Academic literature on the topic 'Lancaster County (Ohio). Public Library'

As twenty-first-century libraries create programming, they are finding innovative ways to engage children and families in lifelong learning through hands-on experiences.Outdoor nature spaces and gardens at public libraries are ideal environments for both formal and informal learning. In underserved, urban communities where greenspace is limited, providing a learning garden as a resource is especially valuable.Using Cuyahoga County Public Library’s (CCPL’s) Warrensville Heights (WVH) branch library as a case study, this article explores how a library in a low-income inner-ring suburb installed a children’s garden that led to numerous positive impacts. In October 2015, Sari Feldman, then executive director of Cuyahoga County Public Library in suburban Cleveland, Ohio, approached the staff of the WVH branch with the idea of developing a children’s garden at the branch. In Warrensville Heights, a community with a population of roughly thirteen thousand, many families live in apartments and lack access to green space. The area is aptly described as a “food desert,” where residents have little access to fresh produce.

THE contents of what was described in 1885 as ‘the most extensive and the most interesting of the old Grammar School Libraries of Lancashire’, the Burnley Grammar School Library, shed interesting light on the state of religious controversy in the north between the late sixteenth and the late seventeenth and early eighteenth centuries. The library, which, through the generosity of Burnley Grammar School and with the kind co-operation of the Lancashire County Library, is now on permanent loan at Lancaster University, forms, as presently constituted, a collection of 875 volumes, published mainly in the seventeenth century. It owes its foundation to, and, as we shall see, reflects the religious interests, aims, and viewpoint of, the Revd Henry Halsted (1641-1728), rector of Stansfield, in Suffolk, who left the whole of his personal library to the Burnley Grammar School in 1728. Shortly after Halsted’s death, the collection was augmented by a small addition of books presented by another clergyman, the Revd Edmund Towneley of Rowley, rector of Slaidburn, Lancashire. It is, therefore, essentially a clerical and religious library and provides an interesting example of what sort of material typical, affluent English incumbents of the Augustan and early Hanoverian period considered worthy of places on their study shelves. For purposes of comparison within the region, a collection by two laymen made in another northern town and, like the Halsted-Towneley collection, charitably gifted, the Petyt Library, built up to over two thousand volumes by two brothers in the first decade of the eighteenth century, and now housed within Skipton Public Library, with its heavy emphasis on divinity, can be profitably examined. In the essay that follows we shall consider the Burnley Collection as essentially that of its principal donor, Henry Halsted, and as enshrining his aims.

Literacy development is a complex process. It is well established that the Home Literacy Environment influences literacy development. To better understand the influence of the Neighborhood Literacy Environment, we examined the distribution of public library branches across neighborhoods in an American midwestern city and associations between book circulation rates and childhood poverty rates. This study used children's book circulation data provided by the Hamilton County Public Library in the state of Ohio (U.S.). The primary outcome variable was the branch-specific, five-year mean circulation rate of books-per-child living within the branch neighborhood. The predictor variable was the childhood poverty rate of the neighborhood. There was a significant, moderate negative correlation between book circulation and childhood poverty rates (Spearman's r= -0.52, p<0.001). Using data from a public library system in a large midwestern American city, this study found significant disparities in branch access and children's book circulation in high-poverty neighborhoods.

What makes a place haunted is the narrative of its ghosts: the curse of the place is expressed through the hauntings of that place by the ghosts of the people who died there. Ghosts are an expression of negative transgression, that is, a violation of social norms and cultural values that leads to the moral destabilization of the community: haunted places are places of tragedy, of deaths caused by violence and negligence. The basic features of haunted places in the US are liminality, the historical experience of what happened there, and the fact that they represent the boundary between the everyday and the impossible. The crossing of the existential boundaries by ghosts is analogous to negative transgression in social behavior. The liminality of ghosts thus corresponds to the liminality of haunted places in spatial, existential, ontological and moral terms. They appear as a kind of propaedeutic device in cultural communication, for the atrocities of their stories address what is good and bad according to the norms of cultural thought, and what is proper and improper in social behavior. Several different types of places are featured in this discussion: private ones, like dwelling places, as well as numerous public places, including a public library, a quarry, a public park, a village lane, a teahouse, the site of one of the best-known battles in United States history, a former correction facility, a beech etc, across the entire country: Atchison, Kansas; New Orleans, Fort Leavenworth and plantations in Louisiana; Peoria, Illinois; Reelsville, Indiana; Little Bighorn, Montana; Washington DC; New York City; the San Francisco Bay area; Philadelphia, Pennsylvania; Portage County, Wisconsin; Baton Rouge, Louisiana; Forester, Michigan; Cape May, New Jersey; Tucson, Arizona; Mason, Ohio.