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Who’s ready to take the inaugural Everyday Advocacy Challenge (EAC)? Eighteen bold and daring Everyday Advocates are—and we hope you are, too!

From September 1 through October 20, our cohort of intrepid volunteers has agreed to do the following:

• Commit to completing eight consecutive Take Action Tuesday challenges on a back-to-school theme;
• Collaborate with their EAC cohort members over the eight-week period, sharing successes and troubleshooting issues via e-mail and online documents;
• Write posts for the ALSC blog about their EAC experiences; and
• Nominate colleagues to participate in the next EAC.

As the first-ever EAC gets underway today, we’d like to introduce each of our cohort members and their reasons for taking the eight-week challenge. Watch for their sure-to-inspire blog posts beginning next Tuesday, September 8!

Sue Abrahamson, Librarian and Supervisor, Waupaca (Wisc.) Area Public Library
“I want to participate in the challenge so that I take action rather than just thinking about taking action; to show my teammates how easy it is; and to recognize the benefits of telling the story of our work.”

Ashley Burkett, Library Assistant, Birmingham (Ala.) Public Library
“I want to learn, share, and make a difference!”

Natasha Forrester Campbell, Librarian
“I’d like to become a better advocate for libraries, reading, and literacy in general.”

Olga Cardenas, Librarian, Stanislaus County (Calif.) Library
“[I want to participate in the challenge] in order to grow as a professional because the challenge will force me to step out of my comfort zone. I also want to take the EAC in order to become an active member of the librarianship community; I’ve been an inactive member for almost 2 years!”

Pam Carlton, Librarian

Samantha Cote, Librarian, Winslow (Maine) Public Library
“I participated in an advocacy course, Turning the Page, through the Bill and Melinda Gates Foundation and ALA, and I loved it. Sadly, I’m not doing as much with it as I’d like. I’ve enjoyed doing the advocacy challenges so far and would love to bring my advocacy skills up to the next level.”

Africa Hands, Executive Assistant

Andi Jackson-Darling, Administrator, Supervisor and Librarian, Falmouth (Maine) Memorial Library
“I am immersed in library administration on a day-to-day level. We are working on a large expansion of our library, and I’ve realized how little I am involved with a large part of our community and our patronage—our children! Challenges are great ways to reconnect and make what is important on my radar and will make me more engaged with our community.”

Kendra Jones, Librarian, Tacoma (Wash.) Public Library
“I see Take Action Tuesdays and always say I’ll do them, but then things happen and they don’t get done. By taking this challenge, I’ll actually do them! I need to work more on advocacy professionally, and this is the perfect thing to help me build some advocacy skills. Plus, working with others makes the tasks more enjoyable and adds a level of accountability that wasn’t there before. I’m excited!”

Eileen Makoff, Librarian, P.S. 90 Edna Cohen School (N.Y.)
“I am a member of the ALSC Advocacy and Legislation Committee. Plus, I feel strongly that libraries save lives (Little Rock Public saved mine). I’ll do what I have to do protect them.”

Kelli McDaniel, Administrator, Supervisor and Librarian, Piedmont Regional (Ga.) Library System
“As a newly hired Assistant Director, I am responsible for inspiring and steering children’s services in our 10-library system. Learning to be an Everyday Advocate would help me boost the wonderful programmers in our region who are always looking for a fresh approach to serving our communities. I also look forward to working with a cohort to share best practices and hear different perspectives on our important role as librarians for children.”

Matthew John McLain, Supervisor, Salt Lake County (Utah) Public Library
“I’m the co-chair of the ALSC Advocacy and Legislation Committee, and this looks like an awesome opportunity to get started.”

Lynda Salem-Poling, Librarian and Supervisor, El Dorado (Calif.) Neighborhood Library
“I would like to strengthen my advocacy skills and my connection to local schools. I am new to this library and see that as an opportunity to make new bonds with the community and local representatives.”

Megan Schliesman, Librarian, Cooperative Children’s Book Center (Wis.)
“[I want to participate in the challenge] first and foremost to support the Everyday Advocacy effort.”

JoAnna Schofield, Librarian, Akron-Summit County (Ohio) Public Library
“What libraries and librarians do for children and their families on a day-to-day basis is important work, and one of the best ways to showcase our value to our communities is to share our work. Many Tuesdays I eagerly open the Everyday Advocacy Take-Action activity and make plans to engage on behalf of the intentional and sometimes inspiring work happening at my library, but some weeks I simply fall short. I am excited about the Everyday Advocacy Challenge and eager to participate because it will give me that extra push I need to follow-through on advocacy challenge and connect me with other like-minded individuals to share experiences and encouragement.”

Brittany Staszak, Supervisor and Librarian
“It’s so easy to get sucked into the everyday flow of library life and habitual users where everyone knows the value of the library and its services. I strive to take my advocacy home with me and make it a part of my out-of-library life and conversations, showing all I interact with exactly what makes libraries so valuable. Being a part of the challenge would be a perfect way to kick-start a new habit of Everyday Advocacy—all day, every day.”

Mira Tanna
“I am new to ALSC and would like to get involved!”

Lise Tewes, Supervisor and Librarian, Kenton County (Ky.) Public Library
“My library and several other library systems in northern Kentucky have spent the last three years fighting a lawsuit that was filed by the Tea Party and which threatened to eliminate our tax-based funding. That would have effectively closed my library system as well as four others in our state. Fortunately, the district court ruled in favor of the library, but these last three years have opened my eyes to the need to advocate for libraries and make sure the public is aware of the tremendous return on their tax investment that public libraries provide.”

Jenna Nemec-Loise is Member Content Editor of the ALSC Everyday Advocacy Website and Electronic Newsletter. E-mail her at [email protected] and follow her on Twitter: @ALAJenna. 

The post Everyday Advocacy Challenge: Meet the Inaugural Cohort! appeared first on ALSC Blog.

Greetings from the ALSC Intellectual Freedom Committee! Our committee is tasked with keeping ALSC up-to-date on IF issues being discussed across the ALA divisions. We’ve got a few exciting projects on the horizon that we’re looking forward to sharing with all of you!

Need support materials on Intellectual Freedom? ALSC has a number of useful links on the Professional Tools for Librarians Serving Youth webpage. Our committee has recently updated the links dealing with issues of Access as well as Intellectual Freedom. Read something recently that you think might be useful for others? Let us know! We’re looking to add some more recent articles and online resources.

Looking for something to empower kids and teens to stand up for their rights? Over the next couple of ALA conferences, our committee will be updating the Kids! Know Your Rights handout originally created in 2007. In particular, we plan to add information specific to the Intellectual Freedom implications of leveled reading programs, and we hope you’ll share it with the young readers and future advocates in your communities.

Do you or your staff feel ill-equipped to handle community concerns? Do you wish you had a better understanding of what the right to read means in your library?  We’re working on that, too! Over the next two years, we will develop a general framework for basic IF training that any library can implement as part of new staff training as well as continuing education. We’ve heard from many ALSC members that there is a need for staff at all levels to better understand the principles of IF and how they apply to daily public service, including fielding questions and concerns from parents and community members. If you already have a similar training at your library, we’d love to hear your best practices!

And one last thing – consider joining the Freedom to Read Foundation to support their work, to spread the word about censorship and to defend everyone’s freedom to read. FTRF is a non-profit organization dedicated to defending the first amendment through participation in litigation and by providing education and grant programs. Membership is only $35 and that money helps FTRF accomplish good work and support these creative Judith F. Krug Memorial Grant projects. The FTRF Board meets the day before the official start of the ALA annual and midwinter, and guests are always welcome. It is a great way to get caught up on current issues across the country.

And that’s what’s new with the ALSC Intellectual Freedom Committee! Feel free to use the comments to share your own ideas.

The post What’s New With IF? appeared first on ALSC Blog.

Who Are We?

We are ALSC’s Library Service to Special Population Children and Their Caregivers (LSSPCC) Committee.  We are accessibility and inclusion advocates who care deeply about the needs of our entire library community, especially special population children and their caregivers.

What Do We Do?

We discover and disseminate information about what libraries have to offer these special populations.  We develop and maintain guidelines for selection of useful and relevant materials.  We also help prepare the next generation of librarians and library workers by creating and providing resources to serve their communities more inclusively.

What Is The LSSPCC Toolkit?

The LSSPCC Committee has worked hard to develop a brand new resource for librarians and library works to develop or enhance your knowledge about serving special populations.  Launched earlier this year, this easy-to-use Toolkit for Librarians and Library Workers is available FREE online and can be downloaded or saved as a PDF file.  Whether you are just getting started learning about serving special populations of children and their families or want to brush up on the latest resources, this toolkit is for you!

What Special Populations Does the Toolkit Cover?

This toolkit offers a wide variety of information about serving many different types of groups in your library community, including homeschoolers, spanish-speaking families, LGBTQ families, children with autism, children with incarcerated parents, children with print disabilities, and more.  While this is by no means an exhaustive list of special populations that are served in all of our library communities, it’s a great place to start.

Why Is This Toolkit Useful?

In this toolkit, you will find a brief introduction in each section, which will provide librarians and library workers with context and background information needed before beginning to serve these groups in your community.  In addition, each section has a list of subject headings and keywords that will help make catalog and online searching on this topic a lot easier.  We have included short lists of subject area experts, if you are interested in connecting with people in our field and finding out more about that particular area of outreach.  We have even included information about existing partnerships, which are examples of the successes some libraries have found connecting with local organizations to serve these special populations. There are numerous lists of additional print and digital resources for further learning beyond the toolkit itself.

We hope you will share this resource with your library staff.  Through advocacy and awareness of various special populations, we can work together to help all children and all families feel welcome at our libraries!

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This post was written by Renee Grassi. Renee is the Youth Department Director at the Glen Ellyn Public Library in Glen Ellyn, Illinois.  She is also a member of ALSC’s LSSPCC Committee.  In 2012, she was recognized by Library Journal as a Mover & Shaker for her work serving children with autism and other special needs.  She is also one of the co-founding members of SNAILS, a state-wide networking group in Illinois for librarians and library staff who discuss and learn about expanding library services to those with special needs.  As a proud ALSC member and a former ALSC Blogger, she has written on the blog about a variety of topics related to inclusive library services. 

The post The LSSPCC Toolkit: Making All Families Feel Welcome at the Library appeared first on ALSC Blog.

There was hardly a dry eye in the audience following Saturday’s screening of the new PBS documentary, The Raising of America: Early Childhood and the Future of Our Nation. This illuminating film featured moving testimonials from families living in poverty or just barely getting by due to the high cost of quality childcare. The film included facts about the critical brain development that occurs during ages 0-5, and how many children in struggling families are missing out on access to stimulating and education-rich environments and opportunities. Instead, stress (in the form of cortisol) is passed on from parent to child, which leaves a lasting imprint on the child’s development and functioning. This stress follows him or her into adulthood…setting the scene for a cycle that can continue for generations.

Clocking in at about an hour, the documentary was extremely powerful and will provoke libraries–and anyone who cares about nurturing a nation of strong, smart, and independent children–to carefully consider ways we can work together as a community to level the playing field for all children. As the film points out, that moment almost came in 1971, when Congress passed a bill for universal childcare and developmental services for young children. Unfortunately, Nixon vetoed it. Imagine the ways this country may be different today had those services been available for all these decades. Isn’t it time for that change to happen now?

Resources at the panel included:

The Raising of America Web site – Features clips from the documentary series, resources, and ways to take action. The documentary DVD was released in June 2015 and will air on public television soon (time TBD).

For Our Babies – A national movement focusing on efforts to support children age 0-3. A book, For Our Babies: Ending the Invisible Neglect of America’s Infants by J. Ronald Lally, is available and a suggested book club choice and conversation-starter.

Early Learning 2.0 with Families: Enriching Library Services for Families – Co-presenter, the California State Library, offered information on the ELF (Early Learning with Families) initiative. Through ELF, California libraries may receive training and resources to support family-friendly and developmentally appropriate services to aid families with children ages 0-5.

The post Giving Every Child a Fighting Chance #alaac15 appeared first on ALSC Blog.

Taken from the Talk Read Sing website

Talking is Teaching: Talk Read Sing, a campaign of Too Small to Fail, offers libraries tools for high-exposure partnerships in early literacy, and a clear alignment with Every Child Ready to Read through its targeted parent engagement strategies to close the 30 million word gap.

As an advertising campaign to parents, it works on the evidence that organized drives to change behavior are most effective when they use “nudges” to remind people to make small changes in their daily routines.  The campaign asks communities to organize its trusted messengers (us!) to work together, putting that consistent message “Talk Read Sing” in front of parents throughout their day, and throughout their city.  And it gives us plenty of tools to do it.

Oakland CA was the kickoff city for Talk Read Sing last summer.  Billboards on freeways and bus shelters still invite parents, in English and Spanish, to talk with their children through playful slogans: “Let’s talk about the bus” or “Let’s talk about the weather.”  Bibs and towels distributed in our libraries and elsewhere: “Let’s talk about food” and “Let’s talk about bath time.”  The branding and creative assets produced by the campaign are available to libraries and other organizations who register at Too Small to Fail’s Community site.

A Talk Read Sing enthusiast at the Elmhurst Branch of the Oakland Public Library (photo courtesy of the author)

Here, the coordinated distribution of free materials was managed by First 5 Alameda County, in partnership with many organizations (including OPL) involved in Oakland Reads 2020, a community in the National Campaign for Grade Level Reading.  The Talk Read Sing campaign is a natural strategy for school readiness, and works seamlessly within Grade Level Reading campaigns.

Our rollout meetings provided a perfect opportunity for me to share our own OPL “Talk Sing Read Write Play” brochures, which we developed from the ECRR2 curriculum.  Despite the fact that ECRR2 promotes two additional elements, the message is clearly the same, and partners were thrilled to have local materials to weave into the campaign.  Boom: our library brochures went city wide.

If you have a Grade Level Reading Community or a functioning literacy collation, you have the perfect network to build a Talk Read Sing campaign in your community.   Introduce yourself as a partner who can help engage parents around teaching behaviors that will help everyone meet common goals for early literacy.  And if you don’t have such a network yet, this campaign is the perfect carrot to get one going.  See SPFL’s Christy Estrovitz’s presentation “Inspired Collaborations” for some tips.

For the public overview of the campaign, including free resources: http://talkingisteaching.org/

For the community campaigning materials, register at: http://toosmall.org/community

And find out more at ALA Annual, Sunday June 28 from 1-2pm, at Babies Need Words Every Day: Bridging the Word Gap as a Community

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Our guest blogger today is Nina Lindsay, Children’s Services Coordinator at the Oakland Public Library, CA, who talks, reads, and—yes!—sings, every day.

The post Every Child Ready to… Talk Read Sing!: Partnership in Action appeared first on ALSC Blog.

The advocacy button, available from the Everyday Advocacy site (image courtesy of ALSC)

The buttons, emblazoned with the slogan “Creating a Better Future for Children through Libraries,” will be available at the 2015 ALA Annual Conference in San Francisco and various state/local conferences.

Attached to each button is a tip sheet, created by the ALSC Advocacy and Legislation Committee, that includes talking points to help articulate the value of youth library service. A virtual button will be available soon.

ALSC is also inviting prospective advocates to claim their own button. By submitting a question, an elevator speech, or a news item for the Everyday Advocacy Matters e-newsletter, participants can get a button mailed to them. This is only available for individual buttons. ALSC does not currently have the capacity to mail bulk orders of buttons and tip sheets.

The post How to Claim Your Advocacy Button appeared first on ALSC Blog.

Did you know that a well-child visit to the doctor’s office can also help to promote early literacy and school readiness? It can if your well-child appointment is with one of the 5,200 medical providers who participate in the Reach Out and Read Program.

One new Reach Out and Read Program site, the Bethesda Family Practice in Cincinnati, Ohio, reached out to their local Norwood Branch Library, which is a medium-sized branch in the Public Library of Cincinnati & Hamilton County system, for assistance in setting up their waiting room Literacy Corner. The Public Library of Cincinnati & Hamilton County’s Marketing department donated full-color literacy posters with Book Suggestions for Babies and Toddlers and a growth chart on the side. Also displayed in the Literacy Corner is the current monthly calendar of events and story times available at the Norwood Branch Library. This is just one example of how children’s librarians can reach out to their communities to promote early childhood literacy. Try sending area medical providers an email directing them to the Reach Out and Read website at http://www.reachoutandread.org/.

As recommended by the American Academy of Pediatrics, Reach Out and Read incorporates early literacy into pediatric practice, by integrating children’s books and advice to parents about the importance of reading aloud into well-child visits. Reach Out and Read builds on the unique relationship between parents and medical providers to develop critical early reading skills in children.

Reach Out and Read serves more than 4 million children and their families annually. Currently, Reach Out and Read partners with more than 5,200 program sites and distributes 6.5 million books per year. The program serves more than one-third of all children living in poverty in this country, and continues to grow each year with the vision that one day the Reach Out and Read model will be a part of every young child’s checkups.

The Reach Out and Read model for literacy promotion has three key elements:

• Primary care providers (doctors, NPs, PAs and RNs) are trained to deliver early literacy guidance to parents of children 6 months through 5 years of age during each well-child visit. This age-appropriate guidance centers on the importance of: frequent and early exposure to language, looking at board books and naming pictures with infants, rhyme and repetition for gaining phonemic awareness during toddlerhood, and reading interactively (such as using open-ended questions) when reading with preschoolers.
• During well-child visits for children ages 6 months through 5 years, the provider gives the child a new, developmentally-appropriate book to take home, building a collection of 10 new books in the home before the child goes to kindergarten. The provider also repeatedly prescribes reading aloud, every day.
• Reach Out and Read program sites also create literacy-rich environments that may include gently-used books for waiting room use or for siblings to take home. In some waiting rooms, Reach Out and Read volunteers model for parents the pleasures and techniques of reading aloud to very young children.

Reach Out and Read is endorsed by the American Academy of Pediatrics, the National Association of Pediatric Nurse Practitioners, the Literacy Partner American Academy of Family Physicians and is a Library of Congress David M. Rubenstein Prize 2013 Award Winner. For more information visit http://www.reachoutandread.org/.

Debbie Anderson is a Children’s Librarian at the Norwood Branch Library of the Public Library of Cincinnati and Hamilton County in Ohio, and she is writing this post for the Public Awareness Committee. You can reach her at [email protected].

The post Reach Out and Read Promotes Early Childhood Literacy appeared first on ALSC Blog.

Thousands of unaccompanied refugee children fleeing violence in their home countries of El Salvador, Guatemala and Honduras have crossed the United States border and turned themselves in where they are being held in detention centers and placed in removal proceedings. In June 2014, at the ALA Annual Conference in Las Vegas, REFORMA (National Association to Promote Library & Information Services to Latinos & the Spanish Speaking) decided to form the Children in Crisis Task Force to get books into the hands of these children while their future is determined. The Children in Crisis Task Force Co-Chairs are looking for ways  to partner with immigrant youth centers. Co-Chair Patrick Sullivan states, “Vendors are waiting in the wings ready to donate books.” Through monetary donations REFORMA is ready to purchase books, backpacks and school supplies.

In September 2014, National REFORMA President Silvia Cisneros personally delivered the first shipment of donated books to McAllen, Texas. In October 2014, Theresa Garza Ybarra, President of REFORMA’s Estrella de Tejas Chapter coordinated a second shipment of donated books to Karnes City, Texas. REFORMA is currently working on a third shipment to Artesia, New Mexico with REFORMA de Nuevo Mexico Chapter President Flo Trujillo. Task Force Co-Chair Oralia Garza de Cortes says it is a slow challenging process that is important. She states, “(REFORMA) is the first group to put books into the detention facilities. No one has done that before.”

Sullivan says that the next phase of this project is to determine what REFORMA can do to help local chapters help newly arrived children in their region who have been re-united with their families but are still under order of removal. Some REFORMA chapters are already doing this such as Los Angeles and San Diego Libros. For example, Ady Huertas, Teen Center Manager for San Diego Public Library’s Central Library, is working closely with local community organization Southwest Key. They have a couple of centers that provide temporary housing and education for youth in transition. They arranged one class visit consisting of 2 centers and 3 classes with 20 youth aged 8-17 years old. Huertas gave them a tour, library cards, and introduced them to library resources. She also gave the youth free Spanish books and some incentives. She is now coordinating a second visit and hopes to schedule regular monthly visits. To her surprise, Huertas even received thank you notes in English! Huertas explains that libraries have a role in servicing this segment of the community. Huertas states, “We’re trying to introduce the library as a safe place and in cities anywhere where they end up, they should look for the local library and get resources and technology for free.”

Photo by Ady Huertas

Libraries have traditionally reached out to immigrant populations to help them navigate their way in a new country. Garza de Cortes notes that this population is different in that they have refugee protected status. When asked about the next steps, Garza de Cortes responded, “(We need to) create more awareness of our role and responsibility as librarians to provide accurate information for the families and work with agencies to be able to help them better understand the power of libraries and power of books to help children change their lives.”

To find out more information about this project or make a book or monetary donation, please visit the Children in Crisis site here.

Additional Resources:
* Tan, Shaun. The Arrival. A.A. Levine, 2006.
Tan, Shaun. Emigrantes. Barbara Fiore, 2007.
Graphic novel of the immigrant experience. Available in English and Spanish but completely wordless.

Art from “The Arrival”. Image from Shauntan.net

* Department of State. Bureau of Population, Refugees, and Migration. Office of Admissions Refugee Processing Center Affiliate Directory : From Boise, Idaho to Wheaton, Illinois, this official directory lists the many service agencies working directly with refugee children.

* Southwest Key Programs: Immigrant Youth Shelters : Information and map locator for shelters run by Southwest Key that temporarily house unaccompanied minors.

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Ana-Elba Pavon is the Branch Manager of Oakland Public Library’s Elmhurst Branch in Oakland, CA and is writing this post for the Public Awareness Committee. You can reach her at [email protected]

Photo by US Army, Cpl. Hwang Joon-hyun, Yongsan Public Affairs

Why do you offer storytime at your library?

Is it just for entertainment? Is it to give kids and parents something to do? Is it to get them to step inside the library? Is it just because you’ve always offered storytime? Is it because storytime is what libraries have?

I really try to remain nonjudgmental about everyone’s library offerings for youth. Every community is different and libraries need to be doing what’s right for their community. It means that not every library will or should offer the same programs and services.

But the purposefulness of storytime is where I draw the line.

Every community with young children needs programs to help them succeed in school. And that’s exactly what storytime brings to the table.

I cringe when I hear a librarian say that his or her storytimes are for entertainment.

Yes, storytimes are entertaining. Yes, they give kids and parents something to do. Yes, they are generally something public libraries are expected to offer. But storytimes are so much more. And we need to be saying that at every opportunity to everyone who asks.

As I have educated myself and my staff about early literacy and child development, it’s become imperative that every early childhood program we’re offering at the library is based on developing early literacy and school readiness skills. Every activity we include is there for a reason and if a parent asked why we chose that activity, we could tell him or her what skill we’re learning or practicing.

We are professionals. You are a professional. Don’t sell yourself short.

And the best thing? The very best thing?? You’re already providing these skill-building activities in your storytimes. I guarantee it.

Singing? You’re developing phonological awareness – helping children hear that words are made up of smaller sounds. Teaching rhythm helps children learn to think spatially (math skills!).

Reading stories? You’re encouraging print motivation – getting kids excited to read by sharing fun stories with them. You’re demonstrating how a book works: how you open it, how you turn the pages.

Doing a craft? You’re helping young children practice fine motor skills that they will use when they learn to write. Maybe they’re practicing following directions. Maybe they’re unleashing their creativity.

Bringing out some toys for play time? Play is a wonderful learning activity for children. Playing with children encourages oral communication, which leads to children hearing and learning more and more words.

You’re already doing all these beneficial activities naturally in your early childhood programs. But many people (parents, community stakeholders, maybe your director, maybe your trustees) don’t know that having fun in storytime is actually an essential learning experience. It’s our job to tell them that. And that’s how we get to keep our jobs.

“Entertainment” can easily be found elsewhere. But free programs that build early literacy and school readiness skills don’t grow on trees.

We know we have the most fun in the library. But we’re not doing storytime just for the fun of it.

Not sure how to explain the cognitive benefits of your storytime program? Check out some of the following resources to get started:

• CLEL (Colorado Libraries for Early Literacy)
• Every Child Ready to Read
• Jbrary
• The Magpie Librarian’s Little Reminders Everywhere
• Mel’s Desk – Melissa’s Tips for Delivering Early Literacy Messages
• Reading Rockets
• Storytime Underground
• Zero to Three

What do you say when someone asks you why you provide storytime? How do you spread the good word about early literacy and school readiness in your library?

– Abby Johnson, Children’s Services Manager
New Albany-Floyd County Public Library
New Albany, IN
http://www.abbythelibrarian.com

Today kicks off first day of National Library Legislative Day and your ALSC Advocacy and Legislative Committee has made it easier than ever this year for YOU to participate from home!

Explore the Everyday Advocacy website to find fantastic resources so you can tell law makers why libraries are important to your community.

Find talking points and contact information so you can tell your Congressmen and Senator what libraries are doing in their own district. Download and personalize a letter template to send to your lawmakers asking them to support library funding through LSTA, Innovative Approaches to Literacy (IAL), and other important bills.

The website also has ready to go tweets like the ones found below that allow you to just click and tweet!

• Tweet 1: It pays 2 support #libraries! Investment in libraries = investment in education & lifelong learning #VLLD14
• Tweet 2: Using <2% of tax dollars #libraries provide services to 2/3 of public! Support Libraries! #VLLD14

Advocating for libraries has never been easier! Make sure you take action this week for your library and your community!

Image courtesy of ALSC

Today children and families in Omaha, Nebraska will receive free bilingual books to take home and will make their own. In Parma Heights, Ohio children will “travel” around the world while listening to stories from a children’s book author. And in Tucson, Arizona a hand puppet show and live music will bring old-world storytelling to audiences at the Pima County Public Library.

Check out all the great programs happening through the National Program Registry.

Are you celebrating Día this year? Make sure you share your stories and pictures on the Día Facebook page. Or tweet them using the official hashtag (#dia14alsc).

And don’t worry if you don’t have anything planned for today! Día can be celebrated throughout the year with the great resources ALSC has to offer including family book club lesson plans, book lists, coloring sheets and more. Download your free resources TODAY and celebrate Diversity In Action all year @ your library!

Learn more about Día and access all of the free resources at: http://dia.ala.org

As librarians we know that April is ‘National Poetry Month’ but did you know that it’s ‘Stress Awareness Month’ or ‘National Donate Life Month’? With so many monthly designations it’s hard to keep up. We become saturated with “awareness” and can overlook educational opportunities that are important in our profession.

April is ‘National Child Abuse Prevention Month’, a time to be aware that we all play a part in the emotional and physical well-being of the children around us. As librarians many of us are considered employed in “positions of trust” and are subjected to background checks and periodic drug screenings. But as our relationships with our communities expand we should always be aware of our expanded responsibilities. Do you meet regularly with your law enforcement agencies? Do you have a clear process for incident reporting and follow up? Can you recognize the signs of abuse in children and families? Do your local health departments offer training in this area? Are you a mandated reporter? These are things that you should be asking yourself and your administration.

Mandatory reporting efforts began as early as the 1960’s when the U.S. Children’s Bureau sponsored a conference aimed at the growing concerns around the effects of child abuse. Between 1963 and 1967 every state and the District of Columbia passed a child abuse reporting law. But as awareness and conditions expanded so did policies and statutes and by 1987 almost every state included sexual assault as part of the abuse, as well as mental and emotional abuse as well as neglect. (1)

Mandatory Reporting is becoming a hot topic in light of recent high profile abuse cases. Here in the District of Columbia, where I am a librarian, city council legislation passed in 2012 requires any adult who knows – or has reason to believe – that a child age 16 or younger is being abused is required to report the incident to the police or the city’s Child and Family Services Agency. This is a change from mandatory reporters being strictly “positions of trust”. In the wake of the Penn State scandal, More than 100 bills on the process of reporting of child abuse or neglect were introduced in 30 states and the District, according to the National Conference of State Legislatures, with 18 states instituting a universal reporting law. (2)

Take time this month to be proactive, make yourself aware of the laws and statutes of your state. Below are some valuable resources that can help inform you and your staff, as well as spark conversation between your library and other service agencies.

Resources to consider:

The Child Welfare Information Gateway promotes the safety, permanency, and well-being of children, youth, and families by connecting child welfare, adoption, and related professionals as well as the general public to information, resources, and tools covering topics on child welfare, child abuse and neglect, out-of-home care, adoption, and more. Make sure to click on their “state specific resource” link. They also produce valuable fact sheets and handouts.

Founded in 1959 by Sara O’Meara and Yvonne Fedderson, Childhelp® is a leading national non-profit organization dedicated to helping victims of child abuse and neglect.

The Child Abuse Prevention Center is a national and international training, education, research and resource center dedicated to protecting children and building healthy families.

Family Resource Information, Education and Network Development Services (FRIENDS), the National Resource Center for Community-Based Child Abuse Prevention (CBCAP), provides training and technical assistance to Federally funded CBCAP Programs. This site serves as a resource to those programs and to the rest of the Child Abuse Prevention community.

Don’t forget to reach out to your local Health Department and Child Services Agencies, they will have the most recent and local information for your community.

(1) Hutchison, E. D. (1993). Mandatory reporting laws: child protective case finding gone awry?. Social Work, 38 56-63

(2) Craig, T. (2012, Nov 16). Council advances bill expanding rules for reporting child sex abuse. The Washington Post. Retrieved from http://search.proquest.com/docview/1152062603?accountid=46320

Lesley Mason, ALA ALSC Committee Member, Library Services to Special Populations and Their Caregivers and Children’s Librarian at DC Public Library

At the Indianapolis Children’s Museum–the world’s biggest and best! for a Family Place Symposium on families and health. Not an official PLA event, but very exciting to be in this amazing space, learning about this terrific program. We are not a Family Place Museum yet, but I am certainly going to make it a goal!

Shelley Sutherland

KidSpace Supervisor

Niles Public Library, IL

December is an exciting time for the Library Services to Special Populations and Their Caregivers Committee as we begin to review applications for the ALSC/Candlewick Press “Light the Way: Outreach to the Underserved” Grant. Reviewing applications is a wonderful way to learn about the accessibility and literacy challenges facing children and their caregivers throughout the U.S.  It’s also an opportunity to learn about and support the creative programming happening in our libraries to meet their needs and help them feel at home in the library.

In addition to the grant, committee members remain busy writing about library services to special populations for the ALSC blog. This year, we’ve written about welcoming LGBTQ families into the library, providing fun financial literacy education during storytime, and getting started as a new librarian serving special needs populations. Committee members have also highlighted books to celebrate National Adoption Month and suggested ways the library can get involved with Hunger Action Month.

Contributing to the ALSC blog is the committee’s way of increasing awareness around these and many other important issues facing our library patrons. We see it as a way of advocating for those who aren’t always top of mind when it comes to services. What I love about this particular work of the committee is that we’ve written about the many faces of special populations, recognizing that special populations are not limited to those with disabilities. We hope our posts inform and inspire the work of fellow librarians, and we look forward to continuing this work. Stay tuned for more blog posts and activities from the committee.

And, if you’re interested in collaborating feel free to contact any committee member listed below:

Jordan Boaz

Sara E. Hathaway

Rebecca Anne Hickman

Lesley Mason

Amy Seto Musser

Amanda Struckmeyer

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Posted by Africa Hands, Librarian, Library Services to Special Populations and Their Caregivers Committee Chair.

Have you ever had this following conversation with yourself as you thought about your upcoming week at work? “Okay, so I have six programs this week, and I should have checked out that new book I wanted to use with that group.  It’s probably already checked out by now. I have those three reports due by tomorrow and that mandatory meeting that will last all day. I have the article due next week, but I won’t have time to work on that next week, so I have to somehow find that time this week. There were those four emails I read right as we were closing, but I need to learn more about that project before I can respond  . . .”

It’s easy for our thoughts about our work to be more focused on our deadlines instead of the difference that we can make. Of course, deadlines are a necessary part of our work and are a good measure of how much we can accomplish and contribute to our profession. The trap that is easy to fall into, however, is measuring the success of a week based on checking off those deadlines from a to-do list instead of focusing on the real reason behind the work we do at our libraries.     

Image provided by Thinkstockphotos.com

 Clearly, we’ve dedicated our professional lives to working with and for children and their families for the positive difference this can make. How can we remember to get out of the deadline-driven slump and focus both on those tangible and intangible reasons behind why we do what we do? At our recent North Carolina Library Association Conference I attended last month, I brainstormed some ways to make sure I focus first on the difference and then on the deadline.

1.       Participate in the Profession

It’s hard to think that when we have a bunch of projects due or programs to plan that this is the time to participate even more in our profession. The truth is that it is all too easy to be constantly focused on the next monthly report or spending the budget before the end of the fiscal year.  It is easy to forget the big picture of why that report and that budget matter. Volunteering to serve on an internal committee or stepping up as the youth services representative can help us to focus on the impact of our work and is also a small step in us controlling the direction of our work instead of letting our deadlines always drive us.

2.       Continuing Education Continues to Matter

It is easy to fall into the daily grind of work.  Participation in continuing education opportunities, whether it is through a conference or planning training for other branch staff, encourages us to become more invigorated about our work. Hearing about another library system’s best practices can motivate all of us to focus on the positive impact of one of our programs or library services. Reading blogs and professional journals can inspire us to think of that next great idea. It’s easy to want to let these professional experiences fall by the wayside if we are overwhelmed by our current workload, but the benefits of participating in these types of opportunities serves to motivate us in the long run.

Image provided by Thinkstockphotos.com

  3.       Talk It Up

I’m sure we’ve all heard that comment from an oblivious stranger, “You went to library school? They have a school for that?” All those moments when we share about the reality of our work with those that haven’t had a chance to experience all that libraries have to offer is an opportunity to share the impact of what we do. When we discuss the benefits of our latest program or service, whether it’s with a library customer we have just met or a longtime family member or friend, we affirm the real reason behind our work.

Deadlines have a definite purpose in our careers, but they should not define it. What tips have you learned to remember to focus on the bigger picture and not to get bogged down by those deadlines? Please share in the comments below!

Hows does the Public Awareness Committee help to promote library services and cultural diversity in programs to children? As youth services librarians, we are busy with the day to day task of providing wonderful reference service, homework help, book recommendations, and planning early literacy programs. At time we all feel overwhelmed and think, “How can we ever juggle one more responsibility?”. This is where the PAC come in with lots of ready-made ideas that an individual can evaluate and curtail to their unique library and community needs. Several of the tools shared below will be great jumping off points that are very accessible and will get your creative juices flowing!

One main initiative that PAC extends support for is the celebrating of El Día de los niños/El día de los libros, Children’s Book Day, which is traditionally celebrated on April 30. Founded by the children’s book author Pat Mora in 1996, Día honors the power and pleasure of books and reading all year long by promoting programs that honor multiculturalism, often culminating in a spring fiesta! As an expansion of this, libraries have an opportunity to participate in the Día Family Book Club. Up to 15 mini-grants of $2000 will be awarded by the Dollar General Literacy Foundation to public libraries who demonstrate a need to better address diversity within their community. For more information and the application form, visit our grant page here. The deadline for grant applications is November 30, 2013.

Whether you plan a big community extravaganza or just a small branch program, Día involves beginning somewhere! Here are a few places to look that would be most helpful in getting started. The very detailed ALSC Día website provides a wonderful booklist and lots of other great resources for programming.  The PAC is maintaining a great Pinterest presence with various boards categorized by country which provide suggestions for wonderful cultural crafts and cooking activities. Follow our pins on the Día: Diversity in Action page. Día also has a Facebook page which promotes multicultural book titles, extension activities and author interviews. Be sure to like us on Facebook here! Now all you have to do is get started!

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Debby Gold is a Librarian at the Parma Heights Branch of the Cuyahoga County Public Library in Ohio and is writing this post for the Public Awareness Committee. She is also the Public Awareness Commitee Chair. You can reach her at [email protected].

On October 2, we hope your inbox received a little bit of awesome—the very first issue of Everyday Advocacy Matters.

Published quarterly, this eNewsletter complements the ALSC Everyday Advocacy website and extends its rich resources with targeted, timely, and fun content.

Your feedback is trickling in, and it sounds like we’re on the right track. But we think something’s still missing…

It’s you!

Why not help us make Everyday Advocacy Matters your own by sending along your ideas and content for upcoming issues? Your everyday work with children and families makes you the real expert, so share the wealth with your ALSC colleagues!

Here’s what we need for each eNewsletter section:

Everyday Advocacy Spotlight—Candidates for the “Awesome Advocate Profile” and short seasonal features to help members focus their advocacy efforts.

News You Can Use—The latest reports, data, and stories to help members make the case for libraries and library services to children.

Get Inspired!—Candidates for the “Savvy Success Story” feature, highlighting the everyday work of ALSC members just like you.

Calendar—Key advocacy dates for learning, sharing, and making a difference in members’ communities (e.g. special events, celebration weeks, and conferences).

Interested? The content deadline for our January 2014 issue is December 1. Please send your ideas, comments, or questions to Member Content Editor Jenna Nemec-Loise at [email protected].

We can’t wait to hear from you!

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Jenna Nemec-Loise is a relationship architect, community builder, teen advocate, and early childhood specialist living in Chicago. She is Member Content Editor of the ALSC Everyday Advocacy website and eNewsletter and a current member of the ALSC Advocacy & Legislation Committee.

Hello and welcome to the first post from the ALSC Public Awareness Committee! The Public Awareness Committee focuses on ways to reach out through public awareness campaigns about the importance of library services for youth.  The PAC works to promote awareness of the value of excellent library service for all children. In other words, we work in the name of advocacy for library services to youth.

Advocacy is a word that you most likely hear regularly in the world of public libraries today.  Advocacy is typically defined as the act of pleading or arguing in favor of something, such as a cause or idea. In the current climate of shrinking budgets, shifting education curriculum and new technology, those of us who work in youth services need to be more aware than ever of the importance of urging others to recognize the role libraries play in the development of children.

Most of us are probably eager to discuss our work with anyone who is willing to listen. We stand in a special position within the community ripe with advocacy opportunities. But sometimes the topic of advocating may seem overwhelming. There are many ways that you can advocate daily the importance of library services to children.

As youth services librarians, we regularly interact with parents and children both in programs and while working at the reference desk, providing countless chances to build future lifelong library patrons through stellar customer services and programming. By being the best librarian you can be, you are advocating for your library! You are exhibiting precisely the sort of services that children benefit from when visiting the library. Leading that storytime and discussing early literacy with new parents? Advocating! Outreach programming to local daycares and preschools? You are spreading the word about the wonderful library services available to adults and children who may not otherwise have been exposed to such information. Hurrah, advocacy!

Advocacy can be a goal of your day, everyday. If we want to continue our quest to support literacy growth and be a part of the cultural development of children, we need to focus on spreading the word about public libraries and their valuable contributions to the youth of the community.

What sort of advocacy efforts do you focus on at your library? What tips might you have for reaching out into the community?

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Nicole Lee Martin is a Children’s Librarian at the Grafton-Midview Public Library in Grafton, OH and is writing this post for the Public Awareness Committee.

“Oh, how sweet,” said the person I had just met. “You have a background in children’s services.  It must be nice to play around with puppets all day.”  This off-hand comment really struck a chord with me. Yes, programming is fun (at least it should be.)  It’s also an essential role of the job of a youth services librarian, working with purpose behind the practice. 

The high-energy antics (as well as those incredible voices) of a puppet show may be viewed by colleagues from other departments and those customers outside of our profession as simple play.  In youth services, however, the reasons behind why we do what we do (how interactive library programs for children develop essential literacy skills and promote a positive association with books and libraries, to name a few) is, as we know, a life-changer. How can we best get our message across to those who think our work is merely “child’s play?”  We can start by simply sharing our ABCs. 

A stands for Advocacy.  As librarians working with children, we can promote the benefits of our work with passion, but we have to learn the language of those around us.  If a customer expresses concern about preparing her daughter for school, we can discuss how our programs develop school-readiness skills. If our supervisors value statistics, we can frame the conversation around our high picture book circulation or our programming figures from the last quarter.   Advocating for children’s services doesn’t only have a role in formal presentations; the opportunity presents itself at the most unusual times, often during a brief exchange with a customer or a quiet moment before a meeting begins.

B stands for Books.  Books are at the heart of our profession.  Parents, and library staffers in other departments, may be so inundated with the influence of standardized testing that they fail to realize the role readers’ advisory can play in assessing children’s reading interests and abilities.  When we promote books, we promote our departments.  We can connect books to every aspect of our programming and puppet shows. Working in customer service, whether staffing a desk or engaging in proactive reference, allows us to answer questions and connect the right book to each reader. As youth services librarians, we can also offer training to our colleagues from other departments on readers’ advisory for children and teens.  Providing these trainings and workshops to staff outside of youth services ensures all our staffers have some understanding of the theory and hands-on training required when working with youth.

C stands for Collaboration.  When we partner with other library departments, we offer a behind-the-scenes glimpse of the work required in youth services.  This collaboration can take many forms; invite other departmental staffers to shadow a youth services staffer for a day and speak up at library meetings to ensure children’s initiatives have a voice.  In our Hope Mills Branch of the Cumberland County Public Library & Information Center, we include departmental staff from all areas to assist with aspects of programming, under youth services staffers’ direction.  We also cross-train employees to staff both service desks at our community facility, providing information services staff an opportunity to work the Children’s Desk, and youth services staff frequen

I had the absolute pleasure of presenting on a panel with three other sensational youth services librarians this week at the Illinois Library Association Annual Conference.  Representing small, medium, and large libraries, we talked about the development of programs and outreach services to children and young adults with special needs.  One librarian presented on using American Sign Language (ASL) in her storytime.  Another discussed how she led book discussions and reader’s theater programs with a group of high school students.  The third librarian talked about how she incorporates sensory-friendly crafts into her programs.  While each of our programs are vastly different from the other, I realized there was one common thread throughout: bravery.

At one point or another, all four of us were “newbies.”  We may have planned dozens of storytimes, booktalks, or book discussions, but there was a moment when we had to lead that program for the first time for an audience of patrons with special needs.  I’ll be the first one to admit that starting a new storytime terrified me.  I envisioned one of two outcomes.  Either no one would show up, or I would have a group of 12 children screaming, crying, and running around the room not listening to a word of my storytime–any librarian’s nightmare. True, I may worry more than the average person, but at the heart of it, I was nervous that all my hard work would go to waste. Let me tell you, this couldn’t be farther than the truth–it was a complete success!

But how do you measure success for programs for an audience of patrons with special needs?  And how do you know there will be an audience for your new program?  From a practical standpoint, librarians need to validate time and money spent with cold, hard statistics.  How many patrons are we serving?  Does this program have a return on investment (ROI)?  These are important questions, especially when advocating for funding in these financially trying times.  The truth is, I took a risk in developing a new program, but I knew it was a risk worth taking.  Even if I didn’t officially survey the community, I knew that many state and nationally funded programs lost funding this year.  I also saw there had been an increased number of patrons with special needs using our facilities.

If you would like to develop a new program for an audience of patrons with special needs, it’s important to assess the need first.  Observe who is coming into your space and what services they are using.  Have casual conversations with them or their caregivers to find out how else a library can meet their needs.  Connect with the special education teachers in your district and ask if the Library can support their classroom.  Maybe it means creating an offical survey about special needs services at your library and evaluating feedback fro your community.  This can tell you a lot about what new services or programs you may want to provide.  Time and time again, I have been told by parents, teachers, and even special education administrators that the real achievement is just doing something.

A library has not always been a place where patrons with special needs are welcome, but that’s changing.  I see it in the excited faces of those that attended my ILA program, ready to bring a fresh perspective and new ideas back to their library. I see it in the increased number of parents registering their child with special needs for library programs.  I see it in the attitude shift of library staff after participating in a disability awareness training.  I see it in the increased number of webinars and other online learning opportunities for professi

There are many of us in youth services that cannot afford the time, the staff, or the funds to create new programs specifically for children with special needs.  At the same time, we want to be able to welcome the growing number of children with disabilities to our libraries.  The reality is that visiting a new place for the first time can be stressful for children with developmental disorders, and this anxiety may be enough to keep those children and their families at home.  What can libraries do, then, to support those with special needs who are walking through our doors for the very first time?

While I was planning my first special needs storytime, someone shared with me a link to the Libraries and Autism: We’re Connected website.  This online resource promotes “best practices and universal service for people with Autism Spectrum Disorder and their families helping staff to improve their ability to provide excellent, inclusive, universal customer service to everyone who uses the library.”  On this website, you will find links to programming ideas, strategies that work, training videos for staff, blogs posts, and articles about serving individuals with autism in libraries.  But when I saw the template for “This is my Library” social story, I knew I had found a gem.  We as librarians are such natural storytellers, but it didn’t occur to me that telling the story of a first library visit could be so valuable to a child with special needs.

When a child makes his first visit to the library, there are new sights to see, new sounds to hear, a new layout to learn, and new faces to meet.  There is also a list of new expectations for behavior as well.  Without the proper support, a child with a developmental disorder could easily become anxious, frustrated, or upset stepping into this environment for the first time.  But with a social story, a child gains visual familiarity with an experience so that he can feel comfortable and confident before he is faced with the situation first-hand.  These stories are tools that help pre-teach the structure and routine of what a new concept or experience will be like, and are used often with children with autism or other developmental disorders.  On the Use These Resources page of the Libraries and Autism website, you will find a downloadable template for a “This is my Library” social story, which can be used to tell the story of your own individual library.  Not only is this customizable book free, it has been designed to allow libraries to easily insert their own pictures and text in order to develop a personalized “library tour.”  A quick tip: posting your library social story on your website can allow for families to upload it at their leisure and read it as many times as they want.

Beyond library tours, there are many other applications of this social story tool.  Checking out books, asking for help, or logging on to the computer are a few routines that could be taught in a library-related social story.  If you know ahead of time that a child with autism is attending one of your programs, talk with the child’s parent and ask if a social story would help support his attendance.  For those that utilize therapy dogs in a library program, having a social story called “Dog Safety” would be helpful for those that need to learn how to approach and interact with a dog.  If you are leading a book discussion, create a social story for the child called “Going to a Book Discussion.”  This social story can outline behaviors that are expected of attendees (raising your hand before speaking, one person speaks at a time, using quiet voice, etc.), as well as other activities that will take place during the program.

For a

These days most of us can be found using the Internet to check e-mail, update our Facebook status, using smart phones and other devices to keep up with busy schedules and look for information.  Parents are no different.  And parents of children with special needs frequently turn to the Internet to find information, advice, and support for caring for their children.  It can sometimes be hard to find local support groups or the time to attend workshops, but online communities are only a click away.  However, some parents may not be as savvy as others in conducting searches online, so the public library is a natural place to seek information and resources to support their needs. 

                 A great way that your library can begin to serve the needs of children and families dealing with disabilities is to provide a list of resources, be it national, regional or local.  Knowing where to go to gain support and access to services is the first hurdle to providing specialized care to children with disabilities.  Knowledge is power and when parents are armed with the knowledge of where and how to seek support or services for their children, the library is doing its part to serve the community.

         Your library might already provide pathfinders or bibliographies of service organizations and materials to assist individuals and families dealing with special needs.  If not, consider making handouts, bookmark bibliographies or creating a section of your library’s website dedicated to sharing resources for parents and caregivers. 

Below are some resources to help get you started making a pathfinder as well as some examples of libraries across the country that currently offer a space on their websites with information to support families and individuals in their communities with special needs. 

 
Online Resources:

•  Autism Society

http://www.autism-society.org/

The Autism Society, the nation’s leading grassroots autism organization, exists to improve the lives of all affected by autism.

•  NAEYC Technology & Young Children Interest Forum

http://www.techandyoungchildren.org/children.html

Links that provide information and resources for using technology with young children in a center or classroom setting.

• National Down Syndrome Society

http://www.ndss.org/

The mission of the National Down Syndrome Society is to be the national advocate for the value, acceptance and inclusion of people with Down syndrome.

• The National Early Childhood Technical Assistance Center (nectac)

http://www.nectac.org

NECTAC is the national early childhood technical assistance center supported by the U.S. Department of Education’s Office of Special Education Programs (OSEP) under the provisions of the Individuals with Disabilities Education Act (IDEA). NECTAC serves Part C-Infant and Toddlers with Disabilities Programs and Part B-Section 619 Preschool Programs for Children with Disabilities in all 50 states and 10 jurisdictions to improve service systems and outcomes for children and families.

•  National Parent Technical Assistance Center (a project of PACER center)

http://www.parentcenternetwork.org/national/aboutus.html

The ALLIANCE National Parent Technical Assistance Center (NPTAC) provides Parent Centers, Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs), with innovative techni

                Recently there have been many shared stories about programs for children with special needs and their parents, and how to successfully integrate this population into existing programs.  Individuals have shared their stories of inclusion of babies and toddlers into story time and how they adapt to meet the needs of these children.   Large library systems have presented conference programs on how to effectively create and run a successful program addressing the needs of children with autism.  But what if you are a small library or have minimal resources (i.e. funds, staff, expertise) to conduct an ongoing or large-scale program?  Many of us answer that question by finding a community partner to work with. 

                If your child audience is the under 3 set and you are focusing on early literacy skills and development, a great partner for collaboration and expert information can be found within an Early Intervention (EI) services provider.  Early Intervention services focus on the development of basic skills and are designed to meet the special needs of children who have a developmental delay or diagnosed disability.   These basic skills include physical (reaching, rolling, crawling, and walking), cognitive (thinking, learning, solving problems), communication (talking, listening, understanding), social/emotional (playing, feeling secure and happy), and self-help (eating, dressing).   

                Library programs often aim to provide modeling behavior for parents in how to work with their children to develop these important childhood skills.  Integrating the expertise and instruction of a developmental specialist from an EI provider can enhance the skills you are sharing with babies and toddlers, as well as provide expert instruction for parents.  EI services can also help address the concerns of parents who may feel their child is lagging behind his or her peers and confirm whether their fears are warranted or if parents should give the child more time to reach certain milestones. 

                The National Dissemination Center for Children with Disabilities provides a helpful state finder to help locate Early Intervention services in your area http://nichcy.org/state-organization-search-by-state .  This site is also helpful in understanding children with disabilities and the challenges they and their family members face on a daily basis.  This will be a good resource to librarians as professionals serving their communities.

As part of ALA President Roberta Stevens’ initiative Our Authors, Our Advocates: Authors Speak Out for Libraries, ALA’s Public Information Office has developed the following website to be used a resource for library advocates: http://www.ourauthorsouradvocates.org/

The site features a number of videos from selected authors asking for support for libraries. Below is a sample piece from five-time Coretta Scott King award winner Sharon Draper. Please take a look at the videos on the site and help us promote libraries through these storytellers.

Need some resources to encourage new parents and caregivers to read to their babies? The ALSC Born to Read Initiative includes some helpful talking points and resources. The direct URL is http://www.ala.org/ala/mgrps/divs/alsc/initiatives/borntoread/resources.cfm. Check it out.