YALSA’s February 2018 webinar focused on how informal learning institutions can support teen leadership development by engaging with youth in community action projects. In this webinar clip, Eli Weiss, the webinar facilitator, discusses the Youth Engagement Pyramid (developed by the Weikart Center for Youth Program Quality) and the importance of using a framework like this when designing and assessing youth led projects and activities.
The first session was facilitated by University of Maryland College of Information Studies Associate Professor, Mega Subramaniam. In this quick 90 minutes LIS faculty discussed how they can integrate the dispositions, skills, and knowledge that are the focus of the Competencies into the pre-service and in-service library staff educational setting. The conversation included review of a current syllabus – the syllabus that Mega is using for a Design Thinking course – and considering where the syllabus helps students to gain skills and knowledge highlighted in the Competencies and where changes and additions might be made in order to help students achieve what is outlined in the Competencies. The small group discussed how the Competencies aren’t just about the activity of library staff but also about infrastructure and systems of/in libraries – including job descriptions and internal and external policies. They also brainstormed ways their own syllabi could be revised to support the ideas in the Competencies.
Towards the end of the session, Sandra Hughes-Hassell, YALSA President and Professor at the University of North Carolina Chapel Hill School of Information and Library Science, reminded the group that at the LIS level, instructors don’t need to focus on the bits and pieces of the Competency content areas. Instead they need to support students in being able to demonstrate what is outlined in the Competencies. Continue reading
This week YALSA hosted two virtual town halls as a part of the association’s work, in partnership with COSLA, on the IMLS funded project Transforming Teen Services Through CE. The Town Halls focused on learning from library administrators and library staff about CE needs in their institutions. The sessions were recorded and you can access each of them below and on YALSA’s YouTube channel.
YALSA will continue to provide opportunities for library staff to discuss and learn about the dispositions and content areas covered in the Competencies. We’ll do that through blog posts, 10 months of free webinars that begin in March, and Twitter chats that also start in March.
You can learn more about building high-quality teen services with YALSA’s wide-variety of resources. These include: Continue reading
I just did a search in the YALSA Teen Services Competencies for Library Staff document on the word “policies” and found 13 results. That’s not surprising since it’s essential to make sure that a library’s use and customer related policies allow for high-quality teen services. However, have you looked at the internal staff policies and procedures your library has in place that might hinder developing the skills needed as outlined in the Competencies? For example.
Are there internal policies that make it hard to get out of the building in order to become skilled at developing relationships with community members, partners, families, and even teens? What policies are there about desk time and/or how you are supposed to spend your time while at work? Do these make it hard to succeed in areas related to Community and Family Engagement?
What about professional learning polices or procedures that focus the Continuous Learning you can engage in in areas that do not allow for the skill and knowledge development covered in the Competencies? Continue reading
What are the teen related continuing education needs of library staff? That’s what YALSA wants to know. To find out the association is hosting two Town Halls this week. The first is on Wednesday, January 31, at 2PM Eastern. This session is geared to library administrators. The second Town Hall is on Thursday, February 1, also at 2PM Eastern. The audience for this session is non-administrative library staff. Each session will last approximately an hour and will take place using the Zoom platform. To attend either session use this login information:
For over a year I’ve been thinking a lot about libraries and social emotional learning (SEL). In part because many school systems are developing curriculum (or integrating SEL into curriculum), in part because it’s something that library activities support – even if library staff don’t think of what they do in that way, and in part because the new Teen Services Competencies of Library Staff include Dispositions and Content Areas that strongly connect to SEL.
Researchers, educators, and policymakers alike have trouble pinning down exactly what’s included in this broad domain—and what isn’t. The popular press has highlighted a wide array of skills, such as grit, empathy, growth mindset, social skills, and more. At its core, SEL involves children’s ability to learn about and manage their own emotions and interactions in ways that benefit themselves and others, and that help children and youth succeed in schooling, the workplace, relationships, and citizenship.”
Think about that. Wouldn’t you say. that in order for youth to gain SEL skills they need adults in their lives who help them to “learn about and manage their own emotions and interactions in ways that benefit themselves and others, and that help children and youth succeed in schooling, the workplace, relationships, and citizenship?” These adults include library staff and teachers along with family members, caregivers, community members and so on. Continue reading
On Sunday, February 11, at 8:30 AM, is a session titled, Incorporating the Teen Services Competencies for Library Staff into LIS Curricula. This 90 minute session looks at how LIS educators and continuing education coordinators can leverage YALSA’s new Teen Services Competencies for Library Staff to better prepare future library employees to work for and with teens. In a participatory format attendees will have the chance to redesign and re-envision their very own youth and school library courses to support successful teen services skill development. Those who plan on attending are encouraged to bring a current syllabus, or lesson plan, to use in re-envisioning activities. This session will be facilitated by YALSA President and Professor at the University of North Carolina School of Information and Library Science, Sandra Hughes-Hassell, YALSA Board member and Associate Professor at the University of Maryland College of Information Studies, Mega Subramaniam, and YALSA CE Consultant, Linda W. Braun. Continue reading
One of the topics you want to consider when reviewing the Teen Services Competencies for Library Staff is what impact the document has on job descriptions within your organization. Does your job description reflect what’s included in the Competencies? Do your staff member’s job descriptions support what’s in the Competencies? Do your colleague’s job descriptions make it possible to maintain the ideas of the Competencies in your organization? As you ask yourself these questions perhaps you will realize that it’s time to re-envision the job descriptions in your institution to better reflect the Competencies.
Get started by reviewing job descriptions and asking questions like these:
What in the job description supports the dispositions outlined in the Competencies? Are there areas where it’s clear that the dispositions listed are required in order to perform the job successfully?
How do the tasks outlined in the job description reflect the skills and knowledge needed by library staff?
What opportunities does the job description provide for improving/leveling up within the different content areas of the Competencies?
“Library staff actively promote respect for and seek self-understanding of cultural diversity. They come to know and respect diverse cultural backgrounds and characteristics through interaction with individuals from diverse linguistic, cultural, socioeconomic, and other groups; and to fully integrate the culture of diverse groups into planning, implementing and evaluating culturally sustaining and bias-free programs, services, and workplaces. The development of complex, interconnected, and evolving cultural competencies on both personal and organizational levels requires dedication and cumulative and consistent work.”
Along with that introduction, the Developing Level of the content area includes the following two items for staff that are developing their Cultural Competency and Responsiveness skills:
Is aware of own cultural beliefs and practices
Recognizes barriers such as racism, ethnocentrism, classism, heterosexism, genderism, ableism, and other systems of discrimination and exclusion in the community and its institutions, including the library, and interrupts them by way of culturally competent services
The January YALSA webinar titled, Acknowledging the Elephant in the Library: Making Implicit Biases Explicit helped library staff understand what is required to gain skills in this area and ideas on how to work with colleagues, administration, and community members in advocating and leading in this work. In this session Nicole Cooke clearly addressed topics such as stereotypes and micro-aggressions and provided concrete examples of what these terms mean and the impact they have on library staff and customers. In this 13 minute YALSA Snack Break, a clip from the webinar, you can hear some of what Nicole covered.