We have blogged about our field trip adventures before - Library Stars for 2nd graders (now in it's third year), and our two new additions: Library Sneakers for 2nd graders and 7th grade tours. These intensive field trips aim to introduce the kids to the library and its resources in a fun (but focused way) that is choreographed so expertly it looks like we are making it all up as we go. Let me talk about this from the perspective as a manager of our department.
The field trips take a ton of hidden-to-all-but-us work and preparation. We get class lists from the school, look up each and every student for fines and whether they have a card, drop off and pick up new card registrations, set a 2-month storytime hiatus to accommodate the twenty + tours, forgive all but cost-of-book fines for all children – and offer “Fresh Start” cards and forgiveness to parents of kids with COBs – create special bookmarks, write the scripts, recruit from among staff outside the department to have the 3 field trip leaders and desk coverage (and few, if any, twelve hour days or split shifts).
On the day of the field trip, each librarian guide knows her part and is committed to hitting their mark. Classes are split in three and rotated among the librarians (one does book talks, one does a YS intro tour, one does a “secret background”). If we stray off the clock, one group has to wait. Uh-uh. Not gonna happen. There is also improvisation (the group is late but has to leave at the same time; the kids can't focus so we decrease the time free-exploring the books and collections) that flows smoothly because the staff is ready.
The results are worth every bit of background prep - seeing new faces at the library, knowing kids understand just a bit more about how we work and the way accompanying parents and teachers get excited and look forward to these trips. We get an excellent rate of returns (kids who come back get book bags or a special star), the preschool parents who have to forego storytime are grudgingly understanding and staff throughout the library are super supportive.
Our first year was grant funded; our second funded by the schools and the third year our school coordinator and I had talked about the library splitting the costs. The financial pressures on the district are as keen as those we feel at the public library. It's a small thing to prioritize this support . Shall we spend, for each grade level, $500 of our programming money on busing that reaches 1200 kids or hire 3-4 performers for the same cost, far fewer in attendance and no message about libraries or what we do? Hmmm. Snap! We know the answer to THAT!
And then you get this message below (in answer to our query on what we owe for half of this year's busing) from the school coordinator and every piece of this is even more powerful:
I'm so glad everything went well and that our families are finding value in our community libraries. I know you sincerely want to help with the cost, but it is not necessary. We budgeted for the buses and all went well. The time your staff spends with our students and staff at our elementary and middle schools more than covers the 'in kind' cost of traveling to get to the libraries! Your work with Central HS is also very appreciated and we're working on the ways to get you connected at Logan High as well for next year! This is how partnerships work, in our humble opinion.
We'll budget for the trips again next year -- it is so worth it for our kids!
(and in a PS to our director, she wrote:Iknow that you are fully aware of the value of your staff, but I just want to tell you once again what a great group of professionals you have -- their commitment to our community is over and above most. If at anytime you want to highlight this partnership at one of your library board meetings -- happy to stop by and have our teachers/kids tell their stories!)
As a manager, I am intensely proud of my whole crew. I open doors and support their work, play devil's advocate to hone the process, help connect the right team member to the work or piece of the work that best fits their skills and talents. All the rest, ALL THE REST, is done by the team. To step back and see them all step up is what I am there for. And, as a manager, to read that support for their efforts from our school peers is all I need at the end of the day. Thank you Linda, Celine, Sara, Brooke and Emily (and my management colleague Jen) for what you do.
I was so excited to see the issue of breaks in storytime being addressed over at Lisa's blog
Libraryland. She and Mel are posting results and discussing implications from a recent survey on
storytimes and workload. I was as surprised as Lisa that almost a third of survey respondents didn't take breaks or weeks off in their annual storytime schedule.
I have often wondered what motivates people to raise storytimes (or let's face it, any program for kids, teens or adults) up to a no-break model. Is it:
- administration requiring 52 week schedules
- tradition - that's how it was when I came
- fear of losing participants
- service-to-the-community-above-and-beyond ethos
- love those little munchkins and need my weekly fix (the mutual "I can't do without them; they can't do without me" syndrome)
- concern that patrons will complain
- anxiety that patrons will leave and use another library
- or what?
I have seen alot of trepidation and tradition that keeps people from building in time for re-energizing, CE, conferences, service to other age groups,vacations, introduction of new types of early literacy programs etc. In order to keep up the pace, youth library staff take program preparation work home, only do storytimes as their program focus and often don't have the creative energy to develop their programs or services for other age groups or to serve the many families with preschoolers who cannot attend storytimes.
If storytimes are to entertain, than fear of losing the audience might be real. If storytimes are to model and help provide parents with the early lit support they need to be their child's first teacher, it seems that breaks are easily incorporated since parents have the tools that you provided to keep modeling awesome early lit work with their kids!
Once library staff start to take breaks, most see that their concerns were unfounded. Patrons do return. Time spent away from a routine helps create time to tackle other projects and plans that enhance services.
We are just off a
ten week storytime hiatus (wait, make that 13 weeks, I forgot we stopped mid December!). What happened? All but one storytime filled up when we re-started after the break. We had to add an additional storytime because of the demand. A poorly attended storytime that we morphed into a preschool "maker program (art and STEAM) filled up immediately (we could have added five more sessions based on demand). Staff and families came back refreshed, excited and happy.
What if YOU want to take breaks but your administration or co-workers are reluctant? - Share the thinking (like Lisa's post above) going on in the library world about breaks - here and here are two examples.
- Come to discussions prepared with a concrete plan for one thing you will use break time for (begin development of 1000 Books Before Kindergarten program; attend a conference or Roadtrip CE or have another staffer who covers desk while you are in storytime attend; develop a new type of tour or outreach; develop a program or series for an underserved age group or meet with school/daycare colleagues to start planning service partnership ideas).
- Honestly discuss what the programming philosophy of the whole library is and look at comparisons between service to other age groups and other staff responsibilities in this area. Sometimes, coworkers or administration don't see the efforts that go into storytime (Storytime Underground's "Literacy is NOT a luxury") - once they come to understand what is happening, they can more easily see why breaks to re-charge, offer other types of programs and etc are necessary.
What if YOU want to take breaks but your patrons are reluctant and pushback?
- Thank them for their support and love of your programs.
- Tell them what will happen during break that will help makes your library even more uber (I will learn more to serve you better by attending training; other age groups will be served; you will still be coming in often for books and to say hi; we are excited to take the time to write a grant to create an early literacy area, etc)
- Consider adding a simple "transition" activity - Book Bundles, Preschool Dance party, coupon book; stealth or DIY activity station; more frequent change-out of flannels or activity boards in early literacy corner - that makes parents want to keep up weekly or bi-weekly visits during the break.
- Let parents know you have been their stealth personal guru, equipping them with the know-how to be storytime ninjas themselves at home! Ask them to be mighty and let you know how they do over break.
- Encourage them to use the break to get an extra level of 1000 Books Before Kindergarten finished.
Breaks work. Storytimes continue strongly (and sometimes stronger!) after a pause. Really, try it, you will definitely like it!
I was happy to see this post from my colleague Leah Langby over at
Keeping Up with Kids. She discusses a number of good reasons to create breaks in storytime sessions. Her list is clear, encouraging and concise.
I am a big advocate of this concept and have
blogged about it before. Some people pile too much on their plates and keep jamming more on to serve all the needs - no breaks and just keep doing more. Some people are happily comfortable with routine and love storytime so much they just can't give it up - and are fearful of trying something new. No breaks for this person means things can stay at status quo. Some people are so fearful of people leaving and not coming back that they just keep grinding out sessions.
It's ok to recharge and re-group. It's ok to take time for other tasks on the job - from collection development to developing partnerships to outreach. It's ok to give yourself the space and time to evaluate, re-work, blue sky and improve the content of not just your storytimes but all your programs.
Talk to your families and let them know that what you are doing in storytime is giving them the tools to enhance literacy with their children. Talk to your families and let them know you serve many ages of children and you balance the many needs. Talk to your families and ask them what other types of do-it-yourself spaces and stealth programs you might develop to engage them while they are at the library. Talk to your families and let them know you are also there to help them to connect with great books, media and digital content. Letting them know the reasons behind changes helps them navigate that break.
Not only will they get zen, but so will you!
I appreciated these post very much since I am "on break" and was feeling guilty. The time off to recharge is very important for all of us!