Community-Curated Collection through Student Empowerment

Smit, Elizabeth

Heisserer-Miller, R. & McAlister, L.R. (2023). New horizons for academic library collection 
development: Creating a community curated collection through student empowerment. Journal of Library Outreach & Engagement, 3(2023), 119-135.

Summary:

Librarians at Southeast Missouri State University started two programs to get more patron input into collection development. The first let students nominate and then vote on which section of the library should get a special $3,000 budget. The second created a grant program for student groups to suggest materials needed by the library. Items purchased through the first program saw a jump in usage while items purchased through the second program saw lower than average usage. In both cases, the researchers were pleased with the student engagement with the programs and the relationships built between the library and the affinity groups on campus. One grant turned into an on-going project and a new special collection in the library.

Opinion:

While I don't think the results of this study are particularly exciting, encouraging patrons to take ownership over portions of the collection sounds like a great way to improve circulation and engagement. The programs here might not translate directly to your library or budget but they're a good jumping off point. And, the researchers' enthusiasm for the programs is catching! I know my students would love to pick books, but I often worry that they'll choose books that are trendy now & then they'll will be forgotten before they even arrive. Sometimes we take book suggestions but I would love to have students vote for which section of the library needs a tune-up next year. Our library doesn't receive enough money to give grants to student groups but it would be nice to include other areas than English, Science & Social Studies in our purchasing decisions.

Creating a Culture of Readers through Collection Development and Outreach

Peterman, Rhian 

Prince, J., & Boff C. (2020). Creating a Culture of Readers through Collection Development and Outreach, Collection Management, https://doi.org/10.1080/01462679.2020.1859423

This article provides a case study of three separate events at the Bowling Green State University to align curricular reading with collection development and services. Additionally, the article provides a glimpse into the impact successful collection development decisions can have on building cross-campus communities around a library’s collection. Additionally, the authors advocate for proactively aligned outreach efforts that showcase the collection development efforts of the institution.   

Furthermore, this article is particularly interesting when noting the importance of collaboration with faculty and educators regarding collection choices, outreach efforts, and circulation use. Through dedicated programming and events, the collection choices can be showcased while providing needed proofs of positive impact for future budget decisions. 

A Guide to Starting an ESports Program in your Public Library

Koster, A., & Haines, C. (2020). Esports, a guide for public libraries. Webjunction. https://www.webjunction.org/content/dam/WebJunction/Documents/webJunction/2020-08/EsportsGuidePublicLibraries.pdf

Summary:

This guide, created by two MLIS students, outlines in detail the Pottsboro Public Library’s successful Esports program, a term that refers to video games played competitively by scholastic, club, and professional teams.  Funding for 10 gaming computers, as well as a part-time project manager to supervise team business, came from an IMLS grant.  The library worked collaboratively with the local high school, a nearby college (whose Esports club members acted as mentors), and the North America Scholastic Esports Federation (NASEF). Important factors are covered such as technical requirements, how to record and share game footage, as well as privacy considerations. A glossary of terms for video game dummies (like myself) is included, along with suggested games for Esports, and numerous reading resources to educate oneself about the connection between gaming and literacy.

Evaluation:

For anyone knowledgeable about gaming, this provides a clear guide to creating a successful Esports program. Those less “techie” will need to share this information with someone who has more experience and can guide them in their endeavor. I appreciated that this guide also included suggestions for simpler ways that libraries can include gaming as part of their outreach to youth, since not every library will have the resources for such an involved program.  Unfortunately, no ideas were given on how to run such a program virtually during this time of covid closures, but libraries can be planning ahead for the time, hopefully in the near future, when library doors will be open and people of all ages will be eager for social interaction.

Overcoming the Obstacle Course: Teenage Boys and Reading

Overcoming the Obstacle Course: Teenage Boys and Reading

Jones, P., & Fiorelli, D. C. (2003). Overcoming the Obstacle Course: Teenage Boys and Reading. Teacher Librarian, 30(3), 9.

This article addresses the difficulty of reading among teenage boys in the U.S. Jones and Fiorelli summarize the current research that explains the reading and non-reading habits of boys. In it, they list suggestions about the following topics:

• What boys see as obstacles

• What the teacher-librarian can do

• Building a guy-friendly collection 

• Twenty great fiction books for grade 7 boys

• And a collection of success stories from teacher-librarians. 

• They also provide references to 30 sources where we can delve deeper into this topic. 

Evaluation: The issue of boys not reading is one that has been troubling me and should be one that all secondary teacher librarians should be addressing. This resource provides valuable information that can kickstart a librarian's effort to increase readership of adolescent boys. This allows us to take immediate action.

Almost Adult, with Autism

Bishop, Andrew

Okyle, C. (2015). Almost Adult, with Autism.  School Library Journal 61(11).  46-49.

The author outlines and examines development of library  programming for older autistic children and autistic young adults who have aged or upskilled out of programs for young autistic children but still need specialized support.  The programs focus on social skills and community integration in preparation for these children aging out of their school and government support programs. The author also discusses the benefits the library environment can have for autistic individuals, and the costs associated with running such support programs.

Evaluation

My first reaction: Yep, I still hate it when allistics talk about autism.  The author says that autistic people may not come to the library because it is an unfamiliar space or due to past negative interactions, but fails to examine why those factors might make an autistic person avoid the library more than they would for an allistic person.  Anxiety about being in a new place is certainly a factor, but a considerable part of autistic anxiety stems from sensory processing difficulties and wishing to avoid an overload meltdown or shut down (granted the studies showing this are new, but ask any reasonably self-aware autistic person, they’ll tell you exactly that).  One of the major tenets of disability advocacy is "nothing about us without us".  While many of the programs described seem to be helpful, they come entirely from an allistic view on autism and autistic needs.  Not one of the program designers interviewed said they consulted the autistic community or autistic autism advocates in the process of determining their program needs or designing the programs.  Read aloud and conversation in a restaurant? Sensory nightmare.  Attendance by itself does not imply program effectiveness, particularly given the high levels of non-voluntary compliance enforced on autistic children and teenagers.  Nor does the author seem to ask her interviewees how they came to choose and design their program foci, if autistic people of any age were consulted at all.  One mentions “embedding” herself in the local autistic community, but the only result of this action mentioned is an increase in program attendance.  So was that “embedding” a true, interactive relationship?  Or was it fancy sandwich board signage?  The article seems to present an important overview of what’s currently going on in a trending topic, but the lack of critical analysis of the programs on the authors’ part makes this come off as a puff piece.

How are Libraries engaging your readers with fun?

Wilson, Shibrie

Mackenzie, P. (2014, July 22). Libraries engage young readers with fun . Retrieved from http://www.mycentraljersey.com/story/news/local/2014/07/18/libraries-find-creative-ways-engage-young-readers/12864743/

In central Jersey libraries are becoming more engaging and fun for young patrons. Creative programs are in implemented in an effort to encourage children and young adults to read when school is not in session. There are different programs offered to young patrons during summer months for example a Night Owl program, science workshops for students, bringing books to life, children being able to act out the stories. These are all wonderful programs and libraries in central Jersey have a tremendous success rate with such. "Super Summer Reader" is a book club for young readers and is membership only. To emphasize different books and share reviews using social media sites such as twitter. For this reading program readers of all ages are encourage to participate. This reading program encourages free reading opposed to choosing books readers.

Opinion:
I will definitely consider some of these programs when brainstorming ideas for patrons. It is important to use different outlets to engage readers aside from traditional library marketing. I like the concept that this cause patrons to become involved with their library experience in regards to acting out books, participating in hands on workshops, and making books come to life.