Partnerships to Support Teens in Computing: Library Staff and School Counselors Can Team Up

This is a guest post by Jennifer Manning, AspireIT Partnerships Program Director and Marijke Visser, Senior Policy Advocate, ALA Washington Office

The National Center for Women and Information Technology AspireIt program and ALA’s Libraries Ready to Code are continuing their partnership to connect more young women and girls to computer science (CS) and technology- related opportunities. Library staff can and do play an important role in supporting youth as they explore career paths in and out of school. This month’s post spotlights a potential partner for library staff active in connecting youth interests to CS and tech, the school counselor.

CS educators across the nation are finding that collaborating with their school counselors yields positive results in directing youth to viable education and career opportunities. School counselors are key partners with community libraries as counselors regularly share out information to students about local opportunities, especially those at the library. Many families tap into the library as a hub of information, community-building, and more. Often, counselors are in the role of distributing information about community events on a school-wide level and also individually targeting students and families who would enjoy and benefit from the programs.

NCWIT Counselors for Computing (C4C) provides professional school counselors with information and resources they can use to support ALL students as they explore CS education and careers. Counselors are influencers and gatekeepers. They counsel and encourage students in their education and career aspirations, advise on course selections, and expose students to occupations through career fairs and internships. Working together, school counselors and library staff can provide the encouragement and exposure , young women are need to pursue computing in school ro as a career.

To help you build a partnership with this valuable resource, check out the webinar CS for All Teachers and C4C held discussing key strategies for creating a positive partnership with your counselors for CS advocacy.

For additional valuable NCWIT C4C resources (available to libraries for free), click here to view the collection and how to order. To find out more about the Libraries Ready to Code and AspireIT events and resources check out the 2019 Community Champion Learning Series calendar.

Book Tastings

In November, I was able to attend YALSA’s Young Adult Services Symposium with one of my coworkers. It was a wonderful experience, and we came home full of ideas for the 6-12 independent school library where we work. One idea we immediately wanted to try at our library was book tastings, which we heard about in a session led by Alicia Blower, librarian at St. Stephen’s and St. Agnes School.

I like to think of book tastings as the library equivalent of free samples at the grocery store—you get teens to try a bite of various books, hoping they will find one they want to take home. The basic setup involves putting books out at tables, and having teens rotate through the tables in groups. At each table, they “taste” a book that looks interesting to them by reading the blurbs on the cover and the first few pages.


Tasting a book. [Photo Credit: Erin Lewis]

We had the perfect opportunity to run a book tasting just one week after we got back from the Symposium. All of our seventh grade English classes were coming in to check out books, so instead of the usual book talks we give to feature certain genres, we decided to set up book tastings based on the genre of realistic fiction.

First, we decided on our physical layout. Five tables was a good number for us, given the class sizes (18) and how much time we had to run the activity (40 minutes). On each table were books related to a specific theme within realistic fiction, based on what’s popular with our students. Once we decided on the layout, the next step was to pick the books for our tastings. I wanted to have six books at each table, one for each student in a group of four, and a couple of extras to give them alternatives. We also needed to replace the books that got checked out during each class, so I accounted for that when pulling books..

While making book selections, I also had the goal of providing a strong representation of diverse books. To do this, I got a piece of paper and tallied up numbers as I pulled books. How many books had I selected with main characters of color? How about LGBTQ+ main characters? Characters who were differently abled? What about books that were #ownvoices? I had to go back to the shelves quite a few times before I felt I had acceptable representation, and some tables still ended up with less diversity than others. For example, we simply didn’t have enough diverse books for the theme of survival (as in surviving the wilderness or a natural disaster), so now that’s on my watch list for collection development and content curation.

I made place cards to go at each table, with the theme of that table printed on the card. My coworker made tasting forms where students could write down the title and author of a book they looked at, give it a rating from 1-5, and put any comments they had. (See linked documents for examples.)

Filling out a tasting form. [Photo Credit: Erin Lewis]

Finally, I went out and purchased some real “tastings” to go along with the books. I got a variety of Hershey’s kisses, some miniature fruit-flavored candy canes, and a huge bag of Life Savers. At each table, we put two cups. We filled one with the candies; the other was for trash. I am proud to say that our students didn’t leave even one candy wrapper for us to pick up.

In the end, all of our work paid off. The students really enjoyed the experience. A lot of our selected books were checked out, and we were able to highlight the diversity in our collection. It took a little more time to prepare than book talks, but now that we have done it once,  there won’t be as much prep required next time.

Choosing which books to taste. [Photo Credit: Erin Lewis]

Does anyone do book tastings in a different way? I’d love to hear about it!

Whitney Etchison currently lives in Maryland and is in her tenth year as a school librarian. The best part of her job is readers advisory, although teaching research skills is pretty cool too. She loves horror novels but can’t watch scary movies.

Libraries Welcome All Families: Makerspace Mondays!

The AASL/ALSC/YALSA Interdivisional Committee on School and Public Library Cooperation is now focusing its work on equity, diversity, and inclusion projects that include library partnerships. This blog post is the first in this new series.

The YALSA Call to Action Futures Report challenges libraries to “leverage new technologies and become kitchens for ‘mixing resources’ in order to empower teens to build skills, develop understanding, create and share, and overcome adversity.” In Hampstead, MD, a small town in Carroll County, the media center at Shiloh Middle School assumed that “kitchen” motif on Monday afternoons once a month, as Media Specialist, Holly Furhman, and Amanda Krumrine, Library Associate II, Carroll County Public Library (CCPL), partnered to provide a variety of STEM experiences to middle schoolers on Makerspace Mondays.  

Makerspace Mondays was born out of the realization that tweens attending this middle school did not have transportation to the CCPL during the week or on weekends when Maker programs were offered — due to lack of public transportation in the community, dual working parents’ schedules, and the distance of the nearest library branch to many neighborhoods.  The goal was to expose students to a variety of Maker opportunities in a relaxed environment.    

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Libraries Welcome All Families: Community Partnerships to Fund Collection Development for English Learners in Urban Connecticut

One of the most difficult moments of the month was observing my English Learners come to check out books with their classes and not be able to find anything they could read at the high school level. It broke my heart to see dejection on their faces. It did not matter that I myself could not understand the words they were saying; I could just see it. Students perform better academically in literature courses when they see themselves in the materials and simply enjoy independent reading more. While I had some titles of interest for my Latinx students topically, all of them were in English. I set out to add books to my school library collection to assist my Spanish-speaking students. To purchase fiction in Spanish, I first posted a request on Donors Choose (www.donorschoose.org) for just ten novels. When the project was funded and the books arrived, I labeled each with a green S and shelved them above our fiction cases to aid new students trying to find them. After that success, I added another Donors Choose project to bring ten Spanish memoirs to West Haven High School, as all of our seniors must read a memoir.     

This project garnered the attention of the Greater Bridgeport Latino Network (GBLN), a local organization working to feature Latinx success stories, encourage political activism, and support community endeavors. GBLN showcased the story on their website, and it was subsequently picked up by a local newspaper, the New Haven Register. It was my desire to inform the audience it was not just me, my school, or my district needing these materials and support from the Latinx community:

“Literacy is necessary for being a productive member of society. Volunteering time such as reading at a toddler story hour, helping at a resume writing class, or speaking on a vocation or cause are all ways to support local libraries, especially those serving predominantly Latino communities. Woychowski welcomes the donation of new or gently used books to her own library, but she also encourages readers to donate both books and time to their own local school or public libraries.” (http://gbln.net/books-in-spanish-needed-for-high-school-library/)

Sharing this story via social media has been a blessing in terms of the varied audience reached. Links to the story appeared on Facebook, Twitter, and Instagram and were shared numerous times by personal friends and professional connections. Books began appearing on my home front porch and in my school mailbox from all corners of the community, from a prominent defense attorney to a small Catholic Church to a representative of the Hispanic Nurses Association of a large local hospital. Our community’s support of literacy is invaluable, and as school librarians, we must be willing to advocate for it on behalf of our students.

Jillian Woychowski is a School Library Media Specialist at West Haven High School and is a member of the AASL/ALSC/YALSA Interdivisional Committee on School-Public Library Cooperation.

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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Killin’ It: Murder Mystery at the Library

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.

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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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Gimme a C (for Collaboration!): Making Connections to Award Winners

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.

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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Dollar General Literacy Grant @ St. Regis Falls Central School District

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?

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