About Hailley Fargo

Hi, I'm a new professional working as a Reference and Instruction Librarian at Penn State University. As someone who provides reference to undergraduate students and teach information literacy to primarily freshman, I'm curious about the intersections of the work of YALSA and academic libraries (and how we can collaborate and work together to help our teens). In my spare time, I like to bike, read memoirs, watch TV shows, and consider myself an oatmeal connoisseur.

Common Reading for Freshman Students

A continuing trend for colleges and universities is to sponsor a Common Reading Program for incoming freshman. These programs aim to connect new students around a shared experience that promises to build community. Every freshman (in theory) reads the book, so when they arrive in August, they have something to talk about beyond the normal freshman small talk.

Now, this isn’t a new idea and in fact, lots of libraries have done similar programs with their more broader community. We might call it something different, like City Reads or One Book, One City, but the concept is the same. It’s a way to bring people together, create common ground, share diverse perspectives, and come to a better understanding of one another.

The library is a natural partner in these sorts of programs, not only for our ability to provide copies of the book, but also the wealth of resources around the book itself. We are in great positions to provide programming and additional information for those really interested in the book content. Additionally, because the library is often considered a third space, it’s a natural spot for some community discussions on the book.

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Library Intersections: Where Does YALSA and Academic Librarianship Intersect?

At the start of my time in graduate school, I saw a post on a community forum. “Be a writer for YALSA” the subject line read. It was August, I was a young, excited, happy-to-be-becoming-a librarian and wanted to end up in a public library working with children and teens. The opportunity seemed perfect. I emailed the current YALSA blog editor at the time and the writing spot was mine.

I wrote for YALSA for two years, covering reports on after school opportunities, digital literacy, and reflections on the profession as I mixed theory from the class with practice in the field. The blog was a touchstone, a way for me to stay abreast with the field. I also love a good community of writers.

In the middle of my second year, the infamous job search began. I wrote up cover letters and polished up my resume. As I found public library jobs to apply for, I also was applying to academic librarian jobs.

I veered.

Today, I find myself at Pennsylvania State University Libraries. I’m a reference and instruction librarian who works a shifted schedule (Sunday-Thursday, 1-10 PM). I spend a lot of time with undergraduates, mainly freshman and sophomores but an occasional senior. What I love about my job is the ability for me to have one-on-one reference conversations with these students. I can really dig into how to research and I’m persistent – I’ve had conversations lasting up to two plus hours. While I’m still learning how to teach, I feel more settled in doing reference with undergrads.

But then why I am back blogging for YALSA you might ask? I’m back because I’m interested and invested in the intersection and overlap of the work of YALSA and the work I do as a librarian at Penn State. If we think about the long line of fantastic librarians a person has in their lifetime, we have an important handoff. I’m curious in the ways we are preparing teenagers for information literacy in college and also want to share the ways I’m teaching and learning from the teens during their first years of undergrad. I want to explore collaborations between academic libraries, public libraries, and school libraries. What are the ways we can work together, share resources, and build a community?

I’ve got some ideas on ways to talk about these ideas, but I also want to hear from you. Comment below on this blog post with topics you want me to explore. What should I write about? I would love any and all feedback.

I’m so glad to be back and blogging with YALSA.

YALSA’s Literacies Resource Retreat Toolkit Creation

The set up

At the end of November, seven librarians were asked to participate in YALSA’s first resource retreat. The mission of the retreat was to create a literacies toolkit, expanding on the discussion that began in the 2014 report: “The Future of Library Services for and with Teens: A Call to Action”. We were asked to create a document that was user friendly and accessible to both librarians and library staff who work directly for and with teens. The rest was really up to us, which was both exciting and a little daunting.

The retreat was scheduled for the Friday of Midwinter. Since this was YALSA’s first time trying a resource retreat, everything new to us was also new to YALSA. We were given a stipend to help defray travel and lodging costs and were asked to attend one phone conference before Midwinter to plan out a few logistical elements. In the phone call, we realized we needed a Google doc to keep our ideas in one place. This document proved to be a crucial element of our success during the retreat. We were glad we had done some leg work ahead of time to make the actual day of writing go a tad smoother.

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YALSA’s Three-Year Organizational Plan and New Librarians

YALSA recently released their three-year organizational plan, which will stretch from now until 2018. It’s ambitious and builds off of the YALSA Futures report, published in December 2013. This plan calls for an understanding of a YALSA librarian’s changing role and the need for YALSA to adapt to these changes in the next three years. This plan has been getting a lot of buzz, especially on this blog (see why librarians are excited for this plan, Candice Mack’s great overview of the plan, and a post about member engagement).

In order to evolve and adapt, the plan picks three priorities that fit within both YALSA’s mission and vision statement. These priorities are

  • Leading the transformation of teen library services,
  • Advocacy to policy makers at all levels to increase support for teen library services, AND
  • Funder partner development

With each of the three priorities, YALSA has outlined strategies to reach their priorities and tangible ways to measure three-year outcomes. These outcomes are paired with a learning agenda, recognizing the fact that in order for these outcomes to happen, we as librarians need to keep learning to reach these goals. Finally, there is an implementation plan, which gives activities for 2016 and potential activities post 2016. This implementation plan promises to be a flexible and living document, so it can evolve as the priorities listed above are put into place.

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YALS – Libraries and Learning: A Resource Guide for “Make, Do, Share”

cover of spring yalsYou should have already or will soon be receiving your Spring 2016 edition of YALS. The topic of the issue is Libraries and Learning. All the articles are excellent but the one that stood out to me was the featured interview with Shannon Peterson, the Youth Services Manager for the Kitsap (WA) Regional Library (KRL). The library received a grant from the Institute of Museum and Library Services (IMLS) for their program Make, Do, Share: Sustainable STEM Leadership in a Box.

One of the great things about this interview is that not only did we learn the context of this project (it began with a project called BiblioTEC, sponsored through the Paul G. Allen Family Foundation) but also heard about how Shannon and her staff frame the work they are doing. Many times in public libraries, we are so focused on helping our community, we don’t think about the reasoning behind our behaviors. These behaviors and the programming we create can be influenced by the theory we read and the theory we believe grounds our work as librarians. Shannon’s interview was full of all the things she and KRL was thinking of as they created the Make, Do, Share programming.
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The Digital Equity Toolkit

In my February post, I talked about a Digital Learning Day. To quote myself, digital learning is:

… about utilizing digital tools to help teach and strengthen a student’s learning experience. In a time when digital learning (and various digital tools) seems to be a popular trend, it’s important that the people who are using this technology are sharing their experiences with others.

So digital learning is great and in many ways dovetails with digital literacy, skills that we (as adults, librarians, and educators) firmly believe that every person should be equipped with.

However, this goal can be blocked by equity. I am sure we all know teens who come into our libraries that do not have reliable access to the internet. While some may have access to the internet, it seems that more and more, families need to have broadband speeds (side note: if you’re still a little hazy over what exactly broadband is, Tech Times has a good explanatory post).

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Coming soon to a library near you: Digital Learning Day 2016

Digital Learning Day is right around the corner (Wednesday, February 17th to be exact). I’m sure there are already some librarians primed and ready for this day while others are reading this post wondering…

“What is Digital Learning Day?”

Digital learning, more generally, is about utilizing digital tools to help teach and strengthen a student’s learning experience. In a time when digital learning (and various digital tools) seems to be a popular trend, it’s important that the people who are using this technology are sharing their experiences with others.

Equity_RafranzThis day is also tied into the idea of digital equity. We keep working towards providing digital opportunities for every student and perhaps these are days when we can reflect on who we reach and keep thinking about how we can reach even more.

The day was started in 2012 to allow conversations to happen between teachers, educators, professionals, and librarians about the digital learning they are doing in their communities. It’s about showcasing innovations, sharing stories, and helping everyone see the impacts digital learning can have.

Digital Learning Day is sponsored through the Alliance for Excellent Education. At the Digital Learning Day website, they have a resource page, blog posts by educators using technology with their students, and graphics you could use to promote the day in your community!

Think about this day as not only a celebration of digital learning, but more importantly as a day and time to make connections and think about collaborations for future projects. If you are going to have an activity on the day, make sure to register your event! And if you’re not hosting an event, make sure to check out the resources or follow the hashtag #DLDay for updates and activities.

Is anyone participating in the day and if so, what are you doing?

Impact on teen friendships in an age of technology

It’s hard to go through a day without seeing a teen using some piece of technology. Sometimes it seems like they are glued to their phones (similar to their adult counterparts), even when they are walking. Or you’ll see many of them together, snapping and Instagraming their afternoon at the local coffeeshop.

How does all this technology impact teen friendships? As a teenager, friendships are crucial. Your friends become your sounding board, provide advice and support you in times of need, and become a pseudo family as you head towards adulthood. The Pew Research Center was curious about this and in 2014-2015 conducted a nation-wide survey of teens aged 13-17. The report, Teens, Technology, and Friendships, was published in August 2015 and I think it sheds some light on teens’ communication style.

From the report, I pulled three main ideas. The report is jammed packed with interesting statistics and worth a look through. But for a condensed version…

Making friends online

According to the teens surveyed, 57% reported that they had made a friend online at some point. However, it was less likely that these online friends turned into people teens met in person (only 20%). When you break up the 57% of teens who have made at least one friend online, it was more likely these teens were older (15-17 years old).

Boys were more likely to have made online friends through video games (the networked component that allows you to play with other people online playing the same game) while girls were more likely to make friends through social media platforms (Facebook, Twitter, or Instagram).

The so what: As I was reading this section of the report, I thought back to growing up and writing pen pal letters to students either in the United States or across the world. Could something like this be replicated through video games or social media platforms by the library? Perhaps if a library has a video game system for teens to use, they could pair up with another library who has the same video game so their teens could play against and with each other? Or the teens could “take over” a social media platform that the library uses to communicate with teens and talk to another teen department at another library?

Keeping in touch with friends

Regardless if the friend was made online or is an in-person friend, texting is the popular means to communicate with them. Teens reported that 49% used texting as their main form of communication with friends. Other forms of communication included instant messaging, social media platforms (and direct messaging), email, video chat, phone calls, video games, and other messaging apps (Kik or WhatsApp). Many teens said that the medium to communicate was based on the type of friendship they had with the other person. Only the closest friends would be eligible for a phone call, while newer friends were easier to text or talk to in another messaging app. It was interesting that 85% of teens said they had called their friends at some point (analog is not dead!).

The so what: Teens have created a system for building trust in friendships seen through how they communicate with each other. They have rules for how to communicate with each other and these look different than how we might be use to communicating with friends. By seeing that this sample of teens is more likely to use written word to communicate can better help us understand the teens we serve (and what sort of programs could happen with this framework in mind).

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“What’s reference? And other library related questions”

My current job in graduate school is a library supervisor for a residence hall library. Our residence hall library system is unique here at the University of Illinois – Urbana Champaign which gives us the opportunity to interact with undergraduates in their residence halls. Our collection consists of the latest fiction, nonfiction, movies, TV shows, CDs, and magazines. Essentially a public library-like collection in an academic setting. It’s awesome, to be so close and helpful, and students don’t even have to leave their residence hall!

My co-workers and I have tried to provide reference support in the libraries. This past semester I spent eight hours a week doing “Office Hours.” Essentially, come visit me, ask your reference questions. Then, during finals, one of my co-workers did a “Roving Reference” table throughout several residence halls. At a recent staff meeting he shared that when he was roving many undergraduates asked him, “What’s reference?”

This may hurt us as library staff. We hope (and perhaps sometimes assume) that what we take as implicit knowledge (e.g., what reference is) is also implicit to the people we work with.

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Teens, privacy, and digital surveillance

Last week, my library science department hosted Alison Macrina, the founder and director of The Library Freedom Project (LFP). From their website: 

The Library Freedom Project is a partnership among librarians, technologists, attorneys, and privacy advocates which aims to make real the promise of intellectual freedom in libraries. By teaching librarians about surveillance threats, privacy rights and responsibilities, and digital tools to stop surveillance, we hope to create a privacy-centric paradigm shift in libraries and the local communities they serve. 

Alison’s three-hour workshop went by so fast, probably because she is an engaging speaker and the things she talked about were interesting. There is so much to know and learn about digital privacy…especially as librarians. We are in a critical position to help spread this information to the communities we serve. Alison herself is a librarian/has a librarian background so she definitely sees our potential in helping to protect intellectual freedom in these spaces. She is so about librarians, the LFP even has a toolkit all for us!

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