This post was originally published as a monthly reflection by Future Ready with the Library cohort member Hannah Buckland.
From last February through this February, I participated in the Native Community Development Institute (NCDI), an opportunity organized by the Minnesota Housing Partnership (MHP). Three northern MN tribes each appointed seven-member teams, and MHP supported each team in planning a community-based project of our choice. The Leech Lake team–with representatives from K-12 education, telecom, HR, gaming, housing, planning, and the library–selected the huge task of building a workforce development center. Over the year, MHP guided our work through six in-person, two-day NCDI workshops where we learned about project management, leadership, partnerships, policy advocacy, and community engagement. When I first read the call for Future Ready applicants, I immediately connected these two projects.
Future Ready has us viewing community engagement from the perspective of librarians; however, for a sliver of time each week, I’m not a librarian but rather a person living in Bemidji, Minnesota. During this time, personally, community engagement happens through music, specifically through playing the oboe in a community concert band. When I first began playing at age ten, a band director told me that to form a proper embouchure, I should whisper the word “home” and close my mouth around the reed just as I reached the M sound, lips curling softly over teeth. I spent years teaching myself oboe, sitting on my bedroom floor with method books (ILL-ed through my public library before I knew what ILL was), awkwardly and repeatedly whispering “home” until muscle memory finally took hold. After high school band ended, I joined my first community band and have found one everywhere I’ve lived since. Without music, I’m not sure how I would create my sense of community, of home. Continue reading
The theme of the summer issue of YALS (digital edition available now to members & subscribers via the Members Only section of the YALSA website) is college and career readiness. When thinking about being career ready it’s important to remember that library staff working with teens always have to be ready to support the needs of teens of the current age, and be able to work in the current library environment. Kimberly Sweetman’s article in this issue of the journal focuses on five areas library staff have to be ready to navigate in order to succeed in today’s library. You have to read the article to find out what those five areas are, but here are the resources Kimberly suggests you check-out to learn more about succeeding with current library workplace expectations:
“Active Listening: Hear What People are Really Saying.”
Alessandra, Tony, “The Platinum Rule.”
September is traditionally back to school time, so get ready because it’s coming soon. With some teens in their senior year of high school many may be thinking about what they will be doing when they finish with things like; jobs, vocational/technical/college. How can you in your libraries help teens get ready? Here are some links that provide resources and some possible program ideas you may incorporate to help your teens to make some decisions.
College/technical/vocational School Resources:
Accrediting Commission of Careers Schools and Colleges
Campus Pride Campus Pride represents the only national nonprofit 501(c)(3) organization for student leaders and campus groups working to create a safer college environment for LGBT students.
Casey Family Services – Information on financial aid and scholarships and much more for youth in foster care
College Board and Khan Academy free practice tests and other resources to help prepare for college.
Developing the Next Generation of Latino Leaders internships, fellowships, scholarships, financial aid information and more for Latino students.
Federal Student Aid information through the U. S. Department of Education lays out all of the steps in order to think about colleges, identifying colleges and applying to colleges.
Gaining Early Awareness and Readiness for Undergraduate Programs (GEARUP) through the U.S. Department of Education a grant program to increase the number of low-income students to succeed in postsecondary education.
Homework Help Programs (webinar) learn how you can offer free or fee based homework help programs in your library.
List of Community Colleges in the United States
NAACP Youth and College Division
Orphan Foundation of America – Scholarship opportunities and Educational and Training Vouchers for foster youth.
Real Work Matters vocational school database
Trade Schools Guide
U.S. Department of Education Database of Accredited Postsecordary Institutions and Programs
U.S. Department of Education Career Colleges and Technical Schools
YALSA College and Career Readiness site
YALSA President Shannon Peterson and I have been talking about her presidential theme of Amplified: Speaking Up for Teens and Libraries, and we were discussing the effort to build strong ties between YALSA and our members and library administrators. In May and June, I wrote a six-part series for this blog on how to work with library managers and administrators. Those posts were based partly on a survey that YALSA conducted of members who identified as supervisors and managers. One of the things we asked was what were some of the buzz words, lingo, and hot topics that made managers prick up their ears and listen. So here are some of those terms and ways you might incorporate them into your conversations with your managers:
ROI. This is manager-speak for â€œreturn on investment.â€ It’s really pretty straightforward. Managers want to know that if the library invests time, money, personnel, and equipment on a service, program, or collection, there will be some return on that investment. What kind of return? Maybe you can demonstrate that the effort you invested in putting on a dynamite program resulted in increased circulation in a particular area or from a particular demographic. Maybe adding a service, like homework help, resulted in reaching a previously under-served segment of the community. The more you can collect data (track circulation before and after the program; keep count of the number of new cards that were issued to participants in a new program or service, etc.), the easier it will be for you to show your managers how much return you got from your investment. Continue reading