Prior to the “Know Your Flow” webinar, the adult librarian at my branch and I had several conversations surrounding the stigma around menstruation that young people face. We also discussed how it can be uncomfortable for anyone, but especially tweens and teens, to ask for the products that they might need. So, we took matters into our own hands and went a bit…rogue. 

We found a few boxes of sanitary napkins and tampons hiding in a back closet, and decided it was time for them to see the light. Using resources from Know Your Flow, we were able to create small in-bathroom displays across the library that provided resources and information for anyone who might need it surrounding the product dispensers. We also put a few informational sheets on the backs of the bathroom stalls. 

Additionally, we considered programming surrounding this topic for tweens and teens who may have questions, but don’t know where to turn for answers. (My colleague shared that in the past, she did a program with Planned Parenthood on menstruation, which I would love to replicate). However, due to ever-changing staffing levels, we put these larger scale ideas on the backburner for now. In the meantime, passive programs and displays with books and resources for this age group are going to be our main focus. Up next on my to-do list is to create a pamphlet with book recommendations and further resources that tweens and teens can take on the go with them. Books and other resources I have found so far are detailed below. 

Additional Resources – 

• The Big-Sister Guide to Getting Your Period – A free and interactive guide designed for tweens who have questions about periods 
• Planned Parenthood – A well-known organization with information specifically for teens about puberty

Recommended Reads – 

• A Kids Book About Periods by Jessica Biel
• Bad Queer by Gayathiri Kamalakanthan
• Free Period by Ali Terese
• Calling the Moon: 16 Period Stories from BIPOC Authors
• Code Red by Joy McCullough
• Just Ask Elsie by Ari Koontz
• Mani Semilla Finds Her Quetzal Voice by Anna Lapera
• Period Power by Nadya Okamoto
• The Beautiful Game by Yamile Saied Mendez
• The Moon Within by Aida Salazar
• The Moon Without Stars by Chanel Miller
• The New Girl by Cassandra Calin
• The Unexpected Consequences of Bleeding on a Tuesday by Kelsey B Toney
• We Need to Talk About Vaginas by Allison K. Rodgers
• Welcome to Your Period by Yumi Stynes

While this initiative is something that my colleague and I have been interested in for quite some time, I know that not everyone has the same comfort level when discussing this topic. However, providing access to information and free resources for tweens and teens is something that many libraries are already doing in other areas. Expanding these offerings to include information about periods can be a low lift, and not-so-awkward, way for libraries to work towards ending period poverty.

(Calling the Moon cover courtesy of Penguin Random House. Free Period cover courtesy of Scholastic Press).

This post addresses ALSC Core Competencies 1.2 and 1.3.

Annaliese Melvin (she/they) is a children’s librarian at a neighborhood library in Washington, D.C. Originally from Pennsylvania, she moved to the DC-area in 2020 to become a special education teacher after graduating with her bachelor’s from Arcadia University. In 2023, she graduated from the University of Southern Mississippi with a master’s degree in Library and Information Science and transitioned into the library field. Annaliese currently works to bring more inclusive programming to DC Public Libraries for children of all ages. She is passionate about equity, inclusion, reading, and Philadelphia sports.

The post Period Products (and Programs) for Tweens appeared first on ALSC Blog.

Across the sessions I attended, several themes stood out: building meaningful relationships with young readers, creating more accessible and inclusive library spaces, supporting literacy in creative ways, and finding practical ideas that can be adapted to fit libraries of different sizes and budgets. Here are a few of my biggest takeaways!

Building Bridges Through Relationships and Representation

One of the most impactful sessions I attended was Building Bridges: Culturally Responsive School and Public Library Practices for Young Black Male Readers. This session challenged attendees to think beyond traditional approaches to encouraging reading and consider how our spaces, policies, collections, and relationships affect young black male readers.

One of the most memorable messages was that reading is a relationship first. Supporting young readers means learning their interests, remembering what they enjoy (and what they avoid), following up on recommendations, and giving them opportunities to make their own choices. Rather than starting with the book, we can start with what a child or teen loves and connect that interest to reading.

The presenters also encouraged us to think about representation throughout our libraries. Who is pictured on our walls? Who is working in our buildings? What can children touch and explore? Do our spaces communicate that everyone belongs? Even something as simple as making a library card sign-up feel like a rite of passage can help children feel welcomed and valued.

The session highlighted five important elements that help young readers thrive: a person who notices them, choice and ownership, a mirror in which they can see themselves, a place to belong, and consistency. These don’t necessarily require additional funding or new programs. They require intentionality, time, and relationships.

Another important takeaway was the need to examine policies that may unintentionally create barriers. As the presenter emphasized, if a policy would end a relationship, we should consider changing the policy rather than losing the opportunity to connect with a child.

My biggest takeaway: Relationships before rules. When children feel seen, known, and welcomed, we have a stronger foundation for helping them discover the joy of reading.

Making Reading Fun: Graphic Novels, Humor, and Literacy

The session Just in Time for Halloween: Humorous Graphic Novels for Children and Tweens explored the appeal of books that combine a little bit of scary with a little bit of funny. This combination gives children a safe way to explore strong emotions, develop their sense of humor, and enjoy reading for pleasure.

Graphic novels are also valuable literacy tools. Readers use both text and illustrations to understand a story, draw conclusions, and build vocabulary through context clues. Graphic novels can support English language learners and readers with disabilities while helping children develop visual literacy skills and discover a medium they may enjoy throughout their lives.

This session was a great reminder that reading doesn’t have to look one particular way. Comics, graphic novels, humorous stories, and spooky books all offer opportunities for children to build skills while having fun. When we help children find books they genuinely enjoy, we support the development of lifelong readers.

Moving Beyond Compliance: Building Accessible Libraries

Accessibility was another major theme of the conference. In Beyond Compliance: How Community Partnerships Drive Meaningful Library Accessibility, presenters encouraged us to think about accessibility as something that goes beyond meeting minimum requirements. The goal is to create spaces and experiences where people with disabilities can participate, feel welcome, and engage with their communities.

The session highlighted barriers that can be easy to overlook, including inaccessible service points, high tables that don’t accommodate wheelchair users, a lack of adult changing stations, limited developmentally appropriate book guidance, and programs that don’t account for different sensory needs.

Fortunately, many improvements can be practical and relatively simple. Ideas included creating sensory bags with items such as wooden puzzles, notebooks, and pens; offering quiet spaces or play tents; using scarves to soften bright lighting; providing communication boards; and projecting books onto larger screens during read-alouds. Libraries can also explore adaptive programming, accessible handouts, microphones, and clearer information about accommodations in program descriptions.

One particularly important reminder was the principle of “nothing about us without us.” Building meaningful accessibility means listening to people with disabilities, asking how individuals want to be referred to, and involving community members in decisions that affect them.

Partnerships are also essential. Schools, special education programs, therapy centers, specialized schools, and other community organizations can help libraries better understand local needs and connect with families who may not yet see the library as a resource for them.

The presenters emphasized that successful accessibility initiatives take time. Programs may need a year or more to grow, and consistency helps build trust with families and community partners.

For additional ideas, check out the Beyond Compliance Resource List and this AAC Communication Board resource.

My biggest takeaway: Accessibility isn’t a one-time checklist. It’s an ongoing commitment to listening, adapting, and making sure our libraries work for the people we serve.

Creative Programming That Can Grow With Your Library

I also attended Scalable STEAM Programs, which offered ideas for bringing science, technology, engineering, art, and math into library programming. Examples included gravity art, dinosaur paleontology puzzles, candy spines, owl pellets, animal tracks, stargazing activities, and STEAM inventions.

I appreciated the variety of possibilities because STEAM programming doesn’t have to be complicated to be engaging. Activities can be adapted to different age groups, available materials, staffing levels, and budgets. A simple hands-on activity can encourage children to experiment, ask questions, solve problems, and learn through play.

This session was a helpful reminder to keep experimenting with new program ideas and to look for ways to build curiosity and creativity into the activities we already offer.

Bringing It All Back to Our Libraries

My biggest takeaway from the 2026 ALSC National Institute is that meaningful change doesn’t always require a new program, a large budget, or a major renovation. Sometimes it starts with a conversation, a thoughtful book recommendation, a small accessibility improvement, or a policy that we are willing to reconsider.

We can help children become lifelong readers by building relationships, offering meaningful choices, and creating spaces where they see themselves reflected. We can make our programs more welcoming by listening to families and community members and adapting to their needs. And we can continue learning from one another as we explore new approaches to serving children and caregivers.

I’m returning from Buffalo with plenty of ideas to explore, new perspectives to consider, and a renewed appreciation for the creativity and dedication of the library community. I’m excited to think about how these ideas can inform our work and help us continue making the library a place where every child can feel welcome, supported, and inspired to learn.

(For additional information from the 2026 National Institute, check out these blog posts.)

Today’s blogger is Tanya Prax. Tanya is a Youth Services Librarian at Arapahoe Libraries in Denver, Colorado. Her favorite things about her job (if she had to pick) are a family cooking program and booktalking to kids at schools. Tanya wrote this piece as a member of the Library Services to Underserved Children and their Caregivers committee.

The post 2026 ALSC National Institute Recap: Connecting, Creating, and Making Space for Every Reader appeared first on ALSC Blog.

One of my favorite programs our library offers several times a month is Toddler Time, designed for children ages 18-35 months old and their accompanying adult. I intentionally design the program using a consistent framework that supports the American Library Association’s Every Child Ready to Read initiative’s Five Practices of Early Literacy: playing, writing, talking, reading, and singing.

The structure of the 45-minute program is the same for each session: 20 minutes of open play, a 5 minute transition period, and 20 minutes of storytime. Using this predictable structure not only gives my “regulars” a routine they eventually begin to recognize, but it also allows for me to subtly implement all five of these practices every session.

Five Practices In Action

Playing

Open play takes up the first half of Toddler Time sessions. I set the room up in a way that invites the kids to explore the toys for themselves. Typically I include some sort of blocks for building, cars and trucks, sensory bins, wooden puzzles and any other toys from the Children’s Department’s storage that I feel are developmentally appropriate for this age group. At the end of playtime, we all clean up the toys together by putting them back into storage boxes. The toddlers can really be such big helpers!

Writing

Toddlers who are 18-35 months old won’t be practicing writing letters the way preschool-aged children may. This age group is just starting to develop the fine motor skills to be able to hold a writing utensil and scribble on paper–but it’s a foundational skill for them to have in order for them to eventually be able to write! I try to incorporate this practice in the form of a simple craft. The craft is tied to whatever book I choose to read during that session’s storytime. My three favorite “writing utensils” for this age group are jumbo crayons, tempera paint sticks, and dot markers. 

Talking

I love greeting each child by name as they come in the program. If a child is joining us for the first time, I make the effort to introduce myself and ask their name directly to them rather than asking the adult that is with them. During open play time I get down on the storytime rugs and play with them! I like to ask them questions about the toys they’re playing with, maybe the color of something, or even count objects together. When there is five minutes of playtime left, I clearly announce how much time we have left before cleaning up our toys.

Reading

The second half of Toddler Time is completely dedicated to storytime. We always start with a picture book I read aloud.  I try to project my words clear, loud, and slow; and of course use funny voices and noises when I can! I will often point out illustrations or ask the kids questions about the page I’ve just read aloud, such as what animal is on the page I’m reading and if anyone knows what sound it makes. Even if none of the kids respond, usually one of the adults in the room will answer and it’ll ultimately reinforce the question and answer which gets them thinking about it. I also like to try sitting on the floor with the kids and their adults when I can, so that way they can come sit near me and get a good look at the illustrations on their level!

Singing 

While I cannot promise you a Tony-winning performance, I am enthusiastic which I hope makes up for it! I have a “set-list” if you will of common songs/nursery rhymes that I rotate singing each session of Toddler Time. I try to pick a mix of songs each session that involve movement or the utilization of my handy-dandy popsicle stick puppets. For shorter songs such as “If You’re Happy and You Know It”, I will repeat the song intentionally once more just so the kids have another opportunity to be exposed to its language and movement. Repetition will help them recognize the song’s pattern in the future.

It’s All About the Little Things

The things I implement in Toddler Time are not necessarily unique. As a matter of fact, they are things that librarians do every day when conducting programs for young children. Despite this, librarians may often feel overwhelmed, and wonder if they are doing “enough” to support early literacy amid this national literacy crisis we’re facing.

I hope this can be a reminder that it really is the smallest things we do with young children that can make the biggest difference. Overtime those little moments add up, building a solid foundation to help a child eventually find their way in the world of reading.

What is your favorite way to implement early literacy practices into programming?

Our guest contributor today is Isabella Ragona (she/her/hers). Isabella is a Children’s Librarian at the South Country Library in Bellport, NY. She is a graduate of Stony Brook University and the University at Buffalo. Her professional interests include children’s programming, early literacy, diverse and inclusive collections, and intellectual freedom. Outside of the library, Isabella can usually be found reading, crafting, attending a rock concert, or taking a dance class.

This post addresses ALSC core competencies I- Commitment to Client Group and III- Programming Skills.

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 The Five Practices of Early Literacy in Action appeared first on ALSC Blog.

There are currently several new books in children’s literature that attempt to incorporate childhood anxiety and anxiety disorder somewhere in the characterizations and plots. I was lucky enough to speak about several of them during the CLASC Fall Literature Conference held on Long Island this past October. Of the books selected, two stood out for their inclusion and relatability of anxiety disorders in children.

Rialto by Kate Milford is a middle grade novel that details the story of Dahlia, an anxiety sufferer, and her big sister Ivy as they embark on a family trip to see friends. Dahlia is characterized as a 12 year old girl who is learning to live with her anxiety in a healthy and safe way through therapy. Ivy is struggling with how to be a good big sister and cope with Dahlia’s anxiety because it has changed a big part of their relationship. Both girls are also aware that their dad has an anxiety disorder and know how to help him cope. Having the main characters openly talk about not only their struggles with anxiety, but how they cope with anxiety attacks using different techniques and how they respond to each other amid their struggles demonstrates to the readers that anxiety isn’t anything to be ashamed of and also shows a great deal of inclusion.

Millie of the Manor by Karina Evans is a middle grade graphic novel that follows Amy as she learns to manage her social anxiety while navigating the world of middle school friendships. Having the panels to go along with Amy’s journey helps the reader identify how isolating social anxiety can be, even when sitting at a table with your family. When Amy starts to feel her anxiety or perceives that others are talking about her, the sequential art turns black and white while she remains in full color allowing the reader to understand how isolating Amy, or anyone with social anxiety, might feel at certain times. Amy suffers a public anxiety attack when she
needs to present a project in front of her class and she ends up feeling like she will never be able to have friends. The next day her peers don’t bring anything up and she even gets invited to a birthday party that requires her to arrive in the character of Millie, a scientist who will work with the other party attendees to solve the mystery. Arriving in character helps Amy channel an alter ego to help manage her anxiety.

While no one story will be able to accurately portray the challenges that every child with anxiety faces. It is empowering to see that anxiety inclusion is beginning to take shape in main characters and as plot lines in their stories.

Today’s guest blogger is Brieanne Kocka. Brieanne is a children’s librarian at Emma S. Clark Memorial library and The Smithtown Library. In another life she taught 7th English in NYC and spent several years substitute teaching on Long Island. In her free time she enjoys spending time with her 6 nieces and nephews, baking and crafting.

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 Anxiety Inclusion in New Middle Grade Stories appeared first on ALSC Blog.

Why Family-Friendly Programming Matters

Multigenerational programming is about more than just numbers. Instead, it’s about outcomes. We know that a caregiver is a child’s first and most important teacher. These programs embrace the idea that families learn best together. However, sometimes families aren’t sure what that looks like. When we empower caregivers, they become active participants rather than passive observers. By creating spaces where everyone contributes, both older and younger siblings remain engaged. When there is something fun for everyone, families are more likely to return to the library. Regular programming also creates opportunities for patrons to discover other resources, too. As we build these connections, we create opportunities for continued learning at home. Great programming isn’t simply entertaining many ages. It’s about creating shared experiences worth remembering and repeating.

Design programs for the whole family.

We need programs that highlight specific ages and developmental abilities. However, we also need intentional spaces for the entire family. While an older sibling completes an experiment, what engages their toddler sibling? In early learning for all ages, how do infants engage as meaningfully as preschoolers? How will caregivers and other adults take part? Look for ways adults learn alongside children, families explore together, and conversations flourish. Everyone has a meaningful, active role in learning. Build options where each family member contributes. One of our family STEAM programs teaches about food chains. Patrons learn about the different elements of the food chain. Then, they create a diorama with their own ecosystem food chain. This activity is easily scalable. Conversations encourage everyone to take part. Meanwhile, the creation can use anything from drawings to pre-supplied pieces. When everyone has meaningful ways to take part, the whole family feels welcome.

Build many entry points.

Accessible content requires more than one entry point. Developmental milestones give baselines. However, every child has unique physical abilities, learning styles, and preferences. Consider different levels of sensory engagement for different abilities and sensory preferences. With structured activities, include options that scale the difficulty up or down. Increase the challenge of building by limiting the types of blocks used. Simplify the same activity by adding counting or sorting. For less formal options, provide choices for family engagement. Adapting content works for audiences from early learning to adults. Choose a theme that appeals to many ages, then identify several activities. Our Mother Goose Mania programs for ages 0 to 5 focus on a nursery rhyme. Each activity includes adaptations for infants, toddlers, and preschoolers. We use play dough bags for infants. Tools and molds let toddlers practice fine motor skills. Preschoolers have space for free play.

Add learning everywhere.

Full family participation requires considering how each age engages. Family programming isn’t a separate category. Rather, embed it throughout your existing options. First, create welcoming programs. Are they accessible for all ages, whether presented by staff or partners? Then, consider ways to embed early learning opportunities. These include vocabulary building, skills practice, and conversations. Adjust your activities to your audience. For younger participants, offer tips to simplify activities. For older audiences, offer more challenges or questions. As staff, model engagement and personalize interactions. Also check passive programming. Our Spark Spaces are one example of passive engagement for all ages. Each month, a themed display introduces a concept, and activities encourage participation. Our money theme introduces coins and their values. Participants can count with clothespins, identify money amounts, complete riddles, and sort coins. Families choose where to take part, allowing them to customize learning.

Create spaces to explore together.

Libraries are about more than programming. Sometimes the most meaningful interactions happen before or after programs. Our collections offer options for all ages, but what about our spaces? Shared spaces give families reasons to linger and explore. Consider how you create accessible options. Where do families spend their time before or after programs? How do patrons browse collections and use spaces? Next, consider how play areas, interactive exhibits, and collaborative community projects engage everyone. Then, observe and make small adjustments. My library started with play areas designed for children aged 0 to 5. However, we observed more older siblings visiting. So, we created options especially for older children. Activities are in separate but nearby spaces. Families explore different options while remaining together. We also added a community puzzle table, positioned in our adult spaces. Paired with our Spark Spaces, everyone has options for exploring our spaces.

Think beyond individual programs.

Once you’ve explored individual programs and spaces, zoom out. Consider not only activity accessibility, but also the program experience. Ideally, families build a relationship with the library early and keep returning. We must create experiences and spaces that support the entire lifespan. Does your programming calendar reflect this? Provide new options as needs change. This builds a calendar for both families and specific age groups. Start by asking, “How does this program work for everyone?” Then, zoom out and ask, “How does every library experience support our families over time?” Create an ecosystem where families thrive. Our April Art initiative is a great example of family engagement. We include art programs for infants to adults, as well as families. We also emphasize different art techniques. It culminates in a community art event. The event often features something created collaboratively across all libraries.

Picture Book Tie-In: A Family Is a Family Is a Family

Libraries welcome all types of families. A wonderful picture book to explore this idea is Sara O’Leary’s A Family Is a Family Is a Family. During class, a child is unsure what to say when their family isn’t “typical.” However, as each child shares, this changes. The reader realizes that there are all types of families. Every family looks different, but everyone belongs. Just like the story shows, everyone belongs at the library, too. Use this one in family storytime or as part of a display that represents all the families in your community. As you design programs for families, remember there is no one “typical” family. Flexible programming creates opportunities for everyone.

Meaningful family programming isn’t always about creating separate experiences for every age. Instead, it’s about intentionally creating spaces for everyone to learn, explore, and belong. When libraries support families, we do more than build better programs. If we create meaningful exploration opportunities, the library becomes more than a building. Instead, it’s a community hub where we grow lasting connections. For more inspiration, check out this post on creating a Family STEAM Night. Or, try this post on creating family-centered options at your library. Stay tuned next month as we wrap up a year of resolutions and share what we’ve learned. How will you create more opportunities for friends and family to connect at your library?

This post addresses ALSC Core Competency #1: Commitment to Client Group, ALSC Core Competency #2: Reference and User Services, and ALSC Core Competency #3: Programming 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 Spend More Time Together: Creating Family-Friendly Programs appeared first on ALSC Blog.

The Robert F. Sibert Information Book Medal is awarded yearly. The following terms apply:

• Folktales and other traditional literature are not eligible.  There are no other limitations as to the character of the book providing it is an original work.
• Honor books may be named.  They are books that are also truly distinguished.
• The award is restricted to authors, author/illustrator, co-authors, or author and illustrator named on the title page who are citizens or residents of the United States. ALL authors and illustrators credited on the title page must meet award eligibility criteria.
• The award is restricted to original work first published in the United States.
• The committee is to consider in its deliberations only books eligible for the award as specified in the terms.
• The award may be given posthumously.

If you have a book you would like to suggest, please consider doing so. Here is a link to the ALSC page listing the Terms and Criteria. The committee will love having a list of names to consider beyond what they have already been reading.

If you wish to submit a suggestion, please click on this link to access the ALSC Member Award Suggestion Form: https://airtable.com/appHyRhYeVMM6GkJg/shrhAgQqRLM1tlOpp.

The committee looks forward to receiving your recommendations!

Ashley Brown is the Program Manager of the Online MLIS at Denver Program at the University of Denver where she instructs primarily in Youth Services Librarianship. She is a current member of the 2025-2027 ALSC Membership Committee and the Administrative Assistant to the 2027 Robert F. Sibert Informational Book Medal Committee.

The post Sibert Medal 2027 – It’s time to offer suggestions! appeared first on ALSC Blog.

However, strategic planning and thinking ahead are an important part of making sure that my collection stays relevant and up to date, my programs are meeting the needs of my community, and I’m staying educated on developments in the field. Here are three ways that I build planning for children’s services into my busy schedule:

1. When I’m In the thick of things
   Even though fall has just started, and I’m only a month or so into my regular school-year programming schedule, I am already thinking about programs and initiatives for 2027. I find that at the busiest times, like the start of the school year or in the thick of summer reading can be some of the best times to plan for the future. I’m a big dreamer, so I always have more ideas than I can reasonably accomplish as a team of one. When I’m busy, it forces me to be realistic that I can’t accomplish everything.
   
   Every time I have a new idea (or return to a previous idea) I try to jot it down in a list in my programming spreadsheet or even just on my desk calendar. When I revisit these notes, I can see what ideas I keep returning to. This helps me focus in on what is most important to me.
   
   At the moment two things that are emerging are:
   1. Strategies for increasing circulation of our J fiction collection.
   2. Adding regularly scheduled family programs one evening a month
   3. 
      
2. When there’s a grant
   In the ideal world, grants would give us money with no strings attached. However, most grants ask you to do some planning for a project that fits the funding priorities of the granting body. Even if you do not receive funding, a grant can be a valuable opportunity to plan for projects you might like to accomplish.
   
   Last winter, I learned about a community biodiversity grant offered by the Massachusetts Department of Fish and Game. My library has an underutilized outdoor space and I dreamed up an outdoor classroom that would include a pollinator garden and a vegetable garden for hands-on learning. I wrote a grant request that ultimately was not funded. However, a patron who is involved with our local community garden learned about our funding proposal and ultimately provided support and funding to start a vegetable and herb garden on a smaller scale. This garden was used all summer in Library programs and by kids and families, and has become a beloved part of our library grounds. My more elaborate plans for this space remain unfulfilled, but now I have a detailed proposal and budget estimates that can help me grow out the space over time as funding opportunities materialize.

3. When something drastic happens
While I was working on this post, three things happened: A caregiver asked me to tape together the floor puzzle piece their excited child had ripped, one of our most popular Library of Things items suddenly stopped working, and our circulating copy of the game Yeti in My Spaghetti came back with the box damaged beyond repair and several noodles missing.

One of the goals I set with my director at the beginning of the Fiscal Year was to develop procedures for regular collection development for the children’s materials in the Library of Things (LoT). With these three LoT related mishaps in one week, it brought that goal back to the forefront. I would have preferred for materials not to be ruined, but this inspired me to take my goal, and turn it into a SMART goal so that I actually tackle this project.

• Specific: I will develop a collection development plan for the children’s Lo
• Measurable: I will produce a document for my director that includes a proposed budget and timeline that could be followed in future fiscal years.
• Achievable: I will work with the adult service librarian to decrease the workload of this task while not duplicating work that will serve both of us.
• Relevant: This goal will help revitalize a collection that has recently sustained heavy wear and tear.
• Time-Bound: I will produce a draft of this work by the end of December.

These are just a few examples of how I find time to work strategic planning into my busy schedule. Other ALSC blog posts have also touched on this subject. I’ve also found Jaime Eastman’s ongoing series of posts thinking about youth services through the lens of New Year’s resolutions to be particularly helpful. I would love to connect in the comments if you have any ways you make sure to find time for thinking ahead!

Today’s guest blogger is Macy Kinney. Macy is the children’s librarian at the Elizabeth Taber Library in Marion, MA, where she works with kids ages 0-12. She loves running programs, ordering picturebooks, and developing relationships with kids and families. She has also served on ALSC’s Early and Family Literacy Committee.

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 How to Plan When There’s Just No Time appeared first on ALSC Blog.

Ask About a Real Decision

A useful survey begins with a decision teens can help shape. They might influence program topics or room features within available staffing and budgets. Explaining which decisions teens can influence and who holds final authority helps participants understand their role before they respond.

At my branch, a space-use survey asked patrons ages 13 and older about a possible conversion of an enclosed quiet study room into dedicated teen space. Separate questions addressed the importance of teen space and support for exploring the conversion. A respondent could favor dedicated teen space while opposing the loss of a quiet room. Asking both questions helps staff distinguish support for a goal from agreement with a proposed solution.

The American Association for Public Opinion Research’s guidance recommends checking whether a survey fits the question and testing it before use. A brief trial with teens can reveal confusing or leading wording before distribution. Participants need an option to respond without a device and an explanation of who can see responses and how long they will be kept.

Interpret the Responses Carefully

A voluntary survey does not necessarily represent every teen in the community, so a summary needs to explain how responses were gathered. Counts should identify both how many selected an option and how many answered the question. When feedback comes mainly from current attendees, outreach beyond programs can bring additional perspectives.

Science in the Stacks is our library system’s effort to expand learning in science, technology, engineering, and mathematics (STEM). Our teen survey for the initiative asked about program topics and formats, along with reasons teens might not attend. A teen might be interested in coding, for example, but need a beginner-friendly format or a different meeting time. Reading preferences alongside participation barriers helps staff decide how to offer a program. An access need deserves consideration even when few respondents mention it.

Make the Decision

Making a decision means weighing teen preferences alongside available space, staffing, and funding. A popular option may need adjustment to address an access barrier or fit the library’s resources. Within the agreed scope, teens can help interpret findings and select a response.

In Empowering Student Voice in the Library, elementary students surveyed peers, analyzed requests, and selected library purchases within an assigned budget. Their role included a concrete decision and resources to carry it out, offering a useful model for teen participation.

Report Back

Reporting back makes the decision visible through a handout, posted summary, discussion, or another channel participants are likely to encounter. Six prompts can guide updates as planning moves into action:

• You said: The main themes and the participants represented in the responses.
• We considered: Other evidence and practical constraints.
• We decided: The commitment, responsible person, and timeline.
• We changed: The changes made and any results observed.
• We could not change: The remaining limits and the reasons for them.
• We will follow up: The date and format of the next update or opportunity to respond.

A hypothetical update might say: “Respondents expressed interest in coding and asked for activities beginners could join. We will offer one introductory session next month and use participant feedback to plan the next step.” A later update would describe whether the session took place and what participants recommended. If a decision is still pending, a status report can explain what remains unresolved and name the next update date.

Teens also need a chance to correct a summary or explain a response staff misunderstood. When libraries show how teen input shaped a decision, explain the limits, and follow through on promised updates, teens can see what their participation helped accomplish.

This post addresses ALSC Core Competencies 1.6 and 6.5.

Photo by Witt Salley, ALSC member.

The post From Teen Input to Library Decisions appeared first on ALSC Blog.

And don’t get me wrong. I appreciate a good pen as much as the next person. But I’ve started to wonder about all the stuff we hand out. How much of it actually gets used? How much ends up at the bottom of a backpack, forgotten in a junk drawer, or eventually tossed in the trash?

More importantly, is there a way to make our library swag a little more interesting?

I think there is. And it doesn’t necessarily involve spending more money.

Good Swag Is Good Marketing

Let’s not forget why libraries give things away in the first place.

We want people to remember us!

Outreach is an opportunity to introduce the library to families who may not know everything we offer. For some families, an outreach event might even be their first introduction to the library. And if that’s the case, I think it’s worth considering what we’re putting into their hands.

We want families to know where to find us, what they can do at the library, and why they might want to visit. That’s why we put our names and logos on things. But does the logo have to be the most interesting part of the giveaway?

I don’t think so.

Think about it. A promotional item with a library logo might help someone remember our name. But what if the giveaway itself could also tell them something about who we are?

Libraries are places for making things, exploring ideas, telling stories, and discovering something new. Why shouldn’t our giveaways reflect that? A thoughtful giveaway can be more than a little piece of advertising. It can offer a small taste of the library experience, something families can take home and enjoy long after the outreach event ends.

And isn’t that a pretty good way to get people interested in what we do?

What Makes Something Worth Giving Away?

When I’m coming up with ideas for outreach giveaways, there are a few things I like to consider. 

Is this something a child will actually want to use? Does it encourage creativity, imagination, or exploration? Can families enjoy it without having to purchase additional materials? Will it still be interesting after they get home?

And perhaps most importantly, does it feel like something that represents our library?

I don’t think every giveaway needs to check every box. Sometimes a useful item really is the best choice. A pencil is a pencil, and pencils are useful!

I think the important thing is that we’re making these choices intentionally. It’s easy to fall into the habit of ordering the same promotional items year after year, especially when they’re inexpensive and convenient. But a giveaway should be more than just something we hand out because we can.

For me, it comes down to thinking about the purpose behind the giveaway. What are we hoping it will do? If the answer is simply to get our library’s name out there, that’s fine. But maybe there’s an opportunity to do something more. I love the idea of giving families something that offers a little more than a moment of excitement at the outreach table. Something they’ll take home and actually do something with.

Of course, there’s also the practical side. Whatever we come up with needs to be affordable, manageable to prepare, and easy for families to enjoy. I actually like that challenge. There’s something satisfying about taking an ordinary material or a simple idea and figuring out how to make it a little more interesting.

Sometimes the best ideas are also the simplest.

Something to Do, Not Just Something to Own

One of my favorite outreach giveaways is a DIY sock puppet kit. Puppets and children’s librarians just seem to go together, don’t they? So why not give children the chance to make one of their own?

Instead of handing children a finished toy, we give them the materials to create one themselves. Each kit includes a sock, pipe cleaners, stuffed animal eyes, and simple instructions, all tucked into a cellophane bag. A paper tag on the outside includes our library’s hours, location, and a QR code linking to our website.

Simple enough, right?

But that’s where the fun begins. Will that sock become a puppy? A dragon? A one-eyed monster with a particularly dramatic personality? Who knows! That’s entirely up to the child.

And that’s what I love about this kind of giveaway. It doesn’t stop being interesting the moment someone walks away from our outreach table. The fun continues at home, and the library gets to be a little part of it.

Beyond the Logo

There’s another benefit to thinking creatively about outreach materials. A giveaway can introduce families to something they might not have known about the library.

A take-home activity could point families toward a related collection, an upcoming program, or a service they haven’t tried before. And the library information doesn’t have to take over the activity. Sometimes a small tag, a QR code, or a short message is all that’s needed.

I like the idea of a child enjoying something they brought home from the library’s outreach table and, somewhere along the way, becoming curious about what else we have to offer. That’s a pretty good reason to give something away.

A Little More Swag

I’m certainly not suggesting we throw out every library-branded pen or swear off promotional products forever.There’s a place for practical giveaways, and every outreach event is different.

But I do think we can be a little more intentional about what we hand out.

Before ordering another box of promotional products, maybe it’s worth asking what we want that giveaway to accomplish. Sometimes a useful pencil really is the answer. Other times, a little creativity might lead us somewhere more interesting. Because the best library swag isn’t necessarily the item with the biggest logo or the fanciest packaging. It’s the thing that makes someone smile, gets them thinking, or reminds them of a fun experience connected to the library.

And if that little giveaway happens to inspire a story, a new creation, or a return visit?

Even better.

A little more creativity. A little more personality. A lot less junk.

Photos Courtesy of Renee Kitson

For more Outreach ideas, check out some of these posts: Outreach Hack – Gamifying and Demonstrating Your Library of Things, School Outreach from Your Library Desk, and Have Rolling Bag, Will Travel – Participating in Community Outreach Events

Today’s blogger is Renee Kitson a Youth Services Librarian at the Mountain View Public Library in California. She loves creating hands-on programs that spark curiosity and encourage families to learn together. She enjoys sharing ideas that help make libraries welcoming, engaging places for children and their caregivers.

The post A Little More Swag, A Lot Less Junk appeared first on ALSC Blog.

Actually, it’s one of few things I’ve used A.I. to do.  I would not 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.  

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