Last week we talked about finding your perfect community partner, the one who can make all your dreams come true. Once you’ve met a few potential partners and really gotten to know them, you may be ready to choose one and move forward on a shared program or project.
As you’re working with the partner to formulate the project, here are some questions to consider. Continue reading
Since ALA Mid-Winter was conveniently located in Chicago this January, I decided to make the trip and attend the conference on Saturday. I had been to professional conferences before, but all for writing centers, not libraries. My first thought upon walking into the conference center was the same familiar feeling I got in writing center conferences: a bunch of people who are all passionate about one thing: libraries. I always love the energy at conferences; the energy that helps renew your passions and reminds you why you do what you do day in and day out.
My focus at Mid-Winter was seeing how ALA and the Harwood Institute for Public Innovation worked together to promote libraries to work with their communities to affect social change. They believe that public libraries should use their position in a community to help facilitate conversations that could lead to effective change. This is all under the ALA umbrella of Transforming Libraries. I was interested in these sessions because during my first semester in graduate school, I found myself drawn to and working with communities (both talking about community ideas in class and then working with a community for my assistantship). I’m currently taking a community engagement class and was interested to see Harwood’s spin on engagement.
After some freight congestion, I was able to attend two out of the four sessions: intentionality and sustaining yourself. Intentionality focused on the three As: authenticity, authority, and accountability. They wanted to make sure you deeply knew the community you were working with and followed through on promises. The final session, on sustaining yourself, focused on knowing personally what keeps you going (ways to destress and relax) and who you can talk to about frustrations and triumphs. Both sessions stressed small group discussion, which gave me the opportunity to meet other librarians (in all variety of roles). There was good discussion all afternoon however I left wishing I could have heard more from the pilot libraries who were coached by Harwood. Two different libraries gave short intros to start the sessions, but in five minutes, you can’t learn much about all the successes (and also the roadblocks).
In some ways, I felt out of my element at ALA. I was simply a student, one who didn’t have any long term experience in libraries. I could listen to conversations but sometimes felt I had nothing to add. However, at the same time, I got this great sneak peak into the professional world I’m preparing to jump with two feet into. Public libraries and communities are a big deal right now and if I can present a resume with experience in working with and for communities, then I help to separate myself from the rest of my peers competing for the job opening. What ALA and Harwood are picking up on isn’t a new concept — public libraries have been working with communities since they first began. These sessions serve as reminders that we as librarians are serving our community and should be an open, safe place to have tough conversations and conversations that begin to work towards social change.
So you’re ready to embark on a micro partnership. You’ve done your community analysis, so you’re familiar with current demographic information in your area. You’ve considered which audiences you’d like to target to promote equity. Now all you need is a partner organization.
But how to choose? It’s a little bit like (very platonic) dating: who’s your perfect match?
In my last post, I talked about the importance of relationship-building in outreach and community partnerships. It’s not always easy to create the time and space necessary to figure out what a partner organization really needs from the library, but for a strong community partnership, it’s well worth the investment.
But “community partnership” is a pretty vague term. I should probably clarify what I’m talking about.
For me, library partnerships fit into one of two main categories. Continue reading
About four years ago, my little department (just one other Teen Services Librarian and me) decided to make a big change. We wanted to make outreach and community partnerships the central focus of our work. We weren’t sure exactly what that would entail, or how we should go about it. All we knew was that the Teen Center in our library wasn’t exactly packing in the teens.
Today, we often take for granted how teens use technology. It seems to be embedded into their every day lives and something they pick up easily. But have we ever wondered how teens use technology to help others every day, especially others who do not understand technology as well? A group of researchers at the University of Washington’s iSchool are investigating these teens, whom they refer to as “info-mediaries” (InfoMes). Karen Fisher, Philip Fawcett, Ann Bishop, and Lassana Magassa are working with mainly groups of ethnic minority teens in the Seattle area to gain a better understanding of how teens, as information mediaries are using information and technology to help others.
To gain this insight, the research team created Teen Design Days (see video link for a longer explanation). This is a three-day workshop where the teens gathered to discuss, learn, and explore how they help people in their social networks with information and technology. The teens are paid for their time and by the end of the workshop, will have created a design project that would help them. The design days are structured around the developmental needs for teens, identified by J. Davidson and D. Koppenhaver in their 1992 publication, Adolescent Literacy as “physical activity, competence and achievement, self-definition, creative expression, positive social interaction, structure, and clear limits.” This means that along with the learning, the teens take an active role in shaping the outcome of the workshop. From designing the rules and expectations, to participating in “light-and-lively” activities (physical activity component), the teens are truly front and center. As they begin to move from discussing their role as information mediaries to more fully fleshing out designs and solutions to improve their InfoMe work, the teens talk with each other, share ideas, and revise their design.
The fall season is a favorite season for many-warm sweaters, fall leaves, pumpkins and apple cider. Autumn is also a time to reflect on the year’s bounty and to say thank you. November brings Election Day, Veterans Day, and Thanksgiving-three days we can extend a special thanks to our troops and veterans and to acknowledge the children and teens also affected by military life.
In my rural community, many young people are impacted by military deployment. The statistics show that many of the teens in your town may be as well. According to the Department of Defense, 1.8 million children and teens in the United States have family members who are currently serving in the military, and 85% of those teens attend public schools and most likely use public libraries (National Military Family Association).
Even if a teen doesn’t have a parent in active service, he or she may have a brother, sister, aunt, uncle, or cousin serving. Studies have shown that “rates of anxiety among military children – as well as emotional and behavioral difficulties – are higher than the national averages” (NMFA), but families cope better with deployment when they receive community support. The best way to help teens manage the stress of deployment is to acknowledge their experience by showing that you know who they are and that you are available to talk (NMFA). Continue reading
The Afterschool Alliance just published a study regarding after school programs in the United States. This is the third study of its kind, following in the results from the 2004 and 2009 studies. The group wants to document where and how children spend their time between 3 and 6 PM. The previous studies, along with this one, show that there is a demand for after school programs.’ However, more programming is needed to help reach the approximately 11.3 million children who are unsupervised after school.