Like many of you, I did not come into this profession intentionally. My first job was in high school as a page at my local library with the goal of earning a little extra money to go on an exchange trip to Germany. During my college years, after stints at the circulation desk and then tech services, my library job was transformed into the “accidental technology manager” with facilities manager added shortly thereafter. A few years later I was recruited to an assistant director position and then ultimately
became a library director eight years ago.

I attribute several factors to the long-term enjoyment of my library career. First and foremost was having a great boss and mentor. Soon after I started, my supervisor, Christine Lind Hage, recognized that I brought skills that could be applied to a variety of other projects in the library. When I had an idea for implementing an innovation I had read about in the private sector, not only did she support and encourage me, I found that I had been lined up as a speaker on the national stage. Although I had completed a master’s degree in business administration, she was the one who wisely suggested that I go back to school for a library science degree if I wanted to have a job like hers someday.

Second, and closely related to benefiting from a great mentor, has been becoming a mentor myself. Although I always question who gets more out of the relationship, it has become a privilege to meet enthusiastic, talented up-and-coming professionals. This has happened through casual communications with people I have met over the years, through ALA’s Emerging Leaders program, and with employees in my library who are doing great things and can benefit from the extra encouragement that I received along the way.

The third thing that keeps me excited about libraries is the constant change. From technological innovations, automation of the catalog and materials handling, self-service, content creation, and the transition of libraries to learning spaces, it all keeps life challenging and interesting. I can’t imagine how boring life would be without the exciting innovations and changes that are an inherent part of working in today’s library world. These changes have allowed us to deliver services more efficiently, in more formats, and in ways that were never imagined thirty years ago.

Fourth are all of the amazing people I have come to meet over the years. Not only does this include my staff, Library Board, and Friends’ group, it is the many colleagues I have come to know in local, state, and national level professional organizations. Together we laugh, cry, collaborate, and help to figure out and shape the future of public library service. Needless to say, the amount of talent, creativity, and willingness to share in our profession is amazing.

The final factor that keeps me enthused about our profession is advocacy. The issues are often complex and far reaching, but the galvanizing effect of some of the funding
challenges, in particular, have brought out the best in our grassroots efforts and made the statement that libraries are worth fighting for and here for the long haul.

So enough about me; what about you? Would you wear an “Ask me why I love my job!” button?

The post Ask Me Why I Love My Job first appeared on Public Libraries Online.

The mission of the DRC program is to “provide select probationers and parolees the opportunity to change criminal thinking and behavior through a combination of  counseling, educational programming, and close supervision.”¹ It is a non-resident prison alternative for people with drug addictions who have committed nonviolent crimes. Participants in the programs attend regular Alcoholics Anonymous or Narcotics Anonymous meetings. They also attend and participate in classes designed to help them change criminal behavior, take responsibility for their actions, and see how their behavior affects their lives and the lives of their families. Over the course of the program, clients learn what triggers their addictive behaviors and they develop positive coping strategies. They also work on basic life skills. They may take anger management training, parenting workshops, GED prep classes, and basic adult literacy classes if they need them. The program works hard to involve family members and other supporting individuals in their reintegration process. It also puts clients in touch with services in the community that they might use either while as part of the program, or when they leave. People from vocational rehabilitation programs, Alcoholics Anonymous or Narcotics Anonymous, Behavioral Services, the Department of Labor, the public library, and other area resources come and speak about the various services their programs offer. All programming used by the DRC is driven by the “What Works” body of research that identifies programming and principles that reduce recidivism and promote public safety.

All of these programs are available to clients free of charge while they are participating in the program. If clients consistently test positive for drugs, have attendance problems, or do not progress satisfactorily in the program, they can be reassigned to a traditional jail or prison for the duration of their sentence. The program lasts approximately one year and it has proven very effective. A Georgia State University study determined that a graduateof the program has a three year reconviction rate of 7 percent.² People completing a traditional jail sentence are reconvicted at a rate slightly over 25 percent. And, the program is an effective use of scarce funds. In 2012, it cost $16.40/day for a client to participate in a Day Reporting Center program. In comparison, it costs $50.17 a day to house and feed an inmate.³

A new group of clients begins the program in Tifton every four weeks. Classes vary from four or five parolees to no more than fifteen. The first day in the program can be daunting for many of the DRC’s new clients. They are drug tested and told that drug testing will be an integral part of their lives for the next nine to twelve months. They have new rules to follow, a new schedule to learn, and they receive a large amount of information about the resources that are available to them. Luckily, most clients bring a family member or close friend to act as their sponsor and advocate during this tumultuous period.

Introducing Library As Partner

TTCPL staff were invited to speak to incoming classes in the fall of 2011. The director of the center knew that the library offered a great deal of free programming for children and the idea was that a librarian would come out and tell the clients about activities they could do with their children that would be inexpensive and also help with their rehabilitation. A significant part of addiction rehabilitation is the substitution of good habits for bad, and since many people are strongly motivated by the desire to be good parents for their children, it is often possible to influence people by including their children in the discussion. Library staff spoke briefly about what was necessary to get a library card, and we handed out bookmarks and brochures explaining our services.

As the library staff listened to the introductory lectures that new clients received, it became evident that we had a great deal more to offer these people than a schedule for storytimes. We also realized that the library message was just one of many the clients received that first day and that, if we expected to make more of an impact, we needed to do something more interesting and dramatic than yet another presentation. We were seeing a few of the DRC clients in the library, but we did not think we were doing as good a job as we could to get them in the door and involved in what we offer other community members.

A New Level of Engagement

In late 2013, library employees John Mack Freeman and David Styer were able to work out a system by which we could register library patrons anywhere we decided to set up. The system employs Wi-Fi or Ethernet connections that allow a laptop-based integrated library system (ILS) to remotely hook into our server for instantaneous registration. The ILS that we use also features a stand-alone system to register people in locations that lack an Internet connection. TTCPL is a member of the PINES consortia of Georgia libraries that run the Evergreen ILS. Library staff members have now done library card drives at elementary and high school functions, nursing homes, and assisted living facilities in the area. After a discussion with DRC Director Kay Simpson and her staff, we now offer that service during our monthly presentations to the DRC clients.

Now, instead of a five- to ten-minute talk where some people’s interests may wander, we have a tightly regimented program that introduces DRC clients to the library quickly and easily. About a week before the new orientation, we receive a call from the DRC, letting us know when the event will be. The day before, the staff going to the event packs all of the items they will need, including a laptop, power cord for the laptop, extension cord, Ethernet cord, barcode scanner, pens, blank forms, blank cards, Sharpies (to write names on cards), brochures, and bookmarks.

Because the DRC program is not based in a prison/jail facility, the library staff does not have to undergo the same screening process that many outsiders encounter when attempting to enter a traditional prison. The staff knows us, we are allowed complete access to the facility, and the material we bring to the program is not screened for contraband. This streamlines the process greatly and contributes to the feeling that the staff and external organizations are working in partnership with the clients to help them achieve something positive and worthwhile. We are proud to contribute to that effort.

We arrive at the center about ten minutes before their 9 a.m. start time. During this time, one person will set up the laptop and load the ILS while the other person introduces themselves to the clients and their family members, passing out library card application forms. As people finish the forms, they are passed off to the person with the laptop so that they can immediately begin to register them. Because the ILS is available anywhere, any previous accounts, overdue balances, or other problems can immediately be seen and rectified.

As the tech person continues to register patrons, the other staff person is introduced by the DRC director. Then, that staff person introduces the library and delivers our five minute talk about the library that typically focuses on three main points: education, employment, and entertainment. After the talk, the presenter passes out the new library cards with brochures and bookmarks while the tech person tears down the registering station and packs it back up. Overall, the event takes about one hour of prep time and about one hour of staff time to attend each month. We know that taking much longer than this to explain services to people is probably wasted—the clients are overwhelmed with the amount of information they are receiving (some of it critical to them being able to remain in the program). The carry-home message from our presentation should be “The Library CAN and WILL help you do all sorts of great and useful things. Come see us.” Some groups of clients have more questions than others, and we will stay and talk to people as long as they have questions. The most common questions concern issues around getting library cards for clients’ children, borrowing times, and computer help. In addition, some people ask about programming for their children.

Both clients and their sponsors are able to get valid library cards before the library staff packs up and leaves. The DRC staff strongly encourages all participants in the program to apply for a card during this opportunity, though it is not required. We have noticed that while there are some people in the program that will already have a library card, the majority of the class will not. If we find a client with a card, we will make sure that it is valid and up-to-date and thank the client for supporting the library. Although we have discovered some patrons with outstanding materials, this has been a very small portion of the clientele. If the client has a card with a few fines on it, we will forgive the fines and issue a new card. We believe giving people another way to succeed is an important part of this program.

Best Practices

We have discovered a number of things working with the DRC. Many of their clients have not finished high school and many of them believe a public library is where educated people go to check out books that are not relevant to their lives. They need to hear someone say that the library is full of computers they can use to apply for jobs—they are not likely to read the brochure you handed out or left in a rack for them to pick up. They need to hear someone say that the public library has DVDs they can borrow as well as books and programming for their kids. They need to hear someone say that public library staff will help them do what they need to do, whether that is get an email address, find a book on how to raise a child with a disability, or apply for a job. Most of these clients are not well off, and the DRC staff has heard many comments from clients on how helpful having the library available to borrow materials has been to them. This feedback is, in our minds, another strong indication that the program is worthwhile.

We don’t look at this program as an instance of the wonderful public library coming to the aid of people down on their luck. The clients of the DRC are part of our patron base, and not meeting their unique needs would be a disservice to our community. Although we could use the DRC to help us find a client that has lost or overdue materials, we have never wished to do so. We also do not indicate on any of the clients’ paperwork received from the DRC that they were registered there. As members of our community, they deserve all of the benefits that come with having a library card. And, for people who have typically had negative experiences with authority figures and government agencies, forming a positive connection with these patrons may help their overall community connection in the long run.

The library staff is often asked to do community presentations for funding, service organizations, and other groups, and we try to work in our relationship with the DRC as often as possible. The local library board has been very supportive of a program that grew very quickly from a one-off presentation to a marginalized group to a scheduled monthly event. Since there is very little budgetary impact and minimal staff requirement (the DRC site is less than half a mile from the library and we do our program in approximately an hour first thing in the morning, so there is little impact on library staffing), we feel that this program is nothing but a win for us.

Since we have been registering DRC clients for library cards during their program orientation, we have seen an increase in library visits by program participants. One of the unexpected perks of the program is that DRC staff members have become loyal library supporters. A number of staff members have registered for cards while we were registering clients and have started coming to the library and using services they had not previously known we offer! DRC staff members often hear comments from clients surprised at what they find when they come into the building. Both DRC and library staff members are very pleased with this collaboration and have every intention of continuing to work together.

Bringing This Program to Your Area

If you are interested in starting a program like this in your area, here are a few things you might like to know.

Understand the Programs Near You

If there are groups in prison settings, make sure the people in the program actually get to go home at night. Also, there may be many restrictions as to who is allowed to go into a prison, how many people, what they are allowed to bring into the facility and/or leave there. Prisons sometimes have their own libraries, and there are prison librarians. There may be opportunities to form partnerships that are completely different than the program we do, but they will still be worthwhile. As is the truth in so much of library work, the more flexible you are, the more likely you are going to be able to do something successful and worth doing.

What Kind of Flexibility Do You Have With Your ILS?

Can you search your patron database when you are not in the building? Although we do forgive fines attached to patrons and will issue a new library card free of charge to people in the program, we are not able to forgive outstanding library property. Not being able to search the patron database in real time leaves you open to giving a card to someone who may owe you a significant amount of property.

Find the Right Staff

There may be some judgmental people working in your library; you should leave them there when you go out to do programs such as this. Cultivate a positive attitude. The staff at the Tifton DRC are dedicated professionals who spend their lives coaching, cajoling, and being cheerleaders for people who may never have had anyone on their side before. We need to do the same. We tell the clients, “We are here to meet you where you are now and help you get where you want to go”—just like any other patron that might come in the building.

References

1.  Georgia Department of Corrections, Day Reporting Centers & DRC Lite Fact Sheet, accessed Sept. 30, 2014.
2. Ibid.
3. Ibid.

The post It’s What Works: Outreach to Probationers and Parolees first appeared on Public Libraries Online.

According to a report published by the Schott Foundation, the national African American male high school graduation rate is 52 percent compared to 78 percent for white males and 58 percent for Hispanic males.⁴ In addition, many urban environments have suffered a transition in their economies due to globalization. Many manufacturing companies have relocated to rural and foreign countries where labor costs are much lower. The collapse of the industrial infrastructure in inner cities has had a devastating impact on black males living in urban communities. Consequently, many inner city residents have increased hardships due to instability in employment, which adversely affects the black community.⁵ Research suggests that urban teens who are engaged with positive activities such as mentoring and who receive social support from family, school, and community are more likely to avoid juvenile delinquency, especially if they are from low socioeconomic communities.⁶ Public libraries can counter the negative social problems associated with urban youth, and with males in particular, by offering an environment that is safe, nurturing, and that provides positive exposure to “experiences, upbringings and literacies of urban youth.”⁷ Libraries can play an important role in countering the many challenges poor urban youth have to overcome to have the best opportunity to succeed in life.⁸

The Experiences of Urban Youth

Three urban public library systems in areas with large minority populations were studied to determine what young adult (YA) programs, services, and resources they  offer, and whether they have programs that promote resiliency, expose urban youth to other cultures, and provide mentoring services. The research focused on how the three large urban libraries accommodate (or do not accommodate) the experiences, backgrounds, and literacies of urban youth.

Libraries have a wonderful opportunity to provide services targeting at-risk urban youth. Such services would alleviate some of the enormous challenges that plague these young people and lead not only to problems for them, but also for the entire community that surrounds them. Providing specialized services for youth could also be seen as an expanded role for libraries in these days of radical changes in their services and a reevaluation of the role of libraries in our communities.

America’s minority population is increasing faster than its white population.⁹ This transformation will have a significant impact on our nation’s competitiveness if corrective action is not immediately taken to educate more urban youth, particularly black males. This article seeks to determine how library programs can take a holistic approach in working with urban youth and the structural challenges they must overcome.

Cultural Awareness

An African proverb that states, “Until lions have historians, hunters will be heroes,” is an excellent primer when working with low income, urban black males and providing them the encouragement and support needed to navigate through an environment that often makes them feel alienated and valued less.¹⁰ Black males should be able to read about the contributions of African Americans and their achievements.¹¹ Books on African American culture should be a big part of a library’s collection development so that black boys can learn about their humanity. In his article, “Poetic Expressions: Students of Color Express Resiliency through Metaphor and Similes,” Horace Hall posits that “when adolescent males of color have a strong sense of cultural pride and awareness, they are able to construct a healthy self-concept that assists them in acts of agency and resistance against negative psychological forces in their environment.”¹²

Author Alfred Tatum makes it abundantly clear in his book Reading for Their Life: (Re)Building the Textual Lineages of African American Adolescent Males that black males are not involved in a great conspiracy to fail themselves; they are falling behind academically because educators have not refined their teaching instruction in order to connect with black boys.¹³ Tatum argues that if educators are going to get it right and improve the trajectory of black males, then they must change the way they view black males and how they provide instruction to them.¹⁴ Tatum advocates that educators can enhance the learning of black boys by subscribing to enabling text that:

• advances a healthy mind and that uses literacy as a way for one to overcome poverty, drugs, and violence; is relevant to the real world black boys live in;
• centers on the shared history of African Americans; and
• serves as a guide for “being, doing, thinking and acting.”¹⁵

Not only does Tatum feel that educators and librarians should put enabling books into the hands of black boys, but he highly recommends having mediators such as male teachers or custodial guardians discuss topics treated in the book.¹⁶ Tatum argues that it is not enough just to have these books by black authors for black boys but they must serve a higher purpose and be enabling.¹⁷ Tatum writes, “We need to create opportunities for African American males to identify texts that mark their lives. Their opinion counts.”¹⁸

Building Resiliency

While much of the literature on urban youth speaks about the social and environmental factors that work to undermine urban youth, there is a growing focus on urban students who were raised in harsh environments but who managed to succeed despite the many obstacles.¹⁹ Thousands of urban kids defy the odds and avoid the pitfalls that trap so many urban black males into a life of poverty and hopelessness.²⁰ What were the mitigating factors that allowed them to succeed? Was it an internal resiliency, or did external forces provide a springboard for them to make it out of the ghetto?

In the article, “Resiliency and the Mentoring Factor,” Wain K. Brown states mentoring helped him overcome a difficult childhood and resist the temptations of the streets.²¹ The importance of mentoring is corroborated by author Baruti Kafele in his book, Motivating Black Males to Achieve in School & in Life, where he points out that teachers should inspire students.²² On the other hand, Jami Jones suggests that economically disadvantaged kids from urban environments can attain resiliency with the help of a caring and nurturing educator or librarian, who can help them to become strong readers and to learn how to find and use information correctly.²³

Librarians working with urban youth should check their feelings about inner city youth so that they can remove any stereotypes. Kumasi states that, “It is important to not allow outward conditions such as dress, speech patterns and other cultural signifiers to shape how educators view and instruct students.”²⁴ She also suggests that librarians treat urban youth with dignity and respect and have high expectations of them. Additionally, she suggests that librarians can have a more productive relationship with urban students by encouraging and supporting their cultural diversity and literacy capabilities. Kumasi recommends that librarians learn the environments that many urban youths have to live in so they can develop compassion for them and see them as regular people, not as problem children. She recommends that librarians should ensure that their teen collections are culturally diverse and refrain from promoting stereotypes about people of color.²⁵

While Kumasi and Jones recommend building up resiliency skills in urban youth so that they can navigate the difficult environments that many come from, Elizabeth Hood suggests that schools should teach urban youth the social realities that govern their lives. She contends that urban minority students do not live in a vacuum and know that equality is elusive to those who are poor and don’t have connections.²⁶ Hood believes students will not learn effectively until they are taught how to deal with the realities of social inequalities.²⁷

Ultimately, libraries can play an important role in teaching resiliency skills to urban youth, but in order to accomplish this they must build trust with urban youth and understand the ecological environment many have to overcome to be successful.²⁸

Research Method

The study described in this article was a comparative analysis of services and programs offered to urban youth and was limited to three large urban library systems in cities with large minority populations that are plagued by high levels of poverty, unemployment, and crime. The library systems of the cities of Memphis (Tenn.), Baltimore, and New Orleans were chosen because they share some of the same characteristics and are roughly the same size. Special emphasis was placed on programs specifically targeted to urban males.

It was assumed that the information gathered onsite and from each library system’s website was accurate and current. It was also assumed that the online public access catalogs (OPACs) in this study were indexed accurately so that relevant data could be retrieved.

The following research questions were considered when analyzing the three library systems featured in this article:

1. What are the programs and services targeted to urban youth at each library as described on the library’s website?
2. How many graphic novels are in the teen collection for each library?
3. How many enabling books identified by Alfred Tatum and Sandra Hughes-Hassell are in the collection and can be identified in the online catalog through a keyword search or by the title of the book?
4. How many Coretta Scott King award-winning YA books are part of the collection?
5. How many books are in the collection by award-winning writer Walter Dean Myers?
6. How many YA books are in the collection that can be identified in the online catalog through a keyword search for bullying? Are there workshops for single parents?

Data was collected by visiting the websites, online catalogs, newsletters, and other publications of the urban library systems. The data was compiled in an Excel spreadsheet and analyzed to address each research question.

Results

The results from analyzing the websites of the three library systems indicate a variety of programs and services are offered to urban youth. Data was compiled by reviewing teen library programs for the month of October 2013. Many of the programs consisted of teen readings and book discussions, crafts, and workshops on college admissions. The information that follows describes programs and services offered at the three urban library systems studied.

Programs and Services

Memphis Public Library

Twenty three years after the Civil War, the city of Memphis opened its first library in 1888. The library was known as the Cossitt-Goodwyn Institute. Five years later a new library building was constructed in downtown Memphis and was named the Cossitt Library after its founder Frederick Cossitt. While the Cossitt Library is still in existence today, it no longer serves as the main library branch with administrative offices. In 2001 the city of Memphis officially opened its new library main branch in the Midtown Corridor East section of town. The new central building is named after Civil Rights icon Benjamin L. Hook, a native of Memphis. The Memphis Public Library consists of eighteen branches that serve the city of Memphis and an unincorporated area of the city.

A review of the Memphis Public Library’s website shows that in October 2013 there were a total of twelve programs including teen readings and book discussions, crafts, and workshops for college. Analysis of the website also shows that the library offered a program entitled “Let’s Rap About It” where teens discussed social problems with mentors.

Enoch Pratt Free Library

The Enoch Free Public Library is the library system for the city of Baltimore and one of the oldest library systems in the country. The library has twenty-three branches covering the entire city of Baltimore. The calendar for the month of October publicized forty-five programs for teens consisting of teen readings and book discussions, crafts, and teen experiments. Two of the more interesting programs were “Baltimore Speaks Out!” where teens learn video production skills and are taught leadership skills while earning service hours, and the “Community Youth Corps Program,” which is a volunteer program through which Baltimore youths can volunteer at the library, develop work skills, and receive service credit hours. Another interesting program listed on the calendar in October was a discussion of the book Judging Thomas: The Life and Times of Clarence Thomas by Ken Foskett. The book is a story of how the Supreme Court justice overcame poverty and hardships by working hard and investing in his education. The book meets the definition of enabling by Tatum because it promotes a healthy psyche in that it advocates a positive solution to overcoming hardships in life.²⁹

New Orleans Public Library

The New Orleans Public Library consists of the main branch and thirteen satellite branch libraries throughout the system. A review of the library’s calendar for the month of October 2013 reveals that the library offered eighty-one programs for teens. The vast majority of the programs consisted of book readings and discussions, craft and game projects, and movie nights. Additionally, the library offered a number of “Homework Assistance Workshops” for students and a “LGBTQ&A” session along with a “Girls Rap” session. There were no visible programs held in October that were specifically targeted to males, particularly black males.

Graphic Novels

A review of the three library systems’ websites shows that the Memphis library system had a total of 662 graphic novels in its young adult collection, Enoch Pratt had 998, and New Orleans Public Library system had 1,158 graphic novels in its collection.

Enabling Books

See figure 1 for books identified by Tatum and Hughes-Hassell as meeting the definition of enabling books.

Books by Walter Dean Myers

A search of the three online catalogs showed that Enoch Pratt Library had 125 copies, Memphis Public Library showed 112 copies, and New Orleans Public Library had 111 copies (see figure 2).

Coretta Scott King Award–Winning YA Books

A search of the three online catalogs showed that Enoch Pratt Library had sixteen copies, Memphis Public Library has fourteen copies, and the New Orleans Public Library had twelve copies (see figure 3).

Books on Bullying

A search of the three library system catalogs showed that Enoch Pratt Library had 55 books on bullying, Memphis Public Library had 53 copies, and New Orleans Public Library had 37 copies (see figure 4).

Single-Parent Workshops

A review of all three library systems for the month of October shows that there were no workshops for single parents at any of the libraries.

Analysis

A website analysis of the three major library systems for the month of October 2013 indicated a variety of programs and services available for teens, but none specifically targeted to urban males. The analysis indicated that many of the library programs offered were mainly traditional library teen programs consisting of video games, crafts, and some book discussions.

When incorporating a successful program or service for urban youth, particularly males, research analysis shows that libraries should hire culturally competent staff that is caring and embraces urban youth as individuals and not members of a stereotyped group.³⁰ Furthermore, librarians working with urban youth should set high expectations for them and advocate for quality library resources on their behalf.³¹ All the libraries studied had programs and services to help teens, but two programs stood out from the rest. The first was “LGBTQ&A” at the New Orleans Public Library and the “Baltimore Speaks!” program at Enoch Pratt. In the LGBTQ&A program, teens were monitored by library staff and were able to hang out, enjoy refreshments, and meet in a casual atmosphere and discuss social issues with peers. In the Baltimore Speaks! program, teens were taught how to use video production equipment, and how to resolve problems in the workplace.

Tatum advocates that if educators and librarians are going to make a difference in the lives of urban youth, they must put enabling titles into the hands of urban youth that build a positive outlook and that are relevant to their world, books that connect them to the struggle for equality in America, and books that serve as an atlas for achievement, thoughtfulness, and performing.³²

One of the most important things that libraries can do to enhance the future success of urban males is to empower them with resources to help mitigate the disadvantages that they have to overcome.³³ One way libraries can empower youths is to offer workshops on employment that teach urban males how to construct a résumé and how to dress for and conduct themselves during an interview. Youths that are empowered often have stronger self-esteem and resiliency.³⁴ The Memphis Public Library offered several programs that young urban males could participate in such as JOBLINK and workshops on financial aid for college.

The results of the research indicate that while libraries have made strides in planning programs for urban youth, more work needs to be done. Many urban youth do not visit the library, because they feel that the library does not respect them and because the rules and regulations are too strict.³⁵ One way for libraries to connect with urban youth is to remove any perceived misconceptions about them and to treat them as individuals.³⁶

While this research focused on library programs and services for urban youth, further research involving the collaboration between libraries and community organizations already working with urban males could potentially provide libraries with information on how to connect with urban youth. Research analysis shows that libraries that successfully connect with urban youth are those that provide relevant services and that hire caring staff members who work with urban youth effectively.³⁷

Conclusion

The challenges of working with urban youth are many, but they are not insurmountable. A survey of the literature concludes that libraries can play a productive role in the future trajectory of urban youth––one that respects urban youth as individuals, sets high expectations, and provides relevant programs and services for their development and success in life.³⁸ Further analysis of the three library systems studied in this article reveals that while the libraries offered many programs and services for teens, libraries can do more to help urban youth by engaging these patrons and making them feel like they are a part of the library system.

References

1. Karen Springen, “What’s Right with This Picture? Chicago’s YOUmedia Reinvents the Library,” School Library Journal 57, no. 2 (Mar. 1, 2011): 37.
2. Ibid., 37–39.
3. Joseph Williams and Julia Bryan, “Overcoming Adversity: High-Achieving African American Youth’s Perspective on Educational Resilience,” Journal of Counseling & Development 91, no. 3 (July 2013): 291–300.
4. Schott Foundation for Public Education, The Urgency of Now: The Schott 50 State Report on Public Education and Black Males (Cambridge, Mass.: Schott Foundation, 2012), accessed Aug. 12, 2014.
5. W. J. Wilson, “Being Poor, Black, and American: The Impact of Political, Economic, and Cultural Forces,” American Educator 35, no. 1 (Spring 2011): 18.
6. Williams and Bryan, “Overcoming Adversity,” 291–300.
7. Kafi D. Kumasi, “Roses in the Concrete,” Knowledge Quest 40, no. 5 (May/June 2012): 37.
8. Ibid., 37–39.
9. U.S. Census Bureau, 2000 Supplementary Survey (New York: U.S. Census Bureau, 2011).
10. Raymond Winbush, The Warrior Method: A Program for Rearing Healthy Black Boys (New York: HarperCollins, 2001), 57.
11. Ibid.
12. Horace R. Hall, “Poetic Expressions: Students of Color Express Resiliency through Metaphors and Similes,” Journal of Advanced Academics 18, no. 2 (Winter 2007): 237.
13. Jennifer Boone, Casey Rawson, and Katy Vance, “Getting It Right: Building a Bridge to Literacy for Adolescent African-American Males,” School Library Monthly, XXVII, no. 2 (Nov. 2010): 35.
14. Ibid.
15. Sandra Hughes-Hassell and Casey H. Rawson, “Closing the Literacy Gap for African American Males,” School Library Monthly, 28, no. 3 (Dec. 2011): 16.
16. Ibid.
17. Ibid.
18. Janice Hodges and LaJuan Pringle, “Meeting the Learning Needs of African American Youth in the Library,” School Library Monthly 29, no. 6 (Mar. 2013): 16.
19. Williams and Bryan, “Overcoming Adversity,” 291.
20. Ibid.
21. Wain K. Brown, “Resiliency and the Mentoring Factor,” Reclaiming Children & Youth 13, no. 2 (Summer 2004): 75–79.
22. Baruti K. Kafele, Motivating Black Males to Achieve in School & in Life (New York: ASCD Member Books, 2009).
23. Jami L. Jones, “I Build Resiliency: The Role of the School Media Specialist,” School Libraries Worldwide 9, no. 2 (2003): 90–99.
24. Kumasi, “Roses in the Concrete,” 35.
25. Ibid.
26. Elizabeth Hood, “Motivating Urban Minority Group Youth,” Education 93, no. 4 (Apr./May 1973): 362–64.
27. Ibid.
28. Kumasi, “Roses in the Concrete,” 37–39.
29. Hughes-Hassell and Rawson, “Closing the Literacy Gap for African American Males,” 16.
30. Denise Agosto and Sandra Hughes-Hassell, Urban Teens in the Library: Research and Practice (Chicago: ALA Editions, 2010), 9.
31. Hughes-Hassell and Rawson, “Closing the Literacy Gap for African American Males,” 16.
32. Sandra Hughes-Hassell et al., “Librarians Form a Bridge of Books to Advance Literacy,” Phi Delta Kappan 93, no. 5 (2012): 18.
33. Agosto and Hughes-Hassell, Urban Teens in the Library, 9–13.
34. Jones, “I Build Resiliency,” 48.
35. Agosto and Hughes-Hassell, Urban Teens in the Library, 9–24.
36. Kumasi, “Roses in the Concrete,” 18.
37. Jones, “I Build Resiliency,” 48.
38. Boone, Rawson, and Vance, “Getting It Right,” 35.

The post Urban Youth and Public Libraries first appeared on Public Libraries Online.

The public library can be a place for this group to continue pursuing their natural desire to learn, experience stories, and share opinions and feelings. The Johnson County (Kans.) Library in suburban Kansas City has a long history of serving this population, winning an award in 2006 from the Association of Specialized and Cooperative Library Agencies (ASCLA), a division of the American Library Association (ALA), for services to the disabled population.² In this article, we share three examples of programs that have been well received by this population: (1) a film discussion program, (2) a craft program called “Create!” and (3) a partnership with the local county agency that serves the developmentally disabled. All of these programs were created by frontline staff through conversations with agency personnel that provide services to the disabled.

Who They Are

People with developmental disabilities may be cognitively or physically impaired, or both. A good definition of the challenges this population face can be found on the webpage for the National Association Council on Developmental Disabilities:

While not always visible, these disabilities can result in serious limitations in everyday activities of life, including self-care, communication, learning, mobility, or being able to work or live independently. Such disabilities are almost sure to result in a lifetime of dependence on publicly funded services, unless families receive sufficient support, children receive appropriate education, and adults receive appropriate services that enable them to live and work in their local communities.³

According to the 2010 U.S. Census, approximately 15.2 million adults have difficulty with some kind of cognitive, mental, or emotional functioning.⁴ Other than dementia, the main causes of cognitive disabilities are Down syndrome (DS), autism spectrum disorder, and cerebral palsy.⁵ These are generally described as developmental disabilities. People with these disabilities commonly have limited options for educational opportunities once they become adults. Options for other stimulating daytime activities can be expensive or have long waiting lists. Often it is the television that becomes their best source for education and intellectual stimulation.

Why Help?

There is a twofold benefit for people with disabilities being in the library: (1) we can provide quality programs for them free of charge and (2) their presence can be a good influence on other patrons. Lisa Belkin, in her article “Should Down Syndrome Be Cured?” quotes a mother of two boys with DS who talks about the positive effect her sons have on other children at their school. “My experience with people with intellectual disabilities is that their lives enrich the lives of others and of the world around them in significant and irreplaceable ways. I see how their presence brings out compassion, kindness, even tenderness in the older kids at school.”⁶

Those who have not had a lot of exposure to the intellectually disabled may underestimate the ability of the disabled person to understand and discuss issues. Studies have shown that the emotional maturity of those with DS can rival that of a “typical” person of the same age.⁷ A DS infant develops emotionally at the same rate as a “normal” infant in all ways except the ability to detect fear.⁸ And a DS adult is no different from others in regard to the ability to recognize and appreciate emotions. They also have been found to have high self-esteem. The only regret they have about their disability is that it can keep them from doing “normal” things such as drive a car or get married.⁹

As a society, we have made a lot of progress in regard to including the developmentally disabled in our communities. Long ago, they were often kept away from the general population, hidden in institutions. In the 1950s things began to change when a group of parents formed an alliance to advocate for their children. They wanted their children to have opportunities for a better, more fulfilling life.¹⁰

This alliance led to the creation of a nonprofit organization now called The Arc. On its website, a timeline of six decades of activism for the developmentally disabled population illustrates The Arc’s work and progress. Here are some of their major accomplishments:¹¹

• 1950s—The first organization to put money into research on intellectual and developmental disabilities; led to awareness of lead poisoning.
• 1970s—Advocated for the creation of the Supplemental Security Income program to provide income for persons with severe disabilities, and also advocated for the passage of a national housing law for low income individuals with disabilities.
• 1980s—Involved in creating several work incentives in the Social Security Act to allow more disabled individuals to work.
• 1990s—Advocated for the landmark Americans with Disabilities Act.
• 2010—Worked to ensure that students with disabilities were covered within the educational accountability system under the No Child Left Behind Act.

ALA also has been an active advocate for the developmentally disabled population. Here is an excerpt from ALA’s “Services to Persons with Disabilities: An Interpretation of the Library Bill of Rights,” which is inspirational in its wording:

The American Library Association recognizes that persons with disabilities are a large and often neglected part of society. . . . The library plays a catalytic role in their lives by facilitating their full participation in society.¹²

Another important resource is the Association of Specialized and Cooperative Library Agencies (ASCLA), a division of ALA. Although ASCLA targets all special populations (including the incarcerated and homeless), it has done a lot of work to provide libraries with the information they need to comply with the Americans with Disabilities Act. ASCLA is also a good resource for staff training on services to patrons with disabilities. For example, it has handy “Library Accessibility Tip Sheets” with an overview on how to serve this population.¹³

ASCLA can also be a source for funding. It offers $1,000 as part of its ASCLA/KLAS/NOD Award to a library that provides an innovative or well-organized project that successfully develops or expands services for people with disabilities.

Film Discussion Program

The De Soto Library is a 3,800-square-foot facility in a small community west of the Kansas City suburbs. Located right on the main street, it has a homey feel where everyone knows everyone.

Down the street is the school district’s Access House, an adult cooperative community education and support service program designed to help disabled students (ages 18-21) function effectively and independently in their community. Each year, at least one student is assigned to the library to learn job skills—emptying tubs, sorting materials, and so on.

De Soto librarian Janine Myers wanted to come up with a program the Access House group would enjoy while also providing them opportunities to share ideas and get experience participating in a typical adult discussion, which is a big part of typical American lives (think of gathering around the water cooler to discuss the latest new show). Myers knew a book discussion would be difficult due to group members’ varying reading levels, but she decided movies might work perfectly;
everyone can contribute something, even if it is as basic as “it was funny!”

It has been especially rewarding to hear the interesting observations that come from this group. For example, a favorite movie with the group was Temple Grandin, about the autistic woman who has become one of the top scientists in the humane livestock handling industry.

Group discussion focused on all the obstacles Grandin had overcome in her life and how important it was for her to have people who encouraged her to keep going when things got difficult. They also talked about how Grandin—through hard work and persistence—was able to turn derision into respect wherever she went.

All of the attendees said that they could relate to how Grandin felt in social situations and discussed how difficult it can be for them to navigate those interactions. One young man shared his thoughts simply and eloquently, “I liked it. It affected me.”

Another great example was their discussion of the movie Oklahoma. In this classic musical, a menacing bully tries to break up a romance between a cheerful, friendly ranch hand and a farmer’s daughter. Everyone enjoyed the musical format and had a favorite song. All thought the main theme was learning to get along, even when you don’t agree.

One member said the scene with the pictures of the girls on the wall of the bunkhouse made him feel uncomfortable and made the character of Judd creepy. This led to an interesting discussion of what would happen if that scene were removed from the movie, how it would change the movie, and what might replace it to keep Judd “creepy.”

At the end, everyone had a great time discussing what kind of movie they might make of Access House—would they do a musical and, if so, with what songs? One member suggested a zombie movie and another suggested one about superheroes, or maybe a zombie movie with superheroes to defeat the zombies. They all became very animated and involved in this part of the discussion.

A unifying part of the discussion usually involves having the students come to consensus about the main point of the movie. For example, with the movie Balto (about a lead sled dog that must overcome villainy to deliver a vaccine to a town in need), the group determined the central theme was about not judging people by what others say about them, but to make your own judgment from your own interactions with them.

Myers has compiled a list of best practices from the first three years:

1. She recommends planning the entire season before the discussion year starts. She sits down with the teachers to select appropriate movies together. They work around themes and world events so that the students will be more aware of what is going on in the world. For instance, they watched the movie Dave during the 2012 presidential election. They pick some movies that feature people with a disability (Temple Grandin, Radio, Dolphin).
2. The students munch on popcorn and watch the movie together at Access House the day or week before the library discussion. The students really enjoy that.
3. One year, the group had a campaign to encourage people not to use the word “retarded.” Another time, the group had a recycling campaign. Whenever possible, Myers tries to tie in elements from the film to the current campaign.
4. Many of the Access House students have a younger developmental age than their chronological age, thus films cannot contain adult themes or language.
5. One of the students is higher functioning, enjoys talking, and can dominate the discussions. He is assigned to research something from each movie and share it with the group as a learning experience. For example, the movie Balto involves Diphtheria, so he researched that.
6. It’s helpful to start discussions by asking a general question about the movie, such as “What character did you like most / least?” and let each student respond. If a student says he/she didn’t like a certain part or character, Myers tries to get them to talk about how removing that element would change the movie. Flexibility is important because often the next question will flow from the answers to the previous question. She has found it fun to ask how they would make a computer game from the movie, as there are a few who are into computer games.
7. The paraprofessional aides that attend with the group are a necessity, because they can intervene when a client gets upset. Some of the students can be emotional, while others are very distant. The verbal abilities of the members also vary widely, and the paraprofessionals often help to bridge that gap.

Editor’s note: A complete list of the movies they have watched and a brief summary of each discussion is available; e-mail Myers at myersj@jocolibrary.org for more information.

“Create!” for Special Populations

Several years ago a group of senior adults with developmental disabilities from the county agency Johnson County Developmental Supports (JCDS) began visiting the midsize suburban Lackman Library on a regular basis to check out books, videos, and music. Sharon Holley, the senior direct support professional at the time, noticed the library’s craft programs for children were skill level-appropriate for these adults, but she was concerned that the children would feel uncomfortable if the adults participated.

When Holley shared these thoughts with then-branch manager Helen Hokanson, Hokanson responded by arranging for a duplicate program for the adults with developmental disabilities so they would feel comfortable and welcomed in attending. With the help of library staff, the adults participated in one of two monthly sessions of Create! to practice fine motor skills and decision-making in creating thematic crafts. Having their own sessions has made these adults feel at ease, and the professional caregivers are pleased about the cognitive development and self-esteem that the class provides for their clients.

Although at the beginning most of the participants were associated with JCDS, news about the program spread quickly to other developmentally disabled groups and individuals, and there was often a waiting list for the twenty-five spots per class. The description for the program was “Discover your creative side, make new friends, and have fun when you join us for an hour of exploring the arts! This program is targeted at adults with special needs or learning disabilities.”

The program content for Create! is similar to any library crafts program for preschool children. Youth services specialist Gloria Liposchak produced the program for several years. She would sometimes read a children’s book or do storytelling, sometimes with music, but always with thematic crafts. For instance, at Thanksgiving the group made turkeys and Liposchak read the children’s book Run, Turkey, Run by Diane Mayr. One winter, they read Snowmen at Night by Caralyn Buehner and made snowmen out of baby food jars.

Sometimes Liposchak used books as a jumping-off place for the art. For example, she used Lois Ehlert’s books to illustrate collage, then encouraged participants to make totally different collages; compared Ehlert’s sharp edges and brighter colors to Eric Carle’s fuzzy and faded art work; and kept more author-illustrator books on hand for the participants to explore.

Liposchak found preschool-level activities to be the most suitable for the participants’ abilities. When sessions were about just the art, Liposchak focused on using a variety of media, techniques, and processes to express participants’ ideas. Using rounded-tip scissors, markers, colored pencils, and other craft items, the participants could make their own creations.

Ideas were easy to find by searching online sources, magazines, and books, although she also picked up ideas from store display windows and card stores. To put the program together, she gathered or purchased materials, ordered die-cuts from the children’s department staff, and made samples to display and show to the participants as a guide.

The challenges in offering this program fall into two categories: (1) balancing disabilities and adult status in planning the programs, and (2) accommodating the very wide range of abilities among the participants.

The adaptation of preschool-level activities for these adults is always on Liposchak’s mind—because they are adults. She said, “When we read a story, I try to find books that have an adult appeal. Even though the participants have learning disabilities, I am always cognizant that they are adults. I would never want to insult them by having materials on too low a level. They recognize baby stuff when they see it. That is why I try to be judicious with my craft selection, too.”¹⁴ Therefore, it’s a goal to prepare programming that these adults can accomplish with success while respecting their status as adults.

The second challenge—the wide span of abilities—occurs in the sessions. One or two participants in each group are in wheelchairs, sometimes with very limited motor skills. Others use walkers or need assistance in navigating the library. A few lack verbal skills and communicate through sounds and gestures. A ratio of one adult to every five or six participants is needed, and JCDS provides staff to meet that goal. We have also used volunteers to help, especially with setup and cleanup.

Most participants are at a higher level of ability and are very articulate. Some can read and write; others cannot. However, most have difficulty with fine motor skills, and some of the participants need firm directions. Most have difficulty using scissors, but Liposchak always encourages them to try before asking for help. Patience and flexibility are the keys for a successful program.

Lackman Library won an achievement award in 2007 through the National Association of Counties for this program due to its success in filling a gap in both library and community programming for this population.

Flower Pens, Bookmarks, and Containers, Oh My!

There is a community service group within JCDS that provides opportunities for about forty of their clients to give back to their community through volunteerism. The group members volunteer their time and/or make useful items for various businesses and organizations within the county. A perfect collaboration is the joint project where the group members make flower pens and colorful bookmarks for us to use at the library.

The pens and pencils look fun and attractive out in the library—plus, it makes it easier for patrons to remember they are “borrowing” a pen and to return it. The bookmarks are a fun giveaway item at the checkout desk. Children enjoy looking through them and picking their favorites.

The items are usually seasonal, such as pens that are attached to colorful flowers in the spring. They have lots of fun coming up with ideas for colorful “pots” to put the pens in, such as the yellow chick pen holder as shown above. They use either cans or glass jars for these. The clients at JCDS get really creative around the holidays with “ghosts” on the ends of pencils at Halloween and hearts hanging down from pens at Valentine’s Day.

The library receives a fresh batch of craft items each month, and we take turns sending them to various branches throughout the Johnson County system. Stacy Geyer says that the JCDS clients are so proud of being able to display what they make. “The purpose of our Community Service Program is to teach our clients about the importance of giving back to their community,” said Geyer.”¹⁵

Using the Library

We have been told that a trip to the library is one of the favorite things for a developmentally disabled person to do. Sherry Meyer, an instructor at Access House, explained, “They like to check things out. They feel independent, just like their peers. The library feels like such a safe place to them once they know the staff. It is also good for other people to see them, to realize that there are disabled people in their communities.”¹⁶

The library can also be a good place for the developmentally disabled to learn responsibility. The students from Access House visit the library each week, and the instructors do not remind the students when their materials are due, but limit each student to three things checked out at a time. The students may forget once to return something on time, but they have not had a student make that mistake more than once. It helps that the students go to the library on the same day each week.

Wrapping Up

Lifelong learning is a common goal for adults, but the developmentally disabled community has limited options to do so. “The biggest challenge we have is to find resources in the community for our clients to meet their goals and pursue their passions,” said Geyer.¹⁷

The addition of programming to this population may make staff feel uncomfortable due to unsure expectations or fear. When asked what she would most like librarians to know about this community, Geyer said, “Just give them a chance. So many people have a fear of the unknown with this population. If you spend some time with them, you will see how unique they each are.”¹⁸

If you are looking for further inspiration for library programs for this population, be sure to check out Contra Costa County (Calif.) Library and its “Insiders” program. It was originally designed to encourage adults with developmental disabilities to feel comfortable navigating through the library, using available resources, and communicating with staff members. It now includes many different types of programs. They have a video linked on their “Insiders” webpage that tells all about their services to the disabled community.¹⁹

One final point regarding the validity of serving this population—the population is increasing. According to the Centers for Disease Control and Prevention, the prevalence of developmental disabilities increased 17.1 percent from 2006 to 2008 compared to a decade earlier.²⁰ That is an increase of 1.8 million developmentally disabled children in the United States within a twelve-year period.

Like everyone, the developmentally disabled community wants a safe place to continue learning, sharing, and growing intellectually throughout their lives. The public library is in a unique position to be that place, and the rewards will be great for the whole community.

References

1. Matthew W. Brault, Americans with Disabilities: 2010: Household Economic Status. (Wash., D.C.: United States Census Bureau, 2012): 70–131.
2. Association of Specialized and Cooperative Library Agencies, “ASCLA Exceptional Service Award,” accessed May 21, 2014.
3. “National Association of Councils on Developmental Disabilities,” NACCD, accessed Feb. 11, 2014.
4. Brault, Americans with Disabilities: 2010.
5. Heather Wray, “Protecting the Rights of the Most Vulnerable by Creating a Culture of Inclusion,” Feliciter 59, no. 3 (June 2013): 26–30.
6. Lisa Belkin, “Should Down Syndrome Be Cured?” Motherlode: Adventures in Parenting (blog) New York Times Parenting Blogs, Jan. 10, 2010, accessed May 21, 2014.
7. Regis Pochon and Christelle Declercq, “Emotion Recognition by Children with Down Syndrome: A Longitudinal Study,” Journal of Intellectual & Developmental Disability 38, no. 4 (Dec. 2013): 332–43.
8. J. G. Wishart, “Socio-Cognitive Understanding: A Strength or Weakness in Down’s Syndrome?” Journal of Intellectual Disability Research 51, no. 12 (Dec. 2007): 996–1,005.
9. Cliff Cunningham and Sheila Glenn, “Self‐Awareness in Young Adults with Down Syndrome: I. Awareness of Down Syndrome and Disability,” International Journal of Disability, Development and Education 51, no. 4 (Dec. 2004): 335–61.
10. “The Arc: For People with Intellectual & Developmental Disabilities,” accessed Feb. 11, 2014.
11. Ibid.
12. American Library Association, “Services to Persons with Disabilities: An Interpretation of the Library Bill of Rights,” ALA Council, Jan. 28, 2009, accessed May 15, 2014.
13. Association of Specialized and Cooperative Library Agencies, “Library Accessibility –What You Need to Know,” accessed Sept. 25, 2014.
14. Gloria Liposchak, personal interview with the author, Nov. 1, 2013.
15. Stacy Geyer, personal interview with the author, Feb. 7, 2014.
16. Sherry Meyer, personal interview with the author, May 14, 2014.
17. Geyer personal interview with the author, Feb. 7, 2014.
18. Ibid.
19. Contra Costa County Library, “Insiders: Toolkit for Librarians to Plan and Implement Library Programs for Adults with Developmental Disabilities,” accessed Feb. 11, 2014.
20. “Developmental Disabilities Increasing in US,” Centers for Disease Control and Prevention, June 14, 2011, accessed May 21, 2014.

The post Reaching Out: Library Services to the Developmentally Disabled first appeared on Public Libraries Online.