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I am new to supervising and it has been a challenge learning the ropes. Based on my new experiences as children’s services manager and advice that I have received from those who are more practiced, here are some valuable lessons I have learned so far.

• As a fellow youth services manager advised me, keep doing what you love. The reality is that, as manager, you have less time to work directly with the public and present storytimes. Instead, more time is devoted to scheduling, meetings and budget. While I have come to appreciate the challenges of the latter, I became a librarian so I could do the former. I still miss my weekly preschool storytime six months after being promoted. So as my colleague stated, keep doing what you love, at least a little. I regularly schedule myself and make it a priority to present children’s programs a few times each month.
• Deal with staff issues head on and in a timely manner. Whether staff are testing you, things were done differently prior or something was unclear, it is important to calmly and directly address cause for concerns as soon as they happen. This has been a challenge for me since I tend to avoid confrontation, am a people pleaser and am younger than most of my staff. However, I realize how vital this is to do. Otherwise, it creates more problems later on and is unfair to other staff that might be affected.
• Take the time to train new staff or to introduce new procedures to your team. It is so tempting sometimes to simply throw new staff or methods into the mix and hope they learn as they go. Training is time consuming and the needs of the public and the rest of the job demands do not let up. While on the job training is important, reviewing policies or procedures with a new hire one on one, or setting up a separate staff meeting to introduce new services, conveys to your team that you find their service worthwhile and can save time long term.
• Delegate. Trust your staff to take the lead on projects from start to finish. Be open to different styles and ideas. This has been a challenge for me since, due to budget reductions, I was previously doing the bulk of the children’s programming and collection development. Now that we have new staff on board and I have other responsibilities, I have realized my reluctance to delegate, which results in me being over-committed and my staff unsure about their duties.
• Take time to talk to your staff, listen to their ideas and assist them on the front line. Fostering good will within your team helps create a positive and productive environment.  This can be done by asking staff about their interests, encouraging them to share how their recent program went or you offering to lend hand if they are busy at the service desk or need support with a big event.

I still am learning as I go, and while I miss aspects of my previous position, I am greatly enjoying the challenges and rewards that managing children’s services provides.

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Our guest blogger today is Marie Town, who wrote this piece as a member of the Managing Children’s Services Committee. Marie is also the Principal Librarian of the Oceanside Public Library in Oceanside, California.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

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In my line of work as a staff developer, I often get the question, “Which do you think is better? Pens or pencils?” I have to start by saying that I don’t think… Read More →

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In this series of blog posts, sustainability is the watchword.  We've looked at issues and thoughts about project costs and grant fails and triumphs. In this final post, let's consider the sustainability factor in our everyday programming work.

Programs are some of the bread and butter of our work with youth. The concept of sustainability becomes critical here.

Our patrons often want ALL THE THINGS. And many of us want to give them ALL THE THINGS. That's perfectly understandable. They pay us, they are the reason we are working at the library in the first place. However, ALL THE THINGS often leads to staff burn-out, stress, and an unsustainable pace and level of work for staffers. Work tasks leak into home life and extra unpaid hours. Nobody loves me. Everybody hates me. I hate you. I quit (literally or just check out emotionally and mentally).

Not sustainable. To create sustainability - and sanity - in programming, finding balance is an important factor.

Budget
If we have a program budget, how can we best use it?  Many of us are expected to and feel pressure to book outside performers (note: I work as a free-lance storyteller making the big bucks at schools and libraries so I know about this issue from the performer's perspective). If we spend all our money booking performers, does that leave us a budget for incentive prizes like books, bookbags or money to fund buses or another special project?

If we balance our planning and expectations, cut back on outside performers, it often frees programming money to allow us to fund special stealth programming projects or initiatives or try something entirely new. Our budget can then sustain a larger number of efforts.

Patron Expectations
Teachers and parents have clear thoughts on what they need for kids in their care but often these fall into narrow personal concerns - we want to use the library without these crowds; the storytimes aren't convenient for my schedule;  you should have more ________ (fill in the blank: baby/toddler/teen/K/school age/homeschool/single/continuous/Saturday/evening/Sunday/Monday morning -I could go on but you know what I'm talking about here) events; why can't you provide our group with a weekly storytime or monthly outreach visits?

Meeting all the expectations isn't possible to do in a sustainable way - especially if you want to balance services to all. The challenge in planning then becomes looking for ways - through active and passive programs; judicious deployment of staff for in-house and outreach efforts and critically looking at the arc of programs  - to honor on some level most of your clientele's needs.

What might that look like? It all depends on what you can find sustainable - and what you feel you can fairly offer to all. Perhaps:

• Storytimes being offered for 25-30 weeks of the year.
• After school programs being offered once a month or in a three-four week series 2-3 times a year.
• Storytime breaks of up to two months to allow time to book field trips or do outreach to daycares.
• School age programs during school breaks and  early release days including plenty of DIY activities.
• Programs presented once a semester to classes that make weekly/monthly visits.
• Outreach visits scheduled once a year to every day care or school classroom
• Passive programs made available more frequently

There isn't a one-way, right answer but there are many paths to help create a program structure that can be sustained and serve many needs.

Balance and Sustainability
The point is not to deny patrons, jealously guard time and resources or alternatively force staff into working at a mad pace.  To sustain programs, finding the balance is key. Looking at what we do and how to create balance - whether through program breaks; decreasing the frequency of some programs; offering the same level of service to all school or daycare groups or making sure that we have a balance of active and passive programs - means that our program work can be sustained.

And in the End
Last but not least, learning when to say when is critical. When a program has reached the end of it's useful life, even though it is your favorite, let it go and put staff time and resources elsewhere. It keeps what you offer fresh, frees time for new initiatives and services and keeps patrons interested in your offerings.

And that's what sustainability is really all about!

Part 1
Part 2
Part 3

Graphic courtesy of Pixabay

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In this series, I am looking at sustainability in our work. The first post addressed some larger issues and thoughts about costs of ongoing projects followed by a post on grant fails   Today, let's consider the sustainability factor of  successful grant-funded  projects.

So what are key components to create sustainability in grant-funded projects?

First don't write it if you can't see a way to sustain the project, keep it fresh or easily make changes to evolve it to meet changing community needs. Taking a pile of money, creating a thing and letting it languish seems to be wasteful. If, in your grant planning, you figure what you need to keep the initiative or service going beyond the grant, it means two things: the grant start-up money is well-used to kick things off and you actually need the service or initiative enough to justify putting future general budget funds into keeping it fresh.

Grant Wins
Here are two examples of sustainability thinking we used in creating and thinking about projects we wanted to continue beyond their initial grant cycle.

2nd Grade Library Stars
Based on meetings with our LMC colleagues who suggested we bring in one grade level for an introduction to the library, we decided to reach out to all second graders and offer a field trip adventure at our Main Library location.  The biggest expense for this was going to be transportation - only one school is in walking distance of our Youth Services Department.

We wrote a Community Foundation grant for buses for $1000 and looked at our program budget for the future to fund the project in ensuing years. If we didn't book three outside performers, we would have that money.

The tours were a huge hit with the teachers, kids and staff. The worth of them was so apparent that the schools funded the buses the second year. Now we are looking at adding seventh grade and kindergarten field trips annually and the schools have agreed to split the bus costs.  This makes these visits sustainable for both organizations.  And because of the impact of the visits and the positives that have resulted, if we needed to fund raise to keep them going, I believe we would have no trouble in gaining support.

Baby Book Bees
We offer our 1000 Books program to children ages 1-5 but really wanted to catch families with their children from birth. So we developed a pre-1000 BksB4K efforts asking parents to read 100 books to their baby before their first birthday.  We decided that offering a little bib at sign-up with the library name and a book as a culminating incentive would be swell.

We wrote a Target grant to fund these two pieces and we received that grant - for twice the amount we asked for! This allowed us to fund the effort beyond a year and get better pricing on the bibs and books.  And how will we maintain this effort beyond this grant funding? We plan to enfold this initiative into the funds for 1000 Books (that original $7000 raised). Once this money is expended, we'll look into using existing programming money to continue or do a special fundraising appeal.

I think, dear readers, you are starting to see how thread of funding for projects needs to be worked into the warp and weave of regular budgets for programs and collections if sustainability is a goal.

Next post, we'll leave special projects behind and look at the sustainability of our programs. See you then!

Part 1
Part 2
Part 4

Graphic courtesy of Pixabay

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In this series of blog posts, I am looking at sustainability in our work. The first post addressed some larger issues and thoughts about costs of ongoing projects.  Today, let's consider the pitfalls of grant-funded  projects.

It is exciting to plan, write and receive a grant - but the devil is in the details.  What will you do once the funds are expended to maintain, evolve or change the grant-funded project. How will you keep it fresh? How do you build in sustainability?

I have noticed a tendency to create the project or service or kit or thing. And then when it is done, it is done.  There is no money to add, enhance or change what has been created. The grant-funded initiative becomes static, dated and either reluctantly sunset long past it's usefulness or in place forever because it was...grant-funded!

Grant Fail
Two examples of this grant-funded ennui in our library collection were a set of middle grade book discussion kits and "Treasure Boxes"- themed tubs full of preschool books and manipulatives to rotate to daycares. Both were outstanding original ideas, well-executed and did exactly what the grant was intended to do - for a time.

Book Discussion Kits
The book discussion kits had ten books and a great discussion guide in special bags hung in a closet. As the years rolled on and the reading tastes of the target audience changed, the kits became less useful since no new ones were created or old ones withdrawn. Also compounding their decreased usefulness was difficulty in accessing them - both because they were out of browsing view in a closet and extremely tricky to find through the catalog.

The solution?  Let the old kits go. Create new kits of five books each and house them near the fiction collection and accessible to the public. Buy enough bags to ensure we can develop 2-3 new kits each year for ten years and use the existing book budget to fund the purchase of the books. Be prepared to do great PR, withdraw kits that don't move and continuously add to keep content fresh.

Unsustainable was changed to sustainable.

Treasure Boxes
Created almost fifteen years ago, these tubs were stuffed full of goodness - fifteen-twenty books, puppets, cassettes, teacher material, hands-on manipulatives. They rotated in our outreach visits to the daycares we visited.  Each daycare had a box for the month. All good you say?

The problem again was that the content of the boxes never changed. For years, our providers received the same books over and over again.  To me, the message we were sending was that these are the only books we had on popular themes. It was as if we were caught in a Groundhog Day time warp that no one could ever escape. While we are spending ten of thousands of dollars a year on new materials for the general public in YS, the daycares were only provided with the same 100-150 titles.

The solution? Let the Treasure boxes go. Begin new service to the same daycares - Books2Go. Ten books per classroom are selected, bagged and delivered monthly to daycares.  Each daycare then has 40-70 unique titles to share among the classrooms. We use our existing collection and a variety of titles pass through the hands of the providers to the kids.  For teachers interested in particular themes, we encourage them to contact us and pick up a collection of five books matching their theme that we pull on their behalf.

Static morphed into dynamic and the service is sustainable as long as our department aide can drive and deliver and our collection of picture books exists.

Next post, let's look at grant triumphs in terms of sustainability.

Part 1
Part 3
Part 4

Graphic courtesy of Pixabay

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This in the first in a series of blog posts addressing the concept of sustainability in our planning. As a management tool, it helps us build programs and initiatives in a way that points towards success.

I believe in sustainability - not just in my personal life but also in my work at the library.

When I think of projects and initiatives, a big question and discussion point as planning is done and over the course of the project is - can this be sustained? As a manager I like to see amazing efforts and accomplishments. I love to see big picture projects and ideas that push the envelope of our service to families and kids.

But I also like to see how the ideas and efforts can be maintained beyond the here and now. What are the implications - for the budget, for the staff, for continuation over the long-haul, for equitable access? Is the idea for a service or initiative one that will have longevity? Can it evolve and have a nimbleness factor that lets us adjust it for changing needs.  Is this something that if we offer to one, we can offer to all?

To me questions like this that look into the future can inform our choices. They make planning deeper and result in a project or service that is more sustainable.

Let's look at an example.

1000 Books Before Kindergarten
Many libraries are creating these programs for preschoolers in their community. The question is often asked, what are the costs of the program? I always like to say, it's what you can afford - and can realistically maintain. When we developed our program in Menasha, figuring in the cost for a binder for each child, CDs given out at every 100 level and a book at the end brought the cost per child to $14. I could see this would mean we would need to do continual fundraising to maintain this if the program proved popular.

It made me uncomfortable not to have a secure source of funds in place and to have such a high cost per child in terms of sustainability. The program has great worth and, philosophically, I wanted to offer it for as long as we could to involve kids for many years. The pressure of continual fundraising and grant-writing to maintain a project adds stress and uncertainty. I didn't want to repeat that feeling.

When we developed the program in here La Crosse, we had a goal of 1000 kids involved over the life of the program. We worked hard and raised $7000 dollars and figured the cost per child at $6 for stickers, book bag, finger puppet and book.  We now have 750 kids in the program after two and a half years and still have a substantial cushion of funds to go well beyond our original projection (not all families who start will continue).  I believe based on current and projected expenditures, our original funding remains secure for at least six years.  By that time the program may naturally sunset or we can reach out again to generate donor-funding. This passes the sustainability test in my mind.

Our materials have also met that test. We have evolved our recording sheets and incentives to reflect participant feedback. It has helped us save money and still provide an amazing experience for families. We have not had to stay static and we look forward to more tweaks in the future.

In the next blog posts, I'll look at grant-funded projects and their pitfalls - or triumphs.

Part 2
Part 3
Part 4


Graphic courtesy of Pixabay

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I contribute to a statewide youth services blog and in the process of sharing a link recently and tagging the blog post, I used the label "reference". To my surprise, even after 578 posts on that blog, this was the first time that term had been used. I checked my own blog of 418 posts. Same thing.

It really stopped me short. And it made me think about whether and why- with all our discussion, posts, sharing and chat on programming and children's literature in the youth librarianship blogosphere - as practitioners we don't give props to youth reference, a less glamorous but very vital part of our work.

We are not alone in this.

When I first came to my present job, I know staff around the library didn't really respect the skills our youth services team had in the youth reference area.  I consciously began to look at what we did at our stand-alone youth services desk and compare it to our stand-alone adult information services (we have a separate circulation department).  What I discovered was...disconcerting.

Our Youth Services desk staff were expected to do many circulation functions (renew books; pursue missing pieces; decide on lost book and large fine forgiveness issues; hire and oversee shelvers of our collections). Adult Information services were not expected to do any of this.  Their desk time involved reference, reader's advisory, research - so did ours. But on top of that were layered functions that took time away from our programming, collection development, planning and RA and ref.

I began to ask at management meetings why there was this tremendous discrepancy in job duties between the adult and youth reference desks. It surprised my management colleagues. Those were questions that hadn't been asked before. The more I probed and brought up the subject, the clearer it became to my colleagues that there was a fundamental inequity in the perception of youth service librarians' skills and work expectations for the service desks. "Do you do this at the adult reference desk?" became a question that was answered by realigning job duties to create parity between the two reference desks and returning circ functions to the circ department.

During this process, I also had to ask myself if a lack of respect among our own YS team for our professional skills and perhaps our acceptance of the "you work with kids, you are therefore a child and less powerful" paradigm, fed into expectations of our reference work being perceived as less valued. Certainly the team loved and adored programming and collection development work. But did we love the dig-into-the guts reference work we did with kids, teens and caregivers as much?

The YS team has worked on this over the years and I have seen a definite but subtle shift away from seeing themselves as a adjunct Circ point and more as the MLIS librarians and reference/reader's advisory superheroes that they are. But again it strikes me that we are not alone in struggling with this part of our professional lives in youth services.

What value do we - and our colleagues serving adults in the rest of the library - place on our reference and research skills in youth services? What do you think?

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Around my school, we have three more Mondays of school left in 2011. That’s not much, and yet, during this season of grey days, holiday excitement, and indoor recess, it can seem so l o n g. It has me thinking about the energy level in writing workshop. Is it high or low? Like other [...]

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Howdey there Daddios and Darlins.
Heres my latest piece. I sketched this one a while ago and finaly got around to adding some colors lol. Im very impressed with the out come of this one, I hope you enjoy it

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Heres another new Moji! Just Finished today!

Very few Easter Island statues get sent out to work in the real world. Sam being one of the few is working as door-to-door sales man selling toothbrushes.


Best toothbrushes on the market!

More comming sooon!

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Below is a thought provoking article by Buffalo Poet David Acevedo. Be sure to check back next week for more great content from these artists.

By David Acevedo
Attendant Huo asked Te Shan “Where have all the sages since antiquity gone?” Te Shan asks, “What? How’s that?” Huo said “The order was for a flying dragon-horse, but a lame tortoise shows up”. Te Shan let it rest. (more…)

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