Learn how librarians can positively effect change in areas like digital equity and inclusiveness, while creating powerful programming for middle and high school students.Developing programs for learners can be an ongoing challenge for librarians – especially first-year librarians. Current books on the topic primarily focus on makerspaces or read alouds, and are aimed at elementary school grades, with a surface-level approach. This book addresses deeper issues that librarians face, while illustrating how to serve teens and tweens specifically by offering programming relevant to their lives.
The authors offer practical ideas for developing effective programming through collaborating with the community to develop and implement programs, connecting programs to ISTE Standards and curriculum, and addressing curricular and socio-emotional needs. They also share practical advice on budgeting and funding to support programs, scheduling, maximizing the use of technology to aid in programming and much more. The book also explores ways library programs can have a positive impact on school culture, such as addressing the digital divide, inclusion and cultural relevance.
This book:
- Discusses why programming is critical and covers how to develop library programs that are inclusive, culturally relevant and beneficial for students transitioning from high school to college.
- Shows how library programming aligns with American Association of School Librarians (AASL), Future Ready Librarians framework and the ISTE Standards.
- Provides checklists and templates to help readers develop their own programming ideas and lesson plans.
- Offers guidance on building consensus from various stakeholders and involving students, faculty and community in the development of programs.
- Shares stories from librarians in K-12 and higher education, addressing how they design their programs and offer career and educational paths for students.
Programming for teens and young adults is a catalyst for learning and exploration. The activities and learning experiences shared in this book will empower librarians and deepen student learning.
Audience: Middle and high school librarians, tween and teen public librarians, first-year experience librarians.
| Foreword |
|
xi | |
| Introduction |
|
1 | (4) |
|
The Need for Inclusive Library Programming |
|
|
1 | (1) |
|
|
|
2 | (1) |
|
What You'll Find in This Book |
|
|
3 | (2) |
|
Chapter 1 Programming as Praxis |
|
|
5 | (20) |
|
Effective Library Programming for Tweens and Teens |
|
|
5 | (2) |
|
|
|
7 | (2) |
|
Standards and Library Programming |
|
|
9 | (5) |
|
|
|
14 | (2) |
|
Reimagining Library Legacies |
|
|
16 | (6) |
|
|
|
22 | (1) |
|
|
|
23 | (1) |
|
|
|
24 | (1) |
|
Chapter 2 Everyone Is Welcome |
|
|
25 | (34) |
|
A Philosophy for Creating a Welcoming Environment |
|
|
26 | (3) |
|
Culturally Relevant Librarianship |
|
|
29 | (7) |
|
Library Skills for a Lifetime |
|
|
36 | (5) |
|
|
|
41 | (3) |
|
How to Create a Culturally Responsive Library Space |
|
|
44 | (7) |
|
Perspectives from College Librarians |
|
|
51 | (6) |
|
|
|
57 | (1) |
|
|
|
58 | (1) |
|
|
|
59 | (24) |
|
Standards or No Standards: That Is the Question |
|
|
60 | (1) |
|
|
|
61 | (5) |
|
|
|
66 | (2) |
|
Marketing and Library Program Advocacy |
|
|
68 | (8) |
|
|
|
76 | (4) |
|
Sustaining a Library Program for Everyone |
|
|
80 | (1) |
|
|
|
80 | (2) |
|
|
|
82 | (1) |
|
Chapter 4 The Program Is Done Now What? |
|
|
83 | (22) |
|
|
|
86 | (2) |
|
Program Evaluation and Assessment |
|
|
88 | (6) |
|
Creating Assessments for Programming |
|
|
94 | (2) |
|
|
|
96 | (1) |
|
|
|
97 | (5) |
|
|
|
102 | (1) |
|
|
|
103 | (2) |
|
Chapter 5 Programming Ideas & Curriculum Connections |
|
|
105 | (27) |
|
Practical Programming Template |
|
|
106 | (2) |
|
Considerations for Certified Teacher Librarians |
|
|
108 | (1) |
|
Considerations for School Library Staff |
|
|
109 | (3) |
|
Media Literacy for a New Era |
|
|
112 | (4) |
|
|
|
116 | (5) |
|
|
|
121 | (3) |
|
Book Reviews and Expanding Your Circle of Community |
|
|
124 | (2) |
|
|
|
126 | (1) |
|
|
|
127 | (2) |
|
|
|
129 | (1) |
|
|
|
130 | (1) |
|
|
|
131 | (1) |
| References |
|
132 | (3) |
| Index |
|
135 | |
Julia E. Torres (@juliaerin80) is a language arts teacher and librarian in Denver, Colorado. An advocate for all students and public education, Torres is a frequent conference and event speaker, and facilitates workshops and professional conversations about equity, anti-bias/anti-racist education, culturally sustaining pedagogies and literacy in the digital age. She is a current member of the Amelia Elizabeth Walden Award Committee, a 2020 Library Journal Mover and Shaker and a past president of the Colorado Language Arts Society (a regional affiliate of the National Council of Teachers of English). She holds a master's of education in secondary education curriculum and instruction from University of Phoenix, a master's in creative writing from Regis University and a masters in library and information science from the University of Denver.
Valerie Tagoe is a high school librarian in Texas. She's a winner of the S. Janice Kee Award from Texas Woman's University, and a past president of the Dallas Association of School Librarians. Currently, she's a member of the Young Adult Library Services Association (YALSA) Board of Directors. In addition to serving on the board, Tagoe is also active in the Texas Library Association (TLA) as a member of its Legislative Committee. She holds a bachelor's in French, with a minor in history, from the University of Oklahoma; a master's of bilingual education from Southern Methodist University; and an MLS from Texas Woman's University.
