Fostering Community Through Picture Books: Collaborative Teen Leadership Development

 
Fostering Community
Through Picture Books
 
How one public/school library collaboration is working to develop teen
leaders in our community.
 
Presentation Agenda
 
Meet Erin and Megan (5 minutes)
General Housekeeping information (5 minutes)
Presentation Goals and Outcomes (5 minutes)
Fostering Community Through Picture Books (20 minutes)
Group Breakout (20 minutes)
Conclusion (5 minutes)
 
 
Join the Conversation
 
www.menti.com
 32 06 42 (5 minutes)
 
Your Presenters
 
Erin Phemester
 
Public Librarian for 13 years
focused on youth and teens
Currently Director of Youth
Services and Programming for
the Public Library of
Youngstown and Mahoning
County in Ohio
Currently Reading
 
Megan Koppitch
 
Worked with children and
teens for over ten years in both
school and public libraries.
Currently the Media Specialist
and Yearbook Sponsor for the
P.K. Yonge Developmental
Research School
Currently Reading:
 
Presentation Goals and Outcomes
 
Everyone will leave with
a program/lesson plan
for teens to critically
analyze picture books,
present the picture book
in a new setting, and
facilitate a discussion
through the lens of
cultural awareness
.
 
 
Everyone will find one
new idea to use in their
library to foster deeper
community connections
between libraries,
teachers, teens, or
communities.
 
Fostering Community: Laying the
Groundwork
 
Introducing teens to the lesson
(School)
Introducing teens to picture
Books (Public)
Training teens to share picture
books (Public)
Training teens to host
conversations with kids
(School)
How do you foster a community
where teens feel safe to have open
dialogue about issues?
 
Connecting school/public
libraries
Finding partners within the
school
Working with teens
How do you make successful
connections with your community?
 
The Project
 
9
th
 graders selected picture books on under-
represented populations to read to K-2
nd
 graders.
 
Introducing Concepts
 
9
th
 graders were introduced
to the concept of “windows
and mirrors” from Rudine
Sims Bishop to discuss
cultural diversity in books.
 
The class discussed the
findings from the
Cooperative Children’s
Book Center at the
University of Wisconsin-
Madison.
 
 
 
Introducing Concepts
 
They learned why these results matter:
Those not represented get the message they are unseen and
unimportant in society.
Those who are represented exclusively are being told they are the
only ones that matter.
Kids who feel excluded from the books they read, struggle with
reading.
 
They then used a Teaching Tolerance worksheet on evaluating books
through a cultural lens.
 
 
 
Choosing Their Representations
 
Students went to the public
library as a class to select the
books on the populations they
chose to represent.
Sometimes they had to change
their direction when there were
not enough books available on
their choice.
Learned how to read out loud
to younger students.
 
Teens Sharing Stories
 
List of Titles Teens Selected
Read to small groups of K-2
nd
grade students.
 
Continuing the results
 
Books were suggested and purchased
for the school library
The project will be continued as other
teachers expressed interest in
participating
The discussion of culturally diverse
texts carried over into other classrooms
 
Highlighted books
I am Jazz
Yo Soy Muslim: A Father’s Letter to His
Daughter
Bowwow Powwow
Mommy’s Khimar
Red: A Crayon’s Story
We Are Family
Separate is Never Equal: Sylvia Mendez
& Her Family’s Fight For Desegregation
 
Your Turn
 
Please work by yourself or with a group of people to select a picture
book from our stacks.
Complete the worksheet
Share with the group
 
Conclusions
 
Giving students a voice in their work can lead to increased
interest.
 
Collaborating with local partners expands your resource bank.
 
Young adults should be given more opportunities to serve as
information sources and leaders to the younger grades at their
schools.
 
References
 
Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. 
Perspectives
6
(3), ix-
xi.
 
Oltmann, S. (2017). Creating space at the table: Intellectual freedom can bolster
diverse voices. 
Library Quarterly: Information, Community, Policy, 87
(4), 410-418.
Retrieved from
https://www.journals.uchicago.edu/doi/pdfplus/10.1086/693494
 
Reading Diversity. (n.d.). Retrieved from
https://www.tolerance.org/magazine/publications/reading-diversity
 
Tyner, M. (1970, January 1). CCBC 2017 Multicultural Statistics. Retrieved from
http://ccblogc.blogspot.com/2018/02/ccbc-2017-multicultural-
statistics.html?utm_source=feedburner&utm_medium=email&utm_campaign=Fee
d:+Ccblogc+(CCBlogC)
.
 
Thank You
 
Feel free to contact us with questions or thoughts.  We hope to
continually improve this program through engaging with this
community of librarians and our learning communities at home.
 
Erin Phemester – 
ephemester@libraryvisit.org
Megan Koppitch – 
mkoppitch@pky.ufl.edu
Twitter: @megankxena
Instagram: pkyhiddenlibrary
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Collaborating between a public and school library, Erin and Megan aim to develop teen leaders through picture books. The presentation agenda includes meeting the presenters, discussing goals and outcomes, exploring picture book analysis with teens, and engaging in group breakout sessions. Participants will leave with valuable program ideas for enhancing cultural awareness and building stronger community connections.


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  1. Fostering Community Through Picture Books How one public/school library collaboration is working to develop teen leaders in our community.

  2. Presentation Agenda Meet Erin and Megan (5 minutes) General Housekeeping information (5 minutes) Presentation Goals and Outcomes (5 minutes) Fostering Community Through Picture Books (20 minutes) Group Breakout (20 minutes) Conclusion (5 minutes)

  3. Join the Conversation www.menti.com 32 06 42 (5 minutes)

  4. Your Presenters Erin Phemester Megan Koppitch Public Librarian for 13 years focused on youth and teens Worked with children and teens for over ten years in both school and public libraries. Currently Director of Youth Services and Programming for the Public Library of Youngstown and Mahoning County in Ohio Currently the Media Specialist and Yearbook Sponsor for the P.K. Yonge Developmental Research School Currently Reading Currently Reading:

  5. Presentation Goals and Outcomes Everyone will leave with a program/lesson plan for teens to critically analyze picture books, present the picture book in a new setting, and facilitate a discussion through the lens of cultural awareness. Everyone will find one new idea to use in their library to foster deeper community connections between libraries, teachers, teens, or communities.

  6. Fostering Community: Laying the Groundwork Introducing teens to the lesson (School) Connecting school/public libraries Introducing teens to picture Books (Public) Finding partners within the school Training teens to share picture books (Public) Working with teens Training teens to host conversations with kids (School) How do you make successful connections with your community? How do you foster a community where teens feel safe to have open dialogue about issues?

  7. The Project 9thgraders selected picture books on under- represented populations to read to K-2ndgraders.

  8. Introducing Concepts 9th graders were introduced to the concept of windows and mirrors from Rudine Sims Bishop to discuss cultural diversity in books. The class discussed the findings from the Cooperative Children s Book Center at the University of Wisconsin- Madison.

  9. Introducing Concepts They learned why these results matter: Those not represented get the message they are unseen and unimportant in society. Those who are represented exclusively are being told they are the only ones that matter. Kids who feel excluded from the books they read, struggle with reading. They then used a Teaching Tolerance worksheet on evaluating books through a cultural lens.

  10. Choosing Their Representations Students went to the public library as a class to select the books on the populations they chose to represent. Sometimes they had to change their direction when there were not enough books available on their choice. Learned how to read out loud to younger students.

  11. Teens Sharing Stories List of Titles Teens Selected Read to small groups of K-2nd grade students.

  12. Continuing the results Books were suggested and purchased for the school library Highlighted books The project will be continued as other teachers expressed interest in participating I am Jazz Yo Soy Muslim: A Father s Letter to His Daughter The discussion of culturally diverse texts carried over into other classrooms Bowwow Powwow Mommy s Khimar Red: A Crayon s Story We Are Family Separate is Never Equal: Sylvia Mendez & Her Family s Fight For Desegregation

  13. Your Turn Please work by yourself or with a group of people to select a picture book from our stacks. Complete the worksheet Share with the group

  14. Conclusions Giving students a voice in their work can lead to increased interest. Collaborating with local partners expands your resource bank. Young adults should be given more opportunities to serve as information sources and leaders to the younger grades at their schools.

  15. References Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Perspectives, 6(3), ix- xi. Oltmann, S. (2017). Creating space at the table: Intellectual freedom can bolster diverse voices. Library Quarterly: Information, Community, Policy, 87(4), 410-418. Retrieved from https://www.journals.uchicago.edu/doi/pdfplus/10.1086/693494 Reading Diversity. (n.d.). Retrieved from https://www.tolerance.org/magazine/publications/reading-diversity Tyner, M. (1970, January 1). CCBC 2017 Multicultural Statistics. Retrieved from http://ccblogc.blogspot.com/2018/02/ccbc-2017-multicultural- statistics.html?utm_source=feedburner&utm_medium=email&utm_campaign=Fee d:+Ccblogc+(CCBlogC).

  16. Thank You Feel free to contact us with questions or thoughts. We hope to continually improve this program through engaging with this community of librarians and our learning communities at home. Erin Phemester ephemester@libraryvisit.org Megan Koppitch mkoppitch@pky.ufl.edu Twitter: @megankxena Instagram: pkyhiddenlibrary

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