Friends of the Oakland Public Library
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"Public libraries receive less than 1% of all tax dollars and are used by more than 50
percent of the population." |
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Friends of the Oakland Public Library
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"Save Oakland’s Public
Libraries!" – we heard this motto throughout
But what we felt more than anything else was the heartbeat, the pulse of the city in action, a prominent, galvanizing grassroots citizenry of all ages sprouting its word throughout Oakland, using one word, "NO!" to closing the public libraries. On Monday, January 27, 2003, I attended the Oakland Public Library Advisory Commission’s meeting held at the Main Library (West Auditorium). The meeting commenced at 4:45 p.m. and ended at 6:00 p.m. The agenda included an Open Forum (Public Comment) relating to the budget crisis. I expected that quite a few persons in the large audience would express their deep concerns about the possibility of closing seven branch libraries. What I did not expect was the participation of several schoolchildren from the Melrose Elementary School in Oakland, who had come accompanied by their teachers and parents. These children spoke in front of a microphone and presented their case with such passion that I could not help but trust that their words would prevail. And they did. At our Friends of the Oakland Public Library’s Communications Meeting last month, we decided that we would continue writing our series about the various libraries in Oakland and how they affect the neighborhood (and vice versa). I immediately volunteered to write about Melrose. I arranged for two interviews: one at 1:30 p.m. with Jane Gonzalez, Manager, Melrose Branch Library, and another, at 3:00 p.m. with Rachel Quinn, Librarian at the Melrose Elementary School, just a few blocks away from the Library.
At the appointed hour of my first interview, I had the pleasure of meeting Manager Jane Gonzalez. I told Ms. Gonzalez that I would like her to say anything she wanted, anything at all, about the library and its influence on the neighborhood (and vice versa).
In the course of our hour-long conversation, I happened to mention to Ms. Gonzalez that I noticed that there were quite a few elementary-school children in the Children’s Section. I asked her, "What program are these children participating in?" to which she smiled and responded, "Oh, they are the pupils of Melrose Elementary School. They are here today with their teacher, Mr. Marshall. You see these T-Shirts in my office? Did you notice that staff members are coming in and out and taking T-Shirts of various sizes to give to those children?" I said, "Yes, I recognize those T-Shirts. They are the ones which were sold during January and February, displaying ‘Save Oakland Libraries.’" Well, I could not have chosen a more appropriate date and time to come for my interview. The Melrose Elementary School pupils that afternoon were being thanked and acknowledged for their participation in vocalizing their dismay at the possibility of Melrose Library’s closure. I could not have imagined this kind of coincidence. When I stepped out of Ms. Gonzalez’ office, I recognized some of the faces of those children whose voices I’d actually heard on January 27, 2003. What an honor to be face-to-face with Oakland’s future! Ms. Gonzalez informed me that quite soon after she had received her Library of Science certification from San Jose State, she accepted the position of Branch Librarian at Melrose (September 2001). Ms. Gonzalez was seeking a library which would pose a challenge for her, a place where she could make a difference, a place where she could serve as a role model for Mexican-American persons, a Latina who believes in the power of learning and in the importance of stimulating ideas, emphasis on self-esteem and respect, and, possessing an inquisitive mind, appreciates and respects persons of diverse backgrounds and customs. Melrose was the place. Ms. Gonzalez told me that she expects her staff to greet all patrons with a friendly smile, with direct eye contact, without ignoring anyone who comes into the Library. Body language plays a large role in this; I noticed it myself when I walked in and was greeted at the front desk which faces the main entrance to the building. The Library serves as a public service, continued Ms. Gonzalez, where one is met with a smile and a "Can I help you?" question, asked with total sincerity. Sometimes people come in and do not have a clear idea of what they are seeking; the staff is always on hand to help out. What is a great draw at Melrose, aside from books? Computers. In the Melrose community, relatively few people own computers at home. The computers at the Library are offered for use – free to the public – and they are used for a variety of reasons. Within a five-block radius of the Melrose Library live many people from Central and South America; the Library serves as a place for working adults to come and send emails to loved ones "back home" as well as to read newspapers in languages other than English. The Library stays open on Wednesday evenings until 8:00 p.m. It’s very busy on Wednesdays! Approximate census statistics in the Melrose neighborhood consist of: 35% Latino, 30% African-American, 20% Asian, including Pacific Islanders, and 15% Caucasian. Average daily patronage at the Melrose Branch Library is about 200 persons; on days when there are special events, the number of patrons can reach as high as 400. Sixty percent of the patrons are children while 40% are young adults and adults. Manager Gonzalez would like to see these percentages changed to the extent that more adults would come to the library so that they, in turn, can help their children in learning.
Outreach is an integral part of the Melrose Library. English/Spanish flyers advertising activities being offered at the Library, are posted on windows and billboards of businesses along International Blvd., merely a few blocks away from Foothill Blvd. For example, flyers are posted at the Foothill Laundromat (48th Avenue and International Blvd.) and at an Arts and Crafts Store (Mexican Folk Art Store). Relationship with businesses and organizations are an integral part of promoting library activities and events. For example, St. Bertram’s Church includes Melrose Library’s events in its weekly bulletin. Manager Gonzalez and Peter Villasenor, Library Assistant, Circulation Desk, who are bilingual (English/Spanish), speak before various organizations about Melrose’s Library. Rachel Aronowitz, Teen Librarian, who is new to the Library, promotes its inventory of books and services as well. Relationship with teachers in the neighboring schools. Peter Villasenor periodically speaks to students at Fremont High School, which is almost directly across the street from the Melrose Library, and invites them to visit their neighborhood library. Manager Gonzalez seeks outreach through various groups and organizations in the area, introducing them to the concept that a Library is a repository of knowledge which is extended beyond the presence of books. Ms. Gonzalez and her staff promote the Library as a place for meetings and organizations, a place for many resources to where children and adults can come and learn about their cultural heritage, and a place to encourage the learning of English as a Second Language in order to provide future proficiency and opportunities.
Non-profit organizations are a vital part of the branch Library. Among those mentioned were the following:
Programs offered by the Library in diverse areas include:
To accommodate various meetings, there are two meeting rooms downstairs, holding 30 persons, and an auditorium for 120 people. Manager Gonzalez gave me the "grand tour" of the building and I was impressed with what I saw. There is place for a computer room, once the computers will be installed, and directly across from that area is the aforementioned auditorium. What truly distinguishes this area from any other gathering place within a library, at least in my experience, is the fact that when one looks out of the sparkling-clean huge windows, one is facing a delightful oasis of peace and contemplation, a private park with a bench and two truly old, beautiful trees which are gracefully bent down with age, all the way to the ground. I asked Ms. Gonzalez about this park. She said that the trees were planted many years ago by the original owners of the property. Anyone who attends meetings in the auditorium can read the history of the place just by looking at those trees; their branches speak volumes. Meetings are held at the Library which concern the neighborhood. Here are several examples:
When we ascended once more to the main circulation area, Ms. Gonzalez, with well-deserved pride in her voice, showed me the various sections of the Melrose library. The central stairs separate the Children’s Section (to one’s left as one enters the building) from the Teens Section (to one’s right). In addition to books offered in the English language, books are also available in Spanish and in Vietnamese. Books about Samoan culture and language are in the process of being purchased. CD’s and videos are in circulation as well, some of which reflect and echo the neighborhood’s population – stories, songs and tales from countries of origin such as Guatemala, El Salvador, Mexico, etc. Ms. Gonzalez mentioned to me that there is a Friends of the Melrose Branch Library group which was resurrected late last year and "it is a fine one." The group meets on the first Wednesday of every month. I contacted Laverne Kuess, Chair of the Friends’ Group, and she told me that the neighborhood around the Melrose area regards the Library as its architectural jewel! Ms. Kuess informed me that in the past, the Friends of the Melrose Branch Library has acted as the Library’s advocate at the Oakland City Council. At the present time, the Friends’ group is growing and wishes to continue to support the Library’s mission in the neighborhood. Ms. Kuess can be reached by contacting Jane Gonzalez, Manager, Melrose Branch Library, (510) 535-5623. VISION for the Melrose Library? Manager Gonzales hopes to see Melrose as a place for children and adults to be in an environment that is safe and conducive to recreational reading, enrichment, a true location where one can come to enjoy the pure pleasure of reading for its own sake. At 2:45 p.m., my interview ended at the Melrose Branch Library. Ms. Gonzalez walked me to my car, just as I would accompany someone who had left my home after a pleasant evening of conversation and good food, and we hugged each other goodbye. "Come again, anytime," Ms. Gonzalez said, adding, "Thank you so much for writing about us in FOPL’s newsletter." Actually, the pleasure was entirely mutual.
Melrose Elementary School is situated within a good walking distance from the Melrose Branch Library. It took me about five minutes’ drive to reach my destination, look for street parking and precisely at 3:00 p.m., I was in the school’s office, asking to meet with Rachel Quinn, Melrose Elementary School Librarian. The Library is directly across from the office. Ms. Quinn greeted me with a friendly smile and an apology. "I will be glad to be interviewed in a few minutes. However, at the moment, there is a class being conducted at the library and as soon as they leave, I will come back right away." True to her word, within minutes, Ms. Quinn returned to the office and we proceeded to the library, where we sat at a table across one another and started our interview. We had barely introduced ourselves when a student came up to Ms. Quinn and very, very politely, asked permission if her class could come in and do a project at the library. Ms. Quinn looked at me and I said, "Sure, I don’t mind. Let’s sit somewhere else," which we did. We sat on one of the comfortable couches just beyond the table where we had just sat. Truth be told, I enjoyed watching the interaction between the girl and Ms. Quinn. Those few minutes spoke about caring, about feeling comfortable enough to speak directly to a staff person, a sense of kindness and acknowledgment of self. What followed in Ms. Quinn’s words were an extension of that initial feeling I recognized for those seconds of "seeking" and "receiving" permission to study in the library. Ms. Quinn mentioned that she had taught at Melrose Elementary School for seven years. After returning from maternity leave, she accepted a position as the School’s Librarian, a position she has held for the past two years (4 days a week). I asked Ms. Quinn to share her thoughts about the uniqueness of the School. She was very glad to do so. Melrose’s principal, its administration and teachers all believe in constant stability for the children in their care. There are various innovative programs to produce this atmosphere. One very successful program is the Team-Teaching Curriculum. Under this program, no pupil is an anonymous person. All teachers take turns in teaching various classes and know the names of every pupil in each class. The same, of course, applies to the individual pupil’s interaction with all the teachers. Ms. Quinn told me that teachers take turns in being outside during recess and lunch, so that all the pupils recognize their instructors. "We swap classes, to learn to know each other," were Ms. Quinn’s words. Multi-age classes are part of the curriculum. All of these factors contribute to a general feeling of belonging. The principal, administration and staff work collectively in decision-making regarding resources. Parents participate in discussions and actions relating to school budget affairs. The core of the School is "Each person counts;" it’s an uphill path but most definitely at the core of learning at Melrose. A serious concern at this time, according to Ms. Quinn, is the budget crisis within the Oakland Unified School District. This is a stressful time for teachers, especially after some of them received possible layoff notices which would be effective at the end of the current school year. Ms. Quinn described the community as primarily a working-class populace. She also stressed the problems of finding affordable housing and a consequent major shift within the community due to this factor – there are fewer children in the neighborhood, as families with low-income move away to seek more affordable places to live. It’s a fact of life in this area. I mentioned to Ms. Quinn that I had just interviewed Ms. Gonzalez, Branch Manager at the Melrose Library. She immediately broke into a wide smile and said, "Did you see our children over there with their teacher, Mr. Marshall?" It was my turn to smile as well as I nodded in response, commenting on the unique coincidence of being there at the "right moment." According to Ms. Quinn, there are 400 students at Melrose’s Elementary School and 120 students at the Melrose Leadership Academy (grades 6-8), situated on the grounds of Melrose’s Elementary School, in portable classrooms. The ethnic component of Melrose Elementary School consists of: 70% Latino, 15% African-American, and the other 15% are Asians (including Pacific Islanders) plus a few other groups. Function of Melrose Elementary School Library. Each class comes to the Library once a week for a 50-minute period of time. There is a program called "Read-Aloud Day" offered at the Library. Pupils are welcome to take out books on loan, but are fined $10.00 if they are late in returning their books. In order to avoid paying the $10.00 late fee, students can perform various works within the library to "make up" the fine. This is their amnesty. Some of the students shelve books, others search for books, or help the librarian in administrative tasks under her supervision. Current and continuing goals envisioned by Ms. Quinn, are: 1) Love of literature and reading, 2) Exposure to books that may otherwise not be readily available, 3) Teaching the Dewey System of Librarianship for present and future research use, 4) Assistance in learning how to seek resources of information, 5) Teaching how to conduct research on the Internet and various electronic software being taught within the school system. Although the library area is "cramped for space, " in Ms. Quinn’s words, she has a constant display of Spanish-language books, as well as books relating to cultural heritage and holidays, following the trends and requests of neighborhood environs and interests. Wish lists for Ms. Quinn are: 1) Having more libraries in the vicinity - "double the amount!" 2) The possibility of libraries staying open later than they are operating at the present time, 3) Continued opportunities to have freedom of choice in reading so that students can learn more about their place in the world. Ms. Quinn’s final comment to me was the fact that Melrose Elementary School had a teach-in about the U.S. involvement in the war in Iraq, a subject prominent on the minds of many of the pupils and their families at home, and, she added parenthetically, a group of Melrose teachers, parents and their children were part of a large Peace Rally held the Saturday before in San Francisco. Ms. Quinn was proud to be part of that group. As I thanked Ms. Quinn for her interview (which took place after a full day’s work at the School Library), several children were already waiting to talk to her and ask questions about different books. What a great way to end the day! I had parked my car about two blocks away, across the street from International Blvd. Just as I was almost at the stop-light, on the corner of 53rd Avenue and International Blvd., ready to walk across the street toward my car, I noticed a large mural to my left. I stopped to gaze at the colorful mural and discovered that it was produced and signed by the children of Melrose Elementary School. The words were a plea for traffic safety (in English and Spanish), seeking a stop-light on that particular corner so that everyone would have a safe crossing.I crossed International Blvd. in safety and did not take that stop-light for granted! Thank you, Melrose, for touching my heart! Written by Sophie Fynland Souroujon Member, Board of Directors, Friends of the Oakland Public Library April 5, 2003 Excerpts were published in the January, 2004 edition of Off the Shelf |
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