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Create, Innovate, and Serve: A Radical Approach to Children's and Youth Programming [Mīkstie vāki]

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  • Formāts: Paperback / softback, 304 pages, height x width: 254x178 mm, weight: 525 g
  • Izdošanas datums: 30-Apr-2019
  • Izdevniecība: ALA Editions
  • ISBN-10: 0838917208
  • ISBN-13: 9780838917206
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Create, Innovate, and Serve: A Radical Approach to Children's and Youth ProgrammingPalielināt
  • Formāts: Paperback / softback, 304 pages, height x width: 254x178 mm, weight: 525 g
  • Izdošanas datums: 30-Apr-2019
  • Izdevniecība: ALA Editions
  • ISBN-10: 0838917208
  • ISBN-13: 9780838917206
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780838917206.html
Keywords:
Library services are transforming to emphasize interactive, innovative, participatory, and often production-centered programming.

Library services are transforming to emphasize interactive, innovative, participatory, and often production-centered programming. It’s a truly radical approach, and tomorrow’s LIS graduates in children’s and youth services need a resource that helps them understand this programming as it pertains to these age ranges. This text meets that need, bringing together a wide range of perspectives from both practice and research to survey this new landscape of programming for children and youth. Providing in-depth information crucial to those who will soon encounter these programs in library settings, this contributed volume delves into a wide variety of different programs, discussing their crucial elements and how to develop, plan, and deliver them; uses case studies of innovative practices to address such key issues as diversity, equity, media mentorship, community partnerships, dedicated library spaces, discussion-based programming, and assessment; presents annotated bibliographies of research, organized by young children (birth to 5), middle childhood (ages 6 to 12), and teens (ages 13 and up); and examines children and youth programming trends, teaching how to recognize and incorporate these trends into all types of programs.Emphasizing an inclusive approach to programming that incorporates research-based theories and frameworks, this text will be a valuable orientation tool for LIS students as well as a holistic guide for current children and youth services professionals.
Foreword: The Library as Community Anchor An Opening Perspective ix
Susan Hildreth
Introduction xiii
Acknowledgments xvii
Part I Foundations and Transformations
1(92)
1 When All Really Means All
Creating Library Programs for Children and Teens That Embrace All Types of Diversity
7(18)
Jamie Naidoo
2 The Power of a Story
Telling to Transform the World
25(12)
Annette Y. Goldsmith
Michelle H. Martin
3 Playing to Learn, Learning to Play
A Play and Making Framework for Libraries
37(12)
Sarah Ward
Sarah A. Evans
4 Librarians as Media Mentors
Building Media Literacy with Programming, Advisory, and Access
49(12)
Amy Koester
Claudia Haines
5 The Five-Step Outcome-Based Planning and Evaluation Model for Children's and Young Adult Program Assessment
61(10)
Melissa Gross
6 Taking the Library to Unexpected Places
Outreach and Partnerships in Youth Services
71(12)
Beth Crist
7 The Ever-Changing Library
Advocating for Impact, Value, and Purpose
83(10)
Judy T. Nelson
Part II Program Profiles
93(166)
Young Children (Ages Birth to Five)
8 Early Childhood Decoded
An Introduction to Development, Sociocultural Theory, and Early Learning
97(10)
J. Elizabeth Mills
Kathleen Campana
Emily Romeijn-Stout
Saroj Ghoting
9 Prioritizing Community, Literacy, and Equity in Programming for Children from Birth to Age Five at the Pierce County Library System
107(8)
Susan Anderson-Newham
10 Arapahoe Libraries
Early Literacy All Around
115(8)
Melissa Depper
Lori Romero
11 The Free Library of Philadelphia
Serving Its Youngest Patrons with a Community-Minded Approach
123(12)
Sarah Stippich
Christine Caputo
12 Cultivating Knowing and Growing at the Scottsdale Public Library
135(12)
Mariko Whelan
13 Intentionality, Interactivity, and Community in Early Childhood Programming at Public Libraries
An Overview of Research
147(10)
Kathleen Campana
Betsy Diamant-Cohen
Middle Childhood (Ages Six to Twelve)
14 Connecting Programs to the Learning and Development of Children Ages Six to Twelve
157(6)
R. Lynn Baker
15 Middle Childhood Is Not Middle of the Road
Developing Exemplary Services and Practices for Six- to Ten-Year-Olds at the Chicago Public Library
163(10)
Elizabeth McChesney
16 A Collaborative Approach to Equitable STEM Programming at San Francisco Public Library
173(8)
Cristina Mitra
17 Middle Childhood Matters at Toronto Public Library
181(8)
Diane Banks
Peggy Thomas
18 The Dream Team
The Library as a Partner in Literacy and Learning for Children Ages Six to Twelve---Related Research
189(12)
John Marino
Teens (Ages Thirteen and Up)
19 Why Teens Need the Library and the Library Needs Teens
201(10)
Sarah A. Evans
20 Empowering Teens to Build Their Own Futures at Carnegie Library of Pittsburgh
211(12)
Corey Wittig
Kelly Rottmund
21 Teens at the Helm
Teen-Driven Programming at the Olympia Timberland Library
223(8)
Sara White
22 A Vision for an Innovative New Teen Space
Boston Public Library Teen Central
231(10)
Jess Snow
Ally Dowds
Catherine Halpin
23 Co-Constructing Leadership
The (R)evolution of Discussion-Based Programming
241(10)
Gabbie Barnes
24 Teens and Public Libraries
An Annotated Bibliography of the Research
251(8)
Denise Agosto
Conclusion Putting This All Together 259(4)
About the Editors and Contributors 263(6)
Index 269
Kathleen Campana is a doctoral candidate at the University of Washington Information School. She has a background in school and corporate libraries. Her research focuses on the learning that occurs for children and youth in library programs and the role that family engagement plays in that learning. She has served as a research assistant on the VIEWS2 research grant for all four years.

J. Elizabeth Mills is a doctoral student and a MLIS graduate from the University of Washington Information School. She has a background in children's literature as an editor and author. She studies how librarians are planning and presenting their storytimes in terms of learning theory and interactivity with respect to technology in storytimes. She has been a research assistant on the grant for three years.