Monthly Archive for December, 2014

Closure of a Chapter in Colorado Library History

Today marks the end of the Colorado State Library’s involvement in the Colorado Ask Virtual Reference service.  We began the service more than 11 years ago, and it served the state well for all of those years.

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Ask Me Another Question

After eleven years of reference questions, the AskColorado service was retired today.  AskColorado fielded over 381,000 reference questions, and hundreds of Colorado librarians staffed the queues throughout the course of the service.  In honor of the dedicated librarians and libraries of AskColorado, we’re highlighting the fun Ask Me Another Question quiz column available in the Colorado Historic Newspapers Collection.

Ask Me Another ?
Aspen Daily Times
May 12, 1938

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New Year’s Resolutions

Time to write your 2015 New Year’s Resolutions. What do you want to accomplish or change this year?  While you’re pondering it, try reading some New Year’s Resolutions and articles from the end of 1914.

Happy New Year
Carbonate Chronicle
December 28, 1914

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Christmas Truce 1914

Five months into WWI, Pope Benedict XV proposed a temporary truce for the Christmas season. This formal truce was rejected.  In some places fighting continued unabated. In others, Christmas Day was deliberately quieter, with care packages from home being opened during small celebrations.  In rare instances, soldiers stepped into No Man’s Land to exchange souvenirs, play a little football, and conduct funerals.

Pope’s Christmas Truce Left Up To French Officials
Daily Journal
December 12, 1914

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Even More CALCON 2014 Reflections

Posted on behalf of Jen Hillebrandt,  Youth Services Coordinator for the Gunnison County Library District, CALCON 2014 Small/Rural Scholarship Winner

CALCONSo, CALCON.  It’s been weeks now, but I’m STILL utilizing so much from that information packed 3 days (or was it 4? Sheesh there was ALOT going on!)  You know how you have those days, weeks, months perhaps, of feeling like the hamster on the wheel, or Bill Murray in Groundhog Day where you’re just in a rut with work?  ANOTHER toddler storytime?  “Yes, we have Unbroken.  Yes, I’ll put it on hold for you.”  “The bathroom’s around the corner.”  “No, you can’t shoot your popgun in the library (true story).”  Well, as much as I hate to admit it, it was happening to me this fall. Perhaps it was SRP burnout.  Or the change of the seasons.   Or the fact that the Broncos lost to the Seahawks, AGAIN.  Anyhoo, I was doing the whole “what-am-I-doing-with-my-life-should-I-really-keep-working-at-the-library-aren’t-I-supposed-to-BE-more?” thing.  Right.  And then I attended CALCON.  Wow.  Makerspaces and programming and marketing, oh my!   Activism and questioning and freedom, oh my.   Networking and brainstorming and POSSIBILITIES, oh my.  Not to mention those desserts!

My top three picks, or AHA! moments are as follows: Continue reading ‘Even More CALCON 2014 Reflections’

Visit from St Nicholas

‘Twas the night before Christmas, when all through the house
Not a creature was stirring, not even a mouse;

Clement Clarke Moore was a professor of Oriental and Greek Literature at Columbia College.  He is best known as the author of “A Visit From St. Nicholas,” which was published anonymously in 1823. Read on to learn more about the history behind the poem.

“A Visit From St. Nicholas” (story)
Fairplay Flume
December 7, 1917
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Battle of the Bulge

The Battle of the Bulge took place December 16, 1944 – January 25, 1945 during World War II. It was fought in the Ardennes forest region of Belgium, France, and Luxembourg, where the German military dug in with their tanks. It was not called “The Battle of the Bulge” at the time, so you need to search for terms like “Ardennes” “Belgium” “Luxembourg” “bulge” and “Siegfried Line” to find relevant articles.

You can read more about The Battle of the Bulge here

To read the war news of the day, including news of the Siegfried Line, please visit:

Yanks Counter Big Nazi Drive
Record-Journal of Douglas County
December 29, 1944

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Search for Scarlett

December 2014 marks the 75th anniversary of the release of the film Gone With the Wind. One of the biggest issues surrounding the film was the casting of the heroine, Scarlett O’Hara.  Dozens of famous actresses were considered for the part, and a nation-wide search was conducted. Eventually the part went to “that English girl” Vivien Leigh.  You can read more about The Search for Scarlett on this site from the University of Texas at Austin.

To read the Hollywood gossip of the day surrounding the casting, visit some of these articles:

Star Dust
Aspen Daily Times
February 11, 1937

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Noodle Ring Day

According to a recent Wall Street Journal article, December 11th is National Noodle Ring Day. In honor of that auspicious day, we’ve found some classic noodle ring recipes in the Colorado Historic Newspapers Collection. From vegetables to lobster, you’ll find recipes for making a variety of noodle rings in Yesterday’s News.

Directions for Making “Noodle Ring”
Aspen Daily Times
July 5, 1929

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Health Information Resources for Limited English Proficient Persons

Numerous studies over the past 25 years have demonstrated a strong connection between language and health. Language can affect the accuracy of patient histories, the ability to engage in treatment decision-making, understanding a medical diagnosis or treatment, patient trust level with care providers, underuse of primary and preventative care, and lower use or misuse of medications. Culture also plays a significant role in health, healing and wellness belief systems – impacting how illness, disease, and their causes are perceived by the patient and the care provider.

The story of Mohammad Kochi illustrates how language and culture can impact health outcomes.  Mr. Kochi, a 63-year-old from Afghanistan, is diagnosed with stomach cancer. While he agrees to surgery, he declines chemotherapy due to religious beliefs, language barriers, and family conflict. Mr. Kochi is a Limited English Proficient (LEP) person.

An LEP person is defined as an individual who does not speak English as their primary language and have a limited ability to read, speak, write, or understand English. An LEP person’s national origin is based on ancestry, not citizenship. There are an estimated 25.3 million LEP individuals in the United States – up 81% since 1990.[1]

These persons are protected under Title VI of the Civil Rights Act of 1964, and all organizations receiving Federal financial assistance have a responsibility to take “reasonable” steps to ensure meaningful access to their programs and activities by persons with LEP. Title VI applies to many types of organizations including schools, hospitals, public health clinics, police departments, and social services.

Libraries can play a key role in supporting an organization’s ability to provide meaningful access, especially in the area of health information. The National Library of Medicine (NLM) has developed many no-cost LEP-friendly health information resources for a variety of age and language groups. In addition, there are government agencies and authoritative non-profit organizations creating free health information content to address the linguistic diversity of the communities you serve. (Resources)

Spanish is the predominant language – other than English – spoken in the MidContinental Region (MCR) though you may see communities with strong German, French, Vietnamese, Chinese, Navajo, or Algonquian populations[1]. The following table shows the LEP populations ages 5 and over in the MCR[2]:

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Supporting LEP Person’s Access to Health Information

Public Libraries

Public libraries are highly focused on serving their local constituency, and continue to be an excellent conduit for transferring health information to community members with trained staff and technology infrastructure. For many citizens, the public library is the go-place for health information.

INVESTIGATE:

  1. What languages are represented in your community?
  2. What health information resources do you have access to in other languages?
  3. What organizations in your community might you work with to assist a non-English speaker with health information?

SHARE WITH:

  • Local health departments, emergency responders, police and fire departments, clinics, hospitals, schools, churches.

K-12, Colleges, and Universities

Students whose first language is not English require language supports in order to meaningfully participate in school. Schools must also adequately communicate with limited-English-speaking parents about important school-related information in their preferred language.[1]

If you work in a K-12 setting, educators can utilize these resources in the classroom to help introduce, reinforce, and supplement health and science curricula; and school nurses can use them to enhance communication with students and parents. Here are the percentages of school-aged children of immigrants in the MCR[2]:

  • Colorado        24.30%
  • Kansas            28.52%
  • Missouri         29.67%
  • Nebraska        30.29%
  • Utah                29.06%
  • Wyoming        dataset too small for percentage

If you work with colleges or universities offering allied health or health sciences degrees, students would benefit from knowledge of these resources as future healthcare workers.

INVESTIGATE:

  1. What languages are represented in your school district, college, or university?
  2. What health information resources do you have in other languages?
  3. Who in your institution or community would benefit from these resources?
  4. Do you have access to trained interpreters? If so, what languages?

SHARE WITH:

  • Teachers, faculty, school nurses, students, parents, administrators.

Medical Care and Public Health

Communication problems are the most common cause of serious adverse events with LEP patients and clients. They are at higher risk for longer hospital stays, readmission, misdiagnosis, and inappropriate treatment.

INVESTIGATE:

  1. What languages are represented in communities served by the medical care or public health staff?
  2. What health information resources do you have in other languages?
  3. Who in your institution or community would benefit from these resources?
  4. Do you have access to trained interpreters? If so, what languages?

SHARE WITH:

  • Clinical staff, compliance staff, volunteers, case workers, patient navigators.


[1] U.S. Department of Education, Office for Civil Rights. Title VI Enforcement Highlights, July 2012, p. 13. Accessed July 18, 2014. http://www2.ed.gov/documents/press-releases/title-vi-enforcement.pdf.

[2] Urban Institute, Children of Immigrants Data Tool, 2011. Accessed July 21, 2014. http://datatools.urban.org/features/childrenOfImmigrants/chart/coi.html


[1] See the Resources section for multi-language and language identification tools.

[2] Authors’ tabulations from the US Census Bureau’s 2010 American Community Survey (Table B16001. Language Spoken at Home by Ability to Speak English for the Population 5 Years and Over). Accessed July 18, 2014. http://www.census.gov/hhes/socdemo/language/data/census/table1.txt.


[1]Migration Policy Institute, Limited English Proficient Population of the United States. Accessed July 18, 2014. http://www.migrationpolicy.org/article/limited-english-proficient-population-united-states/.