YALSA Local Arrangements BFYA Feedback Session

The YALSA Local Arrangements committee for ALA Midwinter in Denver, CO is recruiting youth participants for a Best Fiction for Young Adults feedback session. As you know, YALSA takes input from the youth very seriously. Not only does it allow us to shape and support our organizational goals, but also it creates a unique and valuable experience for all participants – those speaking and those listening.

For Denver we are interested in hearing 50 local teens tell us what they did or did not like about the books on the BFYA nomination list. The session will be held on Saturday, February 10th, from 1pm – 3pm. As a thank you, these lucky teens and sponsors will also get to tour the exhibition halls that morning and have lunch before the session begins.

All interested parties should submit an application for their groups here: https://goo.gl/forms/yowz4daGhFOBt7nH2

Hurry! The deadline to apply is DECEMBER 22nd.

Please direct any questions to Michelyne Gray at mgray@cherrycreekschools.org

Gimme a C (for Collaboration!): Creating a Winning Team

During my first years as a school librarian, I worked at a junior high with a group of dynamite classroom teachers.  “Collaboration” was a word that we used in discussions and also put into practice. One English teacher and I had the idea of working more closely with the public library and coordinating a summer reading program with our students.  Although we did not receive the funding we requested, we pursued the partnership. Over the next five years, we successfully collaborated with the public library on a variety of projects.

We soon realized the necessity of developing a “winning team” to establish our collaborative relationship with the public library, involving stakeholders from both institutions. As we progressed we also realized the importance of celebrating our successes.

A winning collaborative team typically includes a school librarian and children’s or youth services librarian from the public library. Once everyone agrees to work together, all stakeholders should meet to discuss ways the two organizations could work together. Many creative ideas and great discussions develop over a cup of coffee.

Establishing a winning team through partnerships with other organizations is not always an inherent skill. Students in MLS and pre-service library education programs should be exposed to this concept during their studies. The students need to experience collaboration.

Last summer, Emporia State University students enrolled in a Resources and Services for Early Learners class developed collaborative program plans to be implemented at both school and public libraries. One of the plan’s first steps was to identify other organizations as collaborative partners, and other information professionals who could become part of a winning team. The two ideas listed below illustrate possible projects that involve the public librarian and the school librarian.

–Have a Summer Drive-in program where children create their own cars with cardboard to “drive” to the events.  This collaboration was with the school, Public Library Summer Reading program and the local drive-in.  (Ashely Green)

–The Arbor Day Extravaganza helped the children learn about the environment and how they can protect and nurture it. The public librarian and the school librarian will help the children plant trees or shrubs into plastic containers that can then be taken home. (Heather Green)

These two ideas are examples of creative thought through collaboration; a final ingredient celebrating the success of collaborative winning teams.

As a young school librarian working with a classroom teacher to establish a collaborative event with the public library, my colleague and I neglected to establish a team involving professionals from each organization. Today, developing a winning team will establish more productive and successful collaborations.

Jody K. Howard is an adjunct professor at Emporia State University and is a member of the AASL/ALSC/YALSA Interdivisional Committee on School-Public Library Cooperation.

Photo Credit: Jody Howard

Support YALSA for #GivingTuesday

Today is #GivingTuesday – a movement that celebrates giving and encourages more, better and smarter giving during the holiday season.

Please consider making a donation to Friends of YALSA to support grants, scholarships and awards for members, and encourage your friends, family and colleagues to do the same. So far in 2017, Friends of YALSA has raised $9,802 towards its goal of $14,095 needed to provide our annual member grants, awards and scholarships. Our Giving Tuesday goal is to raise the remaining $4,293. This year, Giving Tuesday is extra special because you can double your impact! With every dollar that is donated, ALA will match it, dollar for dollar (up to a $1,000 individual gift)!

I am giving to Friends of YALSA to give back to an organization that has done so much for me. I have taken advantage of the awards, grants, and more leadership and learning opportunities than I could count. Now it is my turn to pay it forward.

Donate Today and help Friends of YALSA support our profession. Then, take an #UNselfie with a message explaining why you are giving, tag it #GivingTuesday and post it on our Facebook or tweet us!

Thank you – and Happy Giving Tuesday!

 

Kate Denier is the Chair of YALSA’s Financial Advancement Committee.

Research on Competency Content Area 1: Teen Growth and Development

Authored by the YALSA Research Committee

Throughout the current term, the YALSA Research Committee will be looking at YALSA’s new Competencies for Teen Librarians through the lens of research.  Through our blog posts, we will attempt to provide a brief snapshot of how scholarship currently addresses some of the issues put forth through the standards.

Our first post focuses on Content Area 1: Teen Growth and Development, which is generally described as,  “Knows the typical benchmarks for growth and development and uses this knowledge to provide library resources, programs, and services that meet the multiple needs of teens.” This standard includes different facets of teen development, cultures, media, and preparing patrons to transition into adulthood and how each of these themes apply to collections, programs, and services.  For this post, we’ll focus solely on aspects of teen development in research about youth library services.

Walter (2009) described “The Public Libraries as Partners in Youth Development Project” which described a specific set of developmental outcomes that occur when teens successfully transition to adulthood.  The author further unpacked each outcome and examined how certain youth programs addressed the needs of youth to meet those outcomes through a youth employment program, which engaged teens in meaningful library work that allowed them to understand how their work impacted their community.   Akiv and Petrokubit (2016) examined the impact of the approach of youth-adult partnerships (Y-AP) in youth library programs.  The Y-AP approach suggests that youth and adults will collaboratively make programmatic and organization decisions.  The researchers found that giving teens the progressive responsibility that may help them prepare for adulthood.  Acknowledging the diverse needs of urban youth, Derr and Rhodes (2010) described how the development of an urban youth library space that meets these diverse needs can foster a continued engagement in library services as youth transition to adulthood.  Williams and Edwards (2011) examined how public library spaces can help sustain the psychological development of teens living in urban spaces.  They noted the conflict that often occurs between teen and adult schedules and the general lack of social space for teens.  The authors argued that providing specific space for teens in the library gives teens the space to feel safe, interact with adults other than their parents, and engage with resources.

Williams and Edwards (2011) and Walter (2009) make references to the need for library staff to educate themselves on youth development and what teens need to grow and transition to adulthood.  This education may help to mitigate the adversarial approach sometimes taken by library staff who don’t specifically work with teens on a regular basis. Walter specifically stresses that practitioners need to work with instead of do for teen patrons in order to best help them acquire those skills and dispositions that will help them grow.

Akiva, T. & Petrokubi, J. (2016). Growing with youth: A lifewide and lifelong perspective on youth-adult partnership in youth programs. Children and Youth Services Review, 69, 248-258.

Derr, L. & Rhodes, A. (2010). The public library as ürban youth space: Redefining public libraries through services and space for young people for an über experience. APIS, 23(3), 90-97.

Walter, V.A. (2009). Sowing the seed of praxis: Incorporating youth development principles in a library teen employment program. Library Trends, 58(1), 63-81.

Williams, P. & Edwards, J. (2011). Nowhere to go and nothing to do: How public libraries mitigate the impacts of parental work and urban planning on young people. APLIS, 24(4), 142-152.

Transforming Teen Services Through CE

This post written by Carrie Sanders, Youth Services Coordinator, Maryland State Library.

At the beginning of the month, I journeyed to Louisville, KY for the annual YALSA Symposium. I heard vibrant authors and teen services librarians discussing current literature written to meet the needs and interests of today’s teens, and I learned about serving teens with disabilities, social action programming, and strong teen volunteer programs. At the end of these very full days, my brain took a breather on Sunday afternoon, and then it went into full gear on Monday-Tuesday, November 6-7, during the YALSA National Forum.

photo of participants in the YALSA ForumWhat was the purpose of this Forum? Under the theme “Transforming Teen Services Through Continuing Education”, YALSA and COSLA, through a grant funded by the Institute of Museum and Library Services (IMLS), gathered representatives from 45 states, along with YALSA Advisory Committee members and other facilitators, to align library teen services with current societal and learning trends of this age group. We gave equal attention to the “what and the how” of Continuing Education (CE) for library staff: what should today’s content be in our teen programming? — and how should this CE be delivered to library staff so that our public library programming and services, nationally, meet the identified emotional, social, and learning needs of today’s teens? Big questions for us to tackle in a day and a half! We listened to a variety of experienced colleagues with experiences and research to share; we looked at national trends and research about the social/emotional needs of teens and their learning styles; we discussed what we are doing in our states; and we asked questions throughout the Forum that bubbled up from our learning. YALSA will take information gained at the meeting to continue developing a national agenda for supporting professional learning needs of library staff working with teens. And, the state representatives attending the Forum, will take back the findings and discussion from our time together and start implementing, through communications and trainings, some of the learnings from the event.

photo of Sandra Hughes Hassell presenting at the YALSA ForumSandra Hughes-Hassell, YALSA President and Associate Professor, School of Library and Information Science, University of North Carolina at Chapel Hill) opened the Forum noting key paradigm shifts that need to happen in teen services, in response to YALSA’s IMLS-funded report, “The Future of Library Services for and with Teens: A Call to Action.” The shifts include:

  • Library services to teens need to be “Teen-centric” – not “library-centric.” Library staff need to put teens first; we need to reach ALL teens in our communities (not just the readers). Today, 48% of our total youth population are teens of color – our services need to reach the marginalized teens in our community. Our services should focus on the person or the process — not the “stuff” or the product.
  • Amplify Teen voice. Library staff should involve teens in the development and implementation of their programs, and they should be the ones to identify social issues in the community. Involving teens in this way is not “giving them a voice” because they already have one. Rather, including them in the planning of teen programs centers their voice.
  • Broaden literacies. Work skills have changed, but skills taught in school are not mirroring these changes. Library staff needs to go beyond book clubs and specific events by focusing on learning in teen programming. Learning should include multiple literacies and include aspects of connected learning: student choice; collaborative, social learning; self-directed learning; authentic audience; maximizing use of technology (producers, not just users). These learning experiences created by and for teens is purposeful and centered on relevant issues. It often includes service learning. Continue reading

Future Ready with the Library: An Exploratory Lab on Kodiak Island

A version of this content was originally posted on the YALSA Future Ready with the Library Cohort Community of Practice and written by Katie Baxter. The Future Ready with the Library project is funded by the Institute of Museum and Library Services.

youth interviewing each otherI popped over to the Community College recently to meet with Libby, the professor of Alutiiq Studies, who also co-chairs 4-H on Kodiak island. Since it was 10 cents Wednesday at the local Monk’s Rock coffee shop I was able to spring for delicious homemade pumpkin spice cookies to bring to the meeting. Libby was as thrilled as I was to have a little break for creative collegiality. I started our conversation by talking with Libby about Future Ready with the Library cohort member Laura Pitts’ Building Better Leaders program model.

I also wanted to talk with Libby about the Exploratory Lab I’m working on for the Kodiak Future Ready with the Library project. I have most of the activities, learning experiences, and materials in place for our project. However, I am missing one thing, an activity grounded in Alutiiq cultural values. I am familiar with the story telling traditions and themes of Alutiiq culture that draw upon the tribal value system, but, I am not as well versed in activities. While I could have explored the online Alutiiq Word of the Week database to find out about activities, this was a great opportunity for me to sit and learn with Libby.
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100 Books Before College

I’m sure most librarians have heard of 1000 Books Before Kindergarten. We’ve been running that program at the Middletown Township Public Library for two years now, and the children and their parents love it. I was joking with my colleague one day that there should be a 100 Books Before College for high school students. And I thought…well actually, why not? So I started to plan.

So what is 100 Books Before College? It is a new low key reading program geared toward high school students. I have over 100 teen volunteers in my volunteer program, and many of them tell me they are too busy to read (not all of them, but many of them). This program is meant to encourage high school students to read for fun, despite their busy schedules of sports, homework, clubs, volunteering, and more. On my publicity for the program, I include the value in reading regularly: improve your cognitive skills, your reading comprehension, and maybe even your test scores!  Being an avid reader will help any student as they make their way beyond high school to college, vocational school, or a career.

The goal for the reading program: read 100 books before you graduate high school. I created a list of 100 suggested books to read, which has a mixture of classic and current fiction and nonfiction. Participants are encouraged to use the list as a guide, but they are not required to read these books. They can read any books that interest them!

I also asked the Princeton Review to donate prizes for those who complete the challenge. They have generously donated swag bags! So, students have 4 years to read 100 books, and at the end they get a Princeton Review swag bag and a book from the library. But the real prize? A sense of accomplishment and better reading skills!!

So how does it work? High schoolers can sign up online, and they simply log each book they read. They may write book reviews, but this is completely optional. I also have bi-monthly book raffles for participants. Anyone who is signed up for the program can enter for the chance to win a book or book set. This month’s prize is a set of Sherlock Holmes books! I used the program Wandoo Reader for the online program. We use Wandoo Reader for our summer reading program at the Middletown Library. As we already have this service, we might as well utilize it all year round!

I launched the 100 Books Before College program on September 1st, 2017. I started publicizing it in July 2017, and I sent it to all of my contacts at our local high schools. We already have 133 teens signed up! What I also love is, the majority of the teens signed up have never participated in the Teen Summer Reading Program. I notice each year that the bulk of TSR participants are middle schoolers. I’m thrilled to see high school students participate in a reading program at the library for the first time.

I am so excited about this program. I can’t wait for the first person to finish the 100 book challenge! So far the 133 teens have read a total of 778 books! I’ll continue to publicize and try to involve as many teens as I can. Will you take the Challenge?

Stephanie Chadwick is the Teen Librarian for The Middletown Township Public Library.

Summer Teen Internship @ Laurel Public Library: Dollar General Grant Winner

We were fortunate enough to receive one of the 2016 YALSA Symposium Awards to implement a Summer Teen Internship. Thanks to YALSA and the Dollar General Literacy Foundation, we were able to successfully design and fund our program. We already have a very well established and recognized teen volunteer group, so this was a positive next step for us.

To be considered for an internship for the summer of 2017, teens were required to attend a mentoring program offered by a local community leader. Initially a fifteen-week program, the facilitator was able to design an eight-week program for the thirteen teens who signed up. Over the course of eight weeks, the teens learned many skills such as life skills, leadership skills, personal presentation, and public speaking. Guest speakers from the community were also brought in and the class concluded with each teen doing a videotaped presentation.

Upon completion of the mentor program, the teens could then apply for an internship position, where they would design and run their own program for the Youth Services Department. All applicants had to be a member of our Teen Ambassador Program and fill out an application and submit a short essay about the benefits that might be gained in a mentorship program by a mentee, mentor and community. After reviewing the applications and essays, we then scheduled interviews with the teens. The interviews covered their availability, their expectations, and how they saw their potential program running. After the interviews, we also got input from the facilitator of the mentor program and after which we selected five interns.

After their selection, we then held several meetings to finalize their programs, discuss budgets, time management and scheduling, and further expectations. Every intern was tasked with creating a supply list while working within their budget, creating a syllabus to cover their eight-week program, and working with us to create publicity material. One of the interns worked as a Youth Services Assistant while the other four held their own programs. One intern planned and carried out Story Times, another had a Comic Design Program, another did a Recycled Mini-House Program and one did a Basics of Photography and Videography Program for teens. All programs were very well attended and several had waiting lists. Every week the interns would evaluate their syllabuses and re-work anything that needed tweaking.

At the end of the eight weeks, we held a reception to recognize the interns and to showcase the work done by attendees of their programs. Families and members of the community gathered to see their displays and helped us to recognize the intern’s accomplishments. At the reception, the interns were given their certificates and received their stipends.

This was a very successful program for our library and our community and one we look forward to doing again. All the feedback we received was very positive, from the families and participants to the interns themselves and their families. The impact on the interns and our community was significant. In a community with one of the highest poverty rates in the state, we need programs like this to help propel our youth onto future success. By challenging them and giving them the skills they need to succeed and the confidence to step out, we are developing the future leaders that our community needs. If they are invested in our community as a teen, they will be invested as successful adults. It has been amazing to watch these teens really challenge themselves and step out of their comfort zones to successfully take on a task they never considered doing.

Gail Bruce is the Youth Services Librarian at the Laurel Public Library in Laurel, DE.

Making the Public Library More Accessible to Students

In the course of my career, I have worked in almost every type of library (from Academic to Special), but I have spent the bulk of that time as a Public Librarian. One challenge that hasn’t changed in those 30+ years is providing students with access to materials.

At my first public library job in the early ‘90s, I worked closely with the librarians in the school district. They would fax over (because, yes, this was before email) assignment alerts for the various schools and I would pull materials for the students who would inevitably be coming in later to work on their assignments. The librarians of our community, public and school, worked as a team and the students benefited. It was helpful to me as well, because I could make sure there was a reserve cart pulled for specific projects before an over-zealous parent came in and checked out every single item in the library.

Fast forward 30 years, and some elements of this dynamic have remained while others have fundamentally changed. We have the internet; multiple school districts; reference collections are a thing of the past; 1:1 in some districts; cell phones; databases, staff reductions, elimination of school libraries, etc. All of these factors have changed the relationship between many schools and public libraries.

Students and teachers come to the public library in search of data and materials for assignments. In an effort to make sure that all students and teachers have access to materials in my library, we have created three new classes of library cards: limited library cards, digital library cards, and school library cards.

Our main library is located next door to one of our districts’ high school. We get many teens walking over after school to study.  We observed that some of these students couldn’t access databases (from home) or check out materials because they don’t have library cards, and since they walked to the library, didn’t have a parent or caregiver available to check out materials.

In an effort to make these materials and services available to all of our teen students, we created limited library cards and digital library cards. Limited library cards are for teens 14-17, who want/need to check out materials but don’t have library cards. Since our card policy requires a parent or guardian to register minor children for a library card, we have encountered teens who want to check out materials, but don’t have cards.  The limited card allows the teens to check out up to 3 items, and give them access to our digital databases. Without a library card, these teens would not be able to check out materials. It allows onsite and remote access to all of the library’s databases, but does not include access to materials charging.

The third type of card we created, a school library card, is designed for educators. They are helpful to teachers who want to stock their classrooms with supplemental materials, and who have traditionally taken on the responsibility for these items by checking them out on their personal library cards.  Unfortunately for the teachers, when materials are lost or overdue on a personal card, they are responsible for fines and replacement.  Issuing school cards allows teachers access to the materials, but shifts financial responsibility to the school.

If your school library and public library don’t have cooperative borrowing in place, you might want to consider similar ways to provide access to students.

Alexa Newman is a Youth Services Librarian at the Algonquin Area Public Library in Illinois, where she focuses on community programming. Besides her regularly scheduled duties, Alexa created and runs the library’s annual drama camp, storytelling festival, and teaching garden. In her spare time she loves to read, dabble in the arts, and putter in as many gardens as possible. Alexa is currently serving on the School-Age Programs and Service Committee and on the AASL/ALSC/YALSA Joint Committee on School/Public Library Cooperation.

Bringing the BFYA Teen Feedback Session to Kansas City

For any YALSA member, the Teen Feedback Session of Best Fiction for Young Adults is a highlight of attending ALA’s Annual Conference or Midwinter Meeting. It isn’t just getting the feedback on what titles teens liked from this year’s publishing cycle…but seeing teens up at the mic, sharing their thoughts with marketers, editors, agents and library staff. It’s empowering and reminds us why we do what we do. After experiencing the Midwinter 2017 BFYA Teen Feedback Session, we began to think about how we could get our teens to the conference at Annual.

Chicago and Denver are the closest ALA’s conference ever comes to Kansas City (although KC is a large city, we don’t have the conference facilities to host ALA)  That means our teens will never have the chance to experience and reap the benefits of  the BFYA Teen Feedback Session. They will never have the awesome power of addressing the committee and a room of library staff and publishers. And on a late spring day in Kansas City…we decided to change that.

Three YALSA members from two library systems – Amanda Barnhart from Kansas City Public Library (MO), and Peggy Hendershot and Kate McNair from Johnson County Library (KS) – came together to talk about the BFYA Teen Feedback Session. Our grand idea was to figure out a way to take teens to Chicago and get them on the mic…but soon learned that there are ample teens in Chicago waiting their turn and we wouldn’t steal their moment to speak up. We still wanted to empower our teens and give them the opportunity to speak out and be heard, so we went back to the drawing table and came up with an idea that would impact more teens than we could have fit into a van on a roadtrip to Chicago…

Talk Book To Me was born. In line with YALSA’s Futures Report goal of designing programs with teens’ passions and interests at the heart that are strongly connected to academic and career achievement, we identified four goals for the program. 1) Give teens the tools to analyze a book and express their thoughts in the form of a review. 2) Amplify their voices to BFYA committee members, editors, agents and library staff. 3) Unlock opportunities for teens to build a portfolio of accomplishments.

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