Ask a Storytime Ninja: The Show Stealer

This question really stumped our ninjas! Do you have a solution? Let us know what you do in the comments!

 

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The Question:

What do you do with the show-stealing kid? When you’re in the middle of reading a book or leading a song or whatever and one of your storytime angels gets up and decides to interrupt/stand in front of you/make random comments about how much s/he likes or hates the book/etc.? What’s the best way to keep everyone else engaged while redirecting the interrupting angel?

 

The Answer

 

Ellen says: 

Aah, the show stealer! There’s one in every storytime, isn’t there? I usually try not to indulge. As long as they are not harming themselves or others, I try to ignore the behavior and usually they stop. Sometimes, if they are being extremely disruptive, I try to quickly and quietly say something along the lines of “Let’s share after our story, okay?” Mostly I have found that if I generally ignore the commentary from the peanut gallery, it stops after a minute or so because I’m bigger and louder and holding an interesting book/flannel/etc.

 

I have also found that if things are getting out of hand with the whole group, I start reading very very quietly, the kids often stop and focus on me. My theory is that they think they are missing something important (and they are, the story!) and it might be really great but they won’t know what happens if they’re talking over me. I have had this work with varying success, and sometimes I have to try it and then abandon it because it’s not working, but it’s worth a try.

 

 

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The Coolest Thing I Saw on the Internet this Valentine’s Day

I don’t do Valentine’s Day. It started out, many MANY years ago, with some youthful rebellion and a theory about karmic blowback* and has just kind of stuck around. The taller half and I don’t celebrate, I don’t send out cards or put my name on card recipient lists. I call my mom and that is about. it. It’s more habit than it is any actual issue with the holiday. But here’s the thing: I super appreciate unironically loving things and being grossly schmoopy over them. I am FOR IT. And I love y’all, a whole hell of a lot. So you’re going to be my valentines this year! I’ve conscripted you.

 

 

It feels like a million years since I’ve done a Coolest Things post, because IT HAS BEEN. For. . .reasons. Reasons = I am bad at doing things that aren’t reading trashy novels this month apparently. That’s romancey, right? A lot of those novels have romance in them.

 

PS if you like urban fantasy or regency romance, I got some amazing recs from Twitter and am happy to pass them on, lemme know.

 

What’s cool this week/month? Librarians making CSLP their own, using comics in the classroom, libraries  (effectively) using YouTube and more!

 

Rebecca at Hafuboti was not. . . super enthused. . .about this year’s CSLP artwork. So, she made her own! And put it out there for anyone to use! I love some of the ways people are interpreting “Every Hero Has a Story.” I know one library is doing historical heroes. Awesome!

 

Toronto Public Library has made some really high quality, fun educational videos that they have up on their YouTube channel, and I think everyone should know about them.

 

 

Thanks to the extraordinary @shinyinfo, who answered my query about using graphic novels in the classroom with this great resource from the Comic Book Legal Defense Fund. Once you read the article you should spend some time exploring the site because it is FULL OF WIN.

 

A HUGE thank you to Heather and Kelsey for Song Catcher’s Library, a database of recorded storytime songs.

 

This is SUCHHH a fun idea from Brytani, turning those old wooden block puzzles into a literacy station. If I were an emoji, I would have hearts coming out of my eyes over this one.

 

Katie’s ALSC blog post about things she didn’t expect as a storytime librarian made me awwww all over my keyboard. I love people who love our work.

 

Kathleen posted on the FB group about her ECRR2 stations, and you should all go steal this idea RIGHT NOW. It’s spectacular.

 

A romance I can get behind

 

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Ask A Storytime Ninja: Interview Prep!

Are you interviewing for a new Children’s position? Curious about what to prepare for? Let’s ask our ninjas!

 

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The Question:

I am interviewing for a Children’s programmer position in the library where I currently work. I am kind of nervous about that.. is there anything I should specifically be ready for? What kind of questions should i be prepared for?

 

The Answers:

 

Ariel says:

The first thing I’d do would be to think about what ages the position would be focusing on. Will you be expected to do tons of storytimes for preschoolers, or do they want someone who can flip between infants and 10 year old kiddos with ease? Once you know what they are looking for, I’d look around online for programs other children’s librarians have done in that age range and see what makes you excited. I mean, some people get super excited about outdoor programs like story walks, and some people get pumped for LEGO, and some people’s boats are floated by Mother Goose. I think if you are excited about the work, then that will come out in the interview. Plus, you’ll get a good view of best practices and trends, in case they ask about those.
I’ve noticed a lot of my youth services librarian interviews are heavy on the behavioral questions. Think how you would respond to difficult situations – if a kid is misbehaving in a program and the parents are nowhere to be found, if you want to do a program and your boss doesn’t want you to, stuff like that. I find the STAR technique helpful for these – describe the Situation or Task you were working on, talk about the Actions you took, then recap the Results you achieved (Situation Task Actions Results).

 

Ellen says:

First of all, congratulations on the interview! That’s always the biggest hurdle, but now you’re in and I’m sure you’ll rock it. I would come prepared to share your ideas for great programming, and how you will be able to contribute to the community. I would definitely think of ways that your skills will help to attract non-library users, because they are the ones who need us the most!

 

I would also be prepared to do a storytime, possibly on the fly. At both two of the three children’s positions I’ve had, I presented an abridged storytime in the interview. My first position they asked me to prepare for it, but at my current position, about half way through the interview, they brought out a stack of books and asked me to present. I wouldn’t be surprised if they ask you to at least read something, especially if you will be responsible for storytimes.

 

And as Ariel mentioned, there are usually a lot of questions about how you would handle a variety of situations. Probably if you are already working in a library, you have some idea of the crazy situations us library workers find ourselves in. Just think of a few situations that you’ve heard of happening and prepare your answer, but most of all just believe that you have good judgement, because you probably do! Trust your gut when they ask you, and tell them what you actually believe you would do and you will be fine.

 

Amadee says:

Congratulations on making it to the finals! If you know the age range the position will be working with, that helps a lot. The fact that you’re already familiar with the library is a real advantage, too. If you know the people doing the interview, make sure to play it straight and show that you’re taking it seriously.

 

If you already have kids’ programming experience, make the most of it. Come up with examples of programs for various age groups that have gone really well, and programs where you have struggled, and what you’ve learned from them. Be prepared to describe each one in a couple of sentences. If you don’t have professional experience in that area yet, no worries! Think about the programs your library already offers, and come up with a couple of ideas that might complement them. (“The after school craft program for tweens really seems to be a hit. I think it would be fun to incorporate some hands-on STEM activities, like bridge building and secret codes!”) Of course you can also look at programs other libraries are offering, and how they might fit your community. You don’t have to be a walking encyclopedia, but be prepared to mention one or two ideas that relate to each age group you might be asked about.

 

Brush up on your early literacy game if needed (five practices, six skills, woohoo!), and plan on answering at least one tech related question (apps in storytime, yea or nay?). You are likely to get a fair number of situational questions, and for those you really can just use your best judgment. If you haven’t actually encountered a situation you’re asked about, it’s totally fine to say something like, “I haven’t found myself in that situation yet, but I would…”

 

If you’re asked to present a sample program, bring a nice looking outline or handout, and be prepared to adapt to the amount of time you’re offered. If you’re asked to read a book or a few pages cold, it’s okay to ask for a minute or two to scan them first. And don’t worry about looking silly – willingness to be silly is a core part of the job! You can teach a person specific skills, but it’s really hard to teach them to be fun, lively, and enthusiastic. So let those qualities shine through, and you’ll be hard to beat.

 

 

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Ask A Storytime Ninja: Storytime Music

Do you use music in your storytime? Are you looking for some fun, new songs?

 

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The Question:

Music is a very important part of my preschool storytimes. My favourite storytime songs are high energy and interactive (action songs). Thing is, I find that I’m loving my favourite songs to death, and need some new material. I do know what I’m NOT looking for, and that is songs that I can only describe as syrupy or sickeningly sweet. Some of my favourites are Kathy Reid Naiman (Tommy Thumb, Roly Poly and Clap Your Hands); Raffi (Shake My Sillies Out and Brush Your Teeth); and the odd Sharon, Lois and Bram. Any suggestions?

 

The Answers:

 

Ariel says:

So I have to admit I blatantly steal all the songs I use – usually from Jbrary. It’s collaboration, y’all! One of my favorites is Bananas Unite – I actually ended up doing it every week with my toddlers and preschoolers for a while, and they LOVED it. You can’t be grumpy when you’re doing Bananas Unite. Another song I first saw on Jbrary is Baby Shark. Although I will warn you that Baby Shark will get stuck in your head forevermore, so use it wisely.

 

Ellen says:

 

I love dancing and incorporating music in storytimes! This session, I created a “Song Cube” based off of an idea I saw on Mel’s Desk. I’ve only used it 3 times so far (it’s the very beginning of our session) but the kids love it. The songs I put on it are: “My Energy” by Laurie Berkner, “Silly Dance Contest” by Jim Gill, “Clap Your Hands” by They Might be Giants, “Shake Your Sillies Out” by Raffi, “Rock and Roll Freeze” by Hap Palmer, and “The Freeze” by Greg and Steve. I like to think of this as my “Storytime’s Greatest Hits” collection because it is all my favorite action songs. I also love incorporating non-children’s music into storytime, such as La Bamba, The Locomotion, The Jackson 5’s ABC, and Happy. Also, Ariel is so right about Jbrary, they are the best and have tons of inspiration for great music! Baby Shark really will get stuck in your head.

 

Amadee says:

I love music at storytime too, but rarely use recorded songs. I like the flexibility of being able to change the pace, add or subtract verses, and change words on the fly. So I tend to learn songs by favorite artists like Laurie Berkner or Jim Gill, and then just sing them. But of course that doesn’t work for every storytime group or presenter.

 

When it comes to recorded music, I like a lot of the usual suspects (Raffi, Ella Jenkins, Hap Palmer). And I’m crazy about Steve Weeks (http://steveweeksmusic.com). But I also second Ellen about including songs that aren’t specifically aimed at kids… I’ve had great storytimes featuring Kraftwerk (“The Robots”), Silver Convention (“Fly Robin Fly”), REM, and the Beatles. And I used to have a wonderful (completely clean!) 45 second cut of House of Pain’s “Jump Around,” which was guaranteed to make grownups dance along.

 

Instrumental songs can also be a fun change of pace. Henry Mancini’s “Baby Elephant Walk” works for all kinds of themes, and a short version of the William Tell Overture is killer for horses or fast and slow. Oh, and don’t get me started about the Chicken Dance. :)

 

 

 

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Free Training Resource: Birth to Five Videos from Baltimore County Public Library

Are you looking for a quick refresher in the five early literacy practices? Do you have staff who could use an introduction to the concepts and parent messages in Every Child Ready to Read® @ your library® 2nd edition? Or, perhaps, you have parents and caregivers at your library with whom you’d like to share a brief video or two of real families–every age, shape, color, etc.–doing fun early literacy activities?

 

You are in luck, because Baltimore County Public Library created a suite of 6 videos that do just that! The first video in the set, embedded below, provides an introduction to the five practices, with the remaining videos each tackling a practice more in depth. But rest assured–the longest of the videos only clocks in at 3:20. It would take you under 17 minutes to watch them all–a brief investment for a great overview of the five practices.

 

So bookmark these videos if you can’t watch or share them now, because they’re worth coming back to–even if it’s just to give yourself a reminder of parent messages to share in storytime.

 

Thanks, Baltimore County Public Library, for creating such a great, accessible resource!

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Ask A Storytime Ninja: Dr. Seuss!

Are you celebrating Dr. Seuss? Need some ideas? You’re in the right place!

 

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The Question:

I work in a preschool (6 months – Kindergarten) and do a school wide Dr. Seuss presentation – which my director would like me to do for Mother Goose – with the goal that the 18 months to 3 year olds would learn some of the rhymes. I feel like this might be too much and a class by class approach might be better – thoughts and a direction to head in would be helpful. Thanks!

 

The Answers:

 

Ellen says:

I’m not sure what your Seuss presentation is like, so I am having a bit of a hard time grasping what you need to do. Is it an event where all the age groups get together for an hour or so and read stories and do activities together? If so, how fun! For your Mother Goose presentation, if it is how I’m envisioning, I think you may be on the right track to do smaller groups. It will be very difficult to get an 18 month old to learn rhymes in an hour long activity filled with other kids. My other thought on how you could tackle this is to coordinate with the teachers ahead of time and have them begin to incorporate a particular rhyme for their particular age group during their everyday routine leading up to your Mother Goose event. Then, at the event, they will already be very familiar with at least one of the rhymes, and you could even highlight each class and have them help you to lead their rhyme. My other thought would be to repeat a lot during your program. Not only should you repeat each rhyme a few times, but you should also try to repeat it again several minutes after you have introduced it, that way it may be more likely to stick. I hope this is helpful for your program; it sounds like it will be a great time!

 

Ariel says: 

I agree with Ellen – I think that kids ages 18 months to three years old are already working SO HARD to listen and stay still-ish during presentations that putting too many kids in the room is setting them up for failure. There are just too many distractions! I really like her idea of incorporating the rhymes into everyday work ahead of time. I think when kids know the words to a song they feel like rock stars and tend to be really proud. One place to start might be to do a little training with the preschool teachers, so they feel more empowered to incorporate the nursery rhymes into every day work. I think some people are intimidated by Mother Goose because they think they’re just for babies, old fashioned, or don’t think they know the words. If you can help spread the word about how great traditional rhymes and songs are for kids, you’ll be getting better bang for your buck over a one-day presentation.

 

Amadee says: 

I third everything Ariel and Ellen said, particularly about giving each class lots of lead time to play and practice rhymes before the big event.  Familiar rhymes or songs with actions would work especially well for these younger kids.  Twinkle Twinkle and Itsy Bitsy Spider for the win!  Of course less famliar rhymes are great too, but I’d include lots of repetition and end on a familiar note so that everybody leaves feeling like they’re the best Mother Goose rhymers ever.

 

 

 

 

 

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Ask A Storytime Ninja: Just the Facts!

Interested in trying a non-fiction storytime? Not sure where to start? Read on for some tips from our great ninjas!

 

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The Question: 

I am planning on doing a story time for 3-K called “Just the Facts, Ma’am” with all of the books being non-fiction, informational books. The write up says “plenty of fun but no fantasy”. I am sure I can come up with 5 appropriate books but I thought perhaps others have gone before and could recommend titles that have proven themselves winners. There is no theme other than non-fiction. Once I decide on the books, I will come up with a craft or other activity that ties in.

 

The Answers: 

 

Ellen says: 

What a catchy title for your Nonfiction storytime! In my experience, kids LOVE to see and hear nonfiction in storytime. It took me a long time to become comfortable including NF because I thought kids would be hesitant and lose interest, but in reality they have always loved when I include a “real” book with our regular picture book fare.

 

There are tons of excellent resources out there; Rookie Readers, Pebble Plus, and Heinemann Read and Learn are some of my favorite nonfiction imprints for storytime use. They all have titles across every dewey range, and I can usually find something to fit into any theme I’m doing. For standalone titles, I love “An Egg is Quiet” by Dianna Hutts Aston, “Actual Size” by Steve Jenkins, and “Fly Guy Presents: Space!” by Tedd Arnold, plus basically every other nonfiction title by these authors. At Halloween I read “Rotten Pumpkin” by David M. Schwartz to my storytimers, who loved the icky pictures and poems that go along with it. I am a big fan of “Where in the Wild” also by David M. Schwartz as a great participation title; kids love trying to find the camoflauged animals!

 

I think you will easily be able to find many more than 5 titles for your nonfiction storytime. The true challenge will be limiting it to only 5! Good luck and have fun!

 

Ariel says: 

The series by Dianna Aston and Sylvia Long that includes An Egg is Quiet is one of my favorites! Other titles include A Seed is Sleepy and A Rock is Lively. If your crowd is on the younger side, they’re easy to elide by leaving out some of the supplementary text; with older kids you can read all the text and talk about it more. I also really enjoy Jane Brockett’s Clever Concepts books. They’re a really interesting and nuanced take on concepts – I think starting with Spiky, Slimy, Smooth and talking about what textures are, where they’re found in nature, and things like that could lead to some great nature exploration.

 

Amadee says: 

What a cool idea, and I love your title! I’ve never done a whole nonfiction series with this age group, but do incorporate lots of nonfiction in storytimes. There are tons of great books to use, especially since you’re not limited to a specific subject.

Ariel and Ellen both mentioned some wonderful books, including A Seed is Sleepy and the Clever Concept books. Some other favorites of mine, in roughly Dewey-ish order, are:

 

I Face the Wind (and I Fall Down, and I Get Wet) /Vicki Cobb
Friends: True Stories of Amazing Animal Friendships /Catherine Thimmesh
Red-Eyed Tree Frog /Joy Cowley
Chameleon, Chameleon /Joy Cowley
What Am I? books /Moira Butterfield (Fierce, Strong, and Snappy; Big, Rough, and Wrinkly, etc.)
Hello, Bumblebee Bat /Darrin Lunde
Elephants Can Paint Too! /Katya Arnold
Wild Ponies (and other One Whole Day books) /Jim Arnosky
Little Trucks with Big Jobs /Robert Maass

 

The Vicki Cobb titles are fun because they include simple experiments and activities, which make them a great jumping off point for hands-on stations.
If you’re comfortable using parts of books, rather than reading them straight through, consider:

Tiny Creatures: The World of Microbes /Nicola Davies
Actual Size /Steve Jenkins*
What do You do With a Tail Like That? /Steve Jenkins
Frog Song /Brenda Z. Guiberson
Eat Like a Bear /April Pulley Sayre*
If You Decide to Go to the Moon /Faith McNulty

 

These are all longer or more grownup in various ways, and the ones marked with asterisks have parts that might be scary or upsetting… but they all have amazing bits that I use all the time. If You Decide to Go to the Moon has the best blastoff sequence ever, and talks about how you’d feel pressed back into your seat during liftoff, and how it would feel to move around on the moon’s surface.

 

Speaking of books that are fun to use in parts, I love including poetry, and Joyce Sidman is wonderful if you’re looking for nature or science poems. Last but not least, you can’t beat Nic Bishop for big, crisp photos of the animal world.

 

 

 

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Considerations for Working with Patrons: What we can learn from the ACE Study, by S. Bryce Kozla with Anna Donaldson

This summer I went to our city’s annual Learning Summit, where they talked about the Adverse Child Experiences (ACE) Study. The ACE Study is a really interesting ongoing study about the effects of childhood trauma on brain development. It featured a keynote by Jim Sporleder of Walla Walla, WA, a leader in trauma-informed curriculum.

 

Dr. Dipesh Navsaria, founder of Reach Out and Read, presents on the effects of childhood trauma on literacy; but brain development also affects behavior and the approach children and adults have to the world. I really wanted to write a blog post about this, specifically, having myself spoken before about setting up a library space for successful child interactions. I’m sensitive, however, to what I know well and what others know better than I do. So, I decided to enlist the help of Anna Donaldson, MSW, to talk about the implications of the ACE Study on behavior and patron needs in the library. She’s my younger sister and a super smartypants.

 

We implore you each to get your ACE score by answering the questionnaire here. A high ACE scored is usually defined as 4 or more points. As we discuss the implications, keep in mind that even a single “yes” answer can cause trauma-related effects to the brain. So, chances are we’re not just talking about “problem patrons,” but all patrons, as well as our colleagues and ourselves.

 

On how the ACE Study has changed the way the social workers work with families, Anna says:

“The recognition of past trauma highly impacts how to interact with clients, both children and parents, as often parents are past victims of trauma as well. Validating this past trauma, or recognizing it at the least, helps us change our approach. If a parent has trauma history, little things like their caseworker’s personality or gender may impact their success.  We cannot interpret avoiding meetings, not giving phone calls back, or not embracing the process as a client not caring. As a social worker, ideally these barriers should lead us to more purposeful approaches with clients and using this information to make appropriate assessments.

Of what we could look for to determine if a patron has a high ACE score (that is, a score of 4+), Anna says:

“I think the most specific fact to remember is there is no set of particular characteristics that a child or parent will exhibit to alert you of an individual with a high ACE score. Everyone’s internal response looks different, and so do the external characteristics. It is more important to remember as you would never judge a book by its cover, never judge a customer by their characteristics. Depending on what trauma an individual experiences, this may make them more introverted or more extroverted than the average person; it may cause their boundaries to be inappropriate (for children this could be behavior such as hugging someone they just met, climbing on the lap of a stranger they were just introduced to); or it may impact their behavior in general (such as increased tantrums, crying, outbursts, or hyperactivity).”

Many of us work with the general public, whether in a public library setting or with families in our school libraries. While we may not know what’s happening in our patron’s lives on a daily basis, it is our duty to create welcoming environments that ensure that the patrons who are most in need of our services are not turned away without significant effort on our part to keep them.  And those who are most in need of our services might be our most “problem patrons.” So what can we do?

 

I don’t have all the answers, but I do have so much to say that it can’t all be said one post. That’s why I’ve written a series on my own blog about patron behavior in the library (here and here and here and here) and why I’m teaching a course with all original material this spring, starting March 16. I hope you can join me. Read more about it here.

 

Even though we may be a small part of our kid patron’s lives, libraries can be an important part of a thriving community, which can build resilience. All children need resilience, but it’s critical for children in traumatic and toxic-stress situations to build resilience to survive and succeed.  When working with all patrons, but especially children, we need to ensure that our library spaces are welcoming, structured, and consistent.

 

Here are some small things you can consider today that can make a huge difference in your library as a part of a thriving community. And if you’ve already given them some deep thought? Give yourself a pat on the back, knowing you can continue more deliberately with your practice of a welcoming, structured, and consistent space!

 

1. You can’t expect anyone to know anything you haven’t told them yourself:  We can’t scroll down any librarian Facebook group or follow any library list-serv without running into at least one of those “patron gripe” posts. Real talk: I probably would have behaved like the Featured Woefully Ignorant Patron an embarrassingly high percentage of the time under similar circumstances to those mentioned. And you know why? Because there is no such thing as a single shared common sense.  And quite frankly, many library policies are not intuitive. So what do we do about that?

 

2. Make expectations clear: If some library policies are not intuitive, it stands to reason that the only way to ensure all patrons can use the library space effectively is to make clear expectations. Even adults and kids with low ACE scores can have a difficult time following the directions we give in the library (see the charts below); how, then, can we expect patrons with higher ACE scores to respond?

 

Adults Unaffected by Trauma

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Children Unaffected by Trauma

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Children with low ACE scores quickly run out of ideas. Not because they have no imagination, but because what they have imagined to do is annoying, or dangerous, or has otherwise elicited a negative response. There’s less and less, in their mind, they can do. At the very least they’re bored, and at the worst the child begins to form anxieties about the library because they’re afraid of breaking the rules by accident. You’re frustrated, and the library is no fun for anybody. You have to tell your patrons what to do. Give them options.

 

Children and adults with higher ACE scores may be more vulnerable to anxiety. Additionally, people living in toxic stress situations have their brains constantly turned to fight-or-flight mode,  and may have a hard time processing new information effectively. They may act out, their brains relying on their emotions for self-preservation. The shorter and clearer the policy, the more successful all patrons will be.

 

3. Librarians may be the only healthy adult relationship a child has as a model:  It is so important to consistently provide children with positive interactions with the library. You might be the only adult they converse with all day. We also, however, need to be aware of the physical cues we’re sending kids. You know the 8-year-old who wants to hug you, even though you’ve just met? As Anna suggests above, this child may be displaying maladaptive boundaries due to a high ACE score. Gently pushing him or her away and offering a high-five or a fist bump instead sends the message that this is the appropriate amount of physical contact he or she should be having with unfamiliar adults.

 

To wrap up, Anna goes right for the heart. There’s something in my eye:

“The library may be the one place outside a domestic violence shelter that a woman who just left a violent relationship will visit with her children. She may have had the strength to leave, and she wants a break to have normalcy to allow her child to learn something in a family-center environment. It may also be a place that a foster parent wants to bring their foster child to work on reading. It is about changing our own perspectives, based on our own biases of what is right and wrong, to better serve our populations. Half of children in the U.S. will experience an adverse childhood experience in their lifetime – this is our population; these are our children. To assist with resiliency, providing a family-centered, safe environment for children and family should be our top priority to help those with a high ACE score succeed from childhood to adulthood, and to help those adults that have high ACE scores be successful as parents to their children. This prevention can assist parents from repeating the cycle of trauma as this usually appears as generational.”

I want to leave you with one of Anna’s favorite quotes from the Child Welfare Policy & Practice Group, because I think it’s a powerful saying to think about when dealing with all patrons:

‘Do we know what we need to know, to do what we’re about to do?’

What considerations do you make when working with patrons? Let us know in the comments!

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Calling all Bloggers!

blogger

Do you have an amazing blog? Let us know about it!

 

We have a Resources page that links to “Storytime and Preschool Programming”, “School Age Programming”, “Teen Programming”, and some of our favorite “Non-Librarian Blogs”. We’d love to add you to our blog roll!

 

Simply email us your blog address and which category you’d like to be featured in.

 

 

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Guerrilla Storytimes at ALA Midwinter: The Twitter Recap

Hello, friends! Were you lucky enough to attend a Guerrilla Storytime this past weekend/get bombarded by the 5th-largest blizzard in Chicago history? If you weren’t, here’s the recap of all the tweets that went out during the Guerrilla Storytimes. And if you were there, well, bask in the fond remembrance of being surrounded by excellent storytime advocates ready to share their skills! Enjoy the brilliance, y’all.

 

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