One of the many things I love about being a librarian is programming! The challenge of creating programs that my teens would love while also engaging them in my library program was a passion. As a Library Media Specialist at a public high school and a Teen Librarian Consultant at a public library, I had to constantly reinvent my library programs so they could stay new and relevant (see program ideas here). One of my favorite programs was throwing a murder mystery party! After implementing the first one, I learned very quickly that tweens, teens, and adults alike all love a good mystery, and when you throw fun, safety, and food into the mix, they all wanted to be involved.
It Takes Two
At both libraries, the murder mystery turned into two separate programs. Since the theme was Mardi Gras Masquerade, I held a program that allowed students to make masks as well as attend the murder mystery itself. However, they did not have to attend the murder mystery to come make a mask. The mask making program was suggested by the patrons/students and I loved the idea because it gave the attendees who may not have the means to buy a mask or dress up still feel in costume at the murder mystery (dressing up was encouraged, but in no way mandatory). So the mask making program served many purposes: advertisement for the upcoming murder mystery event, a separate library program to get students engaged in the library, and as preparation for the upcoming murder mystery event.
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.
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.
A close friendship between two librarians, a school librarian and a teen services librarian, led to the creation of the Jane Addams Book Club, a collaborative program between Southold Free Library and the Southold Junior/Senior High School Library, featured in the Public Library and School Library Collaboration Toolkit. Students in grades 5-7 read the winners of the Jane Addams Children’s Book Award, which recognizes children’s literature that encourages young people to think critically about “peace, social justice, global community, and equity for all people.” Through lively discussion, database research, and making connections to their own lives, students learned how social justice and equity can impact their lives and the wider global community.
The book club met at the public library and book club members used both the public and school library resources for their research. The subject matter of the books wasn’t the only topic up for discussion. Book club members did research on, and discussed their findings about, the authors and illustrators of the award winners in preparation for a trip to New York City to attend the award presentation. Penny Kelley, the Teen Services Librarian at Southold Free Library and co-creator of the book club, observed that, “meeting the authors and illustrators and hearing their stories, had a lasting effect on the students.” Students were inspired by the connections they had to the authors and were motivated to use art as a platform for change.
When asked for tips and tricks for building a collaborative relationship between public and school libraries, Ms. Kelley said an important thing to do is get school administration involved. She has developed an excellent relationship with the school principal and works closely with the school social workers and the guidance counselor. The school librarian is her most important ally. They collaborate on a number of additional projects including an Escape Room program and a talent show.
The Jane Addams Book Club hasn’t met since 2016, but Ms. Kelley mentioned that it’s time to reconvene. She is inspired to start the program again and is excited to get students together to talk about the newest award winners. “It really was a remarkable experience for the students and for the adults, too.”
Abby Moore is Associate Professor and Education Librarian at University of North Carolina Charlotte, and a member of the Interdivisional Committee on School and Public Library Cooperation.
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!
As a new librarian at a small, rural school I was thrilled to have the opportunity of utilizing the Dollar General Literacy Grant on behalf of my students. Since our community is without a public library, I used the library funds to create six separate programs to coincide with open library nights at our high school library. From a cooking night to a night on 3-D printers, we tried to appeal to a wide variety of interests. We used grant funds purchase books related to the program’s theme, supplies so students could participate in making and creating, and as a final attempt to get students into the library, free pizza.
Without extensive experience creating reading programs for teens, this program seemed fairly well planned. I thought I hit several of the right notes with a variety of themes, active participation for the students, and the time honored free pizza. I had planned to have a meeting with interested students and get them involved in the planning, but the last two months of the school year exploded with award ceremonies, a softball and baseball season suddenly full of double and even triple headers due to prior inclement weather, regents study groups, and last minute fire and lockdown drills. Suddenly I was without student input and left to my own devices. I decided to simply carry on with the original plan because it was a pretty good plan, right?
The $50 for 20 Program made possible by the Dollar General/YALSA Summer Learning Grant had a broader reach than we had ever imagined. The idea was born from a conversation I overheard between a student and the counselor as I was passing in the hallway. The counselor asked, “What do you like to do during the summer?” The student replied, “I just read my mom’s books over and over.” She didn’t have her own books.
Our original was to have high school teachers select twenty of the most at-risk students who needed books at home. We then gave each student $50 each to spend on books and took them on a field trip to the closest bookstore, Books-A-Million, which is 70 miles away.
We started by planning with the 9-12th grade English teachers to help identify the twenty students who would benefit most from having books to read over the summer. Once they were identified, I met with each student individually and explained what we had planned for them and checked to see if they could go with us on the scheduled trip. I met with the principal and received pre approval for our school district to provide the bus driver’s salary, the fuel expense, and the cost of a meal for each student.
First session of Brunch and Books. Photo credit: Andy Tullis, Bend Bulletin.
Thanks in part to the Library Linx partnership program featured in the Public Library and School Library Collaboration toolkit, Deschutes Public Libraries (OR) have seen a significant increase in collaborative programming with area schools. One great success has been my involvement with a local high school. Eila Overcash, teacher-librarian at Summit High School, had a great brainstorm about three years ago. She wanted to attract new students to her media center as well as capitalize on the interest of the strong corps of readers she served every day. She began a weekly Brunch and Books program during the school’s lunch period; teens could drop by the library for tasty snacks, book-related craft projects or games, and connect with other students. Eila invited me to come to Brunch and Books once a month to do book talks and share library news.
This is my second year working as the children & youth services librarian at my small library in Bath County, Kentucky on the edge of Appalachia. Last year, it was nearly impossible to get teens into the library — I averaged one every two weeks! So in September 2017, I approached the high school librarian and proposed hosting a morning book club at the high school library. With her help promoting to students in school, we met with about 20 teens every Monday morning during their study zone. We covered many of the YA novels that were nominated for a 2017-2018 Kentucky Bluegrass Award and concluded the school year with a lesson on adulting (at the request of the teens!). Through this weekly book club, the teens began to get to know me and request books from the public library that I was able to check out to them using the mobile app for our library ILS.
Our final project for summer reading – a mental health display with inspirational quotes, random acts of kindness, and book suggestions.
I applied for the YALSA/Dollar General Summer Learning grant in the spring and when I received it, I knew exactly how I would get more than the 1 or 2 teens I had the previous summer. I started by offering my book club group the opportunity to form an advisory council at the public library and I lured them in with food. This got the teens into the library and gave them some ownership over the YA stacks. Of the twenty teens in the book club, five formed the Teen Advisory Council. Through their suggestions on programming needs and books, I was able to create a series of programs that would fit into the CSLP theme “Libraries Rock” and would provide the teens with much needed mental health and self-care resources.
The Collaboration Toolkit published this spring highlights successful collaborations between school and public libraries. One of these programs is ONE Access in Charlotte-Mecklenburg County, North Carolina. As outlined in the toolkit, students in participating schools use their student ID numbers, rather than a library card, to access resources of the public library. School staff may use their employee IDs to access digital resources.
ONE Access began as a collaborative project between the library system and the Charlotte-Mecklenburg Schools, a district serving over 140,000 students. In the following years individual charter and independent schools have joined ONE Access.
Creating access to resources alone, however, is insufficient to reach the goals of the program. In order to ensure success, Martha Link Yesowitch, the Educational Partnerships Manager for the Library, has created presentations and handouts that may be individually tailored to the needs of various stake holders. The library provides staff development for school personnel at the beginning of the academic year. Additionally, local branch liaisons visit schools to educate students about library resources and programming. The following examples illustrate some of the audience-specific presentations for teachers and students.
Lake Norman Charter School is a K-12 charter school located in the northern Mecklenburg County town of Huntersville. The humanities faculty of the high school were interested in the online resources that would support students as they engaged with language arts and social studies curriculum. The presentation created for this team focused on the following resources:
This program was a partnership between Saint Marys Area Middle School and the Saint Marys Public Library. It started when I was talking with the public librarian about coming for her annual visit to go on our televised morning announcements and talk about summer reading. Since I knew that she was willing to come for a full day, I asked if she wanted to add to her summer reading promotion. In addition to going on the morning announcements, she could be a station in an activity I was doing for the end of the year with 6th grade. We decided to give the students a list of questions that they had to ask the public librarian.