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The cultural origins of youth services librarianship, 1876--1900.

机译：青年服务图书馆事业的文化渊源，1876--1900年。

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Public library youth services developed during the period from 1876 to 1900, in the context of late 19th century beliefs about the importance of childhood and the power of reading. This dissertation analyzes the cultural forces that influenced the negotiation and growth of the development of public library services to children. A number of preceding but more transient forms of library services in such institutions as Sunday Schools and young men's associations informed librarians' discussions in 1876, when they first began addressing the needs of children in professional writings. Early models of youth services emphasized the authority of teachers, limiting children's borrowing to those materials that augmented school lessons. By the late 1880s, librarians began providing direct, personal service to children, formalizing their own expertise and authority by making lists of approved books for young readers. Librarians were influenced by Progressive Era movements including the kindergarten, settlement house, child study, and home libraries movements to further expand their offerings for children by exploring new ways of attracting and capturing children's interest. Public library youth services began in the 1890s to include games, picture collections, story hours, and reading clubs. By 1900, these developments were formalized in training programs for children's librarians and the formation of a national organization of professional childrens' librarians within the American Library Association. These findings about cultural origins of youth services librarianship shed new light on how this specialty developed, and they offer a vantage point from which to reassess contemporary youth services in public libraries as a product of late 19 th century debates about the importance of reading as an influence on children's characters.
机译：在19世纪后期关于儿童时代的重要性和阅读能力的信念的背景下，公共图书馆的青年服务在1876年至1900年期间得到发展。本文分析了影响公共图书馆向儿童服务发展的谈判和发展的文化力量。 1876年，周日学校和青年男子协会等机构中许多以前但较短暂的图书馆服务形式，为图书馆员在1876年开始讨论时的讨论提供了便利，当时他们开始着手解决儿童对专业作品的需求。早期的青年服务模式强调了教师的权威，将儿童的借贷限制在增加学校课程的材料上。到1880年代后期，图书馆员开始为儿童提供直接的个人服务，通过列出供年轻读者使用的认可书籍来正规化自己的专业知识和权威。图书馆员受到渐进时代运动的影响，包括幼儿园，安置所，儿童学习和家庭图书馆运动，以通过探索吸引和引起儿童兴趣的新方法来进一步扩展为儿童提供的服务。公共图书馆的青年服务始于1890年代，包括游戏，图片收藏，故事时间和阅读俱乐部。到1900年，这些发展已在针对儿童图书馆员的培训计划中正式化，并在美国图书馆协会内部组建了专业的儿童图书馆员国家组织。这些有关青年服务图书馆学的文化渊源的发现为这一专业的发展提供了新的思路，它们提供了一个有利的起点，作为19世纪末关于阅读作为一种重要意义的辩论的产物，可以重新评估公共图书馆中的当代青年服务。对儿童角色的影响。

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