Many years ago, when I was regularly doing outreach to juvenile detention centers as a teen librarian, I arranged a summer schedule with an intake center nearby. The site served teen boys who were waiting for their placements—they might be released to their parents or assigned to a non-secure or secure detention facility. The center was very short-term; the boys were there no more than a week so planning programming meant something that was contained to that hour-long visit but couldn’t be the same week-to-week because there would be some overlap.

That year, the summer reading theme was Get a Clue/You Never Know (I did say this was many years ago!) and as I struggled to come up with an activity for my first visit, I looked at the elementary school booklist my system had prepared. One of the books on the list was Stories to Solve: Folktales from Around the World told by George Shannon (illustrated by Peter Sis). I read through it and picked out some of the riddle stories that I thought the teens might be able to solve and hoped for the best.

It was a small group, five or six teen boys, ages 14 or 15. We met in a semi-outside classroom space at the site. The teens were understandably unimpressed when I arrived and I prepared myself for what was about to be an epic failure.

With the very first story, the boys were enthralled. Even though they didn’t solve the riddles, they loved hearing the stories and the solutions. “Miss, miss, do another one!” they kept saying and I ended up reading almost every story in the book.

I returned to the library and a couple of hours later, my phone rang. It was the site director. She said, “I don’t know what you did, but you made some impression!” She went on to say that she had arrived after I left and as soon as they saw her, the boys started peppering her with the stories, trying to stump her. She was shocked and impressed that they’d paid close enough attention that they remembered the stories and solutions and were still excited enough about them to share them with her. It was one of those rare moments as a librarian when I could actually know the impact I’d had.

I share this story a lot because it is (still) one of my career highlights, but more because it goes to show you never know what might work with teens if you give it a try. By any measure, this was a challenging group—a bunch of teen guys I’d never met, waiting to see what their life was going to be like in the most serious of circumstances, forced to listen to some library lady on a warm summer morning. And I showed up with a book of folktales for kids. But it worked.

Today’s blog post was written by Dr. Vikki C. Terrile, Associate Professor at the School of Information Studies at Queens College, CUNY, on behalf of the Library Services to Underserved Children and Their Caregivers Committee.

The post Sometimes, It Works appeared first on ALSC Blog.

Give me colorful bulletin boards, giant cardboard creations, characters peeking out from bookshelves, seasonal decorations, interactive displays, and something slightly ridiculous made out of butcher paper.

Maybe it’s the ’90s library kid in me.

I know that aesthetic isn’t for everyone. Modern library design often gravitates toward clean lines, neutral colors, open spaces, and carefully curated displays. Those spaces can be beautiful.

But when it comes to Youth Services, I’ll take a little creative chaos.

I don’t want the children’s department to feel like a hospital waiting room.

I want kids to walk in and immediately start looking around.

For me, that’s what creative Youth Services spaces are really about: creating an environment that invites kids to notice, wonder, explore, and feel like the space belongs to them.

“Whoa! What’s That?”

That’s one of my favorite reactions to hear in Youth Services.

It means something caught a child’s attention.

They noticed.

They’re curious.

They want to investigate.

As adults, we can get caught up in whether a space looks polished, cohesive, or aesthetically pleasing. Kids are looking at it differently.

What’s hanging up there?

Why are there footprints on the floor?

Is that a dragon?

Was that there last time?

A creative Youth Services space gives kids something to wonder about before they’ve even pulled a book from the shelf.

Think about the children’s libraries many of us remember: construction-paper bulletin boards, hand-painted signs, stuffed book characters, seasonal decorations, and giant paper creations.

Was everything coordinated? Probably not.

Was it minimalist? Definitely not.

But it was fun.

The children’s department was allowed to have its own personality—and I think there’s something worth preserving about that.

Give Them Something to Discover

Instead, handmade spaces can send a message: creativity happens here. Imagination is welcome here.

Try crouching down and seeing the department from three or four feet off the ground. Could something be hiding on a bottom shelf? Could a tiny door appear along a baseboard? Approaching the room with these questions in mind leads to imaginative and engaging creative Youth Services spaces.

There’s something magical about creating details that kids might discover while the adults with them walk right past; that’s the spirit of well-designed Creative Youth Services spaces.

A Space That Says, “You Belong Here”

This space was made with you in mind, reflecting the power of truly creative Youth Services spaces.

Because when a child walks in, stops, points, and shouts, “LOOK!”

They’re not worried about whether the space is aesthetically cohesive, especially when they’re in truly creative Youth Services spaces.

They’re too busy experiencing it.

Jessica Brownley (she/her/hers) is a Youth Services Librarian at the Bartlett Public Library District in Bartlett, Illinois. She is dedicated to developing creative and immersive programs that spark curiosity and joy among children in all types of Youth Services spaces.

All photos by Jessica Brownley, ALSC member

The post Making the Library Feel Magical: A Case for Creative Youth Spaces appeared first on ALSC Blog.

Why Program Evaluation Matters

Our programs are only successful when they meet clear community needs and align with our vision and goals. However, those are often moving targets. Libraries exist in constantly changing environments. Community needs evolve, staff capacity shifts, strategic priorities change, and budgets fluctuate. Even the best programs reach the end of their lifecycle, and honestly reflecting on this means we adapt more quickly. Regular evaluation helps ensure programming evolves alongside our realities rather than responding to outdated assumptions. Intentional decision-making with our time, energy, and resources helps us steward limited resources to maximum effect. Evaluation is not about cutting programs. Rather, it’s about making room for more of what works by thoughtfully evaluating what doesn’t.

Define success before you evaluate.

After a program, how will you know you’ve succeeded? Different programs require different standards. Attendance is only one metric, and it may not be the best metric for every program. Having 10 teenagers show up may resonate more than having 50 storytime families. Consider additional metrics such as repeat attendance, learning outcomes, patron engagement and feedback, and your overall program goals. My library’s Programming Manager creates an operational plan each year where she identifies programming goals and standards. With infant programs, success starts at 10 attendees, because programs with lower attendance often create more meaningful interactions. However, toddler and preschool attendance success starts at 20 attendees, since we have proven attendance. Scheduling for early learning programs focuses on weekly options, while teen programs focus on a few, high-impact options with emphasis on summer engagement. At the end of the day, measure programs against their purpose, not each other.

Review programs using consistent criteria.

Once you’ve defined success, you must establish your review criteria. Even with different success metrics, your evaluation should be consistent, in both frequency and the questions asked. Consider scheduling a regular program review period using those consistent questions. Ensure that everything from your definition of success appears on the evaluation. If it’s important when planning, it should be important during evaluation. Without a good idea of what worked and what didn’t, you can’t make meaningful changes. My library uses a program evaluation form that includes questions for documentation, supplies and preparation, the program’s content, and patron impact and engagement. I send monthly reminders to staff who facilitated early learning programs. We combine this information with attendance statistics to consider what’s working and not. Qualitative feedback helps guide our content creation team in program revisions and updates. Build evaluation into your planning process rather than treating it as an afterthought.

Give programs time to grow.

While reviewing programs with consistent criteria on a consistent schedule is important, there are additional considerations. Having low attendance once doesn’t mean the program is a complete failure. Consider whether other factors, such as marketing, weather, or competing events, might impact attendance. Make note of these circumstances with your initial evaluation. Then, try the program again and see if its success changes. New programs often need multiple iterations before you see trends. Give the program a chance to grow and for your (and your community’s) marketing efforts to pay off. How often you offer the program may also impact your timelines. A program offered weekly will show trends much more quickly than one offered once per season. Establish an intentional pilot period based on the target audience, frequency, and overall programming goals. However, once that period ends, move forward with your intentional evaluation and decision-making.

Revise before you retire.

Before completely retiring a program, it’s important to consider whether changes might boost its success. Once you know a program isn’t working, consider why, using both patron and staff feedback. Then, look at specific revisions. Do concerns fall into the program’s concept or execution, audience, timing, or delivery method? Next, choose one or two intentional changes. If content seems too hard for the audience, adjust either the age range or your approach. For low attendance, consider improving marketing, offering programs at a different time, or switching formats. From there, give the program another chance and reevaluate. Last year, our system undertook a massive review and revision of our puppet shows. We found content needed to be more interactive, shorter, and geared toward a younger audience. This year, we’re intentionally scheduling our revised show to evaluate the changes. Make reasonable adjustments before giving up on a program.

Know when it’s time to let go.

Identify clear criteria for when programs fully retire. This isn’t always a program failure. Community interests shift, staff capacity changes, and strategic priorities alter. In those cases, programs reach a natural conclusion. In other cases, revisions and updates aren’t enough to garner the interest or success the program needs to remain sustainable. For concerns related to cost or capacity, temporary retirement provides opportunities to consider partnerships or alternative materials. However, removing programs entirely creates space for better alternatives. Use your data and honestly identify what isn’t working, then be okay with moving on. My library previously offered Storytime Around the World, which introduced different languages in a familiar storytime environment. However, staffing changes meant we didn’t have sufficient language skills to sustain it. Retiring the program made space to consider partnerships for language storytimes. Remember, retiring a program doesn’t erase its value as part of the library’s history.

Picture Book Tie-In: The OK Book

As you consider your programs, it’s important to remember that not every attempt is perfect. The OK Book by Amy Krause Rosenthal, featuring illustrations by Tom Lichtenheld, is a great reminder of this. The perfect pick for storytime, this title reminds readers that sometimes being okay is good enough, and it’s a great way to learn more. Readers may enjoy the details and that the word OK features prominently in each illustration. No matter what you’re trying, growth comes through experimentation. Programs don’t need to be perfect to teach us something.

As you build program evaluation practices, continually revisit your definition of success to ensure that your evaluation is honest and appropriate. Consider not only this year’s success but also success in the years to come. Healthy libraries aren’t ones that never change. They are willing to continually learn, adapt, and improve. Thoughtful evaluation helps us revise what we can improve and retire what no longer works, building programs that grow alongside our communities. For more inspiration, learn how to check on new services, evaluate programs, and ask questions. Stay tuned next month as we reduce stress by evaluating balance, staff needs, and internal processes. What program will you evaluate this month?

This post addresses ALSC Core Competency #3: Programming Skills and ALSC Core Competency #6: Administrative and Management Skills. Featured image created by Jaime Eastman, ALSC member.

Jaime Eastman is a senior Public Services Librarian and Early Learning Coordinator at the Harrington Library, one of the Plano (Texas) Public Library locations. Jaime is also working on at least two ambitious cross-stitch projects, dreaming of future travel plans, and reading far too many books. As a child, she wanted to grow up to be an author. Writing for the blog and publishing with Children and Libraries feels like a good start, and she regrets nothing about her adult decision to be a librarian doing storytimes, who didn’t have to grow up too much.

The post Reduce Harmful Habits: Evaluating Library Programs appeared first on ALSC Blog.

The Triage Strategy 

A few years ago, I took a Professional Development course titled “Be Well” which explored strategies to improve your personal workplace wellness. In that course, we watched a TedTalk featuring Dr. Darria Long titled An ER Doctor on Triaging Your Crazy Busy Life. This short video, just about 10 minutes long, has managed to stick with me for years after watching it. While there are many references to working in a hospital, takeaways can be applied to any profession. 

Essentially, Dr. Long shares how we can switch our workflow perspective from “crazy busy mode” to “ready mode” by triaging. This means to prioritize by degree of urgency and involves being able to differentiate between tasks that are time sensitive versus tasks that are not. She shares an analogy of “red”, “yellow”, and “green” to separate our tasks: “red” is urgent, “yellow” is serious but not urgent, and “green” is minor. The best way to start with triaging is to know what your reds are, and go from there. 

Dr. Long also makes a point to mention the “black” triage category. This category includes tasks that simply cannot be done and must be taken off your list. It may be hard to do so, and may even involve uncomfortable conversations or setting boundaries, but we have to remember that we cannot do it all. 

Positive Effects

I have personally followed this triaging method as a way to organize my to-do lists for work as well as at home! When I’m feeling overwhelmed by a large project or multiple tasks at once, it’s a great way to “zoom out” and objectively categorize what needs to be done so that I can work efficiently and effectively. All it takes is a little organization and awareness! 

Would you try this method?

This blog post relates to ALSC Core Competency of VII. Professionalism and Professional Development.

Joannie Lauria is the Youth Services Consultant at the Suffolk Cooperative Library System in New York and is a current member of the 2025-2027 ALSC Membership Committee. 

The post Triaging Your Work Flow appeared first on ALSC Blog.

If you’re a current YALSA member, your membership will automatically roll over to ALSC. There’s nothing you need to do to stay connected. If you belong to both divisions already, you’ll simply be part of the combined membership going forward. [Photo credit: ALA]

Milestone, Not Finish Line

Committees and award juries are also transitioning to operate within ALSC. For a fuller picture of what’s ahead, read the September 1st Press Release and visit the Reunification webpage.

One quick housekeeping note: if you feel like you haven’t been getting email updates, please check your communication preferences on your ALA account page to make sure ALSC is selected. Laura Schulte-Cooper also wrote a helpful and detailed ALA Connect post walking through exactly how to check this, and it’s worth a look if your inbox is a little quieter than expected.

How to Serve

I’m working towards building the committees, task forces, and award juries that will carry this reunified division forward, and if you’re headed to Buffalo in October for our National Institute, please do connect!

Being in-person is a great way to meet with a Morris Seminar participant, a presenter, an ALSC staff member, Board members and past leaders, or me! We’re happy to hear about how you would like to get involved, whether it’s volunteering for process or award committees, an interest group you are hoping to start, or an idea you are thinking about presenting at our next Institute in Chicago in January 2028.

And of course, you can share your interest anytime through the volunteer form, where you can let us know what ages you serve and what shapes your work. Note that if the form gives you trouble, opening it in a private or incognito browser window usually clears it up. [Photo credit: ALA]

Thank you for being part of this moment. September 1st begins a new chapter for our division, and I’m looking forward to continuing on this journey with you all.

Ariana Sani Hussain

2026-2027 President, Association for Library Service to Children (ALSC)

The post Reunification! September 1st is Almost Here appeared first on ALSC Blog.

As an 80s baby, I grew up in the height of mall culture. The time I spent in malls, “window shopping” with my friends, rivals the time I spent in the library. The irony is not lost on me. Or perhaps it’s not irony, but a trope. A rivals-to-romance tale of two American institutions. (Tentatively titled A Court of Food and Beverages.)

Or a tragedy, depending on who you ask. While malls have more than survived in cities like the one I was born and raised—Miami, Florida—they’ve struggled in places like the mid-sized North Central Florida college town I’ve called home for nearly twenty years. The Forever 21 was not, in fact, forever. The Sears is now doctors’ offices. Then, more recently, a storefront became a “book nook”—essentially a Little Free Library at the mall. However, I prefer the term “S’mall Free Library.”

And while a library in the mall is nothing new—Dallas even boasts one fashioned like a bookstore—it’s new to us in Gainesville, Florida. In addition to shelves and book displays, the storefront it currently occupies offers armchairs and cafe tables. On my most recent visit, several folks were working on computers. Unlike a public library, no one staffs the space. However, the shelves and displays betray its stewardship.

Which is quite the happy ending. Quite like my visit to Fairyland’s library last month.

Have you encountered a library—little or otherwise—in an unexpected place? Drop a line in the comments or at ktaksier@ufl.edu. 

The post Malls and Libraries: The Rivals-to-Romance Tale of Two American Institutions appeared first on ALSC Blog.

I’m lucky enough to live in Ohio, which offers the Imagination Library on a state level. My library system works closely with our county’s Imagination Library lead.  We have registration forms at our branches and regular mention registering in our programs and outreach. 

The Imagination Library is in five countries: the United States, Canada, the United Kingdom, the Republic of Ireland, and Australia.  An international study of the impacts of the program yielded some interesting results that were steady across all five countries:

• The program closed literacy gaps that persist throughout the school years.  In fact, after just receiving 10 books—not even a year into the program—children in the program were four times more likely to demonstrate stronger early literacy skills.
• Participating children were nine times more likely to be read to four or more days per week.
• Children were more likely to enjoy books and engage in meaningful interactions surrounding books.
• The Imagination Library encourages family reading and builds a reading culture inside the home. 

In 2022, Parton was awarded the Carnegie Medal for Philanthropy for all her philanthropic work, including the Imagination Library.  On the website entry for this award, the Carnegie Family of institutions stated:

In The Gospel of Wealth, Andrew Carnegie urges us to ponder this question: Because of the life you are living, has “one small part of the great world … been bettered just a little”? The Selection Committee of the Carnegie Medal of Philanthropy salutes Dolly Parton, who has done more than “a little.” With her philanthropy and her artistry, she has empowered and lifted up the citizens of her Tennessee home county as well as millions more around the world. We believe that her many philanthropic achievements embody the values of our founder, who, with us, would surely greet Parton with “affection, gratitude, and admiration.”

Thanks, Dolly.  Rest well.

This post addresses the core competencies of I. Commitment to Client Group and V. Outreach and Advocacy.

The post A Tribute to Dolly appeared first on ALSC Blog.

All the Ways We Learn

By Chloe Ito Ward, Illustrated by Yaroslava Apollonova

The stereotypical vision of “perfect” learning looks like a class sitting still, quiet, and staring at the teacher. However, this is not a realistic portrayal of learners with a variety of needs. In this story, multiple ways of learning are showcased along with examples of how children with different needs can be accommodated. A few examples include using a calm corner when the room is too loud, choosing flexible seating options, or using a tactile beaded abacus to practice math. Each way of learning is accepted and celebrated as the book emphasizes that “learning can look a lot of ways”. Children will feel seen for their accommodations, empowered to identify their needs, and have an opportunity to practice tolerance and acceptance of their fellow classmates. The back matter offers additional information about accommodations and neurodivergence.

Stubby: A Pencil’s Journey

By Sydra Mallery, Illustrated by John Hare

Throughout our lives, we have used thousands of pencils. And, working with children, we’ve witnessed the treatment of such writing utensils…sometimes they are adorned with cute erasers, and other times they are completely beat up, chewed, or sharpened down to a pulp. Have you ever stopped to think about the pencil’s perspective? This story takes us on a journey through the life of a pencil, Stubby, from living as a tree in the forest, to being created into a pencil, to his experiences in a classroom. There, Stubby is passed around from child to child and used for a variety of things, whether that be drawing cool pictures, doing math (where his eraser was used a lot), rolling under desks, getting chewed on, grading papers with smiley faces, and more. It’s a funny read aloud that will get kids laughing and maybe even encourage them to take better care of their school supplies.

A Not So Perfect Start (The Caring Classroom, Book 1)

By Trudy Ludwig, Illustrated by Maribel Lechuga

Trudy Ludwig, author of The Invisible Boy, has released another inspirational picture book. In this story, Thea wants everything to be perfect for her first week of school. Like many children at the start of the year, Thea is having many big feelings, including being nervous, excited, hopeful, and worried. Thea can be very hard on herself; she worries immensely about making mistakes and presents as frustrated and overwhelmed when things aren’t perfect. When there is a spilled paint disaster during art, Thea is able to work through her feelings of worry to find a way to make “perfection” out of a mess.  

The back matter includes tips for “perfectly imperfect you”, which are helpful reminders for children who worry about making mistakes or experience perfectionism.

The Ribbon

By Tessa Blackham

This beautifully illustrated wordless picture book will be published soon on September 29th. While this is not directly a “back to school” book, it centers on bravery in new experiences. The story follows a young girl who is nervous for her ballet recital. She receives a special ribbon from an older ballerina which gives her the encouragement to perform. The ribbon comes full circle when, years later, she passes it along to another young girl who is nervous, acting as a symbolic object of helping others, courage, and hope. While the setting is a ballet recital, the story will appeal to all children who have felt scared or nervous as well as the positive feelings that come with helping and encouraging others. The gorgeous illustrations portray the emotional experience of the characters and offer readers an opportunity to connect empathetically through the visual, wordless storytelling.

Joannie Lauria is the Youth Services Consultant at the Suffolk Cooperative Library System in New York.

The post Back to School Picture Books appeared first on ALSC Blog.

Stories first! Emotionally compelling, animal adoption stories often reflect the unique bonds of animals and humans and show pathways to building connections while dealing with challenges. Stories of found family also invite readers to reflect on empathy skills and encourage understanding across differences.

Lulu Didn’t Want a Dog by Laurel Molk (Age 4-8). This delightful picture book invites readers to see what happens when a perfectly happy house cat meets a newly adopted shelter dog. The bond isn’t immediate, but readers will be charmed as understanding grows into appreciation.

Jasmine Warga’s new middle grade story The Unlikely Tale of Chase and Finnegan (Age 8-12). A stray dog and orphaned cheetah find friendship and family when a chance encounter leads to new lives for them both. A hopeful story of friendship, found family, and the power of second chances.

Libraries aren’t always the most animal friendly spaces, but a few simple options can make a little room. A Little Free Dog Library that invites passersby to take a stick or leave a stick can be as simple as an outdoor sign and is sure to attract attention (and smiles). Dog-themed story & craft time delivers a winning combination for afterschool activities or storytime. Some animal adventures may require a little planning and community support. Partnerships with local animal nonprofits can lead to adoption meet & greets, and partnerships with therapy dogs can be virtual as discussed other ASLC blogs. Here’s to finding some tail wagging activities to make your Dogust the best.

This blog addresses ALSC Core Competency III. Programming Skills

Cover images courtesy of Random House Studio and Balzer + Bray

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What is Color Powder?

If you’ve never heard of it, colored powder is what it sounds like: vibrantly colored powders. They are often sold in variety packs, so you can have many different colors at the same event. They are often used in outdoor color runs, where different colors are thrown at runners in a 5K or 10K race. You toss them in either a paper bathroom cup or out of a squeeze bottle. There are many different companies to choose from, but I went with Chameleon Colors.

Hosting an Outdoor Storytime

Since the color powder is so messy, I knew this program had to be outdoors. My library has a place called The Green Space Project, which is an offsite community garden next to a local elementary school that the library oversees. If your library doesn’t have an outdoor space, consider reaching out to your local park district and see if they are interested in collaborating.

I had never hosted an outdoor storytime before, so I was a little nervous, as well as very excited! Cassie Chenoweth has a great checklist of things you need to make sure you have with you for your event. I would also recommend having a portable speaker. If your program features music or has a large attendance, it can help make sure everyone can hear. If your library has a lot of outdoor storytimes, you may also want to make an outdoor storytime kit like the Suffolk Cooperative Library System (NY) does.

Planning the Colorful Storytime

The main focus of the program was the color powder, so I selected books and songs that featured many different colors. As we read the books and listened to the songs, I tossed the color powders at the kids that matched the books and songs. I wanted the kids to get many different colors, so I selected materials based on how many different colors they featured. Immediately, I decided to include Dog’s Colorful Day by Emma Dodd. I also knew I wanted to have materials that included the names of colors in different languages, not just English. I love the song “¡A Encontrar Colores!” by 123 Andrés, so I added that to a Spotify playlist of color songs.

To make the event easier, I put all of the color powders into squeeze bottles. I also labeled each bottle with the color. When I arrived at the Green Space Project, I set up a folding table with the books, the color powders, and the portable speaker.

How It Went

The outdoor color storytime was just as fun as it was messy! As we read books and danced to color songs, I sprinkled and gently tossed the color powder at the preschoolers. They loved it! While one child kept hiding behind his mom in a quest to stay clean, the others all wanted to get as messy as possible. Sometimes, the wind would blow the color powder back at me, so I got messy, too. My manager had a great idea to advise patrons to bring sun glasses or googles for their eyes and towels for their car seats. Those were definitely needed, as they were covered from head to toe by the end of the program. I also needed a towel for the inside of my car.

I would recommend having either volunteers or another staff member to help distribute the color. Especially when singing and dancing to color songs, the songs change between colors rather quickly. Having more hands helps the kids get covered with more colors, which means more fun!

Have you ever used color powder in an outdoor storytime? How did it go?

Ann Baillie (she/her/hers) is the Youth Services Assistant Manager at the Alsip-Merrionette Park Public Library in Alsip, Illinois. She serves on the Illinois Youth Services Institute Planning Committee. Her main interests are the connection between Readers’ Advisory and technology, and how libraries can use technology to better reach patrons.

This post addresses the ALSC Core Competency III. Programming Skills.

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