Transforming Youth Services in Library & Information Science: A Participatory Panel Panel of Best Practices for Social Justice Conveners: Denice Adkins & Robin Fogle Kurz

Race, Power, and Privilege in the Youth Services LIS Classroom Sandra Hughes-Hassell, Professor School of Information & Library Science, UNC-Chapel Hill Katy J. Vance, High School Librarian Luanda International School, Luanda, Angola

INLS 735: Youth Services in a Diverse Society  Theoretical Framework: Critical Race Theory  The centrality of race and racism  The challenge to the dominant ideology  The centrality of experiential knowledge (counterstories)  The commitment to social justice (Solórzano & Ornelas, 2004, p. 17)  Key Learning Outcomes  Become well versed in the theory and implementation of Critical Race Theory as it relates to education, librarianship, and community building  Develop racial and cultural identity on a personal level and understand it on a societal level  Work for social justice in youth and children’s services by participating in outreach to underserved youth in the state of North Carolina  Determine the needs of marginalized youth as related to information access and literacy development, and develop and deliver services responding to those needs

Promoting Critical Literacy and Social Justice in an Online Children’s Literature Course Sue C. Kimmel, Assistant Professor Old Dominion University Danielle Forest, Assistant Professor The University of Southern Mississippi

Dimensions of Critical Literacy (Lewison et al 2002)  Disrupting the commonplace  Recognizing stereotypes  Seeing what’s invisible  Interrogating multiple viewpoints  Questioning appearances and authority  Connecting with diverse students  Focusing on sociopolitical issues  Recognizing dimensions of sociopolitical power  Questioning media messages  Taking action and promoting social justice  Empowering teachers  Empowering students Literature Circles: Provided multiple viewpoints, Avoided conflict, Built background knowledge, Dependent on book selection

Tipping the Scale Towards Social Justice- Oriented Youth Services Research Library- Centered Research Connected Learning- Centered Research Dominant Research Framing Critical Research Re-framing Connected Learning Funds of Knowledge ‘ILL’-LITERACIES Critical Youth Engagement Digital Divide Achievement Gap Illiteracy rates

Digital Storytelling Based on the Association for Library Service to Children Competencies: A Learning Activity to Promote Values Associated with Social Justice Judi Moreillon, Assistant Professor Texas Woman’s University Denton

How does your advocacy story relate to the concept of social justice? Keywords and Phrases from the ALSC Competencies Keywords and Phrases from Students’ Responses Word clouds created at Wordle.net Access … a place to begin the social justice conversation…

What Youth Services LIS Students “Know for Sure” Rebecca Morris, Assistant Professor University of North Carolina at Greensboro

How can I, as instructor, balance the passion, experiences, and hopes that brought my graduate students to librarianship, with the diverse and changing needs of the young people they serve? I channeled Oprah.  LOOK IN THE MIRROR: What do you know “for sure” about how young people use libraries? What do you know “for sure” that they need and expect from libraries and librarians?  EXAMPLES: Technology is prominent, and potentially concerning. Libraries must promote literacy and traditions of reading. Families ought to take their children to the library.  LOOK OUT THE WINDOW: As we learn about youth services, what understandings are consistent with your expectations? What new perspectives or experiences challenged what you know “for sure”? How?  EXAMPLES: Children may need to access library materials from home via mobile device. Social media can be a useful tool to connect children and families with the library.

Collaborating with Hennepin County Library to Empower and Transform Incarcerated Youth Sarah Park Dahlen, Assistant Professor St. Catherine University, Master of Library and Information Science Program | sarahpark.com

Helping at Hennepin The People year olds who have been committed by the court Patrick Jones MLIS students Me The Program HCL County Home School Cognitive behavioral therapy Great Transitions Monthly visits by HCL The Results Students Hennepin County Library Incarcerated teens Patrick Me The Future MLIS courses Obtain and analyze data Do more, do better The Work Meeting Patrick Assignment Book flyer bib Book talk Book trailer Requirements Recent publication 1 positive review 5 active copies at HCL No rape or gratuitous violence.mp4 b/w PDF

Moderated, Interactive Q&A