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Viewing: Blog Posts Tagged with: professional development, Most Recent at Top [Help]
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1. Register for Summer 2016 Online Courses

Register for a Summer 2016 ALSC Online Course!

The Association for Library Service to Children (ALSC) encourages participants to sign up for Summer 2016 ALSC online courses. Registration is open for all courses. Classes begin Monday, July 11, 2016.

One of the three courses being offered this semester are eligible for continuing education units (CEUs). The American Library Association (ALA) has been certified to provide CEUs by the International Association of Continuing Education and Training (IACET). ALSC online courses are designed to fit the needs of working professionals. Courses are taught by experienced librarians and academics. As participants frequently noted in post-course surveys, ALSC stresses quality and caring in its online education options.

NEW! Engaging Readers and Writers with Interactive Fiction
4 weeks, July 11 – August 5, 2016
Instructor: Christian Sheehy, Digital Initiatives Librarian, Xavier University

The Newbery Medal: Past, Present and Future
6 weeks, July 11 – August 13, 2016
Instructor: KT Horning, Director, Cooperative Children’s Book Center, University of Wisconsin- Madison

Science, Technology, Engineering and Math (STEM) Programs Made Easy
4 weeks, July 11 – August 5, 2016
CEU Certified Course, 1.2 CEUs
Instructor: Angela Young, Head of Children’s Department, Reed Memorial Library

Detailed descriptions and registration information is available on the ALSC website. Fees are $115 for personal ALSC members; $165 for personal ALA members; and $185 for non-members. Questions? Please contact ALSC Program Officer for Continuing Education, Kristen Figliulo or 1 (800) 545-2433 ext 4026.

Images are courtesy of ALSC.

The post Register for Summer 2016 Online Courses appeared first on ALSC Blog.

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2. Gimme a C (for Collaboration!): How Our Standards Relate and Interconnect

This past November, I saw a post on our
North Carolina State Library blog about the SPLC-Committee-Wordle-300x240-300x240new Competencies for Librarians Serving Children in Public Libraries.  After reading, I was curious to see how they compared to our North Carolina School Library Media Coordinator Standards.  Similar to other states, our NC SLMC standards are based on guidelines from AASL, ISTE, Partnership for 21st Century Skills, ALA/AASL Standards for Initial Preparation of School Librarians and other state standards.  After reading this document and noticing that it is geared towards those serving ages birth to 14, I decided to also check out YALSA’s Competencies for Librarians Serving Youth* since I am in a high school setting.

jigsaw_teamwork

I wanted to see if there were areas where we overlapped that might be used to promote more collaboration between school and public librarians.  I noticed that we had similar standards although some of our elements may come under different standard headings.  Some key places for collaboration are education, resources and digital access, professional development and advocacy.  Below, I have listed standards from ALSC and YALSA that I felt correlated with our NC school librarian standards.   You can match up your own state’s school librarian standards where mine are listed.

Educational Practices
ALSC Standard I.5. Understands current educational practices, especially those related to literacy and inquiry.

ALSC Standard II.2. Instructs and supports children in the physical and digital use of library tools and resources, information gathering and research skills, and empowers children to choose materials and services on their own.

YALSA Standard II.1. Become familiar with the developmental needs of young adults in order to provide the most appropriate resources and services.

YALSA Standard VII.5. Instruct young adults in basic information gathering, research skills and information literacy skills – including those necessary to evaluate and use electronic information sources – to develop life-long learning habits.

NC SLMC Standard 1.a. School library media coordinators lead in the school library media center and media program to support student success.

NC SLMC Standard 4.a. School library media coordinators use effective pedagogy to infuse content-area curricula with 21st Century skills.

In order to facilitate your local public librarians’ ability to keep up with educational practices, make a point of sharing any new state educational guidelines that are issued and also any school improvement initiatives that your particular school is implementing.  They may be able to facilitate your school meeting some of your initiatives.  Each semester I have the public librarians and the college librarians come in to do a session with our seniors before they start their Graduation Projects.  We instruct them on accessing the resources at the school library and also at the public and college libraries and review proper citation guidelines for using resources.  We are discussing also having them come in next year to do sessions with our juniors.

Resources and Digital Access
ALSC Standard II. 1. Creates and maintains a physical and digital library environment that provides the best possible access to materials and resources for children of all cultures and abilities and their caregivers.

YALSA Standard VI. 5. Be an active partner in the development and implementation of technology and electronic resources to ensure young adults’ access to knowledge and information.

NC SLMC Standard 3.a. School library media coordinators develop a library collection that supports 21st Century teaching and learning.

There are a number of public librarians from different states that are creating student access policies with school librarians so students can have easier access to digital and print resources.  Charlotte-Mecklenburg in NC has successfully been running their One Access collaboration format for a year now.  Our county is looking into developing a similar program.  Currently our high school librarians have worked with the public library to provide digital access for our students.  If there is a resource that you think would benefit your students and it is something that your library cannot afford, see if it is available at the public library and if there is a way that your students may be able to access it.

Programming
ALSC Standard III.7. Delivers programs outside or inside the library to meet users where they are, addressing community and educational needs, including those of unserved and underserved populations.

YALSA Standard VII.3. Provide a variety of informational and recreational services to meet the diverse needs and interests of young adults and to direct their own personal growth and development.

NC SLMC Standard 4.c. School library media coordinators promote reading as a foundational skill for learning.

Who doesn’t want help with running a special program or author visit to your school.  Public librarians are also good sources for book talks, helping with Battle of the Books events or collaborating on a makerspace activity, especially if you haven’t created one of your own yet. If your public library is located where your students live, see if you can help with afterschool programs or a weekend program, that way your students can see you in a variety of libraries and become aware that both librarians are there to support them.

Professional Development
ALSC Standard VII.9. Participates in local, state, and national professional organizations to strengthen skills, interact with fellow professionals, promote professional association scholarships and contribute to the library profession.

YALSA Standard III2. Develop relationships and partnerships with young adults, administrators and other youth-serving professionals in the community be establishing regular communication and by taking advantage of opportunities to meet in person.

NC SLMC Standard 5.b. School library media coordinators link professional growth to their professional goals.

We all enjoy going to conferences, in part to exchange ideas with fellow librarians. But there is often the issue of lack of time and funds.  Why not set up a local one-day conference and invite local school, public and academic librarians?  I am a member of the Azalea Coast Library Association which covers several area counties; we are about to have our first one-day conference with participants from all types of libraries including librarians from our local hospital.  No one has very far to travel and the very low registration fee includes lunch.  Another idea is to set up an after-school or workday coffee break with your public librarians to share information about what is taking place in your libraries.

Advocacy
ALSC Standard V.6. Communicates and collaborates in partnership with other agencies, institutions and organizations serving children in the community, to achieve common goals and overcome barriers created by socioeconomic circumstances, culture, privilege, language, gender, ability, and other diversities.

YALSA Standard III.3. Be an advocate for young adults and effectively promote the role of the library in serving young adults, demonstrating that the provision of services to this group can help young adults build assets, achieve success, and in turn, create a stronger community.

NC SLMC Standard 1.c. School library media coordinators advocate for effective media programs.

Working by yourself to advocate for a strong library program may be difficult at times but working with all local librarians together could provide opportunities to showcase the benefits to the community of not only the school library program but also the public library program.  By collaborating on joint ventures, you will be better able to make the community aware of how library use from toddlers through young adulthood creates life-long learners, which benefits the community as a whole.

If you are the only librarian in your school you may sometimes feel (with budget and time constraints) that you have a difficult time meeting your own standards for evaluation.  Remember that there are also public librarians you can collaborate with to make it easier for both of you to meet your own individual goals.  Look through ALSC’s and YALSA’s competencies to find areas that you both share and that would benefit your program.  There are many more standards that overlap with our own school librarian standards. Comment with any ideas that you have for connecting one of your school librarian standards with ALSC’s and YALSA’s standards. Or, if you are a public librarian point out a standard that you feel you would be able to collaborate on with a school librarian easily.

*YALSA’s revised standards are due to be published in the summer of 2016. Visit this link to see a draft of the updated competencies.


Joann Absi is the media coordinator at Eugene Ashley High School in Wilmington, North Carolina. She is a member of of the AASL/ALSC/YALSA Interdivisional Committee on School-Public Library Cooperation and currently blogs for Knowledge Quest. 

The post Gimme a C (for Collaboration!): How Our Standards Relate and Interconnect appeared first on ALSC Blog.

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3. EdCollab Gathering

Four of us will present at The Educator Collaborative Spring Gathering tomorrow at 2:00 p.m.

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4. A Tisket, a Tasket, Put Training in Your Basket

(Image provided by Thinkstockphotos.com)

(Image provided by Thinkstockphotos.com)

A children’s librarian’s basket of professional responsibilities often overflows with programming demands and story time schedules. Initially, it may appear impossible to carve out time for training amidst preparing for the next presentation or serving the latest day care, but it’s valuable that we recognize how critical regular training is to our effectiveness in reaching our communities. What training do you hope to add to your basket of professional development? Summer reading workshops, departmental classes, and powerful partnerships will aid us in meeting staff needs.

Sweet Summer Reading

(Image provided by Thinkstockphotos.com)

(Image provided by Thinkstockphotos.com)

Fairly soon, a youth services librarian’s busiest time of year will be upon us: the season of summer reading. To encourage and equip staff to meet these demands, the State Library of North Carolina offers summer reading workshops. These one day events provide a variety of sessions for staff serving tots through teens. Some course offerings focus on program logistics, such as how to develop a baby summer reading program, and other sessions highlight a specific type of programming related to the summer reading theme. A popular workshop component includes the summer reading showcase and features professional performers who share their shows with librarians interested in booking these performances for their libraries. These summer reading workshops serve as a valuable training staple for youth services staff within all sizes of public libraries across our state.

Internal Offerings

(Image provided by Thinkstockphotos.com)

(Image provided by Thinkstockphotos.com)

Internal training is another valuable resource to place in our professional basket. Whether training is seamlessly introduced through one-on-one instruction or small classes, system-driven training remains critical when determining the effectiveness of staff’s interaction with the public. In addition to two mornings of professional development and classes offered throughout the year, our library gears biannual training specifically toward the needs of youth services staff. Staff suggestions during our Youth Services Advisory Council meetings give youth services managers the forum to provide recommendations of future training topics to strengthen their skill sets. Our spring youth services training will focus on coding programs to enhance staff comfort so we may increase these program offerings for children and teens at our various library branches.

Powerful Partnerships

Youth services partnerships, whether they are with local agencies or other library departments, frequently identity training needs. Conversations with other professionals serving children and teens offer chances to brainstorm, collaborate and to recognize areas of concern within our communities. One example of this partnership is the library’s involvement with the Child Advocacy Center. The Child Advocacy Center provides Darkness to Light training for library staffers who provide youth reference services to assist our employees in recognizing the signs of childhood sexual abuse and to minimize the opportunities for trauma.

Training experiences, found through summer reading workshops, departmental classes, and valuable community partnerships, provide a plethora of rich resources to aid in staff development. How does training strengthen the skills of staff in your communities?  What type of training do you want to place in your professional development basket? Please share in the comments below!

The post A Tisket, a Tasket, Put Training in Your Basket appeared first on ALSC Blog.

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5. Video Case Studies: P.D. Possibilities

One of my favorite kinds of professional development is having an opportunity to visit other teachers’ classrooms (aka: lab sites). It helps to see how other teachers carry out instruction with their students.… Continue reading

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6. Teaching Side-By-Side: Coaching and Classroom Visits

This month, interspersed with the Slice of Life Story Challenge, my colleagues and I are writing about professional development possibilities. Many of our readers are literacy coaches, team leaders, administrators, professors, and classroom teachers… Continue reading

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7. Taking picture books to teachers

Over the past few months, I’ve been part of a Professional Development day for teachers throughout our local school board. They spend the day working on using picture books for reading and writing lessons, and then I come in for an hour and show them how to look at picture books as art objects. My experience on the Caldecott committee really comes in useful here– I have been sharing the books from our 2015 list, because I know those so well. I’ve been able to find something new in the books, to find a different way of looking at the books.

Teachers examine "Nana in the City" - photo by A. Reynolds

Teachers examine “Nana in the City” – photo by A. Reynolds

That’s what surprises me most– to find a new way to look at picture books. I have spent so many years as a librarian looking at the art and storytime potential. Now I also look at the teaching potential.  For instance: I just learned about “thought tracking”. Basically, it is taking one character and teasing out that character’s thoughts. It is a way to get kids to think about the author’s intent, a way to get them to think about their own writing. In this case, we discover that the dog in Sam & Dave Dig a Hole is a perfect candidate — the dog is never mentioned, nor does it have any dialogue, and yet is is a major character. When I looked at the art, I realized this immediately. But I did not think of it as a writing exercise. So the teachers are teaching me while I am teaching them.

Sharing picture books with teachers has been, then, a learning experience for me. It is a win-win, because not only do I get to share new picture books and how to look closely at them, I get to share library resources. I have started to include a “for teachers” segment in my blog posts. My handouts incorporate all our library social media & website address. I give them library card applications. I remind them that the library is there for them with thousands of classroom materials. This has been the start of a great partnership, one that we both get something from. How do you share books with your local teachers?

The post Taking picture books to teachers appeared first on ALSC Blog.

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8. Take the 2016 ALSC Environmental Scan Survey

Greetings! As part of this year’s Emerging Leaders cohort, we are a group of public and school librarians from different libraries around the country (Arkansas, California, Missouri, Ohio, and Washington) working with the Association for Library Service to Children (ALSC), a division of the American Library Association, to conduct an environmental scan of current trends in children’s library services.

We hope that you can take approximately two to four minutes to answer this quick survey. Our goal is for this survey to give us a more detailed sense of what trends are the most relevant and important to librarians serving children and youth and how ALSC can best support librarians’ professional development needs. If you have any questions or would like to talk more about the survey and/or the project, please email us at: elpgd16@googlegroups.com

Take the 2016 ALSC Environmental Scan Survey2016 ALSC Environmental Scan Survey

The post Take the 2016 ALSC Environmental Scan Survey appeared first on ALSC Blog.

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9. Register for Spring 2016 ALSC Online Courses

Spring 2016 ALSC Online Courses

The Association for Library Service to Children (ALSC) encourages participants to sign up for Spring 2016 ALSC online courses. Registration is open for all courses. Classes begin Monday, April 4, 2016.

Two of the courses being offered this semester are eligible for continuing education units (CEUs). The American Library Association (ALA) has been certified to provide CEUs by the International Association of Continuing Education and Training (IACET). ALSC online courses are designed to fit the needs of working professionals. Courses are taught by experienced librarians and academics. As participants frequently noted in post-course surveys, ALSC stresses quality and caring in its online education options. For more information on ALSC online learning, please visit: www.ala.org/alsced

The Caldecott Medal: Understanding Distinguished Art in Picture Books
6 weeks, April 4 – May 13, 2016
Instructor: KT Horning, Director, Cooperative Children’s Book Center, University of Wisconsin- Madison

It’s Mutual: School and Public Library Collaboration
6 weeks, April 4 – May 13, 2016
Instructor: Rachel Reinwald, School Liaison and Youth Services Librarian, Lake Villa District Library

Science, Technology, Engineering and Math (STEM) Programs Made Easy
4 weeks, April 4 – 29, 2016, CEU Certified Course, 1.2 CEUs
Instructor: Angela Young, Head of Children’s Department, Reed Memorial Library

Storytelling with Puppets
4 weeks, September 14 – October 9, 2015, CEU Certified Course, 2.2 CEUs
Instructor: Steven Engelfried, Youth Services Librarian, Wilsonville Public Library

Detailed descriptions and registration information is available on the ALSC website. Fees are $115 for personal ALSC members; $165 for personal ALA members; and $185 for non-members. Questions? Please contact ALSC Program Officer for Continuing Education, Kristen Figliulo or 1 (800) 545-2433 ext 4026.

Images are courtesy of ALSC. 

The post Register for Spring 2016 ALSC Online Courses appeared first on ALSC Blog.

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10. Mentoring: How You Can Give Back to the Profession

ALSC Mentoring Program

Applications are open for the spring 2016 mentoring cohort. Apply by Feb. 26, 2016. Image courtesy of ALSC.

January was National Mentoring Month, but there’s still time to make a difference. The ALSC Mentoring Program is in it’s third year of existence and it’s worth re-visiting what the program is all about.

In 2012, the ALSC Emerging Leaders team put together recommendations for a new mentoring program. The original intention was to pair early career professionals with experienced ALSC members. Since Fall 2013, ALSC has been matching mentors and mentees in an effort to make new connections in the profession and increase awareness of interest and familiarity with ALSC committee service and participation.

Mentors and mentees set their own goals and meet on their own time. Matches do a lot of different activities, including mock interviews, writing blog posts, and performing research.

What Does It Take To Be a Mentor?

One difficulty for the program has been in attracting as many mentors as mentees.  The misconception is that it is easy to be a mentee, but hard to be a mentor. It couldn’t be further from the truth.

To combat this, the ALSC Membership Committee and Managing Children’s Services Committees have come up with three suggestions for why you should be a mentor:

  1. Being a mentor is giving back to the profession
  2. Mentoring requires only a few hours of time per month
  3. It can be as easy as having a 30-min conversation every two weeks

ALSC has also sought to increase communication about what happens in the program. Every year, ALSC hosts two mentoring forums – one in the fall, one in the spring – to bring matches together to talk about goals and obstacles. If you’re curious check out the recorded webcasts of these events to learn more.

Thank You Mentors and Mentees!

Another one of the new practices of the program is to recognize mentors and mentees for their participation. The following mentors and mentees were matched in Spring 2015. We thank them and wish them well in their future endeavors:

Spring 2015 Mentors

  • Jordan Boaz
  • Anne Clark
  • Mary Cook
  • Cheri Crow
  • Carol Edwards
  • Lucia Gonzalez
  • Christie Hamm
  • Carol Hopkins
  • Abby Johnson
  • Kendra Jones
  • Julie Jurgens
  • Rachel Keeler
  • Laura Keonig
  • Marybeth Kozikowski
  • Mollie Lancaster
  • Meghan Malone
  • Angie Manfredi
  • Allison Murphy
  • Brooke Newberry
  • Carol Phillips
  • Marian Rafl
  • Julie Ranelli
  • Angela Reynolds
  • Kristina Reynolds
  • Katie Salo
  • Brooke Sheets
  • Robin Sofge
  • Kelly Von Zee
  • Marc Waldron

Spring 2015 Mentees

  • Emily Aaronson
  • Megan Ashley
  • Carly Bastiansen
  • Emily Bayci
  • Jeannine Birkenfeld
  • Amy Cantley
  • Katie Carter
  • Kathleen Dean
  • Jessica Espejel
  • Joie Formando
  • Haley Frailey
  • Rebecca Greer
  • Pamela Groseclose
  • Emily Heath
  • Ajarie Holman
  • Kimberly Iacucci
  • Amanda Jachec
  • Taylor Johnson
  • Kristen Jones
  • Naara Kean
  • Kari Kunst
  • Samantha Magee
  • Kate Mahoney
  • Kyra Nay
  • Alison O’Brien
  • Renee Perron
  • Jessica Ralli
  • Amy Steinbauer
  • Mary Watring

How You Can Participate

Want to be a mentor or mentee? ALSC is now accepting applications for the Spring 2016 cohort. The deadline to apply is Friday, February 26, 2016.

The post Mentoring: How You Can Give Back to the Profession appeared first on ALSC Blog.

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11. The Learning Curve


Pixabay image
I've been trying over the past couple of months to finish writing on two projects.*

For the first time in a really long time, I found it a real challenge to get down to business and put fingers to keyboard to do the actual composition of what amounts to five presentations all due within a few days of each other. I procrastinated over this in November and December. EVERYTHING seemed to take precedence over writing - from the ridiculous to the mundane. You know, that stuff.

While immersed in this procrastination period, I worried whether I was having some kind of performance anxiety. Why couldn't I get down to business? Was I struggling because I had bitten the forbidden fruit of retirement relaxation and lost some of my drive and discipline? Was I feeling like I had less to say on these subjects because I was less active in the day to day of librarianship? Or had I simply lost the confidence to express myself?

January finally kick-started me (as looming deadlines will) and I got 'er done (hurray)!

Then the tinkering started.  I dipped in and out of what I wrote constantly (thank you computers for letting me make constant revisions so easily). No sooner would I say, "I'm done" then a new piece of research would be published, a new blog post from a peer, a new article in the professional journals, a new Twitter thread, a new conversation with colleagues would get me right back to revising and refining my thinking.

If that all wasn't enough, over the past few days, during the amazing Wild WI Winter web conference developed by the equally amazing Jamie Matczak from the Nicolet Federated Library System, I plunged into webinar after webinar (and so can you - all the webinars are archived in the site).

You guys, I learned so much!! And that lightening bolt thought stitched together the last few month's writing delays into a realization.

It wasn't performance anxiety that held me back. It was more that I was learning so continuously that committing to something as a finished product seemed almost sacrilegious. Each revelation adds to my thinking and enlarges my view of librarianship. How can something one writes or thinks or believes ever be truly "finished"?

I don't think I'm alone here. In fact you may be going "She is one dense person. Isn't this obvious?" But that's learning for you.

Our lives are constantly about learning and revising and growing. This best part of our librarianship involves that ability to absorb, debate, revise, change, evolve and build on what we know given all the things we encounter in all the places. I am so appreciative of all the sharing everyone does that helps me keep learning and growing.

And I swear, I'll stop and call the class finished now (oh, look a link....).

*One was a webinar on my 10 biggest management mistakes for the Wild WI Winter Web conference (above). The other is an upcoming four week class on youth management problem solving for UW-Madison SLIS CE

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12. #alamw16 The Force Awakens

This girl’s force is about to go to sleep but I thought I’d give you all an impression from the first day before I turn out the lights and pull open the hotel curtains so I can see that fabulous skyline of Boston that stretches across the full length of my window.

Here we are in the land of Harvard, MIT, the Charles River, Fenway, Top of the Hub and the Boston Tea Party.    You feel the whispers of the past as you walk and drive this city.   History lives in the mortar around here.

This whirlwind day has offered hints of our roots and handed me an opportunity to ascend a very steep learning curve in the land of Uber.  I needed Uber to get around today and Uber and I were just getting to know each other.

To get Uber moving for me required the help and savvy of two lovely employees at the registration desk at the Westin Boston Waterfront.  They didn’t blink an eye.  They just took my smartphone and went to work and conjured up Daniel in a Toyota Camry.

(Oh, and the awesome guy at the ALA registration who told me how to get my free ride by putting in the promo code Feeling22…. Worked like a charm.)

So Daniel and I zipped across town to Cambridge so I could meet with Maryanne Wolf, author of Proust and the Squid. We got a cup of tea together and talked about our shared passion for giving children the best chance at life we can imagine by opening them up to books.

She is one of the brightest lights I’ve run into in my life and it was an honor and a privilege to spend time with her.

We talked about the challenge we all face in managing screen time and young children. Even this neuroscientist says the research we have to guide us is piecemeal. We have no longitudinal studies at this point.

Next a lovely employee at Sofra Cafe and Bakery helped me figure out how to get past the block on my phone’s screen…turns out you have to rate the driver of the previous Uber ride and then you can get conjure up the next one.   I stood inside the Cafe watching out the window for Paul in a Honda Fit.

Paul and I zipped back across town and I listened to Paul describe his career “Portfolio.”  Seems that now instead of working one job…you work a portfolio of jobs.   Paul teaches ESL to au pairs and scientists and is also working on the Emergency Services plan and policies for Washington, D.C.  His GPS delivered me to the loading dock of the Westin but I assured him I could get back to my hotel via the Convention Center. You gotta laugh…this technology has almost, almost I say… got it right.

Back at the hotel I changed into something slightly sparkly and graduated to being able to call my own Uber…yayyyy….and Mark came to the rescue in an Infinity and careened across the city to the Candlewick Publishing event at a suite at Fenway Park. Talk about history and whispers.  Talk about authors…Matt Tavares, M.T. Anderson, Timothy Basil Ering, David Elliott to name a few…and looking at the Golden Glove Awards won by various Red Sox greats. There was the big green monster and there was Peter H. Reynolds.  Hallowed halls indeed.

By now I can get an Uber ride with one hand tied behind my back. Totally starting to get into this thing.  Hey, no money changes hands, right?  You just click on the little Uber icon and tell ’em where you want to go and they send someone in 4 minutes and off you go.

My fellow adventurer, a wonderful Texas librarian named Cynthia Alvarez, and I headed off into the night with Nasr in a Honda Civic.  Nasr I am sorry to tell you seemed to circle the block a time or two.  Let’s just say we kept passing the famous Citgo sign and I think maybe we should only have had that little treat one time.

Cynthia and I peered out the window as we got deep into downtown because Nasr’s GPS was getting a bit fitful. Finally we convinced him that we could see the Prudential Building so we got him to stop the car and let us out.  Then Cynthia and I had to figure out how to get up to the Top of the Hub. Then we had to show our ID to get up to the Top of the Hub.

The elevator ride to the Top of the Hub delivered us to the Simon and Schuster Dessert event where we found old friends and were treated to Cassandra Clare surrounded by a group of students who could not believe their good luck. There was cotton candy, fruit…(no one was eating the fruit)..some kind of blue martini looking beverage in fabulous long-stemmed glasses… fancy pastries and then….. at the far end of the room was the lovely lady making crepes.  I kid you not.  She cooked up the crepe and you added your raspberries, blueberries, vanilla sauce, raspberry sauce, chocolate sauce, whipped cream…yep ….it was the most fabulous way to end the evening.

There we were looking out over the city of Boston with all of its twinkling lights and its Revolutionary ghosts and an army of Uber drivers.

Cynthia and I headed back to the hotel via Uber and Miguel and his small car to be named later.   Miguel had been in the IT business and had lost his job.  His dream now is to move to Florida and invest in a business with his wife.  He has two small children…one is 2 1/2 and one is 4 months. He also has a daughter who is 22. We asked him if his daughter is in college and he said she tried it but after one semester she didn’t know what she wanted to do so she left.

Yep, typical day in the life of a librarian.  I think we pretty much have the same job as these Uber guys.  We meet all kinds of people and we help them get where they want to go.  It’s that part about the credit card that we need to iron out.  Can you imagine if every time we walked a library customer through their “trip” our phone was ringing up their credit card? I don’t know…this is starting to sound pretty good to me… I wonder what the Sons of Liberty would say?

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13. The Competencies Awaken

Now that you’ve seen the new ALSC Competencies, do you need a refresh?

1. Commitment to Client Group. Because everyone deserves excellent library services.

1. Commitment to Client Group.

2. Reference and User Services. Considering context and format of delivery, along with the information itself.

2. Reference and User Services.

3. Programming Skills. Sometimes you need backup to keep it fresh.

3. Programming Skills.

4. Knowledge, Curation, and Management of Materials. When’s the last time you really looked at your collection?

4. Knowledge, Curation, and Management of Materials.

5. Outreach and Advocacy. Saying it in a way they will hear it.

5. Outreach and Advocacy.

6. Administrative and Management Skills. (It can take a while to refine the art.)

6. Administrative and Management Skills.

7. Professionalism and Professional Development. This is just the beginning. Even when it seems like the middle.

7. Professionalism and Professional Development.

Just remember, let the Competencies guide you. Because the library:

ALSC Core Competencies

This post comes from the ALSC Education Committee. Images are not the property of ALSC; shared as commentary under fair use guidelines.

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14. Professional Resources for Learning About Inclusive Play

So much learning happens through play. Play can help children practice language, motor skills, problem-solving skills and social skills. Many of our libraries may already include free play as part of our storytime programs for young children to support this growth. We may not realize it, though, but there are many barriers to play that exist for children with special needs.  Some of the kids in our communities may not be equipped with the skills to play without accommodations or support. So it’s important that we develop strategies to be inclusive and enable access to play for all.

Coming up with accessible and inclusive play-based activities and games for storytime programs can be a challenge if you do not have a background in occupational therapy or special education. Thankfully, there are a variety of up to date and valuable resources at our disposal to help us learn about inclusive play-based programs.  Check out this professional literature–or interlibrary loan it from your nearest library–to learn more!

http://ecx.images-amazon.com/images/I/514xCQvodNL._SX258_BO1,204,203,200_.jpgEarly Intervention Games: Fun, Joyful Ways to Develop Social and Motor Skills in Children with Autism Spectrum or Sensory Processing Disorders by Barbara Sher

 

 

http://www.alastore.ala.org/images/banks300.jpg

Including Families of Children with Special Needs by Carrie Banks

 

 

 

http://ecx.images-amazon.com/images/I/51osu68LY4L._SY344_BO1,204,203,200_.jpgSocial Skills Activities for Special Children by Darlene Mannix

 

 

 

http://ecx.images-amazon.com/images/I/51Y6UmRVPTL._SX320_BO1,204,203,200_.jpgThe Out-of-Sync Child Has Fun, Revised Edition: Activities for Kids with Sensory Processing Disorder by Carol Kranowitz

 

 

 

http://ecx.images-amazon.com/images/I/41vNc1frGYL._SX331_BO1,204,203,200_.jpgPlaying, Laughing, and Learning with Children on the Autism Spectrum: A Practical Resource of Play Ideas for Parents and Carers by Julia Moor

 

 

 

http://ecx.images-amazon.com/images/I/51l7XYn-FtL._SX352_BO1,204,203,200_.jpg

Inclusive Play: Practical Strategies for Children from Birth to Eight by Theresa Casey

 

 

http://ecx.images-amazon.com/images/I/51oqchZwxnL._SY344_BO1,204,203,200_.jpg101 Games and Activities for Children with Autism, Asperger’s and Sensory Processing Disorders by Tara Delaney

 

 

 

Renee Grassi, LSSPCC Committee Member

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15. One More Week to Sign Up for ALSC Online Courses

Winter 2016 ALSC Online Courses

We’re heading into the final days of 2015 and it’s also the the final days before the next semester of ALSC online courses!

With topics like school/library collaboration, STEM programming, and the Sibert Medal, you can bring new ideas into your library! Classes begin Monday, January 4, 2016.

One of the courses being offered this semester are eligible for continuing education units (CEUs). The American Library Association (ALA) has been certified to provide CEUs by the International Association of Continuing Education and Training (IACET). ALSC online courses are designed to fit the needs of working professionals. Courses are taught by experienced librarians and academics. As participants frequently noted in post-course surveys, ALSC stresses quality and caring in its online education options.

It’s Mutual: School and Public Library Collaboration
6 weeks, January 4 – February 12, 2016
Instructor: Rachel Reinwald, School Liaison and Youth Services Librarian, Lake Villa District Library

Science, Technology, Engineering and Math (STEM) Programs Made Easy
4 weeks, January 4 – 29, 2016, CEU Certified Course, 1.2 CEUs
Instructor: Angela Young, Head of Children’s Department, Reed Memorial Library

The Sibert Medal: Evaluating Books of Information
6 weeks, January 4 – February 12, 2016
Instructor: Kathleen T. Horning, Director, Cooperative Children’s Book Center, University of Wisconsin- Madison

Detailed descriptions and registration information is available on the ALSC website at www.ala.org/alsced. Fees are $115 for personal ALSC members; $165 for personal ALA members; and $185 for non-members. Questions? Please contact ALSC Program Officer for Continuing Education, Kristen Figliulo, 1 (800) 545-2433 ext 4026.

Image courtesy of ALSC.

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16. Join the Friends of ALSC

Friends of ALSC

The Friends of ALSC is accepting tax-deductible donations (image courtesy of the Friends of ALSC)

It’s not too late to become a Friend of ALSC!

Friends’ projects have a powerful impact not only on our members, but also on their larger communities as a whole. Friends of ALSC support activities such as innovative conference programs and institutes, 21st century challenges, professional development and early literacy projects.

As you are making your plans for the holidays and your final year-end donations for the 2015 tax year, we hope that you will include Friends of ALSC in those plans and show your continuing support for creating a better future for children. Every contribution helps ALSC support the work of our members and meet new challenges.

Be sure to check out the new 2015 Friends of ALSC Annual Report as well to read about all of the great things the Friends did in 2015.

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17. Core Competencies in Comics

What’s new in the ALSC Competencies? The Education Committee asked Lisa Nowlain to just show you.

ALSC Core Competencies

Original illustration by Lisa Nowlain, 2015

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18. Make Lab Sites Meaningful

General tips for literacy coaches to use when facilitating writing workshop lab sites.

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19. Final Week to Apply for Three ALSC Professional Awards

ALSC Professional Awards

Get your application in for an ALSC professional award today! (image courtesy ALSC)

November 1 is a significant deadline for three ALSC professional awards. Fall is professional award season for ALSC. Every year, more than $100,000 is given away through ALSC’s professional awards, grants, and scholarships. These funds are awarded to deserving individuals and libraries across the country. Submit your application or nomination for one of these great awards soon:

Applications open!

Opening soon!

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20. Peering at Peer to Peer Mentoring


No matter how long we've been in the profession, we all need mentors.

Pixabay Image
Jessica Olin over at Letters to a Young Librarian has a brief post post about the importance of peer mentoring and it got me thinking about my own experience.

I was lucky, throughout my career, to have experienced librarians take me under their wings in my library jobs, in my state association work and at the national level. Their support helped me navigate alot and taught me a ton.

But I can also say, forty years down my library career path, I have relied - and still rely  - on my peers for a tremendous portion of my professional support. Often referred to as PLNs (personal learning networks), our peer mentors can be life and sanity saving. These men and women, from libraries of all types and sizes, were my go-to reality check, my support, my place to dish, to unload, to problem solve, to listen and learn.

Without these peers who shared the same journey I did and were kind counselors and ardent thinkers, I would have been far lonelier and isolated; unconnected and unchallenged in my practice and my perceptions. I've always said I learn at least one new thing everyday, and my peer mentors often led that learning. Our frequent contact (emails, calls, twitter, FB, in person lunches and visits) informed my career and helped me navigate a thousand good and bad experiences.

I am profoundly thankful to all of you who are/were there for me. And I encourage everyone to reach out to link to your peers and share and grow together.

As I commented in Jessica's post: "While all mentors have had a profound and lasting impact on my long career, my peer mentors have saved my bacon (oh, or tofu) time and time again. The support, commiseration, problem-solving, uplift, shoulder to cry on, bold "let's hatch a plan," collaboration and sassytalk have enriched my practice every day in every way!"


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21. A comic about creativity in the library

Here is a summary (in comic form) of the Center for Childhood Creativity’s Report: Inspiring a Generation to Create: Critical Components of Creativity in Children. I highly recommend giving it a read. It’s got a lot of information that apply to our work as children’s librarians, and lots of interesting frameworks for thinking about creativity!

Original comic by Lisa Nowlain

Original artwork by Lisa Nowlain

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22. Participate in the Next ALSC Community Forum

ALSC Core Competencies

The topic of the next forum is the newly revised ALSC Core Competencies (photo courtesy of ALSC)

The ALSC Board of Directors and ALSC President Andrew Medlar will be hosting an ALSC Community Forum live chat on the freshly updated ALSC Competencies for Librarians Serving Children in Public Libraries.

Join us to discover how these recommended professional standards, newly revised to reflect our ever-evolving field while honoring our best traditions, can support you and your colleagues in providing the best service possible to the kids in your community. This event will be co-hosted by the ALSC Education Committee.

ALSC’s next forum will be held on Monday, November 9, 2015 at:

  • 2pm Eastern
  • 1pm Central
  • 12pm Mountain
  • 11am Pacific

Members are invited to logon to learn more about the revised competencies and to discuss their implications on the field.

Accessing the Forum

ALSC Community Forums take place on Adobe Connect. A few days prior to the event, ALSC members will receive an email with a URL link to the forum. You can also find a direct link to the forum from the Community Forum site.

Questions? Contact ALSC Membership and Marketing Manager, Dan Bostrom, or by phone, 800-545-2433 ext 2164.

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23. On the Road with ALSC at the NBCDI Conference

Last month I was privileged to represent ALSC at the NBCDI Conference. What is NBCDI, you ask? Good question.

nbcdiNBCDI is The National Black Child Development Institute focusing on improving and advancing “the quality of life for Black children and their families through education and advocacy” (from www.nbcdi.org/who-we-are/who-we-are on 11/1/2015). This year was the 45th annual conference held in Arlington, Virginia, that included a host of sessions on a variety of educational topics. Several national speakers were featured in the plenary sessions, including Geoffrey Canada, Founder of the Harlem Children’s Zone. On the final day of the conference, I participated on a panel for the program, Early Learning in Museums and Libraries: Tools, Partnerships, and Promising Practices.

Tim Carrigan, Senior Program Officer at the Institute of Museum and Library Services organized the program and invited the Association of Children’s Museums and the ALSC to share our perspectives and initiatives around early learning. Tim gave an overview of IMLS priorities, as well as national programs and partnerships including:Prescription for success
BUILD Initiative – better integrating libraries and museums into statewide early childhood systems.
Reach Out and ReadPrescription for Success fosters collaborations between medical professionals, libraries, and museums.
Growing Young Minds – a call to action to fully use libraries and museums to close the knowledge and opportunity gaps.

Every Child Ready to ReadTim also spoke about IMLS funded projects like Every Child Ready to Read, Family Place Libraries, and LEAP into Science. All these programs are focused on supporting early learning in libraries through a collective impact model; so that by working together children will start school ready to learn to read.

Jennifer Rehkamp, the Director of Field Services at Association of Children’s Museums (ACM) presented information from the children’s museum perspective. Some of the early childhood focused programs and activities from ACM include:

  • Eat Play Grow – collaboration with the National Institutes of Health on heathy nutrition and healthy physical activity choices

Eat Play Grow

 

Museums for All – a program to ensure museum access for all with free or low cost admission.
Museums for All Logo-with tagline_RGBJen also spoke about the importance of play in the lives of young children and how play is essential in helping children develop critical thinking, problem solving, innovation, and collaboration skills.

With support from the ALSC Leadership and Staff, I presented some of our flagship programs for young children (below), highlighting not only these important initiatives, but also the everyday work that children’s librarians do every day to support young children and families.

Overall we had a great discussion with the participants and they were very excited to receive the ALSC program handouts and to hear about so many opportunities to collaborate with libraries. Don’t be surprised if a community member reaches out to you to ask about ways to work together – take advantage!

********************************************************************

Our guest blogger today is Christine Caputo. She is the Interim Chief of Public Service Support at The Free Library of Philadelphia, where she manages youth services programming, outreach, and special projects. Chris is a current member of the ALSC Board of Directors. She can be contacted at caputoc@freelibrary.org.

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at alscblog@gmail.com.

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24. What Is Your Hot Topic for #ALAAC16?

Submit Your Hot Topic Program Proposal for the 2016 ALA Annual ConferenceDo you see a trend in youth services that needs to be addressed? Have an idea for a great program proposal?

The ALSC Program Coordinating Committee has opened a call for two Hot Topic Programs to be presented at the ALA Annual Conference in Orlando, June 23-26, 2016.

Participants attending ALSC programs are seeking valuable educational experiences and are critical of presenters or sessions that are self-promotional. Presentations should advance the educational process and provide a valuable learning experience. The Program Coordinating Committee will not select a program session that suggests commercial sales or self-promotion.

Further information and the online application are available on the link above. All proposals must be submitted by Sunday, December 13, 2015.

Image courtesy of ALA

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25. Is the 30 Million Word Gap a stat we should be using?

1-30millionwordgap

Most recently, I read about it in the ALSC campaign Babies Need Words Everyday.

2-whenifirstsaw

It was such a clear campaign with great graphics that we immediately hung up in our library’s bathroom. And, it had research to back it up – the introductory flyer said “By the time children from low-income families reach the age of four, they will have heard thirty million fewer words than their more advantaged peers.” The initiative was created in response to the Obama Administration’s 2014 call to increase early literacy initiatives to bridge the word gap. It uses the research that coined the 30 Million Word Gap as a talking point, and integrates newer research done by LENA or Dr. Dana Suskind, both of which use the “30 Million Word Gap” research as a framework for theirs. My colleague Claire Moore and I were curious about this statistic, and did some digging to learn more.

The “The Early Catastrophe: The 30 Million Word Gap by Age 3” by University of Kansas researchers Betty Hart and Todd R. Risley was a 2003 article in American Educator (Spring: 4-9), which was an excerpt from their 1995 book Meaningful Differences in the Everyday Experiences of Young American Children. The research, although it has been used as a rallying cry in campaigns across the country (including Too Small to Fail, Thirty Million Words, and local initiatives), has been shown to have some disturbing issues.

The issues that other researchers and educators have found in this study include:

3-tinysamplesize

Here is a breakdown of their critiques.

Sample size

In their most cited body of research, the researchers visited 13 high-income families, 10 families of middle socioeconomic status, 13 of low socioeconomic status, and 6 families who were on public assistance in Kansas City one hour per month for two and a half years. They made 1,318 observations and counted vocabulary words spoken to children by parents. The families only included African-American and White families that spoke English; bilingual children do have slower rates of learning vocabulary, but have other skills that monolingual children do not have (Dufresny & Madsey, 2006). They then looked at the number of words heard by each child by SES and saw the gap that has been trumpeted over and over again. The average child on public assistance heard 616 words per hour, the working class child 1,251 words per hour, and the professional family’s child heard 2,153 words per hour of observation. This number was then greatly extrapolated to show that by age four, there was a 32 million word gap between the child receiving public assistance and the child in the professional class. This assumes that the year had 5200 hours and the big assumption: that the number of words heard in an hour during observation was typical.

Data coding

After the observations, the researchers coded the words the children were hearing from parents. They coded for “quality of interactions” and spent very little time explaining how these codes are backed up by research – in fact, their explanation cites extensive research, but the footnotes only contain a reference to look at their earlier research. Sarah Michaels, Professor of Education at Clark University, said, “Hart and Risley coded for upper middle class/academic or professional politeness and interactional patterns, found that the upper income families used more of them, and simply asserted that more of the quality features is better in producing learning-related outcomes. They identified upper and middle class features of talk, coded and counted them and found, guess what, they correlate with class” (p. 26, 2013). Other researchers say “…by taking the language practices of the middle- and upper-SES families in their sample as the standard, Hart and Risley transformed the linguistic differences they found among the welfare families in their study into linguistic deficiencies” (Dudley-Marling & Lucas, p. 365). The Hart and Risley study set up the working class families and families receiving public assistance to fail. Teresa McCarty, from the University of California Los Angeles, puts it well: “Cloaked in well-intentions— ‘giving children the competencies they need to succeed in school’ (Hart and Risley 1995:2)—gap discourse simultaneously constructs a logic of individual dysfunction, limitation, and failure while masking the systemic power inequities through which the logic is normalized” (Avinerini, et al, p. 71).

4-byusingthewordgap

This deficiency thinking is similar to the reaction to a 1961 book by Oscar Lewis called The Children of Sanchez which coined the term “culture of poverty.” The book was an ethnographic study of small Mexican Communities that attributed 50 shared attitudes, such as violence and poor planning skills, to the larger culture of all poor people. Unfortunately, this deficit thinking is incredibly harmful to both those under the microscope and the educators (and librarians) who work with them. Paul Gorksy says “Deficit theorists use two strategies for propagating this worldview: (1) drawing on well-established stereotypes and (2) ignoring systemic conditions, such as inequitable access to high-quality schooling, that support the cycle of poverty” (2008). Again, by using a deficit framework, we obscure structural inequalities.

“Valence” or the emotional character of the words was also coded: affirmative, open-ended statements were seen as quality, whereas directive were seen as low quality. Again, no research was cited. There are many reasons why coding in this way without an explanation is wrong – mainly, that white, upper and middle class ways of speaking to their children were valued as quality. In a 2015 article, Gulnaz Saiyed says, “While middle-class activities do lead children to develop a sense of entitlement, individuality, and set them up to feel comfortable in schools, they deemphasize other childhood experiences. For example, many working-class parents do not overschedule their children with extracurricular activities. Instead, they provide opportunities for play, development of curiosity, creativity, and respect for different perspectives.” Another point brought up by Saiyed is how African American children are disciplined more harshly in school, and parents may be preparing them for that. Michaels (2013) agrees, saying “Again, I want to remind you that people from different cultures talk differently to infants, and no one approach or style has been shown to be cognitively superior to another in helping children acquire their native language or grow up to be smart” (p. 29).

5-childreninmywhitewealthy

In addition, mobile technology has changed parenting for all social statuses. In other research conducted by Dr. Dana Suskind, middle and upper class parents have other bad habits: “[Anne] Fernald, who sits on the scientific advisory board for Providence Talks, told me, “Some of the wealthiest families in our research had low word counts, possibly because they were on their gadgets all day. So you can see an intermingling at the extremes of rich and poor. Socioeconomic status is not destiny” (Talbot, 2015). The blanket assignation of the bad culture of poverty is harmful to all parents.

Extrapolations

The research makes sweeping extrapolations for its findings. In their book Meaningful Differences, Hart and Risley assert that vocabulary is an important indicator for future success, but spend very little time explaining why: “Because the vocabulary that individuals can command reflects so well their intellectual resources, we still have oral examinations, and vocabulary plays a major role in tests of intelligence” (p. 6). There are no citations of other research that describes why vocabulary is indicates “intellectual resources” – instead, they talk about how it is easy to measure.

7-isvocabreallythebestindicator

As a librarian, I understand the importance of vocabulary as one aspect of literacy. However, I don’t understand why this study allows vocabulary to be the main indicator for school success, or why specifically children as partners in the conversation (as opposed to overhearing conversations) was seen as so important. As Susan Blum says in “Invited Forum: Bridging the ‘Language Gap’” (Averini, et al, 2015), “Anthropological research shows, in fact, that addressing the youngest children as conversational partners is extremely unusual in the world” (p. 75). Are we sure that makes it better?

Michaels says, “The deeply destructive, pernicious thing about the Hart and Risley study is that it presents what seems like totally rigorous, careful, objective science (what under careful inspection is nothing more than pseudo-science)—that gives teachers, educators, policy makers the ‘proof’ they need to believe that these poor kids aren’t smart, aren’t good learners, don’t have adequate language to think well with” (p. 35).  As librarians, when we cite the 30 Million Word Gap, we run the risk of continuing to enforce the bias and classism that this study did, as do some of the initiatives that have cropped up around this study. “In effect, the word gap interventions propose that improving social and economic outcomes for poor and minority families can be as simple as training them to act more white and middle-class (and monitoring their compliance with a ‘word pedometer’)” (Saiyed, 2015). While Babies Need Words Everyday does not go as far as to install word pedometers on parents, and instead simply encourages them to speak with their babies, the issue is very different – but by using word gap and deficit thinking, we may be treading in dangerous territory.

What can we do?

As librarians, we can help support literacy skill-building for both parents and children with Babies Need Words Everyday’s colorful posters and in our storytimes and outreach efforts. As public libraries, we provide free support to parents of all classes who may be struggling to find time or resources to provide early literacy practices to their children. Families in poverty also get support from public libraries to help them combat the structural inequalities they face. We also have to make sure we are creative and reflexive about encouraging multiple literacies, such as (all of which are strengths of a diversity of groups):

8-narrativeskills

As centers providing informal learning opportunities, libraries are the perfect spaces for encouraging multiple literacies. For instance, “Low-income children are more likely than their higher-income peers to be in factory-like classrooms that allow little interaction and physical movement. As a result, these children spend more time sitting, following directions and listening rather than discussing, debating, solving problems and sharing ideas” (McManus, 2015). ALSC members have many brilliant ideas for programming to combat this issue on this blog. What else can we do?

If we are truly invested in literacy equity as librarians, being engaged in understanding our own attitudes and resources is important. I feel hesitant to use the 30 Million Word Gap as a statistic in my storytimes because of what it implicates, and I wonder what you all think. Even the newer research by the LENA foundation and Dr. Dana Suskind use Hart and Risley’s flawed framework. The newly updated ALSC competencies are full of guidance about recognizing and responding to structural inequalities, being self-reflexive, and culturally competent. I’ll end with one of them.

9-competency

-Many thanks to Claire Moore – this piece is the result our meetings and conversations and her editing skills.

Lisa Nowlain is the Harold W. McGraw Jr. Fellow and Children’s Librarian at Darien Library in Darien, CT (you can be the next one! Apply by April 1 at www.darienlibrary.org/mcgrawfellowship) She is also an artist-type (see more at www.lisanowlain.com).

Sources cited

Avinerini, N., et al (2015). Invited Forum: Bridging the “Language Gap.” Journal of Linguistic Anthropology, 25(1), pp. 66–86. Retrieved from  http://www.susanblum.com/uploads/4/7/2/1/4721639/jla_-_language_gap_forum_2015.pdf

Dudley-Marling, C. & Lucas, K. (May 2009) Pathologizing the Language and Culture of Poor Children. Language Arts, 86(5), pp. 362-370. http://academic.evergreen.edu/curricular/med/langpoor.pdf

Dufresne, T. & Masny, D. (November 2006). Multiple literacies: Linking the research on bilingualism and biliteracies to the practical. Paediatr Child Health, 11(9), pp 577–579. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2528653/#b12-pch11577

Gorski, P (April 2008).  The Myth of the Culture of Poverty. Poverty and Learning, 65(7), pp 32-36. Retrieved from http://www.ascd.org/publications/educational-leadership/apr08/vol65/num07/The-Myth-of-the-Culture-of-Poverty.aspx

Hart, B. & Risley, T.R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Paul H. Brookes: Baltimore.

Hart, B. & Risley, R. (Spring 2003). The Early Catastrophe: The 30 Million Word Gap by Age 3. American Educator, 4(9).

McManus, M. (2015, October 12). Are some kids really smarter just because they know more words? The Conversation. Retrieved from http://theconversation.com/are-some-kids-really-smarter-just-because-they-know-more-words-47819

Michaels, S. (Autumn 2013). Déjà Vu All Over Again: What’s Wrong With Hart & Risley and a “Linguistic Deficit” Framework in Early Childhood Education? LEARNing Landscapes, 7(1), pp 23-41. Retrieved from http://www.learninglandscapes.ca/images/documents/ll-no13/michaels.pdf

Saiyed, G. & Smirnov, N. (2015, January 9) OpEd: Does ’30-Million Word Gap’ Have Gap in Authenticity? Chicago Bureau. Retrieved from http://www.chicago-bureau.org/oped-30-million-word-gap-gap-authenticity/

Talbot, Margo (2015, January 12). The Talking Cure. The New Yorker. Retrieved from  http://www.newyorker.com/magazine/2015/01/12/talking-cure
Other Resources

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