#wikispaces

[libraryresources]

Wikispaces: Youth Services Librarianship - General Info and Homepage

Youth Services Librarianship: A Guide to Working with Young People in School and Public Libraries

This wiki is a collaborative project of graduate students enrolled in LIS506 Youth Services Librarianship at the University of Illinois' Graduate School of Library and Information Science during Fall 2011, Fall 2012, and Fall 2013. Additional content was provided by graduate students enrolled in LIS590CBL Cataloging for School Libraries under the direction of Professor Kathryn La Barre (Summer 2012) and in LIS516 School Library Media Center with Georgeann Burch (Spring 2013). This wiki provides students with an opportunity to think more deeply about some of the unique challenges and opportunities of working with young people in both school and public libraries. For more information about this course or the wiki, please contact the instructor, Professor Carol Tilley.

[Transcriber Note: The following is a list of wiki pages that I was successfully able to transcribe to tumblr over the past few weeks (July 2018). Pages I couldn’t transcribed will be replaced with links to comparable professional development resources over time.]

ADMINISTRATION AND MANAGEMENT Advocacy Community Outreach Community Partnerships Facilities Planning and Design (Public Libraries) Facilities Planning and Design (School Libraries) Grant Writing Legal Issues Library Marketing Management in Public Libraries Management in School Libraries School Library and Public Library Collaboration Professional Development Strategic Planning

GENERAL ISSUES GLBTQ Youth History and Traditions of Youth Services Librarianship Homeschoolers Incarcerated Youth International Youth Services Librarianship Non-native Speakers of English Outreach in an International Setting Positive Youth Development Practitioner (Action) Research Special Needs Youth Young Adult Engagement

LITERACIES, READING, AND READERS Adolescent Literacy Child and Adolescent Development Computerized Reading Management Early Literacy Early Readers Emergent Literacy Family Literacy Readability and Book Leveling Reading Engagement Reading Promotion Technology in the Lives of Youth

INSTRUCTION, INFORMATION SERVICES, AND INFORMATION SEEKING Common Core State Standards Description and Access Homework Assistance and Centers Information Seeking Needs and Practices of Youth Inquiry-based Learning Instructional Collaboration Reader's Advisory for Youth Reference Services for Youth

MATERIALS AND RESOURCES Book Awards Collection Development (PL) Collection Development (SL) Comics, Manga, and Graphic Novels Copyright Intellectual Freedom Multicultural Literature and Resources for Youth

PROGRAMMING AND ACTIVITIES Arts Programming Author Visits Book Discussion Groups Booktalking Digital Storytelling Gaming Makerspaces Programming and Reading Promotion for Boys Programming in Public Libraries Programming in School Libraries STEM (Science, Technology, Engineering, Mathematics) Programming Storytelling Storytime Programs Summer Reading Programs Sustained Silent Reading Technology Programming Teen Advisory Boards

[Tumblr transcriber: Camilla Y-B, unaffiliated. 2018.]

[libraryresources]

Wikispaces: Youth Services Librarianship - Grant Writing

[By the time you see this, Wikispaces will have shut down due to financial troubles. This transcription (July 2018) is my attempt to preserve professional knowledge for the youth library field, until such a time that a new, updated resource becomes available! c: ]

(Last revised: 2011-2013)

Generally Grants

By: Samantha Smith

Every public entity is feeling the pressure of financial burden. With the current economy many organizations are searching for ways to make ends meet. Public libraries are included in this long list of organizations that are slowly having their government funding slowly whittled away. Because of this, libraries are searching for other ways of procuring funding. One of these ways is through grants.

According to Merriam-Webster, 2013, a grant is “an amount of money that is given to someone [in this case a library] by a government, a company, etc., to be used for a particular purpose (such as scientific research).” This means that one way for libraries to obtain extra money for a particular purpose, they can do so through obtaining a grant from a group that is looking to help a library. This can be a daunting process though. There are many grants available to be applied for, and because the financial crisis is effecting so many different organizations, there is a lot of competition over those grants that are available.

There are many actions librarians can take to make it more likely that they will be able to obtain the grants they apply for.

Persistence. If you are going to wade into the ocean of grants that can be applied for, the first trait you need is to be persistent (Alexander, 2012). The sheer volume of grants that are available can be incredibly overwhelming. It is important to continue looking at the options available to you until you find a grant that your needs fit in with. Maxwell, a teacher-librarian, recommends looking for grants in professional magazines and journals. Many grants advertise there, so they are great places to start looking for grants. It also does not hurt to talk to different local businesses or other corporations to see if they offer or are looking to offer grants.

Email. Do not forget to continue to check your email often when looking for and applying for grants. Grant opportunities can often be announced through email and if you do not check your email frequently, one of those opportunities may slip through the cracks(Alexander, 2012).

Every Little Bit Helps. Grants come in many different sizes. There are some grants that are for thousands of dollars, and some that may only be for a few hundred dollars. You may be tempted to only apply for the larger grants, but those will be more difficult to win, as there will be more competition for those grants. Applying for the smaller may not be as exciting as the larger grants, but they will usually have fewer applicants to choose from. This means that you may be more likely to obtain those grants than the larger ones (Alexander, 2012). Even if it is only a $500 grant, that $500 could go a long way for program supplies or new books.

Be Committed. If you are applying for a grant from an organization that you are a member of, be sure that you have made a commitment to this organization through volunteering to help out with events or taking notes at meetings (Alexander, 2012). There are many ways to show this. If it is not a group that you are affiliated with, show your commitment through letters of interest and personal statements to the organization. Talking up yourself and the group may just help keep your grant application in mind.

Use Discretion. When you are choosing which grants to apply to, it is important to only apply for grants that are relevant to your library. Do not apply for grants that may not fill your need or you their requirements. It is important to not waste your time, or the organizations time (Alexander, 2012). If you only apply for the grants that are relevant to your needs, you will be far more likely to win the grant and receive the funding you are looking for.

Read and Read Again. When researching the different grants that are out there, it is important to read the descriptions incredibly carefully (Alexander, 2012). By reading the descriptions and directions carefully, not only will you know if you are qualified to win the grant, but you will also have an idea of how to write your personal statement specifically to the grant. You do not want to include information the organization is not looking for, as the extra information may cause the organization to over-look you (Maxwell, 2005). For example, if the organization is looking to give a grant to a library to be use purely for books, you can and should discuss the types of books you would purchase with the funding, and why you would purchase those books (to update your non-fiction section perhaps). You should not, however, discuss any programing that may result from that purchase (such as book discussions and school visits to use the new books). This may cause the grant giver to feel concerned that the grant money would go towards something other than books.

Letters of Recommendation. This is a truly important part of the application process. You want to choose colleagues who would be able to tell the organization why you would be the best recipient for the grant. You would need someone who can show a “well-rounded perspective” of who you are so that the organization can see you as a person who will use those funds wisely (Alexander, 2012). Other things to look for in someone who will write a letter of recommendation are:

Someone who can thoroughly express your strengths

Someone who can show how the grant would benefit you and your group

Some ways to help out whoever is writing your recommendations are (Alexander, 2012):

Give them a copy of the guidelines of the grant.

Provide a copy of your resume and personal statement.

An example of why you have chosen that person to write the letter (ie. A list of projects and programs you have worked on)

Due date to have the letter completed

Personal Statement. According to Andrea Alexander, librarian and successful grant applicant, your personal statement should have three parts: “explain why you want the money, why you deserve the money and how you fit the criteria laid out by the grant or scholarship parameters”. By showing how this grant could help the future success of your library and even your community, you could differentiate yourself from other applicants, giving you an edge in the selection process. Write your personal statement with the grant committee in mind and address their needs as well as your own, as this grant is not just about your needs. Giving your project an interesting and catchy name can also be helpful (Maxwell, 2005).

a. Show Your Financial Need. If you are going to earn this funding from the organization, it is important to show your financial need to the grant committee. Having specific numbers and figures would show your need much more effectively and specifically than being vague about your financial need.

b. Be Personal. As important as showing your financial need is, it is also important to be personal about why you need the money as well. Giving personal details about yourself and your community can benefit you in your quest for the grant. Being personal can be more emotionally captivating than if you just mention the numbers (Alexander, 2012). It also humanizes you. Do not dwell on the negatives that might be a part of your resume, but try to stay positive or move on quickly from the negatives you may address in the personal statement.

c. It’s in the Details! Pay attention to the details of the grant. Make sure you fill everything out completely and accurately, and have all aspects of the grant in on time. If you turn in an application early, follow up with the person who is supposed to receive it to make sure it made it to them all right (Alexander, 2012).

10. Follow Up. After turning in the grant application, this is the time to follow up with those who helped you with it. Thank those who wrote letters of recommendations for you, or looked over your resume and personal statements. Hand-written thank you notes would be best. Once you find out the result of the application, let those who helped you know if you received the grant or not. Do not forget to thank the grant committee itself!

Grants can be incredibly daunting. They have the ability to help improve your library through funding new programs, or improving collections you already have. However, by taking these ten steps, being creative and detail-oriented, obtaining a grant is possible.

Curated by: Teresa Nunez

Grant Writing for Youth Services on the Wiki.

BUDGET CUTS!!!

BUDGET CUTS!!!

BUDGET CUTS!!!

Is Time for Grant Writing!!!

This space was created to help youth service librarians to help facilitate the frustrations in writing grant proposals. Here you will find valuable tips and information to help meet your goals in creating successful grant writing proposals that will surely get you the grant for your library to build upon your current collection.

Due to budget cuts librarians are forced to find ways of gaining new materials for their libraries. Writing a grant can become very time consuming and very intimidating if you never done one. I have tried to provide very helpful tips to help alleviate some of the stress when writing a grant proposal. The first thing You want to make sure you do is to research community the library is serving and what are the needs within that community. Calvin Hennick* wrote an article, in where he interviews experts and teachers whom have managed to acquire several grants to meet the needs of their users.

Basically, he breaks it down into ten steps:

State Your Need: Do not write a shopping list just write what the struggles are and how the new materials will help achieve those needs.

Start Small, Start Locally: Try looking for community educational foundation, local businesses.

Do the homework: Do the research on the grant funder. Such as what do they fund, what have they funded in the past?

Be Creative: When writing the grant proposal be creative by using catching headings.

Collaborate with others: Seek colleagues to team up with you to throw in ideas or who have had some experience in writing grants.

Provide Data: Provide to donors before and after data or provide videos, photos and correspondences from students and parents of the success.

Watch Your Spelling: Have others proof read your proposal, use appropriate fonts, and make sure you meet deadlines.

Create a relationship with funder: Take pictures of what the funding was able to provide and sent it with a note thanking them for the donations. You can invite them to visit to see the results of their contribution.

Use Networking: Sharing a special request from friends and family to come and visit a special program and see if they are willing to help fund some of these programs.

Never Give UP!!! Even if you get rejected never give up use is as a learning experience and try for other grants.

*Hennick, Calvin. “How to Get the Grant.” Instructor 123 1 (2013): 51-54. Education Full Texthttp://search.ebscohost.com.proxy2.libary.edu/login.aspx?

For additional information, the table below provides a list of website that will give you helpful information and tips.

Grant Supplemental Sites

Grant Writing Sites

Grant Writing Tutorial – http://www.epa.gov/epahome/grants.htm

Details: This site provides some tutorial for grant writing.

Grant Craft – http://www.grantcraft.org

Details: Grant Craft is a source of practical wisdom from grant makers on the tools and techniques of effective grant making. Grant Craft offers guides, videos, and case studies that present the practitioner's view of philanthropy, on subjects like practice and methods that make grants more effective, insights into relations between grantees and grantors lessons about how to organize grant-making work for best results.

Guide for Writing a Funding Proposal – http://learnerassociates.net/proposal/index.htm

Details: Guide was created to help people become successful in gaining grants for their needs.

Grant Writers.com – http://www.grantwriters.com

Details: Provides professional consulting, materials and training for grant and proposal writing. Packed with free info and links to major funding sources.

OCLC Webjunction The learning place for libraries – http://www.webjunction.org/events/webjunction/Grant_Writing_for_Libraries_Serving_Children.html

Details: A recorded webinar about finding, writing and submiting grant proposals.

Grant Space: A Service of the Foundation Center. – http://www.grantspace.org/Multimedia/Webinars/%28multimedia%29/t

Details: List of Webinars that are recorded that provides infomation on finding funders, Grant seeking Basics, Best Practice of Reporting with Grantors, and plenty of other informative webinars to help you become a better grant seeker and writer.

Now that your ready to write a grant proposal, you can view the table below it contains a list of website that provides several grants that are available for Collection Development, Programming, and Technology. You can read about the grant and their requirements and apply for them.

Collection Development Grants

These grants are available to strengthen different areas of the libraries collection. Librarians know the needs of their library collection and therefore can apply to fill in those gaps by seeking grants that will fulfill the need of their library collection. There are plenty of grants that will give money to purchase print materials as well as grants that will give libraries the actual books.

ALA – http://www.ala.org/awardsgrants/awards/browse/grnt?showfilter=no Details: (Collection Development Grants) American Library Association's awards and grants area.

BWI/YALSA Collection Development Grant – http://www.ala.org/yalsa/awardsandgrants/bwi To award $1,000 for collection development to YALSA members who represent a public library and who work directly with young adults ages 12 to 18. Up to two grants will be awarded annually.

The Libri Foundation – http://www.librifoundation.org/#GUIDE

The Libri Foundation was established in 1989 for the sole purpose of helping rural libraries acquire new, quality, hardcover children's books they could not otherwise afford to buy. Since October 1990, the Foundation has donated over $2,800,000 worth of new children's books to more than 2,200 libraries in 48 states.

Library of Congress Surplus Book Program – http://www.loc.gov/acq/surplus.html

The Library of Congress has surplus books available to non-profit organizations. The books are a mixture of topics with only a small percentage of publications at the primary and secondary school levels. Your library needs to send or designate someone to choose books from the collection and pay for shipping the material.

Verizon Foundation: Literacy – http://www.verizonfoundation.org/grants/

To help move America to a more literate society, Verizon uses a combination of corporate philanthropy, employee participation, celebrity volunteers, partnerships with literacy organizations and contributions from our customers. In 2005, Verizon awarded more than 900 literacy grants totaling more than $13 million.

Young Adult Library Services Association Books for Teens – http://www.ala.org/yalsa/books-teens-application Grant is available for libraries who are serving high percentage of high poverty stricken teens while promoting reading and help with attaining library cards.

Bookapalooza Program – http://www.ala.org/alsc/bookapalooza-program

Three libraries are selected to receive a collection of materials which may consist of books, videos and audio books. These material are house in the ALSC’s office then sent out to the winning libraries to be able to receive the next year publications.

Programming Grants

These grants are available for Children Library Programming. Some of the grants can be used to fund a particular program or event in the library. There are several of grants that are available to improve the lives of youths, help youth develop particular skills, or grants to help youth become great leaders. What ever is the desired need there is a grant available to meet those needs

Honda – http://corporate.honda.com/america/philanthropy.aspx?id=ahf

Makes grants of $10-$100K to schools and youth-service organizations to support education, specifically in the areas of science, technology, engineering, mathematics, the environment, job training, and literacy. The foundation says grantees exhibit the basic tenets of the Honda companies: imaginative, creative, youthful, forward-thinking, scientific, humanistic, and innovative.

Starbucks – http://www.starbucks.com/responsibility/community/youth-action/grant

The Starbucks Foundation believes in developing young people to become extraordinary leaders, by investing in the leadership skills required for the changing global economy.

Find Youth Info – http://findyouthinfo.gov/funding-information-center/grants-search

This database gives you one stop for information about more than 100 sources of federal funding for after-school and youth development programming. For each of the programs listed in the database, you will find a brief description of the kinds of activities that can be funded, along with information about the application process, and contact information (web site addresses and telephone numbers).

Association for Library Services to Children, Maureen Hayes Author/Illustrator Award – http://www.ala.org/alsc/awardsgrants/profawards/hayesaward

An Award that offers the opportunity to have children meet a recognizable author or illustrator at their library.

Institute of Museums and Library Services, Sparks Ignition Grant for Libraries – http://www.imls.gov/applicants/detail.aspx?GrantId=19

Details: (Programming Grants)

Small grant for libraries to test a specific, innovative response to the identified problem and present a plan to make the findings widely and openly accessible.

Association for Library Services to Children – http://www.ala.org/alsc/awardsgrants/profawards/bookwholesalers

Grant for Summer Reading Program (they also then give awards for exemplar programs that received the grant.)

Technology Grants

These grants are great for funding upgrading computers and pays for databases that are very costly that the library is unable to purchase due to restrictive funding. These grants allow you to have the same great benefits as a well funded library.

The MacArthur Foundation, Digital Media and Learning – http://www.macfound.org/programs/learning/strategy/

“The MacArthur Foundation’s digital media and learning initiative aims to determine how digital media are changing the way young people learn, play, socialize, and participate in civic life. Answers are critical to education and other social institutions that must meet the needs of this and future generations.”

American Honda Foundation Grants – http://corporate.honda.com/america/philanthropy.aspx?id=ahf

“The American Honda Foundation engages in grant making that reflects the basic tenets, beliefs and philosophies of Honda companies, which are characterized by the following qualities: imaginative, creative, youthful, forward-thinking, scientific, humanistic and innovative. We support youth education with a specific focus on the STEM (science, technology, engineering and mathematics) subjects in addition to the environment. “

Verizon Foundation Grants – http://www.verizonfoundation.org/grants/

The Verizon Foundation gives $66 million in grant funding annually. Non-profit organizations and groups are eligible for grant funding. The program funds educational programs, health care, and sustainability. Public libraries and public schools are eligible for funding through one of these grants.

Lowe’s Toolbox for Education Grants – http://toolboxforeducation.com/

“It's almost that easy when you take advantage of Lowe's Toolbox for Education grant program. Lowe's Charitable and Educational Foundation (LCEF) knows how hard you work for your kids and your community and we're dedicated to helping your parent-teacher group achieve even more for your school. Apply for our Toolbox for Education Grant now and build on your already impressive parent group success with Lowe's.” Each grant awards up to $5000 for a school program.

The Gale/Library Media Connection TEAMS Award – http://www.galeschools.com/TEAMS/

“The Gale/Library Media Connection TEAMS Award recognizes and encourages the critical collaboration between the teacher and media specialist to promote learning and increase student achievement. The awards are given every two years.”

General Resources that help you plan for and write Grant Proposals:

These sources were chosen for this compilation because they were featured on Library-based websites, referred to in professionally published literature about writing grants for libraries, and/or were reviewed in Library and Information Science publications such as Booklist.

Web Sources:

Kent State Adult Literacy Program-List of Tips for writing grants http://literacy.kent.edu/Oasis/grants/first.html#TOP

Wallace Foundation

Although they are not currently handing out grants for libraries, they did complete a $40 million project concerning the essential nature of libraries in the education of the young and you can access the research and outcomes of this grant-based project from this link. Excellent to cite these studies if you are asked to prove how library services support and enhance the education of children, K-12. http://www.wallacefoundation.org/knowledge-center/Libraries/Pages/default.aspx

Print Sources:

Winning Grants: A How-To-Do-It Manual For Librarians With Multimedia Tutorials And Grant Development Tools, by Pamela H. MacKellar and Stephanie K. Gerding. Companion Website: http://www.librarygrants.blogspot.com/

Writing for a Good Cause: The Complete Guide to Crafting Proposals and Other Persuasive Pieces for Nonprofits, by Joseph Barbato and Danielle Furlich

The Only Grant-Writing Book You'll Ever Need: Top Grant Writers and Grant Givers Share Their Secrets, by Ellen Karsh and Arlen Sue Fox

Grants For School Libraries. Westport, Conn.: Libraries Unlimited, 2003. By Hall-Ellis, Sylvia D. Jerabek, Ann.

This is an incredibly detailed guide for writing grants, it breaks down the most common components of a grant proposals into specific parts and explains how to do everything from write the section to completing calculations that a section of the proposal may require. It also includes tips, FAQs, overviews of Federal Grant Programs, and more!

Kepler, Ann. The ALA Book of Library Grant Money. Chicago: ALA Editions, 2012.

This book represents the most recent addition of the ALA’s “directory” of school library and other library grants. Always be certain that when you are using something like a directory that is as up-to-date as possible, anything more than 2 calendar years old should not be used.

Landau, Herbert B. Winning Library Grants: A Game Plan. Chicago: American Library Association, 2011.

This book focuses on getting libraries to partner with other community stakeholders when it comes to applying for grants. The author uses her own experiences and a “guide” format to help you determine what type(s) of organizations to partner with, how to formulate working relationships with them, and how to work together so that the grant writing and implementation process can be mutually beneficial.

Smallwood, Carol, eds. Librarians As Community Partners: An Outreach Handbook. Chicago: American Library Association, 2010.

This book is a collection of individually written essays about outreach programs for all types of libraries and user groups (from adults to kids, from English Language Learners to Incarcerated Youth.) Of particular interest to this wiki is Chapter 7: Small Grants Can Have Big Rewards by Chelsea Dinsmore, which is a good reminder that no matter how big or small the cash amount of the grant—any program you are able to fund properly, implement fully and evaluate properly, help to promote the library as an essential part of any community.

Articles:

Jones, Patrick. "Showing You The Money: LSTA Funds And Fifty-Two Resources To Find Funding For Youth Services In Libraries." Journal Of Youth Services In Libraries 15.1 (2001): 33-38. Library Literature & Information Science Full Text (H.W. Wilson). Web. 30 Oct. 2012.

While this article is a few years old, it have some pretty amazing lists of organizations that have given grants to libraries in the past. It also has some GREAT writing tips. Much more concise than the books posted in this section of the wiki, good for a quick reference.

Anderson, Cynthia and Kathi Knop. "Go Where The Grants Are." Library Media Connection 27.1 (2008): 10-14. Library & Information Science Source Web. 11 Nov. 2013

Great article about organizing your research and tips on finding funders, List type of grants available and valuable information about resources to use to help find grantors.

Carnow, Gary. "Grant-writing Tips." Tech and Learning.

Pull-out poster, great for posting in your staff office as a quick reference.

Clearinghouse Sites:These sites require searching, you have to know what kind of grant you are looking for OR you can browse listings to see what types of grants you might want to apply for. This is not an exhaustive list, please submit other “clearinghouse” type sites so we can add them to the wiki!

US Government: www.grants.gov

Non-profit Gateway: http://www.usa.gov/Business/Nonprofit.shtml

Bibliography

Alexander, A., & Richardson, E. (2012). Show Me (How to Get) the Money!. AALL Spectrum, 17(2), 13-15.

Anderson, Cynthia and Kathi Knop. "Go Where The Grants Are." Library Media Connection 27.1 (2008): 10-14. Library & Information Science Source Web. 11 Nov. 2013

Hennick, Calvin. “How to Get the Grant.” Instructor 123 1 (2013): 51-54. Education Full Text http://search.ebscohost.com.proxy2.libary.edu/login.aspx

Grant. (2013). Retrieved from

Jones, Patrick. "Showing You The Money: LSTA Funds And Fifty-Two Resources To Find Funding For Youth Services In Libraries." Journal Of Youth Services In Libraries 15.1 (2001): 33-38. Library Literature & Information Science Full Text (H.W. Wilson). Web. 30 Oct. 2012. http://www.merriam-webster.com/dictionary/grant?show=0&t=1385955731

Maxwell, D. (2005). Money, Money, Money: Taking the Pain Out of Grant Writing. Teacher Librarian, 32(3), 16-21.

[Tumblr transcriber: Camilla Y-B]

[libraryresources]

Wikispaces: Youth Services Librarianship - English Language Learners

[By the time you see this, Wikispaces will have shut down due to financial troubles. This transcription (July 2018) is my attempt to preserve professional knowledge for the youth library field, until such a time that a new, updated resource becomes available! c: ]

(Last revised: 2011-2013)

Introduction

Non-native speakers of English is a broad category that refers to a diverse group of youth services patrons. It describes youth and caregivers who are learning English, and as well as children of immigrants who speak English, but do not operate in it with the fluency of a native speaker. This latter group is sometimes labeled "Generation 1.5" because it is comprised of people who arrived to the U.S. as children, and therefore straddle a place between their first generation parents and second generation siblings. Although there are several terms to refer to non-native English speakers, this article will use ELL (English Language Learner).

Public libraries have a long history of serving ELL patrons. In addition to providing access to educational materials for English learning and citizenship exams, many also offer English classes. Though historically librarians sought to speed the "Americanization" of foreign-born patrons through education, recent efforts recognize the importance of embracing multiculturalism, and changing the library to reflect its community. These efforts include events and fairs that celebrate ELLs' cultures, bilingual storytimes, foreign language materials for children and adults, and circulation paperwork and signage translated into multiple languages.

Even if your library does not currently serve ELL patrons, it cannot hurt to be prepared, especially as demographics shift. Around 12% of the current American population is foreign-born, with over half hailing from Latin America and the Caribbean, followed by immigrants from Asia, Europe and Africa. In recent years, the foreign-born population has also become more widely disbursed; while over half of immigrants still mainly reside in 6 states (California, New York, New Jersey, Illinois, Texas, Florida), many more recent arrivals are settling in the Midwest and South. An ALA study of non-English speakers in public libraries revealed that most of the participating libraries were located in places with populations under 100,000. In 2006, the Department of Education reported that ELL children are the fastest growing student population, and projected that 1 in 4 students will be ELL students in 2025.

Youth services departments and school libraries can play a critical role in the education and cultural adjustment of young ELL patrons and their families. They are safe places, and offer opportunities to speak with friendly and interested English speaking adults. They have access to print and multimedia materials that will help them learn and practice English. Materials available in their language may encourage them to read to a child if they're an adult, or help them scaffold their learning if they're literate in that language. Foreign language materials, as well as items in the collection, library decoration, publicity, or events that reflect their culture will also make them feel more comfortable. These efforts will help them feel like the library is for them, and that they are true members of the community. Youth services staff have the opportunity to represent the core values of the profession by reaching out to people from different backgrounds: "we, as public library youth services managers, must lead the fight to uphold democracy here."

What's in a name?

There are many acronyms and terms associated with non-native English speakers. What term best fits your community?

ESL – English as a Second Language Describes the type of program that enrolls non-native English speakers, rather than the speakers themselves. Also tends to be inaccurate, since many non-native English speakers know multiple languages, and English may be a third or fourth language.

ESOL – English for Speakers of Other Languages. Like ESL, this describes English language programs

ELL – English Language Learner. A term that has become more widely used in K-12

Gen. 1.5 – A group that arrived to the U.S. as children and grew up in it, but may not have the language and cultural fluency, or U.S. citizenship, of their second generation siblings A relatively new term to describe an old phenomenon.

Immigrant – A person who leaves his country and settles in another.

Refugee – A person who cannot return to his country due to persecution or a "well-founded fear of persecution based on race, religion, membership in a social group, political opinion, or national origin." Although refugees are commonly lumped in to the broader classification of "immigrant," they do not have control over where they will resettle.

Asylee – A person who seeks refuge in another country to escape persecution. They must travel to and enter the U.S. before they can apply for asylum.

For more information, Grantmakers Concerned with Immigrants and Refugees has a comprehensive glossary of terms associated with U.S. immigration.

History

The history of library outreach to ELL patrons stretches back to beginning of American public libraries. The rise of public libraries coincided with the great influx of immigrants to the United States in the late 19th and early 20th centuries. Many librarians embraced services to immigrants to help ease their assimilation into American society. Libraries offered English classes, and promoted access to educational English and citizenship books, as well as foreign language materials.

Some libraries, like the Cleveland Public Library, established home libraries in neighborhoods that were far from library branches, which included many immigrant neighborhoods. Additional branch libraries were also added in factories, fire stations, and elementary schools. Some elementary school branch libraries also included adult materials in foreign languages so that ELL children could take home reading material for their parents. Multilingual story hours and youth clubs held in other languages also helped promote library service to immigrants.

Collaborations between libraries and and social service agencies were also common; librarians participated in citizenship classes to better understand naturalization requirements, and worked with social workers and instructors to identify immigrant communities and needs.

As early as 1916, the ALA discussed the possibility of creating a unit for librarians who worked with immigranta and ELLs. Within two years, in 1918, the ALA formed a committee: the Round Table on Work with the Foreign Born, which existed for thirty years.

Programming and Outreach

Librarians in the early 20th century recognized the importance of leaving the library and bringing services to the community. They proactively established home libraries in immigrant neighborhoods, and visited English and citizenship classes for insight into ELLs' needs. This outreach was important because immigrants were isolated, not only physically from the nearest library, but socially from the English speakers. Isolation is still very present in the lives of non-native English speakers. The state of isolation for today's American immigrants may be even stronger if they are illiterate, have no English experience, and settle in an area where no one else shares their culture or language. The 2008 ALA survey of ELL services in libraries notes: “Yet increasingly libraries...are more and more struggling to serve those linguistically isolated--a growing number that do not speak or understand English at a high enough level to understand the most elemental of communications.

Library programming and outreach can alleviate isolation by bringing the community together. Bilingual storytimes and family programs give both parents and children a social outlet and opportunity to form friendships. Some libraries have also used this time to introduce ELL families to the library with a tour and library card sign-up.

The Vancouver Public Library reported several success stories for how bilingual storytime changed its participants lives. A Chinese woman who was too shy and embarrassed about her English to visit the library, started attending regularly after she was approached and invited by a Chinese librarian. She later reported that the storytime helped her and her child became more sociable, and become friends with other families. A woman in a similar parent child group for Filipinos revealed that the friends she had made helped her become less dependent on her husband.

While the programs may help children develop literacy skills, parents also benefit through developing networks with other parents. Programs can also boost parents' confidence by encouraging them to participate and share their culture through traditional songs and rhymes.

Culture fairs are another great form of programming that can greatly benefit a neighborhood and improve relations between ELLs and native English speakers. Hilltop Library in Columbus, OH organized an event called "Latino Day" in order to promote library services to Latinos and promote Latino culture to the non-Latinos in the neighborhood. Over 270 people attended and the library collaborated with local restaurants and businesses to provide food and entertainment. Culture fairs are a fun way for the library to assert that ELLs belong to the library community, and that the library is a respectful and welcoming place.

Aarene Storms (2012) suggests creating a teen English discussion group to help teen ELL students practice their vernacular in a low pressure environment with other teens in ways that the more academic-centric school programs don’t allow time for. She provides a guide for starting your own that discusses the how to advertise and manage a teen talk group as well as the importance of flexible scheduling, teen leaders, and (of course) snacks.

Programming and outreach are also important because they can bridge the literacy divide. If ELLs do not come from a culture of recreational reading, and reading is the main activity they associate with the library, they're not likely to make a visit. Programming is an activity that can educate and entertain users from multiple cultural, linguistic, and educational backgrounds. This was one of the conclusions of the 2008 ALA report: “The emphasis on family programming, as well as targeting programming and collection to children, was powerful. This type of effort begins to overcome a major barrier that non-English speaking adults face ‘lack of reading and library habit,’ as well as ‘lack of knowledge about the library.’

School Libraries and ELLs

Nearly 5 million students in public schools across the country are ELLs. As the population of ELLs in schools continues to grow, school library media specialists must adapt in order to increase educational opportunities for their students who do not have native fluency in English. Students' linguistic backgrounds can affect not only their ability to comprehend what is happening in the classroom, but can also affect instructors' perceptions of students' abilities. Additionally, cultural backgrounds can also affect the way students approach school and learning. School library media specialists have the opportunity to act as advocates for students in multiple ways.

School libraries can push for incorporating multilingual and multicultural resources across the curriculum, not simply in language arts classes. School libraries can, for example, collect newspapers, music, or web resources from students’ countries of birth, based on in-depth knowledge of their communities. Using technology such as MP3 audio can be incredibly useful in supporting language instruction. If it’s feasible for your library, circulating MP3 players and downloading audiobook version of texts that students’ classes are reading can allow the student to both read and hear their assigned reading—or their personal reading as well.

If your district has dedicated ELL instruction, working with teachers to identify useful materials for instructional purposes can help support students in efficient ways. For example, the school librarian and ELL teachers at H.O. Wheeler Elementary School in Burlington, Vermont worked together to create visual aides for their students with limited to no English. These aides helped children convey their meal choices in the cafeteria, and understand the concept of a fire drill. The librarian also contacted a software company and explained the needs of their ELL students, and the company donated software, software licenses, and a computer in response.

Librarians can also act as a safe haven for ELL students in unfamiliar territory. School librarians have suggested the following techniques:

Learn ELL students’ names, welcome them personally, and recruit them as library volunteers.

Attempt to learn your users’ languages—greet students in their languages.

Display materials and posters for celebrations of diverse holidays, festivals, and heritage events.

School libraries are also uniquely poised to engage parents in literacy initiatives to strengthen communities and support their students. According to some reports, one-third to one-half of ELL students’ parents have less than a high school education. Luther Burbank High School in Sacramento has a high population of Hmong refugees. In order to engage students with reading materials of their own choosing and to promote parent engagement in their children’s education. the school librarian created a webliography of “talking stories” to help develop English skills and provided take-home laptops for students to use with their parents. The “talking stories” then helped encourage students to select library materials based on topics of interest. Involving parents of ELL students can be beneficial because parent engagement can “support students by developing parent relationships, strengthening families, and helping families develop more English skills and self-confidence so they can feel more energized and capable of working to improve their local communities.”

Collection Development

Reading often and broadly is one of the best ways to acquire vocabulary and learn a language. As librarians, we can help ELL users through thoughtful collection development that encourages them to read and use the library as much as possible. This means incorporating multiple types of resources and formats into the collection. It also means striving to find materials in ELLs’ native languages, as well as materials that respectfully reflect their culture.

Belmont Public Library, English as a Second Language webpage

A good collection will contain resources that support multiple learning styles and build off prior knowledge. Reading materials are important, but ELLs also need reference sources, like dictionaries, pictures, and bilingual and native language materials. Visuals can provide context for vocabulary words, and effectively explain unfamiliar concepts, such as information literacy.

Electronic resources often have many benefits; for example, students can see a word, hear it, and practice technology skills simultaneously. Different resources allow the patron to connect to new vocabulary in multiple ways and contexts, which strengthens their understanding and transfer of knowledge.

Marie Kelsey suggests that in addition to fiction materials, youth nonfiction with clear and concise writing can help develop vocabulary and awareness of concepts. She particularly recommends photo essays, which use copious illustrations to complement ideas in the book and make them easier to follow. Developing a diverse collection of compelling photo essays is beneficial to libraries on multiple levels--including supporting their ELL patrons.

Multilingual and multicultural resources not only enable ELLs to build off their knowledge base, they also motivate them to read. ELL parents will be more likely to read to their child and interact with them if they have books in their language. Pre-readers can gain enormous benefit from these interactions with their parents, regardless of language, because they are still learning literacy skills like narration, print awareness, and print motivation. Older children and adolescents are more likely to read material with themes they connect to and characters with whom they identify. They may also feel more motivated to learn in general if their self-esteem and “sense of belonging” is strengthened through the inclusion of materials representing their culture.

The challenge of collecting materials from other languages and cultures may be intimidating for librarians who do not belong to those groups. How can one discern if the materials are authentic and high quality? Your community will be one of the best sources of advice about what to collect and where to find it. This community includes not only ELLs, but ELL instructors, who may supply you with specific suggestions about what resources could supplement their lessons. Patrons may also be a valuable source of advice about whether there are local booksellers that carry materials in lesser known languages, like Bengali or Tamil. In terms of judging quality, Information scholar Denise Agosto suggests examining a work with five standards in mind: accuracy, expertise, respect, purpose, and quality.

She also recommends keeping an eye on multicultural award winners, like the Pura Belpre Award.

Examples:

Muzzy is a language learning program developed by the BBC for children with several language options, including English. It includes many cheerful animations and a storyline about a royal family in a fictional land that runs through the lessons. It provides video examples of phrases and matching exercises, unfortunately instructions are given in English. This is not a complete class in language development, but could be a useful supplement to ESL classes for children. For libraries with sizable ELL populations that provide children’s computers with preloaded games, consider devoting a computer to this program.

Mango is another language learning program that is marketed towards adults, but would be appropriate for middle grade and teen users as well. In addition to language learning for English speakers, it has a variety of courses for ELLs that includes written and verbal instructions in their selected native language. It also allows a microphone component for recording speech. One advantage of a subscription to this service is that it can be useful for both English and non-English speaking patrons, however focus is on conversational skills, so it is not a substitute for formal language classes.

Advice:

Be clear about the concept of a bilingual library because it can be defined in two different ways and whichever way you choose to interpret it would affect collection development. A bilingual library can be either a library with two distinct collections, one collection in English and one collection of exclusively foreign language material, or it can be a library with an English language collection and a collection of material that is both in English and in a foreign language within the same book. You can, of course, have both kinds of materials, but you should be aware of the distinction.

Order resources for a variety of learning levels because students may have been places in a grade level based on their age, but their reading level in their native language may be different and you want to be able to accommodate as many patrons as possible.

Do your research when looking for reviews and ordering from vendors. Although it is easier to order from the same vendor that you have always used for materials in English, there are vendors that specialize in non-English language material, and some vendors, like Follett and Baker & Taylor that have special divisions for non-English language material. Also consider publishers that focus on multicultural material (e.g. Lee & Low Books) which often includes titles in languages other than English, and publishers that specialize in foreign language material (e.g. Lectorum) to make sure you are getting a full and complete collection to serve your population of English Language Learners.

Attend as many conferences and professional development sessions as you can. As noted above, contributions and suggestions from the community you are trying to serve can be invaluable, but engaging with other professionals who also serve non-native English speaking patrons is another great way to get new ideas for cultivating your own collection.

There are grants out there specifically designed to help meet the needs of English Language Learners, such as those provided by the W.K. Kellogg Foundation for educated kids and racial equity, and the ELL mini grants funded by the National Writing Project that are given annually. It is important to be prepared when these opportunities arise by doing an assessment to find out what is lacking in your own collection and what you might need to better serve your diverse patron base.

For more on multicultural collection development click here.

Technology

In an ever-increasingly digital world, it is necessary to make sure that ELLs are able to have access to library digital resources. Library patrons may be unintentionally excluded digitally by providing instructions for using technology solely in English. “The ability to teach and provide written instruction in the patron’s native language is often overlooked, but the patron rarely complains because of the lack of English-speaking skills or embarrassment.” Providing instructions for using computers, the Internet, and library digital resources in languages of need is one way to increase ELLs’ success in using your library. For example, the Brooklyn Public Library has an program called TELL—Technology Literacy for English Language Learners—that provides basic computer instruction for those whose limited proficiency in English makes other technological literacy classes unfeasible. Even just having translated versions of your website can promote access to your constituency: the Brooklyn Public Library’s website is accessible in French, Russian, Chinese, Spanish, and Hebrew, the most commonly spoken foreign languages in the borough.

Visual OPACs provide another option for increasing your library’s accessibility for ELLs. Visual OPACs offer the option to toggle between text and images for OPAC records. Visual OPACs display search results with images of book covers, as well as “excerpts from chapters, video clips, audio files, magazine articles, or web site addresses.” These tools also allow users to search the catalog by clicking on icons or using integrated word processing programs. Some visual OPACs are customizable, allowing librarians to create lists—such as those books that might be required by a class or a list of books of interest for a display—and add icons to the search interface. Using these kinds of tools are powerful for increasing the ability of ELLs, who may not have the language skills necessary to run a sophisticated library search, to access library materials on their own.

As has been noted with Muzzy and Mango, technological resources can also help as language-learning tools. Electronic resources can help meet demands for English as a second language teaching tools and classes in public—and possibly even school—libraries. Resources such as audiobooks designed to teach English, streaming video (like those offered by the Orange County Library System, which are designed by professional ESOL instructors), and computer-supported courses like Rosetta Stone and ELLIS can provide unique opportunities for ELLs. “In addition to offering ESOL teaching opportunities free to patrons, these resources allow the Library to offer alternatives that do not limit patrons to fixed schedules and do not require the Library to hire tutors.”

Ensuring Equal Access

In her article, The Myth of Equal Access, Cary Meltzer Frostick argues that one of the biggest challenges facing libraries is providing equitable access information and education when serving a diverse collection of patrons. Providing patrons with the best possible assistance is always a bit challenging, but it can be especially difficult when those patrons speak a different language or have different cultural expectations. Being mindful of the obstacles posed by serving a diverse group of patrons, we have included a few important issues that may help guide your library’s policies and procedures to help ensure equality of access and the most effective service,

Literacy and Reading Habits

In the American Library Association’s 2007 report, “Serving non-English Speakers in U.S. Public Libraries,” literacy is described as one of the largest barriers for non-native English speaking patrons to using the library facilities and services. Non-native English speakers, just like other patrons who have limited or non-traditional literacy skills, or do not come from a familial environment where recreational reading is encouraged, may be less intrinsically motivated to visit the library, and would thus be unaware of the variety of helpful services that public libraries offer including literacy programs (one of the most common programs found in public libraries that serve non-native English speaking communities), technology and computer skills classes, and free and available internet access. The promotion of these services within the library and outside in the community could help alleviate this problem.

Library Facilities and Services

According to the “Serving Non-English Speakers” report, knowledge of the library and its role in the community is the second biggest barrier to ELLs using the library. Some families may have different perceptions about the function of a public “library.” For example, in several Latin American countries, libraries are not open for public browsing, but rather use a system of paging for materials and are often utilized solely by specialists and researchers. This is important to consider when trying marketing the library’s programs and services, like literacy programs, bilingual storytimes, and media classes, because those may seem very foreign to someone not familiar with a typical public library in the United States.

Once you get patrons into the library, there are other problems of access in the general administration of the library including the process of getting a library card, which may seem simple, but might actually be challenging for a non-native English speaker. To address this concern, try creating card applications that are more user friendly by adapting them to use the applicant’s native language, not asking for legal status, and allowing applicants to use an official photo ID from any country or a school ID as long as it is accompanied by postmarked mail from within the library’s service area.

Access to Collections

Providing a balanced collection of up-to-date materials, both fiction and nonfiction is the responsibility of a library that wants to provide an equitable level of service of all members of the community, but simply collecting the materials is not enough. Patrons should be able to access the materials easily and independently both in the catalog and the physical organization and display of the materials. The non-English language materials should be cataloged (as best as possible) in the original language or script so as to provide bibliographic access in English and the original language.

If the material is housed separately, make sure it is visible and accessible to the community with directional signage in the languages of the major linguistic groups that would be using that collection.

Other Possible Challenges

Challenges to bilingual education affect funding and support for non-English materials and teaching in languages other than English. It is important to prepare for backlash by those who think that resources spent on non-native English speakers takes away from money spent on native English speakers. Samuel Huntington's 2004 article "The Hispanic Challenge," presented a number of reasons that the author, a Harvard Political Scientist, warned that the recent influx of Mexican immigrants threatened "to divide the United States into two peoples, two cultures, and two languages." Huntington wrote, "the United States ignores this challenge at its peril." Many politicians and educators strongly disagree with Huntington, arguing that bilingualism is not a threat but an opportunity. An editorial in Rethinking Schools argues that bilingual education is both civil right, citing the 1974 Lau vs. Nichols court case, and a human right; they refer to the Convention on the Rights of a Child, adopted by the United Nations in 1989, which states that "the education of the child should be directed to ... the development of respect for the child's parents, his or her own cultural identity, language and values" (ctd in "Bilingual Education is a Human and a Civil Right”).

These arguments can be especially heated in communities where immigration is a divisive issue. Harrington (2012) suggests countering these arguments by collecting demographics to support the importance of these services, getting board members and staff agreement, and selling the library as a resource that helps parents adapt to cultural, language, and legal differences. Your programs and collections are also more defensible if they are unique to the community. If there are still concerns, remember that using politically motivated means to manipulate the library’s collection in order to alienate any particular group is a “marginalizing act” and goes against the intention of a public institution. Libraries should be providing free and open access to information that serves the needs of all members of the community. For helpful ideas and advice on how to enact this policy, please see Reforma’s Librarian’s Toolkit for Responding Effectively to Anti-Immigrant Sentiment.

Best Practices and Strategies

Collaboration

Collaboration both in and out of the library is one of the best ways libraries can effectively serve ELL patrons. Community agencies such as refugee resettlement agencies, Adult Education and ELL programs, advocacy groups, and--most of all--ethnic community groups, can pool resources with libraries to solve specific needs and offer more holistic assistance. In school libraries, librarians can work with ELL teachers to creatively overcome language barriers with students. Here are some examples of how librarians have solved problems through collaboration:

Library cards

The Utica Public Library worked with the Utica school district to issue every public school student a library card. Using the child’s school as proof of address eliminated a step and made it easier for ELL students to get cards. The school district also funded the translation of library card applications.

ELL classes and cultural programming

Columbus Library was able to offer free English classes in many of its branches by volunteering the use of its meeting rooms to the Columbus Literacy Council for classes several nights a week. The library also joined forces with several ethnic restaurants, stores, and the Friends of the Library to organize a cultural night to welcome the growing Latino population to the area and celebrate their culture.

Cultural miscommunication and behavioral disturbances

When a Columbus Library branch started having disciplinary problems with the local Somali teens, the branch manager contacted Somali community groups to seek advice from Somali elders. The elders suggested create and clearly display signs about behavior rules and translate them into Somali. The branch also began to offer homework tutoring after school.

Outreach

One way to deal with challenges of perception and access is to create a portable library. A Bookmobile well equipped with diverse language materials and ready to help with library card applications can be an initial welcome into the library and eliminate transportation problems found in low income communities. A cheerfully painted van or bus in a patron’s own neighborhood can be less intimidating than walking into a brick and mortar building. King and Shanks (2000) also advocate using a bus that can be equipped with internet terminals and audio-visual equipment as a way of demonstrating the various resources of a library and changing conceptions of those who come from cultures where libraries are formal, academic resources. An additional advantage of using the bus is that they can easily be brought to schools and ELL programs for convenient visits. Pairing these visits with bilingual story-times can be the perfect library introduction for young patrons.

Staff Training and Education

When there was an influx of Somali refugees to Columbus, OH, the Northern Lights Branch devoted a staff in-service to education about this new patron population. The branch manager invited leaders in the Somali community, and staff from the local refugee resettlement agency to share information for the staff about the Somalia's history and the present situation for refugees.

Re-evaluate Current Policies and Procedures

The Utica Public Library had to reconsider policies and procedures that didn't fit the realities of their ELL patrons. Some of these rule changes were allowing more than one child at a computer, issuing a warning rather than eviction for cursing, and removing children's limited borrowing privileges on DVDs.

Respect and Empathy

In her article, "Culturally Speaking," Sherry York provides some practical advice about treating ELL students with respect and empathy. She urges readers to avoid singling out students and embarrassing them, asking "simple questions that require only short answers," remembering what it's like to learn a new language and that one can always understand more than she can actually express (and speaking loudly to an ELL student doesn't help). She also points out that ELL students may have had to change their names upon coming to the U.S., and that the expectations of schools in other countries, and the student's culture, inform their behavior

Be an advocate!

Utica Public Library Youth Service Manager Cary Meltzer Frostick learned to be an advocate for her young ELL patrons and help change policies in their favor by collecting sympathetic stories and regularly relating them to the director, board members, and other important people in the community. This raised both the importance of the library in the public eye, and importance of extending equal access to ELLs in the community.

Resources

General

The American Dream Starts @ your library. – A toolkit of resources developed by the American Library Association to improve library service to foreign-born patrons.Thirty-four libraries contributed to extensive bibliographies, a history of libraries and immigrant outreach, and examples of best practices that have emerged through other libraries' experiences. Though some links no longer work, the bibliography and examples are still very valuable to any library serving ELLs.

**Arlington Public Library New Americans Page** – A libguide geared towards new foreign-born residents in Arlington, Virginia.

Library Service to Special Population Children and their Caregivers – A committee of (ALSC) Association for Library Service to Children that advocates for and works to improve library services to ELL children and their caregivers.

NCELA-National Clearinghouse for English Language Acquisition

Ohio Library Council Diversity Awareness and Resources Committee, Children's Services

REFORMA (The National Association to Promote Library and Information Services to Latinos and the Spanish Speaking) – ALA affiliate that represents the interests of Latino and Spanish speaking patrons through collection development, staff recruitment, and outreach efforts that educate libraries about Latino users and Latino users about libraries.

Spanish Language Literature - S.A.L.S.A. – This wiki provides strategies, professional development opportunities and resources in Spanish and in English about how to best serve the Latino community in school and public libraries. It includes book lists, collection development ideas, and publisher information as well as loads of other resources.

Serving Non-English Speakers in U.S Public Libraries – The 2008 ALA report about the state of public library services to non-English speakers.

Programming

Arlington County Bilingual Storytime Youtube Channel – This is the Youtube page of Cuentos y Mas, or Stories and More, a bilingual Spanish storytime filmed and featured on the Arlington Virginia Network. Includes about 20 episodes.

Dia – El día de los niños/ El día de los libros (Children's Day/Book Day) is an opportunity to recognize reading in the lives of children around the world. Founded by writer and poet Pat Mora, in collaboration with REFORMA, Dia is currently sponsored by ALSC and celebrated on April 30. Started in 1997, the event grows each year; over 300 libraries participated in 2011, its 15th anniversary. ALSC currently offers Webinars and educational resources for Dia on its website.

Multicultural Programs for Tweens and Teens,by Linda B. Alexander and Nahyun Kwon. American Library Association: 2010.

Windows on the World: Multicultural festivals for schools and libraries, by Alan Heath. Scarecrow Press: 1995.

Collection development

A,B,C's of Student Resources – a website provided by Champaign Schools containing helpful links that ESL patrons can use to learn English. Offers links to various topics such as idioms, games, flash cards and translation website etc.

Celebrating Cuentos: promoting Latino children’s literature and literacy in classrooms and libraries, ed. Jamie Campbell Naidoo. Libraries Unlimited: 2010 – Collection of articles and advice from Latino educators, librarians and authors. Includes comprehensive bibliography, historical overview, and programming ideas.

Colorín Colorado! – This is a free web-based service that provides information, activities and advice for educators and Spanish-speaking families of English language learners (ELLs).

ESL Kids Stuff – Features flash cards and educational activities for parents and ELL teachers to use with children. Great website to add to the collection.

Integrating Multicultural Literature in Libraries and Classrooms in Secondary Schools, by KaaVonia Hinton and Gail K. Dickinson. Linworth Publishing: 2007.

International Children's Digital Library – Digital library of foreign language books, available as e-books. The current collection is 4468 books in 55 languages.

Internet Public Library Pathfinder for Multicultural Literature for Children

Multicultural and Diverse Children's Literature LibGuide – LibGuide created by Michigan State University

Multicultural Review – A journal devoted to reviewing multicultural resources, including work published by small presses.

Reading is Fun-Reading Planet Book Zone – Interactive book site that users can create reviews read, recommend books, watch and listen to books.

Santillana Spotlight on English – Research and standards-based K-5 Program which helps ESL students develop English language proficiency and access grade-level content.

Starfall – a free public service to teach children to read with phonics.

Recommended Publishers and Review Sources

This list was adapted from a similar one given in "Bilingual Books: Promoting Literacy and Biliteracy in the Second-Language and Mainstream Classroom."

Arte Público Press – Its imprint for children and young adults, Piñata Books, is dedicated to the realistic and authentic portrayal of the themes, languages, characters, and customs of Hispanic culture in the United States.

Bilingual Books for Kids

China Sprout

China Sprout promotes learning of Chinese language and culture by providing Chinese and English books relating to Chinese language, Chinese test, Chinese food, Chinese zodiac, Chinese symbols, Chinese music, Chinese tea, Chinese calligraphy, Chinese New Year, Moon Festival, Spring Festival, Dragon Boat Festival and Chinese Arts.

Cinco Puntos Press – Publisher of adult and children's literature, and multicultural and bilingual books from Texas, the Mexican-American border, and Mexico.

Del Sol Books – Spanish, English, and Bilingual Children's Books and Music.

Hoopoe Books for Children – Stories from Central Asia and the Middle East available in a variety of languages.

Lectorum – One of the largest Spanish-language book distributors in the United States with a catalog of over 25,000 titles.

Lee & Low Books – An independent children's book publisher specializing in multicultural themes and authors and illustrators of color.

Mantra Lingua – This is a UK based publishing house, but offers dual language resources in over 50 languages, including less collected languages like Tamil and Yoruba, which means it could prove to be a very helpful resource.

Pan Asian Publications – It publishes bilingual picture books of Chinese folktales, stories, and legends to promote Chinese and other East Asian cultures.

Works Cited

Adams, Helen R. 2011. "Welcoming America's Newest Immigrants: Providing Access to Resources and Services for English Language Learners." School Library Monthly 27 (10), 50-51.

Agosto, Denise. 2007. "Building a Multicultural School Library: Issues and Challenges," Teacher Librarian, February, pp. 27-31

American Library Association. 2007. “Literature Review (2010)." Every Child Ready to Read @ Your Library.

American Library Association. 2010. "Public Libraries." The State of America's Libraries.

American Library Association. 2010. "School Libraries." The State of America's Libraries.

American Library Association Office for Research and Statistics. 2008."Serving Non-English Speakers: 2007 Analysis of Demographics, Services and Programs.

Asher, Curt. 2011. "The Progressive Past: How History Can Help Us Serve Generation 1.5." Reference and User Services Quarterly 51 (1): 43-48.

"Bilingual Education is a Human and a Civil Right.” Rethinking Schools Online. Winter 2002/2003. Web. 28 Nov 2011. www.rethinkingschools.org

Brisco, Shonda. 2006. "Visual OPACs." Library Media Connection 25 (3), 56-57.

The Cleveland Public Library. 1908.The Work of the Cleveland Public Library with Children.

Corona, Elena and Lauren Armour. 2007. "Providing Support for English Language Learner Services." Library Media Connection 25 (6).

DelGuidice, M. (2007). Cultivating a Spanish and Bilingual Collection: Ensuring the Information Literacy Connection. Library Media Connection, 26(3), 34-35.

Ernst-Slavit, G., & Mulhern, M. (2003). "Bilingual Books: Promoting Literacy and Biliteracy in the Second-Language and Mainstream Classroom." Reading Online, 7(2). Retrieved from http://www.readingonline.org/articles/art_index.asp?HREF=ernst-slavit/index.html.

Ferlazzo, Larry. "Family Literacy, English Language Learners, and Parent Engagement." Library Media Collection 28 (1), 20-21.

Frostick, Cary Meltzer. 2009. "The Myth of Equal Access: Bridging the Gap with Diverse Patrons." Children and Libraries 7 (3).

"Guidelines for the Development and Promotion of Multilingual Collections and Services." (2007). Reference & User Services Quarterly, 47(2), 198-200.

Harada, Violet H. and Sandra Hughes-Hassell. 2007. "Facing the Reform Challenge: Teacher-Librarians as Change Agents." Teacher Librarian 35 (2), 8-13.

Harrington, L. (2012) ELL programs in public libraries. Public Libraries, 51(5), 10-11.

Huntington, Samuel. “The Hispanic Challenge.” Foreign Policy. March/April 2004. Web. 26 Nov 2011. www.foreignpolicy.com.

Kelsey, Marie. 2011. "Compel Students to Read with Compelling Nonfiction." Knowledge Quest 39(4), 34-39.

King, B., & Shanks, T. (2000). This is not your father’s bookmobile. Library Journal, 125(10), 14.

MacCann, Donnarae. 1989. "Library Service to Immigrants and 'Minorities': A Study in Contrasts." In Social Responsibilities in Librarianship: Essays on Equality, ed. by Donnarae MacCann. Jefferson, NC: Metarland & Co: 97-116.

Mack-Harvin, Dionne. 2007. "Speaking the Language at the Brooklyn Public Library." Kirkus Reviews 75 (21), Special Section 1-3.

Mates, Barbara. 2004. "Who Aren't You Serving Digitally?." Library Technology Reports 40 (3), 6-9.

Melillo, Paolo. 2007. "Transforming ESOL-Learning Opportunities through Technology." Florida Libraries 50 (2), 11-13.

Orellana, Marjorie Faulstich, Lisa M. Dorner and Jennifer F. Reynolds.2006. “Children.” In Immigration in America Today: An Encyclopedia. Eidted by Larry J. Estrada, James Loucky, Jeannne Armstrong. Santa Barbara, Greenwood. http://ebooks.abc-clio.com.proxy2.library.illinois.edu/reader.aspx?isbn=9780313083099&id=GR1214-779.

Patton, J. (2008). You're Not Bilingual, So What?. Library Media Connection, 26(7), 22-25.

Prendergast, Tess. 2011.“Beyond Storytime: Children’s Librarians Collaborating in Communities." Children and Libraries 9 (1) Spring.

Quesada, Todd D. 2007. "Spanish Spoken Here." American Libraries 38 (10), 40-44.

Reforma. (2006). Librarian’s toolkit for responding effectively to anti-immigrant sentiment. Retrieved from http://www.reforma.org/content.asp?contentid=67

Riley, Bobby. 2008. "Immersing the Library in English Language Learning." Library Media Connection:

Shelley, Kristin. 2004. “The Faces of Change in Columbus.” Ohio Libraries Vol. 17, Iss. 2; p. 10

Storms, A. (2012). Talk Time for Teens, Alki, 28(2), 16-17.

Walters, Nathan P. and Edward N. Trevelyan. 2011. "The Newly Arrived Foreign-Born Population of the United States: 2010. " American Community Survey Briefs. U.S. Census Bureau.

York, Sherry. 2008. "Culturally Speaking: English Language Learners." Library Media Connection 26 (7).

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Wikispaces: Youth Services Librarianship - Multicultural Literature for Youth

(Last revision: 2011-2013)

[By the time you see this, Wikispaces will have shut down due to financial troubles. This transcription (July 2018) is my attempt to preserve professional knowledge for the youth library field, until such a time that a new, updated resource becomes available! c: ]

Ever since Nancy Larrick indicted "the all-white world of children's books" more than 50 years ago, publishers, librarians, educators, and researchers have striven to produce, promote, circulate, and analyze quality literature for youth that reflects experiences from a wide variety of racial and ethnic backgrounds. In order to provide young people with both "mirrors" (which reflect their own experiences) and "windows" (which expose them to the experiences of those unlike themselves), it is necessary to develop, maintain, and provide access to a rich collection of literature that reflects many different cultures, races, and ethnicities. This page will identify best practices in selecting, organizing, critically viewing and promoting multicultural literature for youth and will direct to professional resources to help with these tasks.

Multicultural Literature for Youth

Terms

Multicultural Literature: Books about people of color; literature that depicts nonwhite cultures, especially African and African-Americans, Hispanics/Latinos, American Indians, Asian/Pacific, and Asian Pacific Americans(Cai, 2002). For many scholars, the definition also encompasses other groups traditionally left out of the English canon. For information about GLBTQQ literature and resources, see the GLBTQ Youth page.

Urban Lit: Also urban fiction or street lit; genre primarily defined by dark, urban settings, harsh, explicit content, and ethnic minority characters.

Enabling texts: Meaningful texts that promote a healthy psyche, reflect an awareness of the real world, focus on collective struggles of an ethnic group, and serve as a road map for being, doing, thinking, and acting (Tatum, 2009, p. 76; as cited in Hughes-Hassell, S., Rawson, C. H., McCracken, L., Leonard, M. G., Cunningham, H., Vance, K. J., & Boone, J., 2012).

Disabling texts: books featuring youth that reinforce stereotypes, for example, stereotypes of Black males as hoopsters, fatherless sons, and gang recruits (Tatum, 2009, p. 65; as cited in Hughes-Hassell et al., 2012).

Brief Overview

It has been widely concluded that multicultural literature—in this context, books about people of color—should be made available to youth in libraries and classrooms in support of multicultural education and youth interests. This type of literature contributes to positive attitudes toward diversity and to equality and equity in representations of cultures and historical experiences in support of pluralistic curriculums (Cai, 2002). It can also aid youth in developing positive self-concepts and has an integral role in educating children and youth about the cultures and experiences of others. Reading books about minority characters and the diversity of characters is very important for teenagers because this is the most important time in their lives to be able to define themselves, find out who they are, and figure out their roles in the world (Webb, 2012). It is also important to note that multicultural literature can help low-performing students to gain an interest in reading, leading to an improvement in reading proficiency (Taylor, 1997; as cited in Pirofski, 2002). As a “political, rather than a literary, movement,” the rise of multicultural literature has been a power struggle amongst racial and ethnic groups to “claim space in literature and in education” (Cai, 2002, p. xiii). In the 21st century, many achievements have allowed multicultural literature to gain more visibility and an increasing amount of summer reading programs are putting more focus on multicultural literature. In some cases, public and school librarians are working with teachers to compile summer reading lists that include more multicultural literature for students to choose from.

Key Issues

The white world of children’s literature. Many studies have shown that science fiction and fantasy are top genres for children and teens of many races (Scholastic, 2010). There is no question that these genres dominate on the shelf, however, books in these genres often do not portray diverse characters and those that do fall under the radar. It is also an issue that the traditional English canon consists primarily of “white classics.” Heidersbach (2004) noted an increase in student interest and relatability when multicultural literature was used along with classic literature in an eleventh grade English curriculum. Many scholars have developed various approaches, strategies, and activities to incorporate multicultural literature into the curriculum; however, the various methods “do not share the same theoretical guidelines and seem to go in different directions” (Cai, 2002, p.134).

Lack of Diversity in Publishing and Bookstores. When it comes to publishing, multicultural literature is hardly promoted and publishers are not keeping the texts in print. One may be surprised at how challenging it is to find multicultural literature on the websites of major book publishers. At the same time, there has been a rise in the amount of books published about biracial or multiracial characters. According to the Cooperative Children’s Books Center (2012), less than 10 percent of children’s books published annually are multicultural. This statistic is especially unacceptable as nearly 50 percent of the under-18 population is made up of minorities and as this population is projected to become majority minority by 2019 (Tavernise, 2011). According to Donna Gilton, as of 2000, 10 percent of books for young people in the United States on people of color and 5 percent by people of color (2012). New ethnic writers have difficulty being published by mainstream presses and often start with multicultural and ethnic presses. Some multicultural materials are distributed by mainstream companies, but many people of color have formed their own publishing and distributing companies. Mainstream bookstores do not carry most of these titles. It is even more of a drawback that multicultural education, in which multicultural literature plays a major role, is not a year-round effort in schools where teachers tend to dust off the multicultural literature only during ethnic and religious holidays (Cai, 2002). In these circumstances, there needs to be initiatives to make curriculums and collections more inclusive.

Authenticity. Subtle racism and stereotypes in multicultural literature has led many to wonder who should write multicultural literature. It seems that most scholars agree that it is much more genuine and proper for a person of color to write about his own culture. However, another issue is that there is a need for more writers from diverse backgrounds. Authorship is an important factor to consider in choosing multicultural literature. Also, one should be wary of books that fall into the “melting pot” category, which means that they ignore cultural differences of characters--treating all as one in the same. Many argue that, for writers, the purpose of creating a character of color should in part be to highlight aspects of their culture. Especially when the main character of a story is a person of color, it would greatly defeat the purpose of multicultural literature if that character’s culture were not portrayed at all. In selecting texts, one should ask, “Does this book include one or more minority characters just for the sake of there being a person of color on the cover?”

Inability of youth to engage and relate. It seems that most children like to read literature that reflects their lives and cultures in present times. Some African-American children have expressed that they are tired of reading books about slavery. Also, some white children have expressed disinterest in multicultural literature. Various studies have shown the uses of multicultural literature in the classroom and its effects on the attitudes of children toward peers and society, in part by analyzing the responses of diverse groups of children to particular works of multicultural literature. Taylor’s (1997) study of African-American and Hispanic fifth graders has led to the idea that a child who has yet to strongly identify with their culture may not be able to fully embrace or understand books about their culture. Also, many students have expressed misunderstandings of other cultures and disliked texts if they were not about their own culture (Jordan & Purves, 1993; Kirkland, 2011; Samway & Whang, 1995). Grice and Vaughn (1992) concluded that children need lessons on cultures prior to exposure to culturally conscious books.

Content. The profanity, crime, violence, and other harsh realities of life present in a lot of multicultural literature, especially in urban or “street” literature, have caused many educators and librarians to be hesitant of seeking out such literature. At the same time, many of the characters and plots within these texts may strike a chord with readers and should be appreciated just as many have embraced banned books. Tatum (2009) argues that many of these texts are disabling rather than enabling and it may be challenging to determine which will benefit youth. Hughes-Hassel et al. (2012) has created a rubric to aid in identifying enabling texts based on Tatum's research. Although created for African-American adolescent males, the rubric may be tailored toward other groups.

Selecting Multicultural Literature

It is difficult to gauge how much multicultural literature is enough within a collection. Teachers and librarians must take into account the demographics and experiences of those they serve. Diverse magazines and other types of non-fiction should be included in collections and the need for acquiring books and other resources in various languages is just as important. More educators and librarians need to become aware of the importance of multicultural literature and not keep it on the backburner. As a youth services professional, continue to acknowledge cultures, keep track of trends, read book reviews, and even hire a diverse workforce for a more collaborative effort. Libraries should make acquiring multicultural literature an initiative that is included in collection development policies. The most important thing to consider in selecting texts for any child or teen is that research has shown that they are more interested to read about people like themselves. At the same time, one should not assume that a child would want to read a particular book just because the characters are of the same race or ethnicity.

Conferences

"The Virginia Hamilton Conference is the longest-running event in the United States to focus exclusively on multicultural literature for children and young adults" ("About the Conference"). The conference has been hosted every April since 1984 at Kent State University in Kent, Ohio. The conference aims to both promote cultural awareness while address present issues in multicultural literature for youth literature. It also grants two awards and a grant:

The Virginia Hamilton Award,which recognizes an American author or illustrator whose books make a significant contribution to multicultural literature for youth.

The Virginia Hamilton Essay Award, which recognizes a journal article which makes a significant contribution to the professional literature concerning multicultural literary experiences for youth.

The Virginia Hamilton and Arnold Adoff Creative Outreach Grants for Teachers and Librarians, which gives two grants (one for a teacher, one to a librarian) up to $1,000 to proposals for new classroom or library programs that raise awareness of multicultural literature to young people.

Online Resources

McNair, J. C. (2010) Classic African American Children’s Literature. Reading Teacher. 64 (2), 96-105. Found online at http://onlinelibrary.wiley.com/doi/10.1598/RT.64.2.2/abstract – Well-renowned scholars aid Jonda McNair in compiling a list of great African-American literary classics

https://sites.google.com/site/bridgetoliteracy/identifying-enabling-texts-a-rubric – Rubric aimed at identifying enabling texts for African-American adolescent males; can tailor toward other groups. Also includes a bibliography of some enabling texts

http://www.education.wisc.edu/ccbc/books/multicultural.asp – Statistics and resources compiled by University of Wisconsin-Madison's Cooperative Children's Books Center

http://www.library.uiuc.edu/edx/nativeamericanchildrens.htm – Resources that look critically at Native American children's literature

http://www.cynthialeitichsmith.com/lit_resources/cyalr_index.html  – Children's and YA Lit resources

http://www.edchange.org/multicultural/ – Activities and curriculum resources for multicultural education

http://kidworldcitizen.org – “Activities that help young minds go global.” Programming ideas supporting multicultural education with some listings of international children's literature

http://thebrownbookshelf.com/ – A blog that raises awareness about young people's literature written by and about African-Americans, particularly with their initiative 28 Days Later, which celebrates books for kids each day of Black History Month.

http://www.papertigers.org/wordpress/ – News, reviews, and other notes about multicultural youth lit from a global perspective, with a particular slant towards Asian America and the Pacific Rim.

http://www.kent.edu/virginiahamiltonconference/about/index.cfm – Information about the Virginia Hamilton Conference

http://archive.adl.org/bibliography/bfc_book_categorization.asp – A World of Difference Institute by Houghton Mifflin provides a list of recommended multi-cultural and anti-bias books for children in categories such as folktales, customs and traditions, and prejudice and discrimination. Books are added to the list and featured monthly.

http://www.ipl.org/div/pf/entry/48493 – ipl2 provides a description of multicultural literature and resources in print and online for multicultural literature.

Booklists

http://www.goodreads.com/shelf/show/multicultural-literature – Popular multicultural literature titles

http://www.goodreads.com/list/show/7996.African_American_Science_Fiction – Lists some sci-fi books appropriate for youth

http://www.cynthialeitichsmith.com/lit_resources/cyalr_index.html – Booklists by race and ethnicity

http://www.education.wisc.edu/ccbc/books/detailListBooks.asp?idBookLists=143 – List of "50 Multicultural Books Every Child Should Know"

http://ccbc.education.wisc.edu/books/detailListBooks.asp?idBookLists=253 – List of "30 Multicultural Books Every Teen Should Know"

Hughes-Hassell et al. (2012). Librarians form a bridge of books to advance literacy. Phi Delta Kappan, 93 (5), 17-22. Copy found at: https://sites.google.com/site/kerrisliteracypage/articles – Great booklist for Black males in elementary school through high school located within the article

http://www.multcolib.org/teens/urbanlit.html – Urban Lit for teens

http://www.patmora.com/sampler-latino-authors-illustrators-for-children-ya/ – Comprehensive list of Latino children's book and YA authors; writers of English, Spanish, and bilingual literature

http://americanindiansinchildrensliterature.blogspot.com– American Indian booklists by age group and other critical resources

http://www.ncrel.org/sdrs/areas/issues/educatrs/presrvce/pe3lk28.htm – A list of...lists.

Print Resources

Campbell, J.N. and Dahalen, S.P. (Eds.). (2013) Diversity in Youth Literature:Opening Doors Through Reading. Chicago: American Library Association. Analyzes the history of youth literature and demonstrates how books have increasingly portrayed a diverse society. The book begins by tracing the history of diversity themes in children and youth literature, then breaks into more specific topics such as African American children's literature and homelessness. It also provides guidelines for librarians who want to order the best materials for diversity literature. It also provides examples of programs to promote multicultural materials in libraries and classrooms.

Awards

The ALA and allied organizations have developed a number of awards that recognize outstanding achievement in literature for youth across a number of ethnic and racial identifications. These awards can serve as handy collection development tools by providing librarians with references to the very best multicultural literature for youth, as well as provide opportunities to celebrate the richness and depth of multicultural literature for youth being produced today. (For a discussion of literature awards based on identity categories and "strategic essentialism," see Thomas Crisp, "It's Not the Book, It's Not the Author, It's the Award.") These awards include:

Coretta Scott King Award

This award is "designed to commemorate the life and works of Dr. Martin Luther King, Jr. and to honor Mrs. Coretta Scott King for her courage and determination to continue the work for peace" and recognizes outstanding African-American authors and illustrators who create works for young people that explore the Black experience in America. Administered by the Ethnic and Multicultural Information Exchange Round Table of the ALA (EMIERT) and sponsored by the Black Caucus of the ALA, this award is given to one author and one illustrator each year, with Honor Awards given to excellent runners-up in each category. In addition, EMIERT has recently establish the Coretta Scott King - John Steptoe Award for New Talent, which celebrates works by new authors and artists that might be missed by the general award.

Pura Belpré Award

This award was established in 1996 to recognize Latino/a authors and illustrators and their books for young people which explore and celebrate Latino/a experiences. The award is given annually (before 2008, biennially) by the Association for Library Service to Children (ALSC) and the National Association to Promote Library and Information Services to Latinos and the Spanish-Speaking (REFORMA) to both an author and an illustrators. It also grants Honor Awards in both categories.

Asian/Pacific American Award for Literature

The Asian/Pacific American Librarians Association (APALA), an affiliate of the ALA, has granted the Asian/Pacific American Award for Literature each year since 2005 to recognize excellence in literary portrayals of Asian/Pacific Americans and their heritage. The awards include categories for picture books, children's literature, and young adult literature, with an honor book in each category as well.

American Indian Youth Literature Award

The American Indian Library Association (AILA), another ALA affiliate, awards the American Indian Youth Literature Award--inaugurated in 2006--every year "to identify and honor the very best writing and illustrations by and about American Indians" for young people. The award is given to top choices in three categories: picture books, middle grade, and young adult. Honor awards are given to other outstanding examples of Indigenous literature in each category.

Américas Book Award for Children's and Young Adult Literature

The Américas Award is given to a work of poetry, fiction, or nonfiction work for children or young adults written in English or Spanish language of the previous year. The work of literature must show people of Latin America, Caribbean, or Latino ethnicity in an authentic and engaging way. The award is sponsored by the national Consortium of Latin American Studies Programs (CLASP).

Jane Addams Children's Book Award

The Jane Addams Peace Association (JAPA) has presented this award annually since 1953 to children's books that are published to promote the "cause of peace, social justice, world community, and the equality of the sexes and all races."

Ezra Jack Keats Award

The EJK award is given yearly, previously in association with the New York Public Library and now with the de Grummond Children's Literature Collection to authors and illustrators who show the "universal qualities of childhood, a strong and supportive family, and the multicultural nature of our world." The authors and illustrators must have no more than three books published previously in order to be eligible for the award.

The Virginia Hamilton Literary Award

Since 1998, the Kent State University's Advisory Board, which is responsible for the Virginia Hamilton Conference on Multicultural Literature for Youth, has given this award to an American author or illustrator who has made an excellent and significant contribution to multicultural literature for children and adolescents. Previous winners include Christopher Paul Curtis, Alma Flor Ada, and Jacqueline Woodson.

Tomás Rivera Mexican American Children's Book Award

This award was created by Texas State University's College of Education to recognize authors and illustrators who have depicted Mexican American people and their experiences within their literature. This award has been given every year since 1995 to authors and illustrators of books such as Under the Mesquite by Guadalupe Garcia McCall and Los Gatos Black on Halloween by Marisa Montes and illustrated by Yuyi Morales.

Lee and Low New Voices Award

Publisher Lee and Low has given the New Voices Award to a new author of color, who is given $1000 award and a publication contract. The literature must address the needs of children of color, provide stories and situations with which these children can identify and relate, and which also allow for an understanding of one another. This award has been given every year since 2000.

Promoting Multicultural Literature

Once multicultural literature has been added to the library's collection, it must be promoted and incorporated into library displays and programming to ensure that it reaches patrons. Listed below are several possible tactics that could be helpful, and information about the specific challenges and implications of utilizing each.

Booktalks

For general booktalking guidelines, see the Booktalking wiki article.

Booktalking multicultural resources present special challenges. In the article "Culturally Speaking: Booktalking Authentic Multicultural Literature," former school librarian Sherry York outlines tactics for avoiding potential pitfalls. Guidelines include the following:

Unfamiliarity of terms - If the culture featured in the book is different from that of the librarian giving the talk, there may be unfamiliar terms and names in the book. Looking up pronunciations and meanings beforehand is important, but it is also important to acknowledge one's lack of knowledge about the language. Encouraging help and participation from the audience can be another way to build upon unfamiliar material.

Focusing on specific audience members - If members of the audience are of the same ethnic or cultural group as the characters in the book, be careful not to single them out when interacting with the audience. Not only do children and young people not like to be singled out and made to feel different, but creating divisions within the audience can cancel out or damage the inclusiveness that is the goal of including multicultural resources.

Author Omniscience - Just as members of the featured culture should not be expected to bear the burden of discussion or reaction during a booktalk, a single author should not be expected to cover all aspects of a culture, or be considered a sufficient representative of a culture. Make sure to emphasize that each author can write only from their experience, and that a variety of works and viewpoints must be consulted to appreciate the scope of diversity within cultures.

Storytime

For general storytime guidelines, see the Storytime wiki article.

Stories featuring diverse cultures can be incorporated into storytime programs to promote exposure to new cultures. Ideas and resources for multicultural storytime follow:

Multicultural Storytime Magic (print resource) - This book is a storytime programming guide organized into 40 topics, with stories, fingerplays, songs, etc. from a variety of cultures. A more in-depth review of the book is available from School Library Journal, and cited in the references section below - see Christolson, B (2012).

Bilingual storytime - Bilingual storytime can be beneficial for both native English speakers and those who speak English as a second language. Even if there are no librarians or staff present at your library who are fluent in a given non-English language, bilingual storytimes can still be successful. Partnering with local community members and organizations can foster cultural awareness while improving community relationships with library, as evidenced by the Kenton County Public Library in Covington, Kentucky. Having Spanish-speaking community members collaborate with library staff on bilingual storytime and cultural celebrations helped increase use of the library by the local Latino population and provided them with positive cultural experiences (Howrey, 2003).

Bilingual Books - Bilingual books may seem a natural choice for bilingual storytime, but they should be assessed as carefully as any other multicultural literature for cultural sensitivity and accuracy, as well as other concerns unique to bilingual books. Bilingual books can raise awareness of different cultures through language, but may contain translation errors, differing presentation between languages that seems to favor one above the other, and directionality challenges when languages are printed/read in different directions (Ernst-Slavit, 2008).

Multicultural Awareness Months

The US federal government, as well as governments of other nations,recognizes several months as being dedicated to celebrating specific heritages and cultural backgrounds. These months can be useful frameworks for promoting multicultural literature within your collection, but it's important to remember that resources portraying diverse backgrounds should be incorporated year-round, and that exploration of resources during the relevant month be sensitive and thorough. Menkart (1999) outlines an approach to heritage months for schools that aims to debunk stereotypes rather than reinforce them; many of the guidelines can also apply to library heritage month events, and are explained here:

Recognize diversity within America - avoid framing all non-white cultures as 'international' or 'foreign.' Many minority cultures, such as Hispanic-Americans and Native Americans, have existed on the American continent prior to white settlement, and families of any culture may have lived in America for many generations. Instead of describing events as 'international,' use phrases like 'cultural traditions' or 'heritage.'

Address "history, values, current reality, and power relationships" that affect cultures - Don't focus solely on cultural commodities such as food, crafts, and music to represent a culture. Make sure that the diversity within cultures and historical and current conflicts and struggles are highlighted as well. This is closely related to the next point:

Provide context for cultural artifacts - Dances, songs, foods, and clothing are all important parts of culture, but if simply presented without explanation, can lead to solidify stereotypes (for example, 'Chinese people only eat rice'). Connecting these objects and performances to their origins and the humans that create them will deepen understanding of how they represent cultural values.

Don't stop with the US - Minority cultures in the US don't exist in a vacuum; make sure to celebrate the history of people in Central American and Carribbean as well, and make connections between US history and international events.

Make sure displays and events recognize contemporary reality - This is especially applicable to the presentation of Native American cultures. If cultures are portrayed only through a historical lens, it prevents your audience from understanding (or even realizing) the continued existence of those cultures, their evolution, and the pressing issues that still affect them.

Emphasize community efforts that surround leaders - For example, rather than focusing solely on Martin Luther King, Jr. and Rosa Parks for Black History Month, show how their actions occurred in the context of group movements. They can be inspirations, but they aren't isolated superheroes effecting change all on their own.

Resources for Heritage Months (mostly official US government sites):

African-American History Month - http://www.africanamericanhistorymonth.gov/

Haitian Heritage Month - http://www.haitianheritagemonth.net/

Asian-Pacific American Heritage Month - http://asianpacificheritage.gov/

Jewish Heritage Month - http://www.jewishheritagemonth.gov/

Hispanic Heritage Month - http://hispanicheritagemonth.gov/

Filipino-American History Month - http://fanhs-national.org/filam/resolution/

Native American Heritage Month - http://nativeamericanheritagemonth.gov/

Holidays and Celebrations

As with heritage months, annual holidays and celebrations from various groups can be good ways to expose young people to diverse cultures. And as with heritage months (and all other multicultural resources and displays) care should be taken to avoid tokenism and mere lip-service to cultural sensitivity. The goal of having multicultural literature is not meet a quota of a certain amount of 'diverse' sources, but rather to "[plan] library media center programs and services and [include] reading encouragement and resource provision so that our multicultural society is represented accurately in the eyes of children" (Dickson, 2005).

Resources for Multicultural Holidays (lists of holidays, with some links to further information - may need to research more for ideas):

University of Kansas Medical Center Diversity Calendar

University of Rochester Multicultural Calendar

Rochester Institute of Technology Multicultural Calendar

The Benefits of Reading Multicultural Literature

According to Hughes-Hassell, reading multicultural literature has a variety of benefits.

It gives voice to teens whose voices have gone unheard and whose lives are at best underrepresented, but more often misrepresented, in the mainstream discourse

It challenges the single story, providing “a powerful space of affirmation” and validation.

It presents the complexity of racial and ethnic identity formation.

It challenges readers whose lives have been shaped by race and privilege to consider how the world looks to groups of people that have traditionally been marginalized and oppressed, raising awareness of the inequalities those individuals face on a daily basis.

It helps the members of the majority culture overcome their “ethnocentrism and the unthinking conviction that [their] way of seeing the world is the only one—that the way things are is inevitable, natural, just, and best.” (Hughes-Hassell 2013)

‍References

Cai, M. (2002). Multicultural literature for children and young adults: Reflections on critical issues. Westport: CT: Greenwood Press.

Christolon, B. (2012). Multicultural Storytime Magic. School Library Journal, 58(10), 161.

Cooperative Children’s Book Center. (2012). Children’s books by and about people of color published in the United States. Retrieved from http://www.education.wisc.edu/ccbc/books/pcstats.asp

Crisp, T. (2011). It's not the book, it's not the author, it's the award: The Lambda Literary Award and the case for strategic essentialism. Children's Literature in Education, 42 (2), 92-104.

Ernst-Slavit, G., & Mulhern, M. (2003, September/October). Bilingual books: Promoting literacy and biliteracy in the second-language and mainstream classroom. Reading Online, 7(2). Available: http://www.readingonline.org/articles/art_index.asp?HREF=ernst-slavit/index.html

Gilton, D. (2012). THE FUTURE OF MULTICULTURAL YOUTH LITERATURE. Knowledge Quest, 40(3), 44-47.

Grice, M. O., & Vaughn, C. (1992). Third graders respond to literature for and about Afro-Americans. Urban Review, 24(2),149-164.

Heidersbach, A. M. (2004, April 7). The effect of multicultural young adult literature integration within the traditional honors English curriculum on student interest and relatability. Retrieved from http://www.smsd.org/custom/curriculum/actionresearch2004/Heidersbach.pdf

Hinton-Johnson, KaaVonia and Dickinson, Gail. (2005) Guiding Young Readers to Multicultural Literature. Library Media Connection 23/7, 42-45.

Howrey, S. P. (2003). DE COLORES: THE UNIVERSAL LANGUAGE OF BILINGUAL STORYTIME. American Libraries, 34(9), 38-43.

Hughes-Hassell, S. (2013). Multicultural young adult literature as a form of counter-storytelling. Library Quarterly, 83(3), 212-228.

Hughes-Hassell, S., Rawson, C. H., McCracken, L., Leonard, M. G., Cunningham, H., Vance, K. J., & Boone, J. (2012). Librarians form a bridge of books to advance literacy. Phi Delta Kappan, 93(5), 17-22.

Hughes-Hassell, S. & Rodge, P. (2007). The leisure reading habits of urban adolescents. Journal of Adolescent & Adult Literacy, 51(1): 22-33.

Jordan, S. and Purves, A. C. (1993). Issues in the responses of students to culturally diverse texts: A preliminary study (Report Series No. 7.3). Albany, NY: National Research Center on Literature Teaching and Learning. Retrieved from http://www.albany.edu/cela/reports/jordanissues.pdf

Kiefer, B. Z. (2010). Charlotte Huck’s children’s literature (10th ed.). New York, NY: McGraw-Hill.

Kirkland, D. E. (2011). Books like clothes: Engaging young black men with reading. Journal of Adolescent & Adult Literacy, 55(3), 199-208.

Larrick, N. (1965). The all-white world of children's books. The Saturday Review, September 1965, 63-65, 84-85.

McNair, J. C. (2010) Classic African American Children’s Literature. Reading Teacher, 64(2), 96-105.

Menkart, D. J. (1999). Deepening the Meaning of Heritage Months. Educational Leadership, 56(7), 19.

Pirofski, K. (2002). Multicultural literature and the children's literary canon. Retrieved from http: www.edchange.org/multicultural/papers/literature.html

Samway, K. D. & Whang, G. (1995). Literature study circles in a multicultural classroom. New York, NY: Stenhouse.

Scholastic. (2010). 2010 Kids & family reading report. Retrieved from http://mediaroom.scholastic.com/themes/bare_bones/ 2010_KFRR.pdf

Tatum, A. W. (2009). Reading for their life: (Re)building the textual lineages of African American adolescent males. Portsmouth, NH: Heinemann.

Tavernise, S. (2011, April 6). Numbers of children of whites falling fast. The New York Times. Retrieved from http://www.nytimes.com/2011/04/06/us/06census.html.

Taylor, G. S. (1997) Multicultural literature preferences of low ability African American and Hispanic American fifth graders.Reading Improvement, 34(1), 37-48.

Webb, S. & Gall, E. (2012). Re-minding the Gap. VOYA, 35(5), 436-40.

York, Sherry. (2008) Culturally Speaking: Booktalking Authentic Multicultural Literature. Library Media Connection 27, no. 1 (Aug 2008): 16-18.

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[libraryresources]

Wikispaces: Youth Services Librarianship - Programming in School Libraries

(Last revision: 2011-2013)

[By the time you see this, Wikispaces will have shut down due to financial troubles. This transcription (July 2018) is my attempt to preserve professional knowledge for the youth library field, until such a time that a new, updated resource becomes available! c: ]

Connecting with Kids

This section offers some suggestions for ways to create a community of readers by providing ways for students to connect, converse and challenge one another. In order to remain relevant and useful, it is important to connect with students in the library through more than just instruction and reference assistance, and make them invested in the library space and experience.

Book Club Programs

Below are examples of successful book clubs run in different ways

Creating a book club without a budget: Mosby Middle School

Linda Jaeger and Shelia N Demetriadis, a teacher and media specialist, respectively, created a book club at their middle school after getting the impression from students that they were not reading and reading was not cool. They wanted their book club to be “a place with no grade pressure where peers could encourage each other to read for pleasure, and where students and teachers could come together on equal terms”.

Their budget did not allow them to buy multiple copies of a single book so they organized their club in a way that participants could read any book related to a designated theme. The lack of pressure for completion, often associated with classwork, created a more relaxed and comfortable environment for students. In order to boost membership prizes were offered when members brought a friend along, and to the student who posted the most book review at the end of each month.

Book club during school hours: Edward E. Drew Jr. Middle School

Café Book is a book club run as a collaboration between a school library and its local public library. Students choose books from a new list of titles every six weeks and twice a month come to the school’s media center during lunch hour and discuss while they eat. This collaboration between the school librarian and local youth services librarian was found to be mutually beneficial. In 2005, “Café Book titles accounted for seven percent of Drew Middle School’s total book circulation and 20 percent of all seventh- and eighth-grade students participated”. For the public librarian, the benefit is that she is able to come in contact is hundreds of students and talk to them about books. In addition, many of the club members move on to become active in the local library through teen groups, volunteering, programs, and employment.

Online summer book club: Brook Forest Elementary School and K-12 Van Meter School

Two librarians from different schools in different states collaborated together to create a summer book club for fourth- through sixth-graders at both of their schools to keep students reading over the summer using an online forum. The program is called Silly Summerstakes and is run through a classroom network called Edmodo and is moderated by both librarians. Students post pictures of themselves reading and writing in interesting locations. The forum also allows them to post what they are reading and hold discussions. The whole program is run using free software.

Connecting with the School Community

Multicultural Programming

As our society is becoming more culturally diverse, it is imperative that librarians provide materials to further promote differences and multicultural awareness. Integrating multicultural materials can increase open-mindedness and foster an understanding and acceptance of diversity.

Puerto Rican Heritage Program for Día de la Abolición de Esclavitud (Day of the Abolition of Slavery, March 22)

One way to explore diversity is by focusing on a particular cultural group. This programming idea is targeted towards high school students, but could be easily modified to fit for a younger audience. In this example, the school library media coordinator collaborated with other teachers in the school to create a full day of cross-curricular activities, including a discussion of the government of Puerto Rico and its relationship to the United States in Government and Politics Class, a discussion and practice of Puerto Rican art styles in Art class, and a study of the climate and weather patterns of Puerto Rico and the Caribbean in Science class. The library would then focus on the language and literature of Puerto Rico with poems and literature from celebrated authors and possibly a fiesta featuring the food and music of those people, if it was a space that allowed for that kind of activity. The goal of the program is to educate the audience about the culture of the people of Puerto Rico and to see their contributions both within the Commonwealth and in the United States.

Unfortunately, many people do not know much about the history or contributions of this cultural group, and having programming on a day celebrated in the Commonwealth (March 22) is a great way to introduce these concepts.

The Wonderful World of Cinderella

Another way to explore cultural and ethnic diversity is to focus on one story or central idea that crosses many cultural backgrounds, such as a familiar folk or fairy tale. In this example, the Egypt Lake Elementary School in Tampa Bay, Florida, partnered with the Egypt Lake Public Library to explore diversity using the “Cinderella” story. They wrote a collaborative grant to purchase multiple copies of a variety of versions of the Cinderella folktale including Adelita, A Mexican Cinderella Story by Tomie de Paola, The Way Meat Loves Salt: A Cinderella Tale from the Jewish Tradition by Nina Jaffe, and Yeh-Shen: A Cinderella Story from China, by Ai-Ling Louie, as well as stories like The Irish Cinderlad by Shirley Climo to make sure it appealed to a broad range of students.

In the school library, the students reflected on the stories and engaged in a dialogue about what they learned about different cultures through the different retellings. The librarian also hung a large map with pins for the location of each story that they read over the course of the project. The discussion was augmented by the use of pictures and photos as well as the illustrations from the picture books to enrich the experience especially for visual learners. All of the students then completed projects that reflected their experiences and demonstrated what they learned from reading about Cinderella around the world. The public library had complementary programming that explored the foods that were talked about in some of the other stories and held students performances of their favorite versions and even displayed the student’s projects when they were finished which increased both parental and community involvement. This teamwork illustrated just how effective the collaboration between public and school libraries can be in fostering a sense of shared community.

Guidelines

Planning events that fairly and accurately represent a group of people or a culture without conforming to stereotypes and still remaining educational can be challenging, so here are a few things to keep in mind to help ensure that your multicultural programming is successful.

Don’t be afraid to have programs about foreign countries, in fact you should include those ideas in your multicultural programming, but remember that those do not replace programs about specific groups within the United States. For example, a program celebrating the culture Mexico is not necessarily representative of the experiences of all Mexican-Americans.[11]

Programming should be designed for all age groups, including very young children to help integrate multicultural ideas and promote tolerance and understanding of diversity before the development of prejudice or bias.

Try and provide programs that honor cultural diversity throughout the year so that they do not become superficial by limiting them to the once a month occasions on the calendar like Cinco de Mayo or Black History Month.[12] These predetermined dates do serve an important purpose, but diversity programming should not be limited to these specified times.

Try and interact with other local multicultural organizations. They may have a wealth or ideas and resources for your own programming or could provide opportunities for collaboration between the library and the outside community.

Try and be sure that your programming reflects the complexity of a certain culture or group and avoid stereotypes, even if you perceive them to be harmless.

Relevant Wiki Pages

Author Visits

School Library and Public Library Collaboration

Programming Ideas and Advice

The Programming Librarian

A project of the ALA's Public Programs Office, this is the premier online resource for all things related to presenting cultural and community programs for all types and sizes of libraries.

References

Alexander, Linda B. & Kwon, Nahyun (Eds.). (2010). Multicultural Programs for Teens and Tweens. For the Young Adult Library Services Association. Chicago: American Library Association.

Alexander, Linda & Sanez, Maria. (2006). “Language Arts/Social Studies: Cinderella Around the World.” School Library Media Activities Monthly. 23(3):13-14.

Alexander, Linda & Sanez, Maria. (2006). “Using Children’s Folktales to Explore Multiculturalism.” School Library Media Activities Monthly. 23(3):22-24.

Baden, Martha Walker, and Rebecca Purdy. “Food for Thought.” School Library Journal 52.2 (2006): 33. Academic Search Premier. Web. 29 Nov. 2012.

Barack, Lauren. “Two for the Road.” School Library Journal 57.7 (2011): 8. Academic Search Premier. Web. 29 Nov. 2012.

Bird, Tamie. (2009). Multicultural programming for dummies. Web. Retrieved from http://diversityinlibraries.wordpress.com/2009/11/18/multicultural-programming-for-dummies/

Harrington, J.N. (1994). Multiculturalism in library programming for children. Chicago: American Library Association.

Jaeger, Linda, and Shelia N. Demetriadis. "Book Club On A Budget." School Library Journal 48.3 (2002): 47. Academic Search Premier. Web. 29 Nov. 2012.

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[libraryresources]

Wikispaces: Youth Services Librarianship - Programming in Public Libraries

(Last revision: 2011-2013)

[By the time you see this, Wikispaces will have shut down due to financial troubles. This transcription (July 2018) is my attempt to preserve professional knowledge for the youth library field, until such a time that a new, updated resource becomes available! c: ]

Overview

Without programming in public libraries, the libraries would have less users (never being able to draw in new users), which would also mean less circulation, and they may even be less likely to be seen as an essential contributor in community involvement. Furthermore, if libraries are not seen as essential in their community, then they will receive less funding and support from government, children's, or educational organizations or the community itself. Therefore, without support of the community, there library may cease to exist.

To the library itself, programming is important because it can draw in users to the library who were not users in the first place, which then can increase circulation or even support for the library. Socially, the programming helps keep children and teens interested who already go to the library, and can show them that the library can be a fun and exciting place to hang out. Culturally, programming can be important because it can help users develop an appreciation of the different cultures within their community. Overall, the library can help serve the community by meeting health, educational, informational, or other needs.

Programming is a key factor to demonstrate to the community that the library cares about its users, and wants to meet their needs and show children that the library is a safe, fun environment where children can develop their minds through reading and exploration.

Best Practices

The American Library Association provides a list programming aspects it examines when it selects the winner of the annual ALA Excellence in Library Programming Award. This list requires that the program not only be high quality, but well planned, budgeted, and evaluated and that it fits a need in its community. These requirements double as a check list for any librarian planning a program:

“Clear statement of organization goals and objective

"Clear statement of the link between library objectives and community impact

"Identifying the audience for the project and developing a program directed at that audience.

"Documenting the need for the program, was the need well-defined

"The quality of the design of the program.

"The clearness of the action plan and calendar

"Whether the needed resources were available (including staff) to make the program a success.

"Whether the budget is adequate and reasonable for the program.

"Whether appropriate evaluation methods are being used.

"Additional areas that may be considered: the importance of the problem addressed; the seriousness of the proposal to the library's needs; whether the program improved delivery of services to user.”

From the ALA Excellence in Library Programming Award Application Guidelines (2012)

Additionally, the Association of Library Services to Children includes programming skills as one of its nine Competencies for Librarians Serving Children in Public Libraries. In addition to the marks of quality that the ALA awards committee searches for, the list competencies emphasize programming for children, parents, and caregivers and providing outreach and programming to frequently ignored and high need groups of children. It divides this competency into five basic points:

“Designs, promotes, presents, and evaluates a variety of programs for children of all ages, based on their developmental needs and interests and the goals of the library.

"Identifies and utilizes skilled resource people to present programs and information.

"Provides library outreach programs which meet community needs and library goals and objectives.

"Establishes programs and services for parents, individuals and agencies providing childcare, and other professionals in the community who work with children.

"Promotes library programs and services to underserved children and families.”

From the Competencies for Librarians Serving Children in Public Libraries (ALSC Education Committee, 2009)

For teens, the Young Adult Library Service Association touches on programming in their Competencies for Librarians Serving Youth under the Services area of competency. The three main points that they emphasize are that librarians should be capable of implementing and evaluating programs, should involve teens in planning programs, and should be aware of pop-culture and incorporate it into programs (Young Adult Library Services Association, 2010).

Important Terms

National Center for Education Statistics - This center is devoted to fulfilling a Congressional mandate to collect, analyze, and provide statistics on the condition of American Education so that government officials, federal agencies, state education agencies, educational organizations can use the information to support their own research or projects (NCES).

Anime - A Japanese style of animation that is highly stylized with colorful art, exaggerated poses, emotions, and even violence ( although a lot of the violence is slapstick in nature for younger audiences).

Programming - What Works

Programming for School Age Children

Lego Clubs - These clubs tend to be very popular in public libraries, especially with boys. Although having a Lego club doesn't seem to be as reading-oriented, it allows for boys to use their imagination's to create spaceships, castles, houses or whatever they can think of. Kids like these kind of programs because they have freedom to create whatever they want and even get to see their work displayed in their own libraries.

Battle of the Books (Quiz bowl) - In teams of six students, students will go head to head to battle each other in a jeopardy game of book knowledge. One student from each team at a time will have 30 seconds to provide an author's name, book title, or character name to answer question about a book. The winners will battle the other group of winners and so on until there is a champion team (Milton Public Library).

Programming for Teens

Craft Clubs - These clubs tend to attract girls more than boys, but everyone is welcome to attend. Craft club activities can range from making origami, to scrapbooking, to even creating mini books..

Anime Clubs or Graphic Novels - see Programming with Graphic Novels and Anime.

Cultural Programming

Cultural programming is important in a public library because it can make a minority group feel important and truly welcomed in the library. It can especially help minority children connect with other children within their own ethnicity or it can help children who are not a minority to open up their experience to other cultures and become appreciative of other cultures.

Latino/Latina

Silk Screen T-Shirt design:

At Arizona's Phoenix Public Library, silk screen t-shirt designs became a successful program for Latino children, because the YA staff hired a Latino artist who would perform hands-on workshops, teaching the kids to make t-shirts that represented some part of their Latino culture (Naidoo and Vargas 14).

Programming with Graphic Novels and Anime

In addition to utilizing more "traditional" young adult collections when programming, programming ideas also abound when considering using graphic novels and anime. These are some of the more popular genres being included in teen sections in public libraries, and it only seems natural to start creating programming around these unique collections. This section will expand a bit more on the Comics, Manga, and Graphic Novels section of the wiki, as well as including ideas involving anime titles. [Transcriber note: Page was not selected for transcription as it felt significantly outdated. I will provide links to more recent resources at a later date.]

Active vs. Passive Programming

As with all programming ideas, the level of involvement for library staff can vary depending on the program itself. For graphic novels and anime, there are a number of programming ideas that fall into both categories, giving librarians and paraprofessionals options when concerns like staff time, resources, and budget might stand in the way.

Active Programs

Some examples include:

Anime Screenings/Anime Festivals

Many graphic novels have counterparts in film, and screening these programs can be an easy way to get teens interested in reading certain titles. Anime programming is great to show in libraries because "[s]ome anime companies, most notably Funimation, have 'anime club' programs that will send libraries free screening DVDs" (Fletcher-Spear and Jenson-Benjamin 119). Additionally, many of the companies that will charge for a fee will be under the blanketed film license, like Disney (119). Though Fletcher-Spear and Jenson-Benjamin focus mainly on anime and manga, this can also be done with titles like Batman: The Animated Series and other superhero cartoons that have roots in comics.

Costume or Cosplay Parties

Cosplaying, which is "fan speak for costume contests" (120), allow teens to test their creative skills by dressing up as their favorite graphic novel character. Teens can vote among one another for Most Creative, Most "Realistic," etc. These parties can also carry themes of their own to go along with many of the graphic novel titles available, such as "Ninjas v. Pirates v. Zombies" and "Curses!," which features graphic novels with cursed characters (121).

Comic Book Trivia Nights

Trivia is an easy way to test teens' knowledge about any and all graphic novels and can be integrated into other larger programs or stand alone as a Jeopardy!-style program. Questions can span manga to traditional comics and even graphic novel works, meaning that questions should never be hard to come by.

Author or Artist Visits

Local and national authors and artists can speak on a variety of topics revolving around graphic novels and anime, as well as potentially teaching some workshops for teens. As with the trivia nights, these can be stand-alone programs if the authors are local, or can be part of larger programming if a "bigger" author or artist comes to visit. They could potentially do how-to-draw sessions, give advice on getting in the business, and hold Q&A sessions for the teens.

Create Your Own Comic Book

This program can be as simple as providing teens with the materials to make their own comics, such as paper and colored pencils, or could be integrated into a larger program "if partnered with a guest presenter on the topic" (124). Books on how-to-draw manga, comics, and graphic novels abound and may be helpful additions to the library's collection.

Graphic Novel Discussions

These can be similar to book clubs, where teens read the same title and then come together to discuss it, or perhaps done in a way which teens each read their own title then meet and booktalk their titles to one another, exposing teens to more than just one title at a time and giving them the opportunity to see what other titles are out there. This is a good opportunity to teach teens how to properly booktalk a book without revealing spoilers (125).

Mini-con

An anime and graphic novel conference on a much smaller scale, libraries can ask local vendors to set up shop to offer their wares. Mini-cons can also include some of the previously listed program ideas, like cosplay parties and author or artist visits, as well as some of the passive programs listed below. It's important to remember that "mini-cons are not for the faint of heart, as they are time-consuming to plan and can attract large crowds" (126). Only take on this programming if you have the appropriate funding and staff time to make it worthwhile and successful.

Passive Programs

Some examples include:

Character Design Contest

Falling in line with creating their own comic book, teens can create their own character and judge one another's creations in separate categories. It may be a good idea to hold this program before diving into the "Create Your Own Comic Book" program to give teens a chance to test their artistic abilities.

Displays

These can be done at any time, displaying teens' works throughout the year that has been done at some of the programming mentioned earlier, easily giving teens a sense of pride in their creations. Additionally, displays can be created using old graphic novels and manga that need to be thrown away, giving them second life (127).

Name that Character Contest

Teens' knowledge can be tested by creating a board of graphic novel characters and asking teens to fill out an answer sheet provided. Prizes can be awarded to whoever guesses the most correct answers. Variations of this include famous graphic novel couples and asking teens to pair them up with their significant other, or asking who is behind a famous masked character (128).

Superhero Death Match

A survey that is purely subjective, teens get to vote who would win in a battle between characters from two graphic novels (128). Battles can span genres and abilities, creating some interesting matchups for teens to vote for. If answers are provided in a March Madness-style bracket, teens can track and check up on their favorites and predict who will win overall.

Trivia Web Hunt

This can be as simple as placing question sheets next to the computer terminals in the teen section and asking teens to search for the correct answers. Prizes can be given either for the most number of correct answers or, since they will be researching them and it's possible that many of them will get all of them correct, prizes can be given for completion.

(All names for active and passive programming courtesy of Fletcher-Spear and Jenson-Benjamin.)

Digitally Enhanced Programming

With the increased use of digital media and social networking libraries must adapt to these new resources or risk becoming irrelevant. Herr-Stephenson et al. (2011) divide digital media in libraries into three separate categories, digital media as content, meaning the digital materials that a library circulates like e-books, digital audiobooks, e-readers, etc., digital media as outreach, like providing internet access and instruction for under privileged communities, and digital media as hook, such as offering appealing, cutting edge digital programs to attract teens into the library and improve library image. All of these uses for digital media can be incorporated into programming with ideas like inside the e-book discussions, digital video how-to workshops, and creating Facebook events to advertise programs. For the purpose of this article we will discuss ways to use digital resources to enhance or increase accessibility to non-digital programs that already exist. For programs that center on the technology itself, see technology programming.

For teens and youth that have a hard time making it into the library, such as those in spread out rural areas or for whom driving age or cost of transportation may be a concern, digital programming is a way to get them involved without actually requiring them to be at the library. It can also be used to extend programs outside of their designated meeting times and supplement traditional programming formats. And for all teens it can be a lesson in the appropriate use of and etiquette for technology and social networking.

If your library has funding to purchase e-readers or tablets to loan out to patrons then you may be able to have an e-reader book club and teen collection advisory, like Pam Harland’s book club in her article The High School Book Club- Now with Kindles! (2010). For libraries without these funds, incorporating technology and social media can still be a feasible and low cost option. These programs can be real time or not and many require only a computer with internet access. For those teens without home internet access, check to see if the websites you’re using can be accessed from school computers. Some programming ideas:

Google hang-outs

These are great for real time, face to face programs like a traditional book club discussion. One exciting perk is that you can easily invite guests from anywhere in the world, so check to see if the author of that month’s book or a related subject expert would be willing to speak for part of the meeting. The downside is that it requires participants to log in at a specific time and that they must have a strong enough internet connection to support the video feed. It also works best if the participants have their own cameras and microphones.

YouTube live stream

These are great for less participatory programming, like story-times or lectures. Though there is a chat feature that can be used for questions, be aware that with a large amount of guests it can slow down some internet connections and make it difficult for some to participate. After the stream, there is the option to save the recording and leave it on the library’s YouTube page to watch later, but if you choose this, be sure that there is no copyrighted material in your program and that everyone videotaped has agreed.

Goodreads and Facebook

These allow for discussions that can take place over the course of the month and can continue indefinitely, which makes them great supplements to a traditional book club as well. They are also great places to share relevant links. Either website will allow you to create a group for your specific program, but Goodreads has the advantage of being particularly book-centric and can also allow your library to display collection high lights and publish reviews. Goodreads may also be less controversial as it does not offer as many opportunities for sharing of inappropriate personal information and is less likely to be blocked on school computers. However, Facebook is better known and learning appropriate social networking behavior can be just as important as the content of the program.

Subtext

An app for the Apple iPad, subtext allows readers to share notes and have a discussion of a book inside the text of the book while they are reading. This is great for patrons who are short on time as it can be done while reading. It can also be more candid as it does not require participants to hold on to their thoughts for several weeks until the meeting. It is noteworthy that this is a high cost option, as each participant must have an iPad and a digital copy of the book being discussed.

Twitter

Twitter can be used to do a guest Q & A session, many publishers arrange for their authors to do them, but you could arrange one for any speaker you’d like. While participation in these is in real time, the questions and responses are archived on twitter, so others can read the discussion later. They also allow patrons who are only available for a portion of the scheduled time to participate, and they require either a phone with texting or a computer with internet, but not both. Twitter can also be used as a way for teen attempt taking their creation or programming viral by tweeting about their creation or program using designated hash tags and asking others to participate.

For more creative programming ideas using technology see David Lee King and Michael Porter’s “Community Connections” article in the October/September 2012 American Libraries.

Theoretical Problems or Concerns About Programming

One main concern about programming is that it can sometimes become very expensive depending how many children/teens the program allows for, due to the cost of materials per child/teen. That is why it is always a good idea to look into grants for programming. But even grants can be hard to obtain and they can be a lot of work to write, so it is always important to research the type of grant you may need for your program.

The following link has a list of grants that may be of use to a public library, especially "Light the Way: Outreach to the Underserved" provided by ALSC, MAE Trust (promotes reading for teens), Grants for Nonprofit Youth Programs (library and arts oriented grant), Partnership for a Nation of Learners ( seeks to meet community needs) and many more grants.

See http://www.libraryworks.com/LW_Grants/GrantsCurrent.aspx

Advice for Librarians When Creating or Choosing Programs for Your Library

Don't be afraid to fail

Sometimes if a program is new to your library it may not be successful right away. Programs can be unsuccessful for many reasons, they may not be reaching the right audience, or they may not meet the needs of your community, or there could be a similar program already in your community. The most important thing a librarian can do to help make a program a success is to promote the program through marketing.

Marketing, Marketing, Marketing!

Get the word out about your program. Create posters, flyers, make a note of it on your website and get the word out when you speak to patrons at check-out. Sending out fliers at schools or even getting the word out through a library newsletter can be a good idea.

Get to know your community

Before even creating or choosing a program for a library, a librarian must do their research on the community of the library, in order to make programming decisions suitable to the the ages of the users, cultural backgrounds, socio-economic status of users, and the needs of the community. In order to do so a librarian can study the demographics in their community through websites like the National Center for Education Statistics.

-Under "Data Tools" and "State/District Profiles, Comparisons and Mapping", a librarian can take a look at the "School District Demographics System Map," which will map out the different types of races or ethnicities, population, and housing in that community. See http://nces.ed.gov/surveys/sdds/ed/index.asp

Resources

American Library Association Cultural Communities Fund. (2012). ALA excellence in library programming award application guidelines. Retrieved from http://www.ala.org/programming/sites/ala.org.programming/files/content/2013%20Programming%20Excellence%20application%20guidelines%20and%20eligibility_FINAL_Sep2012x.pdf

Association of Library Services to Children Education Committee. (2009). Competencies for librarians serving children in public libraries. Retrieved from http://www.ala.org/alsc/edcareeers/alsccorecomps

Fletcher-Spear, Kristin, and Merideth Jenson-Benjamin. Library Collections for Teens: Manga and Graphic Novels. Bowie, MD: E L Kurdyla, 2011. Print.

Harland, P. (2010). The high school book club- now with kindles!. Teacher Librarian, 37(5), 57-59.

Herr-Stephenson, B, Rhoten, D., Perkel, D., & Sims, C. (2011) Digital media and technology in afterschool programs, libraries, and museums. Cambridge, Mass.: The MIT Press.

King, D., & Porter, M. (2012). Community connections. American Libraries, 43(9/10), 49.

Kunzel, B., & Hardesty, C. (2006). The teen-centered book club: readers into leaders. Westport, Conn.: Libraries Unlimited.

Library Works. 28 Nov. 2012 http://www.libraryworks.com/LW_Grants/GrantsCurrent.aspx

Milton Public Library. (2012). 28 Nov. 2012 <http://www.mpl.on.ca/childprograms.php>.

Naidoo, Jamie Campbell and Vargas, Luis Francisco. "Libraries Bridging The Borderlands Reaching Latino Tweens And Teens With Targeted Programming And Collections." Young Adult Library Services 9.4 (2011): 13-20. Library, Information Science & Technology Abstracts. Web. 27 Nov. 2012.

National Center for Education Statistics. School District Demographics System.​ 25 Nov. 2012. <http://nces.ed.gov/surveys/sdds/ed/index.asp>

Young Adult Library Services Association. (2010). YALSA’s competencies for librarians serving youth: Young adults deserve the best. Retrieved from http://www.ala.org/yalsa/guidelines/yacompetencies2010

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[libraryresources]

Wikispaces: Youth Services Librarianship - Storytime Programs

[By the time you see this, Wikispaces will have shut down due to financial troubles. This transcription (July 2018) is my attempt to preserve professional knowledge for the youth library field, until such a time that a new, updated resource becomes available! c: ]

Storytime Programs

(Last revision: 2011-2013)

In the late 1940s and early 1950s, libraries in the United States began offering storytimes for children, before the principles of early literacy had even been articulated. These story hours often featured sing-alongs and clapping along to rhythms, in addition to the sharing of picture books and stories. Without the benefit of present-day emergent literacy research, librarians selected stories that featured repetition and rhyme, noticing their "obviously engaging effect on children"

Storytimes of the past were often more rigid in structure than contemporary programs. For example, storytimes in the early 1980s were generally restricted to preschoolers, with pre-registration required, and parents may not have been allowed in the room.

Storytimes have continued to be a mainstay of library programming for children. Today, family interaction is an essential component, and storytimes exist for newborns, toddlers, preschoolers, and families. The wide variety of program availability serves several functions, including, "foster a love of books and literacy in children, to give families a welcome and positive library experience, and to model and articulate good reading techniques to parents and caregivers."

Specifically designed to meet early literacy goals, the skills and experiences given to today's storytime attendees helps prepare children for school and develops reading readiness. This page will summarize the research behind early literacy, discuss and justify the various components of storytime, give an overview of storytime planning and execution, and offer suggestions for further reading and storytime resources.

The Importance of Storytimes for Early Literacy Development

What is Early Literacy?

According to the National Institute of Child Health and Development, early literacy is defined as "what children know about reading and writing before they actually learn to read and write. To clarify, early literacy is not the teaching of reading. It is building a foundation for reading so that when children are taught to read, they are ready."[4] According to Albright, Delecki, and Hinkle, "[d]ialogic reading is one of the most important methods practiced in presenting the early literacy skills and standards to children in storytimes...Dialogical reading is a way of reading with a child that encourages conversation". [5] To promote this dialogical reading ask questions related to illustrations and encourage predictions.

Every Child Ready to Read @ Your Library

In 2000, the Public Library Association began work on the Early Literacy Project, in conjunction with the National Institute of Child Health and Human Development (NICHD), a division of the National Institutes of Health. The project led to the creation of Every Child Ready to Read @ Your Library (ECRR), and the current model, Every Child Ready to Read @ Your Library 2, designed to develop model library programs, such as storytimes, that incorporated facets of early literacy.

The six skills identified by the ECRR program:

Print motivation: a child's interest in and enjoyment of books

Phonological awareness: the ability to hear and play with smaller sounds in words

Vocabulary: knowing the names of things

Narrative skills: the ability to describe things and events ad to tell stories

Print awareness: noticing print, knowing how to handle a book, and understanding how to follow the written words on a page

Letter knowledge: knowing that letters are different from each other,the same letter can look different, and that each letter has a name and is related to sounds [6]

The revised skills of ECRR 2:

Print awareness

Print motivation

Language knowledge (includes letter knowledge, vocabulary, and phonological awareness)

Narrative skills and comprehension

Oral language skills and knowledge[7]

What does the research literature say about early literacy?

Literature Review

In 2010, Every Child Ready to Read @ Your Library completed a literature review in preparation for the re-release of the ECRR program. The following list presents highlights of the literature review, as related to the cognitive development of literacy:

For pre-reading children, verbal abilities serve as the single best predictor of later reading achievement (Scarborough, 2001)

Word knowledge is not just developed through passive exposure to language, but also specifically designed knowledge-building language experiences that involve children (Neuman, 2001)

Vocabulary size and rate of acquisition is strongly tied to the ability to make sound distinctions between words, i.e. phonological awareness (Goswami, 2001)

Vocabulary development in younger children plays a critical role in the later development of reading comprehension (Dickenson et al., 2003)

Discriminating language units, such as words and phonemes, is strongly linked to later success in reading (National Reading Panel Report, 2000)

Children gain sensitivity to rhyme before phonemes and syllables (Lonigan, 2006; Whitehurst & Lonigan, 1998)

Knowledge of the letters of the alphabet is a strong predictor of both short- and long- term reading success (Bond & Dykstra, 1967; Chall, 1990); and knowing letter names facilitates the ability to remember the sounds associated with a particular letter (Ehri, 1979)

How do library storytimes foster the development of early literacy?

Successful, skilled reading depends not only on these foundational skills, but on a consciously-acquired base of content knowledge. The exposure to books can foster children's curiosity and desire to gain knowledge. Books give children a base knowledge about the world and provide inspiration a child needs to make up his or her own thoughts-- as David McKay Wilson puts it, "[a child] can't pretend [to be] a space traveler or ballerina unless she knows what an astronaut or dancer does"! Children exposed to many stories internalize the format and develop expectations for how stories are told. Familiarity with the format enhances children's understanding, which means knowledge becomes easier to access. The more knowledge networks a child has, the richer the knowledge base will be-- and subsequent learning and remembering will be easier. 

High-quality early childhood programs feature a content-rich curriculum that facilitates imaginative play, supports social and emotional development, and actively builds verbal reasoning skills. Librarians serving children have the opportunity to play an important role in the literacy development of their patrons by exposing children to books, stories, songs, and rhymes at library storytimes, and also demonstrating to parents how to facilitate this literacy development at home. Storytimes offer children an environment with access to high-quality literacy tools, books, and play materials, and in such environments, children read more, and as a result improve literacy achievement. Librarian-led discussions during storytimes, especially discussions that engage children by asking questions and making predictions, aid in problem-solving and vocabulary growth.

Components of Storytimes

Along with the reading aloud of stories, library storytimes might feature one or more of the following:

Songs

Fingerplays

Flannel board presentations

Puppets

Nursery rhymes

Crafts

Poetry

Preparation and Evaluation‍‍‍‍‍‍

Room Setup

Whether the library has a dedicated children's programming area or the storytime will be taking place in a library meeting room, several steps to prepare the area will go a long way in making the storytime run as smoothly as possible. Have children sit on the floor, perhaps in a semi-circle on a special children's carpet if the library owns one. Babies and toddlers will be in caregiver's laps-- if parents of preschool children want to sit on the floor with their child, have them sit off to the side of the carpet so as not to block the view of anyone behind them. The librarian running the storytime should have a chair, so everyone in the audience can see, and be positioned in such a way that there will be limited distractions going on behind them. Have chairs available for parents and caregivers who wish to sit in the back of the room. Try to position the audience so that the main entry to the room is at their backs, so latecomers will be less of a distraction.

Scheduling

Consider the age of the intended audience when scheduling storytimes. Mornings might be best for young children, before they are hungry for lunch or ready for a nap. A storytime designed for older children or preschoolers who no longer take naps, however, could be held in the early afternoon. Of course, not all families are able to come to the library on weekdays during the day. Another scheduling option could be a weeknight evening storytime, or a Saturday morning.

Planning

Always choose books that you enjoy. Children and parents will both be able to tell if you are not enjoying the reading and in turn, they will also enjoy it less. Finding time to prepare for storytimes may be difficult, but advance preparation will help the program run smoothly and offer the best chance for success. Practice reading aloud from the chosen books, to become familiar with the story and find the natural reading rhythm. Don't be afraid to repeat songs from session to session-- children enjoy repeating songs, and doing so gives parents the chance to learn them, too. If the storytime features a craft, consider how much advance prep will be necessary. Perhaps copies of a coloring sheet need to be made and shapes might need to be cut out in advance for young children, etc.

Publicity

As with any other library program, advertising storytimes will increase the chance for success. Advertising within the library is a simple way to reach families who already use the library But to reach other families in the community, advertisements will be necessary. Consider creating flyers, posters, or other handouts to publicize the library's literacy programming. Post flyers and posters in places where families go: restaurants, toy and clothing stores, recreational facilities, etc. You may also want to ask local community partners who also work with children to display promotional materials for the library, such as preschools, daycare centers, children's museums, and pediatricians' offices. If the library is in a community where many residents speak languages other than English, you will want to make promotional materials bilingual to reach a larger number of patrons.

Evaluating Storytime Programs

There are four questions you should ask yourself in order to evaluate the success of your program:

How good is the program? (quality)

What good does it do? (benefit)

How well is it managed? (management)

How are people different because of it? (outcome)

In order to assess these measures, look for feedback in a variety of different ways from different people. Look for qualitative and quantitative measure through formal and informal means. This can include measures of attendance and return attendance as well as feedback on experience. Ask for feedback, both formally and informally, from all participants, parents, and any volunteers you may have.

Managing Child Behavior in Storytime

The success of storytimes can sometimes be unpredictable, but certain preparatory steps can maximize fun and prevent distractions. Songs and rhymes serve as stretchers for the mind and body. Room set-up and book selection also contribute to behavior. The storyteller should be central to everyone’s view, and the audience should face away from the room entrance to prevent distractions if people walk in late.

The most important step in planning and executing a fun storytime is to pick books that are fun. If the person reading the book seems uninterested, everyone else in the room will also become uninterested. As a general rule, the longest book should be the first book read. Books at the end of storytime should be shorter. Selecting books that feature a lot of audience participation can also help prevent distraction.

Often, allowing parents to sit with their children helps with crowd control, but this does not always work. When children begin to grow restless, it might help to speed up the current reading or abridge the book so that the next song can refocus the room’s attention. Also useful is the trick of bringing the book to face the storyteller and asking for everyone’s attention before the story can continue.

As with any storytime, attitude is key. Carrie Rogers-Whitehead and Jennifer Fay urge practitioners to “keep and kind and patient attitude” and “use positive words and phrases.” Positive reinforcement such as, “Look how nicely Stacey is sitting!” provides a model of good behavior without calling attention to one child’s “bad” behavior.

Practical Applications for School Librarians to Incorporate Storytime

Storytime in libraries, whether it is in public libraries or grade schools, is crucial in shaping a young child’s opinion of the library. For the majority of children going to storytime will be the first experience that they will have with the library. By creating a welcoming atmosphere and doing simple changes to make the library more accessible to younger children, storytime will become a favorite in preschool aged children.

Strategies for Success with Preschoolers

1. Choose books with age-appropriate attributes

literary quality

visual quality

developmental fit

language considerations

overall length of text

appearance & placement of text on the page

concrete illustrations

complexity of concepts/familiarity with subject matter

text predictibility

unique vs. familiar words

2. Learn names of participants

Supply students with name tags

Create a seating chart

Ask student to say their name when checking out a book

3. Store books in optimal locations

Place preschool appropriate books at a lower level

Have predetermined locations for preschoolers to search for books, such as specified shelves or book tubs

How to Share Books with Pre-readers

During a storytime, you should share the whole book with the children. Storytimes are a great opportunity to teach children about the different parts of the book, not just share the story with them. It is important to introduce them to different elements on the title page, the publication data, and extra information on the front and back covers. Always let the children participate and become storytellers themselves in order to promote diological reading. In part, this means that reading the text is not always the most important part of storytime. Allowing children to engage with the illustrations supports the pre-reading skills prescribed by Every Child Ready to Read. The illustrations are a great tool for asking children to create predictions. Ask children questions related to the illustration. Think aloud with them as they ask questions, make predictions, and point out things that they notice. When you are reading the words, point to the words as you go so that the children can easily follow along. The most important part of sharing books with pre-readers is to have fun while you share the book. The more fun you are having, the more fun they will have.

Outreach Storytimes

Outreach storytimes provide a valuable service to places that might not otherwise have access to the library. Collaboration is key to making outreach a success. While the librarian visits, teachers must participate alongside the children to encourage learning because “the teachers know the strengths and limitations of the individual students.”

Outreach storytimes also serve as a model of professional development, in which providers can demonstrate the "teaching skills, behaviors, questioning techniques, and management strategies needed... supporting the growth of emerging readers."

Developing a clear outreach plan:

Identify the target audience and where to find them

Identify possible community partners

Identify goals and benefits of the program

Identify costs of the program. If necessary, seek resources from community partner or outside funding

Preparation, planning, and effort are required to develop successful partnerships, but the impact of the library's storytime programming can be much greater if these efforts are made.

Storytimes for Children with Autism Spectrum Disorders

Depending on your user group, it may be advantageous to have a storytime made to accommodate children with special needs, such as an autism spectrum disorder. The set up of a typical storytime, where children are expect to sit still and quiet for extended periods of time while stories are read, may be too demanding for these children. One example of a special needs storytime comes from the Multnomah County Library in Portland, Oregon. Their monthly "sensory storytime" was developed in response to a need identified by parents of children with autism spectrum disorders. Their Youth Services Director Ellen Fader identified the most important aspect of running this storytime. She said, " Flexibility is the key: books may be repeated a few times or abandoned if they're not working. Staff include music, puppets, and sometimes a simple craft activity. The staff tone is calm, concrete, reassuring, and accepting of all behaviors except that which hurts others". The aspect involved in the sensory storytime are almost identical to those of a typical storytime, but the behavioral demand on the children is significantly reduced.

It is very important to put a great amount of planning into creating a storytime for a group of children with special needs. Librarians should consult with experts in order to create an environment that is sensitive to the needs of the patrons and programs that are developmentally appropriate, both in terms of cognitive and emotional development. Creating relationships with community partners such as local schools, institutes, and foundations can prove to be mutually beneficial. Not only will you receive the expert knowledge needed to run such a program, but you can provide services to a new group of patrons. The Sherman Library's Public Library Services of the Alvan Sherman Library, Research, and Information Technology Center at Nova Southeastern University in Fort Lauderdale, Florida partnered with the Baudhuin Preschool and Mailman Segal Institute for Early Childhood Studies in order to provide the best services and programs for patrons with autism spectrum disorders.The librarians of the King County Library System in King County, Washington gave a presentation at the Washington Library Conference in 2012 outlining their process of planning and implementing a storytime for children with special needs. Their presentation handout, title "Programming for Children with Special Needs" can be found here.

Selected Resources for Planning Storytimes

Peck, Penny. Crash Course in Storytime Fundamentals. Westport, Conn.: Libraries Unlimited, 2008.

Experienced youth services librarian Peck offers storytime guidance in this new title in the Crash Course series, designed to bolster novices with information about important library services and practices. The title covers preparation and publicity; different kinds of storytimes and storytime audiences; elements such as music, storytelling, and puppets; management issues within the storytime; and recruiting and supervising volunteers. A lengthy appendix lists a multitude of storytime themes, each with a list of suggested book titles and an additional craft (plus sometimes a song or two); a bibliography and an index are also included. --Deborah Stevenson, The Bulletin of the Center for Children's Books

Reid, Rob. More Family Storytimes: Twenty-four Creative Programs for All Ages. Chicago: American Library Association, 2009.

This companion to Reid's excellent Family Storytime (ALA, 1999) provides an additional 24 full-session activities just right for mixed-age programming. Themes are identical to those from the earlier volume, but almost all books and songs are new. For each session, the author provides descriptions of each activity as well as additional "Mix and Match" suggestions for substitutions or additions. Highly appealing and easy-to-learn songs, poems, and movement activities work well for group participation, both by kids and adults. Many are clever adaptations of traditional rhymes: "The Grand Old Duke of York" becomes "My Grand Old Uncle York" to match a theme, for example, and "Jack and Jill" becomes a sure winner with added motions for each line, repeated three times at increasing speeds. The many Reid originals, such as "Five Little Kiddos" and "Baby Bear Roars," typically feature participation, moving around, and uncomplicated silliness. Book choices have the broad appeal necessary for the widely mixed ages of the intended audience, as do the ideas for poetry, crafts, and riddles. The author's experience with family programming and his sense of playfulness come through in the descriptions, so the book is inspiring as well as instructive. This is a valuable resource for family storytime presenters, whether using the themed structure or creating new sessions from the wealth of creative ideas. --Steven Engelfried, School Library Journal

Bromann, Jennifer. More Storytime Action!: 2000+ More Ideas for Making 500+ Picture Books Interactive. New York: Neal-Schuman, 2009.

As a practicing librarian, author Bromann has had her fair share of storytimes disrupted by fidgety preschoolers, and as a result she has developed a repertoire of interactive literacy activities that aims to engage even the most rambunctious of storytime participants. Beginning with a short overview of the ten requisite elements of an interactive storytime put forth in Storytime Action!, Bromann expands here upon the incorporation of storytelling and best practices for selecting interactive books using reviews. The bulk of the book, however, is made up of ready-made theme-based storytimes as well as an extensive list of picture books published since the appearance of Storytime Action! in 2003 that lend themselves to active participation. Each book entry contains a summary and suggested activities, and the list includes such award-winners as Susan Marie Swanson's The House in the Night and Lisa Wheeler's Jazz Baby. Bibliographic references are included with each chapter, and the book concludes with separate theme and title indices. -- Kate Quealy-Gainer, The Bulletin of the Center for Children's Books

Macmillam, Kathy, and Christine Kirker. Storytime Magic: 400 Fingerplays, Flannelboards, and Other Activities. American Library Association Editons, 2009.

Both new and veteran storytellers will appreciate this book. Sixteen chapters are arranged by themes such as "All About Me," "Animals," and "Holidays." Whenever a flannelboard idea is listed, a thumbnail pen-and-ink sketch of the necessary pieces is included next to a Web icon. Readers can then proceed to an ALA Web page to view the actual-sized pattern. An appendix gives further instruction on how to use other props or costumes along with a story. Unfortunately, the index of titles and first lines uses the articles "A," "An," and "The" in the alphabetical sort. The authors provide helpful group-management advice for all age ranges, as well as for incorporating American Sign Language into stories. This book is similar in scope to Elizabeth Low's Big Book of Animals Rhymes, Fingerplays, and Songs (Libraries Unlimited, 2009). However, Low includes some Spanish rhymes and musical notation for 94 songs. Storytime Magic is equally fine for professional collections. --Blair Christolon, School Libary Journal

Cullum, Carolyn N. The Storytime Sourcebook II: A Compendium of 3,500+ New Ideas and Resources for Storytellers. New York: Neal-Schuman Publishers, 2007.

Updated from the 1997 edition, this attractive and user-friendly volume is a must-buy. Each of the 146 themed programs, designed for children ages two to eight, appears on two facing pages that include appropriate calendar tie-ins, videos, books, music, movements, crafts, activities, and songs. The book offers the resources to plan appealing programs and the indexes needed to locate the suggested materials. Cullum offers many more ideas for clever and entertaining programs than other sources for children's story sessions. She presents clear and simple directions for crafts and activities, quick and uncomplicated for librarians to prepare, and easy for children to follow. The crafts in most other guides require too much time and skill for most librarians who have no volunteer assistance. This sourcebook is an essential purchase for libraries serving this audience. --Judy Sokoll, School Library Journal

Additional Resources on the Science & Craft of StorytellingHaven, Kendall. Story Proof: The Science Behind the Startling Power of Story. Libraries Unlimited, 2007. Print.

The first-ever scientific proof that “story structure” is an information delivery system powerhouse, evolutionarily hardwired into human brains. Using evidence gathered from 16 fields of science research (neural biology, developmental psychology, neural linguistics, clinical psychology, cognitive sciences, information theory, neural net modeling, education theory, knowledge management theory, anthropology, organization theory, narratology, medical science, narrative therapy, and, of course, storytelling and writing) STORY PROOF presents the overwhelming evidence that human minds naturally—automatically—perceive in specific story terms, understand and create meaning through specific story elements, and remember and recall in and through story structures.

Haven, Kendall and Mary Gay Ducey. Crash Course in Storytelling. Libraries Unlimited, 2007. Print.

A practical, no-nonsense guide for using your natural oral abilities to select, learn, and tell stories. Written for librarians, but universally applicable in its approach and concepts, the book includes sections on all major storytelling "extras" from flannel boards to costumes to audience participation.

Lipman, Doug. Improving Your Storytelling: Beyond the Basics for All Who Tell Stories in Work and Play. August House, 2005. Print.

Lipman uses theory, practical suggestions, and personal examples in this in-depth study of the relationships among story, teller, and audience. He delves into the definition of "story," structure and meaning, and models for learning a story. The author discusses the appeal of a tale to the teller; the conflicts, fears, and other psychological issues it may raise; and the emotional work that must be done before the telling. He explores the transfer of the tale's imagery by means of oral language, facial expression and body language, and voice. The book is easy to read and has an engaging and personal style. Lipman's guide is based on his own experience and that of other professional tellers. It is a must for those who strive to gain a higher level of skill, and who wish to make the story a transforming gift to the listener. -Judy Sokoll, formerly at Fairfax County Public Library, VA, School Library Journal

MacDonald, Margaret Read. The Storyteller's Start-up Book: Finding, Learning, Performing, and Using Folk Tales. August House Publishers, 2006. Print.

Following her fine collection, Peace Tales (Shoe String, 1992), MacDonald here distills her extensive storytelling experience into 16 very brief, schematically organized chapters. Her advice covers the practical ground, from selection, learning (in one hour!), performance, and setting to classroom applications. Her philosophy of telling is simple: "Do it!" A confidence-building coach, MacDonald conveys the value of storytelling in an infectious manner. A dozen texts of proven success follow, with performance tips and source notes. Equally valuable are the selected and annotated bibliographies appended to every chapter. This straightforward volume would be a handy reference even for veterans. Few readers will be able to encounter MacDonald's encouraging advocacy without feeling an urge to find a story and audience of their own. - Patricia Dooley, Univ. of Washington Lib. Sch., Seattle, Library Journal

Resources for Song and Fingerplay Selection

http://wiki.kcls.org/tellmeastory/index.php/Fingerplays,_Rhymes_and_Songs 

The "Tell Me a Story" page of the King County Library System provides a treasure trove of songs, rhymes and fingerplays to use for interactive storytimes. Many of the songs feature videos to model actions. Some are text-only. The page is updated regularly and is organized according to song name or theme.

http://www.wccls.org/rhymes

"Fingerplay Fun" provides excellent, instructive videos for storytime planning. The page features an explanation of the usefulness of rhyming in early literacy. There is also a section devoted to rhymes in Spanish.

http://www.hclib.org/birthto6/EarlyLit_puppets.cfm

The Hennepin County Public Library's early literacy page features some great fingerplays and songs as well as links to other excellent resources. The page also provides a link to book lists for storytimes according to age. There is a list of songs and other resources in Spanish.

Bibliography

Albright, M., Delecki, K., & Hinkle, S. (2009). The Evolution of Early Literacy: A History of Best Practices in Storytimes. Children & Libraries: The Journal Of The Association For Library Service To Children, 7(1), 13-18.

Peck, P. (2009). Crash Course in Storytime Fundamentals. Westport, Connecticut: Libraries Unlimited.

Rogers-Whitehead, Carrie and Fay, Jennifer. (2010). Managing Children's Behavior in Storytimes. Children and Libraries: The Journal of the Association for Library Service to Children, 8(1), 8-12.

Ghoting, S. N. and Martin-Diaz, P. (2006). Early Literacy Stortimes @ Your Library: Partnering with Caregivers for Success. Chicago: American Library Association.

Tilley, C. (2012). How do young children become literate? What roles can libraries play in this process?[PowerPoint slides] Retrieved from

Every Child Ready to Read @ Your Library: Literature Review (2010). Every Child Ready to Read. Retrieved November 16, 2011 from http://www.everychildreadytoread.org/project-history%09/literature-review-2010.

Bane, R. "Let's Pretend: 50 Start-to-Finish Preschooler Programs for the Busy Librarian that Foster Imagination". New York: Neal Schuster, 2010.

Rogers-Whitehead, Carrie and Fay, Jennifer. (2010). Managing Children's Behavior in Storytimes. Children and Libraries: The Journal of the Association for Library Service to Children, 8(1), 8-12.

Schwindt, M., & Tegeler, J. (2010). Preschool Story Time: Fun and Learning in the School Library. School Library Monthly , 26 (6), 14-15.

Cahill, Maria. (2004). Meeting the Early Literacy Needs of Children through Preschool Outreach Storytime Programs. Knowledge Quest, 33(2), 61-62.

Fader, Ellen. "Sensory Storytime." School Library Journal 55.10 (2009): 14. Academic Search Premier. Web. 28 Nov. 2012.

Leon, Anne. "Beyond Barriers." Children & Libraries: The Journal Of The Association For Library Service To Children 9.3 (2011): 12-14. Library, Information Science & Technology Abstracts. Web. 28 Nov. 2012.

Ferrell, Patricia, Cathy Gallagher, Jill Olson, Kate Patrick, Paula Burton, and Bernadette Salgado. "Programming for Children with Special Needs." Lecture. Washington Library Conference. Tulalip Resort Conference Center, Tulalip, WA. Washington Library Association. 20 Apr. 2012. Web. 19 Nov. 2012. <2012conference.wla.org/files/2011/06/Programming-for-Children-with-Special-Needs.pdf>.

Stevenson, D. (2009). [Review of the book Crash Course in Storytime Fundamentals]. Bulletin of the Center for Children's Books, 63(1), 50. Available from Project MUSE.

Engelfried, Steven. (2009). [Review of the book More Family Storytimes: Twenty-four Creative Programs for All Ages]. School Library Journal. Retrieved from http://www.schoollibraryjournal.com/article/CA6633082.html

Quealy-Gainer, K. (2010). [Review of the book More Storytime Action!: 2000+ More Ideas for Making 500+ Picture Books Interactive]. Bulletin of the Center for Children's Books, 63(9), 407. Available from Project MUSE.

Christolon, B. (2009). [Review of the book Storytime Magic: 400 Fingerplays, Flannelboards, and Other Activities]. School Library Journal. Retrieved from http://www.schoollibraryjournal.com/article/CA6674060.html.

Sokoll, J. (2007). [Review of the book The Storytime Sourcebook II: A Compendium of 3500+ New Ideas and Resources for Storytellers]. School Library Journal. Retrieved from http://www.schoollibraryjournal.com/article/CA6448970.html?nid=3265.

https://courses.lis.illinois.edu/mod/resource/view.php?id=137458

[Tumblr transcriber: Camilla Y-B]

[libraryresources]

Wikispaces: Youth Services Librarianship - Storytelling

[By the time you see this, Wikispaces will have shut down due to financial troubles. This transcription (July 2018) is my attempt to preserve professional knowledge for the youth library field, until such a time that a new, updated resource becomes available! c: ]

The National Storytelling Network defines storytelling as “the interactive art of using words and actions to reveal the elements and images of a story while encouraging the listener’s imagination” (“What is Storytelling?”). In other words, storytelling is not merely the relation of a story by one person to another person. It is an experience shared by the teller and the listener and the definition varies from person to person. Storytelling contains certain essential components, including interactivity and the use of words, gestures, and other nonverbal behaviors to enhance the story. Storytelling must also present a narrative and encourage the imagination of the listener. It can be seen as a traditional telling of a story or any form of communication, using words, images, or digital creations.

Storytelling can be simple entertainment or relationship-building between two people. Different cultures have different definitions of what constitutes a story, so storytelling varies from place to place and culture to culture. Some stories have more social or moral meanings and implications than others. Stories can change and grow with each telling, reflecting parts of each teller, as well as the audience. It means that storytelling is not meant to be a snapshot in time, preserving facts for the future, but is supposed to be fluid, adapting to and being adapted by the teller and the audience. It is not a crime to create your own version of a traditional tale, and if your story conveys the meaning that either you intended or your audience needed to hear, then it was a successful telling. While it is important to preserve the traditional stories for anthropological and historical reasons, the story itself is not sacred.

The Ten Commandments of Storytelling, by Janice Harrington

Thou shalt not forget the child is the most important story programming element

Thou shalt not forget that after the child, the story is the most important element

Thou shalt be literature-based (show the books!)

Thou shalt not allow props to hide the story

Thou shalt not use props that are old and ugly

Thou shalt play

Thou shalt include at least one oral story each storytime

Thou shalt engage and involve the children

Thou shalt engage and involve the parents and/or teachers

Thou shalt praise a lot

Teller and Listener

In storytelling, the teller has the freedom to craft an experience based upon the effect he or she wishes to have. As such, storytelling provides a rich opportunity to engage people of all ages. “Storytellers… claim great benefits for children who listen to stories, from the practical expansion of vocabulary to life-altering encounters with the beauty of language and the structure of narrative” (Del Negro). It is common that a teller never tells the same story twice, and that they constantly change the story due to what their audience needs.

The listener’s role during storytelling is to engage his or her imagination within the world that the storyteller is creating. Because storytelling often does not involve visual elements which extend beyond what the teller can do with her own body, the listener must use his imagination to “actively create… the reality… of the story in his or her mind” (“What is Storytelling?”). The listener draws upon his own perceptions, past experiences and understandings to create the story, making the listener a “co-creator of the story as experienced” (“What is Storytelling?”)

Early History of Storytelling in Libraries

(based on article by Bishop and Kimball)

Story telling is an ancient art that has existed in all cultures across the world. The earliest tales were told orally. With printed word and the rise of nationalism in the 19th century, large collections of stories were written down to be preserved. The best known of these is the Grimm Brothers' Household Stories. The first systematic use of storytelling with children came in German Kindergartens, which came over to America through immigrants. Part of the German curriculum was storytelling instruction. In the late 19th and 20th century, service to children in public libraries developed. Public librarians used storytelling as a means to get children to become more interested in reading. Also in the early 20th century, librarians and teachers were influenced by professional English storyteller, Marie Shedlock. Over the course of 10 years, she gave lectures and storytelling recitals to teachers and librarians as part of the Carnegie Library Training Class for children’s librarians in Pittsburgh.

Recent Years

In the last couple of decades, storytelling has been recognized as not only a source of entertainment and history, but as a professional tool and art form. People are now performing stories in theaters, on radio, and television. They are even performing in such places as business luncheons, schools, libraries, and religious organizations. It can be seen as entertainment for children during a story time but also as entertainment for adults, or as a way to sell a certain message. "Others are using storytelling as a tool in their various kinds of work--as therapists, teachers, community organizers, lawyers, health-care workers, sales personnel, public speakers, business managers" (Lipman).

Events based on storytelling are becoming more popular as time goes on. The National Storytelling Network has been hosting a National Storytelling Festival every year since 1973. Which brings many professional and amateur storytellers together to perform, share ideas and have fun through storytelling. Many smaller storytelling festivals also exist and are usually hosted by local Storytelling groups. Many states have state wide storytelling groups and there are also local groups depending on the city you live in. There also is a National Storytelling Week where storytelling in schools and libraries is promoted. The National Storytelling Network also hosts the Tellabration which is the Saturday before Thanksgiving and world wide storytelling is celebrated all night. As storytelling is become more popular again there is a growing trend on having conferences and lectures on the art of telling stories. (Vohs, 19).

Benefits of Storytelling in the Classroom

Storytelling has so much to offer. Children have an inborn love of stories. For them stories create magic and a sense of wonder at the world. Stories can teach us about life, about others, and about ourselves. Storytelling is a distinctive way for students to develop an understanding, respect, and appreciation for other cultures. It can also promote a positive attitude to people from different lands, races, and religions. These are important things to teach our children. In the changing national environment, tolerance isn’t just a good trait to possess; it is a necessity.

Storytelling can be the ideal way to boost intercultural understanding. It allows children to explore their own cultural roots, experience diverse cultures, and it enables them to empathize with unfamiliar people, places, and situations. Storytelling also helps children consider new ideas, understand how wisdom is common to all people and cultures, and it reveals differences and commonalities of cultures around the world. Stories can also offer insights into different traditions, values, and universal life experiences.

By using storytelling in the classroom you can encourage a feeling of security and relaxation, improve children’s willingness to communicate thoughts and feelings, and increase verbal proficiency. In addition, using stories promotes active participation, use of imagination and creativity, cooperation between students, and listening skills.

Storytelling and Learning

Studies done by cognitive scientists and developmental psychologists show that humans use the architecture of storytelling to understand, make sense of, and remember the world around us. (Haven) This makes storytelling a powerful vehicle in the classroom. Stories can be used in any subject and all age levels (including adults), and they can be especially helpful for reading skills and vocabulary. (Pallocino) Understanding the structure of a story can enhance reading comprehension. Storytelling can also be done by the teacher or by the students themselves. Motivation is also increased through the use of storytelling in the classroom, partially because storytelling adds context and relevance to materials being taught in a curriculum.

Performance Techniques

There are several things to remember when preparing to tell a story.

It is good to change up the volume, tempo, and pitch of your voice.

Make sure to let your body speak by using your face, body, and gestures. Also, make sure your body and face respond to the tale.

It is important to have a clear focus and maintain concentration so that you minimize chance for error.

Keeping eye contact with the audience and individual listeners is a great way to keep them involved and make them feel like a part of your story.

If there are different characters or talking animals in your story, you should consider using different character voices. This can really liven up a story and make it that much more compelling.

You want to make sure the audience believes in you as a storyteller. Make sure you build trust.

Before you tell a story inspect your space. That way you can use the space to your advantage and be dynamic.

Remember to pace yourself. You don’t want to go too fast or too slow in the wrong parts. Timing and pace can make all the difference when you are telling a story. For example, if you are telling a creepy part of the story you may want to slow down to build suspense.

Make sure your audience is comfortable in the storytelling area, depending on weather and number of people the thermostat might need to be adjusted or more chairs added to the area.

Keep an eye on the audience when telling the story as you might need to adjust parts while telling.

Make sure that there are no strange pauses or breaks while telling the story as this can be a distraction.

Sometimes a pause in telling a story is very useful and can be a great dramatic build.

Keep breathing at a normal pace unless the story requires something different this will help you and your audience feel more relaxed.

Don't memorize word for word, put your personal touch on the story.

Have fun and enjoy telling your stories

Storytelling Etiquette

If a story is copyrighted, you must have written permission from the author to retell it. The story also enters public domain after the author has been dead for 75 years. It is also unethical to tell another person's personal or family stories without their specific permission.

Every teller deserves respect, specifically when the story is being told.

Folklore and folktales are owned by the people. You have the right to retell the stories, but it must be in your own words and be your personal interpretation of the story.

Storytelling is a community project and it is important to pass along stories, tips and respect throughout a storytelling community.

(adapted from Griffin, Loya, MacLees, Schimmel, Geisler, and Zundell).

Storytelling Etiquette: Citing the Source

When re-telling a story, one way to help respect copyright, cultural tradition, personal tradition, and the origins of the story is to include source notes. A source note is a brief statement stating to the best of the teller’s knowledge where a particular story was created. Source notes help the oral tradition of stories retain its consistency through multiple tellings of the story. To include written source notes when retelling, it is important to include the following:

Formal citation of the story

Any versions of the tale shaped your telling

Origins of the story

Cultural background of the story

How the story was changed in an individual telling.

If the story is only told verbally, mentioning where the source of the story came from can be told before or after a story’s telling. The practice of using source notes “sets the story into a framework that is part of the story, giving listeners a context for the story world.” (Hearne, Cite the Source.)

Many times, stories that can be used for retelling can be found in books. If the story in the book is not the author’s original creation, the book may contain source notes. A good source note in text cites specific sources, adds a description for cultural context, and describes what the author has done to change the story. (Hearne) If the book does not contain a source note and is based on a folktale, then research should be done to find the earliest printed source. The good news is that there are references which contain research of the classification and origin of many folktales such as shown below:

The Storyteller’s Sourcebook, Margaret Read MacDonald.

Index to Fairy Tales, Mary Eastman/Norma Ireland. An index to collections.

Annotated Bibliography and Index to Single Editions, Elsie Ziegler. An index to picture books.

The Types of the Folktale, Antti Aarne and Stith Thompson.

The Motif-Index of Folk-Literature, Stith Thompson.

(list from article by Shepard)

Storytelling and Copyright

Stories can be protected by copyright. Copyright is rights protected by U.S. law for the creator of any intellectual material. The five rights given to the creator of the work are as follows.

the right to reproduce the copyrighted work;

the right to display the copyrighted work publicly

the right to distribute copies of the work to the public

the right to perform the copyrighted work publicly

the right to prepare derivative works based upon the work

The last two rights of the copyright law can affect storytellers when telling tales in public with the exception of when they are being done for educational purposes. (Haven and Ducey 101). When done in an educational setting, the storytelling can fall under the Fair Use clause of the copyright law. Fair Use “allows that copyright can be infringed because strict application of the law impedes the production and dissemination of works to the public.” (ALA Fair Use) In most cases, librarians both in public libraries and schools can tell stories that are under copyright, because this falls under the Fair Use portion of the law. It should never be assumed that all use of a copyrighted work is Fair Use. If the creator feels that their rights are infringed, a court of law would dictate Fair Use on a case by case basis. (Haven and Ducey)

One rule of thumb for story tellers is that if you can find three versions of the same story, you are clear to use the story for storytelling. (Haven and Ducey 101) If you tell folktales, fairy tales, traditional tales, mythos, or legends, copyright law does not affect you. To tell of a copyrighted story in public beyond a library or classroom setting, performance rights are needed from the copyright holder. Often times when these rights are granted, publishers and agents will instruct the storyteller that they cannot change any words when telling the story from the original source. (Birch) To better understand if the story you are telling falls under Fair Use, the ALA provides worksheets from Indiana University-Purdue University, Indianapolis’s Copyright Management Center with additional information: http://www.iupui.edu/~copyinfo/fucheckintro.html

However, best practice in this case would dictate to tell stories from the public domain and request permission when telling stories outside of this realm.

Storytelling Etiquette: Respecting Cultural Origin of Folktales

When storytellers are telling tales outside of their own culture, it is especially important that tellers research the cultural context of the story and traditions of that culture. Understanding the cultural context of folktales and stories can be crucial to maintaining credibility as a storyteller and prevent misunderstandings by the audience. This does not mean that a storyteller cannot tell a story of another culture, but they should do so with research and respect. Some things to consider when choosing a story from a different culture are “character development, cultural sensitivity to place, attitudes, perceptions, prejudice reduction, authority, authorship, and language. “ (Lenox 99) These guidelines can also be used when selecting a book from another culture to use for retelling a story. Storytellers should also make sure when research the story that they know if the story can be told year round or only during certain times and also if there are certain custom that must be followed when telling the story. As some cultures believe that these cultural stories are true and not following these traditions can lead to trouble for their people.

Storytelling Extras:

The following are elements that can be added to storytelling with tips for their usage: (adapted from Haven and Ducey)

Flannel Boards: Most often used for children under six, this flannel covered board can hold felt characters and be a visual aid in storytelling. Characters can be bought as a set or handmade.

Pros:

Good way for listeners to connect words with images

Can make an old story new again

Young listeners may follow the story more closely.

Cons:

Pieces fall off

Kids watch the flannel board and not you

Props: Objects used in the telling of the story. This can include drawings, folk objects, paper folding.

Pros:

Can provide cultural exposure

Provides a visual cue for something not easily explained

Can be more interactive with the audience

Cons:

May detract from the story

Props can stop listeners and pull listeners out of the story.

Costumes: Clothing that sets a character, period of time, or mood for a story.

Pros:

Can teach about a period of time

Set the mood for presentation

Cons:

You are stuck and can’t change in character, mood, or time.

Puppets: Puppets can include hand puppets, marionettes, dolls, and finger puppets. Puppets are used as actors in the story or interaction for the storyteller.

Pros:

Puppets can be real for young listeners

You can reveal another side of yourself

Cons:

Puppets always upstage the teller

You lose one of your hands

Puppets can scare some children because they can be real for young listeners.

Audience Participation: The audience contributes to the story. These responses include “chants, repeated phrases, songs, gestures, movements, guesses, and opinions.

Pros:

Engages audience

Vocal participation may help retention of the story.

Cons:

Traffic management-how will you signal the participation

You lose the silence sometimes needed to compel the listener into the story.

Certain audiences might get very excited and control over the audience is lost.

Cast of Thousands Stories: Stories in which members of the audience are used to help tell the story.

Pros:

Creates the opportunity for spontaneous story making

Works well in a large crowd

Cons:

Children’s feelings can be hurt if they are not chosen.

Traffic management can be difficult.

It is sometimes difficult to control the environment.

Music: Background music can be used for specific characters, over all background music, in call and response, or as a form of storytelling.

Pros:

Music can set a tone, provide audience participation, and add structure to a story.

Cons

Music can take listeners out of a story and into the present.

How to make a Story Tellable by Ellin Greene:

(adapted from Sturm, who included it in his article)

Have a clear defined theme.

Make sure the plot is well developed and can be understood

When telling the story make sure you uses vocabulary that makes vivid word pictures, understandable sounds and rhythms.

Characters need to be at least somewhat believable.

Stay true to the original source material

Use dramatic touches but do not over do it.

Make sure the story fits the audience.

Digital Storytelling

Please see the digital storytelling page for information on Digital Storytelling. [Transcriber note: Unfortunately this page was not recovered for transcription prior to the site closure. I will try to replace it with a comparable resource.]

Resources for Storytellers

http://www.afsnet.org/

The American Folklore Society aims to provide a means of connection between folklorists and the world. The website contains a folklore wiki and a list of publications related to the art of folklore. The website also contains information about membership in the AFS.

http://openfolklore.org/

Open Folklore is the product of a collaboration between the American Folklore Society and Indiana University Bloomington. Open Folklore aims to increase access to folklore, something which is troubling because of the ephemeral nature of oral storytelling.

http://storybug.net/index.html

The website of Karen Chace, professional storyteller, is full of resources for aspiring storytellers, educators and children.

http://storynet.org/

The website of the National Storytelling Network contains calendars of storytelling events, regional spotlights, resources for storytellers, grant programs and a link to a storytelling listserv. The goal of the NSN is to promote the art of storytelling by facilitating communication between storytellers. They also have a "Find a Storyteller" feature that gives information on Professional Storytellers in the United States.

http://talesandlegends.net/quotes.html

The website of storyteller Mary Grace Kefner which contains insight and quotes about the art of storytelling. It also includes ideas for workshops and programs.

http://www.aaronshep.com

Personal website of Storyteller Aaron Shepard who offers tips, resources, and a huge collection of stories that are ideal for storytelling. He also gives step by step instructions on his favorite way to pick, learn, and tell stories.

Resources for Finding Stories

http://www.americanfolklore.net/sindex.html

The website of American Folklore, which contains a listing of American folktales indexed by title, state, region, characters, historical or ethnic nature, weather-lore or tall tale.

http://www.netwoods.com/d-campfire.html

A site that features stories to be told to scout troops and around the campfire. It includes guides on how to tell a story.

http://www.pantheon.org/

A folklore- extensive online dictionary providing short definitions or descriptions of creatures and places of myth or folklore legend from all cultures. In addition to stories there are detailed images to go with everything.

http://www.gutenberg.org/

Project Gutenberg is advertised as“the Internet's oldest producer of free electronic books,” and allows searching for texts and is a resource for finding and then downloading folk/fairy tales online.

http://www.pitt.edu/%7Edash/folklinks.html

Folklinks is a comprehensive listing of folk and fairy tale sites, along with other resources for storytelling.

http://www.mythinglinks.org/home.html

Myth*ing Links features links to hundreds of mythologies, fairytales and folklore along with explanations of sacred arts and traditions with storytelling.

http://rickcreation.com/rickwalton/navlib.htm

Rick Walton's Online Library contains about 1,000 classic tales and fables, compiled by a successful author of children's books.

http://www.pagebypagebooks.com/authorlist.html

A collection of classics, formatted one page per file, which allows for fast loading, but limits utility in other ways. An anthology of unattributed fairy tales is included under the author identified as "Unknown."

http://www.classicreader.com/

ClassicReader contains books and short stories by more than 200 authors. The children's section includes numerous collections of traditional fairy tales, and the short-story section contains many literary fairy tales.

http://www.childrensbooksonline.org/index.htm

The Rosetta Project has a large collection of illustrated children's books, mostly from the nineteenth and early twentieth centuries. The books are reproduced as single-page, full-color image files, resulting in accurate and appealing replicas of the originals. An added attraction are the text-file translations of many of the stories into various languages.

http://www.mainlesson.com/

The Baldwin Online Children's Literature Project is collection that features yesterdays classics for today's children. It currently lists nearly 2,000 stories, many of them folk and fairy tales.

Sources

Birch, Carol. "A Storyteller's Lament." School Library Journal 53.12 (2007): 26-27. Library & Information Science Source. Web. 14 Nov. 2013.

Bishop, Kay, and Melanie A. Kimball. "Engaging Students In Storytelling." Teacher Librarian 33.4 (2006): 28-31. Library & Information Science Source. Web. 14 Nov. 2013.

Del Negro, Janice M. (2007). State of Storytelling. Center for Children's Books. Retrieved from http://ccb.lis.illinois.edu/storytellingpapers.html#state

Griffin, Barbara, Olga Loya, Sandra MacLees, Nancy Schimmel, Harlynne Geisler, and Kathleen Zundell. (1993). Storytelling Etiquette. Center for Children's Books. Retrieved from http://ccb.lis.illinois.edu/storytellingpapers.html.

Harrington, Janice. (2007). Ten Commandments. Center for Children's Books. Retrieved from http://ccb.lis.illinois.edu/storytellingpapers.html#ten

Haven, Kendall F. Story Proof: The Science Behind The Startling Power Of Story. Westport, Conn.: Libraries Unlimited, 2007. Print.

Haven, Kendall F., Ducey, MaryGay. Crash Course In Storytelling. Westport, Conn.: Libraries Unlimited, 2007. Print.

Hearne, Betsy Gould. "Cite The Source/Respect The Source; Reducing Cultural Chaos In Picture Books." School Library Journal 39.(1993): 22-27. Library & Information Science Source. Web. 14 Nov. 2013.

Higgins, Carrie. “Gather ‘Round the Campfire: Engaging Students And Creating Storytellers.” Knowledge Quest 36.5 (2008): 28-34 ERIC, EBSCOhost, viewed 14 Nov. 2013.

Lenox, Mary F. "Storytelling For Young Children In A Multicultural World." Early Childhood Education Journal 28.2 (2000): 97-103. ERIC. Web. 14 Nov. 2013.

Lipman, Doug. Improving your storytelling: beyond the basics for all who tell stories in work or play. 1999. Reprint. Little Rock: August House, 2011. Print.

National Storytelling Network. (n.d.). What is storytelling? Retrieved from http://www.storynet.org/resources/whatisstorytelling.html#

Pollicino, Elizabeth. The Reasearch on Storytelling is a “State-of-the-Heart”. AASL American Association for School Librarians. American Library Association, 2008 June, Web. 14 Nov. 2013. https://owl.english.purdue.edu/owl/resource/747/08/

Shepard, Aaron. “Researching the Folktale.” Aaron’s Storytelling Page. Aaron Shepard, 2004., Web. 14 Nov. 2013. http://www.aaronshep.com/storytelling/A65.html

Smith, Mary Morgan, and Mary Ann Gilpatrick. “Storytelling 101: Resources for Librarians, Storytellers, And Storytelling Librarians.” Children & Libraries: The Journal of the Association for Library Service to Children 3.1 (2005): 37-39. Library & Information Science Source. Web 14 Nov. 2013

Sturm, Brian W. “The Process of Sharing Stories with Young People.” Knowledge Quest 36.5 (2008); 12-18. Library & Information Science Source. Web. 14 Nov. 2013

“What is Fair Use?”. ALA. American Library Association, 2013. Web. 14 Nov. 2013. http://www.ala.org/Template.cfm?Section=copyrightarticle&Template=/ContentManagement/ContentDisplay.cfm&ContentID=26700

Vohs, Rosemary. “The Power of Storytelling.” Knowledge Quest 36.5 (2008): 19-20, ProQuest. Web. 14 Nov. 2013

[Tumblr Transcriber: Camilla Y-B]