Article proposals for the Winter 2021 issue of YALSA’s journal, YALS are currently being sought. The theme for the issue is Youth Voices. Prospective articles include those that consider teen voice, what it is, how teens use it, and how we can provide support through library services, resources, and programming. How do we train ourselves to encourage and support teens who want to engage their communities and the world at large? Learn more and submit by Oct. 28.
YALSA seeks article proposals for its journal, Young Adult Library Services (YALS)’s Fall 2020 issue, themed Trauma Informed Teen Services. This issue will inform readers of trauma-informed teen services, practices, and approaches from various disciplines and experiences that include all types of trauma, including most recently, COVID-19, and beyond.
According to the Substance Abuse and Mental Health Services Administration (SAMHSA), by the age of 16, three out of four kids have experienced or been exposed to a traumatic event. Trauma, a distressing or disturbing experience that can be a result of experiencing natural disasters, mental/emotional/physical/abuse, sexual violence, bullying, homelessness among many other events, is especially important to consider as teens cope with past and current traumas in the face of COVID-19. This issue will inform readers of trauma-informed services, practices, and approaches from various disciplines and experiences that include COVID-19 and beyond.
Examples of trauma include the aforementioned natural disasters, all types of abuse and violence, bullying, homelessness, as well as missing out on life milestones such as middle or high school graduation, prom, etc.
Some examples of article topics include:
• Creating a trauma informed workplace through professional development
• How restorative justice supports trauma informed practice
• Library programs or resources that support teens experiencing trauma
• Insight and helpful resources from social workers or experts/organizations in the trauma informed field
Please note that this is a volunteer writing opportunity with no monetary compensation. YALSA has the right to first refusal.
This year, Teen Read Week and Teen Tech Week will be dissolving to form a month long celebration of teen programming and teen services in libraries across the country! The month long celebration will be held in October of every year.
Teens, want a say in YALSA’s newest month long celebration? Librarians, please encourage your teens to be a part of an exciting initiative. The celebration will include related displays, passive activities, and programming that will fit public libraries, school libraries, and beyond! We will also being asking both teens and librarians for their feedback on the celebration, so be sure to keep an eye out for that.
To submit your celebration name, post on social media with your suggested idea and use #yalsaname or fill out our Google form. The winner will receive prizes and recognition! You are able to submit ideas until 5/31. Once the submission date has passed, there will be a voting period for the top 10 entries. Please share the news! We can’t wait to see what you come up with!
This post was submitted by members of the Teen Tech Week / Teen Read Week Committee.
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.
While preparing the Research Roundup on Social and Emotional Learning for the Winter issue of YALS, I learned that there would be a flurry of publishing in late 2018 and early 2019 in the field of social and emotional learning. This update highlights some of these developments:
- The Aspen Institute’s National Commission on Social, Emotional, and Academic Development released From a Nation at Risk to a Nation of Hope in January 2019. It is the result of two years of study and conversations with experts, practitioners, and parents across the nation. It provides synthesis, case studies and recommendations for future work. The report makes six recommendations:
- Set a clear vision that broadens the definition of student success to prioritize the whole child.
- Transform learning settings so they are safe and supportive for all young people.
- Change instruction to teach students social, emotional, and cognitive skills; embed these skills in academics and school wide practices.
- Build adult expertise in child development.
- Align resources and leverage partners in the community to address the whole child.
- Forge closer connections between research and practice by shifting the paradigm for how research gets done.
- CASEL’s Measuring SEL: Using Data To Inspire Practice has published a number of research briefs. I found this brief particularly useful: Equity & Social and Emotional Learning: A Cultural Analysis. Measuring SEL also hosted two design challenges, which give you the chance to learn about SEL assessment tools developed by practitioners.
- In December 2018, the Robert Wood Johnson Foundation published an issue brief Social and Emotional Development Matters: Taking Action Now for Future Generations which gives an overview of key findings and links to reports on specific aspects of SEL that the foundation developed from 2017 until now.
- The University of Minnesota recently updated its SEL Toolkit. The toolkit uses the Ways of Being SEL Model developed by the University of Minnesota. It focuses on youth in middle school, but provides many activities that can be adjusted for other ages. Many of these activities are applicable to out-of-school time programming.
Submitted by Committee member Bernie Farrell.
In the summer issue of YALS the article “Learning from Each Other: Successful Mentoring/Protege Relationships” provides an overview of the skills and knowledge that successful mentors and protégés bring to mentoring relationships. Ideas include that:
- Both mentors and protégés have to be self-reflective and understand their own skills and needs as they get ready to mentor someone else and/or seek support from another person.
- Mentors need to know how to facilitate thinking while protégés need to listen and know how to ask good questions.
- Mentors need to be open to learning from their protégés and protégés have to be open to failure and learning from that failure.
Readers of YALS most likely have some ideas of their own about successful relationships of this kind with experiences that highlight what works and doesn’t work. Now is the time to let others know – from your perspective what does a successful mentor/protege relationship entail?
Add your thoughts, ideas, questions, and comments on this topic in the comments. (You may also want to respond to the thoughts, ideas, questions, and comments that others post.)
YALSA members and YALS subscribers can read the article (and the full issue) online in the Summer 2017 digital edition (Login required).
In the Summer 2017 issue of YALS, (digital edition available now to members & subscribers via the Members Only section of the YALSA website) Linda Braun’s article describes what makes a quality mentoring/protege relationship from both the mentor and the protege perspective. Her article includes references and resources that shouldn’t be missed. The full list of those resources follows:
In the Summer 2017 issue of YALS, (digital edition available now to members & subscribers via the Members Only section of the YALSA website) an article about YALSA’s new Research Agenda connects the dots between the Research Agenda and Library Practitioners. The importance of this article is to connect research to practice.
National Research Agenda on Libraries, Learning, and Teens 2017 – 2021: http://www.ala.org/yalsa/sites/ala.org.yalsa/files/content/2017YALSA_NatlResearchAgenda_Print.pdf
In the Summer 2017 issue of YALS, (digital edition available now to members & subscribers via the Members Only section of the YALSA website) Hannah E. Spratt and Denise E. Agosto’s article explores fake news and offers resources and activities for helping your teens to recognize and combat fake news. Her article includes references and resources that shouldn’t be missed. The full list of those resources follows:
Identifying Fake News
Crockett, Lee W. “The Critical Thinking Skills Cheatsheet [Infographic].” Global Digital Citizen Foundation. December 12, 2016. https://globaldigitalcitizen.org/critical-thinking-skills-cheatsheet-infographic
“How to Spot Fake News.” International Federation of Library Associations and Institutions. Last modified April 4, 2017. https://www.ifla.org/publications/node/11174
“Breaking News Consumer’s Handbook: Fake News Edition.” On the Media. November 18, 2016. http://www.wnyc.org/story/breaking-news-consumer-handbook-fake-news-edition/
“Evaluating Information – Applying the CRAAP Test.”. Meriam Library, California State University, Chico. Last modified, September 17, 2010. http://www.csuchico.edu/lins/handouts/eval_websites.pdf
“Ten Questions for Fake News Detection.” News Literacy Project. Accessed April 1, 2017. http://www.thenewsliteracyproject.org/sites/default/files/GO-TenQuestionsForFakeNewsFINAL.pdf
Online Resources for Fact Checking
Associated Press Fact Check
The Associated Press is a non-profit independent news organization dedicated to covering news stories from around the world. AP Fact Check is an online resource provided by the Associated Press that offers additional resources for popular news.
American Press Institute
The American Press Institute is a nonprofit educational organization that conducts research and training, and creates tools for journalist with the intent to promote reliable news media in a digital age. They provide fact-checking resources on a wide range of resources from politics to public interest.
Detector de Mentrias (Lie Detector)
Detector de Mentrias is the first U.S. based Spanish-language fact checking project. It is apart of Univision, a commercial media company focused on Spanish-speaking audiences. Audiences are able to suggest fact-checking topics.
FactCheck.org is a nonprofit and nonpartisan organization that strives to reduce the level of deception and confusion in U.S. politics. They analyze the accuracy of what is being said in the news and media by U.S. politicians and affiliates.
PolitiFact is run by the independent newspaper the Tampa Bay Times and is devoted to fact checking claims that pertain to American politics. They analyze statements and rate their accuracy on a truth scale. Also associated with PolitiFact is PunditFact, a site dedicated to fact-checking pundits.
David Mikkelson, a professional research and writer, created Snopes.com in 1994 to share research on urban legends. Over the last two decades, Snopes.com has grown to become one of the largest fact-checking sites on the Internet and is recognized as such by organizations like the American Library Association and the National Public Radio.
Recommended Sources for Bursting the Filter Bubble!
AllSides is news provider dedicated to providing multiple angles on the same story. They do not create their own content, but provide users with multiple sources from left and right wing news providers. The mission of AllSides is to combat the polarization of politics in our society that is a result of information being filtered by social media websites and search results. https://www.allsides.com/
Escape Your Bubble
Escape Your Bubble is a Chrome Extension that replaces ads with positive political articles from the opposite political party. Upon downloading the extension, you are asked, “Who would you like to be more accepting of?” and given the option of seeing more positive Republican or Democratic information.
The New York Times
Hess, Amanda. (March 2017). “How to escape your political bubble for a clearer view.” New York Times. Accessed April 1, 2017. https://www.nytimes.com/2017/03/03/arts/the-battle-over-your-political-bubble.html?_r=0
Pew Research Center
Mitchell, Amy and Jeffrey Gottried, Jocelyn Kiley, and Katerina Eva Matsa. (Oct 2014). “Trust levels of news sources by ideological group.” Pew Research Center. Accessed April 1, 2017. http://www.journalism.org/2014/10/21/political-polarization-media-habits/pj_14-10-21_mediapolarization-01/
Read Across the Aisle
Read Across the Aisle is an iPhone app that, when downloaded, nudges users to read articles outside their “bubble.” This app encourages users to read news from multiple sources in order to become better informed.
ALA Public Programs Office. “News: Fake news: A library resources round-up.” Programming Librarian. February 23, 2017. http://www.programminglibrarian.org/articles/fake-news-library-round
Alvarez, Barbara. “Public libraries in the age of fake news.” Public Libraries, 55, no.6 (November 2016): 24-27.
Cooke, Nicole. “Post-truth: Fake news and a new era of information literacy.” Online webinar presented by the American Library Association, Wednesday, February 22, 2017. http://www.programminglibrarian.org/sites/default/files/post_truth_webinar.pdf
Davis, Wynne. “Fake or real? How to self-check the news and get the facts.” NPR. December 5, 2016. http://www.npr.org/sections/alltechconsidered/2016/12/05/503581220/fake-or-real-how-to-self-check-the-news-and-get-the-facts
“Evaluating information for accuracy is a skill that is timely – and timeless.” Libraries Transform, Accessed April 1, 2017. http://www.ilovelibraries.org/librariestransform/evaluating-information-accuracy-skill-timely-and-timeless
Gottfried, Jeffrey. and Michael Barthel. “How millennials’ political news habits differ from those of gen x and baby boomers.” Pew Research Center. June 1, 2015. http://www.pewresearch.org/fact-tank/2015/06/01/political-news-habits-by-generation/
Gottfried, Jeffrey and Elisa Shearer. “News use across social media platforms.” Pew Research Center. May 26, 2016. http://www.journalism.org/2016/05/26/news-use-across-social-media-platforms-2016/
Hobbs, Renee. “Empowering Learners with Digital and Media Literacy.” Knowledge Quest 39, no. 5 (May 2011): 12-17. http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/knowledgequest/docs/KNOW_39_5_EmpoweringLearners.pdf
Jolly, Jihii. “How to build a healthy news diet.” Columbia Journalism Review. June 30, 2014. http://archives.cjr.org/news_literacy/you_are_what_you_read.php
“Media literacy: A definition and more.” Center for Media Literacy. Accessed March 19, 2017. http://www.medialit.org/media-literacy-definition-and-more
Ohlheiser, Abby. “This is how Facebook’s fake-news writers make money.” Washington Post, November 18, 2016. https://www.washingtonpost.com/news/the-intersect/wp/2016/11/18/this-is-how-the-internets-fake-news-writers-make-money/?utm_term=.43c3d046a1e5.
“‘Post-truth’ declared word of the year by Oxford Dictionaries.” BBC. November 16, 2016. http://www.bbc.com/news/uk-37995600#
Pariser, Eli. “Beware online “filter bubbles.” TEDtalk. May 2011. https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles/transcript?language=en
Silverman, Craig. “Here are 50 of the biggest fake news hits on Facebook from 2016.” BuzzFeed. December 30, 2016. https://www.buzzfeed.com/craigsilverman/top-fake-news-of-2016?utm_term=.dpomRA11YB#.erVoeVyy5K
“State of America’s libraries 2016” shows service transformation to meet tech demands of library patrons.” American Library Association. April 11, 2016. http://www.ala.org/news/press-releases/2016/04/state-america-s-libraries-2016-shows-service-transformation-meet-tech-demands
Wineburg, Sam & Sarah McGrew. “Evaluating information: The cornerstone of civic online reasoning.” Stanford History Education Group. November 22, 2016. https://sheg.stanford.edu/upload/V3LessonPlans/Executive%20Summary%2011.21.16.pdf
In the Summer 2017 issue of YALS, (digital edition available now to members & subscribers via the Members Only section of the YALSA website) Elsa Ouvard-Prettol’s research roundup describes making the transition from follower to leader. Her article includes references and resources that shouldn’t be missed. The full list of those resources follows:
Hollingsworth, Erin. “Barrow’s Living Room.” Tribal College Journal, vol. 27, no. 1, 2015, p50-52.
Miller, Rebecca. “A Career Like Hers.” Library Journal, vol. 139, no. 1, 2014, p1-1.
Chant, Ian. “Stepping Up on Usability.” Library Journal, vol.139, no. 3, 2014, p41-41.
In the Summer 2017 issue of YALS, (digital edition available now to members & subscribers via the Members Only section of the YALSA website) Kate McNair’s article describes her dive into leadership as she worked with her colleagues to connect their strategic plan and YALSA’s Future Report. His article includes references and resources that shouldn’t be missed, including Discussion Questions for the Future’s Report. The full list of those resources follows: