Canadian Libraries Spotlight: Canmore Public Library

In January we put a call out for Canadian Youth Services Library content and we have been overjoyed at the response! This post is the sixth in our guest post series highlighting the amazing work being done in Canadian libraries to serve children and families. Join us as guest blogger this week Rebecca Mastromattei, Library Clerk at Canmore Public Library describes her journey from Storytime Quiverer to Storytime Queen! For honest writing and useful tips, read on Dear Reader…

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Canmore, Alberta has been described as a “special town” to me by more than one person who lives here. We are nestled in a valley, surrounded by towering mountains on either side; our town is particularly transient, especially being so close to Banff. The thing that strikes me the most about Canmore is the community. I see a few new faces occasionally at our storytime programs but mostly there is a core group that attends each week. They come and meet up with fellow moms and dads and kids because this time is ingrained into their schedules and when someone doesn’t come for a few weeks you are usually given a long apology and explanation as to why we didn’t see them. You begin to look forward to certain kids or parents and you miss them in a weird sort of way when they are suddenly gone. The library has recently moved from a much smaller facility to Elevation Place, a sort of all in one rec centre in town. The library shares this space with an art studio, a pool, climbing wall, gym and rooms that are rented out for everything from exercise classes, to business meetings, to children’s birthday parties. This has made the library a meet up place for people, a safe haven for some or even just a warm spot to sit and read on a dreary day. Since moving into Elevation Place the library went from a frequented establishment to a staple in the community.

Canmore Public Library

I’ve worked at this library for almost two years now and it is my first job out of school where I received my diploma in Library and Information Technology. I run the Preschool Storytime at the Canmore Public Library and this is the second storytime that I have ever been in charge of. My first stab at running a children’s storytime was Wiggletime, a program for kids who are just beginning to walk and their caregivers. I cannot even begin to explain how humiliating this experience was but in an effort to support other storytimers, I’m going to try. We run our programs for about 30 minutes and my first session was twelve minutes long. Twelve minutes!! I took over the program from another staff member who really needed a break from this age group (something I am sure many of you can relate to) which meant she really wasn’t too interested in talking logistics with me. When I spoke to other storytime leaders they all had very polarizing opinions on how to run my first storytime; to say I was nervous on my first day would be a huge understatement. My Assistant Director came into the storytime with me to sit and watch, when I left I heard her thanking everyone for their patience with me as I was just learning and promising that next week would be better. I cried as I cleaned the bubbles out of the bubble gun that day. But then I made myself go back into that room with the moms still in there and I chatted with them as I cleaned up the program. They were kind to me (as I probably had tears and bubble stains on my dress) and I decided to learn from the experience and move on. I wasn’t going to let this one storytime get the better of me.

The next week I began practicing the entire program with my Assistant Director (she very kindly let me do this for several weeks!) We would practice songs and their actions together, the stories I was going to read, even the little things I would say in-between songs and stories. I learned that, for me, this was what I had to do to be comfortable before Wiggletime. But I was still finding it tough; I was 22 and obviously much younger than the parents coming to my storytime (if not in age, then definitely in maturity- I was just out of school and do not have children of my own) and I could not get or keep the caregiver’s attention! I would ask them to stand up and they would sit and stare at me, they would chat over top of my program and they would complain to me if they felt I had gone too short. It became so uncomfortable; another parent came up to me and told me it was time to do something because it was starting to affect her experience. That was upsetting to hear because I thought only I noticed that I was floundering but to have a participant tell me I had to figure out a way to earn their respect made me feel less crazy, but mostly it just made me feel like a failure. I couldn’t even keep the attention of people who had chosen to come to the program. I enlisted the help of another co-worker who has done several of her own storytimes over the years to help me; she came to a program and when we were done she said to me “I’ve never seen it so bad before.” A part of me felt relief, while the other part was screaming into a pillow. I had been looking forward to having my own storytime all the way through school, I finally had one and I was trying to figure out how to get out of it! My co-worker continued to attend storytime for the rest of the session: she watched how I was performing and gave me incredible tips, she showed me how to stand, sit and speak in a way that showed everyone (including myself) that I was in control of the room and she helped me by speaking to the pesky chatters directly. What helped me the most was she showed me that what was happening wasn’t my fault.

CPL Storytime CPL Parachute Storytime

After the session ended I still asked to be taken off of Wiggletime but I wasn’t so desperate to stop storytimes altogether. My wonderful Assistant Director gave me the age group I desperately wanted: preschoolers and I took what I had learned from my Wiggletime fiasco (the only time ‘fiasco’ and the word ‘wiggle’ will be seen together) and I applied it to this new age group. I started to see why Wiggletime hadn’t worked for me and in large part it was my comfort and capability with younger kids. Although I originally went into libraries to work with children I found I didn’t know how best to interact with the much younger lot, something that I am seeing can only be truly learned with practice, which now I am getting a lot of.

Preschool Storytime has been incredible! I don’t dread storytime days anymore, I don’t have to practice everything I’m going to say anymore, I’ve learned more about the right and wrong ways to talk with kids and I have learned about “magic listening dust” which has been a lifesaver with kids and adults alike. Quick aside: you just tell them “it looks like we need some of our magic listening dust! Dig deep deeeeep into your pockets and sprinkle it on your head! Good job! Now make sure you scoop it up for later!” Its success rate is kind of crazy! I have now learned how to go with the flow so I can quickly opt out of a jumping song I had planned if I see they aren’t in the mood and replace it with something more appropriate. A lot of this comfort and flexibility came from creating a repertoire of songs and stories that I knew and liked, which we have to remind ourselves can take time. I can speak up now and say “I need you to stop talking please” with a lot more confidence (to the children, parents are my next battle to conquer) and I have learned how to have fun in a storytime in the way I always dreamed of when I was in school.

So despite the stress and sweat stains Wiggletime gave me, it also taught me a lot about programming, children, performing and most of all myself. I now look back on that time with a touch of relief it’s over but also a fondness because I have come so far since those early days of practicing my anecdotes in the mirror.

What I Learned:

1. Asking for help does not mean you don’t know how to do something

2. Find the best method that works for your prep and do that until it doesn’t work anymore. Like I said for me it was over preparing and a big part of that was sitting on the Jbrary site and YouTube page and singing the songs along with them.

3. Find your storytime voice! You are in charge in that room and you are the one dictating the next 30 minutes

4. Sometimes you get a group that challenges you to use a new set of skills; whether it’s speaking louder, having difficult conversations with people or literally just teaching you how to smile and get through the next few weeks of your program. Take this for what it is: a learning tool, you might not understand the purpose of this challenge now but one day you will be grateful for what you’ve learned and how you let it help you grow instead of letting it knock you down.

5. If you’re new to storytimes and a little nervous maybe request an older age group

6. If you are finding it tough I say talk it out with someone you are comfortable with (perhaps someone whose storytime style you admire) but stick with it. If you let it get the better of you, it will and you will never come to see what a hoot it really can be! OR ask someone to sit in on your storytime with you, it is always WAY more fun to be singing and playing with someone else and it’s a really simple way to get a bit of confidence without being the centre of attention for the entire program. I sat in on other people’s storytimes and I really attribute that to me finding my “storytime voice.”

7. Ultimately, have fun! The kids do NOT care if you mess up, the parents do NOT care if you forget the words to a song, they are there to have a good time and you should be too!

 

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Baby Storytime: Welcoming Activities

Welcome to the first post in a new series I’m kicking off all about baby storytime! We get asked a lot about how we run a baby storytime, and my Baby Storytime Beginner’s Guide is still a great resource to check out. Two weeks ago, I switched to a new job where I get to do THREE BABYTIMES a week.  Cue excited dance! In this post I’ll talk about how I start a baby storytime. Future posts will include:

  • Favourite Fingerplays and Tickles
  • Favourite Lap Bounces
  • Favourite Dancing Songs
  • Favourite Books for Baby Storytime
  • Using Scarves and Egg Shakers with Babies
  • Using Felt Stories and Puppets with Babies
  • Using a Parachute with Babies

At my library, baby storytimes (lovingly referred to as babytimes) are advertised for ages 0 -18 months. Because babies vary so greatly in development, I often tell parents with super active 17-month-olds that they may enjoy a toddler or family storytime more.  The majority of the babies who attend can’t walk yet, and the focus is on helping caregivers develop a loving relationship with their child.

So what does the first 5-10 minutes of a babytime look like?  Here’s what I do:

1. Welcome Puppet Kisses

duckThis actually starts 5-10 minutes before babytime officially begins. It’s something I just started doing, but I’ve gotten such a great response that I’m definitely going to keep it up.  As caregivers and babies arrive and get settled, I personally greet them and give baby a kiss on the hand or cheek with my little duckie puppet.  If it’s one of my big babytimes with over 40 babies, then I reach as many as I can and catch the rest afterwards.  Why do I give welcome puppet kisses? It gives me a chance to learn each baby’s name. It makes me more approachable, and the babies seem to warm up to me sooner. It models play to the caregivers.  Last week one mom told me should would have never thought to use a puppet with her baby, but her baby laughed each time duckie kissed her and she was sold.

2. Opening Message for Caregivers

Though many of the caregivers who come to storytime are regulars, I try hard to include an opening message that welcomes new faces.  Just the basics – what we’ll be doing, why we do it, and any general rules.  I love Brooke’s introduction to babytime and have stolen some her wording.  Mine goes something like this:

“Welcome everyone to baby storytime! My name is Lindsey and I’m the children’s librarian at this branch.  I am so excited to see everyone! During babytime, we’re going to sing lots of songs and rhymes and read a book together.  This is a time for you and your baby to bond so please sing along with me and take this chance to play and cuddle with your baby. If your little one is having a rough day feel free to step out and come back if you can.  I promise I won’t be offended.  Before we sing our first song, let’s get to know each other first.”

3. Group Introductions

Unfortunately I have to cut this part out if the group gets too big just because it takes too much time. But if I have less than 15 babies, I have the caregivers go around and say their name, the baby’s name, and the age of the baby. If the group is really small, then I’ll also ask them to share something about their baby – a recent milestone, a like or dislike, etc.  Not only does this help solidify the baby’s name in my mind, it also helps create a sense of community for the caregivers. I often find them chatting after babytime about something someone mentioned during this part.

4. Welcoming Songs

Then we sing a few welcome and wake-up songs!  Here are my favourites:

This is a must-sing! We wake up our feet, hands, ears, and hair. I tell caregivers that this is a great song to sing in the morning when baby first wakes up or when they are changing their diaper.

Another one we do every single week.  My friend and co-worker Saara taught me this one and it is brilliant. Also works swell with toddlers!

For my smaller groups, I love singing this song and adding in each of the baby’s names.  You can sub in other actions for “clap” too such as bounce, jump, stomp, and hug.

An easy tune, lots of repetition, and another great song to teach caregivers for cranky baby mornings!

This last one is definitely more of a challenge, but it’s got such great sounds in it.  It works best if you sing it every single week and provide caregivers with the lyrics. If you’ve got a babytime group that’s ready for something new, this would be a great one to introduce.

So that’s how I start my baby storytime.  What do you do? Please let me know in the comments!

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Engaging Caregivers in Storytime

It is a common and challenging part of our job and it’s not going away anytime soon: engaging caregivers during storytime. While it got a mention at our Guerrilla Storytime at BCLA 2014 we thought it’s enough of a challenge to warrant its very own post. So here we go, our strategies for welcoming parents and caregivers to storytime and ensuring they stay involved all program long!

Build in Time to Connect

Allowing time for caregivers to meet and chat before and after the program is one of the most important elements of storytime. It helps families connect to and support each other. It also means that folks (like the kids) get their chatter out before your program begins, which is always a good thing. And then after the program if possible continue to make the storytime space available to families who wish to stay and hang out.

Another way to connect with caregivers is by having them introduce their little ones. We love this post on Storytime Underground about how and why it’s great to get to know all members of your storytime crowd, big and small! If you have a large group try having people turn to the family closest to them, say hello and introduce themselves before turning back to you.

Finally, storytime can be alienating for families who’s first language is not English and it sometimes results in tuning out behaviour from adults. We’ve found that learning a few words, a verse or a song in another language earns major smiles and engagement from parents (and grandparents!) who normally check out. So, we’ve sung their praises before but we cannot say enough about Burnaby Public Library’s Embracing Diversity Project. Check them out for videos of songs and rhymes in 15 different languages!

Choose Content Wisely

Which brings us to content! As children’s library people we’re experts at choosing songs and rhymes that are developmentally appropriate and fun for little ones, but sometimes it’s tough to select storytime material that invites caregivers in too. Here is a quick list of our favourites in three very important academic categories…

Another method to involve parents is to hand them a scarf, shakey egg or set of rhythm sticks. We’re serious! Manipulatives are a sure fire way to get kids excited and to encourage caregivers to model and help their child participate. While they can invoke a certain level of chaos (we talk about handing out and collecting items in this post) they provide a great opportunity to engage caregivers. For more ideas about using egg shakers, scarves and rhythm sticks feel free to head over to our posts to read more.

Be Honest

This may seem super obvious but rather than get frustrated with caregivers when they’re not taking part in storytime invite them in with clear language and reasons. While I love me some passive aggression it’s only fair to give the (reasonable!) adults who bring their little ones to storytime the benefit of the doubt. At the beginning remind them that storytime is a time for them to spend with their children and empower them to be their child’s best teacher. Half way through kindly draw their attention to what you’re doing and say “adults, I’ll need your help with this one!” and at the end thank them for being involved all storytime long. Might take a little practice but with a little asking and a little explaining why we do what we do you’ll have the parents on your side in no time!

As I adjust to a new branch and new storytime crowd I am reminded of how tough it can be to not only win caregivers over but to get and keep them singing. These are a few ideas and strategies which are currently working for me and I would love to hear what works at your storytime, please leave ideas and comments below!

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Canadian Libraries Spotlight: Oakville Public Library

In January we put a call out for Canadian Youth Services Library content, and we have been overjoyed at the response! This post is the fifth in our guest post series highlighting the amazing work being done in Canadian libraries to serve children and families. Join us as guest blogger this week Justine Gerroir, Teen Services Librarian at the Oakville Public Library talks about the Tablet Time program they developed in Oakville!

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The Oakville Public Library is located in Oakville, Ontario and is a suburban community situated west of Toronto with a population of just over 180, 000. Our current library mission is to build community by connecting people and ideas.The Tablet Time program at Oakville Public Library was first conducted in the Fall of 2013 after piloting tablet use in several of our preschool storytimes.

OPL Official Logo

Tablet Time is a free program for ages 3-5 years that lasts one hour. The first half of the program features a programmer demonstrating various apps and ebook apps to create a fully digital storytime. This program relies on a tablet that is hooked up to our mounted projector with speakers that are plugged in. After the programmer has demonstrated various apps the tablets are distributed to the participants from our bank of ten iPads and for the last half of the program participants are encouraged to explore the stories, rhymes, and activities that the programmer has just demonstrated.

The programmer’s responsibility once the tablets are distributed is to assist with the technology, answer any questions and support navigation through the various apps, databases, and ebooks explored. This aligns with our goal to provide physical access and hands on experience with technology. I should mention that we also meet this goal in our day-to-day service offerings as we make available leap pads and touch screen AWE stations for our young library members at all of our six branches.

Parent and caregiver involvement in early literacy has again and again been cited in relation to academic achievement, success as a reader and of course love of reading. It is our aim to support this in the digital realm. Tablet Time also lends itself to the concept of joint media engagement that supports families having fun, connecting and sharing new learning experiences with technology. During our Tablet Time program we also strive to model appropriate and balanced use of technology: when it is time to put down the device and how to be selective about using it. We know that not all households are going to have access to technology and have a parent/caregiver that can take the time to be a media mentor. As a facilitator of a program that incorporates technology, the main goal is to empower those attending your programs to make impactful decisions and decisions of intent with respect to media with their children. We ask those present to consider what is to be gained by using devices and apps. Is it for entertainment? For educational purposes? Practicing letters and fine motor skills? Caregivers are role models and will have to make informed decisions about best media practices and routines for their children.

Continue reading

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Tween Book Club Resources

Awhile back I wrote about the Tween Book Club I run at my branch and all the extension activities I’ve done with the kids.  I recently landed a new (PERMANENT FULL TIME!) job that has me switching my focus from middle years to early years, so unfortunately I won’t be in charge of a tween book club anymore.

But I did promise to write more about the resources I used to plan my tween book clubs.  I view this post as a living document, so please leave a comment if there is anything you think I should add.

tween

Websites and Blogs

Discussion and Activity Ideas

  • Skype Book Club by GreenBeanTeenQueen – call the author via Skype and let the kids ask him or her questions.
  • 10 Ideas to Get Your Book Club Talking About Books by Teen Services Underground
  • Grab some dice and play roll and retell.  Or make one of these Cootie Catcher Story Elements (Thank you, Angie for pointing me towards these!)
  • Book Resource Guides by the California Young Reader Medal – these include discussion questions, activities, read alikes, and more! Super, super useful.
  • Have the tweens write tweets and then share them with the author. I did this with Sage Blackwood, author of Jinx.  The kids spent a good 15 minutes of the meeting writing 140 word questions and feedback that I later tweeted to Sage (who replied to them all!). At our next meeting I shared what Sage wrote.

Icebreakers

What did I miss? Please leave a comment and I’ll add in your suggested resources!

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Canadian Libraries Spotlight: Pictou-Antigonish Regional Library

In January we put a call out for Canadian Youth Services Library content, and we have been overjoyed at the response! This post is the fourth in our guest post series highlighting the amazing work being done in Canadian libraries to serve children and families. Join us as guest blogger this week Kristel Fleuren-Hunter, Children’s Services Librarian at the Pictou-Antigonish Regional Library, writes about how they shook up their Summer Reading Club last year. Ideas and inspiration abound, let’s dive in!

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About me: I am the Children’s Services Librarian at Pictou-Antigonish Regional Library in Nova Scotia. I also manage the Antigonish Branch, which is known in our community as The People’s Place Library. Managing a busy branch takes a lot of my time so I don’t get to be as hands-on with children’s programs as I would like to be therefore I had lots of fun redesigning our summer reading club last year.

STREAM

In 2014 we decided that we needed to give our summer programs a big boost. Our numbers were dropping and it was getting harder to engage kids in our programs. Over the last few years, we had made some small changes to our summer reading program, including designing our own reading log and transitioning from numbers of books read to time read. But in 2014 we decided to try a new approach altogether. I must extend a big thank you to fellow Nova Scotia youth services librarian, the awesomely creative Angela Reynolds, whose ideas were a big influence on our new program.

Making slime!

Making slime!

Rather than focus just on reading, we decided to focus on learning through the concept of STREAM (Science, Technology, Reading, Experiences, Arts, and Math.) When children registered for the program, they received a SRC Logbook with different activities listed for each category as well as a place to keep track of their reading. Throughout the summer the children were encouraged to try the different activities, which they could then check off on their logbook. When the children had completed 15, 25, and 35 activities, they visited their local branch to enter a ballot to win prizes that are supplied courtesy of the Adopt-a-Library Literacy Program. The prizes are a good incentive for participation as well as an easy way for us to keep track of the numbers of activities that are being completed. In keeping with this, our library branches offered weekly programs that could count towards these activities. These activities included Hogwarts Hijinks, Slimy Science and Squishy Circuits, Minute to Win It, and more.

Ella Hunter gets to meet a caiman during a visit from Little Ray’s Reptile Zoo

Ella Hunter gets to meet a caiman during a visit from Little Ray’s Reptile Zoo

This program was not only fun but gave us the opportunity to work with other organizations. We encouraged kids to visit local museums and art galleries and we were able to work closely with the Community Access Program (C@P) on technology programs such as 3D printing, Makey Makey, LEGO Robotics, and more. Our branches are all C@P sites and, through C@P, three of these branches have 3D printers. Other items, like LEGO Mindstorm and Makey Makey kits, are shared among all of our branches. C@P also hires summer students to do programs so we encouraged our STREAM participants to take in some of the “cybercamps” that were offered for kids. Something else they could check off in their logbook!

Liam and Roslyn Smith try out the Makey Makey

Liam and Roslyn Smith try out the Makey Makey

Although some avid readers missed counting their books this new approach was a great way to encourage non-readers to visit the library. All in all, it was a big success and we hope to build on it this year.

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We’ll Link to That: Spring 2015

Every quarter we write a column for YAACING, a youth services newsletter published by the Young Adult and Children’s Services (YAACS) arm of the British Columbia Library Association.  This spring our column is all about STEAM resources, but make sure to check out the entire Spring 2015 issue! If you’d like to catch up on our past columns you can find them here:

Summer Reading Club is right around the corner and this year’s theme is Build it!  Many of the sub-themes have a connection to STEAM (science, technology, engineering, art, and math), so we thought we’d round up our Top 10 STEAM online resources. There is so much information online that sometimes it’s hard to know where to start.  Well, here are 10 websites that will get you inspired to plan STEAM programs for kids ages 0-12 years old.

1. The Show Me Librarian
There is a reason why we think you should start with Amy’s page. Dubbed the STEAM Queen, Amy has created lists of science and STEAM programs she’s done with preschool and school age kids, other folks who are running STEAM programs and resources to locate non-fiction books and brush up on your science. We also love her emphasis on tapping into STEAM resources in your community. Truly a one-stop shop!

2. Abby the Librarian
But please don’t stop there. Our friend Abby has a series called Preschool Lab in which she includes all the storytime gold we’re used to like songs, rhymes, flannels and books with explanations about what makes each of them great. But that’s not all, Abby also includes stations that allow her storytimers to get their hands around different scientific and mathematical concepts. She ends with her thoughts on how it all went as well as additional ideas for caregivers to build on the ideas explored at home.

3. SimplySTEM
This is a wiki started by students from Spring 2013 ALSC course “S.T.E.M. Programs Made Easy” as a way to collect STEM resources and ideas floating around the interwebs. Check out their preschool and school age resources for lots of great tried and true ideas.

4. Robot Test Kitchen
This group of children and teen librarians blog about their failures and successes when it comes to programming with robotics in a library setting. We love their true confessions for thoughtful writing and lots of links and their reviews for learning about products we’ve only read about. In their words, two robot thumbs up!

5. Library Makers
This blog, which is connected to the Madison Public Library includes all kinds of great STEAM program ideas in the WonderWorks series. But don’t stop there, we love their Supper Club where they invite families to come eat dinner and take part in an app-based storytime, Toddler Art Class plus Craft Lab and NeedleReads for Teens.

6. Science Sparks
Though not a librarian-run blog, this website is chalk full of fun and easy science experiments broken down into age groups. They’ve got ideas for preschool science all the way up to tweens. The writers make a point to showcase activities you can do using commonly found household items. We especially love their book club posts which feature science experiments tied to popular children’s literature like The Lorax.

7. TinkerLab
Run by a mom and arts educator named Rachelle Doorley, this blog features open-ended experiments and art projects. She has one of the most user-friendly navigation bars, allowing you to easily search by art activity, science experiment, or age group. And her Resources page lists everything from what supplies she buys to books to read to her favourite blogs.

8. Little eLit
One of our favourite technology programming websites that specifically focuses on the role of libraries. Want to know what apps to use in storytime? Want to get ideas for iPad based programs? Little eLit is leading the way on innovative ideas and research on using new media in libraries with young children.

9. StarNET
StarNET provides science-technology activities and resources for libraries. Created by a coalition of groups such as ALA, the Space Science Institute, and the Afterschool Alliance, when you join their community you get access to successful STEAM programs libraries across North America have run.

10.  ALSC Blog
We’ve been following the official blog of the Association for Library Service to Children for a long time, but we just recently discovered their STEM/STEAM Tag. This tag gives you access to their archive of all STEAM ideas bloggers have shared over the years. From booklists to conference sessions to grant writing to program ideas, just spending an afternoon reading through these posts is sure to inspire and educate.

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Community-Led Children’s Librarians

We’ve had some pretty powerful posts in the past which have touched on the idea of community-led library service and I wanted to kick off a series of posts which allow me to explore this philosophy in a little more depth. So here goes: an introduction to community-led work, Children’s Librarians style! A quick definition if you please:

Excerpt from Connecting the Dots: A Guidebook for Working with Community

Excerpt from Connecting the Dots: A Guidebook for Working with Community

The excerpt from above comes from a brilliant handbook written by some great folks at the Vancouver Public Library including one of our heroes Els Kushner. You can access this guidebook, plus a lengthier exploration of the Community-Led Service Planning Model developed out of the Working Together Project here. As you might have noticed here in Vancouver we are swimming in innovative folks and have also been lucky to learn from the cross-Canada work of John Pateman who we saw at a conference last year (here’s a similar version of his presentation) and Ken Williment who blogs at Social Justice Librarian.

I am also blessed to work in a large enough library system that I have a Community Librarian right at my branch. Not to mention she is a dear friend to both Lindsey and I and taught us both Boom Chicka Boom AND There Was a Crocodile. Let’s just say she’s our favourite! But I digress, working with (and watching!) Christie has taught me some simple principles which I now do my best to remember and practice as often as I can. Continue reading

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