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!

DiversityInChildrensBooks2018

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.

PriorityMatrix

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/

Community College

CoverOfSpring2019CommunityCollegeIssue

Earlier this year, I wrote about nontraditional and vocational post-high school options. The Spring 2019 edition of the office journal of the Young Adult Library Services Association is the community college issues.

While are several good articles worth reading I want to discuss “Next Steps: Preparing Teens for Growth and Success at Community College” by Camila Jenkin, (pages 19-4). This article provides a few idea about how teen librarians and high school librarians might support older high school students transition to community college specifically. However, a lot of the suggestions are relevant to any type of college or university experience and some are also relevant to teens who go to trade school or enter the workforce after high school.

  • Talk with teen about who and how to ask for help, providing real life examples.
  • Invite current college students to be on a panel to discuss their college experience; be sure to include more than one first-generation student.
  • Talk with teen about how they find information, including the Internet and Library of Congress classification system.
  • Foster growth mindset thinking. “Many teens have been socialized to believe that they bring nothing of value.” Help them realize the valuable experiences and skills that they bring any college class… or trade school or job.
  • Encourage teens to join a club, study group, or similar soon after they start college—it can be more difficult for community college students to develop a social/support network at college and feel part of college life.
  • Learn about the options your local community college provides to students for getting text books—they are very expensive—and share that information with teens. They need to know their options before they start school, including Fair Use copyright, so they know what to do the first week off college when they don’t have their books yet.

Train the Trainers Opportunity: Transforming Teen Services

The State Library of Oregon is participating in YALSA’s Transforming Teen Services: A Train the Trainer Approach project and is recruiting two teen librarians to participate!

The selected teen librarians would participate in a 2.5 day face-to-face train the trainers with teen librarians from across the country. “Participants also have the opportunity to be leaders in the field and become the go-to people in their state and nationally.  Participation also provides opportunities to speak at local, regional, and national conferences and publish articles and blog posts about connected learning, computational thinking, and library youth services.”

Contact Greta Berquist (503-378-2528, greta.berquist@state.or.us) by May 1, 2019, if you have any questions and are interested in participating.

More information:

The State Library of Oregon’s Transforming Teen Services flyer

YALSA’s Train the Trainer webpage

ALA’s press release from 09/11/2018

ALA’s press release from 04/24/2018

 

Winter 2019 OYAN Review and More SEL!

OYANReview

The Winter 2019 OYAN Review is now available! It includes great program ideas, the 2019 Mock Printz results, professional learning about leadership, behavior management, and more. Two articles offer good examples of social emotional learning (SEL).

SEL includes establishing and maintaining positive relationships, and feeling empathy for others. Putting devices away, looking into the faces of other people, and trying to read their feelings are important for this aspect of social emotional learning. Read “Teen Poker Games” by Marian Rose, Seaside Public Library, to learn about a program that provides teens this SEL opportunity.

SEL also includes understanding and managing one’s own emotions and making responsible decisions. Providing teens and staff a forum to share their feelings about past conflicts, think about the needs of other kinds of patrons, and brainstorm ideas of what behavior looks like in the library if everyone’s needs are met helps teens develop these SEL skills. Read “Restorative Practices at Hillsboro Public Library” by Emily Smith to learn more about how to turn behavior management into an SEL opportunity—that effectively improves behavior too!