As a new school year begins in Tennessee, Nashville Public Library (NPL) and Metro Nashville Public Schools (MNPS) are entering the next phase of our partnership. The Limitless Libraries program has long acted as a bridge between the two organizations, offering MNPS educators and students in grades 3-12 access to NPL’s materials. NPL and MNPS migrated to a shared ILS in July 2017, creating a technical bridge to further support this relationship. Doing so created cost savings for the city and public library access for all MNPS students, including those in grades PreK-2.This ILS merger has been in process for over a year, and it has been exciting to see the culmination of so much time and thought.
Since no existing ILS was functional for both school and public libraries, teams at NPL and MNPS worked with TLC’s Carl-X team to create a custom solution for Nashville. We determined that we could align on many parameters, including the check-out period for educators, and log-ins for students and educators. Other parameters needed to be set up differently for MNPS and NPL locations. The loan rules for student accounts provided a particular challenge, with school and public librarians accustomed to circulating different types of materials for different periods of time. We’re fortunate that we already had strong relationships with our MNPS colleagues in place, so that we could work through issues as honestly and efficiently as possible.
We worked out some solutions readily, but others required quite a bit of brainstorming and further ILS development to resolve.Student-friendly self-checkout, for example, was not available in Carl-X or their web client, Carl Connect. TLC worked with school librarians to create a new web-based self-checkout option, specifically with schools in mind, to be rolled out in the near future.
Merging systems has been a huge undertaking. Surprises and challenges will continue to arise over the course of the school year, and MNPS, NPL, and TLC teams will continue to work together to meet them.MNPS and NPL now understand the ways that Nashville’s school and public libraries differ and align on a very granular level. In this way, tackling such a complicated project has made out partnership much more meaningful and effective.We’ve also been able to provide our patrons with an unprecedented level of access to library materials, which certainly makes all of the work worthwhile.
Allison Barney is the coordinator of Nashville’s Limitless Libraries program, a partnership between Nashville Public Library and Metro Nashville Public Schools. She currently chairs the AASL/ALSC/YALSA Interdivisional Committee on School-Public Library Cooperation.
It all started with a grant received by McKinley Elementary, a Title 1, Tulsa Public School, in Oklahoma. The idea was to pull our neighborhood young adults and recent McKinley Elementary graduates in and keep them reading throughout the summer, thus preventing the “summer slide!”
The unfortunate reality of the situation, in retrospect, was that we really had no way to reach these kids. We had a marquee, which advertised the school’s “Summer Cafe,” support and our volunteer based summer camps for our school’s youngest students and we had a telephone. We enthusiastically approached the all call, reaching out to our 5th and 6th graders, but the result was negligible, at best. In addition,if the young adults wanted breakfast, I’m certain they slept right through it and likely lunch as well.
The positive to all of this was that Jennifer Latham, a local Tulsa writer, but not a lifelong Tulsan, had a recently released young adult out, entitled “Dreamland Burning.” The book was a fictionalized account of the 1921 Tulsa Race Riots. The young adult novel, published by Little Brown was not only engrossing, but it was assigned to the 9th graders at Tulsa Public School’s leading high school, Booker T. Washington, which was actually in the novel.
Did you miss the information session earlier this week on the Libraries Ready to Code application process? Did you attend but want to review the slides and the information presented? If so, you can watch the recording of the session right here.
The grant program, sponsored generously by Google, will fund a cohort of school and public libraries to design computational thinking and computer science programs for and with youth, including underrepresented youth. A total of 25-50 grants up to $25,000 each are available.
Public or school library (you do not need to be an ALA member to apply, but members will be given preference during the review process)
Library must be located in the United States or U.S. Territories
Program must be focused on computational thinking or computer science
Program must be completely free of cost to youth and their families, including deposits
Program must serve youth (anywhere on the Pre-K to grade 12 spectrum)
Must have prior approval from your library administration to implement the program (if grant funds are provided). Verification may be required upon request
Please note, you must meet all of the above eligibility requirements in order to apply for the grant. If you do not, your application will be disqualified.
A virtual information session about the grant program and application process will be held on Aug. 1 at 2:30pm EST. Reserve your seat here. The recording of the session will be made available to those who can’t attend it live. Additionally, before submitting an application, we encourage you to read the Request for Proposal and use it as a guide to filling out the application). In addition, an FAQ, and list of resources including sample programs are on the Libraries Ready to Code site to inform your work as you prepare your grant application. Questions? Contact us.
I was fortunate enough to be able to attend ALA Annual 2017 in Chicago last month, where YALSA-sponsored panels and sessions focused on everything from how to run a tech/makerspace to creative ways to engage teens inside the library and out. Regardless of what the specific topic of each panel was, I began noticing a common theme running throughout: the future of teen services lies squarely within the realm of community and civil engagement. Presenters kept returning to this theme of team-based and service driven learning; that teen development is tied to meaningful contributions to both peers and adults, empowering a positive self-image, and fostering a capacity to creatively problem solve. All of this sounds great, but what does this mean for your library, exactly?
Whether your library has a strong history of offering services and program to teens, or is struggling to get teens into your physical space, community engagement is the key to creating lasting meaningful experiences that teens need to develop and become successful adults. YALSA’s Teens First infographic pinpoints areas where library staff can focus their efforts no matter where your community’s teens are to be found. Are there teens in your library space? Utilize their presence to provide volunteer opportunities that impact social or environmental issues close to your teens’ hearts. Teen Advisory Groups are a gold mine of youth development opportunities, as you can harness the creativity and interests of these teens to plan programs that meet a specific community need. Teens will not only be invested in developing the program itself, but will take responsibility for its success and outcomes. In the meantime, teens develop self-worth, a sense of belonging, and ownership as they contribute to the group’s efforts, as well as learning how to effectively communicate their ideas to a larger group of peers. Are you like many libraries where teens are scarce? Team up with your local schools or community organizations to bring opportunities to teens where they are.
Last year, my coworker and I teamed up with the local school library staff to raise awareness about bullying during Anti-Bullying month in October. Teens brainstormed ways to promote a healthy self-image and came up with a riff on the Six Word Memoir. Each student wrote a simple messages about themselves on mini whiteboards and posted the selfies to their various social media profiles. Teens were able to promote a positive message about themselves and get other teens to think about why they were important and worthwhile, too. We encouraged them to tag both their school and the library as a way to demonstrate our involvement with the project. This simple partnership allowed the community’s youth to have a voice about a serious issue by sharing authentic content that they created; it also gave them the opportunity to use their social media platforms to positively impact their peers.
YALSA’s new President, Sandra Hughes-Hassell has also recognized community engagement as the key to bringing teens and youth into successful adulthood. In her recent announcement on the YALSAblog she stated that, as President, her goal is to support library staff to address the unique challenges of their community’s youth by “building teen leadership skills and amplifying their voices.” Over the coming year, she wants to promote YALSA events that aim to encourage and address youth development through community engagement, including One Book, One Community, Teen Tech Week, and more. Keep an eye out for opportunities to get involved with this campaign as the year progresses. In the meantime, If you’re looking for more inspiration, check out YALSA’s recent set of case studies that highlight how various libraries have already begun to think about programming in this way. Remember that this new paradigm shift doesn’t have to mean reinventing the programming/services wheel. Any program can be tweaked to highlight youth development, even if it doesn’t directly include a partnership or whether it takes place inside or out of your own library’s space. It’s just about putting teens first.
I am excited to begin my presidential year and to continue the work begun by past-president Sarah Hill!
Youth Activism through Community Engagement is the theme for my 2017-2018 YALSA Presidential year. I selected this theme for several reasons. The theme reflects a number of the paradigm shifts identified in YALSA’s Future’s Report and promotes teen involvement in their communities, thus building teens’ leadership skills and amplifying their voices. The theme strongly aligns with YALSA’s vision, mission, and impact statements by supporting library staff in working with teens to address the unique challenges they face in their communities and creating opportunities for teens’ personal growth, academic success, and career development. The theme also demonstrates YALSA’s commitment to an asset-based and youth-centered approach to the transformation of libraries and teen services, and will help library staff focus on developing many of the teen outcomes described in the Reimagined Library Services for and with Teens infographic.
But, perhaps most importantly, I selected Youth Activism through Community Engagement as my theme because teens are experts on the issues facing them and their communities because they are living the issues. This is especially true for youth who are experiencing marginalization due to racism, sexism, homophobia, transphobia, classism, ableism, or other forms of oppression. Teens want to make a difference in their communities but often lack the skills to take action. I believe library staff have the ability and the responsibility to help teens develop the skills they need to become agents of positive change in their schools and communities.
A continuing trend for colleges and universities is to sponsor a Common Reading Program for incoming freshman. These programs aim to connect new students around a shared experience that promises to build community. Every freshman (in theory) reads the book, so when they arrive in August, they have something to talk about beyond the normal freshman small talk.
Now, this isn’t a new idea and in fact, lots of libraries have done similar programs with their more broader community. We might call it something different, like City Reads or One Book, One City, but the concept is the same. It’s a way to bring people together, create common ground, share diverse perspectives, and come to a better understanding of one another.
The library is a natural partner in these sorts of programs, not only for our ability to provide copies of the book, but also the wealth of resources around the book itself. We are in great positions to provide programming and additional information for those really interested in the book content. Additionally, because the library is often considered a third space, it’s a natural spot for some community discussions on the book.
Check out this 20 minute video in which I talk with Shannon Peterson, Youth Services Manager, Kitsap (WA) Regional Library, about the new book, Putting Teens First in Library Services: A Road Map, we edited for YALSA. During our conversation we talk about each of the topics (continuous learning, connected learning, youth voice, community engagement, and outcomes) covered in the volume. We also discuss some of the ways that the title will be useful to a wide-range of library staff from those just starting out to those who have been working with and for teens for many years.
Six members and one chair worked since July 2016 in the Community Connections Taskforce to pull together ideas and resources about how libraries can partner with other organizations and locate funding opportunities. Pictured are Adrienne Strock, Rachael Bohn, Bill Stea, Dina Schuldner (chair), and Billie Moffett. Not pictured are Derrick Burton and Markita Dawson.
We worked virtually, through email, phone, and video chats to develop this resource that is invaluable to librarians and libraries in finding partnerships and funding that increase the impact Teen Services can have on the Young Adult population.
There are ten steps that should be taken in order to get the most out of a partnership. They include identifying a teen need, making an inventory of the library’s assets, choosing assets that would come from another organization, and then identifying and vetting potential partners. Once that initial research is done, it’s all about the relationship you build with your chosen partner. Together, you can co-develop a program or service and implement it for the teens you serve. Maintaining that relationship you’ve built will allow you to evaluate the impact of your program or service and either stick with it, or adjust it. You may even discover that your partner isn’t the best fit, in which case you can move on to other potential partners you’ve already identified in the earlier steps.
We included some great commentary about some libraries’ experiences with partnerships.
There is also an invaluable section on funding opportunities that was developed in part through a survey conducted with libraries around the country. You will find these ideas helpful in your own quest to increase funding for teen services at your library.
I appreciate the opportunity to serve YALSA as chair of the Community Connections Taskforce, and am grateful to have worked with such fine people in developing this resource. Please share this toolkit with other members of your library who can help you make your partnership and funding dreams come true!
Dina Schuldner was a Young Adult Librarian at the Gold Coast Public Library in New York, where she developed the Teen Entrepreneurial Academy by partnering with local business owners. She now lives in Virginia Beach, VA.
This week an awesome team of YALSA members (Chair Dina Schuldner, Rachael Bohn, Derrick Burton, Markita Dawson, Millie Moffett, Bill Stea, and Adrienne Strock) published a new toolkit, Partnering to Increase Your Impact, and I wanted to make sure you knew about some great partnerships that YALSA has formed for Annual conference this year in Chicago!
YALSA will partner with ALSC and AASL in the exhibit hall–visit us at #2731. And a shout out to these publishers for sponsoring the Best Fiction for Young Adults Teen Luncheon: Blink, Penguin Random House, Simon & Schuster, and Scholastic!