{"id":574,"date":"2013-02-05T17:19:26","date_gmt":"2013-02-05T17:19:26","guid":{"rendered":"http:\/\/www.windsorpubliclibrary.com\/engine\/?page_id=574"},"modified":"2013-03-28T14:39:13","modified_gmt":"2013-03-28T14:39:13","slug":"wpl-education","status":"publish","type":"page","link":"https:\/\/www.windsorpubliclibrary.com\/engine\/?page_id=574","title":{"rendered":"WPL Education"},"content":{"rendered":"
\u201cEducation does not end with the years of formal schooling.\u201d \u2013<\/em> Gladys Shepley, Chief Librarian, Annual Report, <\/i>1963<\/span><\/pre>\n
Since its foundation, the Windsor Public Library system has supported literacy, education and life long learning.\u00a0 At the opening of Carnegie Library in 1903, the Honourable Richard Harcourt, Minister of Education for Ontario, addressed the crowd, offering guidance on reading and advised that if followed \u201cwould distinctly improve the proclivities of our citizens\u201d (R. Harcourt, WPL Annual Report, <\/i>1903). To improve the inclination of citizens to read and to encourage adult education, librarians made a special effort to make personal contact with each person visiting the library. Lists were also created to assist customers in choosing reading material.<\/p>\n
The growth of the automobile industry in the Border Cities grew the population from 15,000 in 1901 to over 175,000 in 1954. With this growth came the need for increased library resources and services. To support the population and area of work, the Windsor Public Library began creating a technical section where employees could find the best, most up-to-date books on subjects of importance to them.\"Children<\/a><\/p>\n
The library\u2019s books were selected by a committee, which chose books to match the interest, needs and tastes of the community. Technical books were often recommended by experts in the field. \u00a0\u201cReaders may make the library a continuation school, where everyone may take a post-graduate course in self-culture.\u201d (Archibald Coulter, Chairman of the Board, WPL Annual Report<\/i>, 1907)\u00a0 The selection of books emphasized further education, vocational training and the classics as a part of well-rounded reading. Education of adults continued as librarians fostered an appreciation of books and how to use them, and with the inauguration of other services including films, records, pictures and music, an important addition in adult education was formed.<\/p>\n
By the end of the 1940s, the library partnered with the Education Council to provide naturalization citizenship classes, offering free use of films, books and librarians\u2019 expertise to speak on what the library could offer new Canadians.<\/p>\n
In 1960, Willistead librarians started a popular Great Books Discussion Group. At the Carnegie Branch, a series of lectures called \u201cLaw for the Layman,\u201d presented by members of the Essex County Law Association as co-sponsors was so popular, that the auditorium was standing room only.<\/p>\n
These education partnerships remained a part of the Windsor Public Library\u2019s education program.\u00a0 In 1962, Gladys Shepley was the guest speaker at a series of educational lectures about critical reading which was sponsored by the Windsor Arts Council and the library\u2019s Adult Education Services.<\/p>\n
In 1963, a lunchtime book education program was started to educate downtown business workers.\u00a0 This program continued to the new Main Library with the 1975 -76 series called \u201cA Cavalcade of Canadian Authors.\u201d\u00a0 Variations of this program continued in 2013 with programs such as the \u201cBest Sellers\u201d group.\u00a0\u00a0 Lectures and educational films were incorporated into the educational programming. The new Main Library had specifically designed space for community groups to meet and learn, such as photography clubs, public forums on legal issues and presentations by the police force.<\/p>\n
The library adopted a policy to reach out to older adults in 1988, by ensuring that libraries be accessible and welcoming to them, including building collections of Large Print books, CNIB Talking Books and expanding programs in the afternoons rather than in the evenings or at busy lunchtimes, and later, to offer computer instruction.\u00a0 In 2012, Elder College classes were welcomed to the WPL meeting rooms.<\/p>\n
The Windsor Public Library has a mandate to support adult literacy in the community and throughout its decades of service, has offered several programs to support this.\u00a0 In 1978, a WPL Staff Task Force studied librarians\u2019 concerns about illiteracy in Windsor.\u00a0 The report next year recommended that the library establish a pilot project to conduct a one-to-one volunteer tutoring program.\u00a0 The project\u2019s budget provided materials for tutors and learners, office space at the Main Library, and a part-time Literacy Coordinator. In the 1980s, librarians such as Dorothy Madge oversaw a program that matched adult students with volunteer tutors on a one-to-one basis using the Laubach Instructional Method.<\/p>\n
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In 2000, the WPL Board made a motion regarding literacy, stating that it \u201cdesires a literate community to ensure independent access to the printed word\u201d (WPL Board Minutes<\/i>, September 21, 2000).\u00a0 In 2001, the Board quantified the goal of eliminating functional illiteracy of at least 20 people a year.\u00a0\u00a0 By this time, WPL was one of 300 sites in Ontario that received support from the Ministry of Training, Colleges and Universities (MTCU), Literacy and Basic Skills (LBS) Program. GreenShield Foundation of Canada provided an initial two-year grant of $20,000.<\/p>\n
The program was supported by Windsor Volunteers for Literacy, a non-profit volunteer group of advocates for literacy training in Windsor. In 2011, a Deaf Stream Literacy program was launched at the Canadian Hearing Society location. \u00a0The program continues in 2013 with an Adult Literacy coordinator, assessor and three instructors.<\/p>\n
The inauguration of night school classes brought a demand for technical books including books for the latest information on radios, automobiles, engines and metal work and daily routine work for the librarian included preparation of reading lists and bibliographies that were desired by customers. WPL promoted technical education to supply manpower for industry in Windsor by establishing the Technical Sections in the adult libraries.\u00a0 In addition, Ford Motor Company donated funds to buy technical books and magazines, further developing this section in the library.<\/p>\n
Cooperation with Windsor Public Library and the University of Windsor libraries continued and they shared services as well as expertise. In 1976, for example, Faculty of Law staff and professors conducted seminars on law reference works and books on the law for WPL librarians.\u00a0 Faculty from the university also appeared as lecturers for informal educational lectures at the WPL.\u00a0 The University\u2019s technical resources also assisted with copying and microfilming circulation records and shared data from their own newly-automated cataloguing program.<\/p>\n
Recently, the WPL has partnered with the University of Windsor\u2019s new medical faculty to offer public education on new research in subjects such as breast cancer and diabetes.<\/p>\n
Outreach to Schools<\/b><\/p>\n
\"Engaging<\/a>To engage younger citizens, the library established specialized children\u2019s departments where appropriate books were available, and a children\u2019s librarian was available to encourage and guide young readers.\u00a0 Children\u2019s hour was started to interest young readers who were invited to attend and listen to stories. Reference and supplementary reading material were made available for school studies and popular fiction for recreational reading. Throughout the next decade, the library strengthened its cooperation with the school board, offering talks whenever requested and meeting with new teachers to introduce them to the services of the library.\u00a0 Books were loaned to schools that were not located near the library and teachers reported the importance of these library books to the children.<\/p>\n
The late 1920s and throughout the 1930s, juvenile libraries were opened and enjoyed high membership and circulation of books.\u00a0 Children\u2019s activities, such as story hour and class visits encouraged reading and use of the library.\u00a0 Information services to aid children with school work were also available.<\/p>\n
A Parent-Teacher Reference Library was established in the ground floor room at Willistead for teachers and parents.\u00a0 The collection included basic books for a home library, child guidance reference and elementary education and titles to supplement school curricula.\u00a0 Teachers used the library regularly to stimulate their pupils in reading.\u00a0 They were requested to submit a list of recommended books, which the librarians acquired for the shelves.\u00a0 Along with required supplementary reading materials, a collection of books was displayed for easy access to high school students visiting the library.\u00a0\u00a0 To further connect the library with the schools, the librarian regularly gave talks about books, reading and the library at local schools, home and school clubs and different associations in the city. These talks, along with a story hour became so popular that some requests for a librarian could not be met. Librarians were also active in the community, acting as judges for public speaking contests, debates and speech contests in the schools, sat on service club committees and prepared a myriad of displays at conventions and group meetings.<\/p>\n
The opening of a children\u2019s library in St. Alphonsus school lead the board to declare that, \u201cthe Public Library stands for that very thing; its educational policy follows a citizen from the cradle to the grave\u201d (WPL Annual Report<\/i>, 1941).<\/p>\n
\"Children's<\/a>A Saturday morning art class for children was inaugurated in 1943 by art gallery curator Daphne Hein<\/a>, who also gave gallery talks to the children based on the current exhibitions. As the WPL Board developed the gallery, a picture loan rental, and later the sculpture rental collection was available which offered art work to show in homes, offices and school rooms for a monthly rental charge.<\/p>\n
Library branches were opened in the city\u2019s schools in order to ensure that children had easy access to books (see Branches).\u00a0 In the 1950s, a new program for Kindergarten students at Prince Edward School library allowed children to choose books to read for a week, and were even issued their own library card and stamp. Books were sent home with students in plastic bags for safe keeping by solicitous teachers and librarians. The hope was that by the time they reached Grade 1, children could choose their own books and take good care of them.<\/p>\n
Members of the Boards of Education were represented on the WPL library board. In 1965, the University of Windsor, St. Clair College, the Boards of Education and the Windsor Public Library formed a Windsor Education Co-ordinating Committee to identify needs and coordinate programs. The Carnegie Branch had set up a Parent-Teacher Reference Room in 1962, which housed a demonstration collection of basic books for a home library, books on child guidance and elementary education, and titles to supplement elementary school curricula. Canada\u2019s Centennial in 1967 brought a flurry of teachers\u2019 and students\u2019 requests for information about projects.\u00a0 Librarians gave annual \u201ctours\u201d to Grade 8 students each spring so that they would be able to \u201cgraduate\u201d into adult books as they entered high school.\u00a0 Teenagers were encouraged to access scholarship and post-secondary education information available at the library, which acted as a guidance resource during these decades.<\/p>\n
In 1969, the WPL set up a Special Education Pilot Project in conjunction with the Board of Education which consisted of a librarian visiting each class with a selection of books and leading a book discussion.\u00a0\u00a0 Students and teachers found that this program renewed interest in books and reading and encouraged them to visit the libraries themselves.<\/p>\n
School libraries benefitted from the educational programs of the WPL. In December, 1987 a public library terminal was installed at Catholic Central High School and other schools, and public librarians trained school librarians in its use.\u00a0 Public librarians also helped to set up school libraries, as in 1994 when St. Joseph\u2019s High School expressed appreciation to librarians for doing so. In the 1990s, the WPL hosted a \u201cSummer Reading Connection\u201d juvenile literacy program for children aged 7 \u2013 12 years old who were experiencing difficulties in reading.\u00a0 In 1996, the program connected 45 students with tutors and the demand for the latter outweighed the supply.<\/p>\n
\"Central<\/a>Seminole Branch manager Blodwen Reitz piloted a \u201cReading Connection\u201d program of free tutoring to children and adults.\u00a0\u00a0 A \u201cJuvenile Literacy Program\u201d began in the summer of 1997 as a summer program, and expanded with funding for year-round programs.\u00a0 It was renamed the Book Buddy program.\u00a0 A Book Buddy was an adult reader, who had undergone a screening program, and committed to meet at least once a week with a child to read.\u00a0 The Book Buddy program is still offered by the Windsor Public Library.<\/p>\n
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\u201cEducation does not end with the years of formal schooling.\u201d \u2013 Gladys Shepley, Chief Librarian, Annual Report, 1963 Since its foundation, the Windsor Public Library system has supported literacy, education and life long learning.\u00a0 At the opening of Carnegie Library in 1903, the Honourable Richard Harcourt, Minister of Education for Ontario, addressed the crowd, offering guidance on reading and advised Continue Reading<\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/www.windsorpubliclibrary.com\/engine\/index.php?rest_route=\/wp\/v2\/pages\/574"}],"collection":[{"href":"https:\/\/www.windsorpubliclibrary.com\/engine\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.windsorpubliclibrary.com\/engine\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.windsorpubliclibrary.com\/engine\/index.php?rest_route=\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.windsorpubliclibrary.com\/engine\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=574"}],"version-history":[{"count":30,"href":"https:\/\/www.windsorpubliclibrary.com\/engine\/index.php?rest_route=\/wp\/v2\/pages\/574\/revisions"}],"predecessor-version":[{"id":2364,"href":"https:\/\/www.windsorpubliclibrary.com\/engine\/index.php?rest_route=\/wp\/v2\/pages\/574\/revisions\/2364"}],"wp:attachment":[{"href":"https:\/\/www.windsorpubliclibrary.com\/engine\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=574"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}