Wiley Content Management Bible, 2nd Edition 978-0-7645-7371-2 User Manual
Product codes
978-0-7645-7371-2
519
Chapter 25 ✦ Cataloging Audiences
The mail is a flyer advertising a long-distance telephone plan. Neighbor A has a plan and is
happy with it. She feels put upon and manipulated and says, “I hate all these advertisements
trying to get me to buy something!” Neighbor B just moved in and has been researching long-
distance phone plans all day. She looks with interest on the ad and says, “How fortuitous to
get this today. I wish that every phone company had sent me one.”
happy with it. She feels put upon and manipulated and says, “I hate all these advertisements
trying to get me to buy something!” Neighbor B just moved in and has been researching long-
distance phone plans all day. She looks with interest on the ad and says, “How fortuitous to
get this today. I wish that every phone company had sent me one.”
However thin and imprecise the line is between service and exploitation, a line still exists.
And in your own publications, you can choose to cross it or not.
And in your own publications, you can choose to cross it or not.
For the record, I forbid you to use any of the techniques that I mention in this book to manip-
ulate or behave unethically toward your audiences!
ulate or behave unethically toward your audiences!
Note
Content Mismanagement
In an inner-city elementary school a few years ago, there was a librarian who kept books from
children and children from books. The librarian didn’t teach children how to use libraries, they
were not made to feel at home, and their curiosity was not welcomed. The library shelves were
almost naked, but the librarian stood in the way of parents and teachers who were trying to get
more books.
children and children from books. The librarian didn’t teach children how to use libraries, they
were not made to feel at home, and their curiosity was not welcomed. The library shelves were
almost naked, but the librarian stood in the way of parents and teachers who were trying to get
more books.
A working library includes book checkout, return, and a functioning catalogue so a student can
learn to get from subject, author, or title to a book on the shelf. This library had none of those;
and students, even teachers, couldn’t predictably find a book without asking the librarian. The
books on the shelves didn’t match the catalogue; the numbers swung wildly, as did the alphabet.
learn to get from subject, author, or title to a book on the shelf. This library had none of those;
and students, even teachers, couldn’t predictably find a book without asking the librarian. The
books on the shelves didn’t match the catalogue; the numbers swung wildly, as did the alphabet.
The librarian used a “personal” system instead of the system used at other schools and libraries.
When asked how students were to locate books in his system, the librarian answered, “Every
library has its idiosyncrasies and the children know mine.” Even if that were true, is the purpose
of a school library for students to learn a unique and idiosyncratic system or conventional library
skills that can be used in other libraries and throughout their lives?
When asked how students were to locate books in his system, the librarian answered, “Every
library has its idiosyncrasies and the children know mine.” Even if that were true, is the purpose
of a school library for students to learn a unique and idiosyncratic system or conventional library
skills that can be used in other libraries and throughout their lives?
The librarian kept many books locked away out of the general collection, and most new books
never got put on the shelves. As a result, even the school PTA stopped donating books to the
library.
never got put on the shelves. As a result, even the school PTA stopped donating books to the
library.
The librarian repeatedly stated, “I will not change,” and that rather than alter his system in “my”
library, he would forfeit funding to get books — and in fact he did so. Teachers’ objections weren’t
able to change the librarian’s ways, so most classes didn’t use the library. Instead teachers kept
limited book collections in their classrooms.
library, he would forfeit funding to get books — and in fact he did so. Teachers’ objections weren’t
able to change the librarian’s ways, so most classes didn’t use the library. Instead teachers kept
limited book collections in their classrooms.
Many children were robbed of irreplaceable time and precious opportunities. Each day was an
irredeemable loss to children who pass this way but once.
irredeemable loss to children who pass this way but once.
It’s already a struggle for kids to get a decent education. There can be no waste of scarce
resources. But this librarian was not forced out; he left in his own time, only when he became eli-
gible for retirement.
resources. But this librarian was not forced out; he left in his own time, only when he became eli-
gible for retirement.
In this century we have learned the hard way that “evil flourishes when good people do nothing.”
When children are deprived of tools for understanding the world because a school library is run
as the librarian’s private kingdom, and nobody can or will do something about it, something is
terribly wrong. A great deal of content is being tragically mismanaged.
When children are deprived of tools for understanding the world because a school library is run
as the librarian’s private kingdom, and nobody can or will do something about it, something is
terribly wrong. A great deal of content is being tragically mismanaged.
Donald J. Horowitz, former Superior Court Judge, State of Washington; Chair, Access to Justice
Technology Bill of Rights Committee, Washington Access to Justice Board
Technology Bill of Rights Committee, Washington Access to Justice Board
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