Catch Up With a Past Grant Winner — Part 2

Thinking of applying for a Dollar General summer grant? Hear firsthand from 2015 summer learning grant winner Emily Otis, in Q&A style, about her 2015 summer program for Anaheim Public Library in California and how receiving the grant helped her and her teen patrons. This is the second of a short series in which we catch up with previous grant winners.

1. Please tell us a little bit about your library and your 2015 summer reading program.

2015 was the first time in many years that the Teen SRP was run by a dedicated Teen Librarian. After budget cuts and layoffs about 5 years before, one librarian shared responsibility for adult and teen collections and services. I was hired as Teen Librarian in the fall of 2014, and saw right away that YA collection development and teen programs had languished (as would be expected). Our SRP numbers from the year before had been relatively low, and there had been no programming. The theme for 2015 was Read To the Rhythm, so I planned musically inspired programs, had teen volunteers create a musical mural to hang in the teen space, and went out to the high school to promote the program and drum up participation. See More

The summer learning grant applications are open now until January 1st, 2018. There are two types of grants available, valued at $1000 each, and 40 total grants will be awarded. Eligibility requirements apply. More information and applications can be found here.

Engaging with the 2016 Opportunity Index

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).

This is an infographic from the Opportunity Index.

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.

Economy

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).

Education

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.

Community

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.

Catch Up With a Past Summer Grant Winner

Want to hear firsthand the benefits of applying for a Dollar General summer grant? 2015 summer learning grant winner Bill Stea, in a Q&A style spoke about his summer program for Walford West Library in Maryland and how receiving the grant helped him and his teen patrons. This is the first of a short series in which we catch up with previous grant winners.

  1. Please tell us a little bit about your library and your 2015 summer reading program

Waldorf West Library is the largest and newest of the four branches in the Charles County Public Library system in Southern Maryland. Our library serves the citizens and community of Charles County, a suburban county below the Washington, DC beltway. According to the 2013 US Census American Community Survey, 8,818 county residents are currently enrolled in Grades 9 through 12 in public school and 8,475 of teens in that age range have library cards. See more.

The summer learning grant applications are open now until January 1st, 2018. There are two types of grants available, valued at $1000 each, and 40 total grants will be awarded. Eligibility requirements apply. More information and applications can be found here.

Future Ready with the Library: An Exploratory Lab on Kodiak Island

A version of this content was originally posted on the YALSA Future Ready with the Library Cohort Community of Practice and written by Katie Baxter. The Future Ready with the Library project is funded by the Institute of Museum and Library Services.

youth interviewing each otherI popped over to the Community College recently to meet with Libby, the professor of Alutiiq Studies, who also co-chairs 4-H on Kodiak island. Since it was 10 cents Wednesday at the local Monk’s Rock coffee shop I was able to spring for delicious homemade pumpkin spice cookies to bring to the meeting. Libby was as thrilled as I was to have a little break for creative collegiality. I started our conversation by talking with Libby about Future Ready with the Library cohort member Laura Pitts’ Building Better Leaders program model.

I also wanted to talk with Libby about the Exploratory Lab I’m working on for the Kodiak Future Ready with the Library project. I have most of the activities, learning experiences, and materials in place for our project. However, I am missing one thing, an activity grounded in Alutiiq cultural values. I am familiar with the story telling traditions and themes of Alutiiq culture that draw upon the tribal value system, but, I am not as well versed in activities. While I could have explored the online Alutiiq Word of the Week database to find out about activities, this was a great opportunity for me to sit and learn with Libby.
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YALSA Member Survey – Reaching out to the community

One of the recommendations from the YALSA Futures Report was that library workers seek to serve all of the teens in the communities, not just those who come through the library doors. The results of the 2017 YALSA Member Survey showed that over half of respondents embrace this challenge by “reaching out to teens out in the community who are not regular library users.”

Roughly the same number of respondents said that they have been “discovering community needs and seeking out community partners to engage with to support those needs.” These two assertions are likely related, since partnerships are essential to reaching teens who do not walk into the library building. Clearly, many teen library workers understand that a successful young adult program is integrated into the other factions of teen life, be it educational or recreational.

Members who are looking for inspiration in infiltrating their own communities can look at YALSA’s Partnering to Increase Your Impact, a toolkit developed by the Community Connections Taskforce. Another great resource is the free map-my-community tool at https://youth.gov/map-my-community.

Teach Us All Highlights Powerful Youth Activism

By Julie Stivers

[This post is part of the YALSA Presidential Theme: Youth Activism through Community Engagement]

Have you watched the powerful documentary film, Teach Us All? This crucial and compelling film—directed by Sonia Lowman and distributed by Array—documents educational inequality in the US, framed with the history and lasting impact of the Little Rock Nine. The film is available to stream on Netflix or—to increase reach—you can host a screening at your school, district, or library. (Watch the trailer here.)

I was lucky enough to attend a screening organized by a group of equity-focused assistant principals in our WCPSS district.  Watching—and then discussing—the film with fellow educators made the experience even more meaningful. For me as a viewer, the crucial thread running through the entire film was the powerful student activism piece and how it directly relates to this year’s YALSA Presidential Theme: Youth Activism through Community Engagement.

Teach Us All highlights students championing for their rights, building grass-root organizations, questioning inequitable and structurally racist school policies, and working with each other to enact social change within their schools and communities. Youth voices were the most compelling:

“It is up to us as students to create that essential change.”

“Real change happens when the people who need it, lead it.”


Teach Us All
highlighted several community led, youth-based organizations that work with and through youth on issues related to educational equity and social activism.

StudentsMatter [studentsmatter.org]
“A national nonprofit organization founded in 2011, Students Matter promotes access to quality public education through impact litigation, communications and advocacy. Students Matter fights for education equality in the court of law and in the court of public opinion, where students’ rights and voices matter most.”

IntegrateNYC [integratenyc.org]
“We are building a powerful community determined to advocate for meaningful policies that can ensure a just and equitable school system for all our young people.”

IntegrateUSNetwork [integratenyc.org/build]
“Together, we are growing a new generation of real leaders who will unite our society. Students develop civic leadership and design solutions for real integration and real representation.”

Additionally, Teach Us All is committed to inspiring youth to engage with their schools and communities using a social activism lens. On the Teach Us All site, further resources are organized by stakeholder, including educators, parents, organizations, and most critically, students.

Have you seen Teach Us All? What were your main takeaways? How do the issues identified in Teach Us All relate to libraries? What inequitable and structurally racist policies and practices exist within our libraries that need to be examined and dismantled? How can library staff work with youth to develop community led, youth-based programs that empower youth to examine issues related to equitable library services and programs?

We would love to hear from you in the comments.

Putting Teens First in Library Services: An Interview with Ryan Moniz

Shannon Peterson and Linda Braun talk with Ryan Moniz, community librarian at the Markham Library. Ryan talks about how he and his colleagues engage with youth and community to design responsive and flexible programs and services.

You can learn more about Ryan’s work in the YALSA webinar, No Hammer Required: Overcoming Barriers Between Teens and Library staff. Putting Teens First in Library Services: A Roadmap is available for purchase in the ALA store.

Bringing the BFYA Teen Feedback Session to Kansas City

For any YALSA member, the Teen Feedback Session of Best Fiction for Young Adults is a highlight of attending ALA’s Annual Conference or Midwinter Meeting. It isn’t just getting the feedback on what titles teens liked from this year’s publishing cycle…but seeing teens up at the mic, sharing their thoughts with marketers, editors, agents and library staff. It’s empowering and reminds us why we do what we do. After experiencing the Midwinter 2017 BFYA Teen Feedback Session, we began to think about how we could get our teens to the conference at Annual.

Chicago and Denver are the closest ALA’s conference ever comes to Kansas City (although KC is a large city, we don’t have the conference facilities to host ALA)  That means our teens will never have the chance to experience and reap the benefits of  the BFYA Teen Feedback Session. They will never have the awesome power of addressing the committee and a room of library staff and publishers. And on a late spring day in Kansas City…we decided to change that.

Three YALSA members from two library systems – Amanda Barnhart from Kansas City Public Library (MO), and Peggy Hendershot and Kate McNair from Johnson County Library (KS) – came together to talk about the BFYA Teen Feedback Session. Our grand idea was to figure out a way to take teens to Chicago and get them on the mic…but soon learned that there are ample teens in Chicago waiting their turn and we wouldn’t steal their moment to speak up. We still wanted to empower our teens and give them the opportunity to speak out and be heard, so we went back to the drawing table and came up with an idea that would impact more teens than we could have fit into a van on a roadtrip to Chicago…

Talk Book To Me was born. In line with YALSA’s Futures Report goal of designing programs with teens’ passions and interests at the heart that are strongly connected to academic and career achievement, we identified four goals for the program. 1) Give teens the tools to analyze a book and express their thoughts in the form of a review. 2) Amplify their voices to BFYA committee members, editors, agents and library staff. 3) Unlock opportunities for teens to build a portfolio of accomplishments.

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TRW 2017: Unleashing Teen Stories through Community Engagement

Teen Read Week 2017 has begun! This year’s theme, Unleash Your Story, centers around the power of the story and how they can be used to communicate identity, discover the world, and share personal experiences. During this week, our goal as library staff is to encourage teens to tell their own stories and find the stories of others. Whether that’s hosting programs that center around creative writing, providing reader’s advisory, or hosting an author visit, this initiative can also give you the opportunity to encourage teen participation in the stories of their communities through activism and involvement.

Each and every one of your library’s teens has a story that affects their view of the world and their place in it. Right now, our political climate is rife with division and uncertainty and teens want to speak out about the issues and causes that matter to them, but many may not have the resources or skills to take action. As library staff, we have the privilege of serving as a connector between these teen voices and the communities that they belong to. Sandra Hughes-Hassell, President of YALSA, has laid out her presidential theme for the 2017-2018 year that will help empower library professionals aid teens in finding their voices and develop the competencies needed to become potential community builders and activists. This theme, Youth Activism through Community Engagement, is the perfect springboard for this year’s Teen Read Week theme because they both involve highlighting the voices and stories of our youth and sending these voices out into the world to make a difference.

The next step forward is determining how to become that connector between teen voices and their communities. Right from the start, we should strive to listen to our teens and observe them using the library space. Teens are the experts when it comes to the issues facing them and by interacting with them in your teen space or reference desk, you will quickly realize what they are concerned with or passionate about. Last year, our library hosted several Open Mic Nights for teens; at first, many simply covered their favorite songs or performed dance routines that they had seen in music videos. However, as the program progressed, they started to open up and began performing original poetry or improvising on the spot. Many of their performances discussed struggling with bullying, being victims of homophobia, and poverty. Not only was it incredibly moving, but it reminded me as community participant, that teens need a space to simply share their stories with their peers. The act of speaking and being heard was a powerful yet simple way to empower teens and reinforce positive peer interaction with others in their immediate community.

If teens are concerned with issues on a more national level, connect them to resources that can help them address it. In my library’s local community, we have a high number of Latino families that are uncertain about their futures what with the recent news about the Trump administration’s plan for DACA (Deferred Action for Childhood Arrivals) students and what that means for their families. Our goal has been to encourage not only Latino teens, but teens from all backgrounds, to become literate in the rights and struggles that others are facing. During Teen Read Week, reader’s advisory can be a powerful tool that connects teens to voices outside of their own experiences and perspectives. If you need some titles to keep handy, YALSA’s The Hub blog recently featured a great booklist that highlights teen activism. On a programming level, provide teens with resources that lead them to data about immigrant issues and help them start a social media campaign targeting to students in their schools and community to raise awareness. When teens have the facts to back up their voices, they can be empowered to take their stories out to their community at large and begin their journey towards becoming a powerful community builder!

For more information on how to host a successful Teen Read Week at your library, check out YALSA’s ning page for outreach resources, program planning, and more. If you need inspiration on how to encourage teens to unleash their stories this week, check out the Teen Programming HQ to see how other libraries are engaging in this year’s theme. Do you have a program or outreach initiative that you are excited about? Share it with YALSA members on the Teen Programming HQ site! Finally, let everyone know what you are doing for Teen Read Week on social media by using @yalsa and #TRW17.

Civic Data Zine Camp

Since 2012, The Labs@CLP (Carnegie Library of Pittsburgh) has provided Pittsburgh teens a digital learning space where they can explore new technologies and hone existing skills. We were one of the fortunate programs designated as an IMLS Learning Lab grantee, and our programming continues to develop our curriculum of teen-driven connected learning. Recent additions include a process through which teens can earn badges as they practice and refine new Labs skills, a transition into some of our neighborhood locations that have not yet received weekly Labs programming and equipment, and the annual Labsy Awards, which recognize the creativity and innovation of local teens. Over the last five years, this unique initiative has evolved and extended its reach into new locations, new disciplines, and new avenues of creativity.

Each summer, we invite groups of teens into our libraries to participate in what we call The Labs Summer Skills Intensives. Partnerships with local organizations like 1Hood Media and Pittsburgh Filmmakers, along with individual artists with unique specializations, allow us to explore a specific aspect of literacy—from songwriting to street art to sound recording—in a creative way. Each teen earns $100 for attending the entire week, and bus passes are available for anyone who might need one. These week-long camps give teens a platform for intimate engagement and complete immersion, and the results are extraordinary. In our camps, teens have produced music videos, written original songs, sewn their own fashion projects, and much more.

We saw The Labs Intensive formula as a great opportunity to highlight our teens’ expertise about their communities, while also increasing the reach of Carnegie Library of Pittsburgh’s Beyond Big Data initiative. Part of this effort involves the inclusion of data literacy programming into our existing repertoire, and we soon created a curriculum that would allow us to explore open data with a brilliant group of civically-minded teens. On July 31, we grabbed our supplies and headed to CLP – Squirrel Hill for the first day of Data Zine Camp.

The goals of this Intensive were the following:

  • To identify data as it impacts our everyday lives;
  • To think critically about data;
  • To practice storytelling using data;
  • To examine a personal, civic, or national issue through the lens of data; and
  • To create a Data Zine that documents not only our findings, but our process.

We began the week by introducing our partner, PublicSource. This local journalism network is unique because of its data-driven perspective, and its ability to amplify the compelling stories within data. Throughout our camp, the data journalists at PublicSource led us in fact-finding adventures, examined biases through critical discussion, and introduced us to a variety of data visualization tools and techniques.

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