Programming Database for NH Public Librarians
STEMIEFest | STEMIE
9/14/20
Two popular early learning robots were Beebots & KIBO.
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AFIRM Autism Focused Intervention Resources & Modules: AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age. Supplemental materials and handouts are available for download.
Supporting Individuals with Autism Through Uncertain Times-7 Support Strategies.
National Museum of African American History and Culture: https://nmaahc.si.edu/learn/talking-about-race
Teaching Hard History from Teaching Tolerance: https://www.tolerance.org/podcasts/teaching-hard-history/american-slavery
Government on Race and Equity: https://www.racialequityalliance.org/
Dear Colleagues-
Today, we are excited to announce that the Project READY (Reimagining Equity and Access for Diverse Youth) online racial equity curriculum is live and accessible at http://ready.web.unc.edu/getting-started-curriculum-guide/
A historic milestone was quietly reached in the American public school system during the 2014-2015 school year: for the first time in history, youth of color made up the majority of students attending U.S. public schools. Creating inclusive and equitable school and public library programs for Black youth, Indigenous youth, and Youth of Color (BIYOC) requires knowledge about topics such as race and racism, implicit bias and microaggressions, cultural competence and culturally sustaining pedagogy, and equity and social justice. Research shows, however, that few library and information science (LIS) master’s programs include these topics in their curriculum. A recent survey focused specifically on early career youth services librarians found that only 26.8% of respondents said that social justice was included in a substantive way in their master’s curriculum; 37.2% said that cultural competency was substantively included, and 41.8% said that equity and inclusion was substantively included. Related to these findings, a majority (54.08%) of respondents said that their master’s programs did not prepare them well for working with youth of color and other marginalized youth.
In 2016, The School of Information and Library Science at the University of North Carolina at Chapel Hill, the School of Library and Information Sciences at North Carolina Central University, and the Wake County (NC) Public School System (WCPSS) were awarded a three-year Continuing Education Project grant from the Institute of Museum and Library Services (IMLS) to develop Project READY to address this existing gap in professional development opportunities for youth services library staff. The curriculum aims to:
* introduce youth services library staff to research in areas such as race and racism, critical theory, and culturally responsive or sustaining pedagogy.
* establish a shared understanding of foundational concepts and issues related to race, racism, and racial equity.
* encourage self-reflection related to race and racial identity for both BIPOC (Black, Indigenous, and People of Color) and white library staff in public and school libraries.
* amplify the work of practitioners and scholars who are providing inclusive and culturally responsive services for youth of color and Indigenous youth.
* provide concrete strategies for creating and/or improving library programs and services for Black youth, Indigenous youth, and children and teens of color.
The curriculum consists of 27 modules, designed to be worked through by individuals or small groups. Modules are organized into three sequential sections. The first section (Foundations) focuses on basic concepts and issues that are fundamental to understanding race and racism and their impact on library services. The second section (Transforming Practice) explores how these foundational concepts relate to and can be applied in library environments. Finally, the third section (Continuing the Journey) explores how library professionals can sustain racial equity work and grow personally and professionally in this area after completing the curriculum.
The curriculum represents the work of 40 researchers, practitioners, administrators, and policymakers, and youth from a variety of racial and cultural backgrounds. It is grounded in the work of scholars of color and Indigenous scholars who have thought and written about issues related to institutional and individual racism, equity, inclusion, and social justice.
We hope this curriculum will benefit and inform the work of the many organizations and individuals that are working to improve the quality of life and educational opportunities for BIYOC.
We will be promoting the curriculum on the exhibit hall at ALA’s annual conference in Washington, DC – Booth 2650. We invite you to stop by and preview Project READY!
Sincerely,
Sandra Hughes-Hassell, PhD.
Professor
She/Her/Hers
Casey H. Rawson, PhD
Teaching Assistant Professor
She/Her/Hers
Kimberly Hirsh, MAT, MSLS
PhD Student
She/Her/Hers
Sandra Hughes-Hassell, Ph.D.
Professor
YALSA Immediate Past President, 2018-2019
School of Information and Library Science
100 Manning Hall, CB #3360
The University of North Carolina
Chapel Hill, NC 27599
919-843-5276 <tel:919-843-5276>
smhughes@email.unc.edu<mailto:smhughes@email.unc.edu> <mailto:smhughes@email.unc.edu>
Twitter: @bridge2lit
Pronouns: she/her/hers
For years, I have turned to Teaching Tolerance as a resource to help me place respect, acceptance and appreciation for our world’s rich diverse cultures into my lesson plans. With Thanksgiving just around the corner, this article with lessons and resources, may be especially helpful in respecting our indigenous communities.
Last week the 2019 Ladybug Award nominee titles were announced. The list consist of ten books where illustration and text work together to form an interactive method of conveying some great big ideas. It is a diverse list with fun animals and stories that have us looking into what life is like in other parts of the world.
Julian is a Mermaid by Jessica Love is a beautiful book that challenges society’s idea of how a boy should look and act. Recently a librarian asked about possible challenges to this book being used specifically in a school setting. In response to that concern:
When planning to use book award nominee titles in your school or story times, having administrator buy-in is important. Presenting the titles to administrators, trustees, staff and other teachers before using them in lessons is a great way for everyone to be familiar with the books and help you to think of connections. In addition, be prepared. Know your book challenge policies. Have the appropriate forms for reconsideration available. Here is the intellectual freedom brochure from AASL. Creating a culture for open communication is crucial. Remember the way we talk about sensitive topics can make all the difference in others being open to our message.
A school librarian recently gave a good reminder to adults about perspective. When read to children, a picture book is seen through the eyes of a child. To them it may simply be a book about dressing up in costume. Perhaps like Julian, they may have a loving relationship with their Grandmother or Abuela. It may be a book that gives them permission to dream and express themselves creatively.
I am working on and very excited about the resource sheets for all of the Ladybug Award nominees. They will be released one a week on the NH Center for the Book blog this summer and a complete guide at the end before the new school year begins. Ladybug Award information can be found Here. I would like to remind everyone about the Youth Services blog as well.
I would also like to suggest We Need Diverse Books. Diverse books promote respect and empathy. Everyone deserves to see themselves in books. Shall we open a book, our hearts and good conversations.
Contact: Julieann Hartley, MT-BC
Location: Concord Area
Phone: 603-848-5037
Email: info@missjulieann.com
Julieann Hartley, MT-BC is a board certified music therapist and songwriter/coproducer of Miss Julieann: Therapeutic Songs for Kids. She is currently the director of the Music Therapy Program at the Concord Community Music School. She works with children and adults with a variety of disabilities and those affected by the opioid epidemic.
Library Offerings: Intergenerational Music Therapy Group; Singing, Social, Sensory Time, Songwriting Series, Open Acoustic Jam, Sing the Stress Away and Using Music Series. 2019 Summer Library Program.