Commitment to Client Group

Play on a Shoestring in the Public Library

Free play is child-directed, voluntary, internally motivated, and fun.  It strengthens physical, emotional, social, cognitive, creative skills and fosters communication skills as well. Children talk and listen while they play, and they also read, write, draw, and sing!  According to Dr. Karyn Purvis, it takes 400 repetitions to create a new synapse in the brain- unless it’s done with active play. In that case it takes only 10-20 repetitions. Play is truly the work of a child and also a pleasant vehicle for interaction between kids and their grownups.

Competencies for Librarians Serving Children in Public Libraries

MLA-Children and Young People’s UnConference

The MLA-CYP UnConference, held this year on March 29th, 2019 at Rochester Public Library in Rochester, Minnesota, is a day filled with learning about youth development, networking, and soaking in every ounce of inspiration and creative juices you can from other youth services librarians! “Be the person you needed when you were younger.” —Ayesha Siddiqi. One of the key takeaways from this day of learning is that as youth workers, not only should we focus our efforts on programming but also advocating for their presence within the library!  Youth should feel welcome and safe when they are at the library. Investing in services for teens is not only important for their development, but also for the future of the library! As youth workers we want to foster a love for the library while also encouraging teens to become invested library users- both today, tomorrow, and in the future! It is…

Competencies for Librarians Serving Children in Public Libraries

A Call for More Free, Accessible Professional Development

A Children’s Librarian By Any Other Name… “Early childhood educator,” “parent educator,” “community worker,” and “social worker.” These are all terms Children’s Librarians have used to describe themselves in the 2017 Every Child Ready to Read report. Children’s Librarians are expanding their skill set and taking on new and exciting roles to best serve their communities. The caveat, of course, is that many librarians are not trained as early childhood educators, parent educators, community workers, or social workers. As our job description expands, so is our need for training and mentorship. The strong sentiment in the field that library and information graduate programs don’t adequately train librarians with real life skills persists. In a 2014 article on the recruitment and retention of Children’s Librarians, Virginia Walter states “no public library can assume that a graduate of an ALA-accredited program has received any relevant training” (p. 27) The lack of preparation…