Celebrating Our Differences

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We are all different, and that’s okay.  I say this statement out loud at minimum once a month, usually when confronted with the unsavory news about banned and challenged books, book burnings, etc.; activities that are, at best, seriously misguided attempts to protect young minds from being exposed to topics deemed to be above their maturity level. The empath in me is always seeking to fully understand and walk in the proverbial shoes of someone else. However, the more I peruse the list of challenged titles, the more confused I become. Our country is a gumbo of cultures enhanced by the lived experiences and traditions of diverse people whose uniqueness adds flavor to our Americanness.  Just as there is no such thing as a one ingredient recipe, neither should there be the promotion and elevation of one singular story. To say that there is not room for more than one type of story is to belie this country’s composition. Yet, somehow, in an increasingly diverse society, books featuring BIPOC and LBGTQ characters and authors continue to be targeted for such efforts.

Children and teens need to see themselves, their family structure and their communities reflected back to them in books. I won’t belabor the importance of access to materials that are windows, mirrors and/or sliding doors to their worlds and those that are different from them. However, there is an urgency in continuing this charge. To the librarians in school and public libraries, I salute you for your work in standing firm in the face of serious opposition and working to create a more inclusive and just world one book at a time, one child at a time.  Your work is instrumental in normalizing and honoring differences without “othering” and a testament to the ways our differences make for a better collective. 

The AASL/ALSC/YALSA Interdivisional Committee on School/Public Library Cooperation has been hard at work on a resource list that will hopefully make our jobs easier in the face of so much uncertainty. Keep an eye out; it should be coming very soon!

Tamela Chambers is a branch manager at the Chicago Public Library and a member of the AASL/ALSC/YALSA Interdivisional Committee on School/Public Library Cooperation.

On Wearing Many Hats

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Hats. I wear many of them. Literal hats because in New York it gets cold. But other hats too—teen librarian, school librarian, media literacy skills teacher, colleague, friend, relative, potential problem predictor, in-house worrier, tech-trouble-shooter, mask/face covering supplier, hand sanitizer distributor, and so many more.

My colleagues and I recently reviewed our materials challenge policy to bring it into the twenty-first century. I thought our policies were solid and clear, but with so many challenges all around the country, we decided it was a good time to reexamine what we had and how we could improve it for both families and school staff.

I have never had a formal challenge at my school, but have had some questions about books in the collection. I believe that kids are pretty good self-censors and don’t read books they’re not ready for. But I understand that parents may feel like their child has chosen a book that THEY are not ready to talk about with their kids. I get it and I know that can be a scary thought. What I want to avoid as a professional is one parent’s fears affecting another parent’s child. What may not be good for your child may be JUST THE THING for someone else’s. I am glad we looked at our process and appreciate the librarians across the country who shared their policies.

On this issue I think all librarians, public, school, private libraries, adult librarians, children’s librarians, those who serve teens—ALL of us—must work together. One of the tenets of our profession is access to information. Sometimes that information comes in the form of a novel about a teen questioning their gender identity. Sometimes it is a book in prose about how police violence has affected a community. Sometimes it is a picture book about how families can be made from love rather than shared DNA.

I’m lucky to be part of a group of library professionals who support each other and try to take care of one another both personally and professionally. If you don’t have a group like this I encourage you to find or create one. Reach out to your local county organization or your state professional association. Join a committee to meet other people. Reach out to colleagues who live or work near you. Send an email to colleagues in the town next to yours. Join a group on
Facebook you can turn to for advice. Having a group you can turn to BEFORE you need their help is important. Especially now when we are all wearing so many hats. Once you have your group you may be called to wear the cheerleader hat, or an idea-bouncer-off-of hat. Or a friend-who-will-just-listen hat. But in this “unprecedented time” (hear that eyeroll?) it is our fellow professionals who can help us stay the course.

Teka McCabe is a Library Media Specialist at Briarcliff Middle School & Briarcliff High School. Twitter: @bhsbearslibrary

All Black Lives Matter: Mental Health of Black LGBTQ Youth

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 *A version of this post will appear in the BCALA Newsletter. 

Mental Health is not getting the attention it deserves. It is being overshadowed by COVID-19 and many other disparities in this country.  Mental health is a vital conversation that needs to be addressed even before the pandemic. It is misdiagnosed and is not really referred to as a medical condition. When mental health is discussed, it is based on the context of adults, right? What about young people between the ages of 13-24? Young people’s mental health concerns are just as high as those of adults if not higher. How does this pertain to librarianship?  We are faced with many populations that walk through our doors that are struggling on a daily basis without realizing it. We serve a great population of youth that look happy and may be experiencing some form of trauma. This is important if you are involved with trauma-informed librarianship. These statistics mentioned in this report can be vital to research for anyone who needs it.

The Trevor Project took the discussion even further when they conducted a survey on LGBTQ+ youth and mental health.  They took it even further when discussing the intersectionality of African American LGBTQ+ youth and mental health.  The Trevor Project, based on an award winning short film, Trevor, is a national organization providing crisis intervention for the LGBTQ+ youth community. 

According to the Trevor Project:

Black LGBTQ youth report rates of mental health challenges comparable to or higher than the overall population of LGBTQ youth. These youth are confronted with risk factors that are not only similar to those of other LGBTQ youth but are also very different, such as racial discrimination. Black transgender and nonbinary youth are particularly susceptible. We must confront systemic barriers to Black LGBTQ mental health and well-being.

For youth-serving organizations to be inclusive of Black LGBTQ youth, they must approach their work with the dual lenses of LGBTQ inclusion and anti-racism. Further, organizations working to support youth well-being must acknowledge that efforts to improve mental health cannot be “one-size-fits-all,” and, rather, must fit the needs of Black LGBTQ youth, both those that are similar to all LGBTQ youth and those that are unique. This is particularly true for Black transgender and nonbinary youth. Researchers must do more to prioritize the experiences of Black LGBTQ youth in order to inform best practices.

Did You Know…

According to the Trevor Project, statistics are as follows:

Black LGBTQ+ identified as…

  • 31% of Black LGBTQ+ youth identified as gay or lesbian, 35 % as bisexual, 20% as pansexual, and 9% as queer
  • One in three Black LGBTQ+ youth identified as transgender or nonbinary
  • More than 1 in 4 Black LGBTQ+ youth use pronouns or pronoun combinations that fall outside of the binary construction of gender.

Black LGBTQ+ youth often report mental health challenges, including suicidal ideation.

  • 44% of Black LGBTQ+ youth seriously considered suicide in the past 12 months, including 59% of Black transgender and nonbinary youth
  • 55% of Black LGBTQ youth reported symptoms of generalized anxiety disorder in the past two weeks, including 70% of Black transgender and nonbinary youth
  • 63% of Black LGBTQ+ youth report symptoms of major depressive disorder including 71% of Black transgender and nonbinary youth
  • Self-harm was reported in 44% of Black LBGTQ+ youth, including 61% of Black transgender and nonbinary youth
  • 49% of Black LGBTQ+ youth reported wanting psychological or emotional counseling from a mental health professional in the past 12 months, but not being able to get it

Many risk factors for Black LGBTQ+ youth mental health.

  • 9% of Black LGBTQ+ youth reported having undergone conversion therapy, with 82% reporting it happened before age 18
  • 35% of Black LGBTQ+ youth have experienced homelessness, been kicked out, or run away
  • 38% of Black LGBTQ+ youth reported discrimination based on sexual orientation or gender identity
  • 52% of Black LGBTQ+ youth reported discrimination based on their race or ethnicity
  • 17% of Black LGBTQ+ youth reported that they had been physically threatened or harmed in their lifetime due to their LGBTQ+ identity
  • 25% of Black transgender and nonbinary youth reported that they had been physically threatened or harmed in their lifetime due to their gender identity.

Identified high impact protective factors for Black LGBTQ+ youth.

  • 82% of Black LGBTQ+ youth reported at least one supportive person in their life
  • Black transgender and nonbinary youth who reported high family support had lower rates of attempted suicide
  • 82% of Black LGBTQ+ youth report access to at least one in-person LGBTQ+ LGBTQ+-affirming space
  • Black youth who had access to at least one LGBTQ+-affirming space attempted suicide at 50% lower rates compared to Black LGBTQ+ youth without access”

This Research Report was published in 2020.  To access this report for more information, please click on the link .

Additional Support Resources:

GLSEN

“As GLSEN was founded by a group of teachers in 1990, we knew that educators play key roles in creating affirming learning environments for LGBTQ youth. But as well as activating supportive educators, we believe in centering and uplifting student-led movements, which have powered initiatives like the Day of Silence, Ally Week, and more.”

BEAM (Black Emotional and Mental Health)

“We are a collective of advocates, yoga teachers, artists, therapists, lawyers, religious leaders, teachers, psychologists and activists committed to the emotional/mental health and healing of Black communities”

WeRNative

“We are a comprehensive health resource for Native youth, by Native youth, providing content and stories about the topics that matter most to them. We strive to promote holistic health and positive growth in our local communities and nation at large.”

Rest for Resistance

“Rest for Resistance strives to uplift marginalized communities, those who rarely get access to adequate health care or social support. This includes Black, Indigenous, Latinx, Pacific Islander, Asian, Middle Eastern, and multiracial persons.

We also seek to create healing space for LGBTQIA+ individuals, namely trans & queer people of color, as well as other stigmatized groups such as sex workers, immigrants, persons with physical and/or mental disabilities, and those living at the intersections of all of the above.”

The Steve Fund

“The Steve Fund is the nation’s leading organization focused on supporting the mental health and emotional well-being of young people of color.  The Steve Fund works with colleges and universities, non-profits, researchers, mental health experts, families, and young people to promote programs and strategies that build understanding and assistance for the mental and emotional health of the nation’s young people of color.”

 

Guest post by Monica Porter, Public Services Librarian, University of Michigan, University Library

Who am I? Monica Porter, Access and Public Services Librarian, University of Michigan, University Library.  I live in Ypsilanti, Michigan and originally from Detroit, Michigan.  I was a more mature MLIS student and earned my degree in 2017.   I  received my B.S. degree from Eastern Michigan University in 2014.  My major was English Language and minor African American Studies.

 I have a specialized area of 14-26 young adult services at University of Michigan, University Library in Ann Arbor. I was promoted to Assistant Librarian in February 2020 after being an Access Services Supervisor for the majority of my career at the university.   My unit work is Library Operations with the focus on Access Services.  I have worked at the University of Michigan Libraries for 18 years.  I also worked for Detroit Public Library for 15 years as a Senior Library Clerk and was a Substitute Librarian for Ypsilanti District Library.  

One of my current responsibilities is to develop programming with our campus partners, local youth community advocates and schools for young people, especially young people of Color to make sure they have the resources needed for success.

YALS Winter 2021 Issue: Call for Articles

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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.

Celebrate TeenTober with These New Resources!

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TeenTober Logo

Celebrate TeenTober this October with the release of our new digital poster, bookmark, and toolkit!

TeenTober replaces YALSA’s previous Teen Read Week and Teen Tech Week celebrations to allow libraries the flexibility to celebrate all types of literacies according to their library and teen patrons’ schedule anytime during the month of October. It aims to celebrate teens, promote year-round teen services and the innovative ways teen services helps teens learn new skills, and fuel their passions in and outside the library. Library staff are also encouraged to utilize this new celebration to advocate for and raise awareness of the importance of year-round teen services in libraries.

To help libraries plan programming for TeenTober, YALSA has developed a list of suggested weekly topics for the celebration month:

  • Week 1: Literacies
  • Week 2: Writing
  • Week 3: Technology & Gaming
  • Week 4: Art & Music

Libraries are encouraged to adapt and alter the schedule to fit its library and teen patrons’ needs. Find more helpful resources related to planning, advocacy, and programs in the TeenTober toolkit. Don’t forget to also visit our Teen Programming HQ database to share and find more program ideas. Free marketing graphics such as a logo and social media graphics are also available. Share your celebration plans with @yalsa and join the conversation online with #TeenTober.

2019 Teen Summer Intern Program: Jefferson City Public Library

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When entering into our Teen Internship Program, I was prepared to mentor our teens in critical job skills to equip them for their futures. I wanted them to learn to work as a team, to gain confidence in their natural abilities, and to see that they are unique and important contributors to their communities. But my experience with our internship program taught me – once again – that the relationship between a teen and their librarian is different from any other. And I discovered that the most important lessons teens learn with us aren’t necessarily those we plan.

Because teens are still growing up and learning to handle an array of life skills, they bring all their learning needs with them to whatever they do. We think they are coming to an internship just to learn job skills, but they have more needs than that. And they might just turn to us for help. I don’t know exactly what it is about librarians that makes us more accessible than others. Perhaps it’s because we’re adults who are respected, but not authority figures. Perhaps it’s because we stand by the gates of knowledge (holding them open) and they instinctively associate us with the ancient figure of the “priestly advisor.” 

Whatever the reason, I’ve found this special role requires being emotionally sensitive and available to our teen patrons. This summer, I discovered it to be crucial for our teen interns. Being the intern coordinator required a balance of being a job-skills mentor – directing events, guiding projects, and showing the ins and outs of the library – and being a life-skills mentor – a confidant, comforter, and encourager. My job was not just to teach things like how to successfully manage a program, but also to be keenly sensitive to any personal struggles. For one teen in particular, I had to understand the affect her struggles had on her performance and be patient so as to allow her time to regain her equilibrium. I mentored her through life lessons that were not related to job skills.

In some ways, I doubted our success in fulfilling the purpose of the grant because the most important skills learned were not career centered. Then I realized that success in the job world requires more than just a set of technical skills and job-centered ideals. A person must have certain personal qualities. I remembered the idea of emotional intelligence and did a quick search. I discovered that according to Howard Gardner’s Theory of Multiple Intelligences, there is “Intrapersonal Intelligence.” This intelligence is the “capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes.” These are the qualities the teen intern developed over the summer. Qualities she will need in her work life as well as her personal life. And –wait – it sounds very much like the goal “to gain confidence in their natural abilities.” So in the end, being an “accidental” life-skills mentor was being a job-skills mentor.

Teen interns lead a storytime.

Teen interns lead a storytime.

 

Emily L. Shade is a Library Assistant at Jefferson City Public Library.

2019 Teen Summer Intern Program: Jeudevine Memorial Library

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When I was in elementary school, I grew up in a tiny town, a little over 800 people. The community library was right next to the elementary school. The library hosted pizza party book clubs, author events, and a public community space. The school had a partnership with the community library, kids would have class there and the school would buy children’s books. It was one of my first experiences with computers, the large bulky Apple iMacs that moved slower than molasses, were such a monumental experience for me. Hiding in the shelves, my eyes taking in every word I could at my tiny little library. When we moved to a slightly larger town (now 3000 people), the Jeudevine Library became a safe haven. During the summers in middle school I would spend hours at the Jeudevine, picking books upon books to take home. The library during Halloween was my favorite, hosting a ‘haunted library’ scavenger hunt with the librarians dressing up as famous literature characters, (this year, they were Alice in Wonderland characters!) While I can’t spend hours at the library like I used to, I see that spark of reading and curiosity in younger kids in my town. Even if they’re not reading, the boys in my town get together once the library is open to all play computer games together. Diane, the children’s librarian, gives them snacks. The regular visitors bring the 8 or more books from the past week, and check out another dozen books. The people who stop in once in a while, and those I can always count on seeing. I wouldn’t have met this community had I not been given the opportunity of being a teen intern at the Jeudevine Library. 

I started volunteering my time at the library in January 2019. I taught a drop-in beginners knitting class for children after school. We would get regular kids coming back regularly and knitting. Community members donated piles of yarn and needles for children to use. As the summer started, the number of kids dropped, but one woman kept coming in and talking and knitting with me. She lived in Wolcott, a nearby town. She loved the Jeudevine Library and would keep coming back with her husband. She taught me about the ‘Shawl in a ball’ knitting pattern, knitting a shawl with one ball of yarn. She showed me jewelry she made, her pottery classes and her experiences going to college. (I’m a rising senior, she gave me some very good advice!) Having the hour each week to talk to library patrons and knit, allowing myself space to relax and recharge by doing something I love. 

Before school was over, Diane told me about a grant she received. The grant was to hire a local teenager to help with events and marketing. She offered the grant to me if I wanted it, and of course I did. I hadn’t spent this much time in the Jeudevine because of high school, and the knitting class showed me the gem I had forgotten about. I immediately said yes, we worked out the details and my hours. I was so excited to continue the work I had started. 

This year’s library theme was ‘A Universe of Stories’, all centered around space. Diane set up events around space, and I helped in any way I could. I helped manage Ed Pop Magic Show, Wall-E Movie Night, Story Walk on the Hardwick Trails, Story Time with Headstart, writing workshops, and puppet shows and a stargazing party hosted with a NASA volunteer. We’d also host Jeudevine Library story times at the Hardwick Farmers’ Market, reading books or hosting arts and crafts at the weekly markets. I would put up posters, post stuff online, and spread the word around to get more people involved and excited about the libraries’ events as I was. One of my favorite events to help was the Story Walk at the Hardwick Trails. I helped cut up ‘The Darkest Dark’ by Chris Hadfield, and tape them to stakes on the Hardwick Trails behind my high school. The mosquitoes on the Wednesday morning were fierce, and Diane and I had to tape 35 pages to the stakes quickly but thoroughly while getting massacred by bugs. We were giggling the entire time, running from post to post trying to not get bitten. We had bug spray on, but those bugs were relentless. Right before the story walk was supposed to start, only one family was there. These two little boys playing on the large rocks. They were so excited to be outside in the sun, climbing like little monkeys, impatient to start the walk. 

Diane and I spent so much time making this a fun event. I had read the book to prepare, and knew to read quickly to move the group along, but not slow enough that it dragged. More than 30 adults and children showed up to the story walk, some students from the Hazen Summer School program came just to have some fun outside. We started the book, children running to the next post to look at the pictures. They were so excited to listen to this story, that no one noticed the bugs. After half an hour and one book later, we were at the end of the trail. A family visiting their grandparents from out of state had come on the storywalk. The grandfather complimented Diane and I, saying how much he enjoyed the event and that he was glad he could have a nice morning with his grandchildren. It absolutely made my day, even as Diane and I had to go back through the trail to pick up all the stakes. 

I live right next to the field where the farmers’ markets are hosted. Growing up, I would spend the hot Friday afternoons eating yummy food with my parents as they bought groceries. My favorite thing was getting my face painted. A local bakery sells these over-sized cinnamon buns that my grandmother would always buy for us, and I remember getting a cinnamon bun painted on my cheek. When Diane mentioned that she was buying face paint for the farmers’ markets I was so excited! She bought some paints online, it came with a little booklet and face glitter. Listen, I’m not an artist and don’t claim to be. I do enjoy painting but I wouldn’t call myself an artist. I did a genuine job painting, and all of the kids had a great time. 

One day Diane asked me to find some “space” arts and crafts to bring to the farmers’ market. Something with materials we already had, and would be simple for me to make. I found the perfect craft: little aliens using pompoms, plastic cups and bowls, and googly eyes! These little aliens were so fun and easy to make, I immediately made one to test out the process. The little alien floated around the library as a little friend! I even made him a book to read on his flight. I underestimated the amount of kids who wanted an alien buddy, and ended up running out of supplies right at the end to the farmers’ market. Every kid had an alien by the end of the night, and we used yarn we had been given for the knitting class. 

This internship opened my eyes to both the magic I already knew, and some that I had yet to discover. I connected to more adults and kids in my community. I worked the front desk, shelved books, taught knitting, made aliens, put up posters, and sold raffle tickets all for my town’s little library. This building and the people it serves are more important to me now than ever before, learning more about myself and its culture than I ever thought I could. I grew as a person and community member as the summer went on. 

The library is hosting a puppet show as I write this with a local comedy couple, two people I work for on their other projects. Knowing them, knowing other talented patrons and supporters, knowing friends and visitors to the library is comforting, a family that comes together for more than just books. The town I live in is a family, a quirky odd family. Without the library, there’s not much to do in Hardwick for children and families, adults and visitors. There are few places to go that will print things for you, free wifi and computer services. This internship taught me how to give back. For all the library does, there’s 20 people giving right back, either checking out books or coming to events, making donations or volunteering. Hardwick is full of giving, loving, exciting, creative, genuine people. I wouldn’t have known that without the Jeudevine Library. 

 

Diane Grenkow is the Children’s Librarian at Jeudevine Memorial Library.

2019 Summer Learning Resources Grant: Reaching out to Teens in Group Homes

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This summer the Tyler Public Library was fortunate to be awarded the Summer Learning Resources Grant from the Dollar General Literacy Foundation and YALSA. These funds were used for three interactive programs for teens, including Cupcake Wars, Nerf War, and DJ Dance Party as well as one outreach program, the Nailed It Art Contest. By hosting these programs, our library aimed to engage the teen population in our area in general with a specific focus on reaching out to teens in foster care and teen group homes in our community.

Teens dancing at a DJ Dance Party event.

Teens dancing at a DJ Dance Party event.

In the past year, our library Youth Services department has been working to better reach out to teens in care as we know them to be an underserved group by our library. Knowing that this would be a challenge given possible logistical obstacles such as transporting teens to the library or encountering communication issues such as establishing the correct contacts to reach out to, we, nevertheless, pursued this goal to reach out to teens in care. It was important for our library to engage and meet the needs of these teens as members of our community and help fill any gap between the opportunities for recreation and education available to these teens during the summer compared to other teens in the community. 

Library staff reached out to several agencies and known contacts involved with teen group homes or teens in foster care place settings. This led to a few back and forth conversations by email and phone and one steady dialog with a teen group home in our community: the Hearts-Way Youth Shelter. This facility is a group home for teens placed in care of the state. With room for up to 30 teen residents to live if needed, the home had 13 teens residing there at any given time this summer. 

One goal set out upon receiving the funds for the Summer Learning Resources Grant was to successfully engage a foster group home in a program. Another goal was to provide teens in care with individual books to own and books for a group home mini library. Through these goals, we aimed to promote reading for pleasure and encourage learning and engagement in educational and recreational activities even when school was not in session.

A variety of Young Adult books and book series were donated to teens in care.

A variety of Young Adult books and book series were donated to teens in care.

We at the library were thrilled by the participation this summer from Hearts-Way teens. Nine teens attended the DJ Dance Party. Four attended the Cupcake Wars program, and 12 were present at the Nailed it Art Contest outreach program that was brought to the group home. At the outreach program, library staff presented the teens with individual books to keep and a variety of books and books series for a mini library that could be enjoyed by teens currently in care and in the future. It was great to be able to offer these teens opportunities to learn, have fun, and socialize with others their age.

Teens from Hearts-Way were challenged to recreate or reinvent a famous artwork in the outreach program: Nailed It Art Contest. The winner recreated The Scream by Edvard Munch.

Teens from Hearts-Way were challenged to recreate or reinvent a famous artwork in the outreach program: Nailed It Art Contest. 

Teens from Hearts-Way were challenged to recreate or reinvent a famous artwork in the outreach program: Nailed It Art Contest. The winner recreated The Scream by Edvard Munch.

The winner recreated The Scream by Edvard Munch.

The relationship that library staff established with Hearts-Way is one that our library plans to continue building as we move forward and use as a guide as we reach out to other agencies and teens in our area. By remaining patient, flexible, passionate, and sincere in our efforts, library staff is optimistic that we can continuing fostering positive relationships with teens in care in our community and the agencies representing them. 

This summer’s support from the Summer Resources Grant helped our library take a good step forward, and library staff was happy to see these teens at the library outside the program times for teen events, checking out books and materials!

 

 

 

 

Amy Skipper is a Youth Services Librarian at Tyler Public Library.

2019 Summer Learning Resources Grant: Offsite Programming Extends Opportunities for Youth

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“I don’t like going to events like these with a lot of people I don’t know to somewhere I haven’t been before.” I was told this by a 13-year-old girl on the bus going to COSI (Center of Science and Industry), who was going only because her sister had talked her into it. By the end of the trip, she changed her tune to asking when we were going to be putting on another event like this one and if there was space for her to register for it. We were happy to see the sisters return to the library for the National Teen Library Lock-In event.Teens take a trip to the Center of Science and Industry

Teens take a trip to the Center of Science and Industry

This is just one success story of many that we encountered in our trip with teens to COSI. Seeing the friendships formed, connections made, and being able to encourage the youth of our community made this trip a successful example of our library’s mission statement: “We open doors for curious minds, foster a love of reading, encourage exploration and discovery, enable learning, and inspire creativity by connecting people with information, ideas, and each other.”

For our community, United Way states 46% of the Muskingum County population lives below the “ALICE Threshold” (OUW.org, 2019). This acronym describes how a significant segment of the community suffers from Asset, Limited, Income, Constrained, Employed circumstances. Such terminology means, even while employed, many families still suffer from economic disparity. Many students from Muskingum County, an Appalachian community, confront socioeconomic challenges that limit their perspective and educational/career options. Often students remain unacquainted with possible future job possibilities. An unfortunate “interest gap” further complicates the issue (Boyington, 2018). Public libraries can help stimulate interests in these STEM fields with outreach programs that highlight the opportunity for youth patrons.

Teens take a trip to the Center of Science and Industry

Teens take a trip to the Center of Science and Industry

Teens take a trip to the Center of Science and Industry

 

COSI (2019) is recognized nationally as a trusted educational resource encompassing STEM for all ages, backgrounds, and abilities. This field trip offered an opportunity for Muskingum County youth to learn and engage in an immersive environment (Ramlo, 2019). Careers of the future will require STEM education, and our trip to COSI supports this goal. To incorporate such outreach programming ensures public libraries respond to their respective community and respond to future educational and economic trends (Bartlett and Bos, 2018). Such programming also counteracts financial obstacles.

A reduced stress environment is beneficial for motivating STEM youth learning. For this age demographic, formal educational structures serve as the primary resource. However, public libraries deliver education without the pressure of grade anxiety. The concept of Informal Science Education (ISE) proves relevant to public libraries. Organizations such as the MCLS can offer STEM opportunities without undue apprehension. The MCLS/COSI field trip provided a pathway to a STEM learning experience (National Science Foundation, 2019). Because of the generous funding provided by the Dollar General Literacy Foundation, students attending the COSI Trip have witnessed STEM in action. Without this financial support, the MCLS would have been unable to provide for this summer learning event. 

 

Teens take a trip to the Center of Science and Industry

Teens take a trip to the Center of Science and Industry

Caitlynn Melick, MLIS, is the Youth Services Manager for the Muskingum County Library System.

 

References

Bartlett, C., & Bos, L. (2018). STEAM Around the World: Successfully Incorporating Hands-On Learning and Diversity into Children’s Programming. Journal of Library Administration, 58(2), 174-182. Retrieved from https://doi.org/10.1080/01930826.2017.1392223

Boyington, S. C. (2018). INSPIRING the Next Generation of the STEM Workforce. Techniques: Connecting Education & Careers, 93(3), 22–27. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=128260808&site=ehost-live

“About COSI.” COSI, 2019, cosi.org/about-cosi.

National Science Foundation. (2019). Advancing Informal STEM Learning. Retrieved from https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=504793

Ohio United Way. (2019). ALICE. Retrieved from http://ouw.org/alice/?id=muskingumdiv#content-sidebar-wrap

Ramlo, S. (2019). Examining Urban, American, Middle-School Students’ Divergent Views of Nature Before and After a Field Trip to a University Field Station and Nature Preserve. Urban Review, 51(2), 231–246. https://doi.org/10.1007/s11256-018-0473-x

2019 Teen Summer Intern Program: Rebecca M. Arthurs Memorial Library

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This year I have been privileged with the task of spreading the word about the teen intern grant we received through YALSA and the Dollar General Literacy program. It has been a challenging but fun process. The director and I were very excited once we found out that we were chosen for the grant this year, and spread the wonderful news right away. We started the process by going to the local Jr./Sr. high school and homeschooling groups in our area. We then made sure to promote to the eligible teens through putting ads in our local newspapers hoping to reach them, their parents, or anyone that might know of someone trying to get the kind of experiences this program provides. Of course we couldn’t forget promoting on Facebook and good old fashioned flyers around town. I found the marketing part to be a fun way to meet new faces and promote our local library and all of the amazing things we can offer our community.

Rebecca M. Arthurs Memorial Library summer internship.

Once we got the word out it was a slow start to applications being filled out and handed in. Living in a rural area (most of our patrons have to drive a distance) proved to be the challenging part of this process because there were many teens who could not apply because they did not have any way to get to the library each week. Closer to the deadline however, the applications finally started rolling in. Once we received all of the applications it was my responsibility to contact them all to set up interview times. This is the first year that I was given this responsibility and found it to be intimidating at first, but once everyone was contacted and given an interview date I found it to be very fulfilling and exciting. It is such an awesome feeling to get when you know that these kids look to you for guidance and acceptance. The first big step most of these kids are taking to better their futures! And I got to be part of that! The library director and I began and finished the interview process as a team with many new things to take from it. We started out strong, but finished even stronger. The hardest part was calling the children that did not get chosen and telling them they were not picked this year. I was able to give them confidence by telling them their strengths, giving them interviewing tips, and encouraging them to apply again in the future. 

Rebecca M. Arthurs Memorial Library summer internship.

Here are some words from our teen interns:

Working as an intern at my local library helped me shape my future career-building experience. Ever since I signed up for the job, I was excited about being able to work in a library and explore the place I admittedly hadn’t until now. I regret that decision, but now that I know what it’s like to be a part of it, I know I’ll be coming back even after summer ends. 

My internship consisted mostly of helping around the library with anything I could pick up. I admit, I vastly 

 

underestimated the amount of running around I’d be doing, and now understand just some of the hard work that goes into what makes our libraries worth visiting. Amongst the duties I helped out with over the summer, some of it consisted of helping sort and arrange books and movies, checking books in and out, posting for the library’s social media pages, and last but certainly not least, assisting in the annual Summer Quest program held for kids under the age of 13. I had been given the opportunity to help set up crafts, take pictures, and even hold my own short reading event near the end of the program, where I picked out two books to read and helped the kids create their own craft based on the books we read together. 

I learned so many values that I know I would appreciate going into future career fields, such as how much I enjoy being able to sort books, managing social media pages, and having understandable and considerate coworkers. I’m incredibly grateful for the experience I’ve had here at my local library and I immensely recommend those who are even slightly interested in the library and its programs to sign up next year. 

Chloe Buzard, 2019 RMAML Summer Intern

 

Rebecca M. Arthurs Memorial Library summer internship.

 

My name is Hannah Fritsch and this summer I had the privilege of working as a summer intern at the Brookville Library. I pretty much knew what I was going to be doing, but nothing can prepare you for doing something like doing it.

I would help set up the crafts, make sure we had supplies, line up snacks, and do pretty much whatever the staff had for me to do. At the beginning of the program we would read two or three books to the kids, sing songs, and tell them about the craft. Then we would head over to the craft table and start it! I even got to do my own program. The kids almost always loved the craft and got so into it. I loved seeing their faces light up when they were finished, and then running over to show their mom.

Overall, I had a great time! All the library staff were really helpful and nice, the kids were happy, and I really enjoyed working with them both. I would love to do something like this again in the future!

Hannah Fritsch, 2019 RMAML Summer Intern

Rebecca M. Arthurs Memorial Library summer internship.

 

Rebecca M. Arthurs Memorial Library summer internship.

I think that this has not only been a great opportunity for the two wonderful girls chosen to be our interns for the summer but for me as well. There have been so many things learned and gained just from these past few months specifically, that I find it hard to narrow down. I enjoyed seeing their creativity and working through their insecurities. We were able to show them all of the different aspects of being a librarian and I would have to say my favorite part was allowing them to prepare a children’s program and execute it as if they were the coordinator. It gave me the chance to see my job from another point a view as well as give them hands on experience to see if this is something they would like to continue in the future. These girls have grown in so many ways as people and I am very proud of them. Needless to say I am very thankful for this program and have found the benefits from this program to be very inspiring.

Rebecca M. Arthurs Memorial Library summer internship.

 

Amanda Mignogna is the Youth Services Coordinator for the Rebecca M. Arthurs Memorial Library.