This post was written by Jill O’Connor who was a school librarian for 12 years before making the switch to a public library and, as the Youth Services Librarian at the Merrill Memorial Library in Yarmouth, Maine, she is loving the freedom to craft programs for a willing audience. She is an avid reader of YA and middle grade books and a book reviewer with the Maine State Library Book Review group. When not thinking up glorious new STEM programming, she can be found driving to her son’s hockey games or her daughter’s dance classes, routing for the local baseball team, or cooking up new foods to tantalize her family.
As a former school librarian, I am new to the public library world. In the public library setting, programming looks very different than it did in school where you are a teacher, on par with all other educators in the school with learning objectives and curricula in hand. A school offers an audience of a knowable set of bodies in your class every day. You plan classes (programs) that hit your objectives and you present information. You don’t have to know everything, and it’s okay to say, “I don’t know, let’s look it up,” but for the most part, I always felt that I had to be the one in the know and in the position of teaching my audience something.
Fast forward to this past fall, I am the shiny new Youth Services Librarian at a public library, excited to try new things in a completely different setting, no longer hostage to the multiple classes-per-day grind. My domain is 3rd through 12th grade, and I am in charge of collection development, reader’s advisory, and all programming for the patrons within my assigned demographic. I know that I have to offer some STEM programming; it’s being asked for by parents and it’s a sensible and sought-after topic for all kids to be participating in, but what to do?!
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.
Boerner, H. (2016). An Incubator for Better Outcomes: Innovation at work at Prince George’s Community College. Community College Journal, 86(4), 18–23.
Prince George’s Community College in Maryland partnered with the Prince George’s County Public Schools by actually creating a high school on campus. Students who attend the high school have an opportunity to also take courses at the community college. Many of those students graduate with an associates degree as well as their high school diploma. A collaboration like this one allows easier access to everyone and curriculum alignment is definitely at the forefront of the high school.
Peer to Peer Learning is shared knowledge learning that is not done by an instructor or another person of authority. It is all about people on the same level teaching each other what they know.
Peer to Peer learning is not a new concept and can date back to Aristotle’s use of archons, student leaders and as an organized theory by Andrew Bell in 1795. It was later implemented into French and English schools in the late 19th century. Over the last 30 to 40 years, it has been increasingly popular in K-12 public schools. (Saga Briggs, (2013) How Peer Teaching Improves Student Learning and 10 Ways to Encourage It, opencolleges.edu) In Trends in Peer Learning, Keith J. Topping reviews the development of peer to peer learning from 1981-2006. He states that,
“types and definitions of peer learning are explored, together with questions of implementation integrity and consequent effectiveness and cost‐effectiveness. Benefits to helpers are now emphasized at least as much as benefits to those helped. In this previously under-theorized area, an integrated theoretical model of peer learning is now available. Peer learning has been extended in types and forms, in curriculum areas and in contexts of application beyond school. Engagement in helping now often encompasses all community members, including those with special needs. Social and emotional gains now attract as much interest as cognitive gains.” (Keith J. Topping (2005) Trends in Peer Learning, Educational Psychology, 25:6, 631-645, DOI: 10.1080/01443410500345172)
As a part of the YALSA and Association for Small and Rural Libraries (ARSL), Institute of Museum and Library Services funded Future Ready with the Library project, cohort members meet monthly to talk about working with middle schoolers and community in support of social emotional learning (SEL) leading to college and career awareness. In December, the third cohort of the project spoke with LaKesha Kimbrough, the Student Success Coordinator at Washington Middle School in Seattle. LaKesha spoke about SEL, how to help library staff work successfully with middle schoolers, and how to build partnerships that build opportunities for success for middle school students.
The 38 minute video below is a compilation of clips from LaKesha’s conversation with cohort members.
In the webinar Casey and Ness discussed how through co-learning with teens and through a focus on outcomes library staff can continue their own learning while providing meaningful services for and with teens.
Starting in January 2019, non-YALSA members will be able to attend YALSA’s live monthly webinars via a paid yearly subscription. Webinar subscribers will be able to attend live sessions and access recordings. This is a new opportunity as previously non-members were only able to purchase webinar recordings.
Subscription prices are:
$59 for individuals for 12 months of webinars
$129 for group subscriptions for 12 months of webinars
State library agencies should contact Linda W. Braun, YALSA CE Consultant, for subscription pricing for your state.
YALSA members will continue to have full access to live webinar sessions and all recordings as a part of association membership.
Non-YALSA members interested in purchasing individual webinars on an a la carte basis can still do so. January through April 2019 individual webinar purchase and registration is available on the ALA website. A la carte webinar purchase is $29 for individuals and $99 for groups.
For more information on subscriptions and subscription pricing contact Linda W. Braun, YALSA CE Consultant.
When librarians think of picture books, the first thing that comes to mind is of story time and lots of children. Picture books have long been associated with early literacy and encouraging young children to fall in love with reading. Not to mention, the countless memories created stories before bed or reading to a newborn. However, picture books aren’t JUST for children, but for teens as well. While it’s essential that children have access to picture books, teens need them to whether they admit it or not. In fact, authors like Dr. Seuss, Patricia Polacco, Chris Van Allsburg, David Wiesner, and Walter Dean Myers have been writing books for elementary school aged children without realizing that these stories have the power to connect with teens as well . While most picture books are marketed to specific age groups, or reading levels, many picture books go above and beyond to draw in a wider audience. Here are a few of my favorites:
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. Read More →
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?” Read More →
The August webinar (the full video recording is available after the break) on the topic of Community and Family Engagement was moderated by Bernie Farrell, Youth Programs and Family Services Coordinator at the Hennepin County Library (HCPL). Bernie was joined by staff from the public library and from Learning Dreams one of HCPL’s community partners. In their presentation the panelists discussed how library staff and community members work together to help emerging adults build self-advocacy skills, particularly those young people who are experiencing homelessness. Read More →