However, there is one thing we can always be sure of… ALSC + YALSA will always need great people to stand for election. If you think running for ALSC president or board is in your future, let us know! For the 2027 Ballot, we are seeking members to stand for the following positions:

• ALSC Board of Directors member (3 open seats)
• ALSC Vice President/President-Elect (1 open seat)

If you are interested in being considered for the 2027 ballot, we invite you to fill out our Informal Nomination Form as soon as possible. Know someone who would make a great president or board member? You can nominate them! There is no obligation to run if you complete the form, but it is a great way to let us know you want to learn more. Questions about roles, time commitments, or more? Feel free to reach out to me at rpaynenyc@gmail.com!

Are you a YALSA member considering standing for election? You must be an ALSC member in
good standing to be included on the 2027 slate. After the dissolution of YALSA on August 31, 2026,
any active YALSA memberships will automatically convert to an ALSC membership. When it is time
to renew your membership, you will renew as a member of the newly reunified division. See the
Reunification FAQ for answers to more of your questions.

So put down the Magic 8 Ball and complete the Informal Nomination Form to learn more about
standing for election! Staying active and involved is my personal coping strategy when I am anxious
about the future. And watch this space for future blog posts where you will hear from past ALSC
leaders about the many gifts service offers.

Today’s blog post was written by Rachel G. Payne, Co-Chair of the Nominating Committee. Currently, she is coordinator of early childhood services at Brooklyn (NY) Public Library. She can be reached at rpaynenyc@gmail.com.

The post Is Standing for Election in Your Future? appeared first on ALSC Blog.

Fairy Houses

Flip a simple flower pot upside down and paint a door and some windows on it and it becomes a fairy garden! You can also use old empty bottles or milk jugs or whatever you have around and bonus points for recycled materials!

Pressed Flower Crafts

I keep seeing pressed flower craft ideas, and I just love them. You can even buy pressed flowers in bulk on Amazon if you don’t feel like picking and pressing your own.

One idea is to cut construction paper into the shape of a mason jar and add contact paper or clear tape to the back. Use the pressed flowers to make a design, cover the front with more contact paper or tape, and trim the edges. They look adorable, and you can even punch a hole at the top to turn them into bookmarks.

Another easy option is pressed flower bookmarks. Use blank bookmarks or cut your own from plain paper, then spread glue over the surface. Arrange the pressed flowers into a design and finish with tape, contact paper, or lamination to help the bookmark last longer.

Moving Caterpillar

This one is a little hard to describe, and I haven’t made a prototype yet, so check out this website to see the craft in action. You essentially make six small paper cylinders and attach a piece of paper to one end, which makes the caterpillar move. If I do this one, I’ll probably pre-make the cylinders because otherwise craft time would take way too long. Still, this craft is so cute, and caterpillars are often found in gardens, so it ties in nicely with the theme.

If that feels like too much work, I’ve also pre-cut circles and had kids make caterpillars with those. Grownups can help write their names on them!

Flower Stamping

Old water bottles make amazing stamps, and then they can be recycled afterward! Check to see if the bottoms of the bottles have petal shapes. Kids can use sticky buttons, pom-poms, or paint to create the center of the flower and add stems.

Toilet paper rolls and paper towel rolls can become stamps too. Cut one end into strips—maybe make one with small strips and another with larger strips—then spread them out. When you use them as stamps, the strips create flower petals!

DIY Planters

Plantable pots can be purchased, or you can use paper cups or cut-up egg cartons—just not the Styrofoam kind. Decorate them with markers or paint, add soil and seeds, and let kids take them home to watch their seeds grow. For quick excitement and fast results, try grass seed. Or, help benefit your local pollinators by picking up some local wildflower seeds. Once the plants start growing, kids can plant them outside, or you can tie twine to the top so they can hang in a window and get plenty of sun!

Beaded Suncatcher or Windchime

My daughter made me a hanging wind chime last year at the children’s museum in Madison, and I’ve wanted to do a craft like this ever since. If you have the supplies and budget to make wind chimes, I definitely recommend it. They’re cute, make fun sounds, and kids really seem to love them. I tend to hang mine inside near a window, though, because the clay beads feel a little breakable. I’m not sure how they made the dinosaur, cat, star, and other shapes, but air-dry clay would be a really fun option.

I was trying to keep things a little simpler, so I thought a beaded suncatcher felt more approachable for a storytime craft. Bring in sturdy, dry sticks from outside and tie a string to each end. Then add as many strands of beads as your heart desires! Clear beads, translucent colored beads, and sparkly beads look especially pretty hanging in a window.

Beading is also a great fine motor activity for little fingers. Just keep choking hazards in mind, and remember that larger pony-style beads are usually easier for small children to work with.

Hanging Bird Feeder

Cut up some egg cartons and give each kid 2–4 cups, along with paint, markers, stickers, or whatever else you have for decorating. Punch a hole and tie a string through the top to make a loop, then send some bird seed home with them. They can hang the bird feeder in a tree and watch the birds come to eat!

Do you have any crafts planned for this summer? Share them in the comments!

And remember, if you’re pressed for time or supplies, just bring out paper and whatever materials you can find and invite kids to create their dream garden. Sometimes the simplest ideas are the most fun!

The post Crafts for iRead Summer Reading 2026 appeared first on ALSC Blog.

In a recent art program, a participant became frustrated when their painting did not turn out the way they expected. They stopped following instructions, changed their work, and eventually became tearful. In another instance, a child had a strong emotional reaction when they were unable to choose a preferred sticker. In a third situation, a participant became upset when asked to follow a program rule or wait their turn, saying the expectation felt “unfair.”

These kinds of moments are not unusual in library spaces. Emotional reactions can show up quickly and may seem big compared to the situation—but they are very real for the child experiencing them.

The Role Libraries Play (and Our Limits)

In moments like these, I often return to a tension many of us in youth services feel: we care deeply about children’s emotional well-being, but we are not mental health professionals and have clear limits to our role.

At the same time, we are often the adults right there when emotions happen. That means we still need to respond in ways that are calm, supportive, and appropriate for our setting.

Libraries aren’t clinical spaces—but they are emotional ones. The way we respond in these moments can shape whether children feel safe, supported, and welcome.

What Has Helped in Practice

Over time, I’ve found that small, simple strategies make a real difference. These don’t require special training—just consistency and awareness.

• Offer choices when possible
  • Giving children small choices (materials, order of tasks, whether to share) can lower stress and give them a sense of control.
• Keep structure predictable
  • Clear expectations and a simple flow for programs help reduce uncertainty. When kids know what’s coming next, there’s often less frustration. This predictability fosters emotional wellness in supportive library environments.
• Build in space to reset
  • A quiet corner, a short break, or simply allowing a child to step away for a moment can help prevent escalation. Normalizing breaks is key. Incorporating emotional wellness into library programs means allowing children space as needed.
• Use calm, validating language
  • Simple phrases like:
  • “It’s okay to feel frustrated.”
  • “You can take a moment if you need to.”
  • • help acknowledge feelings without escalating the situation. In the context of library programs, supporting emotional wellness can be as simple as validating a child’s feelings.

Why This Matters

These strategies don’t stop emotional moments from happening—but they do help us respond in ways that feel steady and supportive as we focus on supporting emotional wellness in our library programs.

They also reinforce something important: in library programs, emotional support is often less about “fixing” a situation and more about being present in it. Ultimately, supporting emotional wellness in library programs helps children feel safe and heard.

Closing Thoughts

As we observe Mental Health Awareness Month, it feels important to recognize both the limits and the impact of our work. Supporting emotional wellness within library programs is a step toward making these spaces more inclusive for children.

We are not mental health professionals, but we are consistent adults in children’s lives. We model patience. We validate emotions. We help create spaces that feel safe and predictable. By supporting emotional wellness in library programs, we cultivate meaningful relationships.

And those moments—whether frustration, disappointment, or overwhelm—are not disruptions to library service. They are part of it. Recognizing emotional wellness as integral to library programs shows respect for children’s experiences.

How we respond to them shapes how children experience libraries: not just as places to learn, but as places where they are seen, supported, and respected. Thoughtful approaches to supporting emotional wellness in library programs can transform these environments for everyone.

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.

The post Supporting Emotional Wellness in Library Programs (Without Being a Therapist) appeared first on ALSC Blog.

Why Streamlining Supplies Matters

Carrying extra weight in procedures and processes slows staff down and creates unnecessary burdens. This is particularly notable in programming supplies. When staff aren’t sure what’s available, they can’t plan programs effectively. Overloaded and disorganized cabinets and closets create extra work to navigate and maintain. Inconsistencies between buildings mean varied patron experiences. Overspending and time wasting often result from a lack of communication. Streamlining your supplies process supports consistent programming experiences, builds staff confidence, and promotes programming equity. As staff lean into the busy summer season, small steps to reduce burnout have big dividends. From the patron’s perspective, streamlined procedures often lead to consistent quality, shorter wait times, and prepared staff during programs. It’s important to note that these processes are about creating a sustainable procedure, not about purchasing restrictions or limiting supplies. Rather, you’re making sure you maximize impact with available supplies and reduced staff burden.

Start with an inventory.

Knowing what’s already in the pantry makes healthier choices easier. Start with an inventory process that helps clarify what you have and where you store it. This is about getting an idea of your resources, not a perfect count. With that in mind, start streamlining by using overall categories. Once staff know you have a supply category, they can independently verify stock to ensure there is enough (and the right kind) for their program. Once you’ve created the inventory, you’ll also need a process for regular updates. Inventory is only helpful when it remains accurate. My library uses Monday.com to maintain our supply inventories. Broad categories unite similar items, while individual buildings add notes about quantities and storage locations. Numbered cabinets or bins quickly identify where we store items. Staff update quantities as part of their program prep, and each building completes an annual full inventory.

Set realistic purchasing deadlines.

Much like fitness goals benefit from reasonable deadlines and progress markers, your procedures should incorporate clear, realistic deadlines. Last-minute orders create unnecessary stress and increase the likelihood of incomplete or late orders. In addition, a lack of clarity may lead to unnecessary duplication. Streamlining helps us make the most of our resources. If we consider programs economically, we can provide more opportunities. Bulk purchases for quality discounts alone don’t work, especially when you consider expiration dates and storage. Also, plan for unused supplies and specialty items, communicating reuse plans with staff. Our shared supplies inventory tracks both core supplies and leftover program supplies. Then, we utilize set ordering windows for supplies, generally 6-8 weeks before program dates. Staff know when to purchase supplies, but also have time to consider leftover supplies and substitutions. The clear schedule allows regular evaluation of our programming budget against expenditures.

Use program kits to reduce repeating costs.

Reducing temptation can go a long way toward losing weight. Streamlined supplies mean staff are less likely to waste time hunting for supplies or to make unnecessary purchases. Program kits are one option for reducing repeated costs. Just like you’re more likely to choose the healthy options with advanced meal prep, go-to kits offer consistency across program sessions and faster staff preparation. Plus, kits defray costs for sparingly used supplies. At my library, we utilize programming kits for all of our focus areas. Kits collect easily reusable supplies and specialty items unique to those programs. For example, one of our STEAM program kits includes owl pellets. Central purchasing reduces storage and waste concerns and also ensures we get the best possible purchasing costs.

Balance consumable and reusable supplies.

Streamlining supplies, like crafting a healthy diet, should incorporate intentional balance and sustainable choices. As you purchase, create an intentional mix of consumable and reusable supplies. Consumables work best to ensure access to supplies for all, when patrons may take all or part of the activities home, and when items have a shelf life. Consider how much you’ll need for each program and the feasibility of storage. Reusable supplies make sense when they reduce costs, last over several uses, and when you’re likely to use the same item repeatedly. Your mix will depend on program types and goals. For example, our Mini Monet kit includes art supplies such as stampers and rollers used in multiple programs before replacement. However, each building orders consumable paint and paper based on anticipated attendance. We emphasize reusable options in kits. While it’s a greater upfront investment, programs run at less cost over time.

Consider quantity, quality, and cost.

Just like you balance diet and exercise to lose weight, you need a framework to streamline and balance supplies. Consider quantity, quality, and cost. While you can’t make rules that apply to every situation, you can identify best practices. Would fewer high-quality items reduce long-term costs? Does the purchasing cost outweigh the cost of materials and staff time? Will buying this quantity support or limit planning flexibility? First, identify key considerations. Next, clearly communicate those guidelines. An example of this in action is our toys for public play spaces. We consider popularity, wear and tear, and how often we can replace them. Then, we build a list of approved purchase options. For play food, a popular option, both durability and replacement frequency directly influence long-term costs. We look for durable, affordable plastic pieces. They clean easily, last through heavy use, and remain more cost-effective than previous options, like wooden food.

Picture Book Tie-In: A New House for Mouse

As you lose weight from your own processes, remember that this process requires thought and intentionality. The beautiful book A New House for Mouse by Petr Horáček is a great reminder that we often need to look a little closer to see what truly fits. Mouse starts her journey with a beautiful apple that is too big for her home, determined to find something just right. Along the way, she learns that sometimes, where you started is exactly where you need to end up. Just like Mouse learns to make her space work, you can consider how to adapt practices to better fit your staff, space, and budget. This title works great as a preschool read-aloud, but also works beautifully one-on-one to explore the illustrations.

For more inspiration, check out this post on how to add a little Marie Kondo to your approach. Stay tuned next month as we explore the resolution to save money. We’ll explore ways to prioritize low and no-cost programming options. How will you streamline processes and procedures heading into summer?

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 Lose Weight: Streamline Supplies for Sustainable Success appeared first on ALSC Blog.

I know – summer hasn’t even begun yet! But if your library is anything like mine, while you are preparing for the incoming summer chaos, you are also looking ahead to events and services you’ll be offering this fall. Those marketing deadlines never stop coming.

I work at a medium-sized, suburban public library in central Ohio. We’ve offered a Homework Help Center for over a decade, where students bring in homework assignments and library staff and volunteers help them work through the material. 

Meeting Student Needs

In the last few years, we’ve been starting to see a change in student needs that has caused us to think about what services we offer and what we are truly experts in. Our local schools are assigning less and less homework. We are seeing families, especially families learning English, who are really looking for free tutoring. 

Our staff are great at helping students find the resources they need to complete an assignment, but we aren’t content experts with the skills to teach a subject (that’s a different master’s degree!). We don’t have the funding to pay enough teachers or tutors to provide the kind of free, one-on-one help that our families are looking for. Where does that leave this service? 

ALSC Benefits

One of the benefits of being an ALSC member is the amazing community of experts at your fingertips. When your library is considering adding a new service, is adjusting to changes in community needs, or is thinking about sunsetting a long-time offering, you’ve got access to a team of experts who have likely already gone through, or are thinking about going through, the same change. 

Some options available to ASLC members:

• Review blog posts, Children’s and Libraries articles, and toolkits on the topic. These stood out to me regarding homework help services:
  • Virtual Tutoring for K-12 Students
  • Back to School Help for Students
  • Homework Help
  • School-Public Library Collaboration Toolkit: Tutoring/Student Success Programs
    
• Make a discussion post in the ALSC section of ALA Connect.
  
• Write a blog post – like this one! – and ask for comments from folks going through a similar situation. 

Your Voice

So ALSC experts: what are your experiences with offering homework help in your library? Are your local students still being assigned homework? Have any medium-sized, suburban libraries had success with free tutoring programs? Is homework help and tutoring, beyond connecting students with resources, in the scope of children’s services in public libraries? 

We’d love to hear your experiences in the comments!

This blog post relates to ALSC core competencies of: II. Reference and User Services and VI. Administrative and Management Skills. 
Annamarie Carlson is the Kids & Teen Services Manager at Westerville Public Library and is a member of ALSC’s Membership Committee.

The post Back to School Prep: School Help Spaces appeared first on ALSC Blog.

Having inherited the beginnings of the program from her predecessor and inspired by similar programs
in Wisconsin, Emily set out to make the program her own. “The goal was to tackle the post-COVID
library visitor and circulation statistics slump that everyone experienced. The Bridges Library Passport
Challenge was designed to encourage visits to all library locations to collect stamps for prize entries. We
wanted to showcase the full library system to people that may not know about all 24 member libraries.”

Since 2023, each passport challenge has been slightly different to shake up the format and renew
interest in the program. But overall, the program works the same every year. “Participants pick up the
‘game materials’ (passport, map, routes) to play/participate at one of our libraries, then they visit
participating library locations across the system. At each library, they complete that year’s activity:
gather stamps, read the clue to find the treasure and keyword, read a story and gather letters to
unscramble, or locate themed display. Completing that small task shows they visited and can receive
their prize entry forms.” From there, people could enter to win gift cards from local restaurants around
the area. The more libraries they visited, the more entries they could receive.

To refresh the program each year, Emily played with not only the theme but the overall gameplay
mechanics. “The cross-library exploration piece has stayed at the center from the beginning. For ‘The
Library Treasure Adventure’ in 2024, we wanted to encourage visitors to look around more at each
library. Not just run in for the stamp and leave. It was a fun way to highlight something unique at each
library. We also introduced suggested routes for people to conquer groups of libraries in quadrants
using Google maps to highlight the routes. And for ‘The Journey of Dragons’ in 2025, we wanted to
highlight libraries as places that offer not only incredible materials and services, but also play, joy, and
fun. To reflect that, we’ve added some reading in a fantasy and game-inspired twist to the challenge. It
required a bit more work from participants with letter collection and password-solving.”

This year, for ‘Tracks in the Stacks: Bigfoot Hunt,’ we’re simplifying the gameplay while strengthening
the promotional value for each library. It will be easier for people to participate, and it offers more
chances to win. We also noticed that the 2025 challenge was a bit too hard for younger children, so
we’re hoping that finding Bigfoot is more inclusive for all ages.”

The end result is a lot of fun, particularly for families that library hop anyway and get another layer of
engagement and incentive to visit. But as “The hardest part is creating a program that feels unified
across the whole system while still being manageable for each individual library. With 24 member
libraries, we needed clear communication, shared timelines, and materials that could be implemented
consistently. Every library has different staffing levels, building layouts, patron traffic patterns, and local
priorities, so the challenge is designing something that is exciting enough to promote systemwide but
simple enough to execute locally. Another logistical challenge is timing. Summer programming is
already busy for public libraries, so the scavenger hunt has to fit into existing workloads. That means
instructions, promotional materials, prize processes, and display elements all need to be organized in a
way that minimizes staff burden.”

But all that work has led to some great experiences but also a shift in how patrons see their neighboring
libraries. “I think the biggest impact is increased awareness of the Bridges Library System as a network
of libraries rather than a collection of standalone locations. The program gives people a reason to
explore libraries they may never have visited otherwise, and it helps reinforce the value of shared access
across the system.” And with 11,016 visitor interactions in 2024, it certainly has been successful.

Now in her fourth year, Emily has consulted several other libraries on launching their own system-wide
programs. To anyone interested in starting their own program her advice is: “Don’t reinvent the wheel,
just customize it for you! Create a structure that is simple to manage and easy to explain. Also, build in
flexibility for libraries and participants.”

Today’s guest contributor is Peter Blenski. Peter has been a children’s librarian in the Milwaukee and Waukesha area for over a decade.  He runs the popular library blog, Lego Librarian, where he talks about library programming and marketing.  In 2021, he served on the 100th Newbery Award Selection Committee, which gave the award to “The Last Cuentista” by Donna Barba Higuera.  He recently served on the 2026 Geisel Award Selection Committee, which gave the award to “Stop That Mop!” by Jonathan Fenske. 

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 Designing a System-Wide Scavenger Hunt appeared first on ALSC Blog.

Building Trust with the Family Unit

Many Haitian families harbor a deep-seated distrust of government entities due to historical experiences in Haiti. Libraries can overcome this by acting as intermediaries, transferring trust from established community partners to the library itself (Finnegan, 2023). North Miami strengthens these bonds by:

• Reflective Leadership: Led by Paul Bazile, one of the few Haitian-American library directors in the U.S., the library demonstrates that the community’s heritage is valued at the highest level of decision-making (City of North Miami, 2026).
• Cultural Ambassadors: Utilizing Kreyòl-speaking staff who understand the Haitian preference for face-to-face, relationship-based communication (Finnegan, 2023).
• Strategic Outreach: Meeting families where they live and work by distributing bilingual materials in laundromats, churches, and adult education centers (Blackimmigrantsinlibraries, 2020).

Intergenerational Support and Accessibility

In the Haitian diaspora, school-aged children often acquire English quickly and serve as translators for family elders (Finnegan, 2023). North Miami Public Library has participated in and created programs that are designed to support this intergenerational dynamic:

• Intergenerational Spaces: Events like the Miami Haitian Book Fair allow children, parents, and grandparents to participate in storytelling and cultural activities together.
• Relentless Accessibility: The automated 24-Hour Library kiosk at the Joe Celestin Community Center allows busy, working parents to access materials and manage accounts 24/7, effectively removing temporal and physical barriers (City of North Miami, 2026).

A Strengths-Based Alliance

True equity involves shifting from an “intervention” mindset to a strengths-based alliance (Blackimmigrantsinlibraries, 2020). By providing Kreyòl literature and space for bilingual homework help that welcomes parental participation, the library supports families’ existing social networks (Finnegan, 2023). This model proves that when a library centers the specific cultural and linguistic needs of Haitian families, it becomes a vital anchor for the entire community.

Sources:

• Blackimmigrantsinlibraries. (2020). 4 tips for library-community partnership. Toolkit for Library Services to Black Immigrants.
• City of North Miami. (2026). City of North Miami Public Library celebrates successful opening of community’s first 24-hour library.
• Finnegan, N. (2023). Haitian immigrants’ information needs and behaviors. School of Information Student Research Journal, 12(2).
• The New Tropic. (2026). The history of Little Haiti in Miami.

Today’s blog post was written by Shaunterria Owens, a Youth Services Specialist at the North Miami Public Library in North Miami, Florida. She is the chair of the 2026 Best Graphic Novels for Children Committee, a member of the Rise Feminist Book List Committee, and an Executive Board member of the Black Caucus of ALA. She also loves cross stitch, storytime, and the Oxford comma.

Photo courtesy of the North Miami Public Library

The post Kreyòl, Community, Connection: Reimagining Outreach for Haitian Families appeared first on ALSC Blog.

The Children’s Literature Lecture is an annual event at which an author, critic, librarian, historian or teacher of children’s literature presents a paper that makes a significant contribution to the field. The winning speaker for the 2027 lecture is Kwame Alexander. A library, university, special collection, or other appropriate organization can be considered as the host institution. Host sites for the Children’s Literature Lecture receive a $2,000 honorarium to help with costs incurred by hosting the lecture. The lecture is administered by ALSC.

Information about host site responsibilities is included in the application materials. You can review the responsibilities of the Host Institution (Appendix D) and Checklist for the Host Institution (Appendix E) at the Children’s Literature Lecture Award Committee Manual before completing this application. The lecture will be held in April or early May of 2027.

A strong supporter of libraries, Kwame Alexander has been instrumental in building libraries as well as partnering with the Little Free Library organization. He regularly shares his passion for literacy, books, and writing around the world at book festivals and global literacy symposiums. His mission in life is “to change the world, one word at a time.”

Kwame Alexander is very well-known, especially among children’s and YA librarians. He is the New York Times bestselling author of more than 44 books including the Newbery Medal winner The Crossover, and the Caldecott Medal winner The Undefeated (illustrated by Kadir Nelson). 

Chairperson Sue McCleaf Nespeca and the entire 2027 Children’s Literature Lecture Award committee are looking forward to reviewing your organization’s application. Don’t forget to submit your application to host the 2027 event by the deadline of May 15, 2026 by 5:00pm CT.

The post Have you submitted your application to host Kwame Alexander – the Children’s Literature Lecture Award winner? appeared first on ALSC Blog.

Interest

First and foremost, a just-right text is of interest to the child. Children’s interest is related to the motivation and engagement necessary to read a text. For example: if a child is interested in dinosaurs, you might select Goldilocks and the Three Dinosaurs in lieu of Goldilocks and the Three Bears.

Frustration

Whether a text is just right depends not only on the reader’s interest, but whether children will be reading the text independently, with support, or having it read to them (i.e., a read aloud). Importantly, these guidelines are intended to limit children’s frustration, not their access to texts. We know that children—especially those in the pre-alphabetic phase—can and do enjoy engaging with a text’s illustrations.

• Read Independently: A text that is just right for a child to read independently is one that they can read with at least 95% accuracy. That is, they can read 95% or more of the words correctly. These texts may be decodable, leveled, or trade books. (Earlier this month, the Early and Family Literacy Committee considered how decodable readers allow children to independently practice applying phonics knowledge.)
• Read with Support: A text that is just right for a child to read with support is one that they can read with 90–95% accuracy. That is, they can read 90–95% of the words correctly. These texts may be decodable, leveled, or trade books.
• Read Alouds: A text in which children can read less than 90% of the words correctly is more appropriate for a read aloud. Within the field of education, these are referred to as “frustrational level texts” because children might experience frustration when reading these. However, children can still derive enjoyment from engaging with the text’s illustrations.

Prior Knowledge

Another factor that makes a text “just right” is whether children have the necessary prior knowledge—including vocabulary—to understand it. There are two general approaches to ensuring children have the prior knowledge necessary to understand a text. One is to build children’s knowledge. Drawing on Rudine Sims Bishop’s framework, I call this the “windows” approach. For example: before reading Goldy Luck and the Three Pandas, you might teach children about Chinese New Year. The other approach to ensuring children have the necessary prior knowledge is to present children with texts that draw upon their lived experiences. I call this the “mirrors” approach. For example: you might select Goldy Luck and the Three Pandas precisely because you serve children who celebrate Chinese New Year. As you can see, these approaches are not mutually exclusive.

How do or might you select just-right texts for emerging readers? Drop a line in the comments or at ktaksier@ufl.edu.

*Previous posts addressed knowledge and skills that are easy to apply during read alouds. These include the types of words for emerging readers, blendable sounds, direct vocabulary instruction, and comprehension strategies.

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

The post Science of Reading in the Library: Just-Right Texts for Emerging Readers appeared first on ALSC Blog.

The session will feature the fabulous Thinking Money for Kids Games and the super-easy-to-use (think of it as the Waymo of programs) resources that are available to anyone with an internet connection. In 2024, the ALA Public Programs Office and the FINRA Investor Education Foundation created self-contained kits containing life-size version of the online TM4K games and selected 300 libraries from across the country to offer financial literacy programs. As part of the program, they made all materials available in English and Spanish for libraries to use and adapt without the physical kit. That’s right-an absolutely FREE program for you to use.

Now, you may be thinking that financial literacy programming sounds overwhelming, time consuming, and maybe even a little boring. Ha! I’m here to tell you as one of the program participants (and a skeptical one), the material in the kits debunked all those myths and delivered dividends (see what I did there?) at my library. The TM4Kids group literally wrote a script to go along with each game for what to say to introduce concepts like “saving”, “spending” and “earning” that are fun, interactive and for the most-part, not over-the top-didactic. Offering a program took very little prep time-so little in fact, that at
my library we’ve used the kits as an outreach tool or for class visits with large number of kids. Using the resources online, it would be VERY easy for anyone to offer with essentially NO financial literacy background. The kicker is that THE KIDS LIKE THE GAMES! (I’m not really shouting-I have just had a great time using the games, and as, someone who has tried a lot of different programming ideas in my nearly 17 years of librarian-ing, feel like accessible programs like the TM4Kids program are a gift). SO-TRY ONE OF THEM (there are five-if one isn’t your style, there are others to choose from).

If you find yourself headed to Chicago this June, the session is totally worth checking out. A few librarians who participated in the program from across the country will help coordinate the games and be on hand to offer tips and tricks on how the online resources might be used IRL at your library. If you can’t make it in June, I ten-out-of- ten-stars recommend that you check out the resources on the website and think about how you might integrate them into your programming routine (my personal favorite game? Pet Cents). Your patrons will thank you for opening the door to talking about money with their children, particularly in today’s financial roller coaster.

(post updated on 5/6/26 to indicate there is NO CHARGE for this program)

Jennifer Knight is a Youth Services Librarian at the Coos Bay Public Library. When not offering programs at the library, she enjoys, oddly enough, reading. She also likes watching bad TV and hiking around Oregon. Jennifer is excited about being a Camp Counselor for the Thinking Money for Kids Librarian Summer Camp.

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