Danielle Margarida, Youth Services Coordinator at the Rhode Island Office of Library and Information Services and Rebecca Ott, Young Adult Librarian at the Tiverton Public Library in Tiverton, Rhode Island threw their hat in the ring and were thrilled when Rhode Island was accepted as one of five states participating in the pilot. As a team, Danielle and Rebecca attended the first T3 meeting in Chicago during first weekend in October with an outstanding group of professionals from Alabama, Maine, Minnesota, and Wisconsin. The weekend consisted of activities that were both challenging and fruitful. The cohort spent time working on issues of identity and equity, connected learning, facilitation skills, and ways in which ways in which we’ll help our colleagues statewide recognize and integrate connected learning into daily librarianship, programming, and services to teens. Continue reading
Welcome to Research Roundup. The purpose of this recurring column is to make the vast amount of research related to youth and families accessible to you. To match the theme of the fall issue, this column focuses on year-round teen services by examining current articles that share opportunities to mentor teens and support their leadership development.
“The Value of Continuous Teen Services: A YALSA Position Paper” available at http://www.ala.org/yalsa/value-continuous-teen-services-yalsa-position-paper. In April 2018, YALSA published a position paper recommending school and public librarians “support healthy adolescent development, teen interests, and work to help mitigate the issues teens face by providing year-round teen services.” Current research also points to the value of including teens in the planning process to ensure authentic learning experiences and provide young adults with opportunities for leadership and personal growth.
“Adulting 101: When libraries teach basic life skills” available at https://americanlibrariesmagazine.org/2018/05/01/adulting-101-library-programming/. A popular new idea in year-round teen services involves teaching basic life skills. Adulting 101 programs might have originally been planned for older patrons, however librarians are reporting high attendance from teenagers. Teresa Lucas, assistant director of North Bend Public Library in Oregon, and library assistant Clara Piazzola “created a monthly series of six programs focused on cooking, finances, job hunting, news literacy, apartment living, and miscellaneous topics such as cleaning an oven and checking engine oil” (Ford 2018). Programming costs are minimal and oftentimes community members volunteer to teach specific areas of expertise. Adulting 101 series provide a meaningful service to teenagers preparing for their future.
Each month members of the second cohort of the YALSA and ARSL IMLS-funded Future Ready with the Library project meet virtually to talk about what they are working on, ask questions of each other, and build skills and knowledge related to middle school college career readiness. In an August live session a portion of the conversation focused on how staff working on the Future Ready project are able to manage time for partnerships and for working with community. This 5 minute video clip presents highlights from that conversation.
A colleague and I recently had a debate. She said she thought a specific library was progressive and I disagreed. Why? Because as I see it the library she was talking about isn’t progressive as a system. There are a couple of staff that manage programs that are certainly progressive, but the library overall, not so much.
I think this distinction is important to consider. Think about it, if we want teen services to be future and teens first focused – as defined by YALSA in recent reports, blog posts, and books – then we can’t simply assume that if a library has a few good programs led by awesome people that the whole institution is progressive, future focused, and teens first focused. Thinking about this I asked my colleague, “What happens if the people facilitating the progressive activities leave the library system? Would the library still be progressive in your mind?” Continue reading
One representative for each section will be selected by the ALA Executive Board and recommended to IFLA to serve a four-year term from 2019-2023. YALSA personal members who are interested in representing YALSA on either section must submit their resumes to YALSA at firstname.lastname@example.org no later than September 1, 2018. Please be sure to put IFLA Applicant in the subject line and in your email message indicate what section you’re interested in serving on.
Throughout the current term, the YALSA Research Committee will be looking at Teen Services Competencies for Library Staff through the lens of research. Through our posts, we will attempt to provide a brief snapshot of how scholarship currently addresses some of the issues put forth through the standards.
Researching outcomes, libraries, and assessments, the research committee narrowed the research results to three relatively recent studies on outcomes and assessments. The first study examines advantages and disadvantages for end of programs assessments (EPA’s) for LIS master programs utilizing a survey. In the second report the research committee will highlight a case study of a LIS distant learning program with an outcome of over 90% graduation rate and what their assessments look like. The third report looks at a review of recent research of school libraries and the importance of using evidence for successful student outcomes.
You will hear about how YALSA members have integrated the Competencies into their work and have the tools and resources you need to bring that transformation home. Bring a program plan, a job description, a policy, a staff and/or program evaluation tool, or another tool and workshop it along side library staff from around the country.
We’d like to know the types of projects people who plan to attend would like to discuss. That’s why we are asking those who think they will be there to submit our simple form.
A robust new statement on continuous learning envisions a mosaic of state library agencies, graduate programs at iSchools and LIS programs, and other library-focused organizations all working together to deliver professional development. This spectrum of support is critical to serve the evolving information needs and behaviors of young people, given the “ever-changing nature of teens and the materials and technologies we use to engage with and serve them.”
We’re all members of YALSA, or should be, but you’re reading this blog for a variety of reasons.You love libraries.Or you love working with teens. Or you’re just trying to find out what’s happening in YALSA.But you’re here, reading this blog post.As members of YALSA we all participate in our association in a variety of ways, sometimes passively by donating to the scholarships or actively by volunteering to serve on committees, by volunteering to blog for a list, by contributing your programs to Programming HQ.
In a recent YALSA survey many respondents voiced the opinion that their voices weren’t heard or weren’t acknowledged or they felt that their perspective wasn’t represented in YALSA.And I’d be the first to admit, yes it happens, it’s the reason I got involved.There was a time when I felt that my voice wasn’t being heard or felt in the list being created by the volunteers doing committee work weren’t representing my experience or worldview.So I stepped up and started volunteering.We make our association work; if you don’t volunteer or if you decide to drop your membership because you disagree, YALSA is going to fall apart and you know who will ultimately loses?Teens!The teens we support in our libraries, whether it be academic, public, or school; we serve the teens in our hometowns, whether it’s a big city or a small country town. Continue reading
At the 2016 American Library Association annual conference, two state library agency representatives, from Wisconsin and South Carolina, along with leadership from YALSA, began a conversation about how to build stronger alliances between the groups that serve teens in library organizations. There seemed to be a great deal of overlap with the work of groups at the local, state, and national levels. Yet, there was little collaboration among the different groups.
It seemed reasonable to start considering how to change this by connecting with YALSA. The association already had a relationship with state library agency youth services consultants (“YS Con”). While each state library agency is organized and operates somewhat differently, there is often a person on staff who serves as the youth services (YS) consultant, the one person at the library agency who is the state’s coordinator of children’s and teen services. Many of these positions are part of the Library Development Consulting Department of the state library agency, and most are responsible for providing youth services continuing education opportunities and organizing statewide initiatives such as summer reading and learning programs. Continue reading