The Dual Librarian: My Time As a School and Public Librarian

One of the best decisions I ever made in my life was becoming a librarian…twice. Once as a school librarian and again as a public library consultant. As an English teacher, I loved sharing great short stories and books with my students. It was one of the best parts of the profession. So when I heard about an alternative certification program to become a school librarian, I jumped at that chance. I realized quickly that I didn’t truly know all of the things school librarians were responsible for and all of the things they did. However, I learned very quickly. While I was working on becoming certified as a school librarian and earning my MLS, my journey began. I had no clue I would one day become…The Dual Librarian!

Being a School Librarian

I am so thankful that I had a support system through my alternative certification (AC) program when I became a school librarian. It was a lot of on-the-job training since during the AC program, you became a full-time school librarian as you learned and became certified. When I first start programming for my middle school students, it was difficult because none of them stayed after school – they were all bus riders. I had to get creative. I realized that our students had plenty of time in the morning after they ate breakfast and sat and socialized in the open “auditorium” area. So I began doing programs before school! During one Teen Read Week, I got the teachers involved and did competitions such as Are You Smarter than a Middle Schooler and Name That Tune. It was great! It gave our students something constructive to do and let students and teachers learn more about each other and see each other in different ways. It also helped them see the library as a fun place and more students started to be active in the library.

In high school where my students did stay after school, I started programming with only academics in mind. However, I quickly realized that I could program events that were not academic at all, like scary movie nights and game nights just to get students in the library. Other events were connected to academia like book trivia, book clubs, and the Straight Talk program which went over topics that students were interested in like college readiness and health. I learned I needed to do anything I could to connect to the culture of the school and do programs that my students really wanted. Right as I was beginning to get my in my groove and feel successful as a school librarian, an opportunity came up to shake up my world.

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Teen Read Week: Community Involvement at Meadowcreek High School

IMG_9908_polarrThis year for Teen Read Week we celebrated and awarded students for “Reading Woke.”  The Read Woke Challenge is a incentive based reading program that rewards students for reading books that:

• Challenge a social norm

• Give voice to the voiceless

• Provide information about a group that has been disenfranchised

• Seek to challenge the status quo

• Have a protagonist from an underrepresented or oppressed group

I started the challenge last year but this year I was able to really expand the program thanks to the Teen Read Week grant sponsored by Dollar General and YALSA.  Last year, many students were not able to receive the prizes they earned but this year I made sure all students who completed the challenge received their prizes.  This year’s program was different because I had more community involvement.  In past years, I have worked alone and not really involved others.  When I opened the doors up to the community, it made my program even better.  I have established relationships and connections that have helped me to make a bigger impact.  Because of the Teen Read Grant, I reached out to the manager of Dollar General.  He was very supportive of the program and he was excited to be a part of our event.

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Teen Read Week at Montville Township Public Library

We at Montville Township Public Library were very grateful to be awarded the Teen Read Week Grant this year and used it to do a four program series relating to Constructed Languages in Science Fiction and Fantasy. First, a book discussion related to this concept, choosing books in which a constructed language is major part of the story, in our case, the invented languages of Christopher Paolini’s Alagaësia, Newspeak from the novel 1984, and the future English of Riddley Walker. Then, virtual guest lectures by Christopher Paolini, the author of Eragon, and David J. Peterson, the linguist for HBO’s Games of Thrones. Finally, we ended with a Conlanging Workshop devoted to creating new languages, using the rules of David J. Peterson’s The Art of Language Invention. Throughout, we touched on the theory of linguistic relativity, the idea that the structure of a language actually affects how each speaker thinks and views the world. Further, as attendees were introduced to the workings of myriad languages, they saw that things that seem obvious to English speakers are not necessarily the case.

Over the four programs, attendees learned language and culture are intrinsically tied together, and were able to see its impact on a variety of different worldviews. The possibilities of language are vast, there is no set way to do things. For example, the attendees learned that English uses dummy pronouns, the ‘it’ in “It’s raining,” yet most languages do not work this way, simply opting for their word for ‘raining’ (Afterall, what is the ‘it’ referring to?). Similarly, I showed them an example of a constructed language that didn’t even use verbs. They learned that the word ‘butterfly’ used to be ‘flutterby’ and someone made a mistake hundreds of years ago that stuck. Not only is that an amazing fact, but the realization that most words have stories behind their formation was of great interest to them as well. Lastly, learning all the ways that one’s language affects their worldview and behavior, from speakers of tenseless language being healthier and more financially stable, to speakers of languages that used cardinal directions instead of left and right being able to navigate better, was especially interesting to them.

Personally, I find language fascinating, and I knew many of our teenage patrons thought the same. But what I found in doing these programs is the widespread appeal of the topic of language. People I would’ve never guessed attended some of the programs. Some patrons, for example, who had only ever attended our Super Smash Bros. Tournaments, eagerly attended the Conlanging Workshop. People who had no real interest wound up attending out of curiosity or to accompany a friend, and left amazed and intrigued. To see them speechless as they learned each mind blowing linguistic fact was wonderful.

Language is something so natural to us, so ubiquitous, that we often pay it no mind. But to see behind the curtains, to see the impact it has on us and we on it, is where I think the appeal lies. The newfound interest could lead to them investigating further, to possibly delving into related topics of psychology, philosophy, education, language teaching, sociology, anthropology, computer science, and even artificial intelligence. If a library is looking for an educational opportunity for its teenage patrons, language is an excellent starting point.

Jeff Cupo is the Young Adult/Community Services Librarian at Montville Township Public Library.

Gimme a C for Collaboration: Meeting the Needs of Special Education Classrooms through Outreach and Advocacy

Last fall, I was approached by a teacher at Asbury Elementary, a public, K-5 school in my library’s service area, about bringing library resources into his special education classroom. As someone with almost no training in special education, forming this partnership has given me a greater awareness of how to best meet the needs of children who experience disabilities, both in the context of school outreach as well as in a traditional public library setting. I’m inspired to gather and share resources with my colleagues on how to effectively reach and serve children who experience a range of developmental, emotional, and physical disabilities, and how quality intersectional literature can aid educators and caregivers in understanding complex identities.

Background

Enacted in 1975, the Individuals with Disabilities Education Act (IDEA) establishes the provision of a free and appropriate public school education for eligible students ages 3–21. According to the The National Center for Education Statistics (NCES), 13 percent of public school students received special education services in the 2015-2016 school year (National Center for Education Statistics, April 2018.) Given the significant number of students receiving special education services in our public schools, now is a critical time for both school and public librarians to evaluate how we can better serve this population in every context. More importantly, now is a critical time to examine intersectionality and its role in the perception and portrayal of minority and traditionally underrepresented groups of children who also experience a range of disabilities.

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From Aspirations to Careers

This post was written by Jennifer Manning, AspireIT Partnerships Program Director

The National Center for Women & Information Technology’s Aspirations in Computing (AiC) program is designed to support young women in computing by providing recognition, encouragement, and opportunities to jobs, scholarships, and connections to the tech community. NCWIT Aspirations has recognized over 10,000 women in 9th -12th grade for their aspirations and passion in computing and built a supportive network in each of the 79 regional affiliates. This network includes parents, industry professionals, community leaders, and educators all working together to increase the meaningful participation of women in computing and technology within their community

Applications for the next Aspirations cohort are open now and it’s your opportunity to encourage high school girls to apply (and at the same time become their mentor and supporter). More than two-thirds of past applicants said they applied because they were encouraged to do so by an educator or mentor. As Aspirations in Computing Award recipients, those selected will join the nationwide AiC Community and have exclusive opportunities available as they pursue computing and technology in their academic and professional careers. Aspirations is a research-based program that provides long term support to program participants, with 91% of past award recipients continuing on to study STEM in college as a major or minor–77% of those in computing or engineering.

To learn about the array of NCWIT Aspirations in Computing engagement opportunities available, please take some time to watch the 30 minute informational video


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Advancing Diversity Taskforce Report

Given the predominant whiteness and femaleness of the library profession and the increasing diversity of the populations served by libraries, it is crucial that Equity, Diversity, and Inclusion (EDI) are at the forefront of our member’s minds and that we as an organization work to make YALSA a more diverse, equitable, and inclusive organization. Last Fall, as part of our EDI efforts, the YALSA Board assembled a taskforce, chaired by Nicole Cooke, to explore the challenges and opportunities library staff of diverse backgrounds face when connecting with YALSA by seeking feedback from both members and potential members and by researching industry best practices in EDI. Cooke and taskforce members Julie Winkelstein, Veronica Koven-Matasy, and Alice Son submitted their findings and recommendations to the Board in the Spring. The report was adopted by the Board and included as an attachment to Board document #4 which was approved prior to ALA Annual 2018. To make the report more visible to our members and to publicly recognize the work of the taskforce, we have included a link to the full report on the YALSA webpage. The Board thanks the Advancing Diversity Taskforce for their work and for laying the groundwork for YALSA to affirm our commitment to EDI.

Since receiving the report, the YALSA Board has taken a number of actions that were a direct result of the Advancing Diversity Taskforce’s recommendations. These include: adopting Equity, Diversity & Inclusion Next Steps, a Value of EDI Statement, and appointing a board member to serve as YALSA’s official liaison to the ALA Affiliates and Round Tables that focus on serving one or more traditionally underrepresented groups. We are currently in the process of updating the YALSA vision statement and intended impact statement for EDI inclusivity.  As soon as the revised statements have been approved by the Board, both will be posted to the YALSA website. The Board is also in the final stages of completing an EDI Plan.

While YALSA has made progress on EDI, our work is far from over. Crystle Martin has chosen Supporting Equity, Diversity, and Inclusion through Outcomes and Assessment as her presidential theme for 2018-2019. Specifically, she will focus on how assessment and outcomes can support EDI through the questions asked and approaches taken. It builds off the recommendations made by the Advancing Diversity Taskforce and expands YALSA’s commitment to EDI. Additionally, the YALSA Board is in the beginning stages of strategic planning. EDI will be a core component of the planning process and of our new strategic plan.

We will continue to provide updates on the YALSA blog and through other YALSA communication channels. We welcome your thoughts and ideas as we continue to work with you to ensure that all teens feel included and empowered in library and information spaces.

Thanks for all you do for teens and for YALSA.

Sandra Hughes-Hassell
YALSA Immediate Past President

Teen Read Week: Planning a School-Wide Read Program

When I read Long Way Down by Jason Reynolds for the first time last year, I was completely overwhelmed–this story was about my students! So many of them have lost family and friends due to gun violence, and many of them have been faced with similar emotional tragedies in their lives. So I wanted them to see that their feelings and experiences are valid by reading a book written by a man who looks like them and understands them and IS them. But being a Title 1 school means funds are tight, and purchasing class sets of books (especially enough for all classes to read at the same time) is just not in our budget without help. YALSA’s Teen Read Week Grant is that help, and I am incredibly grateful.     

When I saw that the Teen Read Week Grant was open for applications in May, I immediately texted my reading teacher and asked her what she thought about the potential of doing a school-wide read next year with a Jason Reynolds book. She responded with a resounding “YES” and I filled out the application. And then we were selected, and the brainstorming began.  

But how do you plan a reading program for students who are reluctant readers? You make it relevant!

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Teen Summer Internship @ Laurel Public Library

We had a very successful Teen Summer Internship program last summer at the Laurel Public Library and when we received a grant through the generosity of the Dollar General literacy Foundation and YALSA we knew we would do a similar program again for our teens. We have a very strong teen volunteer program already in place so we knew this would be a great opportunity for our teens.

The process to be considered for an internship for the summer of 2018 started by requiring the teens to attend a mentoring program offered by a local community leader. The course was designed to run for eight weeks and during this time the teens learned many skills such as life skills, leadership skills, personal presentation, and public speaking. We initially started with eight teens, but regular attendance was an issue with the majority of the teens and we ended up with only three who completed the mentoring program and of those three, only two were selected for the internship. We also brought back one of last year’s interns, for a total of three for the summer.

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Girls Who Code @ Russell Library: Dollar General Grant Winner

In the summer of 2017 the Russell Library in Middletown Connecticut, was accepted to participate in the national non-profit Girls Who Code©. Girls Who Code (GWC) partners with other groups, such as libraries, to prepare students for careers in technology fields by introducing computer programming. Starting in September 2017 the Russell Library offered its first GWC course for 20 weeks to a full class of 12 students and a waiting list! The popularity and the community’s positive response suggested that the library should offer the course again.

As a Teen Librarian with a MLS and no official Computer Science background, after the first session I realized I needed reinforcements. The YALSA/ Dollar General Grant fit the perfect spot to be able to offer the program again.  (*Side Note- GWC suggests a CS Degree or CS experience is not necessary; that anyone can run a GWC program with the tools and resources they provide.)

The initial impetus in searching for a grant was our robust teen volunteer program, which offers important job preparation skills to the teens of Middletown. Teens volunteer at the library all year long, with the majority of the hours in the summer. During the brainstorming process, the concept transformed from volunteers assisting in all Youth and Family Learning Summer Learning Programs to two interns for a specific program, GWC.

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Summer Learning @ Octavia Fellin Public Library

The Octavia Fellin Public Library (OFPL) in Gallup, NM used the funds from the Summer Learning Resource Grant to purchase equipment to begin a Youth Media Lab where tweens and teens would have access to film and audio equipment as well as editing software. At the end of May OFPL was approached by the Miss Navajo Council, Inc. seeking help for creating a multimedia project to commemorate the 150th anniversary of the signing of the Treaty of 1868, which allowed the Navajo Tribe to return to their ancestral homelands after being deported to the Bosque Redondo Reservation. We partnered with the organization utilizing our new equipment and community members to create an intergenerational reading of the Treaty accessible to a modern audience.

The resulting project involved 14 community participants (youth and adult) from the community, and historical photographs from the Library of Congress and National Archives. It was shown at 3 commemoration events in Flagstaff, Arizona; Farmington, New Mexico; and Gallup, New Mexico. OFPL also hosted an exhibit detailing the importance of the treaty and its lasting impacts.

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