2.26.2015

Shaking Up SLP - School Power


Change is in the air with SLP. More people are getting outside the box and re-examining the worn-out paradigms of how we engage kids in the summer. These posts look at aspects of SLP and ask us to think bigger, deeper and wider - and share experiences along the continuum for change. 

Sue Abrahamson is a children's librarian at Waupaca Area Library in Wisconsin. She is a smart, compassionate librarian and leader who isn't afraid to tilt at windmills and slay a few sacred cows Here are a few she described slaying last summer: little or no SLP decorating; extending the SLP from 8 weeks to the entire summer; only books for prizes (when the staff solicited community partners for money specifically to buy books, the library received $2375!);set up an experiment-a-day to engage kids in the SLP theme; did away with bulletin boards. 

In this post she shares a deeper connection to year round literacy that is the result of - and sets the stage for - outside-the-box schoolage summer reading reading success. By changing how they approach summer reading, Sue and staff have created a richer, deeper connection to the schools - one where the schools know exactly how the library supports the school's work with literacy and reading.

Good Morning Friends!  Please fill your coffee cup and spend five minutes reading my story.

Waupaca, WI - January 20, 2015
Today is the one day set aside in January that I spend the day (my co-worker, Jan, spent 2 hours, too) at our local elementary school reading to classes as part of their PBIS reward system.  Students earn "Rascal Tickets" by working hard, doing great things, and following the "Rascal Way."  They can spend their tickets in many ways, but one way is to save them up and redeem 25 tickets for the public librarian to come to read a story to their class. Teachers can sign up for Public Librarian Visits on a Google Spreadsheet that is shared with all school staff and public library personnel. 

On this day, Sue read in 7 classrooms; Jan read in 3 classrooms.  Sue also scheduled three sessions to meet with school personnel: The gym teacher needed help figuring out how to download ebooks from the library on her new iPad; the Reading Specialist talked about testing and the upcoming school sponsored family reading night that now has the "Every Hero" theme; and the Principal and Vice-Principal met with me to talk about RtI and the relationship they have with the public library and to give me some of their thoughts for our upcoming summit.

The Principal told me that our success first came by his understanding of what we do at the library and how it helps his students and their families.  As a new principal, (and new, too, to elementary school) he heard from bus drivers, teachers and parents about things happening at the public library.  He felt he needed to understand what sort of relationship was already forged and why it was so critically important that people would be calling him about it so often.

He also commented that he thinks having a librarian with a background in education was helpful. (I worked at the school before taking the job at the library.)  Repeatedly he credited my personality and enthusiasm for working together.  He said that it was clear to him that my experience, my passion for helping his students and families learn together outside the school day, my involvement with the Parent Teacher Group, and that I took every opportunity that availed itself to make the school and the public library visually connected demonstrated clearly that we had a shared vision.

The Vice-Principal spoke from the heart about how their PBIS program works to create a culture of support for learning, not just at school but everywhere in the community.  This includes everything from character development to literacy skills, helping students grow and learn their whole lives long into healthy, successful adults.

I read John Rocco's book, Blizzard, to all the students today to introduce the "Every Hero Has a Story" theme.  It was the perfect story to tell for a variety of grades.  It gave us the chance to talk about what makes a person a hero.  It gave students the opportunity to think of people they know who act heroically.  It told the story of a 10-year-old hero who thought outside-the-box to problem-solve in a crisis situation, who put the needs of other ahead of his own, and who grew up to be an author and father who shared his personal story so others can find the hero in themselves.  Hope you can read it soon!


How about you? What have you been thinking about summer reading/library program? Join our conversation in the comments, on your blog or as a guest post writer (send guest posts to me lochwouters at gmail dot com). For additional thoughtful posts, stop by the Summer Reading Revolution Pinterest board or read other posts in this series

Shaking Up SLP - Questions
Shaking Up SLP - Workshop Power
Shaking Up SLP - Research-iness
Shaking Up SLP - Facing Down Fear


2.24.2015

Shaking Up SLP - Workshop Power

Participants share aspirations at the workshop

Change is in the air with SLP. More people are getting outside the box and re-examining the worn-out paradigms of how we engage kids in the summer. These posts look at aspects of SLP and ask us to think bigger, deeper and wider - and share experiences along the continuum for change. 

Today's post is from Leah Langby , the Youth Services Coordinator for the Indianhead Library System, a ten county consortium in northwestern Wisconsin. She is also a savvy, supportive and sharp-as-a-tack library advocate and leader who isn't afraid to open the door and gently offer information that leads to change. She is active in many arenas and is currently chair-elect of YSS, our WLA youth section. Check out the system blog she oversees - Keeping Up with Kids - and get it on your feeds!

Every year in the dead of winter, one of the brightest spots is getting together with youth services librarians from around the region for a face-to-face enthusiasm-and-idea-generating extravaganza, known as the Summer Library Program workshop.  For years, we’ve had a great time at this workshop, laughing together, getting inspired with ideas for projects and programs and promotions.  Having a roomful of youth services librarians is a definite recipe for plenty of energy and collaboration, and talking about the summer programs seems to bring out the best of that.

This year, I wanted to nudge us all along a little bit more, thinking about the Summer Library Program in the context of all of youth services, preventing burnout, and re-thinking some of the things we’ve always done.  Prizes or no prizes?  How much time to spend on those decorations?  How can we simplify?  How can we reach out to our community for collaboration, and to reach kids who might not be getting to the library?  How can we make our efforts intentional and effective?  I wanted to do that, but still maintain the festive, energetic, collaborative and mutually supportive atmosphere that sustains us all through the long winter months.

Some of my colleagues in the state who have been thinking about all of these SLP/youth services issues in a smart way were generous enough to come to my system to talk about some of those big issues.  A HUGE shout-out to Shawn Brommer and Sue Abrahamson for gently and humorously helping us feel mighty, consider our aspirations and our strengths, and think about the “sacred cows” we could consider putting out to pasture.  After a two-hour session exploring our super-hero powers with Shawn and Sue, we had several break-out sessions. 

I couldn’t be more pleased and proud of the amazing librarians in our system who stepped up to the plate and hit it out of the park, presenting panels on everything from teen volunteers and programs to collaboration to outreach to stealth programs to the whys and hows of decorations and performers.  Two of the breakout sessions were also hosted by a local maker-space denizen, who showed us some playful ways to interact with problem-solving with kids.  I tried to provide presenters with clear expectations beforehand (this is a new development for me, and it is pretty revolutionary how well it works!).  Almost all of these sessions were about the summer, but also so much more!  It was amazing to tap into the skills, know-how, and experience of the people right here in our system. 

I’ve had more positive feedback from this one workshop/mini-conference than about any other workshop I’ve ever had in my entire 10-year history of planning and implementing workshops (of all kinds).  People were stopping by my office, nearly floating off the floor with excitement about ways they were planning to make their programs last year-round, reach out to their communities, and get more people engaged with the library and reading.  Hooray!  It might be that there is no going back!

How about you? What have you been thinking about summer reading/library program? Join our conversation in the comments, on your blog or as a guest post writer (send guest posts to me lochwouters at gmail dot com). For additional thoughtful posts, stop by the Summer Reading Revolution Pinterest board or read other posts in this series

Shaking Up SLP - Questions
Shaking Up SLP - Research-iness
Shaking Up SLP - School Power
Shaking Up SLP - Facing Down Fear

2.19.2015

Shaking Up SLP - Research-iness


Change is in the air with SLP. More people are getting outside the box and re-examining the worn-out paradigms of how we engage kids in the summer. These posts look at aspects of SLP and ask us to think bigger, deeper and wider - and share experiences along the continuum for change. 

In Wisconsin, we underwent a sea-change in our reportable statistics for youth programs over the past few years.

In the past, only summer reading program attendance was recognized and counted. You did a winter reading program? Too bad. Not reportable. You did a fall or spring reading program? So sad.

But after discussions with youth librarians around the state, Youth Services and Special Needs consultant Tessa Michaelson Schmidt and her Department of Public Instruction (DPI) colleagues took a different approach - one based on what is really happening in libraries around the state and what research indicates are ways in which programs in libraries are evolving. Now we can count any reading program - summer or not (referred to as "literacy offerings").

That same discussion with frontline library youth staff and careful thought resulted in some deep thoughts and research into reading programs - summer, spring, winter or fall. Last year, DPI published an amazing document put together by Tessa - Offering Library Reading Programs: Top Ten Tips for Librarians - that is quietly knocking the socks off librarians in our state. Reading choice?!?! No prizes?!?! Aligning the reading program with the schools' and public library's mission?!?! Oh yeah, baby!

Best of all the links here point us to research to buttress what we are doing when we start changing how we go about evolving our summer library program. Research and writing on change ease our work in evolving library reading programs by guiding us into tested "this is why this works" and give us needed ammunition to change hearts and minds of our co-workers and management.

This document and the research links can serve us as we shake up our SLP.

How about you? What have you been thinking about summer reading/library program? Join our conversation in the comments, on your blog or as a guest post writer (send guest posts to me lochwouters at gmail dot com). For additional thoughtful posts, stop by the Summer Reading Revolution Pinterest board or read other posts in this series

Shaking Up SLP - Questions
Shaking Up SLP - Workshop Power
Shaking Up SLP - School Power
Shaking Up SLP - Facing Down Fear

2.17.2015

Shaking Up SLP - Questions

Image

Change is in the air with SLP. More people are getting outside the box and re-examining the worn-out paradigms of how we engage kids in the summer. This series of  posts looks at aspects of SLP and ask us to think bigger, deeper and wider - and share experiences along the continuum for change. 

Where are we going and how do we get where we want to be? That's a question I ask myself all the time - and most especially, in thinking about summer library programs. Two decades ago, I felt like we were on a treadmill of summer madness - how could we get off and change how we did the program to a model that was fun and worthwhile for kids and staff?

The people I worked with joined me in asking questions and looking at the answers as well as the hopes we had. It has led to twenty years of reformatting and evolving the way we do SLP and that change has been part of our planning in every job I've had ever since.

It starts with questions for which no one answer exists. Each library is unique in how the library and community come together. Here's a few questions and some suggestions on what you might do to guide your change process towards making SLP more meaningful at your library.

Begin (or continue) to ask questions:
                Are you reaching the age groups you want?
                Running registrations for storytimes or events that add to workload?
                Constant programming or could you add more breaks?
                Are programs generating increased use/circ by kids?
                Is your registration or reading record process cumbersome?
                Is what you are doing fitting in with library goals or school goals?
                Are the kids focusing on reading or prizes?
                How competitive do you want your program to be?

Think about what you are doing now and why you are doing it :          
* it satisfies kids
*you've always done it this way
* it satisfies you                                                   
* it satisfies parents
* it works
* it doesn’t work but staff or administration REALLY like it

Think about your goals and the outcomes you want  and how they can be accomplished. 

                             For instance, if you want to:

1)  Reach out to as many kids as possible?
In person contact to spread the word on SLP is vital (School promo visits/spring school visits or class visits)
Cooperate with PTOs to spread word
                Get info to schools (bookmarks) prior to parent teacher conferences
                Involve families (parents, preschoolers & readers in program to spread the word)
                Spread the word at other community spots where kids are: child care centers, Boys and Girls's Clubs etc 

2)  Give the kids a fun experience
                Simplify paperwork so focus is on kids who come in, not busywork
Take time for events you and kids enjoy (booktalking; programs); cut down on other unnecessary programs or requirements 
                Experiment with the theme and delivery – or not - of prizes or rewards

3)  Get the kids reading:
                Do lots of reader’s advisory special displays
                Let kids review books
                Do lots of “seat-to-feet” service rather than hugging the desk
                Create experiences that put kids and books together (books at programs for check-out; stealthy games)

  4) Make the program low-stress for kids           
                De-emphasize or eliminate competitive aspects (most books read, etc)
                Let kids read at own pace and in own interest areas
                Consider library use and experiential activities within the library as an achievable outcome
                Allow a break from school-year type demands
                Let kids read at various levels and formats
                Recognize the importance of being read to for preschooler & poor readers
               
   5) Make the program low-stress for staff             
                Keep record keeping simple
                Think about whether elements like oral reports; genre reading; prizes are necessary to the successful       
                      accomplishment of encouraging kids to read in the summer 
               Look for ways to encourage cooperation with the community or schools to support kids & reading (mutual 
                       booklists; beginning of school rewards; programs; Park & Rec)

6) Be creative, inventive and have fun                
                Recognize that libraries are more than books
                Embrace the many formats (inc. digital) and ways that kids come to literacy - it isn't just about reading
                Picture yourself as a promoter and less as a record keeper
                Imagine yourself as marketing guru and your product as reading
                Give yourself permission to innovate

Finally, learn when to say when!
               
It’s important to recognize when elements of your program are no longer effective and to begin planning to change

Evaluate your program:
                Bring staff &  volunteers together in a party/meeting
                Establish parent/child focus group to talk about summer
                Talk to school colleagues for scuttlebutt on SLP
                 Don’t be afraid to end elements that no longer work or seek innovative solutions

How about you? What have you been thinking about summer reading/library program? Join our conversation in the comments, on your blog or as a guest post writer (send guest posts to me lochwouters at gmail dot com). For additional thoughtful posts, stop by the Summer Reading Revolution Pinterest board or read other posts in this series

Shaking Up SLP - Workshop Power
Shaking Up SLP - School Power
Shaking Up SLP - Research-iness
Shaking Up SLP - Facing Down Fear

2.16.2015

Shaking Up SLP - Facing Down Fear


Change is in the air with SLP. More people are getting outside the box and re-examining the worn-out paradigms of how we engage kids in the summer. This series of posts (some from me, some from guests) looks at aspects of SLP and ask us to think bigger, deeper and wider - and share experiences along the continuum for change. 

For many of us, summer reading programs represent the most sacred of cows. When we started our jobs, we learned HOW.IT.IS.DONE. Even if our predecessor was no longer there, the director, the board, our co-workers and even our patrons had strong thoughts about HIID. It makes it tough not to feel like "Who am I to change things?" But really, when it gets right down to it, you ARE the one with the knowledge and ability to make change happen.

The pressure of HIID stifles creativity, innovation and truly answering the needs of our community. Rather than respond to the literacy needs of kids over summer vacation, the rigid lines of HIID keep many of us in narrow lines of expected service - reading records, genre straightjackets, incentives (that might be considered bribes), competition, and intensive active programming that wipes out energy and staff enthusiasm.

Time and again in my courses, my hallway conversations and my workshops, youth library staff express hesitation, concern and sometimes fear of the patron/co-worker/management reaction that might ensue if any changes are made.  I get that. I am not immune to that same feeling.

BUT...

...what I have found is that our fear is often far worse than the reality of the reaction. I have been involved in massive change and evolution of the SLP for the past twenty years. Each small or large change (no more oral reports; no more writing of every title read; introducing weekly cards to bring in more visits; doing a tween SLP; developing a preschool only SLP; library use/program attendance considered equal to reading in importance; experiential activities tied to literacy/learning at home or at the library; going prizeless) has been embraced by the public and administration. I have seen the same at libraries everywhere.

The one or two voices of dismay are drowned out by the many, many voices of those who appreciate how much more engaged their kids are and how much more they are involved in reading/learning/literacy/books.

A little parenthetical story:
For years, a well-beloved colleague ran a reading program that handed out the same small incentive prize - and only that prize - year after year. Each year, she would buy a new design for this prize. She worked at the library 30 years. After she had been retired for a year, I asked the new children's librarian if she was still doing the same SLP. She said she had changed it immediately. The reaction from the public? They loved the new way SLP was done. Many expressed gratitude that a program they had done as children had finally evolved to a new more interesting way.

What are the key elements to making change successful and being mighty and fearless?
  • Due diligence - what change are you contemplating and how will it enrich/enhance the SLP experience for kids?
  • Ducks in order - what does the research say? What experiences have colleagues shared? 
  • Literacy and learning links - How does this support what is happening already in your schools and larger community in terms of literacy and learning?
  • Great communication - make sure your administration is on board. Talk to patrons and school colleagues about ideas well in advance of the change.
  • Standing shoulder to shoulder - create a culture of buy-in with co-workers and administration so that the messages you share with the public are positive and the same.
How about you? What have you been thinking about summer reading/library program? Join our conversation in the comments, on your blog or as a guest post writer (send guest posts to me lochwouters at gmail dot com). For additional thoughtful posts, stop by the Summer Reading Revolution Pinterest board or read other upcoming posts in this series

Shaking Up SLP - Questions
Shaking Up SLP - Workshop Power
Shaking Up SLP - School Power
Shaking Up SLP - Research-iness

1.08.2015

Need More Programming Chops?


Pixabay Image
One of the most difficult parts of our work is often giving ourselves permission to try new things in our programming.  Sometimes we feel pressure from our administrators, our veteran colleagues or patrons to do - or not do - certain things. Combine that with tight budgets, tight staffing and tight time and the challenge really ramps up. We read exciting efforts in blogs and online but just can't seem to jumpstart them at our own place of work.

If you are looking to re-think, get re-inspired or explore programming a little more in depth, I invite you to join me in an upcoming online CE course: Power Children's Programming on a Budget.

This asynchronous course which starts on January 26 and runs for six weeks gives participants a chance to learn - and share experiences and tips that work wonders. We also explore strategic ways to plan, be a strong advocate and fit what you want to try into a busy work schedule. A bonus is our blog that will preserve ideas and thoughts.

Whether you live in Wisconsin or another state, this course is a great one to hone your programming skills! Hope you can join me!


12.05.2014

I Get By with a Little Help From My Friends


Image: Pixabay
As some of you know, I've recently been teaching as an adjunct and occasional instructor for continuing ed courses. I pretty much fell into it - never pictured myself teaching. With encouragement, I applied to teach a basic youth services in public library grad course online a few years ago. What's to lose?

Holy academia! I got hired! That first time, I had six weeks to develop a syllabus and content for the fifteen week grad course, find my textbooks and set-up the online course on a platform that was like learning a language from another dimension. It was without question the hardest professional challenge I ever experienced.

I was able to do it because I wasn't alone. The support from UW-Madison SLIS staff and many, many colleagues who mentored me, suggested pathways through this new dimension and from the students themselves taught me a ton and shaped me as a teacher.

Because of that experience, I found I love teaching and kept it up (it's gotten easier and far less other-dimensional since that first "polar plunge" semester).

And alot of that love is because of alot of you!

Teaching allows me to share the wisdom and experience of many of you out in the field blazing paths to great services for your communities. I have been able to link my students to many bloggers  and blog posts and the seminal thinking that is going on in the field. I thank you and hope you keep writing and sharing!

And I want to especially thank the kind colleagues who took the time to go the extra mile this semester for my students by creating videos talking about their passions and areas of expertise. Huge hugs go out to Christine Jenkins, Mel Depper, Tessa Michaelson Schmidt, Karen Jensen, Abby Johnson, Terrie Howe, Megan Schliesmann, Shelly Collins-Fuerbringer, Lisa Shaia, Amy Koester, Cen Campbell and Starr LaTronica. I know how busy everyone is and it was a privilege to share your thinking with the class.

While the course evaluations aren't in, I would say that these videos touched the students deeply (if the discussion boards and papers written are any indication) and were eye-opening glimpses into the thinking behind what we do as youth services professionals. Your expertise, so kindly shared, will make the students more mighty.

Thanks for joining me in this teaching adventure. I simply could not do it without you!

12.03.2014

Where Do We Learn?


Of course everywhere.

On social media, through blogs and in social media groups.

Through mentor-protege relationships - whether informal or set up through ALSC or a state association.

Image Pixabay
Through our libraries - in fact this post is inspired by Katie Salo's library asking staff to teach each other about their areas of expertise. Wow, libraries of the world, do this thing! Wouldn't it be great if every library cared to make sure all staff knows what all staff work is about?!?!

Through attendance at state and national conferences - both inside and outside the library world.

Through webinars and online classes like our state's continuing series of webinars with panels of practitioners at libraries large and small; formal CE credit courses through SLIS schools and our statewide Wild Wisconsin Winter Web conference with 10 national speakers.

Through attendance at workshops outside our usual territory - and often relatively nearby. In the past month, four of our YS team have attended three different seminal, breakthrough, slaying-sacred-cow seminars on shaking up summer reading programs around the state. While we already push the envelope in this area, we are inspired by other's stories, experiences and support. And we drove to learn more!

Through reasoned discourse like that going on here and here.

Through conversations with colleagues in the library, patrons and kids.

All our learning, all our sharing (we each have the power to reflect on and teach each other) pushes our practice and grows our understanding. No matter where we learn, we can't help but get better.

Our opportunities are everywhere. Carpe perceptum!!


11.18.2014

On the Road - Develop Your Inner Superhero


Image: Pixabay
I'm back in my old stomping grounds on the eastern side of the state presenting workshops on programming superhero-dom (told you I've been thinking about that alot!).

This workshop is sponsored by the Wisconsin Library Association - it was a donation to their foundation auction and Winnefox Library System snapped it up followed by the Waukesha Library System. It's a great way of giving back to our association and also encouraging everyone to become state and national association members because, you know, together we are stronger!

While it has a superhero theme, the workshop isn't just an SLP workshop. (Please note that CSLP through Demco is offering two webinars with great info to help you be mighty on January 28 and February 25)

As I mentioned in my last post, while programming isn't all we do, it is certainly the most public and often the most pressured thing we do (from preparation to conflicting demands). Today we looked at strategies to program smarter and more effectively; the importance of balance and how to fairly meet the many needs of our public - and our funders. Creating a zen balance between service to all ages, finding time to recharge and plan, learning to get off the hamster wheel of constant programming and program shares were just some of what we explored.

What you couldn't be there? Drat! Well, there's a 6 week online UW-Madison SLIS course I'm teaching around the concepts in the workshop starting January 26 (registration is now open).

Here are the workshop resources that were shared with my colleagues:

Going SLP Prizeless - LPL's Journey

Develop Your Inner Superhero Workshop Pinterest board
My general Pinterest boards  - (boards on different program types and samples)
Pixabay (free images)  
Struckmeyer, Amanda Moss.  DIY Programming and Book Displays: How to Stretch Your Programming without Stretching Your Budget and Staff. Westport, CT: Libraries Unlimited, 2010.

A *Few * Favorite Programming Blogs:
Jbrary   (great resource list of blogs to explore!)
Mel’s Desk  (great resource list of blogs to explore!)
Kids Library Program Mojo (for a full list of fantastic program idea blogs AND great program idea posts- this is the class crowd-sourced blog from our spring CE course and has a ton of ideas from students!)



11.14.2014

Programming Superheroes


Image: Pixabay
That's what we youth librarians are, you know.

I've been thinking alot about programming over the past couple of years. I've been writing about it, teaching about it, listening to ideas about it, revising my thinking about it and considering it in the context of all we do as youth librarians in our work day.

And one consistent theme that has struck me is that programming for kids in libraries - while not all we do - is the part of our jobs that is most visible, touches children's hearts most closely and consumes a great deal of our creative and imaginative energy.

We come into work, don our superhero librarian costume and plan and present amazing early literacy storytimes; school age programs, outreach visits and more. We think about how to involve kids through passive programs, DIY programs, partnerships with other organizations.

Back in our "Barbara Gordon" street clothes, we scan Pinterest, blogs and journals for new programming ideas. We talk to our colleagues, watch webinars, brainstorm and dream new ways to reach kids through our programming. We see program possibilities while we shop for groceries, stop by a festival, in our jammies while watching TV.

All the ideas get tucked away and pop back out when we don our superhero duds back at the library.

Part of being a superhero is finding ways to take those ideas and balance them to serve people without burning out. So we share tips on how to do programming and collection development and planning and advocacy and all the background tasks that make up a whole youth librarian's M.O. in a sane, fun and sustainable way. The hidden secret identity parts of our work are less visible to our public but just as heroic.

We recently received a lovely tribute to our youth staff- both past and present - from a patron whose children's reading lives were touched by staff helping the find the perfect book and presenting great programs.  These glimpses into the change we make as very public programming superheroes and quieter reader's advisors and information professionals reveal the depth of our good work. We all receive these positive boosts from our patrons and they warm our superhero hearts.

Whether thanks are expressed or not, the work we do to shine a light on literacy, learning experiences, and reading through our programming touches the lives of children and brings us out to them and them into our libraries.  Shine on, my superhero colleagues, shine on!

11.10.2014

Let's Go to School Together Again!

Hey friends out in youth library land....I'm baaaaaack!

We had such a great time in spring exploring together the range of youth programming and smart and savvy ways to make it easier, that I am repeating the course beginning in January.

Join me for  Power Children's Programming - on a Budget, a six week on-line course for the UW Madison SLIS Continuing Education beginning the week of January 26. It is open to anyone, in-state or out-of-state, who is interested in this subject.

This course is perfect for any youth staffer interested in digging more deeply into programming for children, preschool through elementary ages. We'll explore: why we do what we do; how to do it better; negotiating the tricky currents of available staff, time, money and patron reactions.  You'll expand your community of programming peeps through robust dialogue, program shares and down-right feisty argument. 

Since it's an asynchronous course, you can dip into the content anytime each week. Lectures and readings are a mix of written text, webinars, slideshares, video and links to seminal posts about programming from bloggers including  Sara BryceAnne Clark, Amy Comers, Melissa Depper,  Abby Johnson, Amy Koester, Angie Manfredi, Brooke Newberry, Katie Salo, Beth Saxton and our friends at the ALSC, Little eLit and Thrive Thursday blogs.

We'll revive our class programming blog Kids Library Program Mojo that will fill with new content as the ideas and programs start popping up in the course and being shared. Coursework in this pass/fail course takes about 2-3 hours a week and the two brief assignments allow you to hone your thinking on programming (be an advocate!) and create/share a program. What could be more fun?

I hope you consider joining me for this most excellent learning adventure. I plan to learn as much as I teach!

Graphic courtesy of Pixabay

11.07.2014

Together We ARE Stronger



We are just wrapping up our state library conference today. Again, what an extraordinary conference and what an extraordinary year. I counted 24 separate programs over the three days with content perfect for children's and teen librarians: school partnerships; book cycles to deliver books to kids in the summer; leadership paths; apps; refreshing field trips; bad girls in YA lit; learning to tame the sensory overload to help kids using the library; what boys like; keynotes by Kevin Henkes, Karen Jensen and Avi; Guerilla Storytime; ideas for school agers and more, more, MORE. We had an outstanding Teen Services preconference that connected our heretofore (hella word!!) unidentified teen advocates in the state.

During the Awards and Honors no less than three of our star youth librarians in the state were honored: Tessa Michaelson Schmidt received the Librarian of the Year award; Megan Schliesman won the Intellectual Freedom Award and Terry Ehle of the Lester Public Library won the Paralibrarian of the Year Award. Terry is an extraordinarily creative and active children's librarian who is generous with her time and talents and a leader in our state. This award is co-sponsored by our SOIS grad school in Milwaukee and includes a year of free tuition in their MLIS program. Terry has already begun her first semester.

Youth librarian leaders were everywhere in evidence over the past few days - introducing programs; serving on the WLA board of directors and the Youth Services Section board; sharing ideas, stories; challenges and laughs in hallways and restaurants and mingling and working with librarians from every type of library and library discipline. We brought in our colleague Cate Levinson from Niles IL to be part of a panel to share her amazing Armchair Astronomy program ideas and she stayed the whole conference.

We need healthy associations supported by librarians from all types of libraries and at all position levels for the learning and networking at conferences like this. We also need healthy associations to support our legislative agendas to protect and enhance library services and the public's access to them, intellectual freedom, everyday diversity, and to lead the way in sharing excellent library practice.

Please join your state association. Put in not just your money but your time and become a strong leader to support all our libraries. It's not what you get (although it's safe to say you get incredible networks, learn leadership skills and become smarter and wiser - and laugh more) but what you give in sweat equity that makes associations so strong and so profound. You share your passion with your colleagues. Your leadership in helping the association shine and be mighty through your volunteer work makes all the difference.

As I always say: together we ARE stronger!



11.06.2014

The Giraffe in the Room


I promised I'd let you know what was going on with our room rearrangement. For the past twenty years, our desk had us facing a boat (patrol duty) with our backs to 80% of our service area.






Now our desk faces the public and we have a view of the entire area. The giraffe proudly helms the front of the boat (complete with travel posters that we "inserted" a photo of him into) and other animal characters reading in the front nook. The back of the boat is still there for kids to read in.


Staff Reaction? Overall, we love it. Still some tweaks (wires we need to get safely hidden - hence the old SLP banners) but having a view of our entire service area is revelatory (imagine years of facing four red doors). The space is more open and the new carpet's slightly more subdued colors seem to bring down the crazy level.

Patron reaction? Not bad. We point out that the ancient giraffe is now protected and we now can see the whole area to help serve everyone better. There's been a grumble or two but that is the vast minority. We find if we address the change in a cheerful, friendly way as families come in, we get a more positive response.

Most kids are good about the change. The preschoolers are a bit taken aback. But Brooke came up with a great way to navigate them through the change. She shared with the team:  "I’ve started calling it our animal boat.  Because all of our animals decided they needed a place to live, so they picked the boat. The other side is our “people boat”. If they say they want to go up to the giraffe I just ask, 'Are you an animal? No, you’re a person, silly!' "

Of course this is just the first week. We still have a heavy first few months of "Wha?!?!?!" and a good year ahead of people who come in less frequently being startled by the giraffe's new exalted no-kid area. But the team is ready to meet and greet to get our community through the transition.

The story of our adventure is here and here. And below are a few more pictures (think panorama) of what we see in our service area now.






11.02.2014

Clean Up Your Act!


As we are wrapping up the CE course on management tips I'm teaching, the discussion has focused on ways to create zen in work life. Everyone has had a ton of ideas - from "eating the frog" first thing in the morning (getting the hardest thing done first) to list making to no email until later in the morning.

Everything in this thread fascinated me. But one that especially resonated was the suggestion to get your desk together and cleaned up/organized before you head out the door from work. A neat desk at work? That would not be me - as my team can attest. But maybe it could be?

My home desk is far less chaotic but probably just as busy. This is the spot where I create, write, record, research and do all.the.things. for my classes, my blog, my workshops, my presentations for in-state and out-of-state conferences and all the stuff that has nothing to do with my day job. My computer and "stuff" is on an old wooden table that my parents got when they were first married seventy years ago. Solid! I spend a couple of hours there most days of the week. It's tucked away so I'm not ignoring my sweetie while I'm diving in to the work.

For some darn reason I can stay perfectly organized there. Maybe because nothing is coming in to the "wonk workshop" (my name for this space) except the assignments I accept or pursue. And it's small so if I'm not organized and feng shui-ish, I can't create. Of course, what makes this space more concentrated is that I have the time to keep it together. Nothing comes in  - no phone calls, patrons, emergencies - unexpectedly.

So keeping organized there has been key to huge productivity for me. There is a finite amount of home time I want to spend on this stuff. Because my sweetie, my family and friends, gaming, cooking, getting outside, reading, learning and looking out the window to watch the birds, trees and seasons pass by.

So maybe I can turn my work chaos desk


into my wonk workshop desk


Zen awaits!

10.27.2014

The Giraffe Made Us Do It!!!


We have this boat. You know THIS boat....a "feature" (of one type or another) that many of us in children's library spaces struggle with. I can wait while you read our sorrow so I can catch you up with the news.

Where's the old desk?!?!
We know that the boat will never go. It's part of the wall and all. But that doesn't mean we can't create another scenario that makes more sense for a boat in a library. 
They are standing in our new desk spot!


Today begins our re-carpeting of the Youth area project. Everything has to be moved. We realized that this was our golden opportunity to re-locate our desk so we would no longer face the boat, but actually face our service area and families coming in and using our space. And we came up with a genius boat solution! It comes in two parts.

Part 1
The YS staff is taking over the front of the boat!!!! We retired our old desk. We bought a new desk unit that is more flexible. And we are enclosing the front (runway) of the boat into our workspace. The worst disciplinary-crazy-making part of the boat will now be staff-only. Kids can still read in the other reading nook of the boat so they aren't completely exiled.  Of course we expect some unhappiness and push back from the public but that's ok. We got it covered.

Interlude
Have I told you about our giraffe? We have a fifty year old, 8 foot tall Steiff giraffe, Longfellow, that was almost loved to death. Play got so rough on this big guy that we finally sent him on an extended world vacation (basement storage) three years ago, much to the dismay of kids, parents and grandparents everywhere. We knew we couldn't bring him back until we could wall his delicate self in with a fence or plexiglass or....

Part 2
Longfellow is really taking over the front of the boat!!!! We realized that the giraffe would fit nicely on the front of the boat in a totally see-able but totally untouchable spot to protect him. Since he is returning from his world cruise it makes sense that he needs to be on the boat and in a safe spot where kids can't tug, kick, push, lick and ride him (yes, parents were complicit!).  So Longfellow will help us take some of the edge off our boat take-over. He's driving this change-bus..er boat!

I'm a big believer in giving something when we take something away. We stressed over this as a team - what would we put on the front of the boat to justify taking away that space- and worked through many possibilities.  Then the magic moment a few weeks ago when a staffer said, "Hey, will Longfellow fit on the boat?" Booyah!

I'll keep you posted on the new look and what our patrons say when we re-open in a week.