Search Results for "virtual school"

Virtual School Age: Coding

I’ve been part of my library’s virtual storytime team over the last month, and today, it is my turn to expand into virtual school age programming.

About three years ago, I started the Innovation Academy programming series because of a technology grant that gave us about $5000 in tech ideal for ages 8-11. The program series was popular, as anything with technology seems to be, but after a few years I grew close to burnout with tech. I was one of the only staff members interested in tech programming, and I felt obligated to keep creating it since there was a patron interest.

We had a mixed audience at every program, which made it difficult to plan. I couldn’t move on to advanced content because at least a third of every program’s attendees would have never used any kind of tech before. Another third would have come to every single tech program I had done in the last 2-3 years, and they would quite loudly complain that they had done this activity before. The other third would be some combination of the previous two, while also regularly letting me know that they had more advanced tech at home or at school. Oh, and there were also the kids who were too young to be in the room and couldn’t read (and didn’t have the patience to try to work through any kind of problem solving).

Luckily, last year, our department divided up the Innovation Academy program series, expanding its content to cover more than tech but also expanding the staff who ran the program. This gave me a much-needed technology break, and while I can’t say I am ready to jump back into monthly tech programs, I don’t mind the occasional offering, and I definitely don’t mind trying to translate that content to a new medium–online!

My library decided to approach school age programming so that:

  • Ages are expanded–all programs have materials for ages 6-11.
  • Attendees register via Evanced (our regular event registration software).
  • On the day of the event, the program presenter will email attendees a video introduction as well as a PDF with resources, content, and activities to do at home.

My first program goes live today, so I don’t know what the patron feedback will be. Four days before the event, we already have 60 sign-ups, which is fantastic! Our first school-age event from last week, virtual Young Engineers, received a great response from virtual attendees, so I’m hoping that pattern continues.

Content

This session’s intro video is below. It is boring. I’m going to work on ways to make it more engaging–including seeing my face talking–for next time, but I was determined to get this done this week, and double storytimes meant that reading my notes instead of talking was just easier.

Participants can watch the video, or they can move straight to the packet, included below. It covers the vocabulary reviewed in the video, and also provides four pages of coding resources for all levels of coders, from beginning to advanced, including unplugged, block-based, and text-based coding activities.

Pros and Cons

Obviously this format is different than standard library programming, and there isn’t too much we can do about that. Until we have a vaccine for COVID-19, our world is going to look different. Encouraging people to gather for entertainment purposes, while mentally helpful, is simply dangerous at the moment. Speaking personally, my life, my coworker’s lives, and our patron’s lives aren’t worth creating an hour’s worth of entertainment–or learning–right now. When stay at home orders are lifted, some people will run from their homes to any open location–that doesn’t mean we are obligated to amuse them at our own personal risk. Other people will stay home and prioritize their and other people’s safety.

Everyone will make their own choices, and virtual programming allows us to reach people in a way that is safe for everyone. Unfortunately, it means we will be missing people, especially those that need our services the most. I don’t have an answer for that, but I will say that in almost all cases, in my particular library, the people who are coming into our library to attend our physical programs are not the people who don’t have Internet at home. They may make choices about screen time limits that may make it hard to attend our virtual programs–and honestly, if you are able to stick to those limits in these crazy times, good for you–but they still have access if they choose to use it.

I don’t think temporarily moving our programs virtual is preventing our regular users from accessing the library. Figuring out how to reach those folks who could never make it into the library in the first place is a bigger question, and virtual programming may actually be opening doors instead of closing them. According to Pew Research, 68% of low income families use social media (with Facebook being by far the most popular tool). While I don’t have the statistics, I will bet that 68% of our low income families don’t visit our library regularly.

Obviously, no matter how I try to spin it, there are still cons to online programs. They feel impersonal. I can’t adjust a program based on a participant’s response. I can’t lead them through a problem the same way I could in person. I can’t give them physical items to work with and explore, from robots and 3D printing pens to even simple craft materials. I don’t even know how many participants opened the files I sent or actually did any activity. People could really struggle with what I provide, or simply not like the format, and I may never know.

To end on a positive note, however, there are small good things to focus on too. So many of those reasons that I was burnt out on tech disappear here. I can provide activities and resources for all ages and abilities–from those preschoolers sneaking their way into school-age programs to the attendees that have been coding for years. I’ve got you all covered.

Online programs can promote family engagement in a way that in-library programs can promote peer-to-peer learning. Adults learn about fun ways they can connect with their kids without having to spend money on robots and 3D printing pens and craft supplies. Programs can be completed whenever is convenient for a family–as soon as an email is distributed, after work is done, over the weekend, a year from now. If the baby is super grumpy, a family doesn’t have to worry about leaving the house and arriving 30 minutes late. If a kid is really, really, really bored with Scratch, they don’t have to yell that at the top of their lungs in a room of their peers–they can just try Code Combat instead.

I want to get these kids back in our programming space–I miss them. I miss watching them grow up over the last few months, and possibly over the next year. Virtual programming provides us a bit of everything–while we don’t always get to see the kids, we still get to connect with families, share some cool learning opportunities, and connect our patrons to the ideas, interests, and passions that matter to them. Just with a little more distance between us and them.

Virtual School Age: Virtual and Augmented Reality

I’ve been part of my library’s virtual storytime team for the last few months (and into the summer). Last week, I had a chance to dive into school age programming again.

This was my second foray into a virtual Innovation Academy program. I received zero feedback from the first program or from this program, so I have essentially no idea what patrons thought of either event, or if they even opened the documents I sent. So it goes with virtual programming.

Read more about the how, why, and pros and cons for this particular program series in my last post on this topic: Virtual School Age: Coding.

Some details on how this series works:

  • Program materials are designed and curated for ages 6-11.
  • Attendees register via Evanced (our regular event registration software).
  • On the day of the event, the program presenter emails attendees a video introduction as well as a PDF with resources, content, and activities to do at home.

Content

The challenge with tech programs at home is coming up with tech ideas that only use technology the average family is likely to own–essentially, a computer and a smartphone. Coding was an easy choice, but so many of my regular in-library programs rely on physical technology (3D pens, 3D printer, Bloxels, various robots, etc.).

Augmented Reality just involves a smartphone–something that many people may already own (or at least those people who are signing up virtually for a virtual event).

I wanted to make this program a bit more focused with activities that build based on your knowledge and age–starting with defining the concept, moving on to exploring the concept, and finally creating something on your own.

This was a great plan until I spent way too many hours trying to find a tool that allows kids to create their own Augmented Reality apps or games. This feels like it should exist, and it does in a few forms, but most of those forms involve (1) apps that are outdated/don’t work with the newest Android/Apple updates, (2) software that costs money, or (3) apps that are in development by Princeton and will be SO COOL in three years.

To allow for that “create” portion of the program, I expanded the program topic to “Augmented and Virtual Reality.” While you can’t explore virtual reality without a headset, you can create some cool virtual reality tours with Google that can be made and shared without needing a headset. Is it as cool without a headset? No. Does it still get the point across? Yes.

Just like last time, I provided an instruction video for participants:

Participants can watch the video, or they can move straight to the packet, included below. It covers the concepts reviewed in the video, and also provides a written explanation of the resources and tutorial shown in the video.

Virtual School Age Program: Pokemon Week

Last week was an extra layer of busy for me. Each summer for the last three years we have had a Pokemon event. Typically, our Pokemon Party lasts about two hours, has about 200 attendees, and includes trivia, BINGO, crafts, tech, snacks, card trading, and more. The 2020 Pokemon Party was on the calendar…and then COVID happened. Even though this event typically relies heavily on in-library activities and the shared love of a few hundred Pokemon fans in one space, I knew this was one of my must-make-virtual activities.

Pokemon Party turned into virtual Pokemon Week, mostly hosted through Facebook Live. This platform creates some limitations, but it has been our go-to location for most of our virtual programming (and we do still see a lot of familiar faces on there). I created off-Facebook versions of these programs to allow for non-social-media users to also join in on the fun.

Attendance was strong at these events, with 60 active participants in both Pokemon Trivia and Guess that Pokemon, and about 40 active participants at Pokemon BINGO.

In addition to all of the shared content below, I also had these three links available for each event:

Day One: Pokemon Trivia

Very similar to our in-person trivia (except no prizes and easier), our virtual Pokemon Trivia included 20 questions. This was created in PowerPoint and presented using Facebook Live’s screen share tool. Due to the setup, my computer screen was the PowerPoint file, so I had a coworker typing answers to comments, and I verbally responded to some comments after seeing them through the livestream on my phone. Audio and video quality are a big deal as we move farther down the path of virtual programming, and I will never doubt the value of my lovely Yeti microphone (I actually like my voice when I listen back to a recording. I didn’t think that was possible.).

Video of Facebook Live Event:

Same Event on YouTube: The same trivia content can be found in the YouTube video, though this was created for this platform so the extra content is a little different:

Certificate: At the end of the trivia event, we provided a link in the comments to a printable Trivia Master certificate:

Additional Links:

Day Two: Guess that Pokemon

During our in-person event, this is a passive station with images on the wall that attendee’s identify, self-score, and then pick-up a small prize (like a button or bookmark). I made this another trivia-style event.

Video of Facebook Event:

Same Event on YouTube:

Certificate:

Additional Links:

To Make Your Own Character Shadows: I used Microsoft PowerPoint, though this should work in any Microsoft tool (and most image editing software):

  • I found most of my Pokemon images here, though any image without a background can be edited this way.
  • In PowerPoint:
    • I pasted the image.
    • Right clicked on the image and selected “Format Picture.”
    • In the new options to the right, I selected the fourth image in the new toolbar, “Picture.”
    • Changed the “brightness” to zero. The image is now solid black.

Day Three: Pokemon BINGO

Pokemon BINGO was a different virtual adjustment–attendees were able to see me this time! There was an extra “step” here–attendees needed to download Pokemon BINGO cards ahead of time and either print them out or play virtually (like in a paint style program).

Video of Facevook Event:

Downloadable BINGO Cards: 100 unique downloadable Pokemon BINGO cards, plus instructions to play at home.

Certificate:

Additional Links:

Day Four: How to Draw Pokemon

We wrapped up our Pokemon week with our first virtual presenter for the summer, cartoonist Steve Harpster. He taught kids how to draw cartoon-style versions of a variety of Pokemon!

Virtual Book Talks

Reader’s Advisory is a major part of any youth librarian’s job–you need to be familiar with popular titles as well as be ready for those more obscure reader’s advisory questions (“I want books about REAL unicorns. None of that pink glittery nonsense. The REAL ones that eat people.”).

In the library, we provide this service regularly through all kinds of resources–in-person reader’s advisory, displays, booklists, librarian-curated posters and bookmarks of recommended titles and popular genres, and more. My library also sends us into classrooms to talk directly to kids about some great books they might be interested in.

I read a lot. I also love booktalking in classrooms. But I am now working from home, schools in Ohio are not going back this year, and, honestly, I don’t really expect public librarians (or anyone really) to be allowed into classrooms next fall.

So how do we keep reaching those kids? The same ways we have been doing everything lately…virtually.

Video Book Talks

Someday, when we are in a better routine and know what to expect out of life again, I would love to make video book talks. At the moment, I am just getting my feet under me with weekly virtual storytimes and starting monthly virtual school-age programs, and with the constant uncertainty of when and how we will reopen, I don’t want to start something like this at the moment.

Feel free to watch this, uh, interesting creation circa 2017 (that has over 700 views?!?!?!).

I think there are ways to make virtual video book talks much more engaging than the above video, even after eliminating the obvious issues like what-color-is-that-wall and better sound (And, um, pronouncing the title and main character’s name correctly. I’m sorry Hena Khan.).

Some of my dream video book talks include a lot more engaging cuts, edits, and images to be more visually exciting, but I think I may have to settle for a notch under that if I am able to start filming these in the next few months, just due to the time required to make those edits. I’m storyboarding our summer reading video at the moment, and while I think it is going to be pretty awesome, I also recognize the time involved.

Audio Book Talks

One of my coworkers started making audio-only book talks uploaded to SoundCloud, which is a new format for me. I really miss the visual element of video, but I will be the first to admit that it is much easier to read a script into a microphone than babble into a camera and worry about lighting and camera placement and my hands endlessly moving.

I have not put in the time on these that my coworker has (listen to Lisa’s great work here), but some of my files are linked below.

For any of you with an ear for audiobooks–I know some of you are reading this blog–please ignore my mouth sounds. And breathing. And spit. And dry mouth. And p-pops. I’ve been trying to edit all of that out, but it is exhausting, and there is only so much time in the work day. I can’t spend three hours or more editing a three-minute audio file, as much as ALL I HEAR is spit when these play.

Note: I watched a webinar yesterday on disability access and virtual programming. One of the key points they mentioned was making audio files accessible with a script to read for folks who are deaf. I hadn’t considered that before but am planning to edit descriptions for the files below and include text for future audio book talks.

2nd-3rd Grade:

Desmond Cole Ghost Patrol by Andres Miedoso

Mia Mayhem by Kara West

Zoey & Sassafras by Asia Citro

3rd-4th Grade:

Poop Detectives by Ginger Wadsworth (non-fiction)

Klawde: Evil Alien Warlord Cat by Johnny Marciano

4th-5th Grade:

Small Spaces by Katherine Arden

Do you have plans for new ways to look at reader’s advisory in a world where we may not be encouraging patrons to hang out in our building and may not be going into new locations for in-person outreach?

Elephant & Piggie Storytime

10,000 years ago, in the days that were March, spring break week was supposed to end with an Elephant & Piggie Party. We had borrowed the full body costumes for some guest appearances, I had too many games and crafts planned to fit in our space, and we were expecting a decent crowd–last year’s Paw Patrol event, on the same day and time, had 300 people.

But before spring break, our library closed because COVID, etc., etc., etc., if you are reading this post in 2020 or soon after you don’t need me to rehash the details again. If you have no idea what COVID quarantining was…well I’m surprised this blog is still being used. Hopefully Google still exists too. Anyway, last weekend, I was able to bring part of the Elephant & Piggie Party online with Elephant & Piggie Storytime.

We had a smaller turnout than we would have had in person–just 51 online viewers during our Facebook Live event–but there were many familiar faces and the engagement in the comments was amazing.

To help continue the Elephant and Piggie fun at home, I curated a PDF packet that we shared with event participants. Download it here.

The general storytime layout is below. I wish I could share the whole video with you because some of the best parts just aren’t in the pre-made YouTube videos. I added a few screenshots for your enjoyment where I could.

Find additional content at the links below:

Backdrop Setup: Pennant banners and book covers helped make my backdrop more on-theme to increase the Elephant & Piggie excitement:

Elephant & Piggie Intro: We got ready for storytime with my go-to storytime intro song: Shake Your Sillies Out by Rainbow Songs.

Fingerplay: I Have One, I Have Two, I Have Three Little Piggies!

First Book: Let’s Go for a Drive by Mo Willems

Let's Go for a Drive! (An Elephant and Piggie Book) (An Elephant ...

I used to perform this book as a puppet show back when I was a teen volunteer, so I’m very familiar with the content. I included some props and got quite energetic in sharing the book:

Song: Elephants Have Wrinkles by Rainbow Songs

Magnet: Piggie, Are You In a Book?

Magnet: Five Elephants in the Bathtub
**This was the planned starting point for Pigeon takeover. I made a full video for YouTube, but this wasn’t part of the storytime beyond the introduction.

Pigeon Takeover: I’ve been trying to think of ways to use virtual storytimes to my advantage. In a room full of kids, I could never transform a storytime space like I’m able to by covering the camera for a minute and swapping out decor. Hence, Pigeon Takeover was born.

**Our storytimes are live. This would have been much easier pre-recorded, but it wouldn’t have been half as fun.

How This Worked:

  • While swapping out magnet pieces from Piggie, Are You in a Book? to start what I told viewers was our next activity, Five Elephants in the Bathtub, I really pressed play on the iPod Touch I use for music (connected via bluetooth to a speaker), starting a Spotify playlist. The playlist contained 7 door knocking sounds followed by the Hot Dog! song by They Might be Giants (Pigeon likes hot dogs!).
  • Once the knocking started, I pretended to ignore it while making an annoyed face before apologizing to viewers and telling them I needed to check on the door. I’d be right back!
  • As soon as I was off camera, stuffed Pigeon made an appearance, using a sign to make his opinions known:
  • I moved the Pigeon Storytime sign up against the camera before swapping it out with a black washcloth. The Hot Dog! song continued to play and my awesome coworker kept the shenanigans going in the comments while letting viewers know to keep watching.
  • In a minute, I swapped out as much of the decor as I could, focusing on: the books on the bookshelf, stuffed animals, and hanging up as many Pigeon book covers and pre-cut Pigeon images on top of the Elephant and Piggie decor as I could manage. These were all pre-taped and on a table off camera.
  • I positioned myself with the Pigeon headband and holding some of Pigeon’s signage. I made sure before I started that my chair was close enough to the camera to remove the wash cloth in a clean motion. I stopped the music, moved the wash cloth, threw in a “is there a bird on my head?” joke, and let my confusion show before accepting my fate that I was now in a different storytime:

Book: Don’t Let the Pigeon Drive the Bus by Mo Willems

Don't Let the Pigeon Drive the Bus! by Mo Willems, Hardcover ...

Since this was now Pigeon storytime, we had to wrap things up with a Pigeon story.

Closing Song: If You’re an Elephant/Piggie/Pigeon and You Know It!

Extra: 5 Little Pigeons Jumping on the Bed

Virtual Baby Storytime: Week 9

While we look at moving back into the library (I’m back in the library two days a week now–starting today!), virtual programs continue. We are discussing how to transition to filming in the library, especially since our building will most likely be opening to the public soon, any regular programming spaces are being used for quarantine of deliveries or returns, and an open-office staff space with no area for private filming. Returning to the library gives others staff members who don’t have the at-home tech an opportunity to film storytimes…but that also means restarting a learning curve about the technology and the differences between an in-person and virtual storytime, at a time when the patron expectation in program quality is higher (after all we’ve been doing this a while).

Background: While my library is closed during the COVID pandemic, we are hosting five virtual storytimes a week, livestreamed through our Facebook page. While those livestreams are deleted soon after they are complete, we are also making YouTube clips of select elements of our storytimes that our patrons can view anytime they would like–and that I can share with all of you!

Find additional content at the links below:

Baby Storytime Intro Song & Rhyme

Early Literacy Tip & Book: Leo Loves Baby Time by Anna McQuinn

Leo Loves Baby Time: McQuinn, Anna, Hearson, Ruth: 9781580896658 ...

Early Literacy Tip: Babies understand more than they can say. Using gestures, including sign-language is a great way to communicate with your little one. More, Stop, and No are great words to practice.

Song: She’ll Be Comin’ Round the Mountain by Old Town School of Folk Music

Action Rhyme: Head and Shoulders

Bounce Rhyme: Old Grey Mare

Bounce: Two Little Boats

Song: The Tickle Song by Rainbow Songs

Puppets: Jump!

Manipulative: Stuffed Animals

Closing Song: Skinnamarink

Virtual Baby Storytime: Week 7

I am bouncing with ages quite a bit in June, and while I will be presenting two more virtual preschool storytimes this month, I am also back to Baby Storytimes the whole month. I’m excited to be back with babies, though not so much to have to live up to my coworker’s adorable baby who made appearances throughout May.

As I expected, I am recycling some of my content here that I used in the first six weeks. Repetition is good for this age, and I also keep to a more strict routine with this age range week to week (though I am reordering my middle slightly). I have had more time than I may have had in the library, so I was able to do more research than usual, and I am planning to scatter a few new content pieces throughout, especially new body rhymes and puppet activities, which will mean a couple new videos a week.

General baby storytime links I share with the public:

Background: While my library is closed during the COVID pandemic, we are hosting five virtual storytimes a week, livestreamed through our Facebook page. While those livestreams are deleted soon after they are complete, we are also making YouTube clips of select elements of our storytimes that our patrons can view anytime they would like–and that I can share with all of you!

Find additional content at the links below:

Baby Storytime Intro Song & Rhyme

Early Literacy Tip & Book: Peek-a-Baby by Karen Katz

Amazon.com: Peek-a-Baby: A Lift-the-Flap Book (9781416936220 ...

Early Literacy Tip: Talk to your baby as you go about your day, even if they can’t respond with words yet. Encourage, listen, and respond to your baby’s babbling.

Song: Row, Row, Row Your Boat by Old Town School of Folk Music

Action Rhyme: Make Your Arms Go Up

Bounce Rhyme: Humpty Dumpty

Bounce: Here We Go Bumpy Boo

Song: If You’re Happy and You Know It by Old Town School of Folk Music

Puppets: Brown Bear, Brown Bear

Manipulative: Scarves

Closing Song: Skinnamarink

Virtual Baby Storytime: Week 4

Week 4 of virtual baby storytime! I am finally at a 30 minute storytime, woot!

Views dropped this week, with about 35 watching live and about 60 one-minute-views before the livestream was taken down. However, we did have more comments from regulars than we did on previous recent recordings. I’m also not sure if people just didn’t want to see my face twice in one week.

Folks on one of the state library web meetings also mentioned dropping viewers, and they had some interesting feedback regarding Facebook Live algorithms starting to stop notifying people when they go live due to the frequency–they could tell based on the decrease in impressions on their posts.

I’ve seen some libraries live streaming to multiple sources at once via two different devices, which is interesting. We have such a large built-in audience on Facebook, though we are also getting quite a response from our registered school age events. I can’t quite picture Zoom or a similar software working well though, just based on the number of meetings I’ve sat in on where people won’t turn their mute on–one person has rustling papers or pets in the background, and suddenly their face is the only one anyone participating can see, even if they aren’t the person talking or hosting. Any solutions out there?

Background: While my library is closed during the COVID pandemic, we are hosting five virtual storytimes a week, livestreamed through our Facebook page. While those livestreams are deleted soon after they are complete, we are also making YouTube clips of select elements of our storytimes that our patrons can view anytime they would like–and that I can share with all of you!

Find additional content at the links below:

Baby Storytime Introduction Song & Rhyme

Early Literacy Tip & Book Recommendation

We talked about writing this week, including fine motor activities and shape recognition.

No tip and book video because the book I used–one of my favorites–is unfortunately not available as an ebook through our library.

Up!: How Families Around the World Carry Their Little Ones: Susan ...

Action & Body Rhymes

Fingerplay

Songs

Movement & Bounce Rhymes

Puppet Time

Manipulative Time – Stuffed Animals

Closing Song

DIY Play

Stay-at-Home Professional Development

UPDATED RESOURCES

As many of us will be telecommuting for a few weeks longer than initially anticipated, I updated some of the links below and added a few more suggested resources.

Please share other great resources in the comments!

In the next few weeks, I imagine many of us will be either working at our libraries without patrons or working at home because of the coronavirus. While we all have plenty of tasks to keep us busy, this may be an advantageous time to complete online professional development work. There are many great resources out there–some costly, but many free.

I’ve completed a few of the below programs, and others are on my to-do list. Send me additional recommendations in the comments below, and I will happily add them to the list. I’m currently only listing programs that may be especially of interest to youth or teen services librarians.

Free, Available Anytime

Courses

Grant Writing and Crowdfunding for Public Libraries: Learn how to read a grant application and successfully apply for a grant. Particularly useful for large grants $50,000+. Optional $50 cost to earn a verified certificate.
Also consider the entire Public Library Management certificate.
Time to Complete: 12+ hours

Librarians Guide to Homelessness: Created by Ryan Dowd, learn best practices for library staff on how to understand and better serve the homeless population. Includes tips on how to deal with and de-escalate common situations and issues and make staff feel empowered and safe. May only be available to Ohio librarians.

Mel’s Desk Professional Storytime Development: Not quite an official course like many of these other offerings, but may be the most useful in practical day-to-day storytime improvement. Practice storytime flow, create your own storytime mission statement, and make and evaluate your storytime top 40 list.

Project READY: Reimagining Equity & Access for Diverse Youth: In-depth diversity training specifically designed for youth librarians in public and school library settings. Broken down into three sections covering foundational knowledge, transforming your practice, and continuing the journey.
Time to Complete: 30+ hours (not including activity and program planning and execution)

Raising the Bar Early Literacy Training: Access early literacy storytime training by the New York Public Library including a plethora of valuable resources for early ages.
Time to Complete: 10+ hours

Serving Library Users on the Autism Spectrum: Project PALS: Learn how to better serve your patrons on the autism spectrum.
Time to Complete: 4+ hours

Sesame Strong: Access bundles of resources focusing on family engagement, particularly focusing on hosting mini-programs with parents or caregivers.
Time to Complete: 3+ hours

Supercharged Storytime: Discover ways to improve your storytimes with intentionality, interactivity, and assessment.
Time to Complete: 10+ hours

Supporting Caregiving Families: Learn about serving families of military personnel and veterans in particular with helpful vocabulary, digital resources, and hands-on activities.
Time to Complete: 3+ hours

Trauma Basics for Youth Workers: Learn the basics for practicing and implementing trauma-informed care in youth settings including what trauma is, how it impacts the brain, and how to foster interpersonal safety. Two-hour course is free with options for lengthier in-depth training at a cost (8-hours or 30-hours).
Time to Complete: 2 hours

Webinars

Advancing Racial Equality in Your Library: This webinar, presented by the Race Forward Government Alliance on Race and Equity (GARE), presents an overview of concepts and approaches libraries are using to reduce racial barriers in their work.

Conflict as Opportunity: Library Restorative Practices for Youth: Pima County (AZ) Public Library (PCPL) has radically shifted its approach toward interacting with youth in violation of the library’s Customer Code of Conduct. Using restorative justice practices, PCPL created a justice board with community partners to facilitate more mindful approaches to incidents involving youth, focusing on creating opportunities for growth and engagement rather than barriers to library access.

Countdown to Coding: Computer Science for Preschoolers: Learn ways to incorporate coding concepts into storytimes and playtimes for 3-5 year olds.

Improving the Quality of Youth Programs: Through a series of trainings and assessment tools from the David P. Weikart Center for Youth Program Quality, Houston (TX) Public Library made changes to create engaging programs where youth want to be instead of have to be.

Multicultural Picture Books: A Deeper Look at Your Collection: Learn about the Diverse Book Finder tool and how to use it to help develop your collection.

Thinking Sideways: Compuational Thinking and Early Literacy: This on-demand webinar explorers components of computational thinking, what it looks like in early childhood, and how library staff use developmentally appropriate activities to support whole-child development. Young children can become successful problem-solvers, creative thinkers, and lifelong learners at the library.

Using Your Library’s Virtual Presence to Reach Users with Disabilities: Is your library working towards improving online accessibility to customers with disabilities? Have you developed new programs and services that intentionally welcome individuals with disabilities, but are struggling to connect with your target audience? Developing inclusive library services will be more effective if your library connects with the disability community, and leveraging your organization’s virtual presence will help you do that.

Additional Webinar Resources:

Toolkits, Websites, & More

Championing Children’s Services Toolkit: Encompasses a variety of easy to use advocacy resources to empower librarians to engage their communities to build healthy successful futures for children.

Getting Started with Mindfulness: A Toolkit for Early Childhood Organizations: Learn about implementing mindfulness techniques into your daily work and organizational culture, try hands-on strategies for doing so, and learn more from organizations that have begun this journey.

Ideabook: Libraries for Families: Learn about ways to engage families and promote lifelong learning.

Learning Across Boundaries: How Librarians Are Bridging Children’s Interests: Contains insights into how libraries are helping families connect children’s learning across home, school, and local settings, and what it might take to make libraries even greater community connecters.

Media Mentorship in Libraries Serving Youth: Learn about technology practices for ages 0-14 in public libraries.

Middle Grade Magic Virtual Conference: While the conference occurred on April 8, login to view excellent presentations from many diverse authors and information about upcoming children’s books.

National Research Agenda for Library Service to Children (Ages 0-14): Current research trends, areas of further exploration, and current needs in the field that might be addressed through research.

Public Library & School Library Collaboration Toolkit: When public and school librarians and library workers engage in collaboration, community members reap the benefits. This toolkit includes context and suggestions for creating partnerships of all sizes.

Reimagining School Readiness Toolkit: Created to help librarians help families prepare children ages 0-8 for school.

Revisiting the Potential uses of Media in Children’s Education: Journalist Chris Berdik interviewed more than 20 experts from a range of fields, including developmental psychologists, educators, media historians, app developers, as well as education nonprofit leaders and funders, to understand some of the lessons that can be learned from the successes and failures of children’s educational media over the past 50 years. Together, they explore what we must do to make the most of new technologies and the changing role of families and teachers, and grapple with questions about media, learning, and educational equity.

Virtual Events

April 25-26: YALLSTAYATHOME: Features panels and speakers ranging from middle grade through young adult lit.

May 1-2: Everywhere Book Fest: A virtual gathering of kidlit authors, illustrators, and books that will bring the book festival experience to young readers everywhere.

May 27: SLJ Day of Dialogue: Learn from authors, librarians, and educators from around the globe in this first-time-virtual event.


Cost, Available Anytime

ALSC Archived Webinars: If you are an ALSC member, these one-hour educational sessions are free. If not, each webinar costs $25 to access. Many topics available from advocacy and storytime to STEAM, child care,diversity, early literacy, and more. Some webinars available to everyone for free.

Critical Competencies for Infant-Toddler Educators™ Online Course (Zero to Three): Observe, understand, and reflect on critical interactions with infants and toddlers that support and nurture their social-emotional, cognitive, and language and literacy development and learning.
Time to Complete: 13 hours
Cost: $375
Also available as separate micro-courses:
Social-Emotional Development – 6 hr, $150
Cognitive Development – 4 hr, $100
Language and Literacy Development – 3 hr, $75

Spanish for Libraries from the iSchool @ UW-Madison: Learn vocabulary, pronunciation, common phrases, and other skills as you progress through the course by watching videos, listening to recordings, and reading relevant literature. Available March 27.
Cost: $100

Cost, Scheduled

Advancing Family Engagement in Public Libraries: A PLA Professional Development Series: Learn about family engagement and update and refine your programming and spaces to encourage this practice.
Time to Complete: 8 months
Cost: $550
Next Session: March session full; Fall 2020

Bilingual Storytime at Your Biblioteca: Learn how to successfully deliver the various elements of bilingual storytimes, either on their own or with a bilingual community partner. Participants will discover new books, rhymes, songs, plans and resources that they can immediately put to use in their bilingual storytime programs.
Time to Complete: 4 weeks
Cost: $175
Next Session: Begins May 4

Computational Thinking: Introduction to Computational Thinking for Every Educator: With support from Google, learn about computational thinking and computational thinking integrated activities that you can take back to your school or library.
Time to Complete: 15-30 hours
Cost: Free
Next Session: Summer 2020

Cultural Competence for Librarians: For the library profession, which has historically struggled with developing a workforce that is reflective of the communities being served, these changing times will require cultural competence, defined by the Association of College and Research libraries as “a congruent set of behaviors, attitudes, and policies that enable a person or group to work effectively in cross-cultural situations” (ACRL, 2012). While cultural competence has become a part of some library and information science programs, for librarians currently working in the field, cultural competence may be an enigma. This course will introduce librarians to the concept of cultural competence in the library and information science profession.
Time to Complete: 4 weeks
Cost: $175
Next Session: Begins May 4

Foundations of Early Literacy: Both using and expanding on the early literacy information in the Every Child Ready to Read® initiative, you will become familiar with the early literacy skills and practices. Building on this knowledge, we will explore ways to apply them to your work, including ways to make library environments supportive of staff sharing early literacy information and activities with parents and caregivers.
Time to Complete: 4 weeks
Cost: $175
Next Session: Begins May 4

Library Resources and Services for Patrons on the Autism Spectrum: This course will provide librarians with a better understanding of Autism Spectrum Disorder, effective means of communicating individuals with ASD, strategies for designing inviting and accessible library environments and programming, and suggestions for building relationships with community partners to better serve the needs of patrons with ASD.
Time to Complete: 4 weeks
Cost: $175
Next Session: Begins May 4

Practical Library Services for Grade School Kids (Kindergarten through Second Grade): R. Lynn Baker will provide information and hands-on practice to help library staff create intentional, literacy-based programs for children in kindergarten through second grade. You’ll gain practical knowledge and skills and an understanding of how to put them to work.
Cost: $175
Next Session: Begins April 27

It’s Monday! What Are You Reading?

We are joining the blog trend of Monday posts about what we have read during the last week (4/6/20-4/12/20).

Annamarie’s Reading

First Chapter Books

Everything Else

Note: Same as last week–still plugging through a mix of eBooks (including eARCs) and physical first chapter books I took from work (there may have been quite a few of those). Got some great eARCs and book ideas from the Middle Grade Magic Virtual Conference on Wednesday–did anyone else get a chance to attend?

Michala’s Reading

Note: Yay, I’m back and survived the plague! Not 100% better, but enough that I’m not dying both literally and figuratively in my house. I’m still quarantined, but I’m here! Not gonna lie, even reading is slow for me right now, but I made it through a few books and hope to be back to reading lots of things for the weekly posts (and feeling super chagrined that I never manage to post anything else) very soon!

***I apparently love exclamation points***

:)