This post is part of a series where the YALSAblog takes a closer look at Learning Lab grantees from museums and libraries to learn how they engage middle and high school youth in mentor-led, interest-based, youth-centered, collaborative learning using digital and traditional media.” To read more about the context of the Learning Labs, visit the first post in the series here.
Today we will read about HiTech, a Learning Lab with the Howard County Library System, MD from Christie Lassen, Director of Public Relations, firstname.lastname@example.org. (more…)
This post is part of a series where the YALSAblog takes a closer look at Learning Lab grantees from museums and libraries to learn how they engage middle and high school youth in “mentor-led, interest-based, youth-centered, collaborative learning using digital and traditional media.” To read more about the context of the Learning Labs, visit the first post in the series here.
Today we will listen to a conversation about the Philadelphia Free Library Foundation Learning Lab from K-Fai Steele (pronounced Kay-F+eye), Teen Programming Specialist SteeleK@freelibrary.org. (more…)
While I’m sure you’re already worn out pulling out your wallet for all those end-of-the-year donations and holiday shopping, I hope you’ll consider taking it out for a good cause today, for Giving Tuesday. And when you do, please consider donating to Friends of YALSA. This year, the goal is to raise at least $2000, which will help send two advocates for teen services to Washington.
Friends of YALSA funds important YALSA initiatives, including the Spectrum Scholarship, which I was a recipient of. Spectrum supports library students from under-recognized groups in order to diversify the workforce, and I was proud to be a part of the program. It made me a member of two powerful and vibrant groups: my Spectrum cohort and YALSA. Being a part of a group of colleagues who were also going through school, finding out their specific niches in library science, going on first job interviews, and all the while concerning themselves with issues of representation and privilege, was invaluable while I was going through those things, too. And being named YALSA’s Spectrum Scholar made me a member of arguably the most fun-loving and dynamic division of ALA. Some of the best people I’ve ever met (some only online, some also in person) welcomed me into the fold and let me blog, join committees, go out for dinner with them at conferences, and generally get to know what YALSA and YA services are all about. That empowered me through out my graduate school experience and helped me land my first job out of library school before I had even graduated. I had a distinct experience in school, thanks to my Spectrum Scholarship.
I owe YALSA and Spectrum a huge debt of gratitude for giving me a community to count on and learn from. Please consider making a donation to YALSA so that other future librarians can have the opportunities I’ve had. Click here to learn about your giving options, and please consider at least Tweeting about the importance of #GivingTuesday to pass on the word!
Thank you for your support.
In response to President Obama’s ‘Educate to Innovate’ campaign in 2010, in order to improve student’s participation and performance in STEM, Institute of Museum and Library Services (IMLS) and MacArthur Foundation teamed up to offer planning and design grants to libraries and museums throughout the country. “The Labs are intended to engage middle- and high-school youth in mentor-led, interest-based, youth-centered, collaborative learning using digital and traditional media.”
YALSAblog contacted all of the grantees to learn more about these exciting plans and partnerships with their organization. While the details for each place varied, especially by incorporating the local significance to the services and programs, there were several aspects that were pretty uniform across the board. Some of these tenets include the importance of teen input, mentorship (peer and adult), Connected Learning, principles of HOMAGO and of course over-the-moon enthusiasm for supporting teens and giving them all opportunities to become successful adults.
Today we will read about the Dallas Learning Lab in Texas which is a partnership with the Dallas Museum of Art, and the Perot Museum of Nature and Science from Nicole Stutzman Forbes, Chair of Learning Initiatives and Dallas Museum of Art League Director of Education (email@example.com). Twitter: @nicstutzman (more…)
As I work with students and teachers, I keep close tabs on my email and RSS feeds throughout the day. It’s not killing time, it’s keeping up, and it’s essential to my work as a school librarian. And I’m just as quick to respond to a request from a colleague thousands of miles away as to help those in my building. And when I have a question, I throw it out to my PLN, educators and librarians across the country and around the world using a vast variety of networks, automation systems, and applications in a diverse range of settings. And the response is always useful, and often thought-provoking.
It’s what’s called being a Connected Educator, and this is how it’s described by the eponymous organization: ”Online communities and learning networks are helping hundreds of thousands of educators learn, reducing isolation and providing “just in time” access to knowledge and opportunities for collaboration. However, many educators are not yet participating and others aren’t realizing the full benefits. In many cases, schools, districts, and states also are not recognizing and rewarding this essential professional learning.”
I’d venture to say that many school librarians were connected educators before connected educators were a thing.If you’ve worked in this field for more than a decade, I’m sure you can remember earlier incarnations of burning up the bush telegraph, via listservs, gopher-esque discussion boards, or text-based email between buildings or across the state. Then blogs and RSS started cropping up, making it even easier to pull the information you want, rather than just the information you need, or to push your own information to others.
So many youth services librarians work alone — as either the only information professional, or the only teen specialist, in a larger institution. And I hope that our professional preparation armed us for combating this this isolation. I remember signing up for two listservs as a requirement in an introductory class in library school in the late 1990s. I chose one for art librarians (I had majored in art as an undergraduate) and one for newspaper librarians. And I now know ridiculous amounts about working in those type of special libraries, just because of that passive exposure years ago.
We’ve all probably got an opinion or reaction when we hear the word “leadership.” Maybe we think, “oh that’s just not for me,” or “I want to be more successful at making change,” or perhaps “I think I’m doing a pretty good job but could always use more pointers” or even “I’m not a manager so this probably doesn’t really apply to me.”
If it’s all or none of the above, you’re in the right place. (more…)
Think fast. What’s the last thing you’ve purchased online? It’s probably easy to come up with an answer, because it’s something many of us do quite often. You quickly fill out a convenient form, and something appears on your doorstep, practically the next day. YALSA’s new Opt-in Opportunities form is not exactly like unwrapping a new pair of warm slippers, but it’s close. (more…)
This summer, after working with teens in public libraries for seven years straight, I made a career change and now I am an elementary school librarian in a large urban school district. I will be writing a series of blog posts about my new position and the perspectives I’m gaining from my life on the school side of library services to children.
Jumping from one service group to another has been an enlightening experience, to say the least. My school serves children in grades K-4, so I’ve been switching gears to picture books, early readers and chapter books. The kids at my school can mostly be classified as struggling readers, but their enthusiasm for books and the library is very strong, and I hope that trend will continue with my help throughout the school year.
One big difference in this new job is that I am dealing with different stakeholders. At my last public library position, I served teens who wanted to be there and were interested in the materials and services we offered. Sometimes their parents directed their reading choices, but for the most part, they could check out whatever they wanted. (more…)
Jeremy Scott’s Pink Poodle Shoes aren’t something I see too often. But they were worn by a teen at the library who was a member of our radio program. The two canines had their own story, of course, and it turns out they had a lot to do with bullying.
I was prepared to co-lead this session of my library’s Turn it Up Teen Radio program. It’s a podcast that’s also a partnership of a local NPR affiliate, WFAE. I came with an agenda. A plan. The curriculum dictated that this day was for research. Participants were scheduled to identify topics and resources pertaining to the segment on the topic of bullying. They would record next month.
I started the session off with a warm-up activity, selecting several short (4-7 minute) public radio segments, mostly on the topic of bullying. I divided the teens into teams and asked them to identify the research that informed the story, then come back in 15 minutes and share with the group.
When we came back together, I sat at the front of the group and asked them who wanted to go first. I noticed they were directing their feedback to me, when I really wanted it to presented the group. I asked them to take the stage, so to speak. They did, sharing topics and research pieces and then T., with the awesome pink poodle shoes, took the stage and said he had a story to share. (more…)
It’s not a new premise that you can take part in professional development on your own time and at a computer. But, have you thought about the ways you can take part in professional development not just to learn new things but to expand your professional learning network (PLN) and learn from colleagues about how to provide exceptional service to teens? That’s the real new world of professional development. It’s not just about taking content in by listening to some expert tell you how it’s done. It’s also about connecting with others who have experience you can learn from and learning from a wide-range of community members how to do your job even more successfully. For example:
- Badges: You’ve probably read posts on this blog about the YALSA badging project which will help library staff working with teens gain skills in the areas covered by the association’s Competencies for Librarians Serving Youth. A key aspect of the badges is that participants will get the chance to show what they’ve learned by creating artifacts. They’ll share those artifacts with other library staff serving teens. And, they’ll get feedback from those staff who will be members of the YALSA badging community. That’s a great way to learn and a great way to improve what you do. Not only that, when a learner completes an activity in the badge program, he or she will actually get a virtual badge. (more…)