The October webinar (the full video recording is available after the break) focused on the topic of Equity of Access. The three webinar facilitators discussed why and how library fines and fees need to be re-considered in order to provide equitable access to all youth.
Do you ever say to yourself or others, “We are in competition with <insert name of an out of school time or school-based program>?” If you do, it’s time to stop. To serve teens successfully we have to stop thinking we are in competition with others and instead focus on what others are already providing, where there are gaps in what’s available, and what libraries can do with others in the community to fill those gaps.
Frequently I hear staff saying they can’t get anyone to come to this or that program because so and so is also doing it. So, that should be a clue to several things:
First the program may very well not be needed if someone else is already doing it.
Second, it could be really useful to meet with those that are already providing that program or service and find out what they would like to be able to do but can’t, and/or how the library can provide support for that program or service.
Third, it’s time to look at where the gaps are in serving teens in the community and focus on working with community to fill in those gaps instead of doing something someone else is already doing, simply because it seems like a topic or activity the library should be focused on..
I think a lot about Josie Watanabe, the Student Success Program Manager at the Seattle Public Library. Josie manages an afterschool homework help program. A few years ago she discovered that at one library branch, which was a homework help site, numbers were going down. Josie did some investigating and discovered that a nearby elementary school received funding to start a school-based homework help program. What did Josie do? She said to herself, and others, “OK in that neighborhood the need for afterschool homework help is now being taken care of by another community organization, that means the public library can stop this service in this neighborhood, the library can support the school-based program by providing training to tutors, and hey let me see what other needs there are in this neighborhood that we can help fill without competing or duplicating.” Continue reading
The September webinar (the full video recording is available after the break) on the topic of Cultural Competence and Responsiveness. The focus of the session was on creating inclusive computer science opportunities for youth and was by Lecia Barker from the National Center for Women and Informational Technology (NCWIT) and Cheryl Eberly from the Santa Ana Public Library. Continue reading
Each month members of the second cohort of the YALSA and ARSL IMLS-funded Future Ready with the Library project meet virtually to talk about what they are working on, ask questions of each other, and build skills and knowledge related to middle school college career readiness. In an August live session a portion of the conversation focused on how staff working on the Future Ready project are able to manage time for partnerships and for working with community. This 5 minute video clip presents highlights from that conversation.
A colleague and I recently had a debate. She said she thought a specific library was progressive and I disagreed. Why? Because as I see it the library she was talking about isn’t progressive as a system. There are a couple of staff that manage programs that are certainly progressive, but the library overall, not so much.
I think this distinction is important to consider. Think about it, if we want teen services to be future and teens first focused – as defined by YALSA in recent reports, blog posts, and books – then we can’t simply assume that if a library has a few good programs led by awesome people that the whole institution is progressive, future focused, and teens first focused. Thinking about this I asked my colleague, “What happens if the people facilitating the progressive activities leave the library system? Would the library still be progressive in your mind?” Continue reading
The August webinar (the full video recording is available after the break) on the topic of Community and Family Engagement was moderated by Bernie Farrell, Youth Programs and Family Services Coordinator at the Hennepin County Library (HCPL). Bernie was joined by staff from the public library and from Learning Dreams one of HCPL’s community partners. In their presentation the panelists discussed how library staff and community members work together to help emerging adults build self-advocacy skills, particularly those young people who are experiencing homelessness. Continue reading
The July webinar (the full video recording is available after the break), facilitated by April Zuniga from the McAllen (TX) Public Library, covered the topic of Youth Engagement and Leadership. In her discussion April discussed how to build relationships with teens so to learn about their needs and interests and help teens feel comfortable engaging with and leading through the library. Continue reading
The June webinar (the full video recording is available after the break), facilitated by Megan Emery from the Chattanooga Public Library, covered the topic of Learning Experiences. In her discussion Megan talked about the difference between formal and informal learning and how to overlap one onto the other, how to supporting teen volunteering as a learning experience, and integrating design thinking into the teen learning experience. Continue reading
Imaginary gold stars to anyone that actually watched the School of Life video that was part of the pre-Forum materials. Raise your hand if you watched it. For those that did, what do you remember? What are some of the key points that stood out to you?
There’s clearly a lot going on in that small but mighty video. A few points that I think about a lot and will be talking about today are:
Nothing is fixed- individual and collective change is a constant
Why not you?- everyone is capable of being a part of the change they want to see
I particularly loved this quote: “The world is being made and remade every instant and therefore everyone of us has a theoretical chance of being an agent in history on a big or small scale.”
Over the next few minutes, I’m going to talk with you about my library’s small scale efforts to be a part of the change in library services for and with teens and along the way, share some really ridiculous and hilarious missteps that we’ve taken along the way.
Ok, so Kitsap. We are an interesting system in that we truly encompass very diverse communities and geography. We are a peninsula across the sound from Seattle, so ferries are a part of life. Our communities include two native amaerican tribal lands, non-incorporated and rural small towns, a ritzy Seattle bedroom community, and an urban area with 66% free and reduced lunch rate. Continue reading
It’s been a year since YALSA and the Chief Officers of State Library Agencies (COSLA) started work on the Transforming Library Services for and with Teens Through Continuing Education (CE) Institute of Museum and Library Services (IMLS) project. In that year the two organizations hosted a National Forum on the topic, sponsored virtual town halls to learn about the needs of library staff as they relate to teen services, and interviewed library staff and stakeholders to learn about models for successful CE.
Findings from the year of learning are synthesized in the new report, Transforming Library Services for and with Teens Through CE: Findings and Recommendations. These include a framework for what CE that transforms teen services should encompass such as:
Multi-part series that give participants the chance to take a deep dive into a particular topic.
Multi-part series that acknowledge more than one approach may yield success and which provide participants with the opportunity to critically reflect on their learning, integrate it into real-life practice, then join with other learners and facilitators to evaluate how implementation went, and try again with changes based on the assessment. Continue reading