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.
Is your library searching for virtual engagement opportunities? Are you interested in citizen science and crowdsourcing? Are you looking for more ways to supplement your #SummerReading programming? The Network of the National Library of Medicine (NNLM) and SciStarter have collaborated on a series of workshops that you will certainly want to check out!
SciStarter is an online platform for those who want to explore and engage with citizen science. With their Project Finder, users can filter through thousands of ongoing projects, and discover ways to contribute. Starting with Citizen Science Month 2020, the NNLM has paired up with SciStarter to promote several health-related projects, which can be found on the NLM page of their website.
Each of the upcoming virtual citizen science workshops in this exciting series is graciously hosted by a public library, and features a researcher whose work directly impacts an NLM-supported citizen science project. After a short introduction to citizen science from SciStarter, the researcher offers their perspective, and the workshop ends with an interactive Q&A session facilitated by public library staff. These events are designed for a public library
audience of teens and adults.
In July, with support from the All of Us Research Program, the series kicked off with two workshops. The first featured Dr. Connie Walker, who directs the Globe At Night research project. This project uses crowdsourcing to “raise public awareness of the impact of light pollution.” She was interviewed by Michelle Lesniak, Director of the South Butler Community Library in Saxonburg, PA. The second of these workshops was hosted by Tredyffrin Township Libraries in eastern Pennsylvania. This time, the Stall Catchers research program was featured, and Children’s Librarian Angie Andre interviewed Dr. Pietro Michelucci. This project is especially suited for engaging families because of its interactive and gamified approach to Alzheimer’s research!
Keep an eye out for the rest of workshops in this series, and encourage your communities to register! Check out the links below for more information about upcoming webinars:
Watch the Recording: Globe at Night with South Butler Community Library in Saxonburg, PA on 7/9
Watch the Recording: Alzheimer’s Research Online Q&A with Tredyffrin Township Libraries – Paoli Library in Paoli, PA on 7/23
Free Registration: Help Develop RNA-based Medicines Online Q&A with the Newton Public Library in Newton, KS at 1 PM CT on 7/31
Free Registration: How to Measure Light in the Night Online Q&A with Riverside Regional Library in Jackson, MO at 10:30 AM CT in on 8/4
Free Registration: Investigating Weather and Climate Online Q&A with San Benito County Free Library in Hollister, CA at 2 PM PT on 8/4
Free Registration: Fight Plastic Pollution Online Q&A with Glendora Public Library in Glendora, CA at 4 PM PT on 8/12
Free Registration: Alzheimer’s Research Online Q&A with Olathe Public Library in Olathe, KS at 5:30 PM CT on 8/17
Free Registration: Protect Tap Water Online Q&A with the Studio City Branch of the Los Angeles Public Library in Studio City, CA at 4 PM PT on 8/19
Free Registration: Discover New Antiviral Drugs Online Q&A with the Watts Branch Library at the Los Angeles Public Library in Los Angeles, CA at 1 PM PT on 8/25
Free Registration: Investigating Weather and Climate Online Q&A with Howe Library in Hanover, NH at 7 PM ET on 8/26
Free Registration: Protect Tap Water Online Q&A with Torrance Public Library in Torrance, CA at 4 PM PT on 8/27
Free Registration: Help Track the Flu Online Q&A with Scotch Plains Public Library in Scotch Plains, NJ at 2 PM ET on 8/28
Free Registration: Fight Plastic Pollution Online Q&A with the County of San Luis Obispo Public Libraries in San Luis Obispo, CA at 3 PM PT on 9/3
This blog post originally appeared on the NNLM MARquee Blog on July 29. Re-posted with permission from the author.
Many of us have received questions about how, in this time of extreme uncertainty as the pandemic continues, are we going to work through the important topic of lending materials in school and public libraries. While we have e-materials that can be safely circulated by our users, the bulk of most collections in school and public libraries remains physical, tangible items.
The Maryland State Library Resource Center and Enoch Pratt Free Library (Baltimore) have put together a Guide to Handling Materials during COVID-19. This document, as stated, outlines the safest practices known updated March 30, 2020. It includes references and links to associated information.
Another notable article from American Libraries, “How to Sanitize Materials in a Pandemic” (dated March 27, 2020), similarly outlines suggestions for handling library materials.
This quote from Jacob Nadal, Director for Preservation at the Library of Congress is included in the first document, and indicates that there are still many unknowns about the viability of the virus on various library materials:
“There are no studies that specifically answer the question of how transmissible COVID19 might be from the most common library materials – for example coated and uncoated paper, bookcloth, or polyester book jackets. Quarantine of materials for 72 or more hours seems to be the safest course.… There is very little research on the effects of medically effective sterilization and sanitization measures on the condition of library materials, another reason to favor quarantine.”
It should be noted that due to the national shortage of PPE (personal protective equipment), items such as gloves should be reserved for medical, health care, and first responders and not purchased or stockpiled by libraries at this time. Use your judgment about how many gloves currently on hand at your school or library would be needed for the safe handling of library materials, and if large amounts of unopened boxes of gloves could be donated to more pressing needs in your community.
Thank you for your continuing work for and with both teens and everyone within your service populations,
Todd Krueger, YALSA President 2019-2020 | Twitter : @toddbcpl
For October, the focus on my presidential theme Striving for Equity Using YALSA’s Teen Services Competencies is on access, and in particular for those with disabilities. As Teen Services Competency Content Area 3, Learning Environments (formal and informal) states, we should “Acknowledge challenges to teen equity and inclusion that occur in the design and management of the overall library program”; “Remove barriers of access to library learning environments” and “Provide space (physical and virtual, in the library and in the community) that is engaging for all teens…”. In order to do this, all areas of the physical building and any locations where library-sponsored activities and programs take place must be fully accessible to all members of the community, including those with physical disabilities. How can we strive for equity if we leave any members of our service area from full participation?
In the realm of visible physical disabilities, the just-opened Hunter’s Point branch of the Queens (NY) Library has been recently in the news. Again. And again. Architecturally lauded by the New York Times, New York, and others, a glaring flaw was quickly found in the design of the building. Three large sections of the Fiction collection are inaccessible to library users who cannot ascend a steep staircase. The one elevator in the building does not stop to access this area. Queens Library has since acknowledged the problem, and are working to move that collection to become available to all users of the branch. However, the fact that a $41 million building that was years in the making overlooked such a basic access issue is troubling.
Are there areas of the libraries that you work at which are inaccessible? Do you consider all of your teens when planning programming? Consider both your building and any off-site locations.
Remember, too, that there are free webinars for this and all of the Teen Services Competencies for Library Staff.
Todd Krueger, YALSA President 2019-2020 | Twitter: @toddbcpl
Photo credit: Jake Dobkin, Gothamist
One of the exciting aspects of the YALSA Young Adult Services Symposium is that on the first day – this year Friday, November 1 – there is the opportunity to attend Symposium preconferences and delve a little more deeply into a teen services topic. This year there are two preconferences – an AM and a PM – and each focuses on connecting teens to opportunities to build skills and make a difference in their communities.
Check out the videos below to learn more about the preconferences.
This post is by Shawnte Santos, Program Manager, Youth Services, and Martin Pi ñol, Youth Services Librarian, South San Francisco (CA) Public Library.
In October 2018, inspired by a K-Pop 101 program on YALSA’s Teen Programming HQ, South San Francisco Public Library hosted the first of what would become a series of K-Pop programs for and with teens.
This spring, when participating in a YALSA facilitated Teen Services with Impact! workshop, we realized that the K-Pop activities connected with of the Social Emotional Competencies. For example:
The teens who attended were incredibly appreciative of the program, and excited to see their interests represented in a library program. They were especially thrilled when opening their mystery prize packs and seeing what was included- there was even some screaming; we were happy that they felt comfortable enough to express their emotions in the space.
We planned to set up a playlist of K-Pop songs and videos, however the teens made it their own, they took turns choosing what songs they wanted to hear and share with their new friends. Everybody was supportive of each other’s choices, and waited until the songs were over before putting on new ones.
Read More →
YALSA’s new five week e-course, Start at the End: Backwards Design for Library, Programming, starts on July 8, 2019. Over the past few days I’ve been previewing the course materials, designed by the instructor Casey Rawson, and I can easily say, you don’t want to miss this learning opportunity. You don’t have to take my word for it, check out this 5 minute video in which Casey talks about the course and you get to know her a little too.
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Recently the Aspen Institute Education and Society Program sponsored a panel discussion in connection with the publication of the book, No Longer Forgotten: The Triumph and Struggles of Rural Education in America. I was particularly interested in this discussion because of the ARSL and YALSA Future Ready with the Library project that is funded by IMLS.
I was able to watch the livestream of the discussion and am very happy I did. I found the entire discussion of value and think that many library staff will too. A few of the conversation points that I want to think about more include:
Read More →
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.
Did you know? YALSA is launching a new e-course titled ConnectedLib: Creating Learning Connections for Youth. Those enrolled in the course will learn how to create engaging teen services using the Connected Learning framework. The course will be taught by Kelly Hoffman, a Doctoral candidate at the College of Information Studies at the University of Maryland. Kelly also was a core team member on the Institute of Museum and Library Services (IMLS) funded ConnectedLib project. The course is scheduled for five weeks from March 17 – April 20, 2019
Participants will need to spend approximately two hours per week on course work. Activities will include reading, watching videos, providing peer feedback, discussion, and reflection activities. Over the five weeks of the course, participants will evaluate their teen programs and their library’s capacity for connected learning; identify community resources that could enhance teens’ learning experiences; and put what they learn into practice by creating an outline for their own connected learning program or by revising an existing program in order to have a greater impact with and for teens and communities.
Learn more about the e-course and register on the YALSA website.