BABY / TODDLER / STORY TIME
I.a. Students are able to evaluate critically, reflect, and problem-solve individually as well as collaboratively.
I.b. Students demonstrate effective communication skills.
I.c. Students participate in professional and community engagement activities in the field.
I.d. Students demonstrate leadership skills and innovation in a diverse and global environment.
II.a. Students identify and analyze diverse information needs of individuals and communities.
II.b. Students evaluate and select print and digital information resources and systems to meet needs of users.
II.c. Students understand and use appropriate information technology for information services.
III.a. Students analyze, organize and describe various formats of information objects.
III.b. Students identify and apply best practices in the use of different technologies for knowledge representation.
A time-honored tradition in the land of libraries, storytimes are those much-anticipated moments when children, families, and professionals come together to celebrate literacy, the core value that lies at the heart of every library institution. Originally taking on this role in more of an assistant to the Children's Librarian capacity by occasionally reading aloud selected texts, my role in the library's storytime programs eventually developed over time to the point that I was composing and implementing my own lesson plans for the entirety of the program.
This process involved many hallmarks of the profession including selecting and performing appropriate and engaging read-aloud texts during the Toddler Time and Story Time sessions, leading caregivers through lap-sit songs and rhymes during the Baby Time session (some of which were original compositions), getting families active with diverse and imaginative movement activities, and requesting purchases for or fashioning my own crafts for the breakout session.
One of the most wonderful aspects of storytimes is the complete reciprocal engagement between library professionals and patrons; we develop the lessons, but everything is determined by the reception of the audience. Our knowledge of their needs and desires shapes what we do and how we do it, and having this done on a weekly basis acts as a source of constant input for how we develop the services provided during this program. It's understandable why storytimes have persisted for so long: the narrative binds us all closer together.
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PETE THE CAT STORYTIME & OUTREACH
I.c. Students participate in professional and community engagement activities in the field.
Earlier this year I had the opportunity and immense pleasure of portraying beloved picture book character Pete the Cat during two elementary school visits and a special storytime at my library branch. Though my involvement was only natural considering my assistant position within the youth services department, I would have still happily volunteered for the occasion had I been assigned to any other department of the library.
Taking the library outside its four walls through community outreach is an activity that I whole-heartedly believe in, but throughout my tenure at Shannon Staub the opportunity to perform outreach has been limited on my part, thus this particular opportunity's importance to me. Performing outreach, and in the particular context of dressing up as a famous character, is pure delight: the smiles and squeals of joy that ensue when students see a character that had previously only existed between the covers of a book is an experience not to be missed.
In the most literal sense, the books come to life for them in this moment, a two-dimensional drawing now standing right before them offering hugs and high-fives. In the grand scheme of things this might be considered an "easy" form of outreach as it doesn't demand anything from the person involved outside a willingness to don an oversized head, but for the children that the outreach is being performed for it represents a brief, magical moment from their lives when the library made their dreams come true.
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I SURVIVED: A PLAYLIT ADVENTURE
I.a. Students are able to evaluate critically, reflect, and problem-solve individually as well as collaboratively.
I.b. Students demonstrate effective communication skills.
I.c. Students participate in professional and community engagement activities in the field.
I.d. Students demonstrate leadership skills and innovation in a diverse and global environment.
II.a. Students identify and analyze diverse information needs of individuals and communities.
II.b. Students evaluate and select print and digital information resources and systems to meet needs of users.
II.c. Students understand and use appropriate information technology for information services.
III.a. Students analyze, organize and describe various formats of information objects.
III.b. Students identify and apply best practices in the use of different technologies for knowledge representation.
Jumping off the previous discussion about bringing literature to life, the question comes up: if character costumes achieve this goal for small children, then how do you do this for older adolescents? Simply by reversing the process: instead of bringing a character from the book into our reality, bring the kids into the reality of the book.
So was the mission statement of my branch's first "Playlit Adventure", a self-titled program that sought to have patrons actually "play" in the literature which they enjoyed reading. The popular I Survived series by Lauren Tarshis seemed a natural first choice for this pilot program as it offered up opportunities not only for a diverse range of activities and capitalization on a hot property but the chance for young patrons to think more creatively and critically about the historic tragedies upon which the series is based. Structured for appeal to the "tween" set (roughly ages 7-11), the program spanned three areas of the library with multiple stations devoted to a book from the series. These stations included traditional STEAM-based activities like construction using various materials (lifeboats for the Titanic and seismic-proof structures for the San Francisco Earthquake), virtual reality games and a carnivalesque water gun shooting range for the Chicago Fire, cornhole for the Joplin Tornado, and scavenger hunts for Hurricane Katrina and the Children's Blizzard.
The rooms were also heavily adorned with wall art of choice quotes from each of the highlighted books and photographs from the scenes and aftermath of the actual tragedies. These were included to further cement the link and interplay between fiction and reality; the feelings described in the quotes brought an immediate humanity and connection to the photographs. It all made for a stimulating, meta-fictional adventure that the participants were all too glad to take part in.
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STOP MOTION FILMMAKING
TEEN FILM CAMP
I.b. Students demonstrate effective communication skills.
I.c. Students participate in professional and community engagement activities in the field.
I.d. Students demonstrate leadership skills and innovation in a diverse and global environment.
II.a. Students identify and analyze diverse information needs of individuals and communities.
II.c. Students understand and use appropriate information technology for information services.
III.a. Students analyze, organize and describe various formats of information objects.
III.b. Students identify and apply best practices in the use of different technologies for knowledge representation.
These two digital storytelling programs were part of FLYP'S "Build a Better World" Summer Learning program from 2017. I implemented them with the idea that the teen participants could literally do just that, first in a 90-minute primer course that had them calling back to one of the oldest methods of animation to construct characters and sets from various materials such as clay, cardboard, and action figures (the results from this introductory unit can be seen HERE), and second in a two-week long Summer Film Camp that allowed a core set of young adults to design, conceive, and produce a short film by the end of the program.
Initially a story set during an apocalypse, the script developed into a narrative illustrating the tale of how the film's teen heroine navigated a world suffering from a cell phone service blackout, thus rendering communication via text messages impossible and forcing the heroine to devise more creative (and old school) methods of keeping in touch. The film was fittingly titled Snail Mail. Though all footage was shot during camp, the film was unfortunately never fully edited into a cohesive whole. Still, the fragmented pieces served as a testament to the imagination and dedication of these teens, and it was my honor to be able to facilitate both programs so that their untapped creativity was finally realized.
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HALLOW-TEEN PARTY
I.c. Students participate in professional and community engagement activities in the field.
I.d. Students demonstrate leadership skills and innovation in a diverse and global environment.
II.a. Students identify and analyze diverse information needs of individuals and communities.
II.b. Students evaluate and select print and digital information resources and systems to meet needs of users.
One of the most essential tools in the librarian's belt is being able to recognize a definite need in the community and utilizing the resources of their facility to fulfill that need. Such was the case with the Hallow-Teen Party, an annual event that is now in its third year as of this writing. This program met with immense success each time that it was held, pulling in over 50 teens and their families. The reason behind this success is easy to see when one considers the incredibly limited options that tweens and teens have when it comes to this holiday.
While other special occasions lend themselves naturally to familial gatherings, Halloween is more of a personal time, especially for teens, as they become too old for trick-or-treating but are generally not quite old enough for hosting or throwing parties themselves. Halloween events in the community tend to be made for the whole family, and as such they lack the thrill and punch that a young adult might be starting to seek from the holiday. With Hallow-Teen, teens finally have something that was made specifically with them in mind, and they no longer have to be afraid of being themselves.
While other special occasions lend themselves naturally to familial gatherings, Halloween is more of a personal time, especially for teens, as they become too old for trick-or-treating but are generally not quite old enough for hosting or throwing parties themselves. Halloween events in the community tend to be made for the whole family, and as such they lack the thrill and punch that a young adult might be starting to seek from the holiday. With Hallow-Teen, teens finally have something that was made specifically with them in mind, and they no longer have to be afraid of being themselves.
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TEEN ADVISORY BOARD
I.a. Students are able to evaluate critically, reflect, and problem-solve individually as well as collaboratively.
I.b. Students demonstrate effective communication skills.
I.c. Students participate in professional and community engagement activities in the field.
I.d. Students demonstrate leadership skills and innovation in a diverse and global environment.
II.a. Students identify and analyze diverse information needs of individuals and communities.
Each Teen Advisory Board at the two respective branches I've worked in have been a constant source of pleasure for me. Giving young adults the opportunity to voice their thoughts and opinions on matters that mean something to them is a process that I never get tired of. This is not to say that TAB has never provided its own set of challenges: shyness, lack of commitment, and basic absences have occurred on more than one occasion, but even through the difficulties it's been the magical and inspirational moments that stick out the most in my mind. Seeing a group of teens, most of them meeting each other for the first time, talking passionately and excitedly about future plans is an invigorating experience for a youth librarian. It both reminds us why we do what we do as well as strengthening our desire to empower these young people as much as possible.
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BAD MOVIE NIGHT
I.b. Students demonstrate effective communication skills.
I.c. Students participate in professional and community engagement activities in the field.
I.d. Students demonstrate leadership skills and innovation in a diverse and global environment.
II.a. Students identify and analyze diverse information needs of individuals and communities.
II.b. Students evaluate and select print and digital information resources and systems to meet needs of users.
II.c. Students understand and use appropriate information technology for information services.
III.a. Students analyze, organize and describe various formats of information objects.
While youth librarianship offers up many opportunities for education and empowerment, there is also the potential in the profession to acknowledge the basic needs for absurdity and humor that exists in the hearts of all young people. Bad Movie Night was my means of tapping into the inherent love of silliness that frequently typifies this age group. Calling back to cult entertainment like Mystery Science Theater 3000, Bad Movie Night sought to provide a platform for tweens and teens to collectively "enjoy" examples of inept cinema and to participate in communal activities of pranks and experiments that gave them license to revel in irreverence for a short amount of time.
Though this program was executed under the pretense of frivolity, Bad Movie Night still had elements of education in that it exposed young people to cinema from times and countries that they might not have otherwise seen. Another surprising facet of this program is that it proved to act as a safe space for young adults on the autism spectrum on a number of occasions; whether they were socially withdrawn or vocally effusive, Bad Movie Night served as a way for them to be themselves without drawing the kind of judgment that they might have received in more traditional programs. It is perhaps in this point more than any other that the worth of a seemingly ludicrous venture like Bad Movie Night is made clear: laughter unites us.
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ANIME CLUB
I.c. Students participate in professional and community engagement activities in the field.
I.d. Students demonstrate leadership skills and innovation in a diverse and global environment.
II.a. Students identify and analyze diverse information needs of individuals and communities.
II.b. Students evaluate and select print and digital information resources and systems to meet needs of users.
II.c. Students understand and use appropriate information technology for information services.
III.a. Students analyze, organize and describe various formats of information objects.
III.b. Students identify and apply best practices in the use of different technologies for knowledge representation.
One of the best things about working in libraries is that it gives professionals the opportunity to step outside their comfort zones and expertise in order to facilitate an event or a program for the benefit of others. My current branch's Anime Club has proven to be just such an opportunity for me. Though I do not share the same interests or fandoms as the young adults who frequent the group, what I do have in common with them is an understanding of what it's like to be the shy, reclusive kid who has passions for things that frequently fall outside the sphere of contemporary society. As such, I know how important it is for them to feel a sense of belonging when they walk through our doors. This is what I have attempted to facilitate for the last year.
One of the primary ways in which I have sought to achieve this is by broadening the scope of what an "anime club" entails. Typically meetings of these groups in schools and other libraries boil down to screenings of particular shows and movies, an offering of snacks, and the scant chance of conversation brewing amongst the introverted attendees. In order to broaden the scope of the club as well as that of our teen attendees' general knowledge of Japanese culture outside of anime and manga, I invited a number of guest presenters who could speak in intimate and professional terms about various aspects of the culture. Starting out with tangentially-related presenters like a young manga artist who provided a live drawing demonstration and a seasoned cosplay performer who gave a detailed overview of costume and prop construction, the club has gone on to witness the work of a genuine, award-winning calligraphy artist and mini-lessons on everything from language and fashion to origami and the making of paper dolls using kimono fabric. The reception of these special presentations has not only been made clear through enthusiastic comments in the aftermath but also in the on-site observations of previously withdrawn teens opening up to one another and thrilling along together over the discovery of new interests and possibilities. It's moments like those that make everything worth it.
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ADULTING 101
CITIZEN TEEN CAMP
I.a. Students are able to evaluate critically, reflect, and problem-solve individually as well as collaboratively.
I.b. Students demonstrate effective communication skills.
I.c. Students participate in professional and community engagement activities in the field.
I.d. Students demonstrate leadership skills and innovation in a diverse and global environment.
II.a. Students identify and analyze diverse information needs of individuals and communities.
II.b. Students evaluate and select print and digital information resources and systems to meet needs of users.
II.c. Students understand and use appropriate information technology for information services.
III.a. Students analyze, organize and describe various formats of information objects.
III.b. Students identify and apply best practices in the use of different technologies for knowledge representation.
Working with young adults can carry a heavy weight of responsibility with it at times. Colleagues frequently look to you as the go-between with them and all those unruly teens. But how can these passionate, conflicted, and misunderstood adolescents be expected to thrive as members of society if we don't devote the time and energy in getting to know them and doing our best to pass on what skills we think will be most beneficial to them? Enter these two programs which I co-managed with the Teen Librarians at the two respective branches in which I've worked.
Adulting 101, despite the humorous moniker, was taken up a serious enterprise that sought to help teens who were just on the cusp of independent living by answering those timeless questions: how do I do my taxes? When do I know to get my oil changed? How do I find an apartment? What do I need to do to maintain a healthy lifestyle? This series of eight monthly sessions, although well-intended and well-attended at its start, suffered from a number of setbacks, including my transition to the new branch which inevitably led to the majority of the remaining sessions resembling PowerPoint info dumps with intermittent activities to break up the monologue. Though Adulting 101 suffered from some growing pains, its ultimate reception during the final session almost more than made up for it all, with the half dozen "graduating" students expressing their gracious thanks and strong support from the Friends group and library administration on hand.
Citizen Teen Camp, the two-week-long summer program that I helped to manage this year, much more closely resembled the original model I had intended for Adulting 101. Here the audience was broadened to all young adults in grades 6-12 with a bit less focus on specific "how to get by" life lessons in favor of a more general foundation of simple, good citizenship. Condensing the time-frame of such a program to two weeks and running three-hour-long sessions each weekday had its minuses (exhaustion) and its pluses (bonding), and it also allowed the cumulative effect of the "lessons" and experiences to carry more weight and impact. Here teens were being exposed to such valuable skills as hands-only CPR, environmental planning, and cooking on a budget as well as getting the unique chance to undergo experiences like taking resume headshots, working closely with children, and performing charitable outreach. It was clear from the effusive praise and observed relationships that Citizen Teen Camp received that it hit closer to home than my previous effort with Adulting 101.
Why mention the former program at all in this e-portfolio then, you ask? Why not just highlight the success and shutter the compromised away? I'll tell you why: if librarianship has taught me anything in the last four years, it's that success and growth cannot occur without mistakes and miscalculations happening first. Those two things are what fuel us to do better, and they do not exist in a vacuum. The missteps that occurred during Adulting 101 might not have been repeated during Citizen Teen, but a new set of obstacles might have very well presented itself the second time around.
What's the point of it all then? To try hard, and to try harder the next time if it means making members of our community happier, healthier, and more successful and knowledgeable in turn. Learning does not end once school has closed; it is a process to be engaged with over an entire lifetime. I included these two artifacts here to demonstrate this learning and that for me, even upon the receipt of my diploma and my eventual move to the next step in my career, school will always be in session.
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