Create, Innovate, and Serve: A Radical Approach to Children's and Youth Programming

ALA Member
$58.50
Price
$64.99
Item Number
978-0-8389-1720-6
Published
2019
Publisher
ALA Neal-Schuman
Pages
312
Width
7"
Height
10"
Format
Softcover
AP Categories
A
E
G

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  • Description
  • Table of Contents
  • About the authors
  • Reviews

This book is available in e-book format for libraries and individuals through aggregators and other distributors—ask your current vendor or contact us for more information. Examination copies are available for instructors who are interested in adopting this title for course use.

Foreword by Susan Hildreth

Library services are transforming to emphasize interactive, innovative, participatory, and often production-centered programming. It’s a truly radical approach, and tomorrow’s LIS graduates in children’s and youth services need a resource that helps them understand this programming as it pertains to these age ranges. This text meets that need, bringing together a wide range of perspectives from both practice and research to survey this new landscape of programming for children and youth. Providing in-depth information crucial to those who will soon encounter these programs in library settings, this contributed volume

  • delves into a wide variety of different programs, discussing their crucial elements and how to develop, plan, and deliver them;
  • uses case studies of innovative practices to address such key issues as diversity, equity, media mentorship, community partnerships, dedicated library spaces, discussion-based programming, and assessment;
  • presents annotated bibliographies of research, organized by young children (birth to 5), middle childhood (ages 6 to 12), and teens (ages 13 and up); and
  • examines children and youth programming trends, teaching how to recognize and incorporate these trends into all types of programs.

Emphasizing an inclusive approach to programming that incorporates research-based theories and frameworks, this text will be a valuable orientation tool for LIS students as well as a holistic guide for current children and youth services professionals.

Foreword: The Library as Community Anchor: An Opening Perspective, by Susan Hildreth
Introduction
Acknowledgments

Part I    Foundations and Transformations

  • 1    When All Really Means All: Creating Library Programs for Children and Teens That Embrace All Types of Diversity, by Jamie Naidoo
  • 2    The Power of a Story: Telling to Transform the World, by Annette Y. Goldsmith and Michelle H. Martin
  • 3.    Playing to Learn, Learning to Play: A Play and Making Framework for Libraries, by Sarah Ward and Sarah Evans
  • 4    Librarians as Media Mentors: Building Media Literacy with Programming, Advisory, and Access, by Amy Koester and Claudia Haines
  • 5    The Five-Step Outcome-Based Planning and Evaluation Model for Children’s and Young Adult Program Assessment, by Melissa Gross
  • 6    Taking the Library to Unexpected Places: Outreach and Partnerships in Youth Services, by Beth Crist
  • 7    The Ever-Changing Library: Advocating for Impact, Value, and Purpose, by Judy T. Nelson

Part II    Program Profiles
Young Children (Ages Birth to Five)

  • 8    Early Childhood Decoded: An Introduction to Development, Sociocultural Theory, and Early Learning, by J. Elizabeth Mills, Kathleen Campana, Emily Romeijn-Stout, and Saroj Ghoting
  • 9    Prioritizing Community, Literacy, and Equity in Programming for Children from Birth to Age Five at the Pierce County Library System, by Susan Anderson Newham
  • 10    Arapahoe Libraries: Early Literacy All Around, by Melissa Depper and Lori Romero
  • 11    The Free Library of Philadelphia: Serving Its Youngest Patrons with a Community-Minded Approach, by Sarah Stippich and Christine Caputo
  • 12    Cultivating Knowing and Growing at the Scottsdale Public Library, by Mariko Whelan
  • 13    Intentionality, Interactivity, and Community in Early Childhood Programming at Public Libraries: An Overview of Research, by Kathleen Campana and Betsy Diamant-Cohen

Middle Childhood (Ages Six to Twelve)

  • 14    Connecting Programs to the Learning and Development of Children Ages Six to Twelve, by R. Lynn Baker
  • 15    Middle Childhood Is Not Middle of the Road: Developing Exemplary Services and Practices for Six- to Ten-Year-Olds at the Chicago Public Library, by Liz McChesney
  • 16    A Collaborative Approach to Equitable STEM Programming at San Francisco Public Library, by Cristina Mitra
  • 17    Middle Childhood Matters at Toronto Public Library, by Diane Banks and Peggy Thomas
  • 18    The Dream Team: The Library as a Partner in Literacy and Learning for Children Ages Six to Twelve—Related Research, by John Marino

Teens (Ages Thirteen and Up)

  • 19    Why Teens Need the Library and the Library Needs Teens, by Sarah Evans
  • 20    Empowering Teens to Build Their Own Futures at Carnegie Library of Pittsburgh, by Corey Wittig and Kelly Rottmund
  • 21    Teens at the Helm: Teen-Driven Programming at the Olympia Timberland Library, by Sara White
  • 22    A Vision for an Innovative New Teen Space: Boston Public Library Teen Central, by Jess Snow, Ally Dowds, and Catherine Halpin
  • 23    Co-Constructing Leadership: The (R)evolution of Discussion-Based Programming, by Gabbie Barnes
  • 24    Teens and Public Libraries: An Annotated Bibliography of the Research, by Denise Agosto

Conclusion: Putting This All Together
Index

Kathleen Campana

Kathleen Campana is an assistant professor at the Kent State University Information School, where she teaches in the area of youth services. Her research focuses on understanding the learning that is occurring for children and youth in informal learning environments and how the environment encourages and supports that learning. Prior to joining Kent State, she earned her PhD at the University of Washington Information School.

J. Elizabeth Mills

J. Elizabeth Mills is a PhD candidate and the Beverly Cleary Research Assistant at the University of Washington Information School. She received her MLIS from UW in 2013. She studies how public children’s librarians use the design concept of reflection in their storytime planning, delivery, and assessment. She has written many books for children, including The Spooky Wheels on the Bus, published by Scholastic, Inc.

"This is an extremely helpful book for anyone currently offering or aspiring to offer library programming for children and young adults ... Articles feature bulleted lists, directions, references, resources, results, and lessons learned. Readers are invited to dip in at will, sampling sections of interest."
— Booklist

"The professional will gain more by reading specific chapters critically while developing programs for that age group in the library. Each of the chapters is written by at least one of the 34 contributors, and there is also a five-person Advisory Board attributed to this volume. The insights into programming will benefit school librarians as well, though the title is predominantly written for public librarians."
— School Library Connection
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