THE OFFICIAL JOURNAL OF THE YOUNG ADULT LIBRARY SERVICES ASSOCIATION
VOLUME NUMBER 16 02
A DIVINE COLLABORATION: PARTNERING WITH HISTORICALLY BLACK GREEK LETTER ORGANIZATIONS FOR TEEN ENGAGEMENT CULTURAL HUMILITY ENCOURAGING YOUTH WINTER 2018 AS A TRANSFORMATIVE ACTIVISM THROUGH CREATING SOCIAL AND FRAMEWORK FOR PARTICIPATION IN EMPOWERING READING $17.50 » ISSN 1541-4302 LIBRARIANS, TUTORS, AND COMMUNITY DISCUSSIONS OPPORTUNITIES YOUTH VOLUNTEERS AT THE LIBRARY DISCOVER 2018’s MOST
ANANTICIPATED ABA “INDIES INTRODUCE” SELECTION YA FOR WINTER/SPRINGDEBUT 2018 A SPRING 2018 B&N DISCOVER GREAT NEW WRITERS SELECTION
“ A searing, honest portrait of what it really means to be a Muslim American teen loyal to two cultures and figuring out how to carve out a space of her own in between.” —SARVENAZ TASH, AUTHOR OF THE GEEK’S GUIDE TO UNREQUITED LOVE
“Eminently “A readable, heartbreakingly intelligent, beautiful debut.” and timely.” —HEIDI HEILIG, AUTHOR — PUBLISHERS WEEKLY, OF THE SHIP BEYOND TIME
018 /2 16 1/ : “A great examination E “ Utterly L of how hatred and fear readable, A S affects both communities, important, N and individual lives.” and timely.” O — SCHOOL LIBRARY JOURNAL, — BOOKLIST,
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winTer 2018 VOLUMe 16 | nUMBer 2 CONTENTS iSSn 1541-4302
HIGHLIGHT FEATURES 5 23 SUPPOrTing YOUTh DeVeLOPMenT TO BeCOMe A DiVine COLLABOrATiOn: PArTnering wiTh ACTiViSTS fOr COMMUniTY engAgeMenT hiSTOriCALLY BLACk greek LeTTer OrgAnizATiOnS fOr Teen engAgeMenT 10 » Regina Townsend geTTing inVOLVeD wiTh YALSA! » Crystle Martin 26 enCOUrAging YOUTh ACTiViSM ThrOUgh 13 PArTiCiPATiOn in COMMUniTY DiSCUSSiOnS AT CheCk in On The SeLeCTeD LiST TrAnSiTiOn The LiBrArY » Josh Hem-Lee and Hadiya Evans 31 CreATing SOCiAL AnD eMPOwering reADing OPPOrTUniTieS » Jarred Amato
EXPLORE 15 PLUS reSeArCh rOUnDUP: YOUTh ACTiViSM ThrOUgh C OMMUniTY engAgeMenT » Sarah Evans 2 22 frOM The eDiTOr inDex TO ADVerTiSerS » Crystle Martin 3 37 frOM The PreSiDenT The YALSA UPDATe » Sandra Hughes-Hassell 14 gUiDeLineS fOr AUThOrS TRENDING
19 YALS On The weB CULTUrAL hUMiLiTY AS A TrAnSfOrMATiVe frAMewOrk » Want more YALS ? Members and subscribers can access the latest and fOr LiBrAriAnS, TUTOrS, AnD YOUTh VOLUnTeerS back issues of YALS digitally on the YALSAblog at http://yalsa.ala.org/ » Nicola Andrews, Sunny Kim, and Josie Watanabe blog/yals/, as well as browse supplemental YALS articles and resources.
winter 2018 » Young adult librarY ServiceS » YalS 1 FROM THE EDITOR
Crystle Martin
his issue of YALS focuses on the and creating opportunities for youth theme Youth Activism through to engage through literature. TCommunity Engagement, which The Trending Section includes an is YALSA’s 2017-2018 Presidential article that explores including cultural theme! This issue covers a variety of competency and cultural humility as ways that you can incorporate youth part of training for volunteers, tutors, activism in your programming to fos- and library staff. The article focuses on ter community engagement. workshops designed for tutor training The Features Section includes three for the Seattle Public Library. Nicola articles that offer different ideas of Andrews, Sunny Kim, and Josie Wa- fostering youth activism through tanabe give tips for implementing this engagement in social and commu- type of training in your library. nity issues. Regina Townsend, Teen The Explore Section covers three Services Librarian at the Forest Park articles in the Research Roundup Public Library in the western sub- that give best practices for facilitating urbs of Chicago, wrote a piece about youth activism. The Highlights Section, partnering with historically black which features YALSA-related arti- Greek letter organizations to foster cles, includes an article about getting teen engagement through activism in involved in YALSA and a sneak peek at their community. Josh Hem-Lee and the new Teen Serv ices Competencies Hadiya Evans from the Denver Public for Library Staff. Library discuss Read. Awareness. Don’t forget that the YALSAblog Dialogue. Action., a book club that includes additional materials that com- is meant to inspire social change and plement the print YALS. You’ll fi nd empower youth and the community. that content at: http://yalsa.ala.org/ Jarred Amato writes about Project LIT blog/category/yals
Masthead
2017-2018 YALS/YALSABLOG EDITORIAL ADVISORY BOARD E. Huron St., Chicago, IL 60611. It is the o cial publication of IL 60611; 1-800- 545-2433, press 5; fax: (312) 944-2641; Dr. Crystle Martin, Long Beach, Calif., & Allison Renner, Memphis, Tenn. the Young Adult Library Services Association (YALSA), a division [email protected]. Co-Chairs; Megan Ballengee, Millwaukee, Wisc.; Audrey Hopkins, Wiley, of ALA. Subscription price: memb ers of YALSA, $25 per year, included in membership dues; nonmembers, $70 per year in the STATEMENT OF PURPOSE Tx.; Carrie Kausch, Falls Church, Va.; Amanda Kordeliski, Norman, Okla.; Young Adult Library Services is the o cial journal of the Young Adult Jennifer Luetkemeyer, Tallahassee, Fla.; Tara Smith, Charlotte, N.C. U.S.; $80 in Canada, Mexico, and other countries. Back issues within one year of current issue, $17.50 each. Periodicals class Library Services Association (YALSA), a division of the American YALSA EXECUTIVE DIRECTOR postage paid at Chicago, Illinois and additional mailing o ces. Library Association. YALS primarily serves as a vehicle for continuing Beth Yoke POSTMASTER: Send address changes to Young Adult Library education for librarians serving young adults, ages twelve through eighteen. It will include articles of current interest to the profession, EDITOR Services, 50 E. Huron St., Chicago, IL 60611. Members: Address act as a showcase for best practices, provide news from related fi Crystle Martin changes and inquiries should be sent to Membership Department, Changes to Young Adult Library Services, 50 E. Huron St., Chicago, elds, publish recent research related to YA librarianship, and will CIRCULATION IL 60611. Nonmember subscribers: Subscriptions, orders, changes spotlight signifi cant events of the organization and o er in-depth Young Adult Library Services (ISSN 1541-4302) is published of address, and inquiries should be sent to Changes to Young reviews of professional literature. YALS will also serve as the o cial four times a year by the American Library Association (ALA), 50 Adult Library Services, Subscriptions, 50 E. Huron St., Chicago, record of the organization.
2 YALS » YOUNG ADULT LIBRARY SERVICES » WINTER 2018 FROM THE PRESIDENT
Sandra Hughes-Hassell
ou can’t stop the power of the youth, ’cause the power of the youth won’t stop.” “Y —Shawn Ginwright and Julio Cammarota
outh Activism Through Com- of the teen outcomes described in the munity Engagement is the Reimagined Library Services for and Ytheme for my 2017–18 YALSA with Teens infographic (http://www. presidential year and the theme for ala.org/yalsa/teens-fi rst). this issue of YALS. The theme re- But, perhaps most importantly, I fl ects a number of the paradigm shifts selected Youth Activism Through identifi ed in YALSA’s Future’s Re- Community Engagement as my theme port (http://www.ala.org/yaforum/ because teens are experts on the sites/ala.org.yaforum/fi les/content/ issues facing communities—they are YALSA_nationalforum_fi nal.pdf ) and living the problems. This is especially promotes teen involvement in their true for youth who are experiencing communities, thus building teens’ marginalization due to racism, sexism, leadership skills and amplifying their homophobia, transphobia, classism, voices. Th e theme strongly aligns with ableism, or other forms of oppression. YALSA’s vision and mission statements Teens want to make a difference in by supporting library staff in working their communities and in the world with teens to address the unique chal- but often lack the skills to take action. lenges they face in their communities As the articles in this issue of YALS and creating opportunities for teens’ show, libraries have the ability and the personal growth, academic success, and responsibility to help teens develop career development. The theme also the skills in inquiry, evidence, and pre- demonstrates YALSA’s commitment sentation they need to become agents to an asset-based and youth-centered of positive change in their schools and approach to the transformation of li- communities. braries and teen services, and will help library staff focus on developing many (continued on page 35)
PRODUCTION aims and policies of ALA. Acceptance of advertising in YALS available from ProQuest/Bell & Howell, 300 N. Zeeb Rd., Ann Cadmus Communications does not imply o cial endorsement by ALA of the products or Arbor, MI 48106. services advertised. ADVERTISING Bill Spilman, Innovative Media Solutions; 1-877-878-3260; MANUSCRIPTS The paper used in this publication meets the minimum Manuscripts and letters pertaining to editorial content should fax (309) 483- 2371; e-mail bill@innovativemediasolutions. requirements of American National Standard for Information be sent to YALSA, 50 E. Huron St., Chicago, IL 60611; e-mail: com. View our media kit at www.ala.org/yalsa/mediakit. Sciences-Permanence of Paper for Printed Library Materials, [email protected]. Visit http://yalsa.ala.org/blog/yals/ for YALS accepts advertising for goods or services of interest to ANSI Z39.48-1992. ∞ ©2017 American Library Association All further information. the library profession and librarians in service to youth in materials in this journal subject to copyright by the American particular. It encourages advertising that informs readers and INDEXING, ABSTRACTING, AND MICROFILM Library Association may be photocopied for the noncommercial provides clear communication between vendor and buyer. Young Adult Library Services is indexed in Library Literature, purpose of scientifi c or educational advancement granted by YALS adheres to ethical and commonly accepted advertising Library &Information Science Abstracts, and Current Index to Sections 107 and 108 of the Copyright Revision Act of 1976. For practices and reserves the right to reject any advertisement Journals in Education. Microfi lm copies of Journal of Youth other photocopying, reprinting, or translating, address requests not suited to the above purposes or not consistent with the Services in Libraries and its predecessor, Top of the News, are to the ALA O ce of Rights and Permissions.
WINTER 2018 » YOUNG ADULT LIBRARY SERVICES » YALS 3 YALS IS GOING ALL DIGITAL! Supporting
Youth ecently YALSA released a new set of competen- cies for library staff. The new competencies, Teen Development RServices Competencies for Library Staff (http:// www.ala.org/yalsa/guidelines/yacompetencies), replace the previous competencies that were last updated in to Become 2010. A lot has changed for library staff, for teen services, and for competencies since 2010, and the new compe- Activists for tencies refl ect how best to serve teens. The competencies are written not just for teen and youth librarians but for all library staff that serve teens at any type of library. The Community competencies are broken down into ten content areas, which cover all aspects of service to teens. The compe- Engagement tencies in each content area are grouped by three levels, beginning with developing, then practicing, and lastly transforming. Each level is a prerequisite to the next, with knowledge and skill in one level required before moving to the next. The competencies also describe Learn the benefi ts the disposition that library staff need to best serve teens, of creating including: - Recognizes and respects the diversity of teens and partnerships for their families, and understands this diversity impacts all areas of practice; school and public - Recognizes the systemic inequities that exist in our institutions and communities and strives to dismantle libraries them and to provide equitable access for and with all youth; - Recognizes that quality library services support teens and families, and bridge the gap between school and home. The rest of this article gives a peek at what the compe- tencies contain.
WINTER 2018 » YOUNG ADULT LIBRARY SERVICES » YALS 5 HIGHLIGHT
Content Areas Outcomes and Assessment: Fo- • Understands the role of libraries in cuses on the impact of library programs helping all teens succeed in school Teen Growth and Development: for and with teens and uses data to in- and prepare for college, careers. Knows the typical benchmarks for form service development, implemen- and life. growth and development and uses this tation, and continuous improvement. knowledge to plan, provide, and evaluate Continuous Learning: Acts Practicing library resources, programs, and services ethically, is committed to continuous • Engages teens in college- and that meet the multiple needs of teens. learning, and advocates for best library career-readiness activities that build Interactions with Teens: Recog- practices and policies for teen services. on their strengths and meet their nizes the importance of relationships and individual needs, interests, learning communication in the development and Selected Competencies styles, and abilities. implementation of quality teen library Following are fi ve of the ten content • Uses tools and resources in library services, and implements techniques and areas with their levels. The full list can be programming and services that are strategies to support teens individually and found in the online version http://www. pertinent to teen needs, interests, in group experiences to develop self-con- ala.org/yalsa/guidelines/yacompetencies culture, learning styles, and abilities. cept, identity, coping mechanisms, and • Acknowledges and responds to positive interactions with peers and adults. Content Area 1: Teen Growth and individual differences in personali- Learning Environments (for- Development ties, temperaments, culture, learning mal and informal): Cultivates Knows the typical benchmarks for growth styles, and abilities. high-quality, developmentally appro- and development and uses this knowledge • Applies information on teen growth priate, fl exible learning environments to provide library resources, programs, and and development, culture, and that support teens individually and in services that meet the multiple needs of learning styles to all areas of library group experiences as they engage in teens. practice, including collection devel- formal and informal learning activities. Library staff understand teen growth opment, reference and user services, Learning Experiences (formal and and development, respond to the needs outreach, and programming . informal): Works with teens, volunteers, of teens, and develop relationships, pro- • Promotes growth and development community partners, and others to plan, grams, and services that support them in using appropriate and targeted implement, and evaluate high-quality, successfully preparing for adulthood. Tak- library activities and resources that developmentally appropriate formal and ing into consideration cultural differences support individual teen devel- informal learning activities that support and special needs affords library staff the opment, including developing a teens’ personal and academic interests. opportunity to create experiences that positive sense of self. Youth Engagement and Leader- refl ect the developmental needs of the ship: Responds to all teens’ interests teens in their specifi c community. Transforming and needs, and acts in partnership with • Connects current theories, research, teens to create and implement teen Developing and best practices relating to teen activities and to foster teen leadership. • Is aware of basic benchmarks related growth and development to the Community and Family En- to teens’ physical, cognitive, language development of library collections, gagement: Builds respectful, recip- and communication, social and emo- programs, and services. rocal relationships with community tional, and creative development, and • Advocates for library policies that organizations and families to promote can describe developmentally appro- support teen developmental needs optimal development for teens and to priate library services and practices. and growth. enhance the quality of library services. • Accepts individual differences in teen • Connects with library staff and Cultural Competency and Re- development and values different community partners to advance sponsiveness: Actively promotes attributes such as personalities, tem- teen growth and development so respect for cultural diversity and creates peraments, and cultural infl uences. that all teens are prepared for col- an inclusive, welcoming, and respectful li- • Is aware of current teen cultures, lege, careers, and life. brary atmosphere that embraces diversity. including use of digital tools, lan- • Teaches others, including library Equity of Access: Ensures access to a guage, and popular media. staff and volunteers, about teen wide variety of library resources, services, • Appreciates that all teens need to growth and development and how and activities for and with all teens, espe- develop a sense of self, including a it informs the creation of library cially those facing challenges to access. positive identity. services for and with teens.
6 YALS » YOUNG ADULT LIBRARY SERVICES » WINTER 2018 Content Area 2: Interactions representatives of diverse cultural Content Area 5: Youth Engagement with Teens groups to inform the strategic develop- and Leadership Recognizes the importance of relationships ment of library services and programs Responds to all teens’ interests and needs, and communication in the development that address community needs and fi ll and acts in partnership with teens to plan and implementation of quality teen library gaps, and to promote their use for/ and implement library activities and to services, and implements techniques and with all teens, including those unserved foster teen leadership. strategies to support teens individually and or underserved by the library. Library staff actively support the age in group experiences to develop self-concept, • Uses individual guidance and sup- group in developing personal agency, identity, coping mechanisms, and positive port for teens by employing meth- and in cultivating cultural, personal, interactions with their peers and adults. ods, services, and resources that are and social relationships. Providing All activities library staff engage in, developmentally appropriate and teens with opportunities to engage in from homework help, to teen intern- culturally sustaining. youth voice experiences centered on ship training, to community engage- • Creates opportunities for all teens colearning and codesigning library ment, provide opportunities to build to express their needs and interests and community projects is essential. relationships with teens. These rela- in a nonjudgmental and welcoming These activities give teens the ability tionships have a powerful impact on environment. to develop their leadership skills and teens and communities. It is through • Demonstrates positive teen interactions to create change in their lives and in them that teens gain social skills and that are culturally sustaining, inclusive, the world around them. confi dence, learn from adult role and developmentally appropriate. models, and gain agency. These inter- • Partners with community agencies, Developing actions result in library staff building groups, and institutions to create and • Supports active engagement of all ties to the teen community that result facilitate meaningful interactions with teens in developing library collec- in high-quality responsive and fl exible unserved and underserved teens. tions, programs, and services. services for the age group. • Collects data and information from • Shares leadership role with teens, teens and community members to and provides opportunities for teens Developing identify teen needs. to contribute knowledge and skills • Listens to and respects all teens’ in- to teen collections, services, activi- terests, opinions, and cultures in the Transforming ties, and programs. development of library collections, • Advocates for and develops library • Fosters teens’ critical thinking, goal programs, and services. policies that support positive teen setting, problem solving, confl ict • Maintains a library environment interactions for all youth throughout management, decision making, and in which teen confi dentiality and the library and with all library staff. other important life skills. privacy is respected. • Connects current theories, re- • Provides meaningful opportunities • Communicates and describes the search, and best practices related to for youth voice to be included in importance of positive interactions successful teen interactions to the library collection development, with teens to the development of development of quality teen library planning, programs, and activities. quality library collections, programs, programs and services. and services. • Coaches and mentors library staff, Practicing • Understands effective group and in- volunteers, and community members • Engages teens in leadership activities dividual management strategies that on strategies for culturally sustaining, in ways that are meaningful to them are based on theories, research, and inclusive, developmentally appropriate, and that build a variety of interper- best practices for teen development. and positive interactions with all teens. sonal and workforce-ready skills. • Understands that interacting with • Expands opportunities for unserved • Promotes teen-initiated and teen- teens requires going outside of the and underserved teens to build led library collection development, library and into the community. meaningful connections with the programs and services throughout • Is aware of the community’s teen library that helps them develop a the year. demographics. sense of belonging and ownership. • Designs activities that support teen • Analyzes teen and community data acquisition of self-confi dence, and Practicing and information, and applies fi nd- leadership and teamwork skills. • Builds relationships with all teens ings to improve and enhance library • Develops teens’ capacity for self- throughout the community and with interactions with all teens. refl ection, communication, empathy,
WINTER 2018 » YOUNG ADULT LIBRARY SERVICES » YALS 7 HIGHLIGHT
and appreciation of diverse opinions • Communicates regularly with other Transforming and cultures. library staff, family, and community • Connects with others to assess teen • Encourages teens in opportunities members about library collections, and community needs. to connect with the community services, and resources. • Expands relationship with library and through service learning and civic • Identifi es and uses community community partners to ensure equita- engagement projects. resources to support and assist teens ble and inclusive services for/with all and their families and to enhance teens throughout the community. Transforming teen library collections, programs, • Represents teens in collaborative • Connects with others to amplify and services. community endeavors to support youth voice in library and commu- • Works effectively with families from learning, development, and well-being. nity planning and activities. a variety of cultural, linguistic, ethnic, • Teaches, mentors, and coaches oth- • Advocates for and develops policies and socioeconomic backgrounds. ers about how best to promote and that recognize and support teen • Fosters an asset-based lens to implement community and family engagement and leadership. understand the larger community engagement. • Connects current theories, research, context within which teens and • Advocates for and designs library and best practices related to teen their families live and to identify policies that support teen, family, leadership and engagement. potential community partners. and community engagement. • Assesses activities and programs to • Recognizes the relationship be- • Connects current theories, research, support teen leadership development. tween teen services and the library’s and best practices as they relate to • Advocates in the library and com- mission and goals. community and family engagement. munity for expanded pathways for • Understands the value of conduct- • Interprets community needs assess- all youth to be heard and assume ing a community needs assessment ments to guide the development leadership roles, especially those to inform the development of teen of teen collections, services, and from traditionally marginalized services priorities. programs. communities. • Recognizes the infl uence of commu- nity norms on relationships, environ- Content Area 7: Cultural Competency Content Area 6: Community and Fam- ment, and learning, and the implica- and Responsiveness ily Engagement tions these have for library services. Actively promotes appreciation for cultural Builds respectful, reciprocal relationships with diversity and creates an inclusive, welcom- community organizations and families to Practicing ing, and respectful library atmosphere that promote optimal development for teens and • Builds and demonstrates reciprocal embraces diversity. to enhance the quality of library services. and cooperative relationships with Library staff actively promote respect Teens carry out their lives in mul- other library staff and administrators, for and seek self-understanding of tiple settings including parks, out-of- families, and community partners to cultural diversity. They come to know school-time organizations, schools, meet the needs of all teens, including and respect diverse cultural backgrounds public libraries, places of worship, jobs, the unserved and underserved. and characteristics through interac- and home. To create seamless opportu- • Engages library staff, families, and tion with individuals from diverse nities for gaining social and life skills, community partners in regular linguistic, cultural, socioeconomic, and through formal and informal learning, discussions and activities to improve other groups, and to fully integrate the library staff work with community library collections and services, and culture of diverse groups into planning, organizations, schools, and families. to promote engagement in support implementing, and evaluating culturally To do this, staff implement culturally of teen library services. sustaining and bias-free programs, ser- competent practices to connect teens • Applies strategies to promote the vices, and workplaces. The development and their families to the information value of high-quality teen library of complex, interconnected, and evolving and resources they need. services as part of the overall cultural competencies on both personal library’s mission and goals through and organizational levels requires dedica- Developing library strategic planning and gov- tion and cumulative and consistent work. • Maintains open, friendly, coopera- ernance, and the political process. tive, and respectful relationships with • Implements and supports best and Developing families, community partners, and promising practices for volunteer • Is aware of own cultural beliefs and other library staff and administrators. programs that support teen services. practices.
8 YALS » YOUNG ADULT LIBRARY SERVICES » WINTER 2018 • Recognizes and values cultural differ- • Describes cultural and environmen- • Advocates for and designs library ences in teens, families, and communi- tal effects on learning, behavior, and policies that are culturally respectful ties, including how cultural differences development and the implications and that promote equity and inclu- affect interactions with peers, adults, this has for library collections, pro- sion in teen library services. and institutions such as the library. grams, and services. • Expands relationships with commu- • Communicates the value of equity • Creates inclusive, welcoming, and nity partners to design and implement and inclusion in library services for respectful library spaces, collections, projects that support cultural experi- and with teens. and services for and with all teens ences and address community needs. • Recognizes and supports individ- and their families. • Advocates for hiring culturally ual expression respecting cultural • Builds relationships with culturally diverse library staff and engaging infl uences. specifi c organizations and other culturally diverse volunteers. • Recognizes barriers such as racism, relevant community partners to im- Check out the full competencies on- ethnocentrism, classism, hetero- prove and expand library services. line and supplementary resources like the sexism, genderism, ableism, and Teen Service Competencies for Library other systems of discrimination and Transforming Staff Chart (http://www.ala.org/yalsa/ exclusion in the community and its • Models the use of culturally diverse sites/ala.org.yalsa/fi les/content/TEEN% institutions, including the library, materials and resources through 20SERVICES%20COMPETENCIES_ and interrupts them by way of cul- collections, services, and programs to Chart.pdf), which gives the competen- turally competent services. support the cultural identity, beliefs, cies content in a compact format. and practices of all teens and families. Editor’s note: The information for this article Practicing • Connects library services, including was taken from our Teen Services Competencies • Describes own understanding of collection development, reference for Library Staff. Read and download t he com- different cultural groups, including and user services, outreach, and petencies in their entirety for more information one’s own cultural identities, beliefs, programming, with the experiences for better serving your teens at http://www. practices, and biases. and cultures of the community. ala.org/yalsa/guidelines/yacompetencies
WINTER 2018 » YOUNG ADULT LIBRARY SERVICES » YALS 9 HIGHLIGHT
Getting Crystle Martin
Involved with hether you are a new mem- Lists have now transitioned to The ber or have been a member Hub and you can apply to work on W for years and are thinking a Selected List Blogging Team (appli- YALSA! about how to best be involved with cations are accepted July–Sept. each YALSA, there are options for every- year). The transition of the lists from one. YALSA offers a variety of paths committees to the blog means that to involvement. Getting involved in there is more opportunity to partici- YALSA doesn’t take knowing a secret pate because you are not required to handshake or a complex process. All go to the conferences. you have to do is apply! I applied There are also a variety of leader- What is you r for the member manager of the ship positions available. You can apply YALSAblog position and got it, and to be the member manager for the that kicked off my long-term involve- two blogs, YALSAblog and The Hub, pathway to ment with YALSA. After holding this and the Program HQ when they are position for a couple of years, I was available. You can volunteer to chair participation? asked to run for the board of directors. a committee, jury, advisory board or I was not elected the fi rst time, but taskforce. Or, if you are interested in ended up being asked by the board to governance, talk to members of the fi ll a one-year term that came open board development committee about when a board member had to resign running for a spot on the board. early. As I was fi lling that one-year Want to know what the board does position, I was asked to run for secre- but aren’t sure that you are ready to tary and was elected. During my fi rst commit to a three-year term? Apply year as secretary, I transitioned from for the board fellow position! It is a being the member manager of the one-year commitment that helps you YALSAblog to being the editor for understand what the board does. YALS. I ran for president-elect during If you have a great idea and know my fi rst year as secretary, which is the like-minded members who are position I now serve in. For many interested in the same thing, create others their path to YALSA leadership an interest group (http://www.ala. starts with committee service. org/yalsa/aboutyalsa/yalsahandbook/ Now YALSA offers even more ways convenor). Current interest groups than ever before to get involved. include those based on location, teen Committee, jury, advisory board, mental health, teen services coordi- and taskforce commitments are for nators, and teens are not alone. These three months, six months, and twelve are opt-in, informal groups you can months, depending on the group. create or join to talk with others There are blogging opportunities on who have similar interests or live in the YALSAblog and The Hub. Or if similar areas. you are interested in writing longer If your schedule doesn’t allow for pieces, contact the editor of YALS and participation in on-going activities, talk about submitting an article. Even YALSA has a variety of one-time if you are new to your position or opportunities, including: YALSA this is a great opportunity to • Hosting a local meet-up share your learning experiences and • Staffi ng an exhibit booth at a state expertise with others. The Selected or national conference
10 YALS » YOUNG ADULT LIBRARY SERVICES » WINTER 2018 • Presenting a program at the symposium or ALA’s Annual Conference • Presenting a webinar • Updating or creating a YALSA wiki page • And more For more information about how to get involved in YALSA, go to the Get Involved with YALSA web page (http://www.ala.org/yalsa/getinvolved/getinvolved). Also, volunteer opportunities are shared via the weekly YALSA eNews, so make sure you’re receiving and reading that reg- ularly. If you have any questions about getting involved, or want to learn more, please contact Letitia Smith at lsmith@ ala.org or 312-280-4390 and she’ll be happy to help.
WINTER 2018 » YOUNG ADULT LIBRARY SERVICES » YALS 11 DIG INTO THE TEEN SERVICES COMPETENCIES WITH THESE ACTIVITIES!
YALSA will host a variety of online training and discussions beginning in March 2018. Each month will focus on a different competency in YALSA’s new Teen Services Competencies for Library Staff.
Webinars: these free webinars will be held from 2 – 3pm, eastern, the second Thursday of the month. The recording will be available for those who can’t participate in the live session. Reserve your free seat at www.ala.org/yalsa /onlinelearning/webinar (100 seats available on a first come, first served basis) Facilitated Discussions: these online chats for YALSA members only will provide members with a chance to dig deeper into the topic and to learn from their peers by exchanging ideas, getting questions answered, etc. Social Media: For those who only have a short amount of time, check out the monthly post on the YALSAblog and/or a Twitter Chat. Use #yalsaCE to participate in the chats.
Schedule of Activities
Competency Webinars Discussion Twitter Chat (2pm, eastern) (2pm, eastern) (7pm, eastern)
Teen Growth & Development March 8 March 15 March 22
Interactions with Teens April 12 April 19 April 26
Learning Environments May 10 May 17 May 24
Learning Experiences June 14 June 21 June 28 Youth Engagement & Leadership July 12 July 19 July 26 Community & Family Engagement Aug. 9 Aug. 16 Aug. 23 Cultural Competency & Responsiveness Sept. 13 Sept. 20 Sept. 27
Equity of Access Oct. 11 Oct. 18 Oct. 25 Outcomes and Assessment Nov. 8 Nov. 15 Nov. 20 Continuous Learning Dec. 13 Dec. 20 Dec. 27
Access the competencies at www.ala.org/yalsa/guidelines/yacompetencies HIGHLIGHT
Check in
on the ditor’s Note: This is a modifi ed version of a blog post written by YALSA President Sandra Hughes- Selected List EHassell: http://yalsa.ala.org/blog/2017/11/21/ update-on-the-transition-of-selected-lists-to-the-hub/ Transition
n January 2017, YALSA transitioned quickpicksreluctantyoungadult) the the fi rst selected lists, Amazing blogging teams have been busy at IAudiobooks (AA) and Quick Picks work! Currently they are choosing (QP) to the Hub (http://www.yalsa. the titles that will be included in the ala.org/thehub/). The goals of the year’s best of AA list and best of QP transition were to provide these lists list. The list of nominees can be viewed in a more timely, user-friendly way, on the Hub. provide increased opportunities for During the year, when the blogging virtual member and teen involvement, teams nominated a title for the AA and better address the needs of diverse or QP lists, a short description of the teens. You can read the complete title was posted to the Hub using the rationale in this midwinter 2017 board hashtags #QP2018 and #AA2018. document: http://www.ala.org/yalsa/ By using these hashtags to search the sites/ala.org.yalsa/fi les/content/Selected Hub, library staff have been able to ListTransition_MW17.pdf read about the books as they are being In early 2017, YALSA members ap- nominated, rather than having to wait plied for and were selected to serve on until the fi nal best of lists are com- an AA team and a QP team to: piled and published. This change has • Find and read titles (publishers are allowed library staff to learn about and still providing titles and members purchase nominated titles throughout are still suggesting titles!) the year, thus putting QP and AA • Meet virtually to discuss and nom- titles in the hands of teens who need inate titles them more quickly. It has also allowed • Write blog posts about the nomi- library staff to learn about all the titles nated titles that are nominated (many of which • Review nominations and vote to may be perfect for their teens but may create the Best of Lists at the end of not make it to the best of lists), not the year (the 2018 lists are coming just the ones that will eventually be soon!) selected for the best of lists. Titles that Using the processes described in make the fi nal cut will also be added the Amazing Audiobooks Policies and to the Teen Bookfi nder Database Procedures (http://www.ala.org/ (http://booklists.yalsa.net/) and app. yalsa/booklistsawards/booklists/ In September, YALSA President amazingaudiobooks/policies) and the Sandra Hughes-Hassell organized a Quick Picks Policies and Procedures call with the Hub member manager, (http://www.ala.org/yalsa/book QP and AA blogging team coordina- listsawards/booklists/quickpicks/ tors and staff to talk about how the
WINTER 2018 » YOUNG ADULT LIBRARY SERVICES » YALS 13 HIGHLIGHT
transition was progressing. During this prior experience blogging, so I relied great-graphic-novels) will be discussion they learned that due to a on training from the Hub manager transitioned to the Hub, too. The miscommunication nominees weren’t to help walk me through the process. volunteer form was open from August being posted regularly, and both teams Since this is the ‘guinea pig’ year, we through September for YALSA mem- had a backlog of nominees to go as a blogging team worked together to bers to volunteer to serve on the QP, online. They addressed this and some fi gure out how to make the transition AA, BFYA, and GGN blogging teams. other issues, and have learned from successful through trial and error. We Stephen Ashley, the Hub member this year’s fi rst attempt so that next really found our groove about midway manager, appointed and trained the year will progress smoothly. through the year and now our process blogging teams. As the teams nomi- Dana Hutchins, the 2017 QP blog- works well for all the members of the nate titles for AA, QP, and BFYA and ging team coordinator, shared her team. For a transition year, it went GGN lists, short descriptions will be experience with YALS. Before taking well. We were all new to Quick Picks posted to the Hub using the hashtags on this position, Dana had experi- this year and had to work together #BFYA2019, #GGN2019, #QP2019, ence participating on and chairing to determine our strategy for nom- and #AA2019 to facilitate ease of selected list committees. Dana has had inations, reading, blogging schedule, access. a big job this year, helping lead this and book discussion sessions every YALSA staff and YALSA president transition. Dana is committed to the two weeks via Zoom.” From this fi rst continue to work with the Hub mem- process and describing some of the iteration, Dana shares some takeaways ber manager, the Hub advisory board, important impacts that the transi- to improve the process for 2018: “Start and our members to ensure that the tioned lists have offered: “The list is earlier with the Zoom meetings. It is transition to the Hub of the YALSA more timely, and Hub readers have a highlight to be able to get together selected lists continues, and to work access to more information about the on Zoom and discuss our nominations out any challenges that arise. Per a nominees through our blog posts.” The every other week. We also get to see board directive, Sandra Hughes-Hassell year offered some challenges, being each other and talk and get to know will also assemble a group of members the fi rst year the group existed. Dana each other, which I feel enhances in January 2018 to formally evaluate describes her strategies for making the the work and the cohesiveness of how the fi rst transition year went and fi rst year of the Quick Picks transi- the group.” to submit recommendation s for the tion a success: “With my background Beginning on January 1st, 2018, Best board to review and act on. YALSA chairing selection committees, I felt Fiction for Young Adults (http:// is confi dent that working together confi dent in being able to run the www.ala.org/yalsa/best-fi ction- the changes to the selected lists are nomination and reading aspects of the young-adults) and Great Graphic benefi ting teens, our members, and blogging group. I really don’t have Novels (http://www.ala.org/yalsa/ libraries!
Guidelines for Authors
Young Adult Library Services is the offi cial publication of the showcases current research and practice relating to teen Young Adult Library Services Association, a division of the services and spotlights signifi cant activities and programs American Library Association. Young Adult Library Services of the division. is a vehicle for continuing education of librarians work- For submission and author guidelines, please visit http:// ing with young adults (ages twelve through eighteen) that yalsa.ala.org/blog/yals/submissions/.
14 YALS » YOUNG ADULT LIBRARY SERVICES » WINTER 2018 EXPLORE
Research Sarah Evans
Roundup: elcome to Research Roundup. The pur- pose of this recurring column is to make Youth Activism Wthe vast amount of research related to youth and families accessible to you. To match the theme of the fall issue, this column focuses on part- Through ner and funder development. This research roundup explores articles to help you support youth activism Community through community engagement.
Engagement or many, adolescence is a time these programs can better understand of increasing consciousness the emergent needs that their patrons F of societal ills and their own face and become more embedded abilities to address them. Such an within community support systems. awakening is played up beautifully in The following three research articles the fourth Harry Potter novel (Rowl- describe best practices and key features ing, 2002), where his friend Hermi- of activities that foster youth civic one launches a one-girl campaign engagement. for elvish welfare. Unfortunately, Hermione’s efforts fail due to lack of Kirshner, B. (2008). Guided peer interest combined with her own Participation in Three Youth failure to properly grasp the complex- ities of the situation. But what if she’d Activism Organizations: had an adult in her life really listening Facilitation, Apprenticeship, to her, someone who could mentor and Joint Work. Journal her in taking social action, connect of the Learning Sciences, her to existing networks, and amplify 17(1), 60–101. Doi:10.1080/ her strong young voice for change? 10508400701793190 As librarians, we can play a pivotal role in supporting youth activism Kirshner spent two years with three within our communities. Not only different multiracial activism groups can we play this role but we should in working class and poor neighbor- play it as it both benefi ts our teens hoods. He observed that adults had and furthers the mission of the library. distinct ways of guiding youth partic- Among many affordances, youth ipation. As any librarian with active activism programs have been shown teen volunteers knows, adults must to improve strategic thinking abilities manage a tension between “youth em- (Larson & Hansen, 2005), strengthen powerment principles” and “the task literacy practices (Haddix, Everson, & demands of the campaigns.” In other Hodge, 2015), and empower youth to words, how much ownership do we continue civic involvement (Shiller, turn over to the kids while still mak- 2013). In trade, librarians who support ing sure some task, activity, or program
WINTER 2018 » YOUNG ADULT LIBRARY SERVICES » YALS 15 EXPLORE
actually gets done? The adults in these community members. But don’t frame for any community-based organization groups approached the dilemma in it as “service” or “charity,” which puts seeking to work with teens. three different ways: facilitation, ap- a defi cit lens on the teens’ community Recommendation 1 – Create Mean- prenticeship, and joint work. and can discourage teens from recog- ingful Youth Leadership Opportunities Facilitation approaches emphasized nizing the value of their collaboration. (Core Value: Meaningful Youth Leader- youth leadership for selecting and Second, provide access to mature civic ship). Youth need roles and tasks that implementing projects, plus facilitat- participation practices. Youth need to directly contribute to the mission of ing meetings. Adults functioned as witness adult experts at work, espe- the organization, creating feelings of neutral facilitators, offering support cially from their own communities. legitimacy and ownership. The authors but limited assistance. Youth gained This offers both models of activism for described “faux stakeholder syndrome” experience in a variety of leadership teens as well as a vision of their own where an organization only offered tasks and learned through trial and er- adult futures. teens “menial responsibilities or empty ror in their activities. But they did not Third, be responsive to specific skill levels titles.” (Hint: cutting scratch paper or have opportunities to work alongside and interests of youth. Intentionally plan wiping down picture books likely fall experienced adult mentors, nor were opportunities for teens to express their into these categories.) Most impactful their campaigns particularly impactful interests and develop the skills needed were opportunities to mentor newer for the community. In apprenticeship to follow them, or risk alienating the youth participants and co-lead activi- models, direct adult participation in- very people you seek to involve. ties with organization staff. creased, particularly through coaching Fourth, plan in terms of timescales that Recommendation 2 – Meet Youth Where and feedback on youth ideas and im- exceed one or two semesters. This may They Are (Core Value: Accessibility). plementation. Here, youth had less in- mean that you have “generations” of Accessibility is critical to successful dependent practice of leadership skills youth who participate in a project, but programs, both physically and cultur- but gained more know-how from making impactful change in society ally. This means scheduling activities in savvy adult activists who helped them requires more time than a typical familiar and easily reached locations, launch an effective campaign. Organi- academic year. Be sure to plan oppor- as well as being open to the teens’ zations using the joint work approach tunities to help newcomers become preferred modes of communication. emphasized the success of the projects, integral to the work. This includes interacting via social with youth and adults collaboratively media platforms most used in your planning and implementing activities. Helgeson, S. & Schneider, communities. Boundaries between participants were Recommendation 3 – Partners Don’t drawn not by age but by knowledge D. (2015). Authentic Compete (Core Value: Collaboration). (who knows how to do what). Adults Community-Based Youth Actively pursuing partnerships within did not focus on teaching or mentor- Engagement: Lessons public, private, and nonprofi t sectors ing but worked as equal colleagues made these organizations more effec- with experienced youth and allowed from Across the Nation tive with youth and better used the novice youth to learn tacitly through and Through the Lens community resources. This extra effort modeling. While each organization of Violence Prevention. paid off by extending the reach of each primarily used one of the approaches, organization, thus supporting youth all used the three ways to guide youth National Civic Review, holistically throughout their area. participation as needed. The chosen 104(3), 16-23. Doi:10.1002/ Recommendation 4 – Implement approach varied with project com- Ncr.21234 Youth Involvement in Program Evalua- plexity, institutional context and goals, tion (Core Value: Active Listening). The and the youths’ prior experiences and Helgeson and Schneider looked at vi- authors argue that quantitative data is skills. Based on the fi ndings, Kirshner olence prevention organizations across not enough evidence for evaluating recommends four design principles for the country that engaged youth within programs. Valuing youth as stakehold- promoting youth civic participation. their communities. They identifi ed ers means valuing their voices, par- First, start with an authentic civic prob- four exemplary organizations that ticularly since they are the intended lem, something that requires interaction treated youth as authentic stakehold- benefi ciaries of the program activities. with a broader public to solve. To iden- ers and offered genuine engagement The participants’ perspectives and tify a meaningful problem with the opportunities. From their analysis, the opinions should be gathered through- youth, look for needs or goals held by authors make four recommendations out the program by providing clear
16 YALS » YOUNG ADULT LIBRARY SERVICES » WINTER 2018 communication channels. Not only around a specifi c civic problem or 6. Recognize and address anti-youth does their feedback help you tailor the serve more broadly as an ongoing attitudes. While we librarians believe activities but it allows youth to refl ect, advisory board, the tasks, roles, and in the capability of our teens, potentially gaining valuable personal opportunities should clearly con- other library staff or community insights. tribute to the mission. This keeps members may be more skeptical youth engaged because they can about the value of youth civic Augsberger, A., Collins, see their efforts have meaning and engagement. The article authors purpose. found discouraging adult attitudes M. E., & Gecker, W. (2017). 3. Get support from adult allies. Coun- embedded in “institutional con- Best Practices for Youth cils thrive when they have two key text and procedural requirements; Engagement in Municipal types of adult support. The fi rst cultural and social norms; lack of is at the broader organization or clarity about children’s participa- Government. National Civic community level, such as politi- tion; and concerns about negative Review, 106(1), 9–16. cal leaders or higher level library consequences.” Examine not only Doi:10.1002/Ncr.21304 management. They serve to validate what people say about or to youth the importance of youth participa- participants but also if the policies Another research team also looked tion and carry that message to their and expectations in place locally are across organizations for best practices constituencies. The second is a staff reasonable or are restricting youth in youth engagement, focusing on member with youth-related exper- participation. municipal government. Augsberger tise directly involved with the oper- 7. Be purposeful in providing social and colleagues interviewed and ob- ation of the council—a role that networking opportunities. Many served participants representing 24 teen services librarians fi ll expertly. youth join councils with the goal youth councils in the greater Boston 4. Approach diversity of council mem- of socializing with their peers. region. The authors identifi ed seven bership in thoughtful ways. Consider Utilize appropriate social media best practices for cultivating active multiple aspects of diversity in networks to build and maintain youth engagement that could easily identity and experiences, such social relationships. Additionally, be applied to teen library councils and as youth in foster care or immi- consider council activities that will other ongoing library initiatives. grant youth. Aim for membership broaden the teens’ social network 1. Develop the youth council relevant that represents the youth in your with adults who offer education to the local context. Just like library community and/or gives underrep- and employment opportunities. programs can be successful in one resented members an opportunity In the most recent mission statement branch and then fl op in another, to speak. A common problem in for young adult library services, we the same council structure and youth programs is a lack of aca- are called upon to “foster learning, activities do not work in every lo- demic diversity—those top students personal dev elopment, and civic en- cation or even from year to year in tend to volunteer and be chosen. gagement among teens” (Young Adult the same place. Make your council Look beyond the obvious choices Library Services Association, 2014). relevant to the local community, and engage youth who might be By supporting youth activists, we can the mission of your library, and the overlooked for other programs yet foster all three of these areas while interests and abilities of the teens still have contributions to make. improving the community for people involved. Also, establish a process of Your council may be an ideal fi t for of all ages. ongoing refl ection so your activities developing their leadership skills. For other resources, see the companion blog can evolve in response to changes 5. Provide youth development opportu- post: http://yalsa.ala.org/blog/yals/. in the community and in the youth nities. As noted in the previously participating. discussed articles, teens need 2. Align mission, structure, and activities training and support from adults SARAH A. EVANS is Assistant Professor in the of the council. The current focus to undertake new tasks and assume School of Library and Information Studies of your council should match leadership. Consciously plan for this at Texas Woman’s University. Her research the group’s structure and activi- by including guidance opportuni- examines the literacies and identities taken up ties. Whether they are organized ties within the council’s activities. in voluntary learning experiences.
WINTER 2018 » YOUNG ADULT LIBRARY SERVICES » YALS 17 FREE E-Learning just for Members
Monthly interactive webinars on timely topics. Presented by experts and commercial free.
Live webinars are available exclusively to members as a free member benefit the third Thursday of each month. Make your Webinars available 24/7: YALSA membership All archived webinars are free for work for you! members and available after the live presentation via the Members Only section of the YALSA website at tinyurl.com/yalsamembersonly.
Learn more at www.ala.org/yalsa/webinars TRENDING
Cultural Nicola Andrews, Sunny Kim, and Josie Watanabe Humility as a Background However, after feedback from fam- he Seattle Public Library ilies indicated a continued need for Transforma tive provides K–12 students with math and reading practice, Homework Ta free after-school program Help volunteers received training called Homework Help, which offers on educational games to offer more tutoring in science, mathematics, social conversational and informal learning Framework studies, and English. The program opportunities. has grown from a service offered at a When considering the students single branch in 1997 to now being who attend Homework Help, it is for Librarians, offered at twelve branches; it receives important to note that 80% of at- system-wide support in planning and tendees are English language learners maintaining the service. Homework or come from neighborhoods with Help volunteers work with students high federal free and reduced lunch Tutors, one-on-one or in small groups on a statistics. Historically, those who are drop-in, fi rst-come, fi rst-served basis, able to volunteer with the Homework to provide them with homework Help program have been over the and Youth support; this also helps students form age of 50 and white. Since 2012, the meaningful relationships with volun- volunteer coordinator has made it a teers and the library. Students who do priority to recruit younger volunteers not have homework can also improve and people of color; consequently, the Volunteers their reading or mathematics skills volunteer pool is slowly changing to with a trained tutor or engage in edu- more closely refl ect the demograph- cational games. ics of Homework Help students. The In the 2016–17 school year, this Formal Learning Librarian also tracks program had over 13,000 visits and data including attendance, school test helped over 1,700 students. A signifi - scores, homework subjects, and free Applying a cant marker of the program’s success and reduced lunch statistics in order was the establishment of a Formal to measure ways Homework Help can lens of cultural Learning Librarian position in 2012— best serve its students and the Seattle a role that supports Homework Help Public Schools community. and also connects with other academic Much of the effort to improve the responsiveness in support programs in Seattle. quality of Homework Help has been In addition to growing in size, the focused on training Homework Help training library sta Homework Help program has also volunteers. To this end, the Seattle consistently evolved to meet the Public Library became the fi scal spon- and volunteers needs of students and Seattle Pub- sor and chair of the Seattle Tutoring lic Schools. When the Seattle Public Coalition (STC) in 2016. The STC Schools schedule changed in 2015 to provides free training for tutoring let elementary students out of school volunteers to improve the quality of earlier, the start time for Homework various homework assistance programs Help programs changed accordingly. offered in King County. The members In 2016–17, Seattle Public Schools of the STC include the Bureau of made homework optional for grades Fearless Ideas, Catholic Community K–5, resulting in reduced engagement Services, Neighborhood House, Seat- with the Homework Help program. tle Public Schools, Tree House, United
WINTER 2018 » YOUNG ADULT LIBRARY SERVICES » YALS 19 TRENDING
Way, and the Seattle Public Library. University of Washington Information something that can be attained for all Many of these member organizations School, the Homework Help program time, nor is it a series of dehumanizing are small and have limited funding; but came to mind as a potential Capstone checklists. the STC pools resources to provide an project. The Capstone project is the Tervalon and Murray-García argue annual conference and smaller training culminating project of the degree, for using the framework of “cultural opportunities throughout the year. To consisting of one academic quarter humility” as a “commitment and date, the STC has provided training dedicated to project planning to solve active engagement in a lifelong pro- opportunities to over 200 volunteer an information need and a second cess” (p. 118). Cultural humility is an tutors each year, which also includes quarter to serve as a testing and im- ongoing process that focuses on three tutors who are not from STC member plementation phase. Both Sunny and things: self-evaluation of one’s own organizations but who still provide Nicola had focused on social justice background and expectations, com- services on a volunteer basis. issues throughout their degrees and mitting to redress power imbalances, had experience with a variety of and building relationships. Rather than Designing the Workshop community organization and library provide a checklist of information that Homework Help tutors are recruited service efforts. They also both had might encompass each community locally, and ideally the volunteers personal experience in navigating that the Seattle Public Library works should live in the neighborhoods microaggressions and both learning with, a more effective training session where they tutor, but this is not always to address unconscious biases and begins the process of developing tutors the case. While potential tutors receive teaching others to do the same. With who would dedicate themselves to a growing amount of academic train- Josie Watanabe, the Formal Learning lifelong learning and hold themselves ing and support, there is inadequate Librarian acting as the project sponsor, accountable in thinking how their emphasis on the wider impact they Nicola and Sunny began the process background, beliefs, and behavior will have on their students, particularly of designing a workshop and training might impact those they are teaching. in the area of cultural competency. materials to support volunteer tutors In improving the training and support Volunteers with little value for and around cultural competency. tutors received in cultural humility, training on cultural competencies risk Initially, a cultural competency Sunny and Nicola hoped that this failing to engage their students or to framework was used as the basis of would result in improved student convey that libraries are a welcoming creating the workshop, but research learning, as well as richer relationships space for people of all backgrounds, quickly revealed some of the historical and perceptions of public libraries abilities, and learning styles. This is limitations of that approach. Notably, as inclusive spaces for students. The particularly important when con- Melanie Tervalon and Jann Mur- works of Augusto Boal and Paolo sidering the disparity between the ray-García’s article in the Journal of Freire were also integrated into the backgrounds of those who have the Health Care for the Poor and Underserved, design of the workshop. means to volunteer their time and the “Cultural Humility versus Cultural Designing an effective workshop also students who seek volunteer tutors Competence: A Critical Distinction in required an assessment of the current over paid alternatives. Defi ning Physician Training Outcomes curriculum and training materials While volunteering as a Home- in Multicultural Education” (1998) available, which included reviewing work Help tutor, Sunny noticed the explored how defi ning cultural com- an assessment of the Homework Help varying levels of comfort other tutors petency narrowly as if there is a “fi nite program that had been carried out had with cultures outside their own. body of knowledge” can actually cre- in 2012. Current volunteers were Some examples of problematic tutor ate damaging outcomes. The checklist surveyed to gauge their understanding behavior included declaring that a mentality identifi ed as harmful by Ter- of and needs around cultural compe- student’s name is too diffi cult for them valon and Murray-García was recently tency/humility, and Sunny attended an to pronounce, failing to support more spotted in a nursing textbook, Nursing: all-city tutor training session provided boisterous students, making assump- A Concept-Based Approach to Learning, by the Seattle Tutoring Coalition. tions about the culture and homelife published by Pearson Education. The While Nicola and Sunny were not of a student, and being unable to relate publisher has since recalled the book able to survey the students or their to diverse life experiences. after broad public outcry because of families, they did examine the de- Later, when Sunny and Nicola were the stereotypical and offensive list of mographics of students in the Seattle candidates for the Master of Library “cultural differences in response to Public Schools in an attempt to fur- and Information Science degree at the pain.” Cultural competency is not ther gauge their needs.
20 YALS » YOUNG ADULT LIBRARY SERVICES » WINTER 2018 The Pilot Workshop and consider their own privilege and According to participant evaluations, In the lead-up to the workshop, par- identities in relation to those of other the preworkshop homework was very ticipants were sent prework to increase people. After this refl ection time, helpful in preparing them to have rich their understanding of key concepts participants shared their thoughts with conversations during the day. Partici- and encourage personal refl ection. a partner and then engaged in group pants also found the framework of cul- This prework included taking the dialogue around their own experi- tural humility to be helpful in framing “Project Implicit” implicit association ences and refl ections as a tutor. Some classroom/tutoring interactions. One test and reading some short popular participants shared diffi cult scenarios of the most valuable experiences for media pieces about the impact of im- where they did not actively address participants was the opportunity to plicit bias on education. the issue, while others shared some discuss challenging interactions with The two-hour pilot workshop was situations where they later regretted peers and to practice coming up with held on a Saturday morning, in a their actions. The participants were different ways for managing student meeting room of a local branch library, then divided into smaller groups behaviors and needs. One of the most and included twenty-fi ve participants where they brainstormed and shared salient pieces of feedback that was who are volunteer tutors for a variety different strategies to proactively sup- received was a strong desire to include of libraries and nonprofi t agencies. Josie, Sunny, and Nicola were all pres- ent as cofacilitators of the workshop. The workshop had two main learning objectives, which were shared with the Cultural humility is an ongoing process participants: 1. Volunteers learn that cultural that focuses on three things: self- valuation competency is a complicated and ongoing process of one’s own background and expecta- 2. Volunteers take away specifi c tools and strategies to support students tions, committ ing to redress power imbal- The workshop opened by setting some community agreements around ances, and building relationships. conduct to encourage respectful and engaged participation. Participants were also asked to examine their port a diverse group of students. The more student voices and perspectives own biases and refl ect on their own participants allowed themselves to be in the workshop. identities, while acknowledging and vulnerable in sharing their challenges, As a result of this project, compo- refl ecting on systems of power and and collaborative in brainstorming ef- nents of this pilot training have been oppression. From there, the facilitators fective strategies to take action, which added to Seattle tutoring coalition shared local student demographics and greatly assisted in the overall success of training for 2017-2018. ensured that there was a shared under- the workshop. standing of culture, cultural compe- Tips for Implementation tency, and cultural humility. Laying Evaluating the Workshop If your library system is beginning the groundwork for clear and effective At the conclusion of the workshop, to consider how you can apply a communication between participants participants completed an anonymous racial and social justice lens in best involved taking some time to defi ne evaluation. The facilitators also later serving your patrons or students, you concepts such as privilege, intersec- followed up with participants, e-mail- may benefi t from supplementing tionality, and implicit bias, and includ- ing them learning materials that they the training given to your staff and ing time to answer questions or clarify could use in the future. Josie, Sunny, volunteers with a cultural humility concepts. The facilitators also took and Nicola also debriefed after the workshop. In refl ecting on our expe- the opportunity to challenge some workshop, reviewing the feedback that rience in designing and implementing common misconceptions and pitfalls they received and exchanging dialogue a workshop, we offer the following around culture and cultural humility. on how they thought the day went, suggestions: The next part of the workshop en- and what they might change in future 1. Center the student perspective. couraged participants to look inward iterations of the workshop. As much as you can, focus on the
WINTER 2018 » YOUNG ADULT LIBRARY SERVICES » YALS 21 TRENDING
needs of your students and try to 5. Make it relevant. It is easy for one or two missteps or faux pas. include their voices in your work- participants and facilitators alike to However, it is also important to shop, whether through surveys, fi xate on their individual behavior acknowledge the moment—own testimonials, or observations of how in challenging tutoring situations. your mistake without making it they use library spaces and services. However, don’t forget to consider about your discomfort—commit to 2. Start small. Our two-hour train- how cultural humility can trans- doing better, and move on. ing session could have benefi ted form your specifi c environment, 9. Encourage staff and volunteers from being broken down into three whether that means the tutoring to invest in their own learning smaller parts: space, library policy, or institutional and development beyond your a. Structural Racism messaging. Everything comes back training session. You could make b. Cultural Humility to systems of oppression and power. some recommendations from your c. Counteracting Bias 6. Be gracious, yet fi rm. Address- own library holdings! 3. Consider your group size. Some ing bias in the classroom is a daunt- 10. Begin to apply a lens of cultural people may feel more comfortable ing topic, and many of the concepts responsiveness in all workshops, speaking up in an intimate group; we introduced (from pronouns to trainings, meetings, and collat- and a group that is too large may privilege) were new or challenging eral that you offer. Upholding increase the likelihood of a prob- to our participants. Be accommo- social justice and equity is an ongoing lematic interaction that goes un- dating in clarifying concepts, but practice, but also one that needs to challenged. Having a smaller ratio know when to keep things moving. normalized within institutions as valid of participants to facilitators can 7. Remember that intention does and valuable work. greatly help to achieve the goals of not always align with impact. your workshop. Despite our best intentions, we still 4. Seek experienced and diverse made a misstep during our work- facilitators. Both Nicola, who is shop that offended one of our par- NICOLA ANDREWS is an NCSU Libraries Fellow at Maori, and Sunny, who is Korean ticipants. It is important for trainers North Carolina State University, a role including American, were able to draw on and facilitators to examine their the initiative “Building a Pipeline for Diversity in their own experiences as well as own biases and be open to model Academic Librarianship.” SUNNY KIM is a Teen research to inform the workshop. how to work through culturally Librarian at the Seattle Public Library. JOSIE They also had a strong background challenging moments. WATANABE is the Formal Learning Librarian, in equity work, interrupting white 8. Acknowledge the problematic. K–12 program manager, learning leader, coach, supremacy, and counteracting bias Cultural humility is a learning and curriculum developer at the Seattle Public in institutional settings. process, so you can expect to make Library.
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22 YALS » YOUNG ADULT LIBRARY SERVICES » WINTER 2018 FEATURES
A Divine Regina Townsend
Collaboration: hile many believe that sorority and fra- ternity life is limited to college years and Partnering Wcampuses, historically black Greek let- ter organizations carry their work well past col- lege, consider membership a lifelong commitment, with and are eager and effi cient community partners. Founded in the midst of segregation, suffrage, and Historically racial tension, each was born in times of political and social unrest, choosing to unify and work together Black Greek to enrich their communities. If you’re looking for a great resource for social engagement and activism with teens, you may be surprised to learn that you Letter need look no further than your local chapter.
Organizations he Divine 9, a nickname for the Harvey (Omega Psi Phi), and many nine oldest historically black others. You can fi nd members out on T organizations, is comprised of the streets, in boardrooms, and even on for Teen Alpha Phi Alpha Fraternity, Inc.; Alpha your television screens, continuing to Kappa Alpha Sorority, Inc.; Delta mobilize, educate, raise awareness, and Sigma Theta Sorority, Inc.; Kappa encourage unity and progress through Alpha Psi Fraternity, Inc.; Omega Psi programs, national initiatives, and Engagement Phi Fraternity, Inc.; Phi Beta Sigma community forums. Fraternity, Inc.; Zeta Phi Beta Soror- ity, Inc.; Sigma Gamma Rho Sorority, Why Partner with a BGLO? Inc.; and Iota Phi Theta Fraternity, As we all know from working with Inc.. These black Greek letter orga- teens, voice and perspective matters. I nizations, also known as BGLOs, have try to introduce my teens to groups Inspiring activism chapters and service areas spanning such as these that can provide diverse from the United States to as far as the voices and perspectives in the hopes United Arab Emirates and Africa. that it gets them thinking more, which through service Pivotal members of social and polit- in turn makes them want to do more. ical movements, including politicians, To partner with these groups means artists, educators, and infl uencers, are to build upon a roster of educated and on their rosters, including Martin Lu- professional men and women with a ther King, Jr. (Alpha Phi Alpha), Rep. commitment to social service and phi- John Lewis (Phi Beta Sigma), Dorothy lanthropy. Members embody a broad Height (Delta Sigma Theta), Rep. range of professions and skill sets, and Donna Edwards (Zeta Phi Beta), Maya many local chapters have offi cers who Angelou (Alpha Kappa Alpha), Steve work primarily on scholarship or
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educational initiatives, which can be a Zeta Phi Beta Sorority, which prides be an amazing activity for your teens great resource. itself on being a “community con- to help plan and implement. Along with the wealth of experi- scious, action-oriented organization,” In response to the tragic and mys- ences and life paths these organizations has partnered with the American terious death of Sigma Gamma Rho bring to the table, they also bring Advertising Federation on a study of Sorority member Sandra Bland, many along their long-standing partnerships images of African American women chapters held Know Your Rights town with institutions such as St. Jude, the in media. In breaking down the idea hall meetings, in collaboration with March of Dimes, and the American of systemic racism, a workshop with other Divine 9 groups, to educate Heart Association, to name a few. teens about cultural representation in community members on their rights Connecting our teens to these groups the media could be a starting point for as citizens, their rights in commu- can not only help teens expand service real conversation and action. nication with police, and how to ideas that they may already have but Alpha Kappa Alpha (AKA) Sorority’s build stronger communities. Many also provide them with an entry point focus on global impact and envi- teens are unaware of their own rights to activism and service that they may ronmental ownership includes what when it comes to confrontations with not otherwise receive. they’re calling the “1908 Playground auth ority fi gures. Perhaps a conversa- tion with teens on how to safely and effectively communicate with police, paired with a community read of “The Hate U Give,” could empower While our goal is to provide opportunity and embolden more teens to speak up and speak out where they see police and connection for our teens, we also brutality in their world. Partnering with these groups can have to think about how important also help to broaden the impact of your teens’ ideas and projects. representation is in service. Large-scale social movements like as- sisting with recent hurricane relief ef- As demonstrated by their joint Project,” a playground restoration and forts, or supporting the people of Flint, statements and calls to action that refresh initiative where chapters are Michigan, in their water crisis, can be have been released in response to partnering with communities and overwhelming for our teens and even the horrifi c incidents in Charlottes- park districts to clean and update local ourselves as we try and condense their ville, Virginia, as well as other civil playgrounds. While many teens may goals into something we can manage. rights issues of our current climate, want to jump headfi rst into other Members of the Divine 9 organiza- the commitment to empowering trending topics in the news, I think tions each led initiatives to provide individuals for change is a goal of it’s equally important to remind them clean bottled water and supplies to all the groups. A commitment to that making a difference can be as the people of Flint, some even driving instilling that passion in young people simple as providing children with them there in buses or trailers. Con- is imperative, and all of the groups safe, inviting, and clean places to play. sider how motivating it could be for have youth initiatives that may line The AKA initiative’s goal is to restore, your library teens to collect donations up perfectly with your library’s refresh, and renew 1,908 playgrounds and actually be able to meet and work programming. by 2018. with the group that is going to deliver Phi Beta Sigma Fraternity, whose One of Delta Sigma Theta Sorority’s those goods to those who need them? motto is “Culture for Service, Service national youth initiatives, the Dr. Betty Or, to receive direct and personal for Humanity,” along with their national Shabazz Academy, named for Delta feedback on how important their con- youth organization, the Sigma Beta member and widow of civil rights tributions are, even as teens? Club for young men, has recently part- leader Malcolm X, exposes teen nered with the Boy Scouts of America girls to cultural and STEM activi- Representation: The Other to work together on enhancing and ties designed to prepare them to be Arm of Social Impact enriching the lives of youth and young 21st-century leaders. A program that While our goal is to provide oppor- adults through focuses like mentorship, discusses access and equity in relation tunity and connection for our teens, service, and antibullying efforts. to girls and education globally could we also have to think about how
24 YALS » YOUNG ADULT LIBRARY SERVICES » WINTER 2018 important representation is in service. Okay You’ve Convinced Me! the support that you can receive from The majority of black Greek letter reaching out to your local BGLO organizations were founded on the How Do I Start? chapters is invaluable. Connecting your campuses of historically black col- First of all, great! I knew you were smart. teens with these individuals can start leges. However, the reason that these Each organization has a website to show them that community service groups spread so far beyond just those where you can locate the chapter or (and scholastic excellence) goes beyond campuses, and have chartered chapters offi cer nearest you. A basic Google school service hour requirements, past throughout the continental United search on these groups, fi ltered by a note on their college admissions, and States and beyond, is because there your city or state, may get you where can be a real and meaningful part of was and continues to be a need for you need to be, or you can always visit their everyday lives. representation and empowerment on their national websites for information My goal in many teen programs is the campuses of predominantly white on how to move forward. Visiting to let the change begin with them. institutions and communities. these sites may also give you a deeper Providing an opportunity for these While we may do everything look into the history of each group as organizations to come into your library in our power to create equitable well as their current focuses. could also be a great starting point for and welcoming spaces for all, we I also suggest checking your commu- your library to build a better relation- sometimes forget that many of our nity calendar. Chapters and regions ship with them that could result in libraries happen to be predominantly hold monthly meetings and activities programming for adults as well. The white institutions as well. Although regularly. While most meetings are for opportunities are truly endless, and as a these are historically black organi- members only, many activities and ser- member of one of these organizations zations, it’s important to note that vices are open to the public, and pro- myself, I can honestly say, we’re so membership isn’t limited by race, vide an opportunity for you to meet looking forward to working with you! and members come from a range of members, share your thoughts, and get Great links to get you started: diverse backgrounds and ethnicities. to know more about what they are Alpha Phi Alpha Fraternity, Incorpo- There is a great need for our minor- already doing to serve your library’s rated—http://www.apa1906.net/ ity or underrepresented teens to see larger community. Through their own Alpha Kappa Alpha Sorority, Incor- community members and activists youth auxiliaries, many chapters hold porated—http://www.aka1908.com who refl ect themselves and their teen forums, empowerment summits, Omega Psi Phi Fraternity, Incorpo- larger world. and other activities where you can rated—http://www.oppf.org As part of a hip-hop program at have your teens meet you. Kappa Alpha Psi Fraternity, Incorpo- my library, two of my friends, who In my experience partnering with the rated—http://www.kappaalphapsi1911. happen to be members of Alpha Phi local chapter of Zeta Phi Beta sorority, com Alpha, talked to teens about how I’ve been able to expose my teens to Delta Sigma Theta Sorority, Incorpo- music and art can be their weapon of World AIDS Day, Finer Womanhood rated—http://www.apa1906.net/ choice instead of guns. This program Night, a prom dress giveaway, and an up- Phi Beta Sigma Fraternity, Incorpo- also led to a great conversation on coming poetry slam. They’ve also hosted rated—http://www.phibetasigma1914. the history of hip-hop being used a college fair for the library, a scholarship org for social change and impact. This essay workshop, presidential debate watch Zeta Phi Beta Sorority, Incorpo- opportunity served to introduce my parties, and undergraduate members rated—http://zphib1920.org teens to young black men whose titles have also made visits to my teen room Sigma Gamma Rho Sorority, Incor- ranged from business owner, musician, to talk about college life. In every case, porated—http://www.nphchq.org and social activist to photographer, someone from the chapter was assigned Iota Phi Theta Fraternity, Incorpo- and architect. A number of my teens to work with me on the logistics and rated—http://www.nphchq.org remarked that they’d never met an even provided treats for attendees, taking The National Pan-Hellenic Council— architect, let alone a black one, nor a large amount of work off my shoulders http://www.nphchq.org had they ever thought about music and expanding my reach. from the business side. Showing our Whether you invite members of teens what they can become, and how BGLOs to come in and talk to your they can use that to enrich the lives teens about their own current initiatives, REGINA TOWNSEND is the Teen Services of others, is a huge part of our service or you decide to fully partner with Librarian at the Forest Park Public Library in to them. them on a service project or program, the western suburbs of Chicago.
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Encouraging Josh Hem-Lee and Hadiya Evans Youth Overview lead in planning culturally inclusive outh in our country are some- programming with an African/African Activism times seen as apathetic and American focus. It was in one of these Ypolitically disengaged, but in meetings that Davis and Klett pro- the aftermath of recent events that posed the idea for a social issue–based have stirred the nation’s conscious- book discussion program. Davis and Through ness, it is our youth who have been Klett envisioned creating a monthly at the forefront of protests, marches, book discussion program hosted at and the like. For proof of this, look twelve DPL locations. Each month Participation no further than the school walkouts a branch would spotlight a different when the changes to Deferred Action social issue topic lead by a facilita- for Childhood Arrivals (DACA) were tor with author participation. Over announced, as well as after the verdicts the course of several meetings, the in Community in several high-profi le police brutality Read. Awareness. Dialogue. Action. cases, which featured young African (R.A.D.A.) planning committee was American men. formed and took Davis and Klett’s pie-in-the-sky idea and scaled it down Discussions History/Genesis to something manageable. It was Around March of 2015, cowork- agreed that the discussion program ers and librarians James Davis and would fi rst be pilot tested at two loca- at the Library Evi Klett felt increasing feelings of tions with the intent to see how well professional helplessness at the social it was received. With a plan in place, unrest visible in communities locally zero budget, a timeline, committed and nationally. On several occasions, locations, and a list of relevant themes each had conversations with library and topics in hand, it was just about customers related to or directly about time to take the show on the road. Creating a third police brutality, policing policies, It was not lost on us that two of the immigration, the uncertainty of health many high-profi le cases over the past care, and the rising cost of housing. couple years involved young men: space to facilitate However, all of the interactions were 17-year-old Trayvon Martin in San- squeezed in between a library-related ford, Florida in 2012 and 18-year-old discussion that transaction leaving each with feel- Michael Brown in 2014 in Ferguson, ings of things left unresolved. Davis Missouri. These statistics hit home and Klett felt the library could offer not only with several members of the can inspire action community members a safe place to R.A.D.A. committee who are parents discuss the underlying issues that drove of young people of color but also for the unrest in communities across the the communities the Denver Public United States. Library serves. The tragic and prema- The Denver Public Library (DPL) is ture loss of lives of these two young home to several internal committees, men ignited the spark to do more and one of these is the African Amer- than sit on the sidelines as bystanders. ican Planning Group, comprised of The R.A.D.A. committee formed and staff who work throughout the library mobilized with a mission to step up system. The committee is self-ap- the library’s role as a safe “third space,” pointed and members have taken the i.e., a space where facilitators and
26 YALS » YOUNG ADULT LIBRARY SERVICES » WINTER 2018 community members felt comfortable copies are available in the system, and in diffi cult and often uncomfortable initiating hard conversations of social (4) written in an accessible style. The conversations. issue-based dialogue and action. committee also actively solicits the R.A.D.A. Discussion Guidelines: In order to establish and distinguish opinions of the Teen Advisory Board • Listen actively, seek fi rst to the program from the standard variety (TAB) members at various branch lo- understand book clubs available at the library, it cations. These young men and women • Keep an open mind was decided that we needed to brand are very forthcoming with informa- • Be respectful and honest in com- the book discussion program with tion and ideas about what they feel are munication a clear mission and unique name. topics of importance and value. • Be mindful of others and do not After much discussion the commit- dominate the discussion tee decided to go with the acronym Structure of the Discussion • Speak your truth without blame or R.A.D.A. Our mission: Read to raise Early in the planning stages of judgment our social consciousness; to exchange R.A.D.A. we realized as a committee • Critique ideas not people ideas, understandings, and experiences; and to discuss actions that individuals and communities can take to address problems we are facing. Each com- ponent of the name clearly outlined Involving youth in discussions of this what we saw and felt our community wanted, fi lling a need that empow- nature can only bene t them, not the ered communities to speak in a safe space and trusted environment. Of least of which is that they develop the four aspects of the mission, the action component was perhaps the public speaking skills , debate skills, most important. Time is set aside at each discussion to address ways to take and perhaps most importantly, critical action in a form that makes sense to the participants. We provide a resource thinking skills. table with related books on the topic and organizations of note who are that we wanted the discussions to The rules are covered and displayed in active. Our desire is to inspire partic- delve past the surface and push the a prominent place at the start of each dis- ipants to be the change they wish to envelope with topics that could be cussion, as a friendly but fi rm reminder see in their community. It is a com- viewed as provocative but were a of ways to keep the discussion on track. mon cliché, but “the youth are the fu- reality for many of the customers we ture,” and it is important to give them serve. We were ready to set off on this Reaching Our Audiences: the tools that they will need to effect journey and felt justifi ed in our de- Teens and Adults social change. It was also decided early cision our customers were indirectly Anyone who has ever interacted on that discussions would be open to and directly demanding for a space with teens know that like their everyone whether they read the book to be heard. So, what happens when adult counterparts, they are a very or not, and specifi cally appeal to and you put a group of people in a room heterogeneous demographic of library encourage youth participation. who are passionate? Obviously, it will customers. On average the Denver As a committee we allow current become the perfect recipe for a lively Public Library offers over twenty-fi ve events to guide how we determine the and sometimes heated discussion with teen-focused events a year with more topic of the discussion that ultimately various levels of “spicy” in terms of programming available during the informs the book selection process. tone and direction of the conversa- summer months. To ensure that the Without a dedicated budget we rely tion. To avoid any inappropriate be- R.A.D.A. discussion program includes heavily on the library’s collection and havior, but at the same time encour- teen participants we have made a con- draw exclusively from titles we already age healthy dialogue, the committee scious effort to fi rst and foremost le- own that meet specifi c criteria: (1) established nonnegotiable ground verage the already existing relationships fi ts the topic, (2) published in the last rules to help guide the conversation we have with youth at our branches. fi ve years, (3) at least three or more and invite alternative ways to engage Many of our teen customers have
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grown up with us from after-school and a hardworking marketing and of the cofounder James Davis, sev- programs to TAB, and even volunteer- communications department that eral students from the mentoring ing and summer jobs. We also reached assists in the promotion of the many organization that Davis is a part of out to area schools and, specifi cally, events held system wide. We also rely attended. They were very forthright as teachers at said schools. Over the years on a variety of social media and Web- they talked about how they perceive librarians have cultivated relationships based platforms to help get the word themselves, how people see them, and with teachers through school visits out. Facebook, online calendars, and what they think about the problems and the like. Some high school social blog posts make it extremely easy to and changes in their community. It studies teachers and guidance counsel- link, post, and repost. was not lost on participants that the ors encourage their students to attend One of the fi rst books the R.A.D.A. branch in which this discussion was events such as these for extra credit. committee chose as part of our pilot held was named after activist Rodolfo Also, some branches in the DPL system test was The Griots of Oakland: Voices “Corky” Gonzales. In a serendipi- see huge infl uxes of teens every day from the African American Oral History tous moment of fortune, the author after school as they do homework, Project by Angela Zusman, which Angela Zusman, who is executive socialize, and help care for younger sib- featured young men in Oakland director and founder of the Story For lings. These are ready-made audiences California as they talked about their All Project, found information about of sorts and ones that we readily tap daily life, hopes, dreams, and aspira- the discussion online while search- strive to add different perspectives to tions for the future. The discussion ing for something else and was able the discussions. on this book featured a wide cross- to connect via a Skype call. Some In addition to using the committee’s section of the community, some of of the youth at this discussion were extensive professional network, the whom were young men from the a bit hesitant to pose questions to committee is fortunate to have access Denver community. As a committee the author, but with some gentle to a dedicated in-house print and we are continuously searching for way encouragement from those present graphic design shop that creates and to engage youth participants. At this soon loosened up! Some teens were disseminates large quantities of fl yers, particular discussion, at the invitation quite content to sit and observe while
28 YALS » YOUNG ADULT LIBRARY SERVICES » WINTER 2018 others were more involved and vocal. both authors. The novel follows the The Artist and Scribe: We support participation at whatever storyline of two young men, one black Documenting the Discussion level our attendees feel comfortable. and the other white, and the events No project of this size can occur Fast forward two years since its that follow from a specifi c incident of without the help of many partners, inception and the R.A.D.A. discussion police brutality that put one on the and the R.A.D.A. committee was for- program has taken off and reached receiving end and the other on the tunate early on to count on the help audiences well past expectations. witnessing end of the altercation. of Denver-based strategic illustrator To date eight discussions have been A powerful discussion doesn’t begin Kriss Wittman. She was able to chron- hosted in communities across Denver, to summarize things. Reynolds and icle in real time the various discussions covering topics ranging from mental Kiely were able to take an audience that were held. Wittman describes the health to the prison industrial com- of 100 and make it feel like you were process as “a perfect tool for bridg- plex to immigration. Some books, having a deep conversation with friends ing an event’s experience with the however, naturally generate a buzz, while sitting around a kitchen table. world of visual thinking to illuminate and by hosting a discussion around The discussion tackled hard conver- key concepts, different perspectives, the book we can tap into the buzz for sations around race, privilege, and decisions and the collective input of easier marketing. Although most of the perception. We have been very fortu- the participants.” Thus, the R.A.D.A. books we use tend to be nonfi ction, nate to connect on several occasions committee was able to chronicle the All American Boys by Jason Reynolds with the authors. Although we would happenings in a nonlinear fashion. This and Brendan Kiely surged to the top love to be able to host authors for each method also allowed us to circumvent of bestseller lists last year making it discussion, this is not fi nancially feasible any privacy issues or concerns as one an easy choice that would appeal to a nor our objective. At the end of the of our policies is that we obtain a diverse audience including teens. The day, providing a space to examine and waiver from minors before we take or R.A.D.A. committee partnered with unpack topics like police brutality in publish images. a local Denver bookstore, Tattered a safe space remain the goal of each The Denver Public Library is fortunate Cover, to host a discussion featuring discussion. to have not one but two departments
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dedicated to preserving history and enthusiastic that it can continue to artifacts. The Western History and impact the city of Denver and spark Genealogy Department and the Blair- meaningful discussions about some of Caldwell African American Research the many issues that plague our city. Library (the latter is the only one of its We have gained valuable support from kind between Detroit and California) our leadership. Michelle Jeske, City have active archives that collect the Librarian of the Denver Public Library, unique history of Colorado and the described the R.A.D.A. program as “a West. Plans are in place to have the stellar example of using insight gained many documents, drawings, and artifacts from our community engagement/ preserved and/or digitized for future deep listening work done neighbor- generations to access. hood by neighborhood to determine hyperlocal topics of concern and in- Evaluating the Program terest for dialogue at a branch library. As we evaluate the program we look at The fact that the topic and dialogue the numbers of people who attended, are based around a book makes it and, like most programs, attendance even more exciting! I’m very proud tends to fl uctuate depending on the of the work of the R.A.D.A. team.” topic and the book (for example, the As a committee we remain hopeful of All American Boys discussion had more fulfi lling James Davis and Evi Klett’s than 100 people). We have also been grand vision to have R.A.D.A. discus- trying to measure the program’s impact sions held at every branch of the Den- in the community. Some of these out- especially in larger urban libraries ver Public Library. We feel strongly comes may not be seen for some time where various issues impact different that each sector of the city has teens as youth mature and begin to become parts of the city. Involving youth in whose input should be heard, valued, active in their community. One posi- discussions of this nature can only respected, and recorded. tive thing that we have observed is that benefi t them not, not the least of youth are using the library space for which is that they develop public different reasons now instead of check- speaking skills, debate skills, and per- ing out materials, gaming, or spending haps most importantly, critical think- time with their peers. ing skills. All the aforementioned can JOSH HEM-LEE is a Librarian and HADIYA only serve them well and put them EVANS is a Library Program Associate with Conclusion on good footing in the future. As the the Denver Public Library; both are members Programs such as these are slowly R.A.D.A. program enters its third of the Read. Awareness. Dialogue. Action. but surely becoming more common, year of existence, we are increasingly (R.A.D.A.) planning committee.
30 YALS » YOUNG ADULT LIBRARY SERVICES » WINTER 2018 Creating Jarred Amato
Social and s a high school English teacher in East Nash- ville, I witness daily the impact literacy has Empowering Aon our communities. When students can read and write well there is no limit to what they can accomplish. Unfortunately, when they can’t, their Reading options in life are severely limited. Opportunities hat’s why my mission is simple: 07/where-books-are-nonexistent/ to inspire my students to become 491282/): limited book access. Tpassionate and profi cient readers As the researchers stated, “When and writers who possess the literacy there are no books, or when there are skills needed to choose their path upon so few that choice is not an option, graduation. I try my best to block out book reading becomes an occasion Exploring Project the noise and approach every day, every and not a routine.” lesson with that goal in mind. This is the problem my students and I Unfortunately, my students and I face have been working tirelessly to solve for LIT, a growing several challenges that make it harder the past year. And that is why we started for us to read as often as we’d like. Project LIT Community—to increase When asked to refl ect on their biggest book access and promote a love of read- youth focused barriers to reading, my students ranked ing in our schools and communities. technology and social media addiction Our fi rst step was to launch a book community number one. (To be clear, this isn’t just drive, and thanks to our students’ suc- a teenage problem; all of us could prob- cessful social media campaign, we col- ably name a few teachers who have lected more than 10,000 books by the gone years without reading a book.) end of 2016. From there, we began to Other reading obstacles included the place those books in our LIT librar- following: ies, converted USA Today newsstands, • Lack of time, from sports and band which we set up in local community practice and afterschool jobs to centers and YMCAs. responsibilities at home and, of However, we soon realized that the course, homework. solution wasn’t simply to increase • Lack of interest, motivation, and/or book access, it was to increase access to confi dence. high-quality, culturally relevant books. • Lack of reading role models, both Books that allow all students to see inside and outside of school. themselves in the pages. Books that • Lack of quiet, comfortable places to communicate to all students that their read, again both inside and outside voices and their stories matter—that of school. they matter. Books that spark diffi cult, And, there was one more challenge my but necessary conversations and effect students and I didn’t fully consider until change. Books that help promote em- reading this article (https://www.the pathy and kindness and invite us to look atlantic.com/education/archive/2016/ at the world through a different lens.
WINTER 2018 » YOUNG ADULT LIBRARY SERVICES » YALS 31 FEATURES
states working together to increase access to diverse books and promote a Mr. Amato’s Top 10 Tips for Creating love of reading (and yes, we’d love for a Positive Reading Culture you and your students to join us!). All Project LIT sites believe that all 1. Give students consistent time to read. 7. Instill a growth mindset in children will become skilled, lifelong 2. Give students choice. students and help them set readers if they have access to high-inter- 3. Increase access to high-quality, personalized reading goals. est, culturally relevant books along with culturally relevant books. 8. Encourage refl ection. daily opportunities to read and discuss 4. Create a nurturing reading 9. Discuss and celebrate reading. these books with caring peers and adults. environment. ALL. THE. TIME. Furthermore, we are committed to: 5. Be a reading role model. 10. Don’t give up. (1) fl ooding classrooms, schools, and 6. Know your students—relationships communities with diverse books; (2) matter! bringing our communities together to celebrate and discuss these books; and (3) inspiring and supporting one an- other in our effort to improve reading attitudes and outcomes. While each site works to address the However, we soon realized that the solution unique literacy needs of its community, the Project LIT Book Club selections wasn’t simply to increase book access— are what bring all of us together. Log on to Twitter and you’ll fi nd pictures it was to increase access to high-quality, of students, teachers, and community members across the country—from culturally relevant books. Books that allow Nashville and New York to Denver and St. Louis—reading, discussing, and all students to see themselves in the pages. celebrating great books every day. Books that communicate to all students that Student Vignettes their voices and their stories matter—that David N. Book deserts are on the rise, and my class- they matter. Books that spark dif cult, but mates and I decided to take matters into our own hands and do something about necessary conversations and effect change. it. Many don’t realize that our future generation is living a life without books, Books that inspire students to fall in love able real-world skills as they plan and and we as a community have to come with reading again or for the fi rst time. facilitate every aspect of the event) and together in order to save our society. And with that in mind, we started Proj- engage our community in a meaning- Project LIT community is fi ghting ect LIT Book Club. In its simplest form, ful way. Reading too often is a solitary to decrease and eventually eliminate it’s a monthly opportunity for students, experience, and Project LIT book club book deserts. Our work is needed in teachers, and community members makes it a shared one. today’s society, where kids are more to come together in our library to eat As we enter year two, we’re beginning likely to consider a phone over a breakfast (shout out to Krispy Kreme), to connect with schools and commu- book. Our job is to do away with that discuss themes and takeaways from amaz- nities across the country. Thanks to the mindset, so that our future can be ing books like All American Boys and The power of social media, we’ve started a brighter than the moon at night. Hate U Give, and test our close reading national, grassroots literacy movement. Honestly, I never saw books as a source skills in a trivia competition. Project LIT Community is now a net- to a better future, but my teacher, Mr. But, it’s also an opportunity to em- work of passionate teachers and students Amato, worked with me closely to un- power our students (they gain valu- in more than fi fty schools and twenty derstand the power of reading. I realized
32 YALS » YOUNG ADULT LIBRARY SERVICES » WINTER 2018 David N. that many people are living in class- rooms and communities without books, and I’m sitting here neglecting them. I started picking out my favorite books and immediately I was hooked. I never would have started reading without the help of this organization, and now it is an honor to spread that love for Calvin P. books with our community. Kids need examples out there, people who bring hope into their lives. Many children crave this project has taught me fundamental I know fi rsthand how hard it can be to a book to own and keep but don’t have skills such as teamwork, communication, read when there are no books around, so that luxury. Fortunately, we can fi x that. and persistence. for us to bring books in and make them I am most proud of the hard work and At fi rst this project was just an idea, accessible to all children is a great thing. dedication we have put into this organi- but through hard work and determi- We hope that this project spreads to zation over the past year. It is not com- nation we have lifted it to amazing schools across the nation and eventually mon to see students bond together like heights. After school, I have helped the globe. Reading truly is universal. we have. We are determined to save the place our LIT libraries in several loca- next generation, and we encourage other tions, including YMCAs and commu- Jakaylia S. communities to join our movement. nity centers, and it has been during Reading has always been a hobby of these trips that I have built bonds with mine, but after starting this project, I Calvin P. my fellow project managers. gained a greater appreciation for read- Project LIT Community started last fall Project LIT has helped us managers ing and was motivated to read even when an article appeared about book learn how to not only create a nonprofi t more. I have also learned how impor- deserts and our teacher, Mr. Amato, business but how to maintain one. These tant it is to give back. I’m most proud decided to do something about it. He skills will benefi t us later in life as we, of how far we’ve come as group and asked us, his students, what we would do the business owners of tomorrow, even- how quickly everything took off. I to fi x this. From collecting more than tually start our own companies. feel like I’ve grown along with Project 15,000 books and converting twenty Most of all, this project makes you LIT, and I’m proud to be a part of it. newsstands into LIT libraries to hosting understand how important reading is I learned to be a team player and to be a monthly community-wide book club, to the youth, and for that matter, adults. a better communicator. I’m normally a
WINTER 2018 » YOUNG ADULT LIBRARY SERVICES » YALS 33 FEATURES
in this organization, and I am a better multitasker, especially in managing time while dealing with the daily struggles at home. We have been successful because people have noticed that we are trying to put a stop to something that we all agree is harmful and should not be hap- pening. We faced some challenges along the way, but as a team, we got through it and kept moving forward. My favorite thing about Project LIT Community is our book clubs. Just being Rodrea B. able to talk about a book that you really like and get the questions you want to children to have access to books or ask answered and connecting with multi- they won’t be successful. ple people is exciting. The Project LIT So, how is Project LIT important? Jakaylia S. book clubs are just that: LIT! Everyone Project LIT eliminates book deserts and is enjoying themselves and having fun. provides people with books so they can shy person, but Project LIT has taught There is no negativity once you walk be successful in life. Through this experi- me how to be courageous and talk to through the double doors of the library, ence, I learned that you can help people people. Lots of community members and that’s the great thing about it. There in many ways and it’s pretty easy. I also attend our book clubs every month and is no fi ghting or arguing, just smiles and learned that helping people feels good. I we explain what Project LIT is all about laughter. Personally, I am ready for more feel like people’s futures are in our hands and why they should be a part of it. great book clubs and hopefully some and if we eliminate all the book deserts, I hope we inspire people to fi nd a opportunities to meet the authors of the then they’ll be successful. new hobby in reading! I know that amazing books we’ve read. I’m proud of all our progress. I remem- reading can take you far and can open ber when we were in class talking about you up to things you didn’t think were David J. starting Project LIT and now we’ve possible. I also know that reading gives Project LIT Community is an organi- completed our goals of collecting books, you a chance to choose your path and zation my classmates and I created to building little libraries, and hosting make the most out of life, and everyone help children around the world. There book clubs. We’ve done lots of things deserves that opportunity. Project LIT are places in this world where there in Project LIT, but the thing I would has humble intentions and it’s meant to isn’t any access to books; these places remember the most is when some of make the world a little bit better. are called “book deserts,” and our job my classmates and I went to Lipscomb in Project LIT is to eliminate those University and met Kwame Alexander; Rodrea B. book deserts. It is very important for he’s the author of Crossover and Booked, As the founders of Project LIT Com- two of our book club selections. munity, we take book deserts seriously Ever since we’ve started Project LIT, it and want adults and children to have has changed my perspective on reading. the same resources and opportunities I enjoy reading more than I did before that we have when it comes to reading. and I’m reading more even when I’m When it comes to reading, I am the not in class. Project LIT also helped me biggest fan, but I know that everyone is improve my vocabulary, communication, so lucky. I hope that we show students patience, collaboration, and creativity. that there is nothing wrong with being The future of Project LIT is very a bookworm and getting excited when bright—I can see it now: LIT libraries a book is put into your hands. on corners, in hospitals, in commu- Project LIT Community is like nity centers, and people walking up to another family to me. It’s an organi- them and getting books out. I can also zation I’m proud to say I’m a part of. see other teachers and students start- I’ve learned to be quick on my feet David J. ing Project LIT in their schools.
34 YALS » YOUNG ADULT LIBRARY SERVICES » WINTER 2018 JARRED AMATO is a high school English teacher ALL students become passionate, profi cient recently received the First Place Teacher Award in Nashville, TN and the founder of Project LIT readers. He loves working and connecting with for Literacy by Penguin Random House. You can Community. Jarred is an avid reader, writer fellow educators to create a vibrant literacy contact Jarred at [email protected] and and speaker who is passionate about helping culture in our schools and communities. He follow him on Twitter at @jarredamato!
FROM THE PRESIDENT (continued from page 3)
What do we mean by youth activism? • Youth need to learn about the issues unconference—again, all skills librar- Youth activism takes place when youth that are affecting their communities, ies can help teens develop! take “deliberate, strategic and powerful the nation, and the world. They need • Youth need mentors and allies— action to draw attention to issues that to understand why the issues exist, other youth and adults who are matter to them [and] which benefi t examine a variety of viewpoints passionate about issues, who are their communities,” thus bringing about the issues, identify who is unafraid to take a stand, and who about social change (https://freechild. currently involved in tackling these recognize that their voices matter. org/strategies/). The issues might be issues, fi nd out what people have Connecting youth to others is a key local, such as ending zero-tolerance already tried, locate people who are strength of libraries! disciplinary policies or providing lead- experts, and determine obstacles to • Youth need examples of youth- free drinking water in their schools; na- solving the issues (https://www. led activism—they need to hear tional, such as supporting DREAMers icivics.org/viewpdf.html?path=/ powerful stories of youth changing or advocating for mental health care for sites/default/fi les/CountySolutions- the world! YouTube, other social teens who are experiencing homeless- ActivityiCivics.pdf). To do this they media, and many other resources ness; or international, such as expanding need to engage in research, study, can provide important stories that access to education for girls or ending and critique (https://freechild.org/ will inspire youth to take action in ethnic cleansing. The actions might youth-led-activism/). Sounds a lot their own communities. Locating range from fundraising, to launching like inquiry—inquiry with a real resources, curating resources, and a community action or social media world purpose! And will require connecting youth to resources are campaign, to speaking to national or information literacy skills—defi nitely what libraries do! international leaders. skills libraries can help teens develop! The list of ways libraries can support Youth activism can be organic and • Youth need to be able to collabo- youth activism through community instantaneous. For example, a group rate with others. They need to learn engagement goes on! of teens might be frustrated that their skills such as how to run a meeting, At the end of the day, I guess I am an community center is closed on the how to manage a project, and how optimist. With all the turmoil occur- weekends and decide to advocate to to be a leader (and a follower). The ring in the world today, it would be the town council to keep it open. Or, kinds of 21st-century skills library easy to become despondent, to give it can be more sustained and occur in programs and services foster! up. But, I truly believe we can change more formal settings such as school • Youth need training on how to the world for the better and that our clubs (e.g., a GSA or a civics club), communicate their concerns and youth are our future. I have a teen- youth-based community organizations solutions to others, whether that aged son. He and his friends amaze (e.g., a Boys and Girls Club or local be other youth who care about the me every day with their compassion, chapters of the NAACP Youth Divi- same issues, community groups, deci- their insight, their optimism, and their sions), or national and international sion-makers, or government entities. motivation to make the world a better organizations (e.g., Hip Hop Congress This might entail learning how to place. Through this theme, I believe or DoSomething.org). make an infographic or PSA, prepare libraries will give teens the tools they What role can libraries play in sup- a PowerPoint presentation, organize need to create a better now and a porting youth activism? a social media campaign, or host an better future for all of us.
WINTER 2018 » YOUNG ADULT LIBRARY SERVICES » YALS 35 Atlantic Publishing is a new leader in the young adult nonfictionFEATURES book market. All of our young adult titles align with state and national common core standards and are equipped with a Lexile measurement, making it easy for you to place orders based on age requirements and need. Our youthful, yet experienced writers and editors are in-tune with what captures the interest of teens. These action-packed and easy-to-read books are sure to stimulate any young reader’s short attention span. The pages are full of humor and fast facts that showcase the interesting details about the historical subject at hand. We are excited to offer a PDF sample of any book you’d like to delve in to.
Paperback and e-Book: $19.95•Library Binding: $34.95 Career College Life Reading Level: 9 - 10 Reading Level: 11-12 Interest Level: 7 - 12 + Interest Level: 10 - 12 + The Young Adult’s Guide to Dream Interpretation: Learn What Your Dreams Mean 6" x 9"•200 - 288 pages•Perfectbound 6” x 9”•200 - 288 pages•Perfectbound Paperback: 9781601389824 Introductory Material•Color Photographs•Sidebars Introductory Material•Color Photographs•Sidebars e-Book: 9781601389930 Author Biography•Bibliography•Additional Author Biography•Bibliography•Additional The Young Adult’s Guide to Neuro-Linguistic Information Section•Index•Glossary Information Section Index•Glossary Programming: A Step by Step Guide to Using Historical Anniversary Library Binding: 9781620233245 NLP to Enhance Your Life The Young Adult’s Guide to Communication: Fast Cash: The Young Adult’s Guide to Detailing Healthy Cooking & Nutrition for College Paperback: 9781620231838 Reading Level: 9-10 Cars, Boats, & RVs Students: How Not to Gain the Freshman 15 Learn to Start a Conversation with Anyone in e-Book: 9781620231845 Interest Level: 7 - 12 + 30 Seconds or Less Paperback: 9781620231692 Paperback: 9781620231593 Library Binding: 9781620232408 e-Book: 9781620231708 e-Book: 9781620231609 6” x 9”•180 pages•Perfectbound•Photographs Paperback: 9781601389831 Library Binding: 9781620232354 Library Binding: 9781620232552 The High School Student’s Guide to Research Author Biography•Index•Additional Information e-Book: 9781601389947 Papers: 101 Ways to Make Your Work Stand Out Section•Bibliography•Timeline•Sidebars and Fast Library Binding: 9781620233337 Fast Cash: The Young Adult’s Guide to Pet College Study Hacks: 101 Ways to Study Easier Paperback: 9781620231876 Facts•Introductory Material•Glossary Sitting & Walking and Faster The Young Adult’s Long-Distance Relationship e-Book: 9781620231883 Survival Guide: Tips, Tricks & Expert Advice for Paperback: 9781620231678 Paperback: 9781620231913 Library Binding: 9781620232422 This historical anniversary series brings to life the images e-Book: 9781620231685 e-Book: 9781620231920 teens see on the news. When landmark anniversaries Being Apart and Staying Happy Library Binding: 9781620232347 Library Binding: 9781620232446 The Young Adult’s Guide to Stop Bullying: approach, we have the accompanying book you need to Paperback: 9781601389862 Understanding Bullies and Their Actions tie everything together. These vibrant, conversational e-Book: 9781601389978 So You Want to Be a Commercial Airline Pilot: I’m Off to College: Now What? A Step-by-Step Paperback: 9781601389886 Library Binding: 9781620233351 Here’s the Info You Need Guide to Surviving the First Year books appeal to teens in a way that standard history e-Book: 9781601389992 books don’t. With narrative prose that reads like a fiction Every Young Adult’s Breakup Survival Guide: Paperback: 9781620232095 Paperback: 9781620231975 Library Binding: 9781620233283 e-Book: 9781620232101 e-Book: 9781620231982 thriller, this series is sure to liven up dated events for Tips, Tricks & Expert Advice for Recovering Library Binding: 9781620232521 Library Binding: 9781620232477 The Young Adult’s Guide to Robert’s Rules of every young adult. Paperback: 9781601389855 Order: How to Run Meetings for Your Club or e-Book: 9781601389961 So You Want to Be a Fashion Designer: So You Want to Go to Graduate School: Events that Changed the Course of History: Organization The Story of the Attack on Pearl Harbor 75 Library Binding: 9781620233177 Here’s the Info You Need A Step-by-Step Guide to Getting Accepted Paperback: 9781620231715 Paperback: 9781620232057 Paperback: 9781620231999 Years Later The Young Adult’s Guide to Meditation: Easy e-Book: 9781620231722 Paperback: 9781620231425 Techniques that Reduce Stress and Relieve e-Book: 9781620232064 e-Book: 9781620232002 Library Binding: 9781620232361 Library Binding: 9781620232507 Library Binding: 9781620232484 e-Book: 9781620231494 Anger, Anxiety & Depression I Didn’t Learn That in High School: 199 Facts Library Binding: 9781620232248 Paperback: 9781601389879 So You Want to Be a Real Estate Agent: I’m Applying to College: Now What? A Step- About Credit Scores People that Changed the Course of History: e-Book: 9781601389985 How to Pass Your State License Exam by-Step Guide to Writing Applications & Essays Paperback: 9781620231739 Library Binding: 9781620233344 Paperback: 9781620232118 Paperback: 9781620231951 The Story of John Quincy Adams 250 Years e-Book: 9781620231746 After His Birth The Young Adult’s Guide to Saying No: e-Book: 9781620232125 e-Book: 9781620231968 Library Binding: 9781620232576 Library Binding: 9781620232538 Library Binding: 9781620232460 Paperback: 9781620231456 The Complete Guide to Building Confidence e-Book: 9781620231524 and Finding Your Assertive Voice So You Want to Join the Music Industry: The College Student’s Guide to Research Papers: Finance Library Binding: 9781620232262 Paperback: 9781601389893 Here’s the Info You Need 101 Ways to Make Your Work Stand Out e-Book: 9781620230008 Paperback: 9781620232033 Paperback: 9781620231852 People that Changed the Course of History: Reading Level: 9-10 The Story of Frank Lloyd Wright 150 Years Library Binding: 9781620233269 e-Book: 9781620232040 e-Book: 9781620231869 Interest Level: 7 - 12 + Library Binding: 9781620232583 Library Binding: 9781620232415 After His Birth 6” x 9”•200 - 288 pages•Perfectbound Paperback: 9781620231470 Writing So You Want to Join the U.S. Peace Corps: College Study Hacks: 101 Ways to Score Higher Introductory Material•Color Photographs•Sidebars e-Book: 9781620231548 Here’s the Info You Need on Your SAT Reasoning Exam Author Biography•Bibliography•Additional Library Binding: 9781620232255 Reading Level: 9-10 Paperback: 9781620232071 Paperback: 9781620231890 Information Section Index•Glossary People that Changed the Course of History: Interest Level: 7 - 12 + e-Book: 9781620232088 e-Book: 9781620231906 The Young Adult’s Guide to Starting a Small Library Binding: 9781620232514 Library Binding: 9781620232439 The Story of John F. Kennedy 100 Years After 6” x 9”•200 - 288 pages•Perfectbound Business: 101 Ideas for Earning Cash on Your His Birth Introductory Material•Color Photographs•Sidebars The Young Adult’s Guide to Being a Great The Young Adult’s Guide to Surviving Dorm Life: Own Terms Paperback: 9781620231487 Author Biography•Bibliography•Additional Waiter and Waitress: Everything You Need to Skills & Strategies for Handling Roommates Paperback: 9781620231616 e-Book: 9781620231555 Information Section•Index•Glossary Know to Earn Better Tips Paperback: 9781620232019 e-Book: 9781620231623 Library Binding: 9781620232286 The Young Adult’s Guide to Flawless Writing: Paperback: 9781601389916 e-Book: 9781620232026 Library Binding: 9781620232316 Events that Changed the Course of History: Essential Explanations, Examples, and Exercises e-Book: 9781620230022 Library Binding: 9781620232491 The Young Adult’s Guide to Identity Theft: Paperback: 9781601389817 Library Binding: 9781620233320 The Story of the Russian Revolution 100 The Young Adult’s Guide to Graduating College A Step-by-Step Guide to Stopping Scammers Years Later e-Book: 9781601389923 The Young Adult’s Survival Guide to Interviews: Debt-Free: Skills and Strategies Paperback: 9781620231791 Paperback: 9781620231432 Library Binding: 9781620233238 Finding the Job and Nailing the Interview Paperback: 9781620231937 e-Book: 9781620231807 e-Book: 9781620231500 So You Want to Start a Blog: A Step-by-Step Paperback: 9781601389909 e-Book: 9781620231944 Library Binding: 9781620232385 Library Binding: 9781620232231 Guide to Starting a Fun & Profitable Blog e-Book: 9781620230015 Library Binding: 9781620232453 The Young Adult’s Guide to School Fundraising Paperback: 9781620232170 Library Binding: 9781620233276 Events that Changed the Course of History: 101: Fun & Easy Ideas for Small Events The Story of Mississippi Becoming a State 200 e-Book: 9781620232187 Education Paperback: 9781620231630 Years Later Library Binding: 9781620232309 e-Book: 9781620231647 Paperback: 9781620231449 So You Want to Publish Your Own Book & Reading Level: 9-10 Library Binding: 9781620232323 e-Book: 9781620231517 E-Book: A Step-by-Step Guide to Fun & Interest Level: 7 - 12 + So Your Parent is a Veteran: A Step-by-Step Library Binding: 9781620232224 Profitable Publishing 6” x 9”•200 - 288 pages•Perfectbound Guide to Reaping the Financial Benefits People that Changed the Course of History: Paperback: 9781620232194 Introductory Material•Color Photographs•Sidebars Paperback: 9781620231814 The Story of Andrew Jackson 250 Years After e-Book: 9781620232200 Author Biography•Bibliography•Additional e-Book: 9781620231821 Library Binding: 9781620232545 Information Section•Index•Glossary His Birth Library Binding: 9781620232392 Paperback: 9781620231463 So You Want to Write a Children’s Book: The Young Adult’s Guide to Public Speaking: The Young Adult’s Guide to School Fundraising e-Book: 9781620231531 A Step-by-Step Guide to Writing and Publishing Tips, Tricks & Expert Advice for Delivering a 101: Fun & Easy Ideas for Big Events Library Binding: 9781620232279 for Kids Great Speech without Being Nervous Paperback: 9781620231654 Paperback: 9781620232132 Paperback: 9781601389848 e-Book: 9781620231661 Lifestyle e-Book: 9781620232149 e-Book: 9781601389954 Library Binding: 9781620232330 Library Binding: 9781620232293 Library Binding: 9781620233139 The Young Adult’s Guide to Selling Your Art, Reading Level: 9-10 So You Want to Write a Screenplay: I Didn’t Learn That in High School: 199 Facts Music, Writing, Photography, & Crafts Online: Interest Level: 7 - 12 + A Step-by-Step Guide to Writing for Film, About Being a U.S. Citizen Turn Your Hobby into Cash 6” x 9”•200 - 288 pages•Perfectbound Video, and Television Paperback: 9781620231753 Paperback: 9781620231777 Introductory Material•Color Photographs•Sidebars Paperback: 9781620232156 e-Book: 9781620231760 e-Book: 9781620231784 Author Biography•Bibliography•Additional e-Book: 9781620232163 Library Binding: 9781620232569 Library Binding: 9781620232378 Information Section•Index•Glossary Library Binding: 9781620232590 PLUS
Learn more at www.ala.org/ with young adults. YALSA is seek- The YALSA teentechweek. ing proposals that highlight best or emerging practices for libraries of all Upcoming Leadership sizes and capacities in the following E-Courses categories: Update In 2018–2019 YALSA will be offer- • Programs and services (includ- ing a series of e-courses focused on ing planning, implementing, and leadership to help library staff advance evaluating) their leadership skills, regardless of • Collections and content curation YALSA at the ALA Mi dwinter job type or level. In 2016, the Nexus • Digital and print literacies Meeting Leading Across Boundaries project • Youth participation Check out what YALSA has going on at released the Layers of Leadership • Partnering/Collaborations the ALA Midwinter Meeting, February framework that included six layers to • Equity and inclusion 9–12 in Denver, Colorado, by visiting consider in order to develop leader- • Outreach the wiki, and follow along with the ac- ship skills and take on an active role Learn more and submit a program tivities by checking the YALSAblog and as a leader in an organization—local, proposal or paper proposal by Feb- the #alamw18 and #alayma hashtags. state, regional, or national. In this ruary 1, 2018 at www.ala.org/yalsa/ https://tinyurl.com/YALSAMW18 e-learning series, each area of the yasymposium. framework will be explored: Apply by March 1 for the • Building Basic Leadership Skills, Apply by February 1 to January 22 to February 18, 2018 Spectrum Scholar Program • Next Step Leadership Serve on a Strategic YALSA is sponsoring two Spectrum • Leading Beyond the Library Walls Committee, Advisory Board, Scholars this year, which provides A limited number of scholarships or Task Force funds to individuals from diverse back- will be available for individuals who grounds to pursue their MLIS degree. demonstrate a fi nancial need. Please Want to update your skills, get lead- Learn more and access the application direct questions to: Linda W. Braun, ership opportunities, or be a part of at http://www.ala.org/advocacy/ YALSA’s CE Consultant, at lbraun@ moving YALSA forward while net- spectrum/apply leonline.com or 917-847-7804. working with your other colleagues? Learn more at www.ala.org/yalsa/ Serve on one of YALSA’s strategic Teen Tech Week™ 2018: onlinelearning/info. committees, advisory boards or task Libraries are for Creating forces! Submit a Program or Paper President-elect Crystle Martin will Celebrate Teen Tech Week, March 4–10, appoint members for 2018–2019. with the theme “Libraries are for creat- Proposal for YALSA’s 2018 Groups include: ing.” This year’s theme encourages teens YA Services Symposium • AASL/ALSC/YALSA Interdivi- to take advantage of all the great digital The call for programs and paper sional Committee on School/ tools offered through the library to proposals for the 2018 Symposium, Public Library Cooperation become content creators, and to leverage which will take place November 2–4 • Division and Membership Promo- library resources to share out their cre- in Salt Lake City, Utah, at the Sher- tion Committee ations, whether they be podcasts, videos, aton Salt Lake City Hotel are now • Editorial Advisory Board (YALS/ apps, games, wearable tech, or some open. The theme of the symposium YALSAblog) other fabulous invention or creation! is “Zeroing In: Focusing on Teen • Financial Advancement Committee Sign up for a free account on the Needs.” The symposium will explore • JRLYA Advisory Board offi cial Teen Tech Week website to how libraries can best support teens’ • Organization and Bylaws Committee download the themed digital poster, social and emotional learning to help • Research Committee bookmark, available in Chinese, them effectively navigate a challeng- • Summer Learning Committee English, and Spanish. On the site, ing world. • Teens’ Top Ten Committee library staff can also access planning Programs at the symposium will • The Hub Advisory Board and promotional resources, as well as cover the entire spectrum of topics • YA Symposium Planning + exchange ideas with fellow colleagues. related to providing services for and Marketing Taskforce
WINTER 2018 » YOUNG ADULT LIBRARY SERVICES » YALS 37 PLUS
What to Know Before You Volunteer you should receive an automated 2018 YALSA Book Awards Before you volunteer to serve on a e-mail confi rmation from YALSA. committee, advisory board, or task Appointments will be made by the and Lists force, you’ll want to learn about the president-elect in February and This year, the Youth Media Awards will tasks and responsibilities of each group. March 2018. Please do not expect take place Monday, February 12, at Check out the Committee FAQs at to hear from Crystle Martin before ALA’s Midwinter Meeting in Denver. www.ala.org/yalsa/committee-faq. March. For updates on the appoint- For information on how to view the On the YALSA website, you’ll also ments process, check the YALSAblog announcement live online, visit www. fi nd information about each of group’s (yalsa.ala.org/blog/). If appointed, ala.org/news/mediapresscenter/presskits/ functions, size, and more. Start your your term begins July 1, 2018. ymapk. Be sure to keep your eyes research at www.ala.org/yalsa/work- peeled that Monday for the winners of ingwithyalsa/yalsacommittee. Lastly, be The Fine Print all ALA book awards, including YALSA’s sure to read through YALSA’s Hand- All of YALSA’s strategic committees Alex, Edwards, Morris, Nonfi ction, book, especially the sections that list are virtual appointments, meaning Odyssey, and Printz Awards. Additionally, responsibilities for committee mem- you do not need to attend the Annual mid-February, you can also check out bers. View it at www.ala.org/yalsa/ Conference or Midwinter Meeting to YALSA’s 2018 Best Fiction for Young aboutyalsa/yalsahandbook. serve on a committee. The exception Adults and Great Graphic Novels for is the Symposium Local Arrangements Teens lists. The Amazing Audiobooks Complete the Volunteer Form Committee. YALSA is seeking indi- and Quick Picks for Reluctant Young To be considered for any committee, ad- viduals in the Salt Lake City area who Adult Readers lists were posted in visory board, or task force, please fi ll out can attend and help out with the event. late December at tinyurl.com/yalsa a volunteer form. It is available online Committee and advisory board ap- bookawards-lists. (go to www.ala.org/yalsa/aboutyalsa/ pointments are one-year terms, while In late February, be sure to visit www. yalsahandbook and choose “Committee task force appointments are three- or ala.org/yalsa/best to fi nd downloadable Volunteer Form”). When fi lling out six-month terms. Some groups are tools to promote winners at your library, the form, please be sure to include the very popular and may receive dozens part of YALSA’s new Best of the Best! name of the groups that you’d most like of volunteer forms for just two or You’ll be able to download customizable to serve on. If you don’t indicate a few three available spots. Your membership bookmarks featuring the winners of the that you’re particularly interested in, it is in YALSA must be current in order for 2018 Alex, Edwards, Morris, Nonfi ction, very diffi cult for the president-elect to you to be eligible to serve on a com- Odyssey, and Printz Awards. You can also fi nd the best fi t for you. Forms are only mittee, advisory board, or task force. download logos to use on your website kept on fi le for one year, so it’s impor- Questions? Please contact Crystle or in marketing materials in your library, tant that you fi ll one out each year that Martin at [email protected] spine labels to apply to titles that appear you would like to serve on a committee, or YALSA’s Membership Manager, in the Best of the Best, and other tools to advisory board, or task force. Letitia Smith, at [email protected]. promote the awards, as well as the Amaz- To learn about other ways to build ing Audiobooks for Young Adults, Best Timeline your professional skills and/or get more Fiction for Young Adults, Great Graphic Applications will be accepted involved in YALSA, please visit www. Novels for Teens, and Quick Picks for through February 1. Once submitted, ala.org/yalsa/getinvolved/getinvolved. Reluctant Young Adult Readers.
38 YALS » YOUNG ADULT LIBRARY SERVICES » WINTER 2018 Become a Friend of YALSA
Friends of YALSA (FOY) was created to ensure Emerging Leader. Funds also support areas such as excellence in the Association’s traditional programs advocacy, continuous learning, research, planning for and services to library workers serving teens and to the future and teen literacy & young adult literature. support growth in new directions as our profession meets the exciting challenges of the 21st century. Become a friend in any giving category by making your tax-deductible donation via credit card or Each year, FOY funds are used to support over sending a contribution by mail. $16,000 in member scholarships, grants and stipends, including a Spectrum Scholar and Visit www.ala.org/yalsa/givetoyalsa/give today.
Thank You! 2017 TEEN READ WEEK™ SPONSOR
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WINTER 2018 » YOUNG ADULT LIBRARY SERVICES » YALS 39 Members: $36 Non-members: $40 on sale now at the ALA store! www.alastore.ala.org/yalsa Program proposals now open!