefit of allowing /encouraging the relationships developed at the
Eugene workshop to grow and prosper, leading to further opportunities to
share professionally with one another.
Although the workshop was a success, there were several criticisms that
should be addressed in any future gathering. The first, and most critical
is in regard to the travel arrangements. Although the travel arrangements
were made with little lead time, they did not work well for many of the
participants. Hopefully this situation could be handled better in any
20
future workshops.
Other issues that would need to be addressed in planning any future
workshops would be to provide a more comfortable pace, presenting less
material so that it could be absorbed in the time allocated. An overall
schedule of events or syllabus should also be prepared for the
participants.
The final difficulty that was not considered ahead of time was deciding
how the participants should transport their collection of books back to
their islands. Some participants chose to ship their books home via the
U.S. Postal system as they found that the cost to ship excess baggage back
to the islands was too costly. Transporting more than two pieces of
checked baggage ran between $40-$50, while bags weighing more than 70
pounds cost approximately $100. Preliminary planning should have taken
all this into account prior to the day the participants left Eugene.
Summary of Participant evaluations
Rating scale, 5 = strongly agree to 1 = strongly disagree
1. I am glad I attended the workshop
2. The dorm accommodations were
comfortable
3. The river raft trip was fun
4. Additional outings to the coast or
Portland were fun
5. There was a good mix of class time and
free time
6. The publicity about the workshop gave
an accurate description of the
workshop
7. The travel arrangements for the
workshop were suitable
5	4 3	2 1
17
13 2
15
16	1
14      3
13    3   1
8       2	3 3	1
21
Written comments:
1. What was your favorite part of the workshop? Why?
• The first week with Rivkah and the three last days with Mary because all
of these things I did not know about how and what to do.
• I didn't prefer the first week over the second or the second over the
third. As ignorant as I am in my work, I find the whole workshop
worth leaving my family behind. Though the first week doesn't
relate to my work, I chose to be here for that with interest in
volunteering some of my time at the Pohnpei Public Library where
they have a children's section.
• Children's collection and library management. The instructors were
wonderful, clear in their discussion and well prepared.
• My favorite parts are the children readers and planning. I will be able to
use these skills in my library.
• The last week was my favorite because it taught me a lot in order to
solve most of my headaches. I now understand how important it is
to have plans.
• My favorite part of this workshop was the children's part and reference
because we spend most of our time in our community in children's
section and reference.
• The very last part [planning and administration] because that is where
my weakness is.
• My favorite part is the cataloging and weeding project. This is because I
need to know how to catalog and weed books.
• Reference collection because I am new to work at our library and I
couldn't answer the students' questions about the subjects they're
looking for. But now I should be able to follow what I've learned
from this workshop.
• Children's, and Planning and Administration because our teachers were
great and wonderful to work with.
• The most important part is all the presenters and the information
presented to us by them.
• Every part of the workshop was my favorite. All of them were new to me
and I felt that all were important for me.
• Everything because it was all new to me and I also think the worksho
p will help a lot when I go back and try to apply the
22
material.
• The second and the last week [collection development and library
planning and administration] because it fit my field.
• Visiting all the libraries--so amazing to me. I never realized that a
library could be like that.
• The last week of the workshop was good with Mary Moore because I've
heard and learned a great deal of what I can do to get funds.
2. What was your least favorite part of the workshop? Why?
• Audrey's presentation--not enough time for rest. Cataloging and
reference could have longer time.
• Children's aspect--not suitable to my library.
• Reference--I felt that there was so much information to grasp in such a
short time.
• The second week on reference and selection. Actually, it wasn't my least
favorite, but I felt that these are the most important topics and
need more concentration.
• To me, all three weeks were wonderful. We don't have a children's
section in our library, but I was fortunate to learn these things.
• The last week [library planning and administration] because I'm not
familiar with these things, only my librarian performs this work.
• When it comes to do many assignments, but at least I learned a lot by
doing them.
• Everything I got from this workshop was my favorite. I should now go
back to my library and try to do the things I've learned. I should
make a policy for the library and I'll talk to the Secretary of
Education to learn if he agrees with me in a collection for the
children at Marshall Islands High School Library. I will also discuss
with the PTA if they want to help in our library.
• Taxing me with a great amount of work with limited knowledge and time.
23
3. What changes could have been made to improve the workshop?
• Give us time to be responsible for our reservations; we know what
airlines service our islands.
• Group travel together to and from place of workshop, instead of one, two
or three at a time. It'll be easier on people transporting people.
• Send more specific information about the workshop to the participants.
• Include in our packet a schedule of activities whether it is pleasure or
class. Allocate more time to areas which have to be covered.
• If we could have more time and more discussions and sharing of ideas.
• Length of the workshop should be extended for us to have more time to
spend on one subject. We've sort of gone through everything real
fast and some of us had a hard time.
• More, more time to spend in United States.
• I think the workshop is just great. It has really given us a lot of
knowledge and skills about library work.
• Could have been done in one of the FSM states.
• I can't think of any changes that would have made the workshop better.
It all went well.
• I think the three weeks time period was too short. I really need more
time to get every single thing in my mind. Everything was just fine
except the short time period.
• Please prepare daily schedule; have another workshop out in Micronesia.
• I think the workshop went well, 100%, I don't have to improve it.
• Have a place where good air circulates and comfortable tables.
18. What topics would you like to discuss in a subsequent
workshop?
• More on all these topics that we did not cover with enough time. Should
have enough time in different library to look at their filing and
cataloging systems.
• Planning and everything else discussed under that. See if there will be
time for learning how to write persuasive letters or just give
persuasive talks. Steps of how to go about it.
• Relevant library topics that this did not really wholly cover.
• Cataloging.
24
• The marketing, library automation and more planning.
• I think topics about references, how to set up references and also how to
collect more current ones.
• Market–more time and actual marketing.
• It really doesn't matter to me. I would like to learn anything about
library skills.
• I would like to discuss about my reference and how I work with the
students, faculty and staff.
• Feedback and result or outcomes of short term goals. Additional
information about successful library services in school or public
libraries.
• More on marketing the library; write a Mission Statement, goals and
objectives.
• Automated systems, program planning, more on marketing and public
relations.
• Cataloging, planning and more library skills.
• Marketing plans or long range planning.
• To continue on our Mission statements, goals and objectives.
5. What new things will you implement in your library as a
result of attending this workshop?
• Storytelling program--look for volunteers. Form a group "Friends of the
Library".	Make a long range plan.
• Install a computer system. Better service in disseminating documents to
all the appropriate offices/officials on a timely basis in the local
community and abroad in other FSM states.
• Weeding, public relations, lobby.
• Start with writing of policies since my library lacks any kind of policy.
Weeding. Increase collection of non-fiction. Increase subscription
of periodicals.
• I will implement mission, policies and guidelines and new cataloging
process.
• Develop selection policy. Write a plan designed to meet the library's
needs in order to serve the clients better and to increase the
collection. Promote our library. This may not happen in a very short
time, but I will try and do them until I've achieved them.
25
• Well, I got many ideas and things from this workshop.
• I will do some weeding, finding the library friends, write a mission
statement, catalog, write a budget request, library policies, etc.
• If possible, I would set up the library according to the Dewey Decimal
system which I think is easier to use than the Library of Congress
system. Set up the Pacific Collection. These are only dreams and
depend if I have money.
• The new things should be making a policy and encouraging the people to
come to the library to read and study.
• Prioritize my goals and implement them to the best of my resources.
• Mission statement. Policies for selection, budget, personnel, volunteer,
ordering, circulation.
• Rearrange library and signs, try to order more books. Start on a
selection policy and do some weeding. I will encourage my boss to
extend the library and make it a nice and welcoming place for all.
Start my mission statement.
• Try to write a policy for the library. Develop a budget plan for a full-
time librarian. Try to improve the library.
• Write a mission statement
• Friends of the Library. Implement a card catalog, selection policy and
weeding out the outdated material. Improve my library for more
clients and create a loving place for public to use.
• Write a policy. Have an advisory board. Develop long range plan.
26
RECOMMENDATIONS FOR FUTURE ACTIVITIES
The participants expressed a strong desire to meet again. There is
certainly still a need for additional work in all the topics that this
workshop considered. Meeting again will also further encourage the
development of a support group for the librarians working throughout the
region. However, if future workshops are to be encouraged/funded it
should be done with more input from the participants.
To begin with, future workshops should be held in Micronesia. This will
give the participants an opportunity to see how various libraries deal with
common problems. It will also give the hosting libraries an opportunity to
"show off" their libraries to the visiting librarians.
Secondly, the topics to be covered in future workshops should be chosen in
accordance with the needs of the participants. For instance, the
participants are all interested in cataloging; a future workshop should
address that topic.
A third recommendation would be to tie any future aid to Micronesian
libraries to some specific performance. For instance, USIA might make
funds available for the purchase of children's materials; interested
libraries would have to apply for those funds, describing why the funds
are needed and what materials will be purchased with the funds. In other
words, the libraries would have to compete for the funds through a grant
process. This would have the benefit of forcing the libraries to apply
some basic management principles to their libraries--the very skills that
have been introduced in this workshop--while de-emphasizing the hand-
out nature of most aid programs.
A final recommendation would be to continue providing opportunities for
these librarians to study library administration by developing a self-
paced, book oriented training program. The Washington State Library's
Library Planning and Development Division provides such a program to
rural librarians working throughout Washington State. Mary Moore, chief
of the Division, would be willing to work on developing a program suitable
for use in Micronesia.
27
APPENDIX 1
PROPOSAL FOR LIBRARY SKILLS WORKSHOP
SUBMITTED TO THE UNITED STATES INFORMATION AGENCY
UNIVERSITY OF OREGON
1 November 1989
PROPOSAL TO U.S. INFORMATION AGENCY
PRIVATE SECTOR PROGRAMS
FOR
MICRONESIA LIBRARY WORKSHOP
Purpose: To bring working librarians employed by public libraries, public high school
libraries and the College of Micronesia branch libraries to Eugene, Oregon for a three-
week intensive training program
Training Provided: Collection development
Administration, including circulation procedures
Children's services
Resource sharing possibilities and mechanisms
Promoting libraries to administrators responsible for funding
decisions
Promoting libraries to potential and actual patrons
Keeping current professionally in remote, isolated areas
When: June 12-30, 1990
Where: University of Oregon campus, Eugene, Oregon
Attendees: Librarians from Palau (MOC, Koror public library); Kosrae (high school,
elementary school); Pohnpei (public library, PICS, CCM, PATS, FSM Congress); Truk
(COM, high school, Xavier); Yap (high school, public library, OIHS); Marshalls (Alele,
COM, high school, Assumption, Ebeye).
Trainers: Coordinator and chief trainer - Mary Ann Lund, University of Oregon
Children's specialist from University of Washington School of Librarianship in
Seattle
Rural Specialist from Washington State Library system in Olympia, Washington
Rural Collection Development Specialist from Alaska State Library system in
Fairbanks, Alaska
MICRONESIA
Maradel K. Gale, Director • Department of Planning, Public Policy & Management • Eugene, Oregon 97403
(503) 686-3815 • FAX (503) 686-3127
An Equal Opportuity Affirmative action Institution
Format: The workshop will contain three major modules, one each on Collection
Development, Administration, and Children's Services. There will be on-going discussion
and integration of materials on sharing resources, promoting library services, seeking and
obtaining funding for libraries, and professional development in remote areas. In
addition to group sessions on these topics, there will be exercises associated with each
topic where attendees develop resources and materials for use in their respective
libraries. There will be field trips to appropriate scale libraries in rural Oregon
communities. Time will be allocated for individual meetings by attendees with training
staff for professional development.
Budget Estimates:
Airfare (RT Micronesia-Eugene) 20 @ $1800 	 $36,000
Per diem in Eugene for 20 days @ $60/day
per participant x 20 attendees	 24,000
Materials reproduction	 500
Trainer's honoraria, travel, per diem
Coordinator	 4,450
Children's specialist	 2,156
Rural specialist
	
2,156
Collection development specialist
	
2,818
Administration
Phone, postage, fax	 1,000
Secretarial assistance
	
1,500
TOTAL	 $74,580
APPENDIX 2
LIST OF WORKSHOP PARTICIPANTS
Rotha Atlaia
Marshall Islands High School
Majuro, Republic of the Marshall Islands
Jossie Bassig
PATS High School
Pohnpei, FSM
Alipherta Albery Benjamin
Community College of Micronesia
Pohnpei, FSM
Eric Kersweet Eria
Community College of Micronesia, Chuuk
Chuuk, FSM
Julie Santos Gomez
Pohnpei Public Library
Pohnpei, FSM
Akio R. Heine
College of Micronesia, Majuro
Majuro, Republic of the Marshall Islands
Sadao J. Johnnyboy
Malem Elementary School
Kosrae, FSM
Tamar Jordan
Alele Public Library
Majuro, Republic of the Marshall Islands
Person Joseph
Pohnpei Island Central School
Pohnpei, FSM
Helen S. Leebey
Yap High School
Yap, FSM
Isabel M. Rungrad
Yap Public Library
Yap, FSM
Fermina Salvador
Palau Public Library
Koror, Republic of Palau
Helen Salap
Outer Islands High School
Ulithi, Yap, Federated States of Micronesia
Bedebii Sadang
Palau High School
Koror, Republic of Palau
Juliana Simina
Congressional Library
Palikir, Pohnpei, Federated States of Micronesia
Lynn Sipenuk
Chuuk High School
Chuuk, Federated States of Micronesia
Kenye Tulensru
Kosrae High School
Kosrae, Federated States of Micronesia
Josepha Tutii
Micronesia Occupational College
Palau, Republic of Palau
APPENDIX 3
CERTIFICATE PRESENTED TO THE PARTICIPANTS
CERTIFICATE OF RECOGNITION PRESENTED TO
FOR THE SUCCESSFUL COMPLETION OF THE
LIBRARY SKILLS WORKSHOP
CONSISTING OF TRAINING IN
CHILDREN AND YOUTH SERVICES, COLLECTION DEVELOPMENT,
AND LIBRARY PLANNING AND ADMINISTRATION
JUNE 11-29, 1990
UNIVERSITY OF OREGON
EUGENE, OREGON
U.S.A.
MYLES BRAND, PRESIDENT, UNIVERSITY OF OREGON
MARADEL K. GALE, DIRECTOR, MICRONESIA PROGRAM 
MARY ANN LUND, PROJECT COORDINATOR
Sponsored by the University of Oregon Micronesia Program and the United States Information Agency
APPENDIX 4
COURSE OUTLINES
Rivkah K. Sass
227 Kennicott Road
Chehalis, WA	98532
May 24, 1990
Maryann Lund/Library Media Center
Spokane Falls Community College
W. 3410 Ft. Wright Drive
Spokane, WA 99204
Dear Maryann:
I have attempted to distill as much as possible what I would
like to accomplish with the students next month. There's so
much I'd like to share with them and so little time!
The learning objectives I want each of them to attain
include:
1) understanding the role of children's/ya services in the
library
2) learning techniques to develop
a) programs
b) storytimes
c) booktalking skills
understanding the importance of starting the library
habit at an early age
a) working with parents
b) working with preschoolers
c) planning for children's services
Enclosed is an outline of each day's activities for you. I
just had the thought that I would love to do a booktalk for
some real live kids for the Micronesian students to see. I
think I'll see if Paulette might be able to arrange something
at her school. I need to find a very flexible 4th or fifth
grade teacher who's willing to be a guinea pig!
I hope this is enough information for you. I must confess,
I'm scared to death after seeing the applications. I was
hoping for more public librarians. I'm afraid the high
school and community college types are going to go crazy.
Talk with you soon.
Rivkah K. Sass
June 1990
CHILDREN'S AND YOUNG ADULT SERVICES
Day One
Overview of children's services in the library
reader's advisory
programs
storytelling
booktalking
film: "What's so great about books?"
Day Two
Field trip to McCornack elementary school library
How to do an effective booktalk
1) selecting books to talk
2) practice techniques
Day Three
Field trip to Eugene Public Library with storytime
demonstration by Donna Hill
Developing an effective storytelling program
1) sources for stories
2) how to develop thematic programs
3) using music, creative dramatics, poetry & puppets with
storytelling
4) how to select stories for telling
Day Four
Field trip to South High School media center
1) Materials for young adults
2) sources for selection
3) reader's advisory/booktalking
4) developing programs for young adults
5) reference services for young adults
Day Five 
Wrap up
1) What have we learned
2) storytelling demonstrations
3) booktalking demonstrations
4) questions/concerns/evaluation
Audrey Kolb
TENTATIVE AGENDA
Basic Reference & Resource Sharing Skills 
Learning Objectives. Students will be able to:
1. select an appropriate reference tool and
locate desired information for "ready refer-ence" level questions.
2. practice, demonstrate, and critique reference
interview techniques.
3. complete and route an Interlibrary Loan
Request following routing protocols.
4. explain when use of a periodical index is
appropriate and be able to locate desired
information.
Collection Development and Maintenance 
Learning Objectives. Students will be able to:
1. identify basic types of information to gather
in a community analysis
2. identify at least one review journal
appropriate to the type of library
3. demonstrate discriminating use of the
standard catalogs, review journals, and
jobbers' catalogs in the selection oflibrary materials
4. apply the CREW method of weeding to a librarycollection
Audrey Kolb, p. 2
TENTATIVE SCHEDULE
June 18
1. Introduction to basic reference tools &
sources (Four Hours)
a. Classification of reference questions
(lecture and assignment)
b. Reference experience
(exercises using work sheets)
c. Discussion and review
2. Reference interview techniques	(Two Hours)
a. Types of reference questions
b. Interpersonal skills in the reference
interview
(demonstration, role plays, observation,
and critique)
c. Discussion and review
June 19
1. Periodical indexes (Two Hours)
a. Use of periodicals in reference work
(lecture)
b. Types of indexes
(lecture & demonstration)
c. Use of indexes to answer reference
questions
(work sheets with topics and names to
search in the indexes)
2. Periodical selection (One Hour)
a. Factors to consider in selecting
periodicals
(lecture)
b. Introduction to subscription agencies
(lecture)
c. Selection of periodicals
(exercise using a catalog of a
subscription agency)
d. Discussion and review
Audrey Kolb, p. 3
3. Community analysis & book selection (3 Hours)
a. Basic information to gather to analyze a
community
(exercise using work sheets)
b. Introduction and uses of the standard
catalogs
(exercises using these reference tools as
a means of selecting recommended titles
in a retrospective bibliography)
c. Children's book awards and recommended
lists, introduction to a few basic
review journals, and jobbers catalogs
(homework - examination of one of the
review journals or catalogs for an
oral report, probably in teams of two)
June 20
1. Book Selection (continued) (Five Hours)
a. Reports form homework
b. What to look for in a review
(exercises to identify criteria for
selection, using work sheets)
c. Selection of materials from reviews
(practice session selecting current
materials)
d. Using jobbers catalogs discriminantly
(exercise to identify keys to reviews,
book awards, Reading Rainbow titles,
state lists, etc.)
2. Collection analysis	(One Hour)
a. Introduction to what it is and
relationship to community analysis
b. Methodologies to be used
Audrey Kolb, p. 4
June 21
Field trip to a small library (Eight Hours includingtravel)
1. Collection analysis
a. Median age
b. Subjects and authors represented
c. Quality and use of those titles
d. Subject areas and authors not represented
(practicum using the collection)
2. Weeding, primarily using the CREW method or
MUSTI
a. Age
b. Circulation
c. Ugly (condition)
d. Misleading, Superseded, Trivial,
Irrelevant (content)
(practicum using the collection)
June 22
1. Book selection for the practicum library used the
previous day (One Hour)
(probably a group exercise with participants
identifying one or two subject areas and authors,
in both the adult and the children's collection;
then each team using one or two resources to
select five or six books)
2. Micronesia reference resources	(Five Hours)
NANCY ZUSSY
State Librarian
Public (206) 753-5590
SCAN 234-5590
FAX (206) 753-3546 
STATE OF WASHINGTON
WASHINGTON STATE LIBRARY
Al-11 • Olympia, Washington 98504-0111
May 11, 1990
Maryann Lund
Spokane Falls Community College
Library/Media Services
M/S 3020
W. 3410 Fort George Wright Drive
Spokane, Washington 99204
Dear Maryann:
I realize that I am somewhat tardy with a formal response to your letter requesting my assistance with
your program for training librarians from Micronesia. As I have stated to you verbally, I would be very
happy to assist by training them in the areas of planning, management, and advocacy (which will include
marketing). I will arrive in Eugene on the evening of Tuesday, June 26th and will be prepared to teach
on Wednesday, June 27th - Friday, June 29th.
My plans at this point are as follows:
Day 1: Planning - short range and long range- and the planning process as the basis for
good management.
Learning Results:
1)Students will learn why planning is critical to the development of good library service.
2) Students will learn the elements of the planning process.
3) Students will learn how to write goal statements.
Day 2: Management and administration of the library.
Learning Results:
1) Students will learn the elements of effective library management and administration.
2) Students will learn how to assess the needs of the communities that they serve.
3) Students will learn how to construct and present an effective budget.
4) Students will learn how to manage and motivate staff and volunteers.
Maryann Lund
Page 2
May 1, 1990
Day 3: Advocacy for libraries and marketing of their services.
Learning Results:
1) Students will learn how to be advocates for their libraries.
2) Students will learn how to market the services that they provide.
3) Students will learn the relationship between planning and marketing.
I hope that these plans will fulfill your needs and those of the Micronesians. I would appreciate any
suggestions for change or for a different emphasis if you see something that you are not comfortable with.
Further, if there is anything additional that you want me to cover, please let me know as soon as you can.
I look forward to hearing from you.
Chief, Library Planning and Development
APPENDIX 5
LIST OF BOOKS PRESENTED TO EACH PARTICIPANT'S LIBRARY
American Medical Association Family Medical Guide
Background notes
Bartlett's Familiar quotations, 1980
Catalog of Catalogs : Where to Get Information About Almost Anything
Guiness Book of World Records
Joy of Cooking
Leonard Maltin's TV Movies and Video Guide
Lovejoy's College Guide
Manual for Writers of Term Papers
National Geographic Atlas of the World
Roget's International Thesaurus
The Rule Book
Standard Handbook for Secretaries
The United States Government Manual
Webster's New Geographical Dictionary
Webster's Third New International Dictionary of the English Language
World Almanac and Book of Facts
Your Resume : Key to a Better Job
APPENDIX 6
SCENES FROM THE LIBRARY SKILLS WORKSHOP