2019 Summer OYAN Review


The Summer 2019 OYAN Review is now available!

In this issue:

  • Roseburg Public Library Unveils New Teen Room
  • Graphic Rave Nominations Sought
  • OYAN Seeks Nominations for Board Members
  • Upcoming Meetings

We’re always looking for content for our next issue, so if you have something you’d like to have included in the fall Review, send it to oyanpublications@gmail.com.


Project READY: Free, asynchronous curriculum about equity and access for diverse youth

Project READY: Reimagining Equity & Access for Diverse Youth–A Free Online Professional Development Curriculum

Project READY was created by the University of North Carolina–Chapel Hill’s School of Information and Library Sciences and a team of educators, library staff, and youth. In the about page on the website, the Project READY staff explain their goals and the purpose of this curriculum:

  • “…it is not solely the responsibility or burden of communities of color or Indigenous communities to call attention to the issues of systemic racism, oppression, and inequity and to do the work of addressing them.”
  • “…this curriculum will contribute to the growing body of social justice-oriented thought and practice in the fields of library science and education.”
  • “…most importantly, [they] hope it will help library staff develop responsive and equitable library programs with youth of color and Indigenous youth.”

Work through the 27 modules at your own pace. They are designed to be worked through sequentially.  If you have already done a lot of equity and inclusion work specifically related to race and racism, you may want to skim or skip some of the foundational modules.

Some of the modules are:

  • Module 6: Indigeneity and Colonialism
  • Module 8: Cultural Competence & Cultural Humility
  • Module 10: Unpacking Whiteness
  • Module 11: Confronting Colorblindness and Neutrality
  • Module 13: Allies & Antiracism
  • Module 15: (In)Equity in Libraries
  • Module 17: Culturally Sustaining Pedagogy
  • Module 20: Talking About Race with Youth
  • Module 21: Assessing Your Current Practice
  • Module 24: Transforming Library Collections

Project READY was created by the University of North Carolina–Chapel Hill’s School of Information and Library Sciences and supported by the Institute of Museum and Library Services, Wake County Public School System, and North Carolina Central University.


Planning High-Quality STEM Programs

I recently read To Pin or Not to Pin? Choosing, Using, and Sharing High-Quality STEM Resources on the National Association for the Education of Young Children (NAEYC). While the article discusses choosing STEM activities for children, it applies to teens too! I recommend reading the article to learn about when STEM isn’t really STEM and more. If you don’t have time, this is what I found to be most useful:

Questions to help you choose and use high-quality STEM resources (these are direct quotes from the article, with the word ‘teens’ replacing the word ‘children’):

  1. How meaningful is this activity to teens?
  2. What is there for teens to do? (i.e. is it a hands-on activity?)
  3. What is there for teens to figure out?
  4. What is there for teens to think about?
  5. What is there for teens to talk about?
  6. What opportunities are there for teens to collect and record data?
  7. What is there for teens to learn about?
  8. What opportunities are there for teens to share their findings with others? (super important for teens!)
  9. What opportunities are there to integrate language and literacy?
  10. What opportunities are there for teens to collaborate?


Peterson, S., Hoisington, C., Ashbrook, P., Dykstra Van Meeteren, R. G., Yoshizawa, S. A., Chilton, S., & Robinson, J. B. (2019, July). To Pin or Not to Pin? Choosing, Using, and Sharing High-Quality STEM Resources . Young Children, 74(3), Retrieved from https://www.naeyc.org/resources/pubs/yc/jul2019/high-quality-stem-resources

Diversity in Children’s Books 2018 Infographic

The Cooperative Children’s Book Center has updated their Diversity in Children’s Books infographic to reflect books published in 2018. I highly recommend taking 5 minutes to read Picture This: Diversity in Children’s Books 2018 Infographic by Sarah Park Dahlen and David Huyck.

In the article, you will find links to the graphic in PDF and JPG format, and different sizes. They also include the full citation you should use when using the graphic.

The article include a link to their 2015 version of the graphic; which is very interesting! The percentage of books depicting white characters decreased from 73.3% in 2015 to 50% in 2018. The biggest increase by far… Animals/Other increased from 12.5% in 2015 to 27% in 2018 while books depicting American Indians/First Nations characters increased from 0.9% in 2015 to 1% in 2018. Sadly, we’re still missing the mark!


Huyck, David and Sarah Park Dahlen. (2019 June 19). Diversity in Children’s Books 2018. sarahpark.com blog. Created in consultation with Edith Campbell, Molly Beth Griffin, K. T. Horning, Debbie Reese, Ebony Elizabeth Thomas, and Madeline Tyner, with statistics compiled by the Cooperative Children’s Book Center, School of Education, University of Wisconsin-Madison: http://ccbc.education.wisc.edu/books/pcstats.asp. Retrieved from https://readingspark.wordpress.com/2019/06/19/picture-this-diversity-in-childrens-books-2018-infographic/.

Diversity Audits

Does this sound familiar: I want to do a diversity audit, I know I need to do one, but I…

  • Don’t have time
  • Don’t know where to start
  • Am overwhelmed by the thousands and thousands of materials in my YA collection
  • Identify with most of the dominate identities/cultures and I don’t know everything I should, I’ll miss things and make mistakes

If this sounds familiar, take 10-15 minutes to read Measuring Diversity in the Collection by Annabelle Mortensen. I just did and learned…

1. Start small: Identify one or two small, but high profile areas and just audit those materials. For example, only audit the books used in teen book club and videos used in teen movie nights last year.

2. Set a time limit: If the identity of the characters and authors isn’t clear, set a time limit for researching that information. The library featured in “Measuring Diversity in the Collection” set a time limit of 7-8 minutes. If they didn’t find the information they needed in 7-8 minutes, they marked the item as “unknown.”

3. Don’t recreate the wheel: Use the same tracking categories as the Cooperative Children’s Book Center, Measuring Diversity in the Collection (which is adapted from CCBC), or this School Library Journal blog post.

4. Use an easier tool: Create and add data via a Google Form rather than creating and working in a spreadsheet.

5. Embrace discomfort: “It’s awkward and a bit unsettling to be actively looking for details on someone’s race or gender, not to mention that the entire exercise was naturally subjective, susceptible to user bias and errors… Nonetheless, we reasoned that a flawed audit would still be better than no audit at all.

6. Set diversity goals: After you view the results of your diversity audit, set a few goals. “Each library will have different criteria for its diversity goals, whether they are tied to local demographics, strategic initiatives, or other considerations.” Measuring Diversity in the Collection has a few ideas about what your library can do to accomplish its goals.

If you want more detailed information on diversity audits, you might read the Complete YA Collection Diversity Audit series by Karen Jensen on the School Library Journal Blog.

How do we deal with the increased workload?

Summer reading = more patrons + more programs + more circulation + more marketing + + + + +

How do we deal with the increased workload?

Read Ways to Cope with an Increased Workload, a super short article (5 mins or less). You might learn a couple new-to-you strategies to try to deal with your increased workload this summer.

Here area few highlights from the article:

  • Let go of perfection… Good enough is good.” It’s hard for me to let go of perfection so I like to identify what should be as perfect as it can, and what really can be good enough. For example, the media blast that will be everywhere all summer ( as perfect as possible) -vs- my library’s table at the fair (good enough is good).
  • Identify time-wasters. Once you’re clear what they are, start reducing them.” Sometimes I get lost in certain tasks that I particularly enjoy (selecting books for anything) and they become time-wasters. I find that if I chunk these tasks together and set a timer  for how much time I want/need to spend on them, then I significantly  reduce time wasted.
  • Establish priorities… it is imperative to be clear on your priorities, because they may not be what you think they are.”

When my workload increases everything seems URGENT! and super important. When I stop, take a few breaths, calm down, and really think about it (often finding and reading over my original planning document)… my mind starts to work better. I realize, in my overwhelmed state, I prioritized a few things wrong and some things weren’t really as urgent or as important as I thought.

Ways to Cope with an Increased Workload has a great priority matrix I plan to try using. I think I’ll also write the priorities of my projects or work group directly above the chart so they are right in front of me, instead of having to dig through my files to find my planning document.


Mental Illness Narrative in YA Lit

The March 2019 issue of The Journal of Research on Libraries and Young Adults includes an article about the representation of mental illness in young adult fiction by Diane Scrofano. I’m at the beginning of my learning on mental illness representation in literature. I understand that this article is not the only perspective and the suggested theory for reviewing mental illness in YA lit may not be the best theory. For me, it is a starting point and it may be for others too.

After reading the article, I had a couple of concerns. Trying to sort the plethora of YA novels of mental illness into only three story types seems like over simplifying something that is extremely complex and personal. I wonder if this degree of simplification could be emotionally harmful to folks experiencing mental illness and misleading to those who are not?

When Wonder by R.J. Palacio was published, I remember reading about the author’s story and concerns from readers that the main character’s role was to educate others about disfigurement, help others see people with disfigurements as “normal,” and make people without disfigurements feel comfortable. Whether or not we agree on this critique of Wonder specifically, it illustrates an important type of story that is by and/or for people not experiencing disfigurement, disability, or mental illness. Diane Scrofano doesn’t discuss this type of story in her article, and just touches on #OwnVoices a little bit. How are authors’ backgrounds taken into consideration in this theory? How are stereotypes and harmful tropes taken into consideration? Scrofano’s doesn’t explain her thinking enough for me to understand how she took these issues into consideration and how that thinking informed her theory.

On the other hand, I found learning about the three story types very helpful!

  1. Type 1 Novels: Restitution and Attempted Restitution

These types of stories focus on finding a cure, or figuring out how the character can get back to living how they did before the onset of mental illness. “While many novels feature characters in different stages of denial, other stories make a shift from denying the illness (or the need for help) into admitting but hiding the illness.”

  1. Type 2 Novels: Chaos

These types of stories focus on uncontrolled symptoms that can seem chaotic, typically before diagnosis. “While books about the onset and diagnosis of a mental illness are important, in reality life with mental illness plays out in a more complicated way than it would in a simple problem novel.”

  1. Type 3 Novels: Quest and Problematic Quest

These types of stories typically start with diagnosis and explore the journey to incorporation, emancipation, or recovery. “Novels that fall into this category will emphasize how characters rebuild their lives after the chaos and crisis stage”

Additionally, the author explored how all the types of novels may be helpful and harmful to teen readers. I recommend reading the article in full to get a broader and deeper understanding of disability narrative theory and how the Scrofano applies it to YA novels that include characters with mental illness. At least look at the chart on pages 10-12 that categorize about 50 YA novels of mental illness and the chart on page 6 that attempts to align a few disability narrative theories that may of particular interest.

Article citation:

Scrofano, D. (2019, March). Disability Narrative Theory and Young Adult Fiction of Mental Illness. The Journal of Research on Libraries and Young Adults, 10(1), Retrieved from http://www.yalsa.ala.org/jrlya/