The True Meaning of that Christmas-Related Reference Question

Alternate title: In Search of the Perfect Reference Interview: In which Bryce asks more questions than she has answers for.

Note; All gifs in this post are from the movie "Emmet Otter's Jugband Christmas", which is unequivocally the best otter-based holiday film to date. They are not at all related to the text.

The Storytime Underground Facebook Group is a great place to share successes and get all-around support from the global Youth Services community. Occasionally, there will be a question whose answers are so varied and possibly polarizing that I get sucked in and can't stop thinking about it. Last week there was a question like that:

Grossology!

So for awhile we've been talking in my department about running a grossology program, but I've been shying away from it. Mostly because my gross-out factor is really, really, really high. I mean, I guess it depends. For instance, I can talk bodily functions and other stuff people might think is gross for days. I've explained too many extremely gross  jokes in a clinical fashion to in-laws to count; and for that I'm happy that my husband's threshold for mortification is incredibly high. But, play an episode of a show that has a vomit gag, even a cartoon one, and I'm gone.

At any rate, I set out to put together a grossology program that was not at all gross to me and yet possibly gross to other people; and after I planned it, I ran it by Kelsey to make sure it was gross enough. Her face as I was describing it said it all-- it was!

So yeah, here's how the "grossest" grossology program I could get myself to do went:

Built-in Self-Regulation: A DOAWK Book Launch Story

I held a DOAWK "The Long Haul" party a few weeks ago,and I was originally going to write that up. I still will, here, with a free downloadable PPT so you can make one too; but it was what I added last-minute the night before (isn't that always the case?) that I really want to talk about.

SO. DOAWK at my library has a wide appeal, and a very small but incredibly fandom-like hoard who attend our DOAWK programs each and every year. This year, there were around 15 kids in attendance. I go back and forth about whether I want to keep doing these for 15 kids, but I'm glad I did this year.

Anyway, wanting to keep it fresh and also appropriately geeked-out, I went for something I hadn't tried before:

"K-5 Programming": Differentiating in the Library

This week I had a program where I picked the incorrect book. It was a good book, and good for the topic, and a perfect read-aloud for 8-12 year-old kids.
...Problem was, the day of the program, 4-8 year-old kids showed up. I still "read" the book, skimming pages while following the story; but I left the program disappointed in myself. Why hadn't I prepared for this? Why didn't I just skip the book when I saw who was there? 

I'm kind of glad this came up, because another Iron Fist post has been rattling around in my head, this time about helping kids navigate your programming for success. Truly, the following post is probably step #1 in Traditional Programming Child Management: is your program developmentally appropriate? This is really important to think about now that we're all trying STE(a)M at our libraries. I'm not saying that toddlers can't love learning about the weather or that fifth graders can't love sensory activities; but: how are these ideas presented? Are you explaining clouds in a tangible way that toddlers can connect to their world? Are you talking to fifth graders about the weird things their senses do every day without their knowledge to screw with their heads so they're interested? If they're bored out of their skulls, kids will let you know by acting out. Chaos or disinterest in your program is not their fault, it's yours.

I don't say that to be harsh, I promise. I say that to empower us all: their interest in your program is under your control. 

As I thought about my book of choice, and how disappointed in myself I was, I realized that my programming is influenced by education in a way that I never realized before: differentiating instruction.

Cory Eckert: A Tribute (Band?)

Soooo something awesome happened today, and that is: Cory Eckert, founder of Guerrilla Storytime and co-creator of Storytime Underground, was named a 2014 Library Journal Mover & Shaker.I was one of the many librarians who nominated her,in good company with Angie, Kendra, and Amy (and I'm sure there's more). In the spirit of lifting each other up and the fact that the little blurb did not do her justice, Here's what I wrote about Cory-- this time, with GIFs.

Hey. Read: An Unsolicited Rant and a New Year’s Resolution

TL;DR: Dear Reader, You are Reading.--@Horse-ebooks

Note: this post is about the problem I personally have with aliteracy; and if you are currently aliterate, steps you can take to change that, if you'd like. If you or someone you know struggles with direct or indirect effects of illiteracy (functional or not), there are places that can help. One of my favorites is the website for the Florida Literacy Coalition, which is full of resources on the subject.  

I’ve heard and read about proud non-readers before, but my social media feeds lately have been full of people who say things like, “So glad this became a movie because I don’t read” and “if anyone gets me an E-Reader for Christmas I’m throwing it away” and various other ways to inform the world that this person dislikes written communication. People who have the means and opportunity to read, and yet proudly say that they don't.  Not like I actually care, but I originally wrote this post at 4 AM on a Friday morning because I couldn’t sleep because of People Like You.

I’m here to tell you: it’s most definitely not your fault that the word “reading” gets you so apathetic. Chances are you, like me, were told outright that you needed to take standardized tests because if you were sick that day the class wouldn't get enough money. Or maybe you went to a school where bodies in the seats weren't considered currency, but regardless your literacy was treated as a means to an end, rather than the gift to yourself that it is.

You were wronged; it's okay to be mad about it. But reading has so many personal benefits and the only person who is missing out by not reading is you.

I once was like you. It’s true. Me. The librarian and educator who literally went to school for reading, twice, and once to obtain a reading-related job. I went to undergrad for English because I wanted to make sure I didn't drop out, and I enjoyed reading books. By the time I graduated with honors in 2004, I HATED READING BOOKS. Freaking hated it. Though I still believed in the importance of reading (which is why I went back to school to get my literacy development Master’s degree) I personally did not pick up a book I hadn't read before for leisure between the years of 2004-2010. Reading felt like a chore, and I couldn't fully enjoy stories because I got hung up with stuff like “word choice”. My biggest pet peeve when reading is still when an author rediscovers a word and then uses it three times in one chapter. It took me awhile, but I got over it in favor of trying to really lose myself in a story.

Thrive Thursday: Illusionology! 3rd Grade Outreach

This post is part of Thrive Thursday, a school-age programming blog-hop started by Thrive After Three in the same vein as Flannel Friday. Check out the round-ups here and join the fun!

So my library decided we needed some grade school outreach up in here. You know, over 3 years ago, when Abigail started the idea of the "Elementary School Menu," a few offerings the department would bring out each year to the elementary schools. And then she left the outreach to die on an island because I was hired and I hardly knew anything about libraries. (Except for what my MLIS prepared me for, of course, but we all know that's why blogs like this exist.) But after a chance trial-run at outreach with a local group of second graders, I felt ready to pilot the menu this year. I started with kindergarten, second grade, and third grade. This was a deliberate choice: kindergarten and second grade are both coming into the library on field trips this year, and third grade just saw us last year as Library Stars. Each of these is pre-made and stored in a bin, with a script so that anyone can do it (But I usually want to because it's the best).

Why, if it's already written out, did I wait so long to post this awesomeness?! The world may never know. Or maybe it's the existence of C.O.P.S. on You Tube.  You understand.

Kindergartners are treated to a Pete the Cat theme, second graders enjoy an Aliens vs. Robots program, and third graders celebrate Illusionology from the -Ologies series! This post is about the third grade outreach,  because I've not only gotten the most requests for it, it's also SO FUN TO DO and the kids and teachers love it and the entire time you're just like:

Nominate Your Newbie for an Award!

From Punk Farm.

Do you know an awesome n00brarian with at least one year of experience? If so, you should DEFINITELY nominate him or her for a state award!

Last year, Wisconsin Library Association NMRT began awarding a free year of membership to a one new librarian who showed promise in the profession, called the Rising Star Award. Last year, this award went to a fine, upstanding librarian whose professional demeanor is beyond reproach.