After the conference, I told my supervisor, library Chief Executive Officer (CEO) Skip Auld about this program and he was curious and open to exploring the idea. He could see how it would align with the creative programming we were doing and how it would appeal to some of our customers.  One of the branch managers was interested in hosting a similar program in our library, so I put that in the monthly report I shared with our Board of Trustees in April. I thought I was being transparent, but it turned out that I wasn’t doing nearly enough to set the stage and prepare for the upcoming challenges.

In June, a staff member shared that they knew someone who performed in drag, who worked at a library, and was willing to present a Drag Queen Storytime for us. This was a win/win because the presenter was personally known to the staff member, they were trained in library storytime practices, and they were used to working with kids. The staff member submitted their program proposal, and it was approved up the chain of command, as is our usual practice. The social media post promoting the program hit Facebook in June, and I don’t think it’s an exaggeration to say that all hell broke loose! We immediately started getting calls, messages, and emails from elected officials and customers demanding that we cancel the program. While we knew there would potentially be some pushback, we did not expect what happened next!

Our public library system is a quasi-county organization, which means we get most of our funding from the county, but it is overseen by a Board of Trustees made up of community members. Our CEO immediately called the board chair to explain what was going on and set to work on getting the board up to speed and doing damage control. The CEO and board chair agreed that we didn’t want to cancel the program, but we had to figure out how to handle all the pushback and provide support for the staff, supportive board members, and our customers who wanted this program.

The next few months were a blur of difficult conversations, navigating conflict and controversy, determining and articulating our values, but we persevered. The program went off without a hitch that August, but we did have to make some changes. The controversy ended up extending past Drag Queen Storytime to how we select our programming, and who is welcome at the library. We learned some lessons about how to introduce a program that may be controversial, and how to stand by our values in times of diversity and challenges.

Educate your Board, Friends/Foundation, Governmental Leaders

In hindsight, when we decided we wanted to do the first Drag Queen Storytime in Maryland, we should have done more to educate the board about this program and why we wanted to do it. I did a presentation to the board so they would understand what we wanted to do and why. This was helpful, but I wish we had done it before the community pushback started. I also educated the board about our programming practices. For instance, parents/caregivers are required to accompany kids under 8, in accordance with Maryland state law. No kids under 8 would be in this program without a parent or caregiver with them, and most kids rely on parents and caregivers to bring them to the library, so the older kids are usually accompanied by adults as well. We also explained to the board that when we hire outside presenters, we have oversight as to what they present and how they present it. In this case, we knew all eyes would be on us, so we intentionally talked to our presenter about all the details, including book and music selection, and even their attire. Videos on the internet didn’t help our cause. Customers were sending videos of adult drag performances and demanding that we not allow pole dancing in Storytime. We needed to get the correct information out into the community on what our event would look like.

We also talked to the board about the library system’s values of diversity, inclusion and belonging and how important it is for us to welcome everyone. Earlier that year, the board had adopted the Urban Libraries Statement on Race and Social Equity, so we discussed that. We reminded the board members that not every program will appeal to everyone, and that is okay.  We also learned we needed to compromise to present our first Drag Queen Storytime in a way that the board would be more comfortable defending. This meant moving the venue, putting signage on the door about the parents and caregivers accompanying small children, having administration approve the content and attend the program. Although this was unusual, we could live with these limitations. In subsequent Drag Queen Storytimes, the board was not involved in the content and we were able to present the program without as much oversight of the details. Multiple board members have attended Drag Queen Storytimes to show support.

Educate Yourself

If you do controversial programs such as Drag Queen Storytime, there will be protesters. It’s important that staff know the legal parameters around protesting and what to do if protesters push the limits. We received legal advice that we could control the time, place, and manner of protesting, so we had a designated area where the protesters could stand, and we did not allow them to bring their signage into the program. We gave priority to customers with kids but did allow adults to enter the program if there was space. We believed this transparency was important. Be sure that your library has procedures in place to deal with protesters. We also had counter-protesters, which was much appreciated by staff and by the presenter! At one of our programs, the workers at the produce stand across the street saw the protesters, went to a local craft store and bought supplies to decorate their tent with rainbows and blasted ABBA music. They also sent over the message that our Drag Queen could come over after the program and get as much produce as they wanted!

Library staff with Balena Canto, at the library’s inaugural Drag Queen Storytime.

Support and Communicate with Staff

We had to educate staff on two levels. First, we needed to get buy in from staff even if they didn’t personally agree with the programs. Second, we needed to provide staff with language for talking to unhappy customers. We created a frequently asked questions document and posted it on our intranet. Staff could print this out and put it on the service desks to refer to when customers came in or called to complain. We also posted our Program Selection Policy and information about our library system’s values on our website.

Align with Partners

We realized very quickly that we couldn’t go very far with Draq Queen Storytime, or other LGBTQIA+ related programing without rallying support in our community. We had already been working with the newly formed Annapolis Pride advocacy group, and this controversy cemented our relationship. Their members came out in full force to testify at board meetings about how the library had been a safe place for them over the years and that this programming was crucial for the community. We also worked with other businesses, agencies, and non-profit groups that shared our values and would support the work we were doing.

Be Prepared for the Unexpected

It is an unfortunate reality, but it is important to let local law enforcement know when you are doing a program that might end up with conflict. In addition to protesters outside of the library, an assault occurred at one of our programs where a person interrupted the Storytime to yell his opinion and then shoved a board member who was in the program. The law enforcement officer staged in the program room quickly removed the protester and Storytime went on. This was a big help to staff who were concerned about handling a situation like this without the proper authority or training.

We also created a process for managing horrible comments online. We don’t automatically remove negative comments, but we do remove anything that is threatening or personal against staff or our presenters. Our digital experience manager keeps a file of all removed comments in case we get a Maryland Public Information Act request. We call law enforcement if there are threats that we deem dangerous, and they help us determine the next steps.

We also reminded staff that all their written communications are subject to public request, so they needed to be aware of that and choose their wording carefully. We did get some Maryland Public Information Requests related to our first Drag Queen program and had to turn over a lot of written communications.

Create a Unified Response

We worked hard to make sure we were all telling our customers the same thing. We created a response template that we sent out to those customers who contacted us via email. Sometimes we would tailor the response if they had specific concerns.

“Thank you for your feedback. The Anne Arundel County Public Library (AACPL) is committed to providing a diverse slate of creative, inclusive, educational, and entertaining programs for all ages.  We understand that not all events or materials will interest all customers. Additionally, parents make the choices as to which library events their children will attend, and we respect those choices.

AACPL is committed to racial and social equity and has pledged to:

• Create and maintain an environment of diversity, inclusion and respect both in our library systems and in all aspects of our community role
• Ensure that we are reaching and engaging disenfranchised people in the community and helping them express their voice

LGBTQIA+ programs help children and adults embrace gender diversity and sexual orientation in others and in themselves. It helps curb bullying of LGBTQIA+ children and adults who are considered “different” in all kinds of ways.nWith rates of suicide attempts for LGBTQIA+ teens almost five times the level of their heterosexual counterparts, the need for these inclusive programs is imperative. LGBTQIA+ positive programs help people build empathy, provide positive role models for LGBTQIA+ children and make the world a more affirming place for all.  While we respect the viewpoint of all our customers, we remain committed to providing a safe space for all.”

All responses went out from me as chief operating officer, CEO Auld, or our marketing manager. This is not how we would have chosen to get onto the front page of the local paper or in the newsletters that were going around the local churches and community groups, but it did bring attention to our work and educate the community about the value of diverse programming.

Although it was a challenging time, Drag Queen Storytime broke the ice, and it was worth it. We are now known as a system that values diverse programming, especially LGBTQIA+ programming. Our CEO was selected as the grand marshal of the Annapolis Pride parade in June 2020, and although it was canceled due to Covid, we are proud of that recognition of our system’s work. Our commitment to diverse programming has also created a more welcoming environment for LGBTQIA+ staff, and that is well known in the Maryland library community.

Membership on our board of trustees has almost completely turned over since 2018, so we make sure that we continue to educate the new members about our path to diverse programming and our commitment to making sure it continues. We do the same with our elected officials and we continue to nurture relationships with our partners as we grow and expand programs to meet the needs of our diverse community.

The post What We Learned From Drag Queen Storytime (It Might Not Be What You Think!) first appeared on Public Libraries Online.

According to a June 2021 article in Autism in Adulthood, less than a third of autistic individuals are driving independently compared to nearly 90 percent of neurotypical individuals. This may be due to many factors such as access to appropriate training and lower levels of executive function and communication skills typically associated with autism spectrum disorders.

Everyone feels a moment of panic when they see the flashing lights of a law enforcement officer behind them on the road. Although there are many reasons why drivers might be concerned, drivers who are neurodivergent may be unsure of how to communicate clearly, worry about being misunderstood and generally feel more anxiety than other drivers. Drivers who are neurodiverse may struggle with appropriate social interactions, eye contact, and handling stressful situations. Recent news stories about law enforcement officers responding with violence when encountering someone who does not react the way they expect, which may be due to neurodiversity, have also added to the challenges.

One library system is stepping up to help neurodiverse customers navigate the complexities of traffic stops and relieve anxiety around driving. Staff at Discoveries: The Library at the Mall recently brought the Neurodiverse Driver Traffic Stop program offered to its Annapolis,
Maryland branch to help neurodiverse customers learn how to interact with law enforcement officials if stopped while driving and how to communicate effectively in such a tense situation. To best serve this customer base, staff at the Discoveries Library first held two neurodiverse family focus groups to gather more information about what kinds of services and programs they’d like to see at the library. Support for the needs of anxious teens and young adults proved a common theme and the traffic stop program came out of those conversations. A partnership with the local police department and the non-profit advocacy group Pathfinders for Autism, the program’s success depended on its publicity and the offering of more resources to the attendees. The one-on-one program attracted participants from around Maryland and the District of Columbia because of its unique nature. Library staff used the large parking lot on the mall’s rooftop as a staging area for the police and drivers to role play in a safe environment. Police officers with special training in how to work
with neurodiverse drivers discussed important tips to remember for these drivers such as taking their time getting to a safe place to pull off the road, staying in the car unless asked by the law enforcement officer to get out, keeping hands on the wheel and visible, and having
identification and insurance paperwork easily accessible when needed. Helping neurodiverse drivers understand what to expect in these high-pressure situations can lead to decreased anxiety and more positive interactions for all involved.

The library received a lot of good feedback about the program from participants and their family members. According to comments provided to Pathfinders for Autism from a participant’s spouse, she believes Saturday was life changing for K. The couple shared that he was afraid of police and firefighters due to being severely abused by his firefighter uncle. The officer shared some of his own personal experiences with K which made an incredible impact on K. She also said that being given the opportunity to converse with multiple officers who are genuinely caring has changed his anxiety and perspective.

Some states around the country are working to address the needs of neurodiverse drivers. In June 2020, a bill was passed in the state of Nevada requiring the Department of Motor Vehicles to “place a designation on a vehicle registration, driver’s license or identification card for a person with a communication need.” This is a step forward to help law enforcement understand the challenges that neurodiverse, deaf or hard of hearing customers face. But while small steps are being made to support neurodiverse teens and young adults, driving remains a stressful task for many. Twenty-year-old twins Forrest and Griffin Wintermute are college students who are on the autism spectrum. They have used the excellent public transportation in Portland, Oregon for years, so they weren’t motivated to learn to drive as soon as they turned 16. In the past year, Griffin decided to get his permit and then his license, after hours of practice driving with his grandfather, although he still frequently uses public transportation. Forrest decided that he is just fine with public transportation and doesn’t see the need to go through the stress and expense of getting his license. In addition to supporting drivers on the autism spectrum, libraries across the country have embraced the opportunity to get to know the needs of neurodiverse customers and provide much needed programming, education and support. Programs such as sensory Storytime, low distraction quiet reading periods, neurodivergent meet ups and game nights for all ages provide opportunities for customers to enjoy the library in a way that is welcoming and comfortable and extend the customers’ comfort interacting with officials and other strangers who may not always understand their communication challenges. With the National Institutes of Health estimating that nearly 15-20 percent of people worldwide exhibit neurodivergence, supporting the needs of these customers and their families continues to be increasingly important.

The post Neurodiverse Drivers, Traffic Stops, and 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.

But in June of 1865, declarations were one thing and the fractured United States was another. The Civil War officially ended when Robert E. Lee surrendered the Confederate army at Appomattox Courthouse on April 9, 1865, but the last battle was in Texas a week later. President Lincoln signed the Emancipation Proclamation in 1863, but today, we celebrate June 19—Juneteenth—as the day that federal troops arrived in Galveston to ensure that all enslaved people actually were freed.

The official federal holiday for Juneteenth began in 2021, but communities and libraries have spearheaded Juneteenth commemorations, celebrations, and community for far longer. Here is inspiration from libraries nation-wide to get you started on your own celebration and commemoration across the month of June.

Joyful Celebrations: Los Angeles Public Library’s June Jubilee Juneteenth Celebration. In Los Angeles, the library is making it a month to celebrate, starting with June Jubilee Juneteenth, a celebration and exploration of Black culture “that fosters unity, understanding, fun, and appreciation of the American experience.”

Juneteenth Reading: New York Public Library’s Juneteenth Read for All Ages. In New York, the library system has gathered a range of fiction and nonfiction books for all ages from which you can take inspiration, continue your celebration, and support edification of what Juneteenth means to individuals, families, communities, and our country.

In-Library Exhibits: Oak Park Libraries’ Idea Box. In Illinois, the Oak Park Libraries transformed its Main Library Idea Box by adding artifacts from past community Juneteenth celebrations in nearby communities.

Book Displays: Palm Beach Gardens Branch’s Juneteenth Book Display. Take a chapter from Palm Beach and take your Juneteenth book display to the next level by sharing it online on social media, as well as in the library.

Online Activities. With Juneteenth’s official commemoration as a federal holiday, many libraries are turning to online resources to support their patrons virtually as they physically close for the day.

• Broward County Library’s Celebrate Juneteenth (Online Video Presentation). In this YouTube video, Dr. Tameka Bradley Hobbs, Regional Manager for Broward County Library’s African American Research Library and Cultural Center, discusses Juneteenth’s significance as a commemoration of the end of slavery in the United States.
• Skokie Public Library’s Multi-Pronged Outreach. Can’t decide what to do? Look to Skokie for examples of how to do it all. From an in-person celebration to a video sharing online resources to special reading and watching lists, you’ll find examples of ways to engage your patrons where you are and how you can.

PL Online would love to hear about your library’s Juneteenth activities. Send a short description (a link + 50 words) and a pic if available, to publiclibrariesonline AT gmail DOT com, with Juneteenth in the subject, and we’ll append those to the end of this article.

The post Commemorating Juneteenth at the Library first appeared on Public Libraries Online.

The Meridian Library District’s Board of Trustee reported that hundreds of thousands of patrons visit the library every year. Board of trustee chair, Megan Larsen, commented that it is unfortunate that a small group of people are “willing to dissolve the library, shut it down completely, rather than let families make their own choices about what they want to read, as they’ve done for nearly 100 years in Meridian.” There are 45,000 cardholders in the district. A levy in 2019 was passed in Idaho, where the district has planned to open 3 more library branches in response to patron’s feedback.

In the petition, the signed citizens stated that the Library Board of Trustees has failed to discuss ‘any policy change regarding minors’ access to obscene and sexually explicit materials. The petitioners went as far as to suggest the commissioners of Ada County appoint an interim Board of Trustees to reorganize the library entity and to decrease the terms of the members of the Board. They want board member terms reduced to three years from six. The petitioners reiterate the board’s refusal to allow any discourse on their stance of the matter. In August 2022, the board heard two hours of public testimonies. The group would also like the library entity to “segregate explicit materials.” The Library District feels that this is an extension of the banned books saga, where in March 2022, bills against books were passed through legislature but were not turned into laws. The Idaho Press found that the books that were brought to the attention of lawmakers were cataloged in the teen and adult fiction sections of the library. Nick Grove, Meridian Library Director, spoke against the group in November 2022 stating, “You have the right to object to an item. You have the right to recommend a reconsideration of an item that you don’t like,” Grove said, “You do not have the right to ban books or segregate access to books that you do not want.”

A rally was organized against the petition by 19-year old Izzy Burgess. Izzy Burgess used to work for the Meridian Library District. Another BSU student also spoke against those who had a problem with the libraries. Naomi Trueman proclaimed that, “parents should be more concerned with their children’s internet access themselves, something they have control of, than blaming libraries and librarians for the information they have available.”

If this petition is successful the Library District can be dissolved. The petition needed 50 signatures to be presented to the Ada County Commission. The clerk delivered the petition to the commission on livestream. There will be a public hearing on March 20, 2023 to address the petition. This hearing will determine if the library dissolution will be put on the ballot or not.

The post Group Seeks to Dissolve Library first appeared on Public Libraries Online.

Here are ways to start and maintain Community Refrigerators in your network:

Apply for a Grant

The Franklin Avenue Library applied for a Microsoft Grant called ChangeX. The ChangeX Grant funds projects that intend to bring impactful ideas to communities. The library used the money from the grant to buy their refrigerator and groceries to start. If you cannot secure a grant, begin a fundraiser or move around your budget to purchase a refrigerator.

Consider where you will place the refrigerator(s)

Prior to the libraries establishing community fridges, vendors tried to place community refrigerators on willing residential properties. However, due to zoning laws and permit issues, these residents were fined by the city. The fridges were removed and another solution was needed. So,  some libraries and organizations in Des Moines put their community fridge(s) on the outside of the building. Other libraries and businesses held their fridge inside of the building and set it up in a room as big as a ‘Friends of the Library’ bookstore. Placing the refrigerator on the outside of the library allows unlimited access to the free fresh groceries. The community can restock the fridge at their leisure and there are no restrictions on when it can be accessed, morning into the night. When the fridge is contained in a building, the access is restricted to operating hours, unless an establishment is 24/7 like a hotel lobby for example.

Beware of challenges of maintaining a Community Refrigerator

There are difficulties in maintaining a community refrigerator on the outside of the building. On a community page associated with a refrigerator, garbage accumulated around the fridge and outside of the building. Apparently, donors would leave the boxes and garbage bags that the food was carried in when they restock the fridge. It left an unfavorable mess on the property. On the Facebook page, members have laid out some “housekeeping rules” to better manage the resource. If you decide to place your refrigerator outside, establish some instructions and policies so that you have an appropriate accountability system to how the Community fridge is operated and maintained. Also, establish ‘etiquette’ rules. For example, encourage no loitering, soliciting, or any other behavior that would make it uncomfortable for people to do what they need to do, get what they need, and move along

What food is acceptable?

At the Franklin Avenue Library, “standard pantry items are accepted: rice, dry beans, canned goods, oatmeal, pasta, etc.” They also accept freezer items such as frozen vegetables, fruits, and meals. Perishable foods require more discretion, but are acceptable. Places like the Sweet Tooth Urban Farm grow their own food. They give contributors the option of buying their raised food to donate to the refrigerator, or refer to a place that has excess food to give away. Moreover, some businesses that may have the food to donate are cautious of liability laws that may affect their reputation. Look into your state laws concerning federal protection against donating food that may prevent the willingness to participate in the cause.

How will you track its effectiveness?

Sweet Tooth Farms stock their fridge 24/7, no sign-ups required. Their attitude is “If you are hungry, use it.” In this case where there is no physical monitoring, some refrigerators used a Raspberry Pi to track how many times the doors are opened and closed. Organizations that house the fridge during operating hours can keep a door count on the traffic and also facilitate donations as they come in. If it is important to them to track what food items are being donated most, or what is demanded most they have free will to do so. However, discretion and a carefully-considered tracking system is needed in order to minimize stigma.

In conclusion, there are many ways to establish a Community Refrigerator in your neighborhood. Using Des Moines as a guide, they have employed fridges in libraries, at community centers, recreational centers, apartment complexes, and hotels. Use partnerships to solidify a constant flow of donations and allow the community to manage the refrigerator on their own to encourage personal responsibility.

The post Addressing Food Insecurity with Community Refrigerators first appeared on Public Libraries Online.

From the Introduction to the Cultural Proficiencies for Racial Equity Framework document:

This framework has been developed as a tool both theoretical and practical in its orientation, as a guide for developing personal, organizational, institutional, and systems-level knowledge and understanding of the nature of racism and its many manifestations. Racism results in differential, inequitable, and devastating impacts on Black, Indigenous, and People of Color (BIPOC) in the library and information science (LIS) sector, the communities libraries serve, and beyond. The framework is not intended to be liberatory practice in itself,–an instrument or agent that will abolish racial inequity or a step-by-step guide–but, rather to provide the grounding needed to effect change in thinking, behavior, and practice that will lead to better outcomes for racialized and minoritized populations.

Resources for this Podcast:

• Cultural Proficiencies for Racial Equity: A Framework
  Joint ALA/ARL Building Cultural Proficiencies forRacial Equity Framework Task Force
  August 2022
• Cultural Proficiencies for Racial Equity Framework –About the Framework

The post FYI Podcast: Cultural Proficiencies for Racial Equity Framework first appeared on Public Libraries Online.

Are you sure? Many libraries, especially those in the Southern United States, have a buried history of racial segregation that isn’t found in books or websites and is often unknown to current staff and community members. Through archival research and oral histories, you can help uncover clues about your library’s past.

In April of 2021, the Fairfax County Public Library board of trustees requested an investigation into whether our library system- and those around it- had ever been segregated. The question was referred to librarians at the Virginia Room, our library’s center for history and genealogy research. When we began studying the segregation history of libraries in Northern Virginia, the case of Samuel Tucker in Alexandria was the only one that was well known. Tucker was an attorney who masterminded a 1939 sit-in to protest the library’s whites-only policy. We had no specific knowledge of other public library systems in the vicinity having been segregated. But as we dug deeper, we discovered a hidden history of exclusion, segregation, and unequal treatment in many of our local public libraries.

It’s important to know about our past and honor those who helped achieve more equity in libraries. Getting started can be the hardest part. Based on our experience, these are some places you can begin to investigate your own library’s history.

Where to Look

• • Surviving in-house records in your library’s archives or files. These might include library board minutes, circulation statistics, newsletters, manuscripts, and other ephemera, especially that from the Jim Crow era. For example, our archives included monthly record forms from the 1940s divided into statistics of Black and white customers. The sections for Black customers had been crossed out by many librarians–indicating their branches did not serve Black customers. Library board meeting minutes from that time revealed the scarcity of bookmobile stations for Black residents and the decision to keep separate bookmobile materials for Black and white customers.
  • Surviving records at your state library, including state library reports and minutes. The situation at the state library might not align with that at the town or county level. For example, while the Library of Virginia complied with the Virginia state mandate that public libraries receiving state aid must serve all residents (which was the law at least as early as 1946), many local libraries in Virginia nevertheless continued to exclude Black residents while accepting taxpayer funding, even into the 1960s.
  • Newspaper articles, including both Black and white newspapers published during the Jim Crow years. In addition to coverage of library protests and lawsuits, you’ll find very different attitudes towards events expressed in editorials, depending on the publication’s intended audience or slant. Opinion pieces are indicative of how many residents may have reacted to integration at that time and place.
  • Previously published books, especially those focused on your region. A good overview can be found in the book “The Desegregation of Public Libraries in the Jim Crow South: Civil Rights and Local Activism,” by Shirley A. and Wayne A. Wiegand, LSU Press. Microhistories include “Public in Name Only: The 1939 Alexandria Library Sit-In Demonstration,” by Brenda Mitchell-Powell, University of Massachusetts Press.
  • Thesis work. Bernice Lloyd Bell’s 1962 thesis “Integration in Public Library Service in Thirteen Southern States, 1954-1962” is a good starting point for researchers. She surveyed 290 Southern libraries to determine their level of services to Black residents and provides dates for when those libraries were desegregated.Memoirs of people who lived during that time. In his memoir “Life After Life,” Danville native Evans Hopkins shares his experience as a child using the tiny two-room library reserved for Black residents of Danville, Virginia. He also writes about the shock he felt when he was finally allowed to use the main public library after it was integrated- only to find that all the tables and chairs had been removed to keep Black and white customers from sitting together.
  • Oral histories. Speaking with older members of the community, relatives and co- workers of key players, and colleagues at other institutions can fill in many blanks in the story and add personal insight. Sources include Friends of the Library groups, African American history and genealogy groups, local history clubs, and current and retired library staff.Your colleagues at other institutions can be very helpful. They may already know a lot about their organization’s history, or at least be able to point you to the best sources. They may know people who would be good candidates for oral history guidance. There’s no point in reinventing the wheel, so be sure to find out about research they’ve already done or have in progress.
  • Local archives. Make appointments (if necessary) to view manuscript collections at other local libraries, museums, and archives. Do fliers about library grand openings or old library card applications state that the library is open to all residents? Do photographs from events show integrated groups in attendance?
  • Current landmarks. Do some foot work by visiting existing sites and landmarks that you know of already or uncover in your research. Sometimes just showing up and exploring sites in person can add depth and texture to the story. Take your own photographs, explore the area, meet locals, and see how history is preserved and interpreted (or not) in the current landscape.
  • Online groups, such as Facebook local history groups, are great sources of people willing to share memories of their hometowns from decades past. Of course, you will want to cross-reference tips received with other documents and sources to verify information.
  • Census records and Ancestry databases are helpful in finding more information about key players and verifying details about their lives.

  Telling the Story
  Once you’ve pulled your research together, there are many ways you can share your institution’s history. Provide a written report and/or oral presentation to your staff, board, and/or community at large. Consider making a short video of your research. Timelines, biographical sketches of local activists, photo journals of current sites and landmarks, can all help tell the story. These might be shared via displays, exhibits, or programs.

  Partner with local organizations such as museums and historic sites that may want to share – and
  contribute to- your research. Recognition is essential to honoring the achievements of the citizens-turned-activists who worked to desegregate public libraries. Their accomplishments often inspired further desegregation efforts in schools, movie theaters, restaurants, and other institutions.

  Researching injustices of the past leads to the question of who is still being excluded from library services today. People with disabilities, those from other language backgrounds, and people living in poverty all experience greater barriers when it comes to obtaining library services. Understanding more about past inequities and the efforts required to overcome them can help in planning for a more inclusive future.

The post Researching the Integration History of Your Library first appeared on Public Libraries Online.

History of the American Indian Library Association 

In 1979, the American Indian Library Association (AILA), an affiliate of the American Library Association (ALA), was founded in conjunction with the White House Pre-Conference on Indian Library and Information Services on or near Reservations. At the time, there was increasing awareness that library services for Native Americans were inadequate. Alongside actions like the 1975 Indian Self-Determination and Education Act and 1978 National Indian Omnibus Library Bill, AILA’s establishment was part of a movement of funding and advocacy aimed to address the library-related needs of American Indians and Alaska Natives. 

Today, its members are committed to developing programs that improve Indian library, cultural, and informational services in school, public, and research libraries on reservations. AILA is also committed to disseminating information about Indian cultures, languages, values, and information needs to the library community. AILA cosponsors an annual conference and holds a yearly business meeting in conjunction with the American Library Association annual meeting. It publishes the American Indian Libraries Newsletter twice a year.  

Tribal Libraries 

At the 2018 National Joint Conference of Librarians of Color in Alburquerque, New Mexico, a session titled “The History and Currency of Tribal Libraries: Sovereignty, Information, and Empowerment” posed questions concerning the definition of a tribal library and its basis for development. Sandy Littletree, PH.D., an Assistant Professor at the University of Washington Information School and 2011–2012 AILA President, noted at the session that “Tribal libraries are as diverse as tribal communities,” and further explained that libraries can be planned or administered by a tribe, pueblo, village, or native group, and may be located in public libraries, universities, youth centers, chapter houses, or as part of museums and archives.  

AILA members offered their own definitions of tribal libraries, listed on the AILA website. One member noted that they serve as “archives, language repositories, heritage centers, museums, and a gateway to local state, and federal service programs, learning centers, and community gathering places”. Another noted that they can exist in spaces identified by tribal members ranging from “a shelf of books in a hallway, in tribal council chambers, in Education Director’s offices and shared space with a food coop, an alcohol rehab center and other interesting places.”. United in their many definitions was the idea that tribal libraries and their functions vary widely in order to best serve their communities.  

Also in 2018, AILA collaborated with the ALA Emerging Leaders program to put tribal libraries on the map. This cohort of early career librarians and AILA members created a web-based directory of Tribal libraries, archives, and museums (TLAM). The directory includes names, contact information, locations, and the tribes/communities served by each institution, in an effort to make tribal libraries more visible and accessible. AILA invites tribal libraries that have not yet done so to submit their information to be added to the map, as it is updated regularly.  

Library Programming and Events 

How is your library celebrating Native American Heritage Month? For inspiration, visit the Living Nations, Living Words: A Guide for Educators from the Library of Congress, featuring the signature project of 23rd U.S. Poet Laureate Joy Harjo—the first Native American poet to serve in this position. Take a moment to learn about ongoing advocacy by and for Native people concerning issues such as the upcoming Supreme Court case challenging The Indian Child Welfare Act (ICWA), via the Lakota Law Project or This Land podcast. Finally, check out a list of Native American Heritage Month programs taking place at public and tribal libraries below!  

Baltimore County Public Library: Booklist 

Bellingham Public Library (Bellingham, WA): Events & more 

Boston Public Library: Events & more 

Charleston County Public Library (Charleston, SC): Events & more 

Chicago Public Library: Events & more 

DC Public Library: Events & more 

Detroit Public Library: Events & more 

Hennepin County Library (Minneapolis, MN): Booklist 

Houston Public Library: Booklist 

Kansas City Public Library: Events & more 

Los Angeles Public Library: Events & more 

Milwaukee Public Library: Booklist 

Oakland Public Library: Events & more 

Pasadena Public Library (Pasadena, CA): Events 

Richland Library (Columbia, SC): Events Booklist 

San Antonio Public Library: Events & more 

San Diego Public Library: Events & more 

San Francisco Public Library: Events Booklist 

San Jose Public Library: Booklist 

Seattle Public Library: Booklist 

The post Native American Heritage Month at the Library first appeared on Public Libraries Online.

RESOURCES

Learn more about the 2022 Services for Strong Communities Survey and read the report on the 2021 Staff and Diversity Survey results at https://www.ala.org/pla/data/plasurveys.

To complete the current survey, login to your library’s Benchmark account at https://librarybenchmark.org/. Click on “Surveys” in the menu and you will see the PLA Services Survey listed under “Open Surveys.” All public library directors should have received an invitation to this year’s survey. If you did not, please contact plabenchmark@ala.org for assistance in accessing your Benchmark account. The survey closes December 10, 2022.

The post FYI Podcast: Public Library Association Surveys first appeared on Public Libraries Online.