Connecting to the outdoor world can be as simple as going through your front door. Or…it can start with a book!

Did you know that most children (5-8 years old) spend at least three hours a day on screens, and for older kids, it’s 5+ hours – and these are considered low estimates. Meanwhile, the time children spend outdoors engaging in unstructured play has plummeted. Some estimates are as low as five minutes a day.

Growing up is hard (and being a parent/caregiver is hard!). But connection makes it better. That is why Camp Fire connects young people to the outdoors, to others, and to themselves.

Camp Fire teamed up with the PLA to write this blog and highlight inspiring picture books that motivate us to get outside! Here are five we recommend:

The Snowy Day by Ezra Jack Keats

The Snowy Day tells the story of Peter, a young Black boy exploring his neighborhood after a winter snowfall. With very few words, and with bold, minimalist illustrations, the book reveals a city neighborhood magically transformed by snow.

Published in 1962, The Snowy Day has had its share of critics. Though it was considered groundbreaking at the time because of its young Black protagonist, it was also challenged and banned on more than one occasion. But it also has generations of fans. In 2020, The Snowy Day topped the list of the most checked out books of all time by the New York Public Library.

Today, The Snowy Day could be considered groundbreaking not because of the protagonist’s race, but because of its portrayal of a free-range child, exploring his neighborhood without an adult in sight. Roaming the neighborhood bundled into a snowsuit, stick in hand, while parents remained indoors, was once a common feature in childhood. Now, it has all but vanished.

 Jayden’s Impossible Garden by Mélina Mangal and Ken Daley

Jayden’s Impossible Garden won the 2019 African American Voices in Children’s Literature writing contest and brings some of themes in The Snowy Day into the 21^st century. It tells the story of a Black boy named Jayden, living in a city where, his mother tells him, there is no nature. But Jayden finds nature wherever he looks: from squirrels foraging for nuts, to cardinals singing in the trees.

Jayden finds a kindred spirit in Mr. Curtis, a wheelchair bound senior citizen who loves being outside, and who, like Jayden, is not too busy to notice and admire a tiny crocus by the corner of a building. Soon, they form a friendship based on their mutual love of nature. Eventually, they hatch a plan to show others that there really is nature where they live. They begin to plant runner beans, nasturtiums, and other flowers using old milk jugs and cast-off containers. The flowers attract butterflies. Before long, the entire neighborhood has come outside, connecting to the nature around them, as well as to each other.

Tiny Perfect Things by M.H. Clark and Madelina Kloepper

Tiny Perfect Things (2018) tells a similar, yet uniquely magical story. This time, it features a child and her grandfather out on a walk through their neighborhood. Yet their ordinary walk is filled with treasures, as they see beams of light glinting off spider webs, a single leaf blown down by the wind, and a tiny snail crawling along a fence. This book captures the curiosity of a child, for whom the outdoor world is new. It shows how meaningful a walk between an adult and a child can be.

Outside In by Deborah Underwood; illustrated by Cindy Derby

Outside In is a 2020 Caldecott Honor Book. The story begins with these evocative lines: Once we were a part of Outside. And Outside was a part of us. But now, we often forget that outside is there.

Yet Outside has special ways of reminding us. It sneaks its light beams and shadows in through the windows. It taps gently on the glass. It takes new forms, in clothing, furniture, and in the food we eat. Even rivers come inside, the text states. The water we drink doesn’t exist just in our plumbing. It comes from Outside.

Outside, as presented in this book, is our friend. It misses us. It seeks to reconnect. But Outside is also with us more than we realize. We are reminded of the ways we continue to connect with Outside even when we are inside.

Sila and the Land by Shelby Angalik, Wentanoron (Ariana) Roundpoint, and Lindsay DuPre; Illustrated by Halie Finney

The last book we’d like to highlight is Sila and the Land. This beautiful picture book was written by three young Indigenous authors and draws on conversations between the authors and young people from First Nation, Métis, and Inuit communities across Canada about their relationship with the land. In the story, a young Inuk girl named Sila sets off on a journey to North, South, East, and West, talking to animals, plants, and different elements along the way. Each being she meets has something to teach her about her responsibility to the land, and about the protection of nature for future generations.

We invite families to enjoy these five books together, and to follow them up by getting  outside. This can be as simple as walking, strolling, or riding  around the block, or even around the library, looking for tiny, hidden treasures. Take a compass (or use an app) and determine which way is north, south, east, and west. Listen to bird song. Look under the leaves. Touch things that are soft, smooth, slimy, or sharp. Find a stick and measure a puddle.  Inhale the scent of the soil after a rain. Build a wonder box and fill it with treasures. (Just don’t harm anything living in the process.)

The phrase “I wonder…” can begin your journey. “I wonder where that slime trail came from?” “I wonder what that sticky mud feels like?” “I wonder what that basil leaf tastes like?” 

Go outside and wonder together!

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Story Length: Up to 2 minutes spoken aloud

Format: Voice memo or recording (start with your name and library/location)

Submit by end of day on Wednesday, July 24

Email your voice memo or recording clip to: publiclibrariesonline@gmail.com (Subject: Library Stories Podcast Episode)

Share your library joy with us and be featured in our upcoming episode!

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Jamia and I were fortunate enough to present as part of a panel, One in a Million: Innovative Health Programs with the All of Us Research Program, this last April at the PLA Conference in Columbus, OH. A lot of you stuck around after the presentation with questions, specifically about CHIS certification, so we thought we’d continue that conversation here and spread the word to those of you who weren’t able to attend our session.

Jen: Hi Jamia, let’s start with an explanation of what getting your CHIS certification looks like. When I first heard about it in library school, I thought it was a course that someone could take, but that’s not completely accurate, right?

Jamia: Yes, people can take an LIS course that has been CHIS approved to obtain the certification. For people not in an LIS program, you obtain CHIS by choosing several classes from various offerings. It requires 12 MLA continuing education, or CE, credits, and you can obtain those through MLA or NNLM.

Jen: Can you give me some examples of what sort of classes are available to take as you work toward a CHIS certification?

Jamia: Of course—just a few examples are “CHIS On Demand,” “Telehealth 101,” and “Beyond the Binary.”  For each level of CHIS you need 12 CE credits. For a more comprehensive list of classes visit: NNLM.gov

Jen: How many levels are there?

Jamia: CHIS has two levels that you can achieve, CHIS I, and CHIS II.

Jen: Once you achieve a level of specialization, how long is that good for?

Jamia: It is good for three years. When you renew your CHIS, you only need eight CE credits. We like to encourage people who have CHIS Level I to get 12 credits since four more CE credits make it easy to move to CHIS Level II.

Jen: Is there a cost?

Jamia: Through NNLM our classes are free. To get the specialization through MLA it costs $99 for MLA members, and $129 for non-members, but good news! NNLM will cover the cost if you apply for sponsorship. More information on sponsorship  here

Jen: I shared that one of our post PLA session surveys had a comment about how interested this participant was in CHIS, and that they had never heard of it before.  What were some of the other questions you got after the session?

Jamia: The questions were varied, mostly about the specialization itself—what it takes to get it, the benefits of it. Someone had a question about telehealth, which NNLM has a great course about that counts toward achieving CHIS.

Jen: At base, the benefit of obtaining CHIS is that it improves library staff’s ability to confidently find and communicate health information, right?  And that can have a ripple effect within a library. One of the things you talked about during the PLA presentation was a pilot for a “Train the Trainer” CHIS program–can you talk a little more about that?

Jamia: Yes, we completed the pilot in late April, and are in the process of evaluating and deciding how to proceed. Librarians committed 17 hours to participate in this pilot, and I wasn’t a part of the focus group at the end. The point of that was so that participants could feel comfortable giving real feedback. That feedback is still being evaluated, and the hope is to incorporate it into the program going forward. But the whole point of this idea is that once someone has CHIS, they could become advocates or trainers for others to achieve CHIS. They could train people in their own libraries, or outside their libraries. This could lead to helping people get their CHIS or motivating them to renew it.

Jen: That’s amazing. You said this is still in the works, but any recommendations for people interested in this path?

Jamia: For now, we encourage people to get their CHIS level I at least, and then reach out to their regional NNLM libraries to find out more about being a trainer. In the end, we really hope that this expands library staff’s knowledge of the cool trainings that are available through NNLM, and to further support them with providing consumer health resources in their community.

For more information about CHIS through NNLM visit the NNLM’s Consumer Health Information Specialization page

References

Wood, F.B., Lyon, B., Schell, M.B., Kitendaugh, P., Cid, V.H., & Siegel, E.R. (2000). Public library consumer health information pilot project: Results of a National Library of Medicine evaluation. Bulletin of the Medical Library Association, 88 (4), 314-322.

Whiteman, E. D., Dupuis, R., Morgan, A. U., D’Alonzo, B., Epstein, C., Klusaritz, H., & Cannuscio, C. C. (2018). Peer reviewed: Public libraries as partners for health. Preventing chronic disease, 15.

Kiscaden, E., Spatz, M., Wolfe, S. M., Knapp, M., & Lake, E. (2021). Impact of a consumer health information specialization (CHIS) sponsorship program on the ability of public library staff to provide consumer health information. Journal of the Medical Library Association: JMLA, 109(2), 267.

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In this episode, we welcome Amy Carmichael, the driving force behind the True Crime Podcast Discussion Group at Lane Public Library in Ohio. Join us as we delve into the group’s origins, glean advice on selecting top-tier podcasts, explore effective engagement strategies, uncover discussion preparation techniques, tackle the nuanced handling of sensitive topics within the true crime genre, and much more

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The Social Determinants of Health include Economic Stability, Education Access and Quality, Health care Access and Quality, Neighborhood and Built Environment, and Social and Community Context. The goal of the Social and Community Context topic is to “increase social and community support.”  Positive interactions and supportive relationships at home, at work and in the community may help lessen the negative effects of discrimination and bullying.

In a climate, however, in which the introduction of anti-LGBTQ+ legislation is unprecedented, and challenges to materials with LGBTQ+ content is at an all-time high, this can be a daring pursuit in some communities. The topic of gender and LGBTQIA+ issues may be sensitive for some people. Social stigma, fear, or rejection is a real concern. Still, it is essential to bring awareness to these issues and create practices around addressing them.

Section B.2.1.12 of the ALA Library Bill of Rights entitled, ‘Diverse Collections,’ states “Library collections must represent the diversity of people and ideas in our society. There are many complex facets to any issue, and many contexts in which issues may be expressed, discussed, or interpreted. Librarians have an obligation to select and support access to content on all subjects that meet, as closely as possible, the needs, interests, and abilities of all persons in the community the library serves…” (ALA).  This section in the ALA Bill of Rights highlights the responsibility of libraries to reduce systematic barriers within their communities. This can be done by providing a welcoming environment through a diverse library staff, educational programming, and providing access to an array of materials. For some in the LGBTQIA+ community, the library may be the only place to safely acquire information on LGBTQIA+ topics and health.

The purpose of the NNLM class ‘Beyond the Binary: Understanding LGBTQIA+ Health’ is to provide an introduction to LGBTQIA+ terminology, highlight some relevant health resources, and provide guidance on creating welcoming and inclusive spaces for LGBTQIA+ people in the library. As an expansion of the 1-hour webinar, NNLM also offers a periodic 4-week course on LGBTQIA+ Health Information & Resources. Both offerings are meant to be a starting place for understanding and engaging in conversations around gender identity, gender expression, sexual orientation, and biological sex assigned at birth. Because language is dynamic, terms may evolve, and new terms may be introduced as invisible identities and orientations become visible and named. *For instance, while “queer” has been reclaimed by many people in the LGBTQIA+ community, the term was once derogatory and offensive. Being aware of LGBTQIA+ terminology is a great start to creating an inclusive and welcoming environment. Training staff, reflecting the community your library serves, recognizing the risk and providing information for the public can help “increase social and community support.”

Health information is available from various authoritative sources, including MedlinePlus and PubMed. MedlinePlus has a topic page specifically on LGBTQIA+ Health, which provides general information for users who may not know where to start looking for information. It also includes links to information on finding a provider, questions to ask a provider, research, and journal articles. PubMed provides access to medical research citations on topics relevant to LGBTQIA+ populations.

A few NNLM-funded projects have taken on increasing health literacy and promoting health equity for LGBTQIA+ people in their communities in partnership with public libraries. For instance, the Bradbury-Sullivan LGBT Community Center partnered with 4 public libraries in Eastern Pennsylvania to offer LGBTQ-affirming health fairs, which included expert speakers on health topics of particular interest to LGBTQ participants. Other projects have focused on providing relevant collections to underserved populations.

Here are some tools and resources that will help increase your knowledge and better serve your diverse communities:

• NNLM Webinar Beyond the Binary: Understanding LGBTQIA+ Health
  The next offering of this class is June 12, 2024, 3:00-4:00 PM ET. There is no cost for this webinar.
• Safe Zone Project Curriculum This free downloadable curriculum is useful for starting conversations around LGBTQIA+ topics. The curriculum is not updated regularly, so, if you offer it, you may want to consider including resources with updated language.
• Trevor Project
  The Trevor Project provides education, support, and suicide prevention services to LGBTQIA+ youth.
• Queer Liberation Library
  This free digital library resource provides access to LGBTQ+ literature and information through Libby.\
• LGBTQ+ Healthcare Directory
  This is a free searchable database of providers who are knowledgeable and sensitive to the specific health needs of LGBTQ+ individuals. The site is hosted by GLMA.
• It Gets Better Project – Glossary
  This site provides a glossary of terms, some of which include videos of people who define themselves using this language.
• Human Rights Campaign Glossary of Terms
• GLAAD Ally’s Guide to Terminology

References

HHS OASH. (n.d.). Social and Community Context. Healthy People 2030. https://health.gov/healthypeople/objectives-and-data/browse-objectives/social-and-community-context

HHS OASH. (n.d.). LGBT. Healthy People 2030. https://health.gov/healthypeople/objectives-and-data/browse-objectives/lgbt

American Library Association (ALA). (n.d.). B.2 Intellectual Freedom (Old Number 53). ALA Policy Manual. https://www.ala.org/aboutala/governance/policymanual/updatedpolicymanual/section2/53intellfreedom?53.12#B.2.12

The post Queer* Query LGBTQIA+ Health Resources in the Library first appeared on Public Libraries Online.

RESOURCES FOR THIS PODCAST

Rubio, Juan. “The Role of Libraries in Navigating an AI-Empowered Future.” Public Libraries, May/June 2024.

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AT&T is making significant strides addressing this issue through their AT&T Connected Learning  program. One component of this program provides targeted digital literacy learning modules through the DigitalLearn.org site. DigitalLearn.org is The Public Library Association’s (PLA) curated collection of free digital literacy courses and training materials. Recently, the Barbara Bush Foundation for Family Literacy (BBF) joined AT&T as a collaborator in this effort by providing training to PLA sites on the use of BBF’s resource guide, Promoting Digital Literacy for Adult Learners as a supplemental resource to their digital literacy skill-building workshops. Through this work, BBF has deepened the impact of these shared materials by providing digital literacy resources, delivering customized training on the materials for facilitators to select sites, and providing technical support. Data was collected by all pilot sites to track participation and measure the efficacy of the program.

One PLA site that had significant success throughout the pilot was the Charleston County Public Library in South Carolina. Two instructors in particular, John Strasburg, Adult Services Librarian, and Lily Perez, Technology Librarian, discussed how using the shared materials was helpful in promoting digital literacy skill building for library patrons. With materials offered in English and Spanish, the libraries saw a large impact on learners and instructors throughout the duration of the pilot.

Using the Tools and Resources for Trainers section on DigitalLearn.org, instructors were able to select lessons that met the needs of their patrons and communities, and also offered opportunities to use the asynchronous learning modules. The digital literacy resource guide then provided an opportunity to explore how to best support learners using a whole learner approach with instructors implementing research-based strategies to deepen the impact of the digital literacy skill-building.

Learner Impact

Based on discussions with Charleston instructors, it is clear that this pilot had a positive impact on learners. One of the most important things mentioned by instructors throughout this pilot was the encouragement of a growth mindset. When teaching technology, especially to adults, it is easy for learners to become overwhelmed and discouraged.

Strasburg shared the following story as an authentic example of working with learners: “… I wanted to dispel the myth that I was ‘a world’s foremost expert.’ I shared with the learners that I owned an Android and had little experience with the iOS platform. The point I was trying to convey was, like everything else, learning takes work, or as the guide eloquently puts it, ‘…effort, mistakes, reflection, and refinement of strategies and skills’ (page 37). I told the learners that not only did I have to study the course material, but I researched online websites and magazines to better acquaint myself with iOS. I saw some heads nodding and suspect my modest sentiment was received.”

Additionally, instructors were encouraged to help learners set a goal for themselves at the beginning of the pilot. Perez noted, “going forward, I will make changes by giving [learners] learning objectives to help them set a goal. Without them knowing, they set a goal for themselves just by showing up. This pushes them more towards the goal and makes the program a better learning experience.”

Post-surveys were provided to learners after the completion of each module. After reviewing this data, it was clear that these modules were helpful and effective in digital literacy instruction. Everyday digital literacy skills that most take for granted, such as searching for information online or other computer basics, turned out to be essential skill development for learners, thus making strides in empowering individuals in their digital skills.

Instructor Impact

While this pilot was intended to have a large positive impact on learners and library patrons, feedback showed the benefits and lessons provided to instructors as well. The large variety of resources and teaching strategies provided by the Digital Literacy Resource Guide and DigitalLearn.org were a critical component of this pilot study. One of the key points in the resource guide is “knowing to develop requirements for technical solutions based on user needs” (page 28). Perez states: “I found the most impactful part of the pilot was that there is no correct way to instruct. There are so many different things you can add to your program.” Instructors having the ability to implement their own interactive and engaging activities promoted enhanced learner participation and retention.

Additionally, providing resources to instructors promotes effective instruction and engagement. Strasburg highlighted that the DigitalLearn.org materials were visually appealing, and he plans on using some of the graphics in his lesson planning and presentations. He also mentioned that “the Promoting Digital Literacy for Adult Learners Resource Guide is a thoroughly helpful resource and contains a lot of information for the effective delivery of instruction. One point made me pause and reflect as I prepared the lesson; it was about bias. I found it helpful to remember that learners attend a workshop with varying levels of experience and that, in most cases, at a level below the instructor. While this dynamic is mentioned in several areas of the guide, I liked one particular passage: ‘Yet what feels like second nature to you now was once totally new… [the instructor will] need to assume one’s beginner mindset by putting themselves in their shoes’ (page 15).”

Conclusion

In conclusion, these resources provided by AT&T, PLA, and BBF, used in combination with passionate instructors and library support, provided an opportunity for more enhanced digital literacy learning. Teaching digital literacy is a fairly new concept, and by providing resources, instructors can find different strategies and lessons to help assist learners and patrons, regardless of their own digital literacy skills. Strasburg points out that, “while librarians/adult educators have had some type of instructor training in library school or other means, the content in the guide is fresh and will help many people brush up on some old skills.”

Additionally, it is important to highlight the pivotal role libraries play in promoting digital literacy and bridging the digital divide. With access to resources, technology, and staff, libraries serve as an essential hub for digital learning and skill development. By offering digital literacy workshops, libraries are working to help individuals of all ages and backgrounds navigate the digital world with dignity.

As the digital landscape continues to evolve, the need for effective and interactive digital literacy instruction will only increase. This collaboration (AT&T, BBF, and PLA) highlights the importance of investing in digital literacy education and adopting innovative approaches to meet the diverse needs of learners. By embracing digital literacy instruction, we can empower individuals to thrive in an increasingly digital world, unlocking new opportunities for all.

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The mental health landscape in the United States is fraught with significant challenges that underscore the urgent need for enhanced support and resources. These statistics serve as a stark reminder of the pervasive impact of mental health issues across different demographics.

• About one in five American adults experienced a mental health condition in a recent year, translating to approximately 20% of the population or over 50 million people. Nearly one-third (28%) of adults with a mental illness reported that they were unable to access the necessary treatment, most of them because they could not afford it.[i]
• A significant disparity exists between LGBTQIA+ and heterosexual high school students in mental health challenges. 69% of LGBTQIA+ students reported persistent feelings of sadness or hopelessness, nearly double the 35% reported by their heterosexual peers. Furthermore, over half of LGBTQIA+ students (52%) experienced poor mental health in the past 30 days, compared to 22% of heterosexual students. The situation escalates with 45% of LGBTQIA+ students seriously considering suicide, 37% making a suicide plan, 22% attempting suicide, and 7% sustaining injuries from such attempts—figures that starkly contrast with 15%, 12%, 6%, and 1% reported by heterosexual students, respectively. These statistics highlight the acute need for targeted mental health support for LGBTQIA+ youth.[ii]
• Rural Americans, compared to their urban counterparts, face higher rates of depression and suicide, yet they have less access to mental healthcare services. Additionally, the suicide rates in rural areas are between 64% and 68% higher than those in large urban centers.[iii]

While Public Libraries cannot and should not offer mental health advice, they can provide access to reliable mental health information resources and partner with others for programming. Public libraries have always been more than just places to borrow books. They are community hubs where people seek information, learn new skills, and connect with others. During Mental Health Awareness Month, libraries can leverage their position to educate the public about mental health. By curating displays of books and resources related to mental wellness, libraries can help patrons understand and manage mental health conditions. Additionally, librarians can organize workshops or talks featuring mental health professionals who can provide expert knowledge and answer questions from the community.

In today’s digital age, libraries increasingly offer virtual services that extend their reach beyond physical walls. E-resources such as ebooks, audiobooks, and online databases can be invaluable for those researching mental health topics. Libraries can enhance their digital collections with mental health and wellness materials. Furthermore, hosting virtual events or webinars can make such resources accessible to a broader audience, including those who may not be able to visit the library in person.

Partnering with Mental Health Professionals and Organizations:

Collaboration is key in expanding the impact of library services. By partnering with local mental health professionals, support groups, and organizations, libraries can offer more comprehensive resources and programs. These partnerships might involve guest lectures, Q&A sessions, and even regular mental health screenings. Collaborative efforts can also lead to the development of guides or resource lists that can be distributed both in the library and online, ensuring that reliable mental health information is readily available to all community members.

Creating a Safe and Welcoming Environment:

Libraries are sanctuaries for many, providing a safe and quiet space away from the stresses of daily life. Librarians can enhance this aspect by designing spaces that promote calm and relaxation, such as quiet reading corners outfitted with comfortable seating and soothing decor. Additionally, training staff to handle mental health inquiries with empathy and discretion ensures that all patrons feel supported and respected when seeking information on such sensitive topics.

 As we observe Mental Health Awareness Month, public libraries can play a pivotal role in educating and supporting their communities. Through thoughtful programming, robust resources, and meaningful partnerships, libraries can shine as beacons of support and information. By embracing this role, librarians enhance their services and contribute significantly to their patrons’ well-being. Let’s use this month to reinforce the library’s position as a vital resource in promoting mental health awareness and support. Whether expanding your library’s collection, hosting informative events, or simply creating a welcoming space, your efforts make a profound difference. Let’s continue to work together to destigmatize mental health issues and empower our communities.

Explore Learning Opportunities from NNLM

• Providing Mental Health Resources at Your Library
• Mental Health in the Workplace
• Providing Mental Health Resources at Your Library. April 9, 2024. Webinar Recording.
• Health Literacy of People Living with Mental Health or Substance Use Disorders Webinar Recording

Funded Projects

Connect with your local regional office to find current funding opportunities.

• Apple of His Eye Inc. Promotion & Enhanced Engagement of Mental Health Education Programming Offered by NAMI Southwest Ohio
• Community Partnerships to Address Mental Health Literacy and Stigma in Rural Northeastern Washington

[i] The State of Mental Health in America. (n.d.). Mental Health America. https://mhanational.org/issues/state-mental-health-america

[ii] CDC report shows concerning increases in sadness and exposure to violence among teen girls and LGBQ+ youth | Fact Sheets | Newsroom | NCHHSTP | CDC. (2023, March 9). https://www.cdc.gov/nchhstp/newsroom/fact-sheets/healthy-youth/sadness-and-violence-among-teen-girls-and-LGBQ-youth-factsheet.html

[iii] Rural Health Includes Mental Health. (n.d.). Rural Minds.  https://www.ruralminds.org/rural-health-includes-mental-health

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RESOURCES FOR THIS PODCAST

• Learn more about BPL’s research on cardholder access here.

The post FYI Podcast Episode: Brooklyn Public Library – Library Card Access Study first appeared on Public Libraries Online.

What is Black Maternal Health Week?

According to the Centers for Disease Control and Prevention (CDC), hundreds of women in the United States die each year during pregnancy or within the first year after delivery. While eighty percent of these deaths are deemed preventable, the numbers continue to rise, and Black women are the most impacted. In fact, Black women are three times as likely to die during pregnancy or from a pregnancy-related cause than White women.

The NNLM actively supports public libraries in addressing health disparities and increasing access to maternal health information in their communities. This effort includes the Black Maternal Health Toolkit, a series of informative webinars available on the NNLM YouTube page, and the NNLM Reading Club focused on Black Maternal Health. Additionally, the NNLM collaborates with the All of Us Research Program, emphasizing the importance of research contributions to improve maternal health outcomes.

Founded and led by the Black Mamas Matter Alliance,  Black Maternal Health Week (BMHW) is a week-long campaign held each year, April 11-17,​ “to build awareness, activism, and community-building​ to amplify ​the voices, perspectives and lived experiences of Black Mamas and birthing people.” BMHW has now become a national health observance.

In support of BMHW 2024, NNLM is hosting two live events in April.

• On April 11th, join us at 2pm ET/1pm CT/ 12pm MT/11am PT for Unveiling the Power of Community Partnerships: Transforming Black Maternal Health Outreach with Sarah A. Montrichard-Ramón Cabrera from the Brooklyn Public Library.
• April 17th, we host Vu-An Foster, the President and CEO of Life After 2 Losses for Life After 2 Losses: Support Advocacy and Health Literacy for a Healthy Pregnancy at 1pm ET/12pm CT/11am MT/10am PT.

Visit Black Maternal Health Week | NNLM to learn more.

Also, visit the Black Maternal Health Toolkit | NNLM for additional resources and health information.

How Libraries Support Health Equity

Through programming, community partnerships, collection displays, and more – libraries are responding to their communities’ needs for Black maternal health information. Here are just a few examples:

• Brooklyn Public Library currently has an NNLM All of Us Program Partnership Award, which allows them to collaborate with their local All of Us Research Program NYC partner at Weill Cornell. Leveraging the library’s robust history of advocating for Black maternal health, they’ve used the partnership to secure speakers for maternal health presentations as well as a panel discussion and resource fair on maternal mental health. Their project demonstrates the library’s proactive approach to tackling crucial health issues and capitalizing on community connections. NNLM funding opens at various times throughout the year, you can view available opportunities on our funding page.
• Other examples of public libraries connecting patrons to Black maternal health information include online book lists at Boston Public Library, Cincinnati Public Library’s Black Maternity Matters program series, and resource pages and programming by Los Angeles Public Library.
• Other non-public libraries also have demonstrated a commitment to providing access to relevant health information through NNLM-funded collection development, like the University of Portland and their collection equity award, which provided collection resources on this topic. Additionally, the University of Buffalo used its NNLM All of Us Community Award to conduct various activities on Black Maternal Health, including a community symposium and movie screening in collaboration with their local public library, while sharing information about the All of Us Research Program.
• “Laboring with Hope” to Improve Maternal Health Disparities – In August 2022, the PNC-MLA Diversity and Health Equity Speaker series hosted Dr. Nakeitra L. Burse, who presented the webinar “Storytelling as a Public Health Strategy to Address Inequities in Maternal Health Outcomes.” Dr. Burse is the owner and CEO of Six Dimensions which produced the film Laboring with Hope, a 30-minute documentary that combines personal stories and expert perspectives to provide a call to action to implement, support, and uplift strategies to improve maternal health and birth outcomes.
  • NNLM Region 5 offered access to Laboring with Hope in response to interest expressed by attendees during Dr. Burse’s well-received webinar. Region 5 members were also offered the opportunity to host free viewings of the documentary in their communities, sharing successful programs and discussions. Since January 2023, NNLM members have actively participated in the program, incorporating the film into nursing courses, organizing library viewings, and collaborating with various departments during Black Maternal Health Week.

NNLM Resources for Black Birthing Health

The NNLM actively assists public libraries in tackling health inequality by equipping them with maternal health information resources for their patrons. Here are just a few examples of NNLM resources:

• You can find a series of past webinars from NNLM on the topic of maternal health by searching the NNLM YouTube page. Here you’ll be able to view previous classes and webinars, including those from last year’s Black Maternal Health Week events.
• The NNLM Reading Club compiles a list of “ready-to-use” reading club materials based on a different health topic each month. Last year’s theme for April was Black Maternal Health, and resources are still available for continued public use.
• The NNLM’s partnership with the National Institutes of Health’s All of Us Research Program collaborates with public libraries to raise awareness about the importance of diversity in biomedical research as a way to better understand health, especially in communities that have been traditionally underrepresented in medical research. The National Institutes of Health’s All of Us Research Program aims to reflect the rich diversity of our country and help us learn more about how genes, health habits, and the environment intersect and affect our health. Researchers are already using All of Us Research Program data to better understand health inequalities and the reproductive health of Black birthing people.
• The Birthing Persons Toolkit was created in NNLM Region 5 to support libraries in providing health information to those who are pregnant or considering becoming pregnant. The toolkit includes messages, hashtags, graphics, and handouts to support library staff with health information for birthing persons. These carefully selected resources are to help patrons make informed choices about pregnancy care. Learn more about the toolkit in this blog post.

Additional Resources

• Hear Her Campaign (https://www.cdc.gov/hearher/index.html) – The Hear Her campaign supports CDC’s efforts to prevent pregnancy-related deaths by sharing potentially life-saving messages about urgent warning signs.
• MedlinePlus Pregnancy resources – This health topic page provides an introduction to the resources available on MedlinePlus related to pregnancy.
• HRSA National Maternal Mental Health Hotline – The National Maternal Health Hotline provides 24/7, free, confidential support before, during, and after pregnancy. Download and use free materials, both in English and Spanish, to help promote. 60+ languages supported by hotline.

References

2024 Black Maternal Health Week – Black Mamas Matter Alliance

Working Together to Reduce Black Maternal Mortality | Health Equity Features | CDC

Pregnancy-Related Deaths: Data from Maternal Mortality Review Committees in 36 US States, 2017–2019 | CDC

The post Advancing Equity in Black Birthing Health: Leveraging NNLM Resources and Public Library Partnerships first appeared on Public Libraries Online.

“I am deeply grateful for the opportunity to serve as the President-elect of the Public Library Association,” said Dr. McNeil upon learning the election results. “This honor represents a shared success, and I am thrilled to continue the legacy of outstanding leadership set by those who came before me.  I am eager to support and collaborate with public library professionals nationwide. Together, alongside the exceptional PLA Board and staff, we will tackle the challenges ahead, adapt to the changing landscape of information dissemination, and ensure that our libraries remain beacons of knowledge and cultural enrichment.”

Under Dr. McNeil’s stewardship, NYPL has transformed and expanded community access to technology, knowledge, and opportunity across the 89 branches of the New York Public Library. Her contributions to library science include serving on the PLA Board of Directors, as a liaison on the PLA Conference Committee, as the chair and co-chair for the PLA Digital Literacy Committee, as well as serving on the Executive Board of the Black Caucus of the American Library Association and being a contributing writer for the book “Libraryland; It’s All About The Story”(2020). Dr. McNeil is also a proud member of the New York Library Association, a columnist for Public Libraries magazine, and the recipient of the 2017 Library Journal Movers and Shakers Award.

Dr. McNeil’s expertise is not limited to her work in libraries, she holds a doctorate in business, a master’s degree in entrepreneurship, and has worked for several Fortune 500 companies. Dr. McNeil is a mother, caretaker of her paralyzed mother, an entrepreneur, tech mentor volunteer, and motivational speaker.

The following candidates also were elected to the PLA board:

Director-at-Large Seat A

• Laura McGrath, Deputy Director, Skokie (Ill.) Public Library

Director-at-Large Seat B

• Padma Polepeddi, Assistant Director of Public Services, Community Outreach, Jefferson County (Lakewood, Colo.) Public Library

Each will serve a three-year term beginning in July 2024.

PLA thanks all the candidates who stood for election, as well as all the members who voted. Their efforts to impact and enhance PLA are extremely valuable to the future of the organization. Special thanks to the 2024 Nominating Committee, chaired by Melanie Huggins, PLA Past President (2021–2022), for its outstanding work.

The post Dr. Brandy McNeil Named PLA 2025-2026 President first appeared on Public Libraries Online.

The post New FYI Podcast Episode: Navigating PLA 2024 Conference – Tips for Small and Rural Library Workers first appeared on Public Libraries Online.

Integrative health refers to merging conventional medical practices with complementary approaches in a coordinated manner.  Outside of this, some alternative or non-mainstream approaches operate within a framework with fewer regulations and less extensive research. As such, individuals must practice discernment, taking into consideration factors such as historical origins, cultural diversity, and the strength of supporting evidence. Understanding these nuances is crucial for guiding patrons toward trustworthy resources and information, promoting informed decision-making, and enhancing overall well-being.

For many public librarians, delving into complementary and integrative practices may feel like entering uncharted territory. The sheer diversity and breadth of these approaches can be intriguing and overwhelming, particularly for those encountering them for the first time while assisting patrons in locating information. However, with a proactive approach to learning and a commitment to staying informed, librarians can effectively navigate this complex landscape and provide valuable assistance to patrons seeking information on complementary and integrative health.

By fostering an environment of openness, curiosity, and respect for diverse perspectives, public libraries can serve as valuable hubs for individuals seeking reliable information on complementary and integrative health. Through curated collections, educational programs, and partnerships with local health organizations, librarians can empower patrons to make informed decisions about their health and well-being. Libraries should never interpret medical practices and treatments. However, suggesting patrons involve their primary care providers in deciding whether complementary and integrative health is right for them and providing evidence-based resources is acceptable. With this in mind, let’s embark on a journey of exploration and discovery in the fascinating world of complementary and integrative health.

Here are some tools and resources to help you better assist your community.

The National Center for Complementary and Integrative Health (NCCIH)  includes information that helps health consumers understand the variety of CIH approaches, explore specific approaches, and what the research shows. The website is also available in Spanish.

• Credentialing, Licensing, and Education: Understand the requirements for CIH practitioners.
• How To Make Sense of a Scientific Journal Article Understanding the basics of scientific studies to help you make better health decisions.
• How Medications and Supplements Can Interact: Find out if the drugs and supplements you take may interact in a harmful way
• Natural Doesn’t Necessarily Mean Safer or Better Understanding what “natural” means can help you choose health products wisely.
• Finding and Evaluating Online Resources on Complementary Health Approaches. Find out how to tell whether websites and apps are trustworthy.

Complementary and Integrative Medicine from MedlinePlus. MedlinePlus provides easy-to-read pages on complementary health practices, making it an excellent consumer starting point. It offers dependable health information accessible at no cost, free from advertising, and committed to not endorsing any commercial entities or products.

Are your “all natural” claims all accurate?  from FTC. If companies market their products as “all-natural” or “100% natural,” consumers have a right to take them at their word.

Natural Doesn’t Necessarily Mean Safer or Better from NCCIH. Many people believe that when it comes to medicine, “natural” is better, healthier, and safer than “unnatural” or synthetic drugs.

Have You Heard About… Health Care Scams?  A 2-page flyer from the FTC. Available as a downloadable PDF or available to order at no cost.

Avoid Health Fraud Scams  (pdf) The FDA defines health fraud as the deceptive promotion, advertising, distribution, or sale of a product represented as being effective in preventing, diagnosing, treating, curing, or lessening an illness or condition or providing another beneficial effect on health, but that has not been scientifically proven safe and effective for such purposes.

Health Fraud Scams …are Everywhere. Get the Facts.  (pdf) Health fraud scams refer to products that claim to prevent, treat, or cure diseases or other health conditions but are not proven safe and effective for those uses—a downloadable fact sheet from the FDA.

To learn more about complementary and integrated health, check out our new class, Exploring Complementary and Integrative Health: Information, Resources, and Evaluation, which is scheduled to launch in June 2024.

The post Exploring Complementary and Integrative Health Approaches and Resources first appeared on Public Libraries Online.

Doug Crane is the Director of the Palm Beach County Library System. He shares his musings on productivity, libraries, and leadership at his website: www.efficientlibrarian.com

Doug: How did the three of you meet?
Barbara: In the education department at The Walt Disney Resort®, which started in 1979 with children’s educational programs. The same department then created business programs, educator programs for teachers, and knowledge-based programs for adults visiting the Parks. Eventually all of that came under the same umbrella of the Disney Institute®. Sue and I taught educator programs. James joined the team soon afterwards, and I came back to the Disney Institute to lead that department after four years in public relations for the town of Celebration.

Doug: What would you say are the key components that Disney taught each of you about leadership?
Barbara: Based on the Disney philosophy both for the Studio and the Theme Parks, we recognized the need to support the employees, known as cast members. We wanted to create the best experience by putting processes and procedures in place that would support them and allow them to be successful. That support system would allow the Cast Members to create a great guest experience for everybody that came to Walt Disney World or explored their products. We still needed logical and efficient business practices because Disney is a business. Our leaders were not only trained in whatever department they led, but we also had a lot of training from our Traditions, our origin story, our values and the Company’s mission, to whatever we can do as leaders to support our Cast.

James: I think a big element of the Disney leader philosophy is that I saw that leadership walked and talked exactly the way they said we should, so there was consistency of message. There is a mutual respect across the lines of seniority and responsibility when everybody has the same value system, the same decision-making process, and the same shared purpose. That is one of the biggest keys to the Disney leadership philosophy. Nobody is better than anybody else–we are all part of the magic.

Doug: At Disney, what were the key aspects of successful teamwork and how do you train others how to build those key aspects of successful teamwork?
James: Leadership worked to bring in people that were already in the right mindset. A big part of our philosophy was to choose for the mindset that complements our team and then teach skills, as opposed to somebody’s who’s got this great skill set and now we have to shape their mindset. I think another key factor was the way we benefited from being in an environment where we had an amazing collection of differences. We valued and craved diversity because we want as many different ideas, backgrounds, and thoughts as we can get. It’s a strategic advantage that is complementary to our mission. It gave us a greater ability to serve the clients.

Sue: I would have our trainer team instill to our trainees that everyone was there because they showed such enormous potential. Every single one was deserving of respect all the way around. It was vitally important that we respected each other. We knew everybody was different as we purposely hired a diverse team, but we respected those differences and respected those people. The talents and the gifts they brought to us were critical for me.

Doug: Disney is known for its amazing creativity. How do you teach others how to tap into the creative spirit?
Sue: People won’t let the creativity fly if they feel unsafe. We created a safe environment where it’s okay to take a flying leap. It might be fabulously successful, or it might not. Either way we learn from it and apply that moving forward. Creating a safe space is what makes creativity possible. It is absolutely essential that people feel comfortable and safe being creative

James: There’s a big thick coffee table book that Cast Members love called “Disney Animation: The Illusion of Life.” It’s written by two of Walt’s favorite guys, Ollie Johnston and Frank Thomas. There’s one page in the book about how at any given time one of three ‘Walts’ might walk into the office. There was Walt the creative dreamer with new ideas to share. There was Walt the realist who could marshal the existing resources. There was also Walt the critic who could look at a process and ask if this was really our best work. When I started teaching Unlocking Creativity Magic, we established that creativity is a strategic approach to problem solving. The mindset is: here’s the opportunity, here’s the risk in taking that opportunity, and here’s what we can learn if we seize that opportunity. But to be successful, we need to have that safe environment. We recognize that everybody has a place in this process: dreamer, realist, and critic. The way to get best efforts is when we value each person’s role in that process and understand the thinking behind why we go through this process. We define creativity as the point where imagination collides with opportunity. You have to be willing to take the chance, but you also have to do brainstorming and skill assessment and resource gathering in order to take advantage of the opportunity.

Barbara: In our Disney programs, we were always aware that some participants didn’t want to make a mistake or try something that might fail. We were asked to put on education programs in our new park in Hong Kong. Over there education is very structured and the students want to please their professors. Everything in our programs was very experiential. As we developed those programs in Hong Kong we had to figure out how to make that safe space for the students.

Sue: One of my favorite visuals of the difference in the systems and discovery of a new way of doing things was testing with kindergarten and first grade students. We had a small test group of a dozen students and their teachers. One of my co-workers, Michael, was doing the program. At one point they were walking down Main Street in the Park. All the students were quiet and walking in a straight line behind Michael because he was the leader. Michael saw what was going on and he started doing a serpentine walk down the street. He went side to side around the lamp posts and trash cans, weaving and wandering around. At first the kids literally stopped and looked at him like he had sprouted a second head. Then one by one they started a kind of giggle and followed him. By the time we got to the end of Main Street they were laughing, clapping, and holding hands. They came out of the constraints that their educational structure put on them. It was an eye-opening experience for their teachers. They saw it was possible to change the mindset. When you set the right atmosphere to support self-confidence and know it’s safe to experiment, amazing things happen.

Doug: One of your workshops is about creating purposeful cultures. Please define what a purposeful culture is and share how it is created.
James: Every organization has an existing culture. It’s the environment in which we all work and live, but when you ask somebody how it came to be, they usually don’t know. It’s what they do, and they can’t tell you why. As a magician, I have to begin from a very purposeful point of view. Everything that I do as a performer has a motivation. If I do anything randomly I’ll lose my audience. Everything Disney did was chosen for a reason. That came all the way down to the training and how people engage with each other. I came to the realization that there is a shared value system for making decisions. To create and sustain a purposefully created culture, people must understand how their choices and actions impact that culture. You have to create a defined set of values for decision making that says “we do what we do because it’s important to our culture.” If two people work in the same environment but have different rules and values, it will create a culture where one side wins and one side loses. When everybody has the same value system and the same guidelines for making those decisions, then there is consistency. It’s accepting the idea that those choices are for a strategic reason – to support the culture.

Sue: When you have common values, and everyone understands the mission and the purpose, an organization can accomplish so much more. In our Unlocking a Purposefully Created Culture program, we give people an understanding of the processes and tools to make purposeful choices about the direction they want their organization to go, and how to travel in that direction. People feel more empowered and engaged in the culture.

Doug: Disney has five keys to their culture or leadership. Please list them.
James: Originally, there were four keys to be used as a decision-making process: Safety, Courtesy, Show, and Efficiency. All Disney Cast Members, no matter their specific role, were taught these same Four Keys, and learned to prioritize them in the same exact order. When making decisions, whether it is staffing, buying trash cans, landscaping, or any ride operation, the first choice is always safety. Secondly, cast members are courteous in all actions with each other and guests. Next is creating what Disney calls “good show,” and that is everything the guest experiences. Finally, Cast Members look for efficiency. The order of these Keys meant you can’t focus on efficiency if it sacrifices safety or courtesy. It allows people to prioritize decisions in the moment. The vision of the company is to create magic for each and every guest, and for all Cast Members as well. So, a few years ago they added a fifth key and that was Inclusion. When they added this new key, they built it in as a component of each of the original Keys. Decisions are made with inclusivity in mind. What’s remarkable is it made the cast members feel more valued. They felt seen, heard, and accepted. The guests also responded to it because they saw that people like them worked there. We were talking about teamwork, the idea that a mindset of inclusion isn’t just a good policy, it’s a business advantage. Whether you’re a for-profit, not-for-profit, or educational institution, it’s a strategic advantage when everybody feels like they belong here.

Doug: How did you end up founding your training company and start working with libraries?
James: Growing up, I was the library kid that went to all the programs and also became a volunteer. Libraries were safe places that I could explore. As a magician, I wanted to be in places that I knew, so I naturally performed for summer reading programs. As my training programs were expanding, it became a natural thing for me to offer them to the same clients I was already supporting. I was given the opportunity to facilitate our Unlocking Creativity Magic workshop for the 2022 Florida Library Association conference. That was the big kick starter of how we got started supporting libraries across the state.

Doug: Having worked with librarians, what are you hearing from library workers are the biggest leadership and cultural challenges they’re facing?
James: In our workshops, we run an exercise where we ask participants specifically what their teams are struggling with. The first thing that comes up on their list every single time is communication. They believe they don’t communicate with each other effectively or efficiently. Every organization we have ever worked with has this as the first answer. Another thing we hear is that they don’t like working in an environment where different points of view or input are not being supported or heard.

Sue: When we do our Culture program, we talk about the idea of purposely created culture and having input over where the culture is going. It is a common theme for our participants that “No one is listening to us.” They have all these ideas that don’t go anywhere. The more they talk about the issues they face, the more it becomes obvious that they don’t understand the culture of their organization. When asked to describe their culture, it is a difficult challenge for them to articulate it. A lack of understanding of what the culture really is and what drives it, I think is a source of great frustration for our groups.

Doug: Please share a book that had an impact on your development.
Barbara: When I started at Disney in 1978 they didn’t do a lot of explanation about the philosophy of Disney beyond the Four Keys. So I read Bob Thomas’s book “Walt Disney: An American Original” and reread it several times. It’s an incredible biography because he knew Walt and got the interviews directly from him. It was a valuable tool for me to understand the company on a personal level.

Sue: A book I’ve read a million times is Earl Kelly’s “Education for What is Real©.” It was written post World War II and explored the education system when the nation is coming out of the war and into a golden future. He looks at why people are the way they are and why they make the choices they make. He noticed that people tend to respect and be kind to others. However, we’ve built a competitive society where people want to win and someone has to lose. When I got into training with Disney, “Education for What is Real” was a mental guideline for me in terms of the need to share knowledge and skills for students to be successful versions of themselves. It’s part of my job to help them see that journey.

James: I would say the first book that I remember having a profound effect on me was “Jonathan Livingston Seagull” by Richard Bach. The philosophy behind it is that excellence is a personal choice. Nobody can stop you from excellence if you have a mindset for it. It is a choice that you have to make for yourself. It may come at great risk and pain but you have to set your wings at the right position to do the things that you want. That was really important to me when I was young because I was going against the trends and the wishes of my college and my high school counselors. I was determined to chart my own course.

Doug: How are your workshops structured?
James: Our programs flow as a conversation that starts with “I: Unlocking Leader Magic,” all about self-reflection and awareness. That takes us to “We: Unlocking Teamwork Magic,” about methods for embracing our collective skills, and reaching our goals and becoming successful. Then we have “How: Unlocking Creativity Magic,” developing a strategic approach to problem solving. And lastly, we have “Why: Unlocking a Purposefully Created Culture,” answering the critical questions. Why does this matter to our organization? Why do we want this? It’s the leadership, teamwork, creativity, and culture, all working together that makes the difference. It was true at Disney and it’s true in all of our individual careers. No matter your career path, you still have to answer those four things: Who am I? Who are we? How do we create the culture and the environment that will support us? And why does it matter in the first place?

Doug: James, you’re known for doing magic tricks in workshops and even teaching students a magic trick. How did this training approach come around?
James: We say they’re workshops and not seminars because a seminar implies I’m just going to talk at you. A workshop says it’s hands-on. The old saying is: Tell me, I forget. Show me, I remember. Involve me, I understand. So, I use magic to engage their imagination, to keep them curious and excited. I love it when the students are all participating and performing the magic. I don’t do a trick in the middle of a seminar or a workshop only for a brain break. The reason we do this magic is to build the connection between the content and the fun experience of the workshop. There is a great Walt Disney quote that says: “Laughter is no enemy to learning.” If you’re having fun you’re more likely to engage. If you’re engaged, the outcomes are going to be more impactful.

Doug: To wrap up, please share a favorite Walt Disney quote that’s kind of stuck with you.
James: I’m going to take as my favorite Walt quote: “I would rather entertain and hope that people learned something than educate people and hope they were entertained.” I’ve found that to be good solid advice.

Barbara: My favorite is: “It’s kind of fun to do the impossible.”

Sue: Mine is a little longer but I love the sequence of it. “First think, second believe, third dream, and finally dare.” I love that approach to tackling the world.

The post We are All Part of the Magic: Insights From Disney Leadership Experts first appeared on Public Libraries Online.

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Project Outcome

Project Outcome is a free online toolkit designed to help libraries understand and share the impact of essential library programs and services by providing simple surveys and an easy-to-use process for measuring and analyzing outcomes. Project Outcome’s standardized surveys allow libraries to aggregate their outcome data and analyze trends by topic and program type. Public libraries can see how the outcomes of their programs and services compare across library branches, their state, and the nation.

Since its launch in 2015, PLA has continued to support the development and adoption of Project Outcome. New features include the ability to save and share visualizations from the data dashboards, add custom content to reports, and tag surveys with Sustainable Development Goals to track your library’s results by goal. Read recent case studies to learn how libraries have used outcome measurement to evaluate grab-and-go kits, small business programs, and partnerships for family engagement (login required).

Free Project Outcome 101 webinars are presented biannually and are accessible on-demand via the Project Outcome site. The toolkit contains a wide variety of tutorials and resources to help you learn more about using the toolkit and applying your results. To start measuring the impact of your library, register for Project Outcome for free today!

Interested in more tailored training for your library, consortium, or state? We can bring Project Outcome training to you, in person or virtually. Learn more about hosting training in this resource and contact us at info@projectoutcome.org.

Benchmark: Library Metrics and Trends

Benchmark was created to support data-driven planning and advocacy in public libraries. With data from multiple sources all in one place, you can find the evidence you need to tell your library’s story. Benchmark provides data visualizations and interactive reporting tools that your library can use to improve performance, demonstrate value, and increase impact in your community.

All public libraries have free access to complete annual PLA surveys, view past survey responses, access resources, and see some key metrics. With a Benchmark subscription, libraries get upgraded access to:

• Interactive data dashboards with more than 100 unique visualizations that pull together data from multiple data sources including PLA’s annual surveys, the IMLS Public Libraries Survey, and the Census Bureau’s American Community Survey;
• Build custom reports from current and historical survey data; and
• Create custom peer groups for tailored peer comparisons.

The data dashboards and peer comparison tools are robust, interactive, and user-friendly. Interactive features include filters, tooltips, and the ability to view as a table or export the data from any visualization.

Ready for this next step? Watch the tutorial videos to learn more about how you can make the most of the data in Benchmark at your library. Contact plabenchmark@ala.org for additional information.

Results from PLA Annual Surveys

In 2020 PLA adopted a new model for annual surveys of public libraries, with three rotating topics. Each year the survey is administered in the fall and results are published the following summer. The results provide actionable data for public library staff and library stakeholders such as policymakers, funders, and the media. Read the free reports on the PLA website and subscribe to Benchmark for access to the full interactive dataset.

2021 Public Library Staff and Diversity Report

2022 Public Library Services for Strong Communities Survey Report

2023 Public Library Technology Survey Report – coming summer 2024!

Continuing Education

Attending the PLA 2024 Conference in April in Columbus? Here are a few of the programs being offered to learn from your peers about how they are using data to shape the future of their libraries.

Beyond the Numbers: Building a Culture of Data-Informed Decision-Making

Wednesday, April 3 10:15 AM ET

Learn how Columbus Metropolitan Library has created a culture that values data and evidence-based decision-making. This session will explore strategies for cultivating staff buy-in and engagement with data, as well as methods to foster a culture of continuous improvement. Speakers will share practical tips, tools, and lessons learned from their efforts in building a data culture.

Data Analysis for Equity and Opportunity: Analytical Frameworks in Action

Friday, April 5 10:15 AM ET

In this panel, three library systems share their different approaches to analyzing neighborhood data through an equity lens to guide systemic efforts. Topics include conceptual frameworks, technical foundations, and communicating results. No matter your library size, learn how to use data analysis to get clarity about where you stand on equity and how to empower your organization to make change.

HOW TO Use IMLS’ Public Library Search and Compare Tool

Friday, April 5 11:30 AM (How-To Stage in the Exhibits Hall)

This web-based tool provides an easy way to query, browse, view, and download data on individual libraries from the IMLS Public Libraries Survey. Participants will learn how to (1) search for peer libraries; (2) explore 10-year trends for key metrics; and (3) produce infographic PDFs displaying individual library data or side-by-side peer comparisons.

Additional learning opportunities:

• Check out the shareable resources to spread the word about International Love Data Week 2024 – including customizable materials and activity ideas for patrons of all ages.
• Capturing Library Contributions to Sustainable Development Goals with Project Outcome (on-demand): Learn what the United Nations’ Sustainable Development Goals (SDGs) are and their relevance to public libraries; hear from library leaders how they have applied the SDGs to program evaluation and strategic planning; and learn how you can leverage Project Outcome to capture and share your library’s impact in your community and the impact of libraries worldwide.
• Using Data to Engage Underserved Communities (on-demand): Learn how the Oak Park Public Library in Illinois used data about their community to create a multi-channel, integrated marketing campaign that was specifically designed to reach different segments of the community that historically have been marginalized.
• PLA’s Census Data Literacy Project included 6 free webinars (now available on demand) and two new resource guides. It aimed to help libraries support their patrons in navigating and understanding Census data and to help libraries also leverage that data to better understand and serve their communities.

The post It’s International Love Data Week 2024 first appeared on Public Libraries Online.

According to the Institute of Museum and Library Services’ Survey, there are over 9,000 public libraries located in the United States and over 96% of Americans live within a public library service area [1]. Public libraries are viewed as trusted members of local communities and sources of quality health information. They are also free and accessible to everyone and often address equity and other disparity issues by creating opportunities for disadvantaged groups.  In addition to providing resources such as books, audiobooks, and computers, libraries also provide educational programming.  Educational programs can range from story hours, literacy classes, and book groups, but they can also focus on providing health information and improving their community’s social and public health. There are many examples of public libraries improving community health by providing direct health care services, quality health information, and linking patrons with social services.

Public Libraries, Health Programing and Working Towards Healthy Populations

The Free Library of Philadelphia has provided multiple community programs through its Healthy Library Initiative, a partnership with the University of Pennsylvania [2].  One of these programs focused on supporting the local immigrant and migrant community and its integration in the local community.   This took the form of traditional library programs such as ESL classes, along with more forward-thinking programs such as multilingual story hours and cooking classes that focused on traditional dishes.  As immigrants participated in library programs, they began to view the library as a trusted resource, and librarians were able to connect them to health resources and services.  They were also able to link them to social services to facilitate communication with lawyers and landlords and apply for citizenship.

Public libraries also provide disaster relief in areas that are prone to natural disasters such as tornadoes, hurricanes and floods.  While public health departments play a crucial role in helping communities prepare for, respond to and recover from natural disasters, libraries also support their communities during natural disasters by providing information, functioning as shelters and command centers, distributing food and other essential supplies along with providing places to recharge electronics and help with emergency-related paperwork [3].

The increase in homelessness across the country and the public library’s position as a public place that is open to all, have expanded their role in addressing mental health and substance use issues that impact their patrons and communities. Public library’s involvement in these public health issues can range from providing health information on alcohol and drug treatment services to more active roles such as employing social workers to link people to social services and training library staff on how to administer Narcan / Naloxone to people overdosing in their bathrooms. According to a study on Substance Use and Overdoses in Public Libraries, “Library staff would likely benefit from more formalized partnerships with public health departments and health care institutions” [4].

Partnering with Public Health Departments

As a trusted source of health information in the communities they serve, public libraries are in a unique position to provide public health information to patrons and help them find trustworthy information through health literacy programs.  Today, we are seeing an increase in partnerships between public libraries and public health departments.

The Baltimore City Health Department’s Virtual Supermarket Program brought the health department, a local grocery store, and the library together so that library patrons can order groceries online and pick them up at the library.  The Chicago Department of Public Health partnered with the Chicago Public Library to implement a Narcan distribution and training program, making Narcan available in branch libraries in Chicago.  The need for these types of partnerships was echoed in a recent survey of public libraries done by the Colorado Area Health Education Center, the Colorado State Library, and the STAR Library Network that showed that 72% of public libraries in Colorado would like to partner with public health departments to improve the health-related programming in their communities.  An increase in partnerships between public health departments and public libraries would benefit both groups and the communities they serve.

Public Health at NNLM

The Network of the National Library of Medicine (NNLM), a longtime advocate of libraries, has been increasing its focus on public health and expanding its outreach to the public health workforce since 2019. The NNLM provides webinars and classes on public health issues, sponsors funding opportunities for public health-related activities, and publishes multiple NNLM subject guides on public health topics. The NNLM has also partnered with public health associations to provide continuing education credits and professional development for the public health workforce.  These programs can help librarians and others learn more about public health topics and explore public health resources that can be used in your library.

Here is a sample of upcoming webinars:

• Advancing Rural Health: Utilizing State Rural Offices and Plans to Create Healthier Communities
• Health Literacy of People Living with Mental Health or Substance Use Disorders
• Social Determinants of Environmental Health Webinar Series
• Implementation of Telehealth Services in Rural Public Libraries

The NNLM also funds public health projects and organizes subject guides on public health topics.  Subject guides list freely available resources and that can be shared with patrons:

• Black Maternal Health Toolkit
• Emergency and Disaster Resources
• Environmental Health and Justice
• Mpox Resource Guide
• Public Health Resources
• Substance Use Disorder Guide

 References

1. Institute of Museum and Library Services. (2020). Public Libraries in the United States: Fiscal Year 2017. Available at https://www.imls.gov/publications/public-libraries-united-states-survey-fiscal-year-2017-volume-1 . Accessed January 29, 2024.

2. Morgan, A. U., Dupuis, R., D’Alonzo, B., Johnson, A., Graves, A., Brooks, K. L., McClintock, A., Klusaritz, H., Bogner, H., Long, J. A., Grande, D., & Cannuscio, C. C. (2016). Beyond Books: Public Libraries as Partners For Population Health. Health affairs (Project Hope), 35(11), 2030–2036. https://doi.org/10.1377/hlthaff.2016.0724

3. Philbin, M. M., Parker, C. M., Flaherty, M. G., & Hirsch, J. S. (2019). Public Libraries: A Community-Level Resource to Advance Population Health. Journal of community health, 44(1), 192–199. https://doi.org/10.1007/s10900-018-0547-4

4. Feuerstein-Simon, R., Lowenstein, M., Dupuis, R., Dolan, A., Marti, X. L., Harvey, A., Ali, H., Meisel, Z. F., Grande, D. T., Lenstra, N., & Cannuscio, C. C. (2022). Substance Use and Overdose in Public Libraries: Results from a Five-State Survey in the US. Journal of community health, 47(2), 344–350. https://doi.org/10.1007/s10900-021-01048-2

The post Public Libraries as Public Health Messengers first appeared on Public Libraries Online.

ALA was invited to join the panel “Helping your Entrepreneurs and Small Businesses,” with U.S. Small Business Administration Regional Administrator Aikta Marcoulier and American Management Services COO Lou Mosca, moderated by Burnsville, Minnesota, Mayor Elizabeth Kautz, who is also chair of the USCM’s Small Business and Entrepreneurship Task Force.  Panelists discussed aspects of support for small businesses and the various strategies mayors can take in supporting entrepreneurship in their locales.

Leveraging information and talking points available from the Libraries Build Business Communications Toolkit, Janicki was quick to point out the economic value of libraries, and how they are well-positioned to be leaders in economic development efforts. “With 123,000 libraries nationwide, libraries are centers of deep trust, community relationships, and information and knowledge management. Libraries are also the front door to the entrepreneurial ecosystem, with half of all U.S. libraries providing classes, databases, online resources, and physical spaces—we think nearly all public libraries provide support simply by having public computers, internet access, and meeting rooms… It’s no wonder every one dollar invested in libraries returns up to nine dollars in value to the community.”

Mosca reminded the group that despite the value presence of 33 million small businesses across the U.S., 53% of prospective business owners had no access to credit. Mosca encouraged city officials to encourage banks in their communities to increase investment in local businesses as they start out, refer to pandemic-era practices to bolster small businesses, and to help prospective entrepreneurs with strategic planning and mentorship.

Marcoulier suggested that mayors leverage city resources and partner with SBDCs to promote technical assistance, and that cities should take an active role in preparing businesses financially to apply for grants. Citing ten years of experience aiding small businesses, providing disaster management assistance at an SBDC, and time spent with Partner America, Marcoulier also reminded the audience of the readiness of the library to partner and participate in entrepreneur assistance.

Mayor Kautz cited the importance of partnerships when supporting small business, and above all sought to ensure attending mayors were “armed with information” to be able to take back to their cities.

Near the end of the panel’s remarks, Janicki encouraged the group to reach out to their libraries and ask what they have to offer entrepreneurs. “Consider us part of your business support community. Libraries can save your small businesses time and money and can make the difference for a successful start.”

The 92^nd Winter Meeting of the United States Conference of Mayors saw city officials from across the country gathered in Washington, DC for four days of networking, discussion, and professional development sessions.

Small business support was a central focus of the Conference’s Winter Meeting. Sessions such as “Strategies for Building and Supporting Women Entrepreneurs & Business Owners” and “Empowering Diverse Small Business Ownership: A Look at Capitalization and Resources” preceded Thursday’s event.

For assistance advocating for and presenting on small business support at your library, view the Libraries Build Business Communications Toolkit here.

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Jim Takeshita is a Public Policy Associate with the American Library Association and helps maintain the Libraries Build Business Community, a peer-to-peer network intended for libraries as they develop small business support services. Jim can be reached at jtakeshita@alawash.org.

The post Helping Your Entrepreneurs and Small Businesses: ALA presents to U.S. Conference of Mayors first appeared on Public Libraries Online.

In this episode of FYI– The Public Libraries Podcast, Kathleen Hughes, PLA, hosts Lori Leiberman, a Teacher/Librarian from Lincoln High School in Portland, Oregon, as they explore the intricate dynamics of the romance genre, and Lieberman’s upcoming PLA conference program, “Read Romance/Fight Patriarchy.” The conversation navigates the popularity and enduring stigma surrounding romance literature, discussing the genre’s paradoxical position as both a billion-dollar industry and a source of unwarranted shame for readers. Lieberman sheds light on the feminist essence embedded in romance narratives and their potential to challenge patriarchal norms. Drawing from her experiences at Lincoln High School, she shares insights into the positive impact of romance literature in educational settings, highlighting the genre’s capacity to engage students and foster cultural awareness. The episode concludes with practical tips for launching a Romance Book Club in libraries and building inclusive romance collections that authentically represent diverse voices and experiences. Don’t miss this candid exploration of the genre’s complexities and its profound impact on readers and education.

The post New FYI Episode: Read Romance — Fight Patriarchy first appeared on Public Libraries Online.

In early December, the FCC released a Notice of Proposed Rulemaking (NPRM) seeking to make the off-campus Wi-Fi hotspot service eligible for E-rate program discounts. This rulemaking seeks to build upon the successes of the COVID-era Emergency Connectivity Fund (ECF) and secure sustainable funding for library Wi-Fi hotspot lending. Chairwoman Rosenworcel noted that: “with ECF support, more than 6,800 schools and libraries were able to provide Wi-Fi hotspots to support broadband connectivity for nearly 1.2 million students, school staff, and library patrons who otherwise lacked internet access services suitable for remote learning.”ii The ECF sunsets in June 2024. 

The ALA is actively reviewing the FCC’s NPRM and preparing to submit a comprehensive response. Our goal is to ensure that the final rules are implemented in a way that maximizes the benefits for libraries of all sizes and the diverse communities they serve. 

Some of the key issues ALA will address in its response include: 

• The success of hotspot lending programs in libraries: Libraries across the country have already developed Wi-Fi hotspot lending programs that benefit their patrons with flexibility and access. Students who stay with different caregivers throughout the week, unhoused individuals, and households with multiple users and limited broadband capacity represent just a few of the diverse needs and uses that hotspot lending support.  
• Digital equity, diversity, inclusion, and access: Libraries are committed to providing equity in access and inclusive services for all members of their communities. As we consider the rulemaking, we will advocate to strengthen access for vulnerable and marginalized populations. Wi-Fi hotspots provide flexible access to the internet for individuals who may not have a fixed address, or to households with multiple internet users who require additional bandwidth.  
• Product and service eligibility: ALA will advocate for clear and concise guidelines regarding the types of Wi-Fi hotspots and services that will be eligible for E-rate funding, with a flexible, technology-neutral approach.  
• Library patron privacy: We ask that the Commission acknowledge the issue of library patron privacy laws in the final E-rate rules. Libraries are committed to protecting personally identifiable information, and burdensome recordkeeping of sensitive information is contrary to the library ethos.  
• Filtering: The Children’s Internet Protection Act (CIPA) requires that school and library computers are filtered to protect young people from sensitive content. However, CIPA filtering should not apply to Wi-Fi hotspots which are intended to be used with patron-owned devices, not on the library premises. This has been our position with the ECF program, as well.  

Libraries have always played a critical role in bridging the digital divide by providing internet access to the public. However, traditional library Wi-Fi networks are limited to the physical boundaries of the building, leaving many patrons without access outside of library hours. The FCC’s proposed expansion of E-rate eligibility to include Wi-Fi hotspots represents a significant step forward in closing the digital divide and ensuring that all Americans have access to the internet. ALA is committed to working with the FCC and other stakeholders to make this proposal a reality. 

ALA encourages all library professionals and stakeholders to learn more about the FCC’s NPRM and take action by contacting Megan Janicki (mjanicki@alawash.org) at the Public Policy and Advocacy office to share your stories and input. Your voice can help shape the future of the E-rate program and ensure that libraries have the resources they need to provide equitable access to the internet for all. 

Resources: 

• FCC Notice of Proposed Rulemaking 
• ALA E-Rate Advocacy 

The post ALA Seeks E-rate Funding for Wi-Fi Hotspot Lending  first appeared on Public Libraries Online.

This stigma has far-reaching consequences, with one significant manifestation being period poverty. Period poverty is the lack of access to menstrual hygiene products due to financial constraints. Many individuals, particularly in low-income communities, face challenges affording menstrual products, leading to unhygienic practices and potential health risks. Period poverty not only exacerbates gender inequalities but also hinders educational and economic opportunities for those affected. Due to insufficient access to menstrual health supplies, a quarter of young people who menstruate face disruptions in their monthly schedules, missing classes or work.^[1] It’s crucial to note that menstrual products are not covered by essential support programs like food stamps or WIC (The Special Supplemental Nutrition Program for Women, Infants, and Children).

Efforts to combat period stigma and period poverty involve not only providing access to affordable menstrual products but also fostering open conversations to challenge societal norms. Education plays a crucial role in dispelling myths and dismantling taboos surrounding menstruation. Initiatives that promote inclusivity, gender sensitivity, and advocate for policy changes are essential steps toward breaking the silence around periods, ensuring that menstruating individuals can manage their periods with dignity and without the burden of shame or financial constraints. Many public libraries provide free menstrual products in their restrooms.

Learn more about period poverty and explore free, reliable resources to help you and your patrons explore facts and information about menstruation.

NNLM Projects

Period Poverty from the NNLM Discovery Podcast. This podcast series explores how the Network of the National Library of Medicine engages with communities to provide access to trusted information to improve public health.

• Video Version

Celebrating Moon Times: Flipping the Script on Period Poverty and Standard Puberty Education – NNLM webinar recording

Ohio Menstrual Health Equity Project is a funded project. NNLM offers funding for projects that improve access to health information, increase engagement with research and data, expand professional knowledge, and promote awareness and use of NLM resources in local communities. Register for this webinar on January 24, 2024, to learn more about applying for funding.

Information Resources

Menstruation

• Menstruation
• Period Pain
• Premenstrual Syndrome
• Primary Ovarian Insufficiency
• Vaginal Bleeding
• About Menstruation Also in Spanish
• Menstrual Cycle Also in Spanish
• Menstrual Cycle: What’s Normal, What’s Not Also in Spanish
• What Are Menstrual Irregularities? Also in Spanish

Information for Children

• All about Menstruation (For Children), Also in Spanish
• Five Things to Know about Periods Also in Spanish
• Getting Your Period
• Pads and Tampons Also in Spanish
• When Will I Get My Period? (For Kids) Also in Spanish

Information for Teenagers

• All about Menstruation (For Teens) Also in Spanish
• Stacey Missmer on Painful Periods in Teens Also in Spanish
• Female Athlete Triad, Also in Spanish
• Irregular Periods Also in Spanish
• Menstrual Disorders in Teens Also in Spanish
• Period Products: Using Your First Tampon Also in Spanish
• PMS, Cramps, and Irregular Periods Also in Spanish
• Problem Periods
• Toxic Shock Syndrome (For Teens) Also in Spanish
• Your First Period
• Your Menstrual Cycle

Information For Parents and Caregivers

• Menstrual Problems (For Parents) Also in Spanish
• Talking to Your Child about Menstruation Also in Spanish

^[1] Girlsinc.org

5 Things to Know about Menstrual Equity and Period Poverty

The post Period Poverty Resources at the Library first appeared on Public Libraries Online.

Resources for this Podcast

University of Michigan Program for Research on Black Americans – https://prba.isr.umich.edu/

Black History Month Programming Taxonomy – https://blackhistorymonth.bcala.org/taxonomy/

University of Michigan Public Engagement and Impact website – Examining Black History Month Programming in Public Libraries – https://publicengagement.umich.edu/examining-black-history-month-programming-in-public-libraries/

BCALA Website – Black History Month Programming in Public Libraries – https://blackhistorymonth.bcala.org/

Dr. Deborah Robinson – https://prba.isr.umich.edu/2019/09/03/robinson-returns-to-prba/

Dr. Grace Jackson-Brown – https://libraries.missouristate.edu/profile-display.aspx?p=GJackson-Brown

Association for the Study of African American Life and History – Origins of Black History Month – https://asalh.org/about-us/origins-of-black-history-month/  – Annual Themes (including 2024 theme) – https://asalh.org/black-history-themes/

The post FYI Podcast – Black History Month Programming Study first appeared on Public Libraries Online.