Tips for ALSC online education courses

After recently taking the ALSC Online Education course, “Science, Technology, Engineering and Math (STEM) Programs Made Easy,” with Angela Young of Reed Memorial Library, my initial thought was to write a post extolling the virtues of ALSC’s Online Education, but then I remembered, I’ve already done that. (see earlier post)

Instead, as a veteran of five or more ALSC online classes, I have these few tips to help you make the most of your next class.

  1. Plan ahead.  Remember to add your professional development needs to your annual budget requests.
  2. Think ahead.  Don’t attempt to take a course during a season or time that you know you’ll be busy. There is homework. ;)
  3. Folders, folders, folders.  Whether the class is more instructional, e.g. Children with Disabilities in the Library, or more collaborative, e.g. Stem Programs made Easy, you will receive a lot of information in a short amount of time.  Use your hard drive, thumb drive, or cloud storage to make a folder and subfolders for your course content.  If your class is a collaborative one, i.e. each student contributing programs for re-use, you will receive a plethora of useful programs that you will want to use in the future.
  4. Rename files.   Most students (myself included) will submit work to the group’s shared board with some variation of Name, Assignment Name, Date.  This is helpful to the class instructor, but not to you as you frantically sort through folders trying find the great program on flight dynamics. If you download any of the proffered assignments, name them appropriately and include the author’s name (see below).
  5. Save a list of your classmates.  In the future, you may need a name or email address to connect, collaborate, clarify or credit.

Any tips you’d like to share?

New classes start January 5th!  What are you waiting for?

 

Clipart images free of copyright restrictions and obtained from Open Clipart .
Posted in ALSC Online Courses, Blogger Lisa Taylor, Slice of Life, STEM/STEAM, Storytime, Students, Uncategorized | Leave a comment

Día in Iowa!

Over the past two years, Iowa Library Services/State Library of Iowa has incorporated the recognition of Día in its annual strategic plan.  Our efforts have resulted in a greater level of awareness among staff in many of Iowa’s 544 public libraries of the importance in recognizing the multiple cultures present in Iowa’s towns and cities, and of providing programming and collections that reflect those cultures.

Iowa’s population is currently just over 3 million people, with significant populations of many cultural groups.  Among these are the following:  5.5% of the state’s population is Latino, with a projected increase by 2040 to 12.4%;  African Americans at 3.2%; Asian-Pacific Americans at 2.3%; Native Americans at under .5% and recent immigrants from Eastern Europe and Africa. Information at these links from the Iowa Data Center and the PowerPoint presentation by Dr. Mark Grey of the University of Northern Iowa detail the specific cultural groups within these broader categories.

Families enjoy reading together during a Día storytime in Skokie, IL.

Families enjoy reading together during a Día storytime in Skokie, IL.

Preceding Iowa Library Services’ inclusion of Día in its strategic plan, the Marshalltown Public Library, which has long celebrated Día and has made other significant efforts to include Latino families in its services, was awarded the National Medal for Museum and Library Services in 2013, awarded by the Institute for Museum and Library Services.  Marshalltown’s youth services manager, Joa LaVille, was instrumental in developing the services that in large part led to this award, and inspired us collectively to encourage other libraries to engage in outreach to all families in their communities, and to recognize the richness of the cultural diversity within their communities.

We then offered a webinar, offered on a statewide basis, last April 2, which is archived on our website.  Joa and another youth services librarian, Betty Collins of the Musser Public Library in Muscatine, presented their successes with Día programming to Iowa’s youth services librarians.  Both libraries have successfully mounted a variety of programs recognizing the multiple cultures in their communities.  Many of Iowa’s libraries are very small, with limited staff and hours.  But we encouraged them to do what they can, perhaps a display of books and other resources that can act as a welcoming gesture to families in their communities.

This spring, we were delighted to learn that one of our libraries, the Sioux Center Public Library, which serves a community of about 7,300 people won the national Mora Award, presented by REFORMA for the program their staff offered to celebrate Día.  Ruth Mahaffy, Bilingual Services Director, developed the program and will accept the award at the ALA Midwinter Meeting in January.

This spring, at our biennial conference for Iowa’s public youth services librarians entitled “Kids First,” Ruth and other staff from the Sioux Center Public Library will present a program on Día, and how they put together an award-winning program with very little money.  Joa LaVille will also be presenting a session on outreach to Spanish-speaking populations.  We used to hold this conference at the end of April, but I’ve moved it to early May, so that it no longer conflicts with Día.

Putting together a state-wide initiative means a commitment to a long arc and working to help library staff start where they are . . . sometimes small rural libraries with one staff member and relatively few hours of service per week can feel overwhelmed at the thought of an outreach project.  But by showing them that their peers are doing this, we can build momentum across the state in emphasizing the importance of recognizing the growing cultural diversity of their communities in their choices for programming, outreach, and collection development.


Merri M. Monks is the Youth Services Consultant for Iowa Library Services/State Library of Iowa.  Her email is merri.monks@lib.state.ia.us.

Posted in Dia, Diversity | Leave a comment

Sensory Storytime Tips

I’ve been doing my Sensory Storytime for 3 years now. I posted a brief “how-to” guide here a few years ago, and still get contacted frequently by people who are looking to start a storytime and want some help. I am so happy that librarians continue to want to reach this audience and serve these families in their communities. In the interest of providing more useful advice to people looking to get started, I’m going to list out some of my “top tips” here, stuff I’ve learned during my 3 years doing this program. You’ll see that the prep that goes into a Sensory Storytime is really similar in many ways to the prep you’d do for a “typical” storytime. (For even more great tips, check out Renee Grassi’s recent post. It is full of helpful info for those getting started or those who have tried and want to change their approach.)

1) Think Like a Teacher

The way I see it, families bring their children to storytime to have fun, but librarians always have the motive of educating while we entertain. A Sensory Storytime crowd is no different, but the skills they are learning might be a bit different or broader than the early literacy skills we weave into our typical storytimes. For my Sensory Storytime, when choosing activities or books, I always ask myself “How can I turn this into a way for kids to practice their language skills? (both receptive and expressive) How can it help them practice social skills like eye contact or executive functioning skills?”

  • Example 1: When I read The Deep Blue Sea by Audrey Wood, I pass out squares of colored felt. While I read the book, they need to wait for me to read the name of their color before they can come up and put it on the felt board (impulse control, receptive language, following directions…).
  • Example 2: I hand out yellow, pink, and blue egg shakers. Then we sing a song and shake our eggs.  I’ll put laminated colored ovals on my felt board that are yellow, pink, and blue and explain that while we’re singing, they can only shake their egg when they see their color on the board. (Receptive language, following directions, impulse control, motor planning…)

2) Think Like a Special Education Teacher:

When preparing materials for Sensory Storytime, I also ask myself questions like “How can I incorporate visual supports? How can I involve sensory input?” Visual supports are key for children with language challenges because it helps them know what to expect and scaffolds their language learning. You can see a picture of my visual schedule at my other post. Sensory input can come in many forms: tactile, visual, auditory, vestibular, proprioceptive… (If you’re interested in learning more, I like The Out of Sync Child by Carol Stock Kranowitz). Some kids are sensory seekers, some are sensory avoiders, and some are both, so you’ll see a range of responses to your sensory toys.

  • Example 1: When I read If You’re a Monster and You Know It by Rebecca and Ed Emberley, I put up a visual for each movement I want the kids to do. A typical child will know to watch me and try to copy my movement. For my Sensory Storytime kids, a visual can help remind them of what the movement is going to be so they can focus more attention on the motor planning aspect of actually doing the movement.
  • Example 2: When we read Tanka Tanka Skunk by Steve Webb, I hand out rhythm sticks. The kids clap their sticks together to match the rhythm of the book, as well as the tone (quiet when the animals are sleeping, loud when they wake up). The sticks give excellent sensory input (both auditory and proprioceptive). As I mentioned above, each child has a different sensory profile, so I noticed one little boy marching and beating the sticks really hard (and enjoying himself very much!) while another child seemed a bit nervous about the sound the sticks were going to make. Even the motor planning of holding the two sticks and clicking them together can be great practice for many children.

3) Be Flexible & Friendly

I’m sure this goes without saying, but go into the storytime room with way more books and activities then you’ll have time to do. Since my storytime is drop-in, I never know who I’m going to get, and I often need to switch my activities to cater to the ages and abilities in the room. The example above about matching the egg to the color on the board, for instance, may work well for kindergartners and up, but if I get a room full of young preschoolers and their toddler siblings, I won’t do it.
By being friendly and engaging, you can help create a trusting environment where parents can share more about their children. One mom shared with me that her son prefers nonfiction books, so I created visuals to go along with Who Lives Here? by Nicola Davies. And again, since my program is a drop-in, I had this book and these visuals with me and ready to go every month in case this family came to storytime.

4) Try Out Some Technology

iPads can be very motivating to all children, including those with special needs. One of my favorite apps I’ve used with this group is Cookie Doodle by Shoe the Goose. I have the children take turns coming up to interact with the app, which is based on making cookie dough, then baking, decorating, and eating cookies. Before the child gets to touch the iPad, I ask a simple question like, “What color icing will you use?” or “What shape cookie do you want?” The promise of using the iPad can be a strong motivator for kids to have a short social interaction with me!

Are you offering a Sensory Storytime or other program for children or teens with special needs?  What top tips would you offer to someone getting started?

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If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at alscblog@gmail.com.

Posted in Guest Blogger, Special Needs Awareness, Storytime | Tagged | Leave a comment

Hooray to Simon & Schuster for dropping the “Buy It Now” requirement on their ebooks!

In June, when Simon & Schuster made their ebooks available only to libraries who agreed to add a “Buy It Now” option to their catalog, I was torn between two important promises libraries make to kids and families: we will do everything we can to get you the books you want, and everything we offer is free.

My library holds the line on keeping things free in many ways, even to the point of refusing to offer summer reading coupons that require an additional purchase to get that free ice cream cone. Parents value libraries as places where they know they can escape the relentless pressure to buy stuff, and our commitment to keep it so extends online.

But what happens when the trade-off is keeping popular titles out of our ebook collection? I was stumped. I spent the past few months not taking a stand, simply delaying. Looking askance at every detail of the program and trying to find a good way out of two bad choices.

So I’m thrilled now that the requirement is gone and I can welcome Simon & Schuster to our ebook offerings! Welcome Bunnicula, Olivia, Lucky, Caddie, Derek and Rush! Thanks to libraries who tried “Buy It Now” and those who didn’t and everyone who keeps lines of communication open and advocates for books and readers. Thanks Simon & Schuster for listening and being flexible and working with us to find the way.

Rachel

This month’s blog post by Rachel Wood, ALSC Digital Content Task Force & Materials Division Chief at Arlington (VA) Public Library.

We would love to hear from you. Please email us at digitalcontenttaskforce@gmail.com.

Posted in Blogger Digital Content Task Force, Collection Development, eReaders/eBooks, Publishing World | Leave a comment

Music and Movement at the Library

This past summer, the Fayetteville Free Library (FFL) offered several new early literacy programs targeted at improving family health and nutrition. Perhaps the most popular of these were our “Music and Movement” programs for infants through preschoolers. We know that music and movement are important at every stage of a child’s development, and can be made applicable for children who are at different stages. We were especially interested in creating new ways to engage families with babies and toddlers, and this series provided a fun, dynamic way to do that. In fact, libraries are well positioned to provide access to music and movement opportunities for children. As children’s librarians we already sing, clap, and engage in dramatic play through action rhymes in our storytimes. And while there might be other businesses that offer these types of programs, we found that they are often expensive and cost prohibitive to some families. I don’t claim to be a music educator, but I do think that, as librarians, we can instill in children a love of music in much the same way that we encourage a love of reading.

So why is it important to offer a music and movement program? Research shows that “movement education is basic physical education that emphasizes fundamental motor skills and concepts such as body and spatial awareness, but that it is also a philosophy of physical education in that it is success-oriented, child-centered, and non-competitive”  (Pica, emphasis mine). We also know that childhood obesity rates in American are at an all time high. Music and movement programs not only aid a child’s physical development, they help children “feel good about their movement abilities, [thus] they are more likely to make physical activity part of their lives” (Pica). An active lifestyle is essential for a child’s overall physical fitness and health.

Benefits to Movement

  • There are many obvious physical benefits to movement, including cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition.
  • Children need 60 minutes of play with moderate to vigorous activity every day to grow up to a healthy weight (letsmove.gov).
  • Movement also has social and emotional benefits, as it helps children unleash creativity through physical expression like dance. Certain games and activities can also teach them cooperation and help them work together with peers and adults.
  • Finally, movement also helps children develop cognitively; “studies have proven that they especially acquire knowledge experientially–through play, experimentation, exploration, and discovery.  Though a developmentally appropriate movement program, instructors can help nurture the bodily/kinesthetic intelligence possessed in varying degrees, by all children” (Pica).

Benefits of Music

  • Music is vital to the development of language and listening skills. We know from Every Child Read to Read that singing is an important early literacy practice, and is a key way children learn about language.
  • Music’s melody and rhythmic patterns help develop memory, which is why it’s easier to remember song lyrics than prose text. This is why we learn our ABC’s in a song.
  • Music engages the brain, stimulating neural pathways that are associated with higher forms of intelligence such as empathy and mathematics. (National Association for Music Education)
  • Music and language arts both consist of symbols and ideas; when the two are used in combination, abstract concepts become more concrete and are therefore easier for children to grasp. (National Association for Music Education)

Program Plan

MusicMovementblurred2Hopefully, now you’re convinced and wondering how to implement a Music and Movement program of your own. Chances are you already have most of the ingredients! I used a combination of acapella singing and children’s CDs for the music. I then broke the 30-45 minute program down into different activities and skills, for example, exploring up and down/ stretching and jumping; clapping and rhythm; clapping/singing and tempo; etc. Many of the songs and rhymes I used to correspond to these activities are familiar and beloved: “Pop Goes the Weasel” for jumping, “If You’re Happy and You Know It” for clapping, “Row Your Boat” for rhythm. For each song we sang as a group, I also played a song from the CDs. Other favorites included stop and go, or statue games. Children dance and move until the music stops and then have to freeze in place! Playing “statue” develops listening skills and helps children distinguish between sound and silence. It also helps them practice self control, starting, and stopping. “Stop and Go” by Greg & Steve and “Bodies 1-2-3” by Peter & Ellen Allard are perfect songs for this activity, but you can really use any song and then manually stop the music unexpectedly!  

In the second half of the program, we explore an instrument. Shakers and bells are perfect for babies, toddlers, and preschoolers, and rhythm sticks are fun for older groups. There are tons of great shaking songs, including “Shake Your Sillies Out” by Raffi, “Shake, Rattle & Rock” by Greg & Steve, “Shaky, Shaky” by the Wiggles. “Frere Jacques” is a classic if you’re using bells. If you can’t afford a large set of instruments, you can also make your own and explore the sounds of common household items. I sometimes intersperse this half MusicMovementBlurredof the program with movement activities like jumping jacks and toe touches. Finally, we end with the parachute activities. We bought a 12’ parachute for $25-30 and a smaller 6’ one for use with the babies and toddlers. Not only are the parachutes endlessly entertain to children of all ages, they have a myriad of uses and promote teamwork and coordination. If you have bean bags, small balls, or a beach ball to add, even better.

Our Music and Movement Program at the Fayetteville Free Library was wildly successful with 40-50 attendees at each session. It was the perfect way for us to reach families with young children of all ages and support family health and an active lifestyle at the same time. Do you offer a music and movement program at your library? Tell us about it in the comments!

Resources for Music and Movement Education

  1. Pica, R., & Pica, R. (2010). Experiences in movement & music: Birth to age 8. Belmont, CA: Wadsworth/Cengage Learning.
  2. Early Childhood Music and Movement Association
  3. LetsMove.gov
  4. National Association for Music Education

(Photos courtesy guest blogger)

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Stephanie Prato is a member of the ALSC Early Childhood Programs and Services Committee. She is the Director of Play to Learn Services at the Fayetteville Free Library in NY. If you have any questions, email her at sprato@fflib.org.

Posted in Blogger - Early Childhood Programs and Services committee, Programming Ideas | Leave a comment

Is Hello Kitty a Cat or a Girl? And Does it Matter? News from the 1st ever Hello Kitty Con!

Is she a girl or a cat? This question about iconic Japanese character Hello Kitty was hot on the Internet not long ago, but the thousands of fans of all ages who attended the sold-out first-ever Hello Kitty Convention in Los Angeles over Halloween weekend were unconcerned with the answer. Instead, they were indulging in an overload of “kawaii,” the Japanese word for “cute”, as Hello Kitty mania took over Los Angeles.

If you’ve never attended a fan convention (or “con,” as they are known among insiders), it’s a must-do for anyone interested in popular culture and the many characters who live in our imagination. Children in particular are drawn to familiar characters, as any children’s librarian can attest. Sanrio’s Hello Kitty is especially popular among patrons young and old alike at my library, and I was thrilled to have the opportunity to get up close and personal with her at the convention.

Hello Kitty Apple

Hello Kitty Apple

As a blogger, I snagged an invitation to a super-exclusive press preview and elegant VIP party the night before the “con” opened officially to the public. This was a special delight for me as not only was I able to see the exhibits without the sold-out crowds of the convention, but we even got swag bags filled with exclusive Hello Kitty goodies (these included an actual apple with a Hello Kitty logo in an elegant box with a gold ribbon–an inside joke for Hello Kitty fans, since Hello Kitty is described as five apples tall and weighing as much as three apples).

As you might guess, a retrospective of Hello Kitty merchandise from her 40-year career was on display, including the original Hello Kitty coin purse, the first item manufactured, which was on display for the first time in the U.S. Normally kept in a vault in Japan, the tiny purse was exhibited in a special darkened room where it was shown as proudly as the crown jewels! A huge reproduction was also on display for photo ops.

There were many special opportunities for fans, including free Hello Kitty tattoos designed especially for the con–the real kind for adults, although the stick-ons for kids were also available. The tattoos were in such demand that fans had to line up at 5 a.m. to get a spot. FashionOther highlights included an incredible high fashion installation curated by Stephiee Nguyen of JapanLA clothing, with one-of-a-kind creations by 13 designers from all over the world, special workshops with designers such as Paul Frank where fans could learn Hello Kitty-themed jewelry making, nail art, scrapbooking, and other crafts, and of course lots of exclusive shopping with merchandise available only at the convention. Fans waited in line over five hours for a chance to spend money at the special Sanrio pop-up store, although a Super Supermarket with other exclusives from Sanrio licensees offered slightly shorter lines (Hello Kitty SPAM, anyone? Or how about Hello Kitty headphones from Dr. Dre?)

booksLibrarians and booklovers were not ignored, since the Super Supermarket included representatives from Viz Media’s  Perfect Square imprint. Viz is one of several publishers who produce high quality Hello Kitty books suitable for the library market. Currently five volumes are available in their Hello Kitty graphic novel series; this suitably adorable series is wordless, and thus suitable for pre-readers as well as older children who can use these graphic novels to develop their own narrative skills by imagining the stories through the images. Perfect Square was also promoting a new release, Hello Kitty, Hello 40: a Celebration in 40 Stories, in which a variety of authors and illustrators pay tribute through stories and art.

As at other conventions, fans could attend an array of panels with Hello Kitty experts, including one with Hello Kitty head designer Yuko Yamaguchi. Although Hello Kitty was created “to inspire happiness, friendship, and sharing across the world,” she was initially a minor–i.e. not very profitable–character at Sanrio. It was not until Ms. Yamaguchi took over her design in 1980 that she increased in popularity until she became the #1 character in Japan. Ms. Yamaguchi’s aspirations for Hello Kitty do not stop there, as she would like to see her become the #1 character world-wide. As to whether she’s a cat or a girl, Ms. Yamaguchi replied that she didn’t understand what all the fuss is about. “She’s not a cat and she’s not a human,” she responded. “What’s Mickey Mouse? I don’t think he’s a mouse…Hello Kitty is Hello Kitty and it’s my wish to continue to nurture her as a very special brand.” (you can read more of Hello Kitty’s back story here ).

It is clear from the enormous response to Hello Kitty con that, whatever she is, this deceptively simple and widely marketed character has a very special place in the hearts of both children and adults. I don’t doubt that Hello Kitty will be around for many years to come.

(All photos courtesy guest blogger)

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Margo Tanenbaum receives a hug from the famous Kitty

Margo Tanenbaum receives a hug from the famous Kitty

Our guest blogger today is Margo Tanenbaum. Margo is a children’s librarian in the Los Angeles area.  She blogs about children’s books at The Fourth Musketeer and is co-curator of Kidlit Celebrates Women’s History Month, a group blog with posts published in March.  

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at alscblog@gmail.com.

 

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Circulating Science Kits

This gallery contains 2 photos.

Tweet My manager and I toss around What Ifs all the time. What if we tried this? Wouldn’t it be amazing if we could do that? What if it’s finally time to try that crazy idea out? The Fizz Boom … Continue reading

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A Sweet Story: Girls Scouts and Libraries

Girl Scouts. Cookies. The two have become synonymous, but there is much more to being a Girl Scout than selling cookies. As it turns out, libraries and librarians are often right there helping the troops during their non-cookie-selling time. Juliette Gordon Low organized the first troop in Savannah, Georgia, in 1912, and since then this organization has grown to include over 59 million American women and 10 million international members spread over 145 countries (source). Chances are that many of you reading this blog post are counted among that number.

That was definitely the case when I inquired across the listservs to see how libraries across our nation are working with their local Girl Scouts. Many of the responses were from librarians that were once Girl Scouts themselves and were more than happy to help the next generation of young females earn their badges. The responses ranged from as simple (but important) as offering space for troops to meet and public places to display their projects, to more hands-on collaborative planning and implementing programs for girls to earn badges and Gold/Silver/Bronze Awards. Here are a just a few of the wonderful ways that libraries across the country have worked with local troops:

Library and GS Program Ideas

For the sake of space, I’m unfortunately not able to share all the great responses I received, but I do want to highlight a few library/Girl Scout collaborations that have made big impacts on their communities. The first is an official partnership between the Girl Scouts of Kentucky’s Wilderness Road, the Kenton County Public Library and a few other community partners to host a day-long program titled Transition Quest to help prepare incoming 6th graders for middle school.  The second is the official partnership that the Girl Scouts of NE Kansas and NW Missouri and the Johnson County Public Library (Kansas) formed to assist the girls in completing their Journey entitled It’s Your Story: Tell It!

JCL library

Photo provided by Barbara Brand, Youth Services Manager, Johnson County Library (Kansas)

Just last month, JCL librarians, Megan Bennen and Kelly Sime presented this program at the Kansas Library Association Conference and their sessions handouts provide a lot of information on how other libraries could implement a similar collaboration with local Girl Scouts.

kansas library

With 2.3 million active girl members and 890,000 adult members serving mostly as volunteers (source), chances are there is an active Girl Scout troop in your community and they would love to work with their public libraries (search for a local council here).  The most important piece of information that I gathered from those librarians that have worked with their local girl scouts is to make sure that there are no communication glitches along the way.  The librarians that did experience a few obstacles along the way mentioned that they were usually because of travel accommodations (getting the girls to the library), timing (try to avoid school holidays, such as Fall and Spring breaks), publicity (whose responsibility is it to publicize the event), and budgets (who is going to purchase the supplies, including the badges).  Youth Serices Librarians, Karen Lucas from Madison Public Library-Sequoya Branch in Madison, WI, and Deidre Winterhalter, from Hinsdale Public Library in Hindsale, IL, both encountered the transportation problem when working with their local Girl Scouts.  Ms. Lucas helped her local troop earn their Reading Badge by asking them to write a brief paragraph about their favorite books and then she used this information to compile a bibliography for 1st and 2nd graders.  Ms. Winterhalter also worked with a local troop that could not travel to to the library by having them create a banner to promote the library’s summer reading program.  This banner, with their names and troop number proudly displayed, satisfied not only their badge requirements, but also fulfilled a service the library needed.

Here’s a fun idea from Abbe Klebeanoff, Head of Public Services for Lansdowne Public Library in Lansdowne, Pennsylvania, that might help brighten your library this winter!

(video owned by Abbe Klebeanoff, Head of Public Services for Lansdowne Public Library and shared with her permission)

QOTD: Have you worked with your local Girl Scout Council?  What did your library do and what did you think was most successful about the program?


 

Lori Coffey Hancock is a school librarian for The Lexington School, an independent private school in Lexington, Kentucky.  Her involvement with Girl Scouts began when her daughter joined the Girl Scouts as a Daisy in 2009.  She is currently the Awards chair for the Kentucky Association of School Librarians and serving as co-chair for ALSC Liaison to National Organizations Committee. You can reach Lori on Twitter (@onceuponarun_lh).

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