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Past Oregon Library Association (OLA) Conference Programs, 1942 to Present

A few years ago I served on the Oregon Library Association (OLA) Programming Committee to help organize the annual conference. During that time, I was intrigued by the lack of access to past OLA conference programs, even to just the prior year. At the time, as a first time presenter at the conference I was also curious to see what kinds of past programs the Academic College Research Libraries (ACRL) Division of Oregon had sponsored in the past. I was also curious about the conference logos (as a graphic designer hobbyist) and general conference themes.

So I asked around, starting with my committee members. They, however, did not have any copies of past conference programs, except for the committee chair who only had the previous two years. I was sure that OLA would have digital copies of these somewhere. After all, the conference programs reflect the cultural history of this organization and provide context to the important issues facing libraries at the time. But I was wrong and there were no digital copies.

I continued to ask OLA officials, and a few had personal copies of years they attended stashed away in folders. Finally, someone had mentioned that the State of Oregon Library might have copies. So I verified this and setup an appointment to look through their collection. I was a little surprised to find them heaped in several cardboard boxes with thick layers of dust. As I began to look through them, it seemed as if they had been left in these boxes for decades, nearly forgotten in the depths of the building. But on the top was multiple copies of the conference program from the previous year. Thankfully someone had been collecting these over the years, or as I would find out later, had collected selectively.

Why didn’t someone provide copies of the OLA conference programs online? Were they viewed as unimportant? Was it really that much of an issue to scan these and put them online? When I asked these questions, the common answers I received were that “no one had ever felt the need to do so before,” “there have always been other digital projects that were more pressing,” and “maybe it needed to be scanned appropriately to retain the highest quality.” So they sat in boxes on a shelf in a dark room waiting for their chance to reappear. They must have been waiting for me!

So I obtained permission to borrow the boxes of programs from the State of Oregon Library to scan them, and over the course of several days I scanned all of the programs. I provided a copy of the scanned images to the State of Oregon Library as a thank you. And over the next two years of periodic work on this project, I cleaned up the scanned images, tracked down missing conference programs and information about the programs as best as I could, and placed what I had online. Below are the results.

I hope to analyze these programs and write a little more about the OLA conference history on this blog, and perhaps submit something to the Oregon Library Association Quarterly journal for publication. I’m especially excited about the OLA and Oregon Association of School Libraries (OASL) vote at this year’s OLA and OASL Conferences (2012) to merge together. By looking through the past of OLA, the present and future may gain additional synergy and future growth. (Perhaps someone from the OASL would like to scan old conference programs too!) Enjoy these PDFs!

NOTE: While I did scan these documents and the general public may freely access these, copyright of the images and text in the documents belongs to the Oregon Library Association (OLA).  Until they are “properly scanned” and made available to the general public by OLA or another related professional organization, I intend to provide these scanned versions on this site (

As you’ll notice, several years are missing, particularly current years. If you have any of the missing conference programs, please contact John Repplinger at  These are the missing years: 1943, 1945, 1947, 1949, 1950, 1958, 1967, 1971, 1980

Oregon Library Association (OLA) Conference Programs

1946 to present (various date)

 1942 Program Cover

1942, January 24


1st Annual

(Mid-Winter Conference)

 Conference Summary & Signatures of Attendees

1943 Conference program is missing

1943 Conference Attendees
 1944 Program Cover

1944, May 6


2nd Annual


1945 Conference program is missing

 1946 Program Cover

1946, May 25


4th Annual


1947 Conference program is missing

 1948 Program Cover

1948, May 22


6th Annual


1949 Conference program is missing

1950 Conference program is missing

 1951 Program Cover

1951, May 19


9th Annual

“Let’s Develop”

 1952 Program Cover

1952, May 9-10


10th Annual

“Our American Heritage”

 1953 Program Cover


11th Annual

“Facing the Future: Books Speak for Themselves… Let the Librarians Speak, Too”

 1954 Program Cover

1954, April 30-May 1


12th Annual

“Oregon Libraries in Action”


1955, April 29-30

La Grande

13th Annual


1956, April 17-28


14th Annual


1957, May 3-4


15th Annual


1958 Conference program is missing


1959, May 8-9


17th Annual


1960, April 29-30


18th Annual


1961, April 28-29


19th Annual

“The Challenges of the Sixties”


1962, April 27-28


20th Annual

“The Book in the Picture”


1963, April 26-27


21st Annual

“The Library Meets the Community”


1964, April 23-25


22nd Annual

“Libraries – Oregon – 1964”


1965, April 22-24

Coos Bay

23rd Annual

“Design for Progress”


1966, April 28-30


24th Annual

“Planning for Progress”


1967 Conference program is missing


1968, April 25-27


26th Annual

“Vanquishing Boundaries in Librarianship”


1969, April 9-12


27th Annual


1970, April 16-18


28th Annual

“Libraries in the 70s are for people and books”


1971 Conference program is missing


1972, April 27-29


30th Annual

“Cushion Conflict with Cooperation”


1973, April 26-28


31st Annual

Action in Today’s World


1974, April 25-27


32nd Annual


1975, April 10-12


33rd Annual


& Revised Schedule (PDF)


1976, April 28-May 1

Lincoln City

34th Annual


1977, April 21-23


35th Annual


1978, April 20-22


36th Annual

“Statistics are the Beacon of Our Happy Life”


1979, April 19-21


37th Annual

“Looking Toward the 80’s”


1980 Conference program is missing


1981, April 22-25

39th Annual


1982, April 14-17

(1st OLA/WLA Conference)

40th Annual

“Libraries – Pure Gold”


1983, April 7-9


41st Annual

“Making Libraries Fit”


& Handout (PDF)


1984, April 11-14


42nd Annual

“OLA 1984”


1985, April 10-13


43rd Annual

“Oregon Libraries on the Next Frontier: Communication, Credibility, Creativity”


1986, April 20-23

Gleneden Beach

44th Annual

“Dewey Did – Do We? Or Back to Basics”


1987, April 22-25


45th Annual

“Libraries: Pure Gold2”


1988, April 6-9


46th Annual

“Libraries: Window to the World”


& Handout (PDF)


1989, April 5-8

Sun River

47th Annual

“Libraries Give us Wings”


& Map (PDF)


1990, March 28-31


48th Annual

“50 Year Celebration: 1940-1990”


& Handout (PDF)


1991, April 10-13


49st Annual

“Oregon Libraries: Together into the Future”


1992, April 8-11


50th Annual

(3rd OLA/WLA Conference)


1993, March 31- April 3


51st Annual

“Ideals into Action”


& Handout (PDF)


1994, April 6-9

Sun River

52nd Annual

“Commitment, Connection, Clout”


1995, April 26-29


53rd Annual

“Creating New Connections”


1996, April 26-27


54th Annual

“Oregon’s Promise: Intellectual Freedom”


1997, April 23-26


55th Annual
(OLA/WLA Conference)

“Get Wired, Get Inspired”


1998, March 30-April 1


56th Annual

“Reboot, Refresh, Restore”


1999, March 31-April 2


57th Annual

“Make a Wave: Educate, Advocate, Lead”


2000, April 5-7


58th Annual

“Libraries: A Proud Tradition, A Bright Future”


2001, March 28-30


59th Annual

“Libraries: A Proud Tradition, A Bright Future”


2002, April 17-20


60th Annual

“Building Bridges”


& Additional Program Information (PDF)


2003, April 23-25


61st Annual

“Steering the Flexible Course”


2004, April 14-16


62nd Annual

“Diversity, Not Window Dressing”


2005, April 6-8


63rd Annual

“The Power in Collaboration”


2006, April 5-7


64th Annual

“Thriving on Change, Embrace the Possibilities”


2007, April 18-20


65th Annual

“Civics, Cyberspace, Change”


2008, April 16-18


66th Annual

“OLA/WLA: Sharing More Than a Boarder”

 2008 Exhibitor List

2009, April 1-3


64th Annual

“One State, Many Stories”


2010 Cancelled

Due to PLA Conference in Portland


2011, April 6-8


69th Annual

“Libraries Build Communities Build Libraries”


2012, April 25-27


70th Annual

“Right at the Heart of Things”


Google’s Digital Literacy Tutorial

I recently stumbled upon an information literacy tool put together by Google for educators called the Digital Literacy Tour.  It appears to have been around since at least September 15, 2009.  I’m not sure how I ran across this resource, but the parallels with educating users about the digital environment caught my attention and deserve discussion.

Image source:

This is an excellent resource for educators who want to discuss aspects of safety, ownership (copyright in disguise), courtesy, honest, and how to avoid some of the threats or dangers of the Internet.  It is also tied into the larger Google for Educators site, which has resources classrooms, classroom activities and posters, an educator’s discussion group (email list), and information about a Google certification program for the professional development of teachers.

The three “Workshops” provided on the Digital Literacy Tour includes the topics of detecting lies and staying true, playing and staying safe online, and steering clear of cyber tricks.  Each consist of four or five resources (videos, guidebooks, handouts, and a presentation to accompany a lesson).  The workshops are geared toward K-12 primary & secondary education students and educators of those age groups.  Parents should also take a look at the Digital Literacy Tour so that they are aware of the issues (plus they may even learn a thing or two)!

While the videos are short in length (roughly under 2 minutes long–see example), they do a good job of educating students on the basics of being a responsible Internet citizen in entertaining ways.

The instructor guidebooks are under 30 pages, and packed with useful info.  Below is a sample table of contents from the Playing It Safe Online guidebook.  There are a few lesson plans with subsections of topics for educators to cover, and all of the lessons are short and to the point which make them ideal for working these topics into the curriculum on the side OR devoting an entire class(es) to the topic at hand.

Image source:

Sample Overview of the Playing It Safe Online Guidebook
Teaching Tips 1
Lesson Plan 1: Personal is Personal 2
Lesson Plan 2: Be Respectful to Yourself and Others 5
Lesson Plan 3: Be Street Smart 8
Instructor Toolkit:
Lesson 1: I Know/I Want to Know 13
Lesson 1: Video Summary Staying Safe Online, Part 1 14
Lesson 1: Guidelines for Creating Strong Passwords 15
Lesson 1: Password Activity: Answer Sheet 16
Lesson 1: Reputation Management: Profile 1 – Answer Sheet 17
Lesson 1: Reputation Management: Profile 2 – Answer Sheet 18
Lesson 1: Reputation Management: Profile 3 – Answer Sheet 19
Lesson 2: Video Summary Staying Safe Online, Part 2 20
Lesson 2: Online Citzenship Rules 21
Lesson 2: Actions to Take with Online Bullies 23
Lesson 3: Video Summary Staying Safe Online, Part 3 24
Lesson 3: Street Smart Activity: Answer Sheet 25

Image source: Google's "I Keep Safe document"

The student handouts (see example) include activities that help students identify key characteristics of digital information and the Internet, such as a checklist comparing three different web sites and common domain name extension (e.g. .edu, .com, .org, .gov).

And to round out the resource, there is a PowerPoint document for each of the workshop topics that educators can use for classroom presentations (see example).  The outline of each parallels the videos that students watch.  This allows the educator to go at their own speed to cover the topic at hand.

Overall, this will be a very useful resource for educators (and parents) to educate their students on “digital literacy.”

Security Risks with Adobe Flash

I had to pass this along for those who use flash, especially those who work in the education industry…

July 8, 2010, 02:00 PM ET

Flash on College Web Sites May Pose Security Risk for Students

By Kelly Truong

Three computer-science lecturers at the University of Worcester—Joanne Kuzma, Colin Price, and Richard Henson—ran a scan on 250 college Web sites, testing for security vulnerabilities. Approximately 20 percent of the sites ran applications containing personal information within a Flash plug-in…

… security problems can arise due to professors, departments, and student organizations maintaining separate pages through the main university Web site. Academic departments often have their own individual servers, which are not set up through the school’s IT department and, therefore, may unknowingly pose security risks.

Read more from the Chronicle of Higher Education

4 Reasons Why the Library Should Affect Your College Choice – US News and World Report

I had to post this from US

4 Reasons Why the Library Should Affect Your College Choice – US News and World Report.

If you talk to a college admissions officer or a high school guidance counselor about things to do when you visit a college campus, one of the first things they say is to visit the libraries on campus. Bring a book or some schoolwork, sit down, and soak up the environment.  Can you see yourself there for four years?

“The library is the backbone of a college or university’s academic environment,” says Kelly Alice Robinson, career information services manager at the Career Center Library at Boston College.

Not only is the actual physical library one of the main spots where college students go to get work done (and socialize), it’s also a useful resource of a wide range of information and services, she says. And that doesn’t even scratch the surface of the digital capabilities that many library systems possess. U.S. News spoke to a handful of experienced librarians from colleges to find out what prospective students—and their parents—should look for when they check out a prospective school’s library…

Read more…

Books in the House = Smart Kids

The Chronicle of Higher Education highlighted an article that was recently released about the correlation between a child’s education and their access to books.  Essentially, the international study (performed in 27 nations) found that children who grow up with books in their house are much more likely to be educated (3 years of more education on average) and graduate from college (20% more likely).  The study also indicates that while a child’s parents education matters, it does not matter as much as having access to books at home.

Thus it seems that scholarly culture, and the taste for books that it brings, flows from generation to generation largely of its own accord, little affected by education, occupational status, or other aspects of class … Parents give their infants toy books to play with in the bath; read stories to little children at bed-time; give books as presents to older children; talk, explain, imagine, fantasize, and play with words unceasingly. Their children get a taste for all this, learn the words, master the skills, buy the books. And that pays off handsomely in schools.

The article abstract can be read here (order it though your local library).  The authors of the article are M.D.R. Evans, Jonathan Kelley, Joanna Sikorac, and Donald J. Treimand.

China’s On-Campus Police Informants

The Chronicle of Higher Education posted an interesting article entitled “Documents Reveal Secrets and Scope of China’s On-Campus Police Informants.”  Basically, it says that the China Digital Times translated and posted an internal document dated in 2005 about university policies recruiting student “spies” that was accidentally put into the public domain.

Here is a quote from the Chronicle of Higher Education post:

At Dezhou University each spy is expected to report “three or more items of valuable security information” each month in exchange for a regular reward, with “a great reward” for especially valuable intelligence. College authorities also offer to improve academic grades and job prospects, promising to “give priority consideration in [sic] the students’ appraisals and political advancements.” Informants must “grasp developments [concerning those who] oppose the social situation,” especially “ethnic separatists, religious extremists, and violent terrorists.”

Here is a link to the China Digital Times (the original source).

Scholarly Communications by Faculty

Ithika, an organization that promotes the use of technology in higher education, released a report recently on the scholarly communication habits of tenured faculty members.  Ithika has performed this survey three times in the past 10 years, repeating this survey nation-wide every three years.

Here is how the report boils down:

– Faculty use and want e-journals, and don’t want print. 80% of scientists said they would want only current access to e-journals, where as only 60% of faculty in the humanities wanted electronic e-journal access only.

– Faculty are not visiting the library as the starting point for their research as they have in the past; they tend to start with the Internet.  One quote I’d like to highlight from today’s Chronicle of Higher Education summary is,

If faculty members see the library less as a gateway to research, they still put faith in its value as a buyer and archiver of information. There’s a danger, however, that they will consider it “as a budget line rather than as an active intellectual partner,” the report suggests.

– Faculty do not consider the e-books as important (10%), but many think that it will affect them professionally in the next five years (30%).

– For the majority (85%), faculty still want to publish in recognized journals rather than to publish their work in an open access journals which are publicly available and have a higher impact factor (40%).  They believe that writing to their peers in their narrow fields of study is more important than writing to a general audience in which anyone who wants to read their work can.

– Less than 30% of faculty have ever uploaded their work into their institutional repositories.

Embrace your inner Rachael Ray: What TV chefs can teach librarians about presentation style

Embrace your inner Rachael Ray: What TV chefs can teach librarians about presentation style

By Anna Johnson, Mt Hood Community College, presentation notes (video clips)

Topics covered in the presentation: Public speaking is emotional (how do you feel?).  Who is the public speaker of the library?  How to improve your public speaking skills?  There are two main tools covered in this presentation: 1. The personality of the TV chef 2. The structure of a TV cooking show (30 minute meals = 30 minute presentation time.)

Recipe for tasty library presentations.  Good public presenters are good at being:

1. Eager and able to teach with what they know
2. Skilled at step-by step demos
3. Energetic and enthusiastic presenters

There are four personality traits (ingredients) that help make a person successful and fun to watch as public speakers:

1. Energy and enthusiasm (can substitute equal amount of passion for the subject matter.  About topic — talks about nothing–people think its cute)
2. Expert knowledge acquired through years of getting paid to do what you love to do.
3. Willingness to share relevant stories about your own experiences with the subject  (it helps people relate, stories help fill time, some personal flavor adds to presentation)
4. Ability to explain what you’re doing (and why), while you’re doing it

How to assemble your presentation:

  • Explain what you’ll be demonstrating and why your audience should try it themselves
  • During demo explain why do things the way you do (and what to avoid)
  • Prepare examples ahead of time, and be prepared to skip a few steps
  • Every 10 minutes or so, recap what we’ve learned so far and what’s coming up.
  • Share a personal story relating your interests in and/or experiences with this topic
  • Encourage your audience to try it on their own, and tell them how to learn more
  • Experts knowledge from getting paid to do what you love. (they know you know more than they do and they expect it.  Expertise is assumed.).
  • Ability to explain what you’re doing while you’re doing it (sometimes come naturally.  how walk & talk at the same time)
  • Explain what you do and encourage your audience to try these skill (you soak in info while they talk instead of cook along side of tv show).
  • During demo explain why you do things they way you do (what things might go wrong).
  • Prepare examples ahead of time (sometimes on the fly searches work, but if you aren’t familiar it might go astray.  Open to stopping in the middle to give more detail–see screen to see context).
  • And be prepared to skip a few steps to maximize your time (think about prior to what needs to be discussed or prepared ahead of time — canned search to maximize time.).  How do you learn to teach and present at conferences?

Follow up question and comments from audience:

  • What about building credibility with faculty to come to presentations (give pizza to faculty to demo new database)?
  • You need to have some entertainment involved to engage them.
  • Why should students listen to us?  I use metaphors (ride like a toddler vs ride like Lance Armstrong = learn how to do really good searching)
  • Should our professional training include public speakers? (Yes!) Where does this training come from? Professional development, training, etc. Some schools are including and requiring public speaking classes.

The New Literacy

Clive Thompson writes: “As the school year begins, be ready to hear pundits fretting once again about how kids today can’t write—and technology is to blame. But Andrea Lunsford isn’t so sure. Lunsford is a professor of writing and rhetoric at Stanford University, where she has organized a mammoth project called the Stanford Study of Writing to scrutinize college students’ prose. From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions. Her conclusions are stirring.”…

Wired, Aug. 24

Reading Rainbow Comes to an End

From the NPR Morning Edition, Aug. 28

The children’s TV series Reading Rainbow ended its 26-year run August 28; it had won 26 Emmys, and was the third longest-running children’s show in PBS history. The show, which started in 1983, was hosted by actor LeVar Burton. At the end of every show, kids gave their own book reviews, always prefaced by Burton’s trademark line: “But you don’t have to take my word for it.” The show’s absence will leave many open questions about today’s literacy challenges, and what television’s role should be in addressing them….