YAACING Summer 2018
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Contents: MESSAGE FROM THE CHAIR MESSAGE FROM THE INCOMING CHAIR MESSAGE FROM THE EDITORS
7 PNLA - YRCA Winners! by Noreen Ma
8 Summer Reading Club Updates by Cynthia Ford
REVIEWS
12 YAACS Award Winner 2018 by Marianne Huang
29 Good Dog by Mandy Knutsen
13 Jbrary: We’ll Link to That!
STORYTIME
by Dana Horrocks & Lindsay Krabbenhoft
30 Lyrics and Finger-play Booklets to the Rescue!
15 Teens Only: Ready Player One Read Alikes
by Marianne Huang
by Amy Dawley
FEATURES
Call for Submissions
16 Prince George Public Library Queer Straight Alliance for Teens by Christopher Napp 18 Proud of our Pride Allianceby Alan Woo 19 Creative Bullet Journaling - A Teen Library Program by Michele Donald 22 Annotated Bibliography: The Importance of Digital Programming by Rayna Ross 24 Diversity in Children’s Literature: What does it mean and how do we support it? by Tracy Stremlaw 27 Understanding Teen Brain Development: Its Importance to Libraries by Eliot Robins
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MESSAGE FROM THE CHAIR What a fabulous year. Our focus has been to build on our successes and I wish to congratulate and thank everyone for their participation. Our Continuing Education crews offered workshops on the lower mainland and, new this year, on Vancouver Island, and the many participants extended their professional reach through skill development, new content and connections. Our YAACING newsletter continues to dazzle our desktop and fill our curious minds and creative boots as our readers engage through social media and seek answers through the listserv. Most recently, and as part of BCLC we came together in two notable ways. First, we held our second Youth Services Institute at Richmond Public Library. Featured speakers included Peggy Thomas from Toronto Public Library who shared the library’s Middle Years framework and Sally McBride and Marit Gilbert from UBC’s HELP who presented on MDI data to support library planning. The day was topped off with a round of Lighting Speakers highlighting experiential, ready-to-use information to support our everyday work. Secondly at BCLC, we celebrated individuals who stand out in our profession and presented the YAACS Award to Tess Prendergast. Congratulations Tess! I’m am so pleased to introduce and welcome Kate Longley as YAACS chair. Kate brings to the role unwavering dedication and a ton of ideas. An exciting year lies ahead. To everyone who organizes, participates, writes, reads, presents and engages in YAACS, thank you for your dedication and interest, and enriching the profession.
Sarah Harrison YAACS Past-Chair, BCLA sharrison@gvpl.ca
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MESSAGE FROM THE INCOMING CHAIR It is exciting to step into the role of YAACS Chair after a year of working with and learning from all of you, and a special thank you to the wonderful Sarah Harrison who has been my mentor this past year in my role as Vice Chair. It has been so inspiring to join many of you for a full day of learning at the YAACS Youth Services Institute 2018 BCLC pre-conference event. It will be a pleasure to meet and connect with more of you in the coming year. Knowing that these chances to connect are so vital to our work, I hope to continue this new tradition of gathering together at an annual YSI event. I would like to thank the departing members of the YAACS executive, including Dana Horrocks, now past, past chair, and Jenn Streckmann, our departing secretary. I would also like to extend a big welcome to new members including Julia McKnight who has now taken on the role of Vice Chair, leaving a spot open on the YAACING editorial team (wink, wink!). In the coming year the continuing and new members of the YAACS executive would like to hear your needs so we can bring you exciting and relevant professional development opportunities, facilitate opportunities for you to share your experiences through this very amazing YAACING newsletter, and keep you up to date and connected with each other via our social media and our email listserv. I would like to share an open invitation to you if you have considered becoming more involved in YAACS. I hope you will consider joining in our quarterly YAACS meetings, in person or virtually, so we can continue to build on our past success and serve the youth services community in BC.
Kate Longley YAACS Chair, BCLA klongley@cnv.org
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MESSAGE FROM THE EDITORS Welcome to the Summer 2018 issue of YAACING! Whether you work with babies, school-aged children, teens, or a bit of everything, we’ve hopefully got something for everyone in this jampacked issue. A big, big thank you to our talented colleagues from across the province who submitted their fantastic stories and articles - it’s because of you and your generosity that we can keep making such awesome newsletters! And as always, if you have an idea for an article or a piece you’d like to submit to a future issue of YAACING, get in touch at yaacing@gmail.com, we’d love to hear from you! Have a great summer, everyone!
Your editors,
Julia McKnight and Jane Whittingham
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PNLA YOUNG READER’S CHOICE AWARDS The 2018 PNLA Young Reader’s Choice Award Winners are: Ju n i o r D iv i s i o n ( G ra d e s 4 - 6 ) : Ro l l e r G i rl by V i c to r i a Ja m i e s o n M i d d l e D iv i s i o n ( G ra d e s 7 - 9 ) : Ma g n u s C h a s e : T h e Swo rd o f S u m m e r by R i c k R i o rd a n S e n i o r D iv i s i o n ( G ra d e s 1 0 - 1 2 ) : Re d Q u e e n by V i c to r i a Ave ya rd
The 2019 PNLA Young Reader’s Choice Awards Nominees JUNIOR DIVISION (GRADES 4-6) Dog Man by Dav Pilkey
SENIOR DIVISION (GRADES 10-12)
Girl Who Drank the Moon by Kelly Barnhill
The Female of the Species by Mindy McGinnis
It Ain’t so Awful Falafel by Firoozeh Dumas
Exit, Pursued by a Bear by E.K. Johnston
The Key to Extraordinary by Natalie Lloyd
We Are the Ants by Shaun David Hutchinson
Ms. Bixby’s Last Day by John David Anderson
Salt to the Sea by Ruta Sepetys
Pax by Sara Pennypacker
Three Dark Crowns by Kendare Blake
The Wild Robot by Peter Brown
Tales of the Peculiar by Ransom Riggs
The Inn Between by Marina Cohen
The Unbeatable Squirrel Beats Up the Marvel Universe by Ryan North
INTERMEDIATE DIVISION (GRADES 7-9)
Passenger by Alexandra Bracken
Booked by Kwame Alexander Heartless by Marissa Meyer Hidden Oracle by Rick Riordian The Skeleton Tree by Iain Lawrence Blackhearts by Nicole Castroman Replica by Lauren Oliver Rebel of the Sands by Alwyn Hamilton OCDaniel by Wesley King
Noreen Ma is a Branch Head at Vancouver Public Library and is the BC Representative for PNLA, YRCA.
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SUMMER READING CLUB UPDATES 1.Winner of the 2018 BC SRC Community Story Award Ardie Burnham of the Okanagan Regional Library We look forward to hearing your SRC stories! You may submit them anytime, directly to bcsrc@ bclibrary.ca with the subject line: BC SRC Community Story Award. Ardie is currently the Youth Services Librarian at the Salmon Arm Branch of the Okanagan Regional Library system (ORL). Prior to working for the ORL, she taught grade one at a private school and ran her own music studio. Ardie says she has the “best job in the world”! When she isn’t telling stories or carting her big gym bag (a.k.a her Mary Poppins bag!) to an outreach program, Ardie loves to be in motion. She can be found hiking, kayaking, biking, snowshoeing, water skiing, rock climbing, and walking around her hometown.
“SRC Sanctuary” Every summer, the youth in our community rush down to the library to sign up for Summer Reading Club. It thrills us that the parents and young people of Salmon Arm see the importance of reading over the summer and are excited to do it. This year, however, was particularly moving for us. Photo credit: PEA (Professional Employees Association) Each year, the BC Summer Reading Club presents the SRC Community Story Award to an individual whose story best demonstrates the impact of the SRC within their community. We received so many great stories this past year and our judges had a real challenge selecting just one! Ultimately, Ardie’s story was chosen because it contained a “great provincial perspective as well as demonstrating the overall role of the library in times of crisis.” We think you’ll agree!
We are all aware of the terrible wildfires that ravaged our province over the summer. Like many other communities in BC, Salmon Arm provided shelter for those who were displaced from their homes due to evacuation orders. In situations like this, a library becomes a safe place and almost a second home for those who have nowhere else to go. This summer, we also discovered that the province-wide summer reading program can provide much needed consistency for displaced children. In July, we had a family come into the library hoping to use it’s resources. We discovered they were one of the many families affected by raging
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fires near their town. They had to leave behind almost everything they owned in their rush to escape the fires. After helping the family set up an emergency library account with us, the staff then asked if the children would like to sign up for Summer Reading Club. One of the children looked at the reading record and said, “Mom! They have the same club as us! Am I allowed to get another reading record?” It turned out that these children had signed up for Summer Reading Club at their own library but left their reading record behind when forced to evacuate. We were so happy that we were able to provide the children with the Summer Reading Club materials they had to leave behind, and it warmed our hearts to know that even in the midst of chaos, these children were able to find something from home in our library.
In this world of Motion Commotion, there is room for every kind of movement — physical and mechanical, indoors and outdoors, alone and with friends, independently and with a little help! http://kidssrc.libraries.coop/materials/poster/
THE READING RECORD AND STICKER
2. Motion Commotion!
The cover of the 2018 Reading Record echoes the poster, inviting children and their families to join in the fun!
Filled with great colours, delightful humour,
and loads of action, this year’s fantastic artwork is by Jeff Solway (http://www.instagram.com/ jeffsolway). Drawing on his skills as a video game artist, Jeff has brought this year’s theme of movement to life in Motion Commotion! THE POSTER Skateboards, rollerblades, one-wheeled vehicles, jet propulsion... you name it, these cats are in motion! At the centre of all the commotion, is Leo, Director of Invention. With the help of his Co-Motion Manager “J”, he likes nothing more than to see one of the team’s inspirations take wing…or wheel!
Inside the reading record, weekly panels map out the creative process of Leo and Team MotionCommotion. They begin with an inspiration which they turn into a concept. From there, they draft a design and then build their prototype. Then it’s time for testing (and often a few failures!), until finally, success! On the back of each of the seven weekly panels there is room for kids to log their daily reading by recording titles, pages, or minutes read, or simply by colouring the bars or delightful icons. At the bottom of each of the seven weekly panels is room for a sticker. The sticker panel features seven cats in motion! OK, six cats in motion and one on a lunch break! ;)
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ACTIVITY CARD: POP-OUT CARDS Each card contains two characters ready to pop-out of the perforated card and join in the action! The strong black and white outlines make them perfect for colouring. They come with a handle and can easily be slipped through a perforated slot in the reading record, giving each child the opportunity to create a little Motion Commotion of their own! As always, Activity Cards may be used in any way that best suits your community — handed out to each child who participates, given out as prizes for programs or community events, or used as part of a self-directed program activity. http://kidssrc.libraries.coop/wp-content/ downloads/2018/materials/SRC2018-pop-out. pdf
(i.e. “Motion Commotion!”) We are once again delighted to tell you that the BC SRC Core Print materials will be available in English and French: poster (one side English; one side French) reading Record (English cover on one side; French cover on the other) bookmarks (both languages on bookmarks) As well, we have a thematic French booklist and French downloadable letters for parents, schools, media, etc. available from the website http://kidssrc.libraries.coop/ You’ll want to be sure to advise the French Immersion families and teachers in your community!
THE MANUAL Our amazing Co-Chairs Emily Olsen (TNRD) and Jennifer Lee (VPL), along with our fantastic team of Content Creators: Mehjabeen Ali and SPL, Anne Martin and VPL, Wiena Groenewold and FVRL, Susan McCowan and Meghan Ross and TNRD, and Tina Lee and BPL, Julie Carter and VIRL, have worked hard to put together 7 weeks worth of motion-commotion-filled fun. You’ll find the programs, activities, and booklists here or visit http://kidssrc.libraries.coop/ > Manual. We are so incredibly fortunate to have these skilled and generous people on our team!
We had a wonderful time at the BCLA Conference! As always, it was a delight to see
THE DOWNLOADS Lots of wonderful treasures for your own promotion await you here (http://kidssrc. libraries.coop/ > Downloads). You’ll find letters for schools and parents, images, icons, this year’s logo and font (“Rumble Brave Vintage”!), icons, report card stuffers in French and English… and more!
3. Encore Bonjour BC SRC! Thanks to the Ministry of Education, Libraries Branch, children and their families will be able to join in some “Le Tumulte En Mouvement!”
SRC @ BCLC!
familiar faces, to connect faces to emails, and to meet new friends! We had lots going on at the SRC booth (the “funnest booth”!) Thought you might enjoy seeing some of the goings-on… BC SRC Co-Chairs Emily Olsen (TNRD) and Jenn Lee (VPL) setting up the BC SRC booth at the BCLA Conference before the opening of the Tradeshow. You may notice that the posters are “crooked” — don’t worry, that’s on purpose! It’s
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a little “Motion Commotion”. :) Visitors to the BC SRC booth were invited to use their marbles and help us choose the 2020 BC SRC theme. The shortlist (thanks to all who contributed suggestions to the Google Brainstorm doc!) of possible 2020 themes includes: Mystery, Mythology, Space. Online voting will be available till June 18th. And Congratulations to FVRL’s Rachel Burke who won the draw for the Marble Run!
Our amazing 2018 artist, Jeff Solway, came by the booth to hang out and sign posters. I asked him to sign a few extra and will make those available as prizes this summer. ;) We were delighted to have the the 2018 BC SRC Community Story Award Winner, ORL’s Ardie Burnham on hand to say hi to visitors. At the Awards Lunch on Friday, May 11, as her last official duty, SRC Co-Chair, TNRD’s Emily Olsen read Ardie’s winning story aloud and presented her with the BC SRC Community Story Award. I don’t think there was a dry eye in the house! Read Ardie’s story online here. And please consider entering a story of your own! Deadline is December 31, 2018. The winner will attend the BCLA Conference as a guest of RBC. We would love to see you next year!
Cynthia Ford is the Provincial Coordinator of BC SRC Email bcsrc@bclibrary.ca Twitter @BC_SRC #BCSRC
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YAACS AWARD WINNER 2018 For those of you who did not attend the BCLA Conference, Tess Prendergast, children’s librarian at the Vancouver Public Library was the recipient of the 2018 YAACS award. Congratulations Tess! In her everyday role as a Children’s Librarian, she demonstrates a commitment to planning and delivering high-quality, high-impact services to children, teens, and their caregivers. Her particular focus on inclusive library services has led to the development and success of groundbreaking community-led programs such as “Parents’ Time Out”, “Bilingual ASL/English Storytime”, “Language Fun Storytime” and “Sensory Storytime”. Her dedication to building community partnerships has strengthened the library’s relationships with local speech language pathologists, the Developmental Disabilities Association, and Provincial Deaf and Hard of Hearing Services. Outside of VPL, Tess actively participates in professional associations and various award committees including serving on the ALSC Children & Libraries Editorial Advisory Committee and the 2016 Caldecott Committee. In addition to this long list of accolades, Tess has also committed herself to supporting the next generation of children’s library staff, both librarians and library technicians. She regularly mentors and trains new VPL staff, develops and delivers courses on children’s and youth library services at Langara College and UBC iSchool. She offers a blog on “Inclusive Early Literacy” and somehow, even finds the time to publish groundbreaking papers on inclusive library services. A wonderful source of inspiration, a fantastic mentor, and definitely an amazing colleague and friend to all who know her; some of her students, like myself, have been extremely lucky to find ourselves actually working with her and we cannot thank her enough.” If you would like to help decide next year’s award, please consider joining the YAACS award committee. The committee sends a heartfelt thank you to all those who promoted their colleagues by submitting an application.
2018 YAACS AWARD COMMITTEE Marianne Huang, chair Christina Neigel Laura Zaytsoff Sarah Tarcea Sheila Hammond-Tod
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Jbrary: We’ll Link to That! There are so many great Canadian books for kids coming out this year! We thought we’d take some time to share some of the titles we can’t wait to get our hands on. Red Sky at Night by Elly Mackay Mackay’s beautiful paper illustrations have stunned us before and this one looks to be a stunner too. A grandfather takes his grandchildren on a fishing trip that is filled with weather sayings. Sounds like the language will be beautiful too!
Good Night, Good Night by Dennis Lee Dennis Lee’s poetry is timeless and seeing its resurgence in board book format does our verse-loving hearts good! Pair Lee’s language with one of our favourite illustrators, Qin Leng, and this nighttime themed title is sure to be a gem.
Forest Baby by Laurie Elmquist; illustrated by Shantala Robinson This board book was made for B.C. families! Victoria, B.C. author Elmquist writes of a little one who hitches a ride in a backpack as they go on a hike through a forest. A great way to promote the outdoors.
Wallpaper by Thao Lam I think we’ve got ourselves a new Canadian wordless picture book superstar. Lam is back with another wordless adventure featuring a shy girl who peels back the wallpaper in her new house to reveal an imaginary land.
Rooster Summer by Robert Heidbreder Ok, ok another poetry book - but bear with us! Usually Heidbreder’s work is combined with goofier illustrations but the more sophisticated images by Madeline Kloepper give this book a more serious tone and wider appeal. The story is based on Heidbreder’s experiences growing up on a farm and all written in verse, making it a perfect way to introduce poetry to pre-readers. YAACING | Summer 2018 13
Ten Cents a Pound by Nhung N. Tran-Davies; illustrated by Josée Bisaillon The author came to Canada in 1979 as a refugee from Vietnam and it was this experience that informed this book. A mother urges her young daughter to leave their village to explore the greater world. This looks like a beautiful depiction of a mother-daughter relationship from an own voices author. Tinkle, Tinkle, Little Star by Chris Tougas Finally a gender neutral book on potty training! This one looks funny and it can be sung to the tune of the classic nursery rhyme. An oft-requested topic by parents, this one is sure to fly off the shelves.
Poetree by Caroline Pignat It’s not our fault there are so many poetry based picture books being published- so let’s just embrace it, ok? This gorgeous lifecycle book has many levels of word-play on each page that will engage the attention of independent readers, or keep pre-readers coming back for more. Rich verse about the lifecycle of a tree all beautifully illuminated by François Thisdale On My Swim by Kari-Lynn Winter Finding books for babies and toddlers can be challenging - when On My Walk came out it was a welcome storytime addition. Now, author KariLynn Winters and illustrator Christina Leist are continuing the series with On My Swim, On My Bike and On My Skis and we could not be more pleased! These books feature a nice mix of urban and wild environments all seen from a little one’s perspective plus a healthy dose of playful language. Swimming with Seals by Maggie de Vries If you’ve read anything by Maggie de Vries or heard her speak you know her work is thoughtful, imaginative and real. This book portrays a girl who does not live with her mother, but does get to spend time with her, which can be both happy and painful. Though Swimming with Seals deals with a difficult topic it is lovingly rendered, accessible for young readers, and accompanied by lucious watercolour illustrations. A perfect, quiet read.
What 2018 Canadian books for kids are you looking forward to? Give us a shout on Twitter at @Jbrary. Lindsey Krabbenhoft is a children’s librarian at Vancouver Public Library, who loves all things storytime. Dana Horrocks is the Director of a small public library in New Brunswick. Together they make up Jbrary which is a library of storytime resources for those of us working with children. Join us for songs, rhymes, fingerplays, and more at www.jbrary.com
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TEENS ONLY: READY PLAYER ONE READ ALIKES For the last few years now, the team on the Teen Services Committee at Vancouver Island Regional Library takes a good look at our YA collections and plumps up any gaps ahead of the busy summer reading season. Starting last year, we also put together a number of “If you like…” lists, featuring genre or read alike titles for the currently popular must-reads. One of the latest popular and teen friendly bookto-movie adaptations is Ernest Cline’s Ready Player One, which was released in Canada in March of this year. Although technically catalogued as an adult fiction title, Ready Player One is chalk full of fun gamer and geek-culture references any self-respecting movie and video game buff would recognize. For those who fancy a more immersive reading experience, it’s worth noting that the audiobook for Ready Player One is excellently narrated by Wil Wheaton. Adults and teens alike have flocked to theatres to take in Steven Spielberg’s adaptation of this muchloved book, and as your holds queue for it surges, here’s some suggestions of other titles your customers might read while they wait. Happy reading! • • • • • • • • • • • • • • • •
Anderson, M. T. Feed. Kostick, Conor. Epic. Brezenoff, Steve. Guy in real life. Lu, Marie. Warcross. Card, Orson Scott. Ender’s game. O’Malley, Bryan Lee. Scott Pilgrim graphic novel series. Dashner, James. The eye of minds. Ryan, Jeanne. Nerve. Doctorow, Cory. For the win. Segel, Jason. Otherworld. Doctorow, Cory. Little brother. Stokes, Paula. Vicarious. Durango, Julia. The leveller. Wang, Jen. In real life (graphic novel). Kincaid, S. J. Insignia. Wells, Dan. Bluescreen.
We’re hoping this read alike list gets a lot of reading this summer and fills the need for teens into everything geeky! Do you have any titles to add to this list? I’d love to hear them. Drop me a line any time at 250-247-7878 or at adawley@virl.bc.ca. I’d love to hear from you. Amy Dawley is the Customer Services Librarian II at the Gabriola Island Branch of the Vancouver Island Regional Library and serves as the Chair of VIRL’s Teen Services Committee. In 2013 Amy received the British Columbia Library Association’s Young Adult and Children’s Service Award in recognition of exceptional service to children and youth in British
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PRINCE GEORGE PUBLIC LIBRARY QUEER STRAIGHT ALLIANCE FOR TEENS The Prince George Public Library first formed the Gay Straight Alliance, later named the Queer Straight Alliance, or QSA, in 2013. It was one of the first of its kind to be introduced into a Canadian public library, let alone a small city library serving a population of just under 75,000. Since the Queer Straight Alliance’s creation, the program has seen massive growth and popularity amongst the youth of Prince George, with regular attendance numbers ranging between 10-15 patrons between the programs launch in 2013 until 2017. However, with dropping attendance numbers in the past year, coupled with the growing support and inclusion of LGBTQ youth within the local high schools via school-initiated QSA groups, we are now looking forward into the future of the library’s own QSA.
One of the most notable experiences I have had as the new teen librarian at the Prince George Public Library was during a QSA meeting. A teen was openly discussing with their friends that the library’s QSA was their sole outlet of expressing their own self. This experience was made all the more complicated by the fact that in order to gain permission to come to the library, the teen had told their parents it was a “group study session.” However, for this teen, the QSA offered them the chance to spend an hour and a half with other youth, talking about LGBTQ-related topics and normal everyday topics in a setting that came without stigma or judgement. It is with the hope of maintaining an inclusive and safe space, free of stigma and judgement for LGBTQ+ youth to attend that we are now looking forward into the future at the evolution of the Prince George Public Library’s QSA. During a recent QSA meeting, I invited one of the local high school QSA groups to our library’s own QSA meeting, where I was met with a vibrant and close-knit group of youth. When I asked the lead teacher of the QSA group whether these teens had known one another outside of the classroom beforehand, she stated that many of these students had met through the high school’s QSA group and had bonded over the course of the school year without any prior meetings.
We are viewing this shift in attendance as an opportunity to look at what the next evolutionary step is for the Queer Straight Alliance and how we, as the central library of a mid-size city, can help best serve the needs of LGBTQ youth and the community at large. The success of the PGPL’s Queer Straight Alliance has been based around the nature that it is one of the first public programs in the city of Prince George to ensure that youth of any sexual orientation have a safe space that they can come to and find inclusion within. The QSA provides teens with a space where they can be themselves without feeling parental or peer pressure to be someone else or to act differently. It also gives them the opportunity to meet other like minded youth who are going through the same experiences as themselves, and in turn, can share their experiences and advice on how to overcome future challenges.
It was after this meeting that I recognized that the solution to the issue of shrinking attendance numbers within our own QSA program was to turn towards the embedded Queer Straight Alliance clubs within the local high schools and shift the role of the library’s QSA from strictly in-house programming, to a mixture of in-house and outreach programming. In doing so, we will further strengthen YAACING | Summer 2018 16
community ties between the library and local high schools, while also ensuring that LGBTQ+ youth and their social and emotional well-being remain paramount. Since that collaborative QSA meeting in February, I have worked with others in the Youth Services department in drafting an outreach model for the Fall programming session wherein the QSA evolves to better serve the LGTBQ+ youth population and our fellow library community.
Alliance programming and look onward towards integrating ourselves within the high schools themselves. This will bring a change of means, growth, and positive enforcement for LGBTQ+ rights for youth through outreach programming and a one-on-one connection with LGBTQ+ youth in their own environment.
The first step will be to maintain the agenda of the Prince George Public Library’s QSA group in creating a safe and inclusive space for all youth to “read, learn, and discover,” while facilitating outreach programming through drop-in sessions within the local high school QSA groups. These drop-in sessions will include introducing new materials and programs offered by the PGPL to the youth, as well as bringing in quick programming activities such as board and video gaming sessions or book talks on LGBTQ+-oriented YA materials that can facilitate a fun and engaging lunch time period QSA session. In addition to drop-in sessions, the library will also host two to three QSA-only events per programming season, such as Nerf Tag or Karaoke Nights that would cater to the youth and provide a greater incentive to school groups that need to travel to the central branch downtown from further out as the events would be solely for them. I believe that in 2013, the Prince George Public Library and those who founded the QSA made a great leap forward for public and youth librarianship. It brought recognition and attention to the fact that LGBTQ+ youth in Prince George and across Canada were in need of social, inclusive, and safe spaces and that the public library could function as a middle ground for this kind of meeting to take place. However, with the passing of five years, and the continued growth of LGBTQ+ oriented education and support within British Columbian high schools through the SOGI 123 initiative, it is now time that we as Youth Librarians look towards the evolution of our Queer Straight YAACING | Summer 2018 17
Christopher Knapp is a teen librarian at the Prince George Public Library
Proud of our Pride Alliance Last summer, my colleague, Teen Services technician Anneka Homfeld and I decided to launch a new program at our branch in Surrey Libraries – a Pride Alliance for LGBTQ2+ youth and their allies. This was something we had both wanted to do for some time and finally found the inspiration to do so. Anneka had learned more about starting one up at the Youth Institute meeting before the BCLA conference last year and had come away feeling energized and full of ideas. I had both attended and ran an LGBTQ youth group in the past, so wanted to bring my experience to the library system and do a similar program, given the lack of resources for the LGBTQ2+ community in Surrey, specifically for youth. There are definitely Gay Straight Alliances in Surrey high schools, but school is not in session year round. We wanted to have a group that would be available to these teens all year long, where they could come and feel safe and meet other youth who were just like them. Naming the group was left up to the youth at the start of the program. The acronym GSA apparently stands for Gender and Sexuality Alliance nowadays, as opposed to the dated Gay Straight Alliance, one teen pointed out to me. We sifted through various names from Rainbow Club to Pride Group and finally ended up with the Pride Alliance. The teens also gave their input on activities they’d like to do. We have nametags for people to write their names on with their chosen pronouns. One teen went and covered up the Men and Women bathroom signs in our meeting room and replaced them with stickers that read simply, “Humans.” Since its inception, we have had a decent turnout each month. There were a few times when only 1 or 2 teens showed up, but mostly we have from 5 to 15 teens on average per month at the group. The main goal of the group is to provide a safe space for these youth to hang out. Sometimes we’ll have games out for everyone to play, a button making station (which they love), movie nights, and arts and crafts. Some of the crafts we’ve done include making plushie toys (rainbow unicorns!), friendship bracelets, and mini top hats and flower crowns that they can wear to the Pride Prom that’s held at a different Surrey high school each year. Watching the youth interact is what makes me feel proud of this program. They share stories of bullying, concerns about coming out to their parents, and have even asked each other out to attend the Pride Prom together. They also talk about the usual teen stuff such as their favourite anime characters, books they’re reading, school homework, music, etc. Recently, a group of them even went to watch the movie Love, Simon together. We now see these teens around the library outside of the Alliance meetings and they always say hi to us; one even introduced me to their dad! It’s very heartwarming to see these teens create a community together and be able to lean on one another for support and friendship. So, if you’re thinking about starting one up at your library, I say go for it. You never know who you will reach and how important it may be for them.
Alan Woo is an Information & Teen Services Librarian with Surrey Libraries, Guildford Branch. YAACING | Summer 2018 18
CREATIVE BULLET JOURNALING A TEEN LIBRARY PROGRAM If you look up the hashtag #bulletjournal on Instagram you fill find nearly two million posts displaying creative personal organization journals. In an era of iPhone apps this counter trend seems surprising. The appeal of the bullet journal is in its creative adaptability to each person. The idea of the bullet journal originated with a young man who, as a boy, had attention deficit disorder and had difficulty keeping track of the day-to-day details of his life. In the years since he shared his low-tech organizational tool on social media, the idea has taken hold with teens and young adults and has spread like wildfire. Ryder Carroll’s original bullet journal method was a very pared-down and practical task/list method, but it has since been adapted by millions of people, some of whom stick to the simplicity of the tool, and others who have given their creativity free reign. A typical teen goes to school, perhaps has a part-time job, may play a sport or is involved in other hobbies or pursuits, as well as spending time with friends and family. Mentally keeping track of all the details associated with these activities can be stressful. Using a personal management method on a consistent basis reduces anxiety, removes the mental clutter and creates space for the mind to focus, plus it is a great way to set and achieve goals. Filled with personal inspiration, the creative bullet journal is an engaging tool which entices its creator to reach for it by habit. The creative bullet journal is a tangible record of achievement - its user can look back at previous days, weeks and months and be reminded that their day to day efforts add up to significant accomplishments. The goal of the Creative Bullet Journaling program is to teach teens how to use this organizational tool to achieve all of these benefits. As teens prepare to finish their high school years and set off for university, many of them leaving home for the first time, there can be no better time to learn how to manage the details of their lives. A good time to conduct this program would be during the summer, before a new school year. The Creative Bullet Journaling program is designed to be a three-hour afternoon program in which participants will create their own personalized journal to take home with them. During the course of the program youtube videos on the SMART (specific, measurable, attainable, relevant, time-bound) concept of goal setting and an overview of the bullet journal method are viewed to provide the basic concepts. Based
on the examples provided, or from their own inspiration, each participant will set up the basic structure of their journals which will include calendars, goals, tasks, deadlines and appointments. There are infinite possibilities that the participants may want to include in their journals. Some examples are: • • • • • • • • • •
homework savings budget inspirations college curriculum book or film lists social media tracking mood list projects habit tracking
• travel journal As well as being an organizational tool, the creative bullet journal can also be used as a diary. Personal writing can be a useful tool to manage emotions and to record events.
Each participant will add personal flair into the creation of their own customized journal. For this purpose, the event planner should have on hand a variety of coloured pens, pencils and highlighters, stencils, stickers and washi tape. By the end of the afternoon the participants will have learned how to create a personalized organizational tool that will help them stay in control of their schedules, track progress on goals, and reduce anxiety, all while having fun and expressing their creativity.
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HERE ARE SOME EXAMPLES:
Homework
Reading Challenge List
Weekly Layouts College Program Course Curriculum
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Financial Track-
Specific Goal Plan-
Travel journal
Inspiration
Michelle Donald is an Information Technology Student at Langara.
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Annotated Bibliography: The Importance of Digital Programming Digital programming is becoming increasingly important in libraries, particularly for tech-savvy children and teens. This is an important topic in the field of children’s library services as we are now in an era where technology is changing and evolving faster than ever before. Children as young as eighteen months old can be seen playing with their caregiver’s smartphone or tablet, and having no difficulty in doing so. Digital technology can be a convenient tool for the busy caregivers of the 21 century, and it is for this reason that libraries must educate parents on the types of technology (apps/websites/e-books) that are appropriate for children. We can do this by delivering storytimes or programs in a digital format, while teaching caregivers how to use these tools to promote learning and literacy. We must embrace both the old and the new in order to keep up with the trends and provide relevant and informative services to children. The authors below share their experiences on how they incorporated digital technology into their libraries. st
children can create their own e-books) and Dot and Dash programmable robots by Wonder Workshop. Dot and Dash not only teach kids to code but the robots can then use audio to tell a story, which the children can create and then listen to as it comes to life. Throughout the article it is restated that the technology must be age appropriate, educational and engaging. The author summarizes that the level of engagement from students has skyrocketed and Fleming even received a standing ovation from her fifth-grade class.
All Hands on Tech: Exploring Technology in Kids Library Programming by Rachel Nard. In her article, Nard explores the role of incorporating digital aspects into children’s services. She wanted answers to questions such as the appropriateness of digital content, the amount of screen time children should be exposed to and the library’s role in presenting digital content to children. These questions led to the development of the Carnegie Library of Pittsburgh’s Children’s Technology Pilot. At the heart of the pilot was incorporating iPad Storytime in a Digital World: Making a Case technology. After consulting many resources such for Thinking outside the Book by Andrea Paganelli. as local librarians and educators, ALSC, NAEYC, School Librarian Laura Fleming noticed a dwinand the Fred Rogers Center for Early Learning and dling interest in the books she had carefully seChildren’s Media, CLP had determined what makes lected for her storytimes. In an effort to re-engage a quality app, what kind of technology matters in her students, she decided to try digital storytimes. children’s and teen’s services and which tablets There was a bit of a learning curve as she figured to start with. The CLP launched their pilot in six out what was good quality and what was age appro- CLP locations and with BLAST (Bringing Librarpriate. Fleming learned that some images (embed- ies and Schools Together). It was a huge success ded in URL’s) were too scary for younger children and led to all branches of the CLP having iPads but captivated the older fifth graders. The article for their children’s programming. CLP storytime suggests that educators should look for transmestaff member (unnamed) said “developmentally dia material with high quality narration, and that appropriate materials help to broaden [children’s] an embedded dictionary can be helpful for young interests and comprehension of new content. readers. The author of the article, Paganelli, then With each program, I create intentional learning goes on to explain the different types of technology goals… increased vocabulary, comprehension, and that can be used in storytimes and reading time. listening skills, by implementing technology into This includes augmented reality, e-books with dythe activities the children are able to practice these namic dialogue, Storyboard That (a website where skills and retain the information.” Since the pilot, YAACING | Summer 2018 22
library staff have received training on other technologies that can be incorporated into children’s programs. More information on the CLP’s guidelines can be found at https://www.carnegielibrary. org/kids-teens/parents-and-educators/technology-for-kids. Here to Stay: Mobile Technology and Young Children in the Library by Amy Graves. Research on the long-term of effects of interactive media are difficult to find. This is because research becomes outdated quickly due to fast-paced evolution of technology. What has been decided is that there are distinctions between the types of media children are exposed to – interactive and non-interactive media and that the guidelines must reflect each type. The little research that exists on interactive media has concluded that it is likely beneficial and not harmful for children. It is beneficial especially when “joint engagement” is used. When a caregiver and child engage in media together there is a learning experience that can result. It also results in a family coming together to participate with each other and bond. There is some apprehension about too much screen time at home being exacerbated by even more screen time in libraries. What needs to be considered is the fact that not all children have access to interactive media at home. The library can provide this access for those who may be in lower-income communities or households. The library can also provide advice on which apps are best for young children. With hundreds of options and educational apps that may not actually be educational, library staff are needed to help caregivers wade through the options. Opening a conversation with concerned parents about apps can lead to other conversations where library staff have the expertise to offer guidance – such as screen time and joint engagement. Encouraging parents to participate in screen time conversations with their children, just as they would converse about a book, is a great way to model good screen time use.
munity members that contribute to our society. Our job in providing literacy tools for parents and caregivers have far reaching effects beyond preparing children for school. We can foster a love of literacy and provide a wealth of resources to parents so they can continue to grow this love from home. Digital literacy is the way of our future. We have successfully transitioned from stone, to papyrus, to paper, to personal devices. When the next mode of information display arises, we will find a way to successfully incorporate that technology as well. ------------------------------------------------------------------Works Cited Graves, Amy. “Here to Stay: Mobile Technology and Young Children in the Library.” Children and Libraries (2012): 52-54. Web. 10 Apr. 2017. <https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwiIzorX7eTaAhVV3mMKHXAFAZIQFggpMAA&url=https%3A%2F%2Fjournals.ala. org%2Fcal%2Farticle%2Fdownload%2F77%2F52&usg=AOvVaw2BIndzAIBd_6yOvd9Q2OoX > (Links to direct download) Nard, Rachel . “All Hands on Tech: Exploring Technology in Kids Library Programming.” Library as Incubator Project. Library as Incubator Project, 13 Oct. 2015. Web. 03 Apr. 2017. < https://www.carnegielibrary.org/all-hands-on-techexploring-technology-in-kids-library-programming >. Paganelli, Andrea. “Storytime in a Digital World: Making a Case for Thinking outside the Book.” Knowledge Quest, vol. 44, no. 3, 01 Jan. 2016, pp. 8-17. < https://files.eric.ed.gov/fulltext/EJ1087656.pdf >
The way we offer children’s programming will continually change but our goal will always remain the same. Libraries will always strive to provide the best materials, resources and tools to aid in the education of children. These efforts help Rayna Ross is a Library Technician at Vancouver Public Library children grow into the responsible adults and comYAACING | Summer 2018 23
DIVERSITY IN CHILDREN’S LITERATURE: WHAT DOES IT MEAN AND HOW DO WE SUPPORT IT? Part two of a four-part series.
Background
Last issue we discussed the importance of “firsts” in Children’s literature and how these “firsts”, often championed by librarians, are key to breaking down stereotypes and social barriers in the library world.
There is a pre-existing agreeance among scholars on the importance of representing a culture authentically. Children need to see themselves with in a book and they also need to affirm other cultures in a positive way too. There is a general disagreeance on how to “define” cultural authenticity.
This time we take a look at the subject of “Authenticity in Children’s’ Picture Books”. How important is it to be accurate when portraying a culture? When does accuracy become a stereotype and is there a difference? How do we make a shift towards diversity in our own libraries or continue to embrace it? How do we discourage stereotypes and create room for children to re-imagine their own circumstances and futures. Resource Review #2 Evaluation of Cultural Authenticity in Multicultural Picture Books: A Collaborative Analysis for Diversity Education. (Yoo-Lee, Fowler and Adkins) Summary Authenticity in children’s literature is a highly-debated topic by all parties involved in the creation of children’s books - authors, publisher’s teachers and scholars. This topic is receiving more attention due to the increasing mix of ethnicities in countries around the world (specifically America).
From all three cultures, varying sets of criteria have been set forth from different scholars in terms of what ideally, makes a story culturally authentic. Things like accurate illustrations, absence of stereotypes and parodied speech, accurate cultural and historic information were mentioned as important, as were accurate portrayals of skin tones. But the absence of stereotypes is simply not enough to be culturally authentic. There is a need for proactive roles of the characters presenting a positive image and one group set forth the idea that a full spectrum of life and society within a particular culture should be represented in a book so as not to make any false or trite assumptions about a particular group. Some have mentioned that cultural authenticity is simply undefinable and that one would “know it when they see it.” It is noted from a previous study by Smith-D’Arezzo and Musgrove in 2001, that a person’s cultural background directly affects the way in which they perceive a book, and therefore recommended that a book be reviewed by colleagues and children from various ethnic backgrounds.
The authors of the study set out to examine cultural authenticity within 15 children’s multi-cultural picture books for each of three ethnic groups: Asian Americans, Hispanic Americans and African Method: Americans. Books were systematically evaluated on 45 books, 15 from each of the three cultures, pubbasis of plot, characters, stereotypes, settings and lished between 2000 and 2009. All books were cultural authenticity. The results of the analysis currently available at public libraries. were colour coded for easy reference. The results were then validated by a team of three reviewers. The goal of the study is to set forth a new direction Selection Tools: for diversity education for children. YAACING | Summer 2018 24
NoveList, an electronic readers’ advisory database as well as CCBC Choices librarian recommendations, were used to select the books in each category. Each book was screened using both selection tools to ensure popularity of the title, and then the final selections were held against a quality control consultation to ensure quality. The volunteer Criteria (coders): Volunteers for the study were people with a genuine interest in library studies. One female and one male within each culture were chosen for the job of “coding” Round One: Using a coding scheme, volunteers rated the books on title, description of major character, description of minor character, setting and any stereotypical themes and authentic or inauthentic elements. Round Two: Three new reviewers inside each culture are now chosen to analyse the books in depth. Open-coding was used to compare the results from round one with the perceptions of the reviewers in round two. Overview of the books selected: •
•
•
•
Most characters were school aged Most Asian and Hispanic settings were contemporary African American stories were set mostly in urban neighborhoods or at cultural events Most books for all cul-
•
tures reported that the books portrayed the culture authentically but held onto some negative stereotypes (See below)
•
Adopted
•
High-achievers, with strong influence of parent
•
Competitive
Positive aspects of family and tradition, resilience was illustrated
•
Chinese patterns, colours
•
Use of red
•
Slanted eyes, straight black hair
•
Incorrect use of Spanish was prevalent
•
Negative aspects of all cultures included depictions of single-family homes
Hispanic American •
Poor
•
Broken families and large extended families in one house
•
Chicago “lowriders”
•
Drive cars that break down
RESULTS Stereotypes noted by Culture African American •
Church as basis of community
•
Congregate in large noisy groups
•
Use of slang and improper grammar
•
Loud yelling when speaking English
•
Adoptive parenting
•
•
Poor, criminal
Racism during historical time depicted
•
Dysfunctional families
•
Beans and tortillas
•
Uneducated
•
Sleeveless clothes
•
Kinky curly hair
•
Bandanas
•
Gold chains
•
Virgin Mary
•
Baggy pants
•
Angels
•
Poor, ghetto look
Asian American •
Described as “hard-working”
Cultural Authenticity by Culture African Americans •
Value of education
•
Single family homes
•
Traditional male/female roles
•
Respect, reverence for elders
•
Different shades of African people
•
Grocery store, restaurant owner
•
Perseverance and resilience
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•
Helped each other escape from slavery
•
Importance of family
•
Sensitive issues accurately portrayed
•
Grandfather’s role
•
How to face racism
Asian Americans •
Hard-working
•
Cultural conflicts between generations
•
Accurate portrayals of cultural events
•
Well-depicted relationships between mother and child (respectful)
•
Accurate portrayal of historic times
•
Language barriers and conflicts
•
Kimonos, patterns, colours with a mix of Chinese and American patterns and styles
•
Accurate Chinese water colour painting
Hispanic Americans •
Described as encouraging, hopeful
•
Good use of Spanish noted
•
Good family relationships noted
•
Extended families
•
Lots of sharing, helping each other
•
Big loving family
•
Use of bilingual text
•
Simple, not too bright
•
Brown-coloured face
CONCLUSION The books in the study were considered authentic and contained accurate depictions of each culture. No use of derogatory language was noted and no improper English was used. It was the opinion of the coders in this study however that, it is the small, subtle inaccuracies that perpetuate stereotypes, such as the ones as mentioned above. These often appear to be unavoidable as do the exaggeration of some cultural features of characters and of cultural settings within illustrations. Concurrently, some of these stereotypical features were deemed to also be authentic by the coders in this study. The reviewers made the connection that, although a story may be authentic culturally with a positive message, if negative stereotypes are permitted to sneak in, they may over shadow the positive message. It was also agreed upon that only a person who belongs to any certain culture can ascertain if the depiction of that culture is accurate. THOUGHTS It is clear this is difficult terrain and there are no certain, easy answers. While this study proves that most, recently published children’s picture books, will not be offensive nor rely heavily on negative stereotypes, this is not enough to consider a collection culturally sensitive and authentic. There is more work to be done. To further complicate YAACING | Summer 2018 26
matters, the very stereotypes that pigeonhole or trivialize a culture are deemed authentic portrayals by many of the people in a culture. As a library professional, it is important to consider what small (or big) ways we can support authenticity in children’s literature. Choosing and reading books to children that support non-traditional (stereotypical) roles for cultures and ethnicities would be a start. Bigger steps would be encouraging publishers and authors to push boundaries and explore completely new ways we can see people from other cultures. By shaking things up and forgoing the expected settings, characters and circumstances of an African American (or Canadian), Hispanic, Asian or any of the other hundreds of cultures that are under represented on book shelves in our libraries, we release the need to rely on stereotypes and then we can start the work of erasing them. ------------------------------------Bibliography Yoo-Lee, EunYoung, et al. “Evaluating Clutural Diversity in Multicultural Picture Book: A collaborative Analysis for Diversity Education.” Library Quarterly 84.3 (2014): 324-347.
Tracy Stremlaw is a Library and Information Technology student at Langara College.
Understanding Teen Brain Development: Its Importance to Libraries A good understanding of teen brain development is essential if libraries want to effectively cater to teens – so essential that the International Federation of Library Associations and Institutions (IFLA) alluded to it in their 2008 Guidelines for Library Services for Young Adults. Their fourth guideline encourages library staff to be “knowledgeable about adolescent development” (IFLA, 3). This applies not only to library professionals, but professionals across the board, says Health Scientist Linda Chamberlain. “Every youth-serving professional should have a basic understanding of teen brain development.” Many people find their teen years difficult and the upheavals experienced during these years are well documented. These upheavals are due in part to extensive changes in the brain. As Dr. Jay Giedd says in the PBS Frontline documentary Inside the Teen Brain, “In many ways, it’s the most tumultuous time of brain development since coming out of the womb” (00:30 – 00:35). For years, the general theory was that our brains were, for the most part, completely developed by the age of 10. Now neuroscientists know that isn’t the case. Cognitive neuroscientists Sarah-Jayne Blakemore echoes this idea in her TED Talk, The Mysterious Working of the Adolescent Brain. “The brain continues to grow right throughout adolescence and into the 20’s and 30’s” (12:49 – 12:44). For example, neurologist Francis Jensen notes that nerves that connect the frontal lobe to other parts of the brain with myelin (a white substance that insulates nerve fibres) haven’t fully developed yet (qtd. in Knox). When neuroscientists look at teen brain development, the most common areas of research include the prefrontal cortex, the concept of pruning, the inability to accurately read adult emotions, and changes to sleep patterns.
The prefrontal cortex is a region of the brain that undergoes radical change during teen years. This region is involved in planning and serves to inhibit behaviors and prevent risk taking (Blakemore, 12:00 – 11:53). “Teens lack a mature frontal cortex to suppress those “just do it” impulses or to fully consider the consequences of their actions. Chemical changes occurring in the teen brain are also likely contributors” (Chamberlain). The teenage brain engages extensively in an activity known as pruning. Like a tree overridden with branches that need to be pruned, the teen brain undergoes its own pruning process, doing away with unused synapses. “Synapses that are being used are strengthened, and synapses that aren’t being used in that particular environment are pruned away” (Blakemore, 10:34 – 10:27). Some scientists refer to this as the ‘use it or lose it’ principle, whereby activities and skills practiced during teen years are hardwired into the brain for life. Therefore, what a teen does – or doesn’t do – during these years is of upmost importance to brain development (Giedd, 14:10 – 14:29). While the intellectual abilities of teens can rival that of adults, their emotional abilities aren’t as fully developed. Teens tend to be ineffective in reading adult emotions, often performing poorly on tests involving interpreting facial expressions (Yurgelun-Todd, Inside the Teenage Brain, 26:26 – 26:46). “Changes in the teen brain slow teens’ ability to identify emotions – their own and those of others. Teens frequently misinterpret other people’s emotions. Often they confuse anger with sadness or concern” (Chamberlain). This is likely because a set of neurons called amygdala, which are in an area of the brain which process emotions, are not fully developed. Adults may feel groggy and notice that cognitive functions are slower when they don’t get enough
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sleep, but for teens the impact is even more severe – lack of sleep can be detrimental to their brain development. According to Chamberlain, “The brain chemicals that induce sleep also help build brain connections. Due to changes occurring in the sleep center of the teen brain, teens need more sleep than adults – approximately 9½ hours a night.” However, most teens don’t get enough sleep and are building sleep debts that are negatively impacting their body’s Circadian clocks (Dr. Mary Carskadon, Inside the Teen Brain, 33:58 – 35:10).
Another issue for libraries to consider is that research shows that when teens are given too many things to do, too many tasks, that they may not respond well. “When interacting with teens, communicate one task at a time and help identify priorities. Don’t overwhelm teens with too many decisions at once” (Chamberlain). Creating effective and welcoming spaces for teens benefits not only the teens themselves, but libraries as well. An increase in the number of teens that use the library will coincide with an increase in community engagement, and teens Catering to teens in libraries who enjoy the programs offered are likely to tell their friends about them. This can only help to The Young Adult Library Services Association (YALSA) National Teen Space Guidelines is a report drive up circulation and library usage stats, which, ultimately, are the numbers that municipalities designed with the developing teen brain in mind. and other governing bodies want to see come The guidelines recognize that teens, more than budget time. adults, know the kinds of programs and activities they’ll enjoy, and accordingly, their first guideline is that libraries use and incorporate teen feedback. Bibliography Second is to create spaces that foster social, emotional and intellectual development (YALSA, Blakemore, Sarah-Jayne. “The Mysterious working of the adolescent 4). Other guidelines include offering a wide variety brain” TED: Ideas worth spreading June 2012. https://www.ted.com/ talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adof non-book and special collection materials, olescent_brain creating a welcoming environment, and using Chamberlain, Linda Burgess. “The Amazing Teen Brain: What Every furniture that is flexible and movable rather than Child Advocate Needs to Know.” Child Law Practice, vol. 28, no. 2, stationary. Apr. 2009, pp. 17-24. https://www.americanbar.org/content/dam/ While libraries are typically calm environments, aba/administrative/child_law/clp/artcollections/juvjust/teenbrain. authcheckdam.pdf libraries can still take steps to address the teen need for novelty and excitement. This can be done Evans, Allyson. “How Understanding Teen Brain Development Can Help Improve YA Reference Services.” Young Adult Library Serby providing teens with challenging programs and vices, vol. 12, no. 3, Spring2014, pp. 12-14. http://yalsdigital.ala. org/i/298959-vol-12-no-3-spring-2014 activities. According to Teen Services 101 author Megan Fink, teens need to be challenged and Fink, Megan. Teen Services 101: A Practical Guide for Library Staff. intrigued by library activities and programming American Library Association, 2015. that encourages collaboration with adult mentors “Guidelines for Library Services for Young Adults.” International and peers to be creative (15) “By providing Federation of Library Associations and Institutions IFLA Professionresources and age-appropriate programs designed al Report, no.107, 2008. with the teenage brain in mind, library staff can the Teenage Brain | Frontline | PBS. PBS. January 2002. help ensure that the library experience is a positive Inside Season 20, Episode 11. www.pbs.org/wgbh/frontline/film/inside-theone for everyone” (Fink, 14). teenage-brain Former Young Adult Reference Services Knox, Richard. “The Teen Brain: It’s Just Not Grown Up Yet.” Committee Chair Allyson Evans suggests that NPR. March 2010. library staff treat teens as non-judgmentally as www.npr.org/templates/story/story.php?storyId=124119468 possible, and exercise sensitivity regarding their attimes precarious moods. “One result of the way the YSALA. “Teen Space Guidelines.” American Library Association. www.ala.org/yalsa/guidelines/teenspaces. 2012. teen brain works is that teens often feel insecure, judging neutral or ambiguous behaviors in others to be negative and threatening” (Evans, 12). YAACING | Summer 2018 28
Good Dog, by Dan Gemeinhart Good dog, Brodie, wakes up in the”after place”, the place after Earth and before moving on to Heaven, the place all good dogs go. Befriended by wild and energetic bulldog, Tuck, Brodie’s initial fear and confusion subside and he adjusts to this doggy paradise of endless eating and running. But soon his memories of his life before start to return, and a dark memory looms, imploring Brodie to returnto Earth to find and save his boy, Aiden, from an imminent and violent danger. Tuck joins Brodie in taking the big leap back to Earth as spirits. Brodie and Tuck quickly realize their vulnerable situation, as interacting with the real world comes with a price. Terrifying Hell Hounds stalk them, trying to steal their already fading souls. With Tuck’s help and a fellow spirit, a feisty cat named Patsy, Brodie must hurry to reunite with and save Aiden. Gemeinhart sets a suspenseful tone using first person narration and a blend of literary devices while utilizing punctuation and sentence fragments to emphasis poignant and key scenes; at times the use of repetitive language is tiresome. Following a non-linear plot, Gemeinhart’s use of italics creates a clear picture of the framed exposition, setting a pattern of away, and back. Hooking the reader from the first sentence, Gemeinhart incorporates a balance of fast moving action scenes as Brodie and friends evade Hell Hounds, and Brodie’s emotional inner monologue as he struggles with feelings of guilt for abandoning Aiden and his urgency to go back.
the story (Aiden’s father and the Hellhounds) fall flat in the trope of being evil for evil’s sake. While the denouement may be too neat and lacking for older readers after an intense climax, others will find Brodie’s peaceful parting satisfying. Good Dog may not be as heart wrenching as Gemeinhart’s other novel about change, loss, and a dog’s loyalty, Honest Truth, but this moving and suspenseful story will still capture middle grade readers with a soft spot for canine friends who are looking for a bit of adventure and. Recommended age: Grade 4-6. Give to reader’s that loved: •
Shiloh by Phyllis Reynolds Naylor
•
When friendship followed me home by Paul Griffin
•
How to Steal a Dog by Barbara O’Connor
Through the use of Brodie’s returning memories, readers gain a gradual understanding of his motivations and the violence that threatens Aiden in the form of his alcoholic and physically abusive father. Depictions of animal and child abuse are non-graphic but emotionally difficult; Aiden’s father in a drunken rage strikes Aiden with enough force that Aiden falls; readers later learn he is the cause of Brodie’s passing and arrival in the after place. Brodie and most secondary characters are well developed and established early on with distinct, if sometimes cliché, personalities, but the villains of
Mandy Knutsen is a Library Technician with West Point Grey Academy
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Lyrics and Finger-play Booklets to the Rescue! Do you have newcomer families or groups who are unfamiliar with the songs and rhymes you use during storytimes? Sometimes, the song is too new or the language barrier too pronounced for the parents or caregivers to master after one or two storytimes. These booklets with lyrics and finger-plays were created with the idea of offering adults a point of reference when they get home and their child asks them to repeat a song or finger-play from storytime. Mimicking a picture book; the large text, full lyrics, pictures, and fun colours are all done with the aim to help guide the adult and the child as they recreate storytime at home. I often have a few propped on a table or on the mat in the Children’s area just before storytime to give the adults and/or children time to flip through them as they settle in for storytime. I will also have a few in my storytime arsenal to give out at the end as I give out stamps to the kids. The kids are so excited to have a booklet for free and I’ve been given feedback from a few adults that it has been helpful to ‘review’ the songs before coming to storytime the next time around so that they can sing to and with their children.
Marianne Huang is a Library Technician at Vancouver Public Library
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CALL FOR SUBMISSIONS YAACING is published four times per year and is always looking for submissions that might interest children’s and teen specialists in BC libraries. We accept articles, program descriptions and ideas, conference reports, and much more. If you would like to write a regular column, send us a brief pitch. Submissions should be no more than 1500 words, sent in an editable format (not PDF). Please include a byline with your job title and workplace, or for students: your school, program and class information, if applicable. YAACING invites your contributions to our Reviews and Felt Story sections: Reviews: Please send us reviews of books, blogs, websites, or other resources. Submissions should be no more than 300 words. Longer reviews may be considered for publication as featured articles. Felt Stories: Share your creativity! YAACING is looking for felt story patterns. Submissions should include a printable pattern, photograph of the finished product, and related rhyme or note about the origin of the story. The deadline for the Fall 2018 issue of YAACING is August 1. Please email your submissions to the editors at YAACING@gmail.com YAACING | Summer 2018 31