30 Days of Working for and with Teens for Social Justice

December 1st kicks off 30 Days of Working for and with Teens for Social Justice, a collaboration between YALSAblog and the Hub. On the odd days of December, you’ll find social justice posts here on YALSAblog. On even days, make sure you check the Hub for more information and resources.

Let’s start the month by thinking critically. Think about your library’s population: Is it diverse? If you answered no, why don’t you think the population is diverse? Keep in mind that diversity is not always something you can see, like skin color, a hijab, or a wheelchair.

Beth Yoke, the executive director of YALSA, shared a great resource to help everyone think about their library population and what they can do to promote social justice for their patrons. This month, in the spirit of 30 Days of Working for and with Teens for Social Justice, you’re encouraged to visit Opportunities for White People in the Fight for Racial Justice.

Read over the site, and try to accomplish the challenge posed:

“Commit to taking 3 actions in the next month, and share these with a trusted friend, colleague, or family member in order to increase your accountability to follow through on your commitment.  Can you take at least one action in the next two weeks in the Ally or Accomplice category?”

Email information about the actions you take and how it impacts your library’s teens to yalsablogmanager [at] gmail.com. We’ll share the submissions in a wrap-up post at the end of the month.

When Libraries Become a Refuge for Youth in a Post-Election World

Provided by Kyna Styes

Provided by Kyna Styes

On November 8, 2016, the United States of America elected Donald J. Trump as the 45th President of the United States. The campaign process and the election was both tumultuous and divisive. When the results of the election were announced, some people took to the streets to protest their anger and disappointment while others expressed hatred and bigotry in acts of violence, vandalism, and intimidation. Needless to say, our country is hurting and many of our patrons are living in fear for themselves and their families. In times like these, many assume that libraries must remain neutral and continue business as usual. However, for those of us who work on the front lines, we see the pain and we see the fear, especially from the youth. As young adult library staff, we can no longer remain neutral because it our responsibility to stand up for youth and convey to our communities that libraries are a safe space for all and we will not tolerate any behaviors that threaten the safety and the well-being of our youth.

Before we create a plan of action, we need to go back to the fundamentals of what it means to be a young adult professional. On June 27, 2015, the YALSA Board of Directors adopted the Core Professional Values for the Teen Services Profession (developed by YALSA’s Professional Values Taskforce) that outlines nine values that set the foundation for young adult professionals. Here are the nine values: Accountability, Collaboration, Compassion, Excellence, Innovation, Inclusion, Integrity, Professional Duty, and Social Responsibility. If you have not reviewed this document, take a few minutes to read it, especially the values that focus on: Compassion, Inclusion, and Social Responsibility. As young adult library professionals, some of us have already witnessed the backlash of the election as teens divulged their fears, shed tears, and made hasty decisions to do things that could harm them in the future. By upholding these core values, we have a responsibility to inform teens that they are safe in our buildings and that we, as library professionals, will help them in any way we can to make sure they have access to services and information to overcome any adversity they may face. More importantly, by demonstrating these values with our teen patrons, we have the opportunity to build, or reinforce, relationships where they know we care about them and that they are not alone. Here are some great ideas that youth services library workers are doing for their communities, post-election:

By standing up for our youth, not only are we modeling positive behaviors between youth services staff and teens, we are conveying to our non-youth services colleagues, fellow city workers, and community partners that we need to work together to ensure our youth is provided for, nurtured, and protected. In other words, start partnering with your city organizations to create a united front to convey to the community that we will stand up and protect the youth of our cities. More importantly, relay patron concerns to city officials and ask them to stand with us and our partners. As the Social Responsibility states, “[Social responsibility creates a] mutual trust between the profession and the larger public [by responding] to societal needs as they relate to teens and libraries” (2015).  YALSA has some partnering resources on its wiki that you may want to explore. Continue reading

YALSA Town Hall Nov. 16: Supporting Youth during Challenging Times

Due to the outcome of the recent election, many young people are feeling anxiety and uncertainty, as described in this recent Chicago Tribune article, Soothing Kids Fears about a Donald Trump Presidency. Unfortunately, the fears of these young people are very real, as shown by recent threats and assaults that some young people have experienced, as reported in this other Tribune article Muslim and Latino Youth in California are Targeted following Trump’s Election.

Libraries can play a role in helping youth cope with the challenges, stress and even threats that have arisen for many of them recently. Therefore, I would like to change the topic of the Town Hall I had planned for November 16. Instead of exploring ideas about how YALSA can increase its presence at the state and local level to support members, I would like to explore the ways that libraries can step up right now during this challenging time to support youth.  So far we’ve compiled some resources on the wiki that we hope will be of help to libraries right now, and we expect this list to expand and evolve.

Please join me by phone or by video over the web any time from 5:00 – 6:00 pm Eastern on Wed. Nov. 16th to be a part of this discussion, so as a group we can come together and identify strategies and solutions. While space in the town hall is limited to 100, we will be recording the session and sharing that out. You can also follow along via Twitter with #yalsachat. Members will find the web link and phone number for joining the Town Hall in their Nov. 2, 9 & 16th YALSA eNews.

Also, please don’t forget about the resources we have on the wiki to help you better serve diverse youth, as well as to help you build empathy and understanding among youth. Thanks for all that you do to help the nation’s youth, especially those who are the most vulnerable, and I look forward to a fruitful discussion on Nov. 16th.

Bullying Prevention Month: Bullying in Public Schools in America

October is bully prevention month and with that, YouthTruth, a national nonprofit that surveys students who deal with bullying, have come out with a new report. “Students who are bullied often fail to report it out of fear of becoming a greater target, or because they may be uncomfortable coming forward.” Because of this many parents, school leaders, etc. may not know what is actually happening to their children and students. Through an anonymous survey, YouthTruth works to bring these statistics to light, so that the public can be made aware of how vast a problem bullying can be. YouthTruth looked at 80,000 public school students across the United States from grades five through twelve.

The report by YouthTruth shows that one in four students are being bullied in public schools in the United States. Unlike popular beliefs, bullying still happens mostly in person, rather than online. The findings did find that if you are being cyberbullied, more often than not, you are being bullied in person as well. With bullying, students who were surveyed believe they are being bullied due to “their appearance, their race or skin color, and because other students thought they were gay.”

There are four types of ways to be bullied: verbal harassment, social harassment, physical bullying, and cyberbullying. Verbal harassment is the most common at 79%, social harassment makes up 50%, physical bullying is at 29%, and cyberbullying is at the bottom at 25%. As stated before, if a student is being cyberbullied, they are also experiencing bullying in person. Of the students who reported that they were being cyberbullied, 74% said they experienced verbal harassment, 68% reported social harrasment, and 38% report physical harassment. These numbers go to show that cyberbullying is not a lone crime, students are being bullying from multiple facets.

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Are you ready for National Voter Registration Day?

September 27th is National Voter Registration Day! There are currently 8.9 million 18 and 19-year-olds who will all be first time voters this year. They can register to vote through the Nation Voter Registration Day website which is powered by Rock the Vote. Your teens can also look up their polling information on the Voting Information Project Get to the Polls map, a handy tool created by the Pew Charitable Trusts, the Internet Association, and Google.

Make sure your teens know how they register and that their vote matters!

 

 

Advocacy in Action: Speak Up for School Librarians with ESSA

What’s happening in your state with the Every Student Succeeds Act (ESSA)? This federal plan replaces No Child Left Behind, and includes language regarding “effective school library programs,”  thanks to your advocacy!

In Illinois, the State Board of Education (ISBE) is charged with creating the plan for implementing the ESSA. The Illinois School Library Media Association (ISLMA), with the help of John Chrastka from the nonprofit group EveryLibrary,  worked hard over the summer to develop a plan to ensure that the ISBE includes school librarians as they implement ESSA. Now, as the ISBE holds listening tours all over the state, ISLMA asked for volunteers to speak up.

So I did.

Why?

Because my daughter needs a certified school librarian in her school with dedicated funding for library materials and services, not a paraprofessional trying her or his best with funding only from book fairs.

Because I want my community college students to come to me from high schools with certified school librarians–too many of them don’t. And I can tell by the research questions they ask me at the reference desk and during library instruction sessions that they are seriously lacking in information literacy skills.

Because I want to live in a community that values libraries of all kinds because of their ability to improve lives.

Each speaker at the event could talk for 3-5 minutes, so I made my story personal.  I’m a member of ISLMA, and, once registered to appear at a listening session, received talking points from the current ISLMA President, Patti Fleser.  I was able to coordinate with other speakers before the session I attended at Effingham High School so that we didn’t duplicate each other.  Because of my experience as a high school curriculum specialist, I discussed how school librarians are valuable to school improvement, serving as the natural curriculum and professional development experts in their schools, especially the small schools downstate. School librarians and a retired high school principal spoke concerning school libraries and how they support the concept of the whole child and promote the Illinois Learning Standards.

Guests at the ISBE Listening Session also received updates about what’s happened lately.  At its September meeting, ISBE adopted a college and career framework that consists of a benchmark for declaring a student “ready” for college and career:  a 2.8/4.0 GPA, a readiness college entrance score on the SAT, two or more academic benchmarks or an industry credential, and two or more behavioral and experiential benchmarks.  This led to several school administrators voicing their disagreement with this proposal, with one giving the example of a student who is an expert welder as a teenager. That student won’t be considered college and career ready according to this new proposal (especially if he’s a poor test taker), yet he’s already secured a career with a salary that will eventually pay more than most teachers.  In reply, the ISBE officials reiterated that they welcome feedback, and provided an email address for citizens to send comments and concerns. If you’re concerned about the teens in your communities, these are the meetings that librarians need to attend!  Superintendents, principals, teachers, librarians, the press, and local business leaders were in attendance, and the conversation before and after the event was uplifting and important.

As members of YALSA, we #act4teens. We know that effective school library programs make a school more successful in preparing students for college, career, and life. In the new YALSA organizational plan, one of the three priorities is advocacy to policy makers at all levels to increase support for teen library services. By attending this meeting, speaking up, and emailing comments to ISBE, I was able to advocate for libraries to employees of our state board of education. It didn’t hurt that I was able to build connections with community members concerned with the education of children and teens either.

What’s happening in your state? Check out this blogpost from EveryLibrary to find an ESSA calendar for school library stakeholders and to find more information about ESSA in your state.  What can you do to advocate the teens in your community?

Advocacy – Resources for District Days

Hello YALSA Friends!

Let’s face it, advocacy can be an intimidating charge. The thought of “taking legislative action” can conjure thoughts of putting on an interview-style suit, marching to the state capitol’s doors, and spouting as much legal jargon as possible. In reality, I’ve found that while library advocacy can involve sharp suits and capitol visits, it can also involve a tweet. Or a simple invitation to a library program. Or just introducing yourself to your local, state, or federal lawmaker. I promise this process is not as scary as it sounds.

That said, we’re library people, and our problem-solving skills typically involve some kind of book… right? So here are a couple of short, accessible reads to get an idea of why advocacy matters in our profession and how to get started with doing more of it!

Citizens in Action: A Guide to Lobbying and Influencing Government by Stephanie Vance

Stephanie Vance is pretty fantastic! She spoke at this year’s ALA Legislative Day in DC, and I was blown away by how concise, intelligent, and useful her message was. I used to work in the state capitol building, but even with some experience under my belt, I’ve found this book to be immensely useful. Like her public speaking, Vance’s book is practical and direct. Great stuff for librarians (and all citizens, really) to know about approaching legislators in a poised and prepared fashion.

Grassroots Library Advocacy by Lauren Comito, Aliqae Geraci, and Christian Zabriskie

Co-author Christian Zabriskie from the Queens Library is the Executive Director of Urban Librarians Unite. He has contributed to the Hub on the very topic of library/teen advocacy. I highly recommend this book for a number of reasons: firstly, I read it on a 2-hour plane flight; secondly, it leaves you with a number of practical ideas/takeaways; thirdly, it’s a fantastic introduction, especially if you have little-to-no legislative advocacy experience.

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Afterschool programs in libraries are awesome –go tell someone!

Libraries and schools have a longstanding partnership, working together to support kids and teens in a variety of ways.  The most obvious way libraries have assisted schools is through simply loaning books, but many take this further by providing tutors, carrying special collections aligned with school reading lists, and conducting school visits and research assistance in the library.  And as the title of this post hints, lots of libraries offer afterschool programs specifically aimed at taking over where the school day ends.

Before getting into the wealth of assistance libraries provide, let’s look at the existing need.  A 2014 study found that more than 15 million students are on their own without supervision from 3 to 6 p.m., the window with the highest levels of youth crime and high-risk behavior, and largest percentage of crimes committed against children and teens.[1]  On the flip side, participation in afterschool programs is correlated with lower crime levels, safer overall behavior, greater school attendance and engagement, higher test scores, better self-esteem, and much more.[2]  These outcomes are found across all sectors, and are strongest for at-risk students – a fact that may seem counterintuitive to some.

In 2015 over one third of public libraries reported offering regular afterschool programs,[3] which doesn’t include standalone or ad hoc programs.  With the increasing surge of STEM programming in libraries and establishment of maker spaces and learning labs for patrons of all ages, this number has certainly grown.  Take a look at your local library’s program calendar and you are sure to find an array of afterschool offerings.  Yay, libraries are awesome, and they change lives in very real and important ways!

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Back to (After)School – Building a Positive Environment with a Library Afterschool Crowd – Part 2

This two-part piece looks at ways to manage large afterschool crowds in a library. To read about ways to build relationships and empathy, manage noise levels and energy, and work effectively with staff from other departments, see Part 1. This post discusses behavior and discipline.

To keep things fair, orderly, and predictable in a busy library, consistency is key.  At Addison Public Library, Elizabeth Lynch has found great success using a system called Positive Behavior Interventions and Supports (PBIS). She says, “The core of PBIS is…that kids really don’t know what appropriate behavior is, especially in a public setting. So the focus is to educate them on what expectations are and think about the systems we’re creating and whether that’s giving them the support they need in the space, or whether we’re making it impossible or difficult for them.”

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PBIS is not only a philosophy, but also involves a set of clearly-defined rules, consequences, and instructions for staff. These are discussed in the sections below. Having clear and explicit rules helps teens learn what appropriate behavior is, and creates consistency in staff responses to troublemaking. It also reduces friction among staff, since everyone is operating under the same rules about what is appropriate and how to respond to infractions.

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Back to (After)School – Desperately Seeking Teens for TAB

With school back in session, it’s time to roll up our sleeves and recruit new blood for our Teen Advisory Boards (TAB). If you already have a good group as it is, it’s still a great idea to recruit new members as their perspective would be incredibly valuable as every teen brings new and interesting ideas. Although some of us may be reluctant to have a large TAB, the sky is the limit when it comes to the size of TAB because the more passionate teens we get, the more spectacular results we will get!

As we recruit new members, it’s super important to get the incoming freshmen on TAB. Freshmen literally have a full four years before they graduate, which means they are more inclined to stick with TAB as they  have a bit more flexibility and availability compared to upper classman who are swamped with AP classes, extracurricular activities, and applying for college.  By taking an interest in lower classman, not only will they find a sense of purpose, they will feel like they a part of something that won’t require tryouts or anything intimidating. However, before we start recruiting like crazy, it’s a good idea to review our applications, guidelines, and procedures just so we can outline what we expect from TAB members.

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