The Institute of Museum and Library Services (IMLS) has been an essential resource for libraries and library schools since its inception over two decades ago. According to its mission statement, this agency works “to advance, support, and empower America’s museums, libraries, and related organizations through grant-making, research, and policy development.” On the ground, the work supported by the IMLS takes the form of anything from STEAM programming to data-rich research projects. “Transforming Communities,” the recently published 2018-2022 IMLS Strategic Plan, reviews specific successes and focuses on broader strategies to lead us into the next few years. Certain aspects of the plan—approaches to learning and literacy, library engagement statistics, and serving the under-served—might be of particular interest to library staff who work with youth.
Recently, I had the pleasure of catching up with Laurie Doan, a 2017 recipient of the ALA I Love My Librarian Award. She currently serves as a Young Adult Librarian at the Tredyffrin Public Library in Wayne, Pennsylvania. One of only ten librarians to earn this year’s recognition, she was nominated for her extraordinary work in fostering educational opportunities for the teens in her community, and for encouraging a wide variety of creative pursuits. Among the countless projects she supports, an alternative theater program within the library has been wildly successful with teens and adults alike. We discussed this and other aspects of her work when we spoke earlier this month.
As we reflect on the holiday season, it is vital to assess our approach to cultural identity and diversity. Teaching Tolerance and the Tanenbaum Center for Interreligious Understanding recently hosted a webinar exploring the many ways educators can embrace diversity during this culturally complex time of year. As library staff, we can use “The December Dilemma” and its accompanying informational documents to analyze and improve our current holiday programming, and continue to foster an inclusive environment throughout the rest of the year.
Regarding holiday-specific diversity, this packet includes timelines and plans for holiday discussions. Perhaps the most thorough of these is the “Holiday Inclusion Planning Template,” which provides an outline for year-long holiday preparation and resource management. The chart’s description encourages users to identify “which part(s) of your curriculum relate most directly to the holiday and provide the best opportunity for a ‘teachable moment.'” Although originally designed for use by teachers in a school setting, the entire program can certainly be implemented in our context. Slight adjustments would result in an extensive and effective approach to this subject suitable for the youth we serve at our libraries.
Beyond discussion surrounding holidays, this webinar and the accompanying informational packet both address the establishment of a respectful atmosphere. Many of these tools, tips, and techniques can easily be adapted for our programming purposes. The “Rules of Respect” portion of this supplemental packet includes prompts for open discussions about respect, conscious listening, and thoughtful inquiry. While some of these activities–like forming a “listening circle” or creating a chart detailing what respect looks and feels like–are aimed towards a younger audience, the core concepts can be employed for a range of age groups. For example, writing and signing a Rules of Respect Agreement could provide a foundation for newly formed teen clubs, or be used as a way to establish expectations for storytime. Another unit, “My Identity and My Family,” includes book suggestions, activity templates, and discussion prompts that could be introduced into already existing programming or used as a stand-alone unit.
While this webinar and toolkit explore diversity within the specific context of the holiday season, they also provide a solid and thorough approach to religious and cultural tolerance. Whether we use this as preparation for holiday programming, or simply as a framework for conducting identity work within our libraries, this is an invaluable resource. The archived webinar and supplemental documents can be found here.
Since 2011, Opportunity Nation and Measure for America have collaborated to create the Opportunity Index. This expansive report examines economic, social, and geographical data as a way “to help policymakers and community leaders identify challenges and solutions” with regard to education and employment rates. The most recent edition of the Opportunity Index–which spans 2016–has just been released, giving the public better insight into the contributing factors that determine opportunity in a given community. Since one of the goals of this annual study is to be “useful as a tool to create community change,” we wanted to examine this as a potentially rich resource for public libraries, and explore the ways in which library workers might be able to incorporate these findings into our services (Opportunity Nation and Measure of America, 2017).
Several aspects of the data taken into consideration for this study prove extremely relevant to library services, and can be cited in conversations of change and adaptation. The index itself is divided into three components: Economy, Education, and Community. In order to address how library staff–specifically those working with youth–might engage with this report, each component will be addressed individually.
In order to gauge the economic status of each state, the Opportunity Index gathered a wide variety of statistics including those related to median income, unemployment rates, affordable housing, internet access, and poverty line proximity. Many of these factors already affect our daily interactions with library visitors, and we are likely aware of our community’s economic standing simply by working within it. However, understanding how our state measures up compared to the national average might help us prepare ourselves–emotionally and practically–for our interactions with youth. For states like Mississippi, New Mexico, Louisiana, and Alabama, which fall on the low end of the Economic Index score, this might confirm what some library staff already know about the necessity of their services. However, a deeper understanding of this dataset–and the factors that influence it, like internet access and access to banking–might inform the programming or workshops available. Tangible actions might include increasing accessibility to financial literacy resources, introducing teens to summer work-and-learn programs and resume assistance, or forging connections between internship and volunteer opportunities. After all, a recent Partner4Work study found that “the various types of work experience [young adults] received in their program enabled them to explore career interests, identify new career goals, and even gain access to employment opportunities” (2017).
In the context of the Opportunity Index, the following factors make up the Education component–preschool enrollment, on-time high school graduation, and post-secondary completion. While our youth services might already include test prep or post-secondary information, we can certainly look at where our state falls on these individual scales. This data, combined with the data collected by our own districts, might inform the workshops or resources we offer our young adults and college students. Offering continuing assistance to our patrons as they navigate the college experience might include increased collaboration with nearby academic libraries, or implementing support systems for college students in the area. According to an article published in the September/October issue of Public Libraries, “49 percent of adult Americans don’t know that online skills certification programs are available at their libraries” (Perez, 2017). This knowledge, combined with the data provided by the Opportunity Index, might suggest we increase informational sessions surrounding the rich collections of e-resources and educational tools accessible through our library networks.
The third component of the Opportunity Index is the Community Score. This category is expansive, and takes into consideration factors like access to healthy food, volunteerism, violent crime rates, and group membership. Of particular interest to library staff working with young adults is the “Disconnected Youth” factor, a category describing young people who are not working or in school. Libraries in states with high percentages of Disconnected Youth might compare this data against their own patron base. If these young adults are engaging with library services, this opens up opportunities to provide information about trade programs, employment opportunities, or online education resources. However, if there is a low level of library use among this population, collaboration with community centers and neighborhood resources might be an avenue of outreach to pursue. The Community Score is only a data-based snapshot of the opportunities and gaps within our communities, but examining these factors has the potential to inform the service we provide in positive ways.
Armed with this data, library staff can find new and different ways to work with and for their young adult patron base. There are countless ways to use the Opportunity Index as a platform upon which new programming can be built, and as a catalyst for change within existing services.
References and Resources
Opportunity Nation and Measure of America. (2017). “2016 Opportunity Index.” Opportunity Nation. http://opportunityindex.org.
Perez, Amilcar. (2017). “Finding and Partnering with Trainers for Tech Programs.” Public Libraries 56(5): 15-17.
Petrillo, Nathan, ed.. (2017). “How Young Adults Choose a Career Path.” Partner4Work. https://docs.google.com/document/d/1ZOwyMd0C53F7INlgXvOYb68F-3WznswQsP_Fz9k1zko/edit.