Category Archives: What I think about this…

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The Doctor is IN!!!

Hello world! I started this blog at the beginning of my doctoral degree and as of today, my final revisions to my defended dissertation are done and dusted. I just have a bit of paper work to submit to graduate studies and then it is all finished, I will graduate and start my new life with the beautiful letters PhD added to my name!

I continue to work as a librarian and teach part-time. My future plans include many interesting things, but for now, I am taking a bit of a break!

I will still post things on this blog and hope you will continue reading my musings and rants.

Thanks for sticking with me!

https://goo.gl/images/EHAXRx

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Youth Services @ PLA: Stayin’ Alive!

The Public Library Association (in which I hold current membership) is having a conference next year. The program went up today and here’s one of the sessions on offer.

Killing Youth Services (on Your Org Chart): Redesigning Your Organization for Today and Tomorrow

That’s right, it says “Killing Youth Services”…I can’t even…But, it turns out I can. I can email the PLA president.

Here goes, for your reading pleasure…

Dear PLA President Sandlian Smith,
I am writing to voice my concern about a session planned for the PLA 2018 conference. The session, ostensibly about expanding and improving the reach of community services by doing away with age-group specializations, is called:
Killing Youth Services (on Your Org Chart): Redesigning Your Organization for Today and Tomorrow
From the description, it seems as though the presenters advocate the “killing” of adult, teen and senior services as well as youth services, but for some reason, youth services seemed the most appropriate to target in the session title. None of these program planners are or ever have been, from what I can gather from their biographies and work histories, actual children’s services librarians (Mr. Spicer has worked as a teen services librarian).
While I heartily disagree with the program presenters “generalist” approach to public library services, I am not here to debate the relative merits (if any) of their approach to organizing their own library. I am here to object to their choice of words. “Killing youth services”, although meant (I assume) to be colloquial and “funny” isn’t actually funny at all, but points to the ignorant yet privileged position these speakers all hold as leaders in the library field.
Youth services librarians, especially those serving vulnerable children and families, are performing some of the most valuable, yet still persistently undervalued, work in our profession. A relatively small, but still compelling, body of research (see selected references below) indicates that youth services librarians contribute to the betterment of their communities by supporting children’s and families’ access to literacy learning as well as other cultural resources and social supports. In my opinion, based on current events unfolding in the lives of young people, children’s services in public libraries and the youth service specialists who work in them have never been more important than they are today. I am very disappointed that the Public Library Association (in which I hold a membership) has accepted a program that denigrates such important work. Even if this title is meant in jest, the impact is the same: our work is undervalued to the point that it is okay to (even jokingly) simply kill it off.
Setting my objection to the unnecessarily violent language aside (I am sure you are aware that a children’s librarian was recently murdered at a public library), I do not find it funny to joke about dissolving any aspect of youth services in libraries. If anything, the Public Library Association should be elevating the status of youth services librarianship within public libraries, based on the current and very critical literacy, educational, cultural and social support needs of children and families. I would like to ask you to consider requesting these panelists rename this session with a more appropriate title. I would also ask that you carefully examine the rest of the conference program offerings to ensure that a balance is struck between this session and others that focus on the relative merits of, and strong rationale for, demographic/age group specializations, especially those that focus on the needs of young people and their families, within public librarianship.
Thank you for your careful consideration of this request. I look forward to hearing from you.
Sincerely,
Tess, etc.
Then I included a references list. Do not mess with me! I have Endnote and I’m not afraid to use it!
Youth Services in Public Libraries: A Selected Bibliography
Agosto, D. E. (2012). More than Just Books. Children & Libraries: The Journal of the Association for Library Service to Children, 10(3), 36-40.
Bourke, C. (2005). Public Libraries: Building Social Capital through Networking. Australasian Public Libraries and Information Services, 18(2), 71-75.
Campana, K., Brouwer, M., Urban, I. B., Mills, J. E., Capps, J., Feldman, E., & Burnett, K. (2014). Connecting collections and cultures by creating a community of children’s librarians around early literacy storytimes. Proceedings of the American Society for Information Science and Technology, 51(1), 1-4. doi:10.1002/meet.2014.14505101112
Campana, K., & Dresang, E. T. (2011). Bridging the early literacy gulf. Proceedings of the American Society for Information Science and Technology, 48(1), 1-10. doi:10.1002/meet.2011.14504801134
Campana, K., Mills, J. E., Capps, J. L., Dresang, E. T., Carlyle, A., Metoyer, C. A., . . . Kotrla, B. (2016). Early literacy in library storytimes: A study of measures of effectiveness. The Library Quarterly, 86(4), 369-388. doi:10.1086/688028
Celano, D. C., & Neuman, S. B. (2001). The role of public libraries in children’s literacy development: An evaluation report. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=8084EFC93F65A0F667D5736869F66C72?doi=10.1.1.611.4915&rep=rep1&type=pdf
de Groot, J., & Branch, J. (2009). Solid foundations: A primer on the crucial, critical, and key roles of school and public libraries in children’s development. Library Trends, 58(1), 51-62. doi:10.1353/lib.0.0066
Denham, D., Elkin, J., Heeks, P., Evans, M. K., Armstrong, C., Fenton, R., & Lonsdale, R. (1997). A place for children: The qualitative impact of public libraries on children’s reading: Interim Report. New Review of Children’s Literature and Librarianship, 3(1), 93-103. doi:10.1080/13614549709510593
Diamant-Cohen, B., & ebrary, I. (2010). Children’s services: partnerships for success. Chicago: ALA Editions.
Kaeding, J. (2015). Opening access to public libraries for children with special needs & their families.  Retrieved from http://apo.org.au/node/60694.
Knoll, D. (2014). Babies in the Library. Public Libraries, 53(1), 44-47.
McKechnie, L. (2006). Observations of babies and toddlers in library settings. Library Trends, 55(1), 190-201. doi:10.1353/lib.2006.0043
McKenzie, P. J., & Stooke, R. (2007). Producing storytime: A collectivist analysis of work in a complex communicative space. The Library Quarterly, 77(1), 3-20. doi:10.1086/512953
McKenzie, P. J., & Stooke, R. (2012). Making a Difference: The Importance of Purposes to Early Learning Programs. Children & Libraries, 10(2), 47.
Mills, J. E., Bayo Urban, I., Campana, K., & Nelson, J. T. (2014). Hooray for research: A glimpse at an early literacy project. Children & Libraries: The Journal of the Association for Library Service to Children, 12(4), 32-32.
Naidoo, J. C. (2014a). Digital Media in the Lives of Children Diversity Programming for Digital Youth: Promoting Cultural Competence in the Children’s Library (pp. 35-57). Santa Barbara, CA: Libraries Unlimited.
Naidoo, J. C. (2014b). Diversity programming for digital youth : promoting cultural competence in the children’s library. Santa Barbara, California: Libraries Unlimited, An Imprint of ABC-CLIO, LLC.
Neuman, S. B., & Celano, D. (2010). An evaluation of Every Child Ready to Read: A parent education initiative. Retrieved from http://everychildreadytoread.org/project-history%09/full-evaluation-report-2010
Neuman, S. B., & Celano, D. (2012). Giving our children a fighting chance: Poverty, literacy, and the development of information capital. New York: Teachers College Press.
Neuman, S. B., & Celano, D. C. (2012). Don’t level the playing field: Tip it toward the underdogs. American Educator, 36(3), 20-21.
Peterson, S. S. (2012). Preschool early literacy programs in Ontario public libraries. Partnership : the Canadian Journal of Library and Information Practice and Research, 7(2), 1-21.
Prendergast, T. (2011). Beyond storytime: Children’s librarians collaborating in communities. Children & Libraries, 9(1), 20-26.
Sensenig, V. J. (2013). Protecting the core: Budget cuts and children’s programs in public libraries. PowerPlay: A Journal of Educational Justice, 5(2), 698-724.
Stooke, R., & McKenzie, P. J. (2009). Leisure and Work in Library and Community Programs for Very Young Children. Library Trends, 57(4), 657-675.
Stooke, R., & McKenzie, P. J. (2010). Attending to the Small Stuff: Notes from an Observational Study of Neighbourhood Programmes for Very Young Children and Their Caregivers. Canadian Children, 35(2), 4-9.
Stooke, R. K., & McKenzie, P. J. (2011). Under our own umbrella: Mobilizing research evidence for early literacy programs in public libraries. Progressive Librarian(36/37), 15.
Sung, H.-Y., & Siraj-Blatchford, J. (2014). Supporting family learning and interaction through information and communications technology in public libraries in Taiwan. Journal of Librarianship and Information Science. doi:10.1177/0961000614528967
Teale, W. H. (1999). Libraries promote early literacy learning: ideas from current research and early childhood programs. Journal of Youth Services in Libraries, 12(3), 9.
Walter, V., A. (2003). Public library service to children and teens: A research agenda. Library Trends, 51(4), 571.
Ward, A., & Wason-Ellam, L. (2005). Reading beyond school: Literacies in a neighbourhood library. Canadian Journal of Education / Revue canadienne de l’éducation, 28(1/2), 92-108. Retrieved from http://www.jstor.org/stable/1602155
Ward, C. (2007). Libraries as 21st-Century learning places. Language Arts, 84(3), 269. Retrieved from http://www.jstor.org/stable/41962191

 

Libraries Are For Everyone: An Epic Correction

I just really, really love this! Print & post!

Hafuboti

Yesterday Robbie McDuff commented on my original Libraries Are For Everyone post where he kindly requested that I make some Eastern Hemisphere globes on what I call the epicsigns (the one with the ten people holding globes). I have to ashamedly admit that I had thought of it when people started responding to my images, but then let the lazy side of me win. Robbie made me step back and realize that I really should take the time to correct the North American-centric globes.

Robbie: thank you so much  for gently calling me out on this!

So I rolled up my Photoshop sleeves and spent over five hours this morning creating more vantage points on the globe and then inserting them into the epic signs. I’ll share all of the updated previous-posted versions here, and then add a link from the originals over to this post. And from this…

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I don’t think so: A Canadian reacts to the American election

This blog is ultimately about inclusion. Yes, I focus on inclusive early literacy but in light of the USA election results, I need to air a few thoughts about what this all means to me, as a human being, a Canadian, and a professional white woman who has worked my entire adult life to provide literacy resources directly to children and their families. If you know me in real life you know I am prone to foul-mouthed responses to things that upset me, things like misogyny, ableism, bigotry and general hatred being at the top of my list of profanity inducing issues. So fill in the asterisks as you see fit in the following: What the actual f***! It is 2016! What are these f***ers thinking electing this monster? What is wrong with you stupid a**h***s anyway! Oh my freaking…what? What?

I watched the election results with my sister and at the end of it all we hugged and cried and I walked home in the rain weeping and saying out loud to the night “How could they do that?” over and over again.

I’m not American, but I am North American. I arrived in Canada at age 5 and became a citizen at 16. Almost my entire adult life in Canada has been spent working with children and families, mostly in public libraries. I have developed and delivered many programs intended to increase the participation and inclusion of our most vulnerable community members, and I know we do good work. Here’s the thing though: A great deal of my drive and enthusiasm for children’s librarianship has come from my association with American librarians. I started attending library conferences in the USA early in my library career and quickly tuned in to the critical mass of excellence that thrives there. I give credit to countless US colleagues for expanding my abilities, for making me a better children’s librarian and a better advocate for getting library services to the children and families who need us most, i.e. immigrants, refugees, people with disabilities and members of other marginalized and underserved communities.

Today, I think my relationship with so many American librarians lulled me into a sense of security. There were so many fantastic librarians doing so much good work, for all the right and socially just reasons that this couldn’t possibly go wrong, right? To my mind, Americans were smart and strong and they gave an actual sh** about people, or at least enough of them did to keep Trump from winning, are you kidding me? Wrong. I admit I was wrong. And now things are wrong and not only slightly wrong but terribly wrong.

At this moment, I choose to speak truth to this utter wrongness and say I denounce Trump and his ilk. I denounce bigotry in all its insidious forms and I denounce complacency. I denounce the now common refrains: Calm down; Wait four years; and my personal favourite: Give him a chance! What the actual f***? Why should I give him a chance? He has had a lifetime of chances to prove he is not a bigoted jerk and I am supposed to wait until he’s installed in the freaking White House until he proves himself as anything but the bigoted, misogynist, ableist and ignorant cad he really is? As a Canadian librarian who has spent decades fostering young children on their paths to becoming critically literate citizens of the planet I denounce this nonsense for what it is: an unfathomably enormous backwards step for the entire human race, and a particularly hard and brutal shove backwards for what I thought was a shared, vibrant and just North American culture. Ouch, that hurts.

Besides being worried for very specific people who Trump’s agenda poses actual and immediate danger to, I am intellectually and morally distressed that the bigotry I always knew existed at a certain level isn’t actually on the down low, isn’t actually on the decline, isn’t actually socially unacceptable like I thought it was. No. This kind of crap is everywhere and while we’re at it we won’t be ignoring the fact that it is insidiously rampant in Canada too. Besides the actual existence of these horrid attitudes, now that Trump has told the entire world that xenophobia, ableism and misogyny is okay, the bigots and sexists have their hero (again). They and their terrible ideas are being legitimized as I type. Today, I learned that a Canadian politician thinks his “exciting” ideas will be welcomed in Canada? I don’t f***ing think so, not in my Canada anyway.

I am not crawling under a rock to wait it out though. I have every intention of continuing to show up for my students as well as and the children and families I serve in public libraries. I will call out bigotry and ableism at every turn so I dare bigots to try it in my presence, or on my Facebook page, on my Twitter page, on my blog or in real life. I will take bigotry down while I still have breath. I will research and write and publish and talk about inclusion. I will hold the line for equality, respect and acceptance. I will watch my colleagues in Canada, the USA and beyond do this good work too. The monsters got in a few shoves, maybe took a bite or two, but they are not eating us whole. No way.

stone-figure-1464797_960_720

What about adults with disabilities in libraries?

I am in the throes of revising my dissertation. I have a publication coming out in a library journal in a few months though, and I will post about that here when it is available to read. The library world is quite small, and I have been approached to offer suggestions on how to “handle” certain disability-themed situations. Sometimes I have good, concrete suggestions, mainly because they are things I have thought about before, or things that I have heard other people have had success with. Even though my scholarly knowledge is focussed on young children, I even get asked about adults with disabilities in libraries sometimes, as was the case today. The person who asked me said that some staff were considering inviting some adults with disabilities to children’s programs because they were developmentally more like children so wouldn’t these programs be the right fit for them?

I am tired of hearing that adults with developmental disabilities described as being “like children”. They aren’t. They may have low literacy levels, they may have low vocabulary and lower abilities to express themselves than other people their age. They might like a lot of things that kids like but so do many non-disabled adults too (hullo, Star Wars, Harry Potter?). That doesn’t mean adults with developmental disabilities should be grouped in with children, or worse, treated like children. They are not children and have every right to be treated like adults because they are adults. Adults with disabilities should have agency in the choices they make, even if they need help making those choices and need support in acting on their choices. It is demeaning to adults with disabilities to be perceived as children and treated like children in adults’ bodies.

Now on to specific scenarios to address in public libraries: Many children’s library programs are designed to be experienced by a group of age peers and that is completely okay. As long as they are inclusive of all the children within that age range who show up, disability or no disability, it is okay. I might be one of the most disability-friendly librarians on the planet, but I would not want an adult with any kind of  disability to come to my book trailer program, not because of their disability and not because I thought they couldn’t learn to make a book trailer, because I would always assume they could. I would not want them to come because it is a program for children and this person just isn’t a child. However, that being said, in order to provide topnotch library service, I would want very much to point this person to an appropriate program for adults and I would want very much to assume that they would be welcomed at that program by that particular program’s leader. If this adult needed to have or bring a support person of course that would be accommodated and if they needed to have things explained visually, or needed a bit of extra time to do the program activities or whatever, that would also be accommodated. That is what inclusion is.

What concerns me about this is that in discussions to do with libraries and adults with developmental disabilities, it often seems to me that offering children’s programs are the only thing being considered. But adults should attend offerings for other adults, not children. So what are adult librarians thinking about here? Have they never encountered an adult with a developmental disability who wants to participate in any of their book clubs or crafting circles or whatever? I am going to venture a guess and say, rarely or probably not. This might be because there is a widespread assumption that adults with developmental disabilities are “child-like” so they couldn’t possibly be interested in adult oriented programs so they often don’t get invited either.

If public libraries offer programs that are open to the general public, things like puppet shows, magicians, concerts and singalongs then by all means, invite adults with disabilities to come, but don’t invite them just because they are adults with disabilities. Invite them because they are people who might enjoy something fun. If you offer programs with specific age ranges in mind, like my example of a book trailer camp for ages 10-12 then no, don’t invite them and gently say no even if they ask. It is a program for children and they are not children. Refer them to something else instead. If there isn’t anything else then we’ve found a gap in service haven’t we?

Library staff members at all levels of service need to be educated in what is called the social model of disability and they need to understand that barriers to participation for an adult with a disability are erected by society, not the person themselves. Keep in mind that we are emerging from an era when people like the adults with disabilities who come into your library today were institutionalized as a matter of course. This practice was generally horrendous and unjust and we should be relieved that it is no longer standard practice. However, the remnants of that era are still with us and many of the practices directed at people with disabilities seem to me to be designed to keep them in their assumed place at the bottom of the social heap. Often they must be recipients of “charity” just to live their lives with dignity and many do not have lives of dignity even with charity. This is appalling. People with disabilities need agency and opportunities not tokenism and charity and they most definitely do not need to be infantilized.

We have long way to go, but I maintain that public libraries are a great place to demonstrate inclusion. However, I also believe that there is a chasm we all need to cross first. In my research, I have been working on early years inclusion in libraries but I sincerely hope other library researchers take up other age groups. Finally, I will state that “special” library programs designed just for people with disabilities are perfectly acceptable and that while they can and do offer a great many things they don’t really do much (or enough) to advance inclusion aims. Finally, it troubles me that libraries are constantly calling themselves inclusive places when their programming and overall practices really aren’t inclusive. As a profession, we need to understand inclusion from a social model of disability standpoint and it is on all of us to figure out what that means in terms of how we go about meeting the needs of adults with disabilities beyond inviting them to a program designed for children.

 

A great read about IEPs, special education and inclusion: The Separation Box

Just this…

The Separation Box.

Slice of Life: Reading Malpractice

Yes, just yes. This kind of schooling is killing the joy of reading, and doing a disservice to everything we as literacy educators, teachers, librarians and parents hold dear in terms of educating our children to be thoughtful, literate human beings.

the dirigible plum

slice of life

I think I should sue my son’s school for reading malpractice. Every day he comes home from school hating reading just a little bit more. Understanding just a little bit less what it means to be a reader. Understanding just a little bit less why anyone would ever want to read. Feeling more confused by the disconnect between the meaningless busywork he’s asked to complete in a reading workbook at school and the astonishingly wonderful world of books that he knows at home.

Against my better judgment, I said yes when his school said he should take the READ 180 reading intervention class this year. There would be independent reading time every day, I was told. I examined the classroom library. Small but fairly choice. There would be time to read with partners, in small groups. Reading would be social. And yes, sure, there was the computer program but that wasn’t…

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