Actually, it’s one of few things I’ve used A.I. to do.  I would and will never use it to write a blog (admit it, you’d miss my snappy voice), but it seemed like creating a pun-ny, catchy title is something in which A.I. would excel.  So, yes, titling blogs and programs and coming up with some weekly meal ideas is about the extent of my A.I. usage up to now. 

However, I know that is bound to change.  And it’s certainly changed for our young customers.  They—and their caregivers—must learn how to use A.I. ethically, how to discern when others are using it, and even how to develop a language to talk about it as a family. 

I’ve been lucky to work with the Ohio Statewide Family Engagement Center for the past two years as a community partner on their state advisory board.  It was during one such meeting that I learned about Future Fluent Families: Building A.I. Literacy Together.   

These modules are perfect to share with families who have expressed concerns about A.I. and their children’s understanding of it.  Librarians could also use them in a program about A.I.  Several of the modules would make for great group participation and conversation.  For example, the first video module brings up a bunch of scenarios and asks if A.I. use is appropriate (suggest a healthy snack) or not (write your paper).  The third module shows a list of images and asks if they were A.I. generated or real.  We did this at the advisory board meeting, and they were very difficult to discern, leading to lots of discussion.  And, quite frankly, it was fun, and something kids might really find interesting. 

Are you having A.I. conversations with your children, teen, and caregiver customers?  What tools have you used to give support?

This post addresses the core competencies of I. Commitment to Client Group, III. Programming Skills, V. Outreach and Advocacy, and VII. Professionalism and Professional Development.  

The post This Headline was Not Created by A.I. … appeared first on ALSC Blog.

September was Deaf Awareness Month—a time to celebrate Deaf Culture and advocate for the Deaf and hard of hearing community. Lake Region Public Library (LRPL) used the month of September as a time to consider the ways that we could better serve our Deaf community in the Lake Region.  

Connecting With The Local Deaf Community

Devils Lake has the unique privilege of being the location for the North Dakota School for the Deaf/ Resource Center for the Deaf and Hard of Hearing (NDSD/RC). NDSD/RC was established in 1980 and continues to be a pillar of our community and an important part of our state’s education system.  

Last year, I invited staff and students from the school to a special American Sign Language (ASL) Storytime where we read the book Monster Hands. Monster Hands was co-written by Deaf author Jonaz McMillan and former ASL interpreter Karen Kane. The book features two best friends, Milo and Mel, who use ASL to scare away the monster under Milo’s bed. It is a story about friendship, overcoming fear, and ASL. I read the story aloud while a teacher interpreted in ASL alongside me. Reading Monster Hands was a fun and interactive way to introduce ASL to hearing children. It was also an opportunity for the Deaf and hard-of-hearing kids to see themselves represented in a story. We learned about the importance of hand shape, location, and facial expressions within ASL, and a few basic signs used throughout the book. 

The littles from the North Dakota School for the Deaf visited the library again this year during Deaf Awareness Week. They joined us for Sensory Storytime, made crafts in our makerspace, checked out books, and spent time playing with the hearing kiddos in our Children’s Area. Earlier this year, we signed many of them up for library cards. This has given them another reason to come to the library. Visits like these remind us of the importance of creating a library where everyone feels welcome and has chances to participate. As part of that ongoing effort, my hope is to establish ASL Storytime as a monthly program at the library, creating regular opportunity for children and families to connect, learn, and enjoy stories together.  

Building Connections Through ASL

You do not need to be fluent in ASL to make a difference. Sometimes, a small gesture of inclusion can turn an unfamiliar space into a comfortable one. Learning even a handful of basic signs—hello, nice to meet you, and thank you—can go a long way in helping Deaf and hard-of-hearing patrons feel welcome. I encourage everyone to learn a few basic signs; you never know when those small efforts might help someone feel more comfortable, included, and understood. 

The North Dakota School for the Deaf offers opportunities to take ASL classes throughout the year, and I am currently taking my second class. These free classes have given me another way to personally support the Deaf and hard-of-hearing community. I hope that when a patron sees me attempt a few simple signs, I can ease some of the anxiety and uncertainty that comes with wondering, “Will I be understood here?” Even something as simple as saying hello in ASL can send a much bigger message: You are welcome here. You belong here. And I am willing to meet you halfway. 

While books with illustrations and flashcards are helpful, nothing beats learning face to face or live over Zoom. When in-person options aren’t available, I find watching videos and using apps developed by Deaf individuals to be especially valuable because they demonstrate the many attributes that make ASL a rich and complex language—not just hand shapes and movements, but also use of space, facial expressions and body language. 

Other ASL Resources

I use a subscription to the Lingvano app to practice between classes, but the app also offers a free version. I’ve also found several other apps and YouTube channels that teach ASL, many of which I use both for my own learning and in the library. A few other resources I’ve found particularly helpful include: 

• Learn How to Sign 

• Bill Vicars  

• ASL Bloom 

• Play With ASL 

If libraries are truly about equitable access to information and community, then we have to keep chipping away at the barriers that might prevent someone from feeling like they belong. For me, learning ASL is one meaningful way I can do that in my community, but it can look different at your library. Sometimes, making a place more inclusive starts with simply learning how to say hello.  

(All pictures courtesy of guest contributor, Samantha Bischof)

Today’s guest contributor is Samantha Bischof. Samantha is the Children’s Librarian at Lake Region Public Library in Devils Lake, ND. When she’s not working, she’s chauffeuring her two kids around, tending to her small jungle of houseplants, picking up pretty rocks while walking her dog, or reading—duh.

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you are interested in submitting a guest post, please read and fill out our Guest Blogging Interest Form. We would love to hear from you!

The post Breaking Barriers Through ASL and Inclusive Storytime appeared first on ALSC Blog.

Reflecting on how much leadership responsibility you have and want is vital to embracing leadership or protecting your existing workload. Leadership should be a challenge you tackle when you’re excited and ready, not solely because you feel your organization needs you to. You can prepare for leadership instead of letting it happen to you!  

Let’s explore three key stages in the library leadership journey and what you can do to empower yourself and reflect on your path at each stage. 

Looking to Lead

If you are interested in pursuing management, it can be scary to know when to make the jump. To ease that anxiety, look at what you’re already doing. Library positions ask a lot of employees! Areas where you are taking the lead can be used to highlight your leadership skills. 

There isn’t always a clear next step to follow. Take time to look at job descriptions for leadership roles that interest you. Can you connect with folks in these roles? Are there any job duties you do not have experience with? Can you create opportunities to develop these skills in your current role or through professional service? 

Have conversations with your manager about their work, your desire to lead, and the kind of experience you’d like to develop. If they know this is your goal, a good manager will help mentor you.  

Think about what you enjoy most about your current position and what you would happily give up. Do you see things in leadership roles that would replace what you love about your current position, or would you be sacrificing what you love most to do more of what you don’t enjoy now?

Making Time to Lead

You might find yourself here, having skipped section one. For many (me included) leadership is added to our existing work as part of making a formal transition to a leadership role. To succeed in this capacity, you must be adequately compensated for additional responsibilities. Next, you have to carve out space for this new facet of your work.  

Create protected time to be available for the staff you lead. Make it clear to your team that you are there to support their work and develop their skills. Reflect on your current workload and what you can delegate to make this happen. Know that the work you are doing can be done by someone else. The product might not look the same, but embracing and directing that difference is an essential part of managing staff. 

Don’t kill all your darlings. If there is one program or initiative that you hold particularly dear, keep doing it! This can be your shelter in the storm of transition. 

Get comfortable giving and receiving feedback and celebrating others’ wins as your own. If you’re unable to have hard conversations or celebrate work without getting the credit for it, you need to seek training and consider if management is the path for you. 

Landing in the Right Spot

Often, we’re conditioned to see success as upward progression. The terminus of your career path doesn’t have to be serving as a Library Director! Where you can make the greatest impact and find the deepest personal fulfillment is unique to you! Your evolving experience, life circumstances, and interests are all to be considered in your leadership journey.   

At the 2024 ALSC Institute, I attended a fantastic session about navigating the transition into management. You can read more about it and even watch it through ALA eLearning. The final portion of the session centered on Mary Fellows’ experience climbing higher on the leadership ladder than she wanted, and her decision to climb back down a few rungs.  

It can be easy to find yourself far from the work that first interested you in libraries. Youth services staff love the audience they serve. As you move up and focus more on initiatives and structures to support youth and the staff serving them, think deeply about whether this work gives you the same fulfillment and joy. 

Regular self-reflection and a deep understanding of where you feel your skills and passions lie will empower you to more confidently move up, down, or stay where you are. 

Conclusion

So, if you find yourself in need of a push from the nest or place to rest after soaring high, let this blog give you that gentle nudge or sturdy lower branch. Wherever you land, you have the tools to build your path, and to alter it.

Eleanor Howell-Shryock (she/they) is the Head Children’s Librarian, managing family and outreach services at Burlington Public Library in Burlington, Washington. They are the Chair Emeritus of the Washington Library Association’s Children and Young Adult Services Section. They are excited to highlight some of the unique challenges and opportunities of working in small and rural libraries for the ALSC blog.

The post Navigating Your Unique Path in Library Leadership appeared first on ALSC Blog.

At Springdale Public Library in Arkansas, I explored this idea through a preschool storytime featuring Duck for President by Doreen Cronin. My goal was to help children understand voting as part of the world around them and explore how people make choices, listen to different opinions, and decide together.

Why Start the Conversation So Early?

Voter participation statistics offer one perspective on civic engagement. According to the U.S. Census Bureau, 65.3% of the U.S. citizen voting-age population voted in the 2024 presidential election, representing approximately 154 million people. The Center for Information and Research on Civic Learning and Engagement (CIRCLE) at Tufts University estimated that 47% of eligible young people ages 18–29 voted that year.

These figures describe participation among different populations, but they cannot explain why people vote or abstain, nor do they establish whether early childhood experiences influence adult voting. They do, however, invite us to consider how children begin learning about community and participation.

Children are already practicing skills that can support civic learning: expressing preferences, taking turns, listening to others, and navigating situations in which people want different things. Youth librarians can build on these everyday experiences to help them explore how decisions are made and why different perspectives matter.

From Duck for President to a Conversation About Democracy

Doreen Cronin’s Duck for President, illustrated by Betsy Lewin, offered an engaging introduction to elections and leadership through a humorous barnyard story.

During storytime, we explored concepts such as elections, voting, voter registration, eligibility, ballots, Election Day, and campaigning. The book provided a playful starting point for discussing what it means to choose someone and how elections work.

Open-ended questions helped extend the conversation:

• What does it mean to choose someone?
• How can people decide when they want different things?
• Why is it important to listen to other people’s ideas?
• What happens when a group needs to make a choice together?

These questions do not need formal or complicated answers. For children, simply exploring the ideas together can be a meaningful beginning.

Making Participation Part of Storytime

Reading the book was only one part of the experience. I also wanted children to experience the voting process firsthand, from meeting candidates and hearing their promises to campaigning, registering, and casting a secret ballot.

Our election featured three candidates: Chirpy the Chicken, Bingo the Dog, and Oinky the Pig. Represented by puppets personalized by parent volunteers, each candidate made a different promise:

• Chirpy the Chicken promised to end storytime dancing “I Know a Chicken” by Laurie Berkner’s, complete with egg shakers.
• Bingo the Dog promised a the “Freeze Dance” with bubbles for extra fun.
• Oinky the Pig offered a fun painting craft at the end of storytime.

After hearing the candidates’ proposals, the children chose their favorites and gathered into groups to campaign for them with posters and enthusiastic encouragement.

Three additional parent volunteers helped children ages four and five register to vote by sharing their names and ages at a designated table. When “Election Day” arrived, the children lined up to cast their secret ballots into a ballot box.

When a child younger than four wanted to vote, I explained that they did not meet the age requirement for our mock election; the prefect opportunity to discuss eligibility. After everyone had voted, we counted the ballots. Oinky the Pig won and his promised painting craft!

Not everyone was happy with the results. One girl was disappointed that her preferred candidate had lost and initially chose not to participate in the winning activity. I offered her a comforting hug and acknowledged her feelings. I also appreciated that she was able to experience disappointment without turning it into a conflict with others. The
moment reminded me that learning about elections is not only about choosing a winner; it can also involve navigating emotions, respecting a group decision, and recognizing that people will not always get the outcome they hoped for.

Through this activity, children experienced several steps of an election while practicing how to express their opinions and participate in a shared decision. The goal was not to recreate an adult election in every detail, but to make the process understandable and engaging for young children.

For librarians planning a similar program, the approach can be adapted to different ages, group sizes, and available materials. A picture book, a few playful candidates, and a simple voting activity can provide a starting point for introducing big ideas in a developmentally appropriate way.

Beyond a Themed Program

A voting storytime can certainly be fun, but its potential extends beyond a seasonal theme or a single program on the library calendar.

Public libraries give children opportunities to encounter new ideas, ask questions, and interact with people whose perspectives may differ from their own. Through developmentally appropriate programming, we can introduce civic concepts without promoting a candidate, political party, or particular political position.

One storytime cannot guarantee future civic engagement, and its success should not be measured by whether participating children eventually become voters. Its value lies in creating an opportunity to learn, ask questions, and practice participation in a supportive environment. Just as we make room for literacy, creativity, and social-emotional growth, we can make room for age-appropriate conversations about community and shared decision-making.

My experience at Springdale Public Library reinforced how a familiar picture book can become a starting point for these conversations. Duck for President introduced the topic, and our mock election gave children an opportunity to experience the process themselves.

What might happen if we treated civic learning not as a one-day theme, but as another way to help children understand themselves, one another, and the communities they belong to?

Sometimes, a conversation about democracy can begin with something as simple as a duck running for president.

References and Resources

• U.S. Census Bureau. (2025, April 30). 2024 Presidential Election Voting and Registration Tables Now Available.
• Center for Information and Research on Civic Learning and Engagement (CIRCLE), Tufts University. The Youth Vote in 2024.
• Cronin, Doreen. Duck for President. Illustrated by Betsy Lewin. Simon & Schuster Books for Young Readers.

Today’s guest blogger is Elizabeth Hurtado-Lafont (she/her). Elizabeth is a Youth/Children’s Librarian at Springdale Public Library in Arkansas, where she has worked in children’s librarianship for about seven years. She is passionate about connecting children and families with books, creating meaningful learning experiences, and finding new ways to support her community through library services. As a child, Elizabeth wanted to be a teacher, a babysitter, or a flight attendant. She jokes that combining all three makes a children’s librarian! She loves working with children, seeing the world through their eyes, and traveling to new places through books.

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you are interested in submitting a guest post, please read and fill out our Guest Blogging Interest Form. We would love to hear from you!

The post Beyond the Ballot: Exploring Democracy Through Storytime appeared first on ALSC Blog.

My mother had “class sets” of To Kill a Mockingbird and every other novel she taught. Nearly two decades later, with investment in public education at risk, such class sets are rare. We had few in the elementary school I worked in. My niblings have to provide their own copies of the books their language arts teachers assign.

The New “Class Sets”

I got to talking about this with one of the librarians at my favorite local branch. She mentioned that the library can secure additional copies through Libby ahead of time if they anticipate a demand for them. Ideally, teachers should reach out to their public library with a list of titles students will need and when they’ll need them. She said that few teachers realize that the public library can do this—I know I didn’t!

Just last week, I presented at the Council for Exceptional Children’s first ever inter-division conference, UnifiED. Secondary special education teachers in attendance expressed frustration that decoding difficulties often limit their students’ access to text. They spoke of language arts teachers who don’t consider listening to the audiobooks “reading.” They shared about bringing students to another room to listen to the audiobook of assigned texts, but also the logistical complications of this taking more time than silent reading. I was so excited to pass along what my public librarian had told me about Libby. While these teachers’ students each have a Chromebook they can take home, they were concerned about those without reliable Internet. We discussed how Libby allows users to download checked out materials so they are available offline.

When I got back into town, I returned the books I had checked out to use for my UnifiED presentation. The aforementioned librarian happened to be at the circulation desk. I told her I’d spread the word at the conference. And she said she’d secured additional copies of a book on Libby for a teacher since she’d seen me last!

All this to say: please reach out to schools in your area if this is something your library is willing and able to do. You can rest assured that I’ll keep spreading the word amongst my fellow educators!

This blog post relates to ALSC Core Competency V: Outreach and Advocacy.

The post Public Libraries and the New “Class Sets” for Language Arts Classrooms appeared first on ALSC Blog.

Hello Wonderful Members!

While my term on the Board of Directors has come to an end, I still have the pleasure of working with some amazing folks on a new Task Force that is focused on cleaning up and revising the Division’s Bylaws and Governance Policies. This work would not be possible without the guidance, support, and institutional knowledge of the task force members: Amy Koester, Katie Lawrence, Carol Phillips, and Julia Torres. Together, the group combines diverse experiences and perspectives from past-presidents, priority group consultants, directors of Boards, and process committee members, ensuring nuanced discussions around what to keep, what to remove, and what to revise within each of the Division’s guiding documents.

But what, you ask, is the difference between a bylaw and a policy? And does it really matter?

Great question! And yes, it does matter!

The foundational document for any organization is a strong set of Bylaws, which establishes the core legal framework, structure, and high-level rules such as the composition of the Board of Directors, rights of members of the organization, procedures for elections and meeting quorum requirements.

Policies, on the other hand, set out processes and procedures that guide the day-to-day operations and work of the organization. This can include procedures for running Board meetings, guidelines for the work of award committees, and policies and eligibility rules for committee appointments. 

Sometimes these two types of documentation get conflated, and then an organization can get bogged down by restrictive rules that are difficult to change, or they can delay important work because changes to bylaws require full votes of the membership instead of just the Board.

How will this work affect the reunification of ALSC and YALSA?

Through the process of reunification, we’ve had to revisit the Bylaws for both divisions and assess what is similar, what is different, and what should remain in the new and updated Bylaws. Essentially, we are working to remove anything that should be policy, anything that is redundant or outdated, and anything that is contradictory. 

We want the unified Division to have greater flexibility because we know the reunification process is still a bit messy and there are a lot of unknowns. But we can ensure the work moving forward has a solid foundation in the Bylaws, complemented by robust policies to guide and enhance the work of the Board and all of our committees.

Once we have the new Bylaws drafted and approved by the Board, all of you will have the opportunity to approve them as a part of the 2027 ALA Elections. It is important that we have these new Bylaws in place to reinforce the work of reunification and guide all of the continuing efforts of member leaders to follow-through on next steps, including rebranding.

So, you’ve talked about rebranding, but I still see “ALSC” in the Bylaws and policies. Why?

This is because we are still “ALSC” on the books and within the ALA organizational structure. Once ALA dissolved YALSA as a division, ALSC was still considered to be operational, and so the name has stayed as a placeholder. Once rebranding work is complete and we have a new name selected through member engagement, the Bylaws and Policies will all be updated to reflect that name. 

In anticipation, we are making sure to reduce the number of references to a division name across all documents, which will make it easier for quick updates in the future. So you will likely see the following phrase at the beginning of the Bylaws and policy documents: Association for Library Service to Children (ALSC) hereafter referred to as “the Division.” This means that when we have a new name for the unified division, each instance of ALSC can be quickly updated without having to find instances all throughout various documents and manuals. 

So what can I expect to see from the Task Force?

Next year, when the ALA Elections are underway, you will receive a document that has the new Bylaws, as well as a “rationale” for some of the more substantive updates. Once the members have voted and approved these new Bylaws, they will go into effect immediately. This will allow the Board and staff and others throughout the division to work from a solid, clean set of Bylaws that reinforce our new purpose and combined membership. 

If you’ve read this far, congratulations! That means you appreciate the value and necessity of robust governance documentation. This Task Force is working hard with the Board to be proactive and make sure that current and future Boards and member leaders can focus on the important work and not get bogged down in policy confusion.

We will continue to keep you all informed of our work as we move forward, but if you have any questions in the meantime, please feel free to reach out to ALSC staff, the President, or myself.

Thanks for reading.

Onwards!

Rob Bittner
Chair, Bylaw and Governance Policy Revisions Task Force

The post What’s in a name? The differences, similarities, and uses for Bylaws and Policies appeared first on ALSC Blog.

Braille Books and Games

Braille games ensure that blind and low vision patrons can play along with their peers. There are many places to get games adapted for braille players. MaxiAids sells braille versions of popular games like Monopoly and card games. At my library, we have the Vocabulary Fun Spelling Game, which is a fun way for everyone to practice spelling. Seedlings also sells a cool “Hooray for Braille Kit” that contains braille flash cards and a workbook on how to learn braille. If you’re looking for more ideas, the Library Services to Underserved Children and Their Caregivers Committee made a great “Children with Print Disabilities Toolkit” filled with ideas.

Accessible Video Game Controllers

Who doesn’t love video games? Both PlayStation and Nintendo Switch offer specialized controllers so those with limited mobility can play. PlayStation created the Access Controller for PlayStation 5, which is extremely customizable. It does have many pieces, but that makes sure everyone can structure the controller in a way that fits their needs. Hori created the Flex Controller for Nintendo Switch, which is shaped in a flatter, longer style than most controllers. That design enables users to plug in assistive switches and joysticks that fit their needs.

Communication Boards and Related Games

In addition to the “Children with Print Disabilities Toolkit” I mentioned above, the Library Services to Underserved Children and Their Caregivers Committee also created an excellent “Autism and Sensory Processing Disorder Toolkit”. That toolkit features a ton of great ideas, like sensory balls, sensory mats, wobble cushions. It also talks about Communication Boards, which help nonverbal patrons communicate their thoughts and ideas. Sesame Workshop now makes a free AAC Board that you can download in color or in black and white, depending on your patron’s need. Webber also creates games to help kids learn how to use an AAC to communicate, which your homeschooling families and school partners may find helpful.

Assistive Technology

Assistive Technology is a huge part of accessibility. If you are looking to get started in assistive technology, the DC Public Library Center for Accessibility is a great place to start. Apple also has a new toolkit with PLA to help patrons learn about all of the assistive options built into Apple devices, like iPhones. But since we are talking about games and toys, I want to focus on a very specific assistive technology: alternatives to dice. So many games depend on dice, but not everyone can use them due to either vision or mobility related challenges. The good news is there are alternatives, like the All-Turn-It Spinner from AbleNet or High Roller from Enabling Devices.

What accessible items does your library have in its collection?

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 ALSC Core Competency I: Commitment to Client Group and IV: Collection Knowledge and Management.

The post Everyone Can Play: Add Accessible Toys and Activities to Your Collection appeared first on ALSC Blog.

Now is your chance to make your dream come true! Apply for the Penguin Random House Young Readers Group Award! 

Applications for the 2027 Penguin Random House Young Readers Group Award are now open! 

This award, made possible by an annual gift from Penguin Young Readers Group and Random House Children’s Books, provides a $1200 stipend to up to two children’s librarians to attend their first ALA Annual Conference. 

Criteria:

Each applicant will be judged on the following: 

• Involvement in ALSC, as well as any other professional or educational association of which the applicant was a member, chair, etc. 
• New programs or innovations started by the applicants at the library in which they work 
• Library experience 

Requirements. Applicants must:

• Be personal members of ALSC as well as ALA; organizational members are not eligible 
• Work directly with children in elementary, middle schools or public libraries 
• Have less than ten years, but more than one year, of experience as a children’s librarian by the opening of the Annual Conference 
• No previous attendance at an in-person ALA Annual Conference 

How to apply:

• Applications, along with the required Supervisor’s Supporting Statement form, will be due by November 15, 2026. 
• If you would like to review the application before submitting electronically, please refer to the sample application form

If you have questions about the fellowship please contact the co-chairs of the Professional Recognition and Scholarships Committee, Jenny Rosenoff (jennyrosenoff@gmail.com) and Jennifer Peterson (jpeterson@indiantrailslibrary.org). 

The post Apply for the Penguin Random House Young Readers Group Award!  appeared first on ALSC Blog.

ALSC’s Light the Way Grant is generously sponsored by Candlewick Press and is presented in honor of Kate DiCamillo and the themes she eloquently explores in her novels. The award provides $3,000 to help a library conduct impactful outreach to underserved populations through a new program or an expansion of existing work. The award committee recognizes that underserved populations vary from community to community, and all programs designed to directly address local needs and reduce barriers to library access are encouraged to apply!

ALSC’s Light the Way Grant is generously sponsored by Candlewick Press and is presented in honor of Kate DiCamillo and the themes she eloquently explores in her novels. The award provides $3,000 to help a library conduct impactful outreach to underserved populations through a new program or an expansion of existing work. The award committee recognizes that underserved populations vary from community to community, and all programs designed to
directly address local needs and reduce barriers to library access are encouraged to apply!

Who Can Your Project Serve?

The grant is open to any project that seeks to engage an underserved population of children from birth through age 14. These populations may include (but are not limited to):

• Children with learning or physical differences
• English language learners
• Children in non-traditional school environments
• Children in non-traditional family settings (such as teen parents, foster youth, children in the juvenile justice system, and children in LGBTQ+ families), etc.

Key Details

• Award amount: $3,000
• Deadline to apply: December 18, 2026
• Grant implementation period: One calendar year– with reports due on June 30 and September 15
• Eligibility: Projects focused on underserved populations of children 0-14.
• Where to apply: https://www.ala.org/alsc/awardsgrants/profawards/candlewicklighttheway

If you have questions about your application, or the award, please reach out to the co-chairs of the Grants & Awards committee, Lauren Brandstetter (lauren.brandstetter@kentonlibrary.org) and Sarah Clarke (sarahclarke1115@gmail.com).

Today’s blog post was written by Sarah Clarke, Head of Children’s Services at Great Neck Library in Great Neck, NY, on behalf of the ALSC Grants and Awards Committee. She can be reached at sarahclarke1115@gmail.com and is very excited to read all the Light the Way applications as they come in!

The post Brighten Your Programming with the “Light the Way” Grant appeared first on ALSC Blog.

At that time, I was nearly six years into my role as a children’s librarian and storytime presenter. I had regulars and new folks joining weekly. But lately, fewer grown- ups were singing along, some even had their phones out. Maybe like me, my audience was falling into a pattern of passivity too. But that wasn’t necessarily a bad thing, that meant that storytime was their routine. They were showing up on their good days and their hard days, every week. The success of storytime is dependent on participation, especially from grown-ups. I needed, and my community needed, a storytime reset—a redesign.

The solution would need to address my burnout without reducing the number of storytimes per week at our branch. I made a three-part plan:

Part 1: Solid Introduction

Leading off with a recognizable, intentional welcome cues your audience to settlein. Although entering the space, sitting down in your chair, and saying “hello” to yourparticipants is a cue to begin, starting with a boisterous, “Welcome to…” is a reliable trigger for our brains to pay attention. Standing for your welcome is a great way tocapture the attention of a larger audience.

My introduction is something I’ve memorized like a song or rhyme in the storytime plan itself. I always introduce myself first. This practice shows children how to introduce themselves—greeting, name, pronouns, and who you are. My introduction also sets the tone for the grown-ups which mitigates having to address behaviors after they’ve happened. These behavior reminders are a part of the introduction and are always the same so it’s not weird or targeted, it’s part of our storytime routine.

• Welcome
  “Good morning, welcome to your Wednesday Music & Movement Storytime. My name is Olivia, or Ms. Olivia, I use she/they pronouns, and I am one of the children’s librarians at this library.”
• Reminders
  “Storytime is a program for you and the children you brought today. Use this time to interact, model, and learn with them. They are watching me, but they are also watching you to show them what to do. Please save your grown-up conversations and phone use for after storytime as much as possible. Let’s get started!”

Part 2: Staff Support

My library system has bi-yearly, two-week long storytime breaks across all library branches. This time is available for us to use for outreach and planning, but we are not pressured to use this time for anything but rest. Many library systems are adopting a programming break schedule to help staff with balance.

I turned to my branch staff for additional support during storytime. We have a fully staffed information desk every storytime morning, a designated attendance counter who also enters the stats, and someone who keeps an eye out for interruptions. Storytime should be a team effort. Be honest with your supervisor and coworkers about what
support you need for success.

Part 3: Simplify

My storytimes relied heavily on my ability to sing, play an instrument, and read two books aloud. On lower energy days or with a post-illness scratchy voice, this was a challenge. It also relied on a certain amount of focus from kids and grown-ups. I wanted this redesign to be more inclusive for storytimers having trouble sitting still and for my audience that is trending younger each year. My Music & Movement storytime design was born! Now, I use a speaker and sing along with the song. I can drop out of singing to focus on movement or catch my breath. I made rotating playlists with shakers and scarves. Below is the before and after of the program plan.

After a year of Music & Movement storytime, my energy is replenished and not depleted from this weekly program. Attendance has increased and I am seeing more ability diversity in the group. And best of all, the feedback from my community has been overwhelmingly positive. So, if you’re feeling burnt out or sensing a need for some change, try a storytime redesign! It could be what reignites your passion as it was for me.

Today’s guest blogger is Olivia Rae Heerman (she/they). Olivia is a children’s librarian, yoga teacher, and author
from Saint Paul, Minnesota. Olivia is best known for her storytime content featuring original music and intentional movement. They are one half of The Childish Librarians—a duo focused on early literacy content, advocacy, and reader’s advisory through social media (thechildishlibrarians.com & @the.childish.librarians on Instagram). Her first book, Hi Worry. Bye Worry! released last summer with Free Spirit Publishing under “Olivia Rae.”

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

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