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G2S Project Code: 2020-FL-84383
State: Florida
Fiscal Year: 2020
Grantee
University of South Florida-Main Campus

Project Director
Director Name: Natalie Taylor
Director Phone: 813-420-4694
Director Email: ngtaylor@usf.edu
General Information
Title: Creating a Responsive Librarianship Scheme
State Project Code: 20-LSTA-B-21
Start Date: 10/01/2020
End Date: 09/30/2021
Abstract: The following is a brief description of the 2020-2021 Story Strong program run by the University of South Florida School of Information's Library & Responsive Librarianship Lab (LRLL), in partnership with the Temple Terrace Public Library (TTPL), the Hillsborough County Public Library Cooperative (HCPLC), and the Pasco County Library Cooperative (PCLC). The project expanded our model of Responsive Librarianship (RL) that provides Reader's Advisory (RA) services, therapeutic reading materials, and family wellness instruction for those at-risk and vulnerable populations in our communities. The Responsive Librarianship model creates an integrated framework for library participation in a replicable yet flexible program designed for combining modalities of connection and optimizing positive participant outcomes. This model's primary focus is on empathy building and socio-cognitive skills development using three core interventions for service delivery. These interventions, evidence-based reading lists, group session lesson plans, and community-based programming, help develop those skills consistent with individual treatment plans while promoting positive health outcomes.

Through this Library Services and Technology Act (LSTA)grant, the project team has created 24 evidence-based reading lists for each of the services areas, developed 94 lesson plans for guided reading groups and instructional programs, and co-facilitated these programs through virtual platforms with the help of community partners, librarians, and trained staff. We also worked with project partners to add books to their collection that aligned with the program goals and aided in the distribution of the reading lists to promote both new and old resources in the partner libraries’ collections. Finally, money from the grant paid for Amazon Kindle Fire tablets that were distributed to TTPL and PCLC for use in programming and book distribution inspired by the grant’s intentions once in-person services return.

The target beneficiaries at each partner library were unique and guided the development of the programming and reading lists. The services delivered at the TTPL focused on its teen population. Many of the patrons in the TTPL service region are teens and tweens. Before library closures, the TTPL had an active programming schedule and averaged around 650 teens/tweens per year in attendance. Teens/tweens at the TTPL, during non-grant-related library programs, sometimes talked freely about stress with school, parents, siblings, etc. to the librarians. The programs funded by the LSTA grant have targeted these teen/tween populations and provided 1) evidence-based reading lists focused on graphic novels designed for at-risk teen/tween service population,2) guided reading groups, and 3) instructional programs facilitated by community partners, librarians, and trained staff. Topics of focus for the books lists and sessions included: Othering, Outsider (space, place, and embodied), Family, Mental Health, Equity, Diversity, & Inclusion, Quarantine, Relationships and Bullying.

The services delivered at the PCLC focused on the adult women's population. We worked primarily with library partners at the South Holiday branch library, with approximately 22,500 people in its service area. With over 4,000 residents per square mile, it is one of the most densely populated areas in the TBLC service region. According to the latest census data, and information from the South Holiday library administration, these families are socially and economically below the county and state averages. While approximately 12% of Pasco County residents live in poverty, 22% of South Holiday's patrons survive below the poverty level. The median value of the homes for South Holiday's patrons is $69,500, less than half of the county's median value. Median rent is $986 per month, yet the per capita income is only$21,856. Thus many of South Holiday's patrons spend nearly 54% of their income towards rent, leaving very little for other essential items. Worse yet, nearly25% of South Holiday's patrons have no health insurance, one sign that many belong to the working poor. Services for this service population focused on 1)evidence-based reading lists, 2) guided reading groups, and 3) instructional programs facilitated by community partners, librarians, and trained staff. Topics of focus for the books lists and sessions included: Economic Insecurity, Anxiety, Financial Literacy, Loss, Career Education & Development, Digital Literacy & Empowerment, Families & Relationships and Health & Wellness.

Both the TTPL and the PCLC programs were assisted by the work of student interns from the University of South Florida's School of Social Work. These students provided real-time input during reading groups and instructional sessions, offered additional support for attendees by sharing their professional contact information, and created additional resource lists for certain topics throughout the programs. The student interns were overseen by a professional social worker and their field work instructors through the School of Social Work.

The services delivered with the HCPLC used a hybrid model to focus on family wellness, offering a mix of programming targeted to both parents and children. Many of the patrons in the HCPLC service region are in crisis. Over 15% of these patrons live below the poverty level, paying 30% or more of their income on rent. The primary methods for delivering services were 1) evidence-based reading lists designed for families, 2) guided reading groups, and 3) instructional programs facilitated by community partners, librarians, and trained staff. Topics of focus for the books lists and sessions included: Economic Insecurity, Anxiety, Financial Literacy, Digital Literacy & Empowerment, Health & Wellness, Mental Health & Loss, Career Education & Development and Families & Relationships.

While the creation of the book lists, the reading group plans, and the instructional plans are the most significant contributions of this project, the impact on the participants in the sessions cannot be overlooked. Real-time attendance was low in many of the sessions, but the attendees we were able to get feedback from seemed to benefit from the programming. When asked about whether participants would be likely to use other library resources and services 88% indicated that they agreed or strongly agreed. When asked about whether participants intended to apply what they just earned 74% agreed or strongly agreed. Technology was utilized by the participants; participants indicated their use of technology for accessing information through their use of e-books (24% of total circulation). Additionally, views of recorded sessions equaled or surpassed attendance during live, synchronous sessions for the two libraries that provided asynchronous sessions (126 views). The targeted population also indicated an increase in their knowledge, skills or abilities. From the survey data we were able to collect, 85% of participants indicated that they learned something helpful. 

One of the most significant lessons learned from this project involves the switch to completely online programming. While this project was initially envisioned as face-to-face programming, we were able to convert programming to virtual delivery, both synchronous and asynchronous. Issues that we needed to address involved selecting days and times that would not compete with other library programming and that would be appealing to users. However, issues related to access and potential “Zoom fatigue” cannot be overlooked, and may have played a role in the number of participants that were able to participate synchronously. When feasible, sessions were recorded, posted to YouTube and promoted through the library marketing venues, and we noticed that the content was accessed by users in this asynchronous format as well, in some cases, the asynchronous views equaled or surpassed the synchronous online sessions. 

Another lesson learned related to data collection and reporting. While it is advantageous to work with partner libraries’ established systems for promoting and delivering programs, using disparate systems for reporting data can be challenging to collect and to analyze. This will need to be factored into the planning stages of the project. From the participant perspective, feedback from post-session surveys provided helpful information. Participants indicated that they would like:
"having longer sessions; more sessions focused on family, identity, and complex emotions/feelings; more promotional outreach."

These suggestions will help guide future projects related to the goals of this grant.

State Goal: Goal 2 - Strengthen Libraries: Floridians use libraries with staff, resources and facilities that transform to meet user needs.
Budget Information
LSTA
MATCH-State
MATCH-Other
Total
$159,761.40
$0.00
$41,789.84
$201,551.24
Intent(s)
Improve users' ability to apply information that furthers their personal or family health & wellness.
Health & Wellness
Literacy
Activities
Activity Details
Title: Develop Evidence-based reading lists.
Narrative:

We developed 24 total evidence-based reading lists (8 for each library / one topic per month). In the files section, we’ve attached one PDF made up of all 24 lists. The 24 themes are:

  • Temple Terrace
    1. Othering
    2. Outsider (space, place, and embodied)
    3. Family
    4. Mental Health
    5. Equity, Diversity, & Inclusion
    6. Quarantine
    7. Relationships
    8. Bullying
  • Pasco
    1. Economic Insecurity
    2. Anxiety
    3. Financial Literacy
    4. Loss
    5. Career Education & Development
    6. Digital Literacy & Empowerment
    7. Families & Relationships
    8. Health & Wellness
  • Hillsborough
    1. Economic Insecurity
    2. Anxiety
    3. Financial Literacy
    4. Digital Literacy & Empowerment
    5. Health & Wellness
    6. Mental Health & Loss
    7. Career Education & Development
    8. Families & Relationships

While some topics were duplicated, the book lists have been tailored to the particular library community. These book titles were determined using responsive librarianship as a framework. The texts chosen for these reading lists included materials from one of four tracks: CBT texts, affective fiction, neuro-based texts, and visual materials. Texts in the CBT track are focused on behavior modification and employ a process that includes identification, strategy building, and application. Affective fiction texts are “Mirror” book that simulates a reader’s own situation. These books rely on a process that creates identification with a character on an issue in the narrative, catharsis, and then insight into the path of change. Affective texts “close the gap” between the real reader and the implied reader. 

CBT and Affective titles were selected using a blended selection process that relied on traditional collection development tools, such as health and wellness -based bibliographies, coupled with the skills and tools used in Reader’s Advisory services that deployed simple algorithms designed to replicate the certain elements and appeals related to each of the themes being discussed in the library.

Neuro-based texts are developed from a known corpus of texts that activate Theory of Mind processing that assist in cognitive repair, empathetic skill development, and improved social ability. Finally, visual-based materials are designed to expand the “ therapeutic toolbox” for those with low literacy skills or low motivation for recreational reading. Visual based materials can employ traditional CBT, affective, or neuro-processes. These visual materials were selected by using traditional bibliographies, and health-based selection tools such as Graphic Medicine’s reading lists and reviews (www.graphicmedicine.com).


Intent: Improve users' ability to apply information that furthers their personal or family health & wellness.

Activity: Content
Mode: Creation
Format: Digital


Quantity
Number of items digitized: 0
Number of items digitized and available to the public: 0
Number of physical items: 0
Number of open-source applications/software/systems: 0
Number of proprietary applications/software/systems: 0
Number of learning resources (e.g. toolkits, guides): 24
Number of plans/frameworks: 0


Partner Information
Organization Type of Partner Organization(s):
Libraries: No
Historical Societies or Organizations: No
Museums: No
Archives: No
Cultural Heritage Organization Multi-type: No
Preschools: No
Schools: No
Adult Education: No
Human Service Organizations: No
Other: No


Legal Type of Partner Organization(s):
Federal Government: No
State Government: No
Local Government (excluding school districts): No
School District: No
Non-Profit: No
Private Sector: No
Tribe/Native Hawaiian Organization: No


Beneficiaries
Is the activity directed at the library workforce: No
For a targeted group or for the general population: General


Locale
Is the activity state-wide: No
Specific Locations: No
Library Types
Public Libraries: 3
Academic Libraries: 0
SLAA: 0
Consortia: 0
Special Libraries: 0
School Libraries: 0
Other: 0
Activity Details
Title: Collection development
Narrative: The number and content for the book purchases was dependent on what the collection development liaison at our partner libraries deemed necessary for their collection. We also purchased fifteen (15) Kindle, seven (7) tablets and covers, which were divided between Temple Terrace and Pasco to use in programming and for their collections.
Intent: Improve users' ability to apply information that furthers their personal or family health & wellness.

Activity: Content
Mode: Acquisition
Format: Combined physical & digital


Quantity
Number of hardware acquired: 22
Number of software acquired: 0
Number of licensed databases acquired: 0
Number of print materials (books & government documents) acquired: 0
Number of electronic materials acquired: 33
Number of audio/visual units (audio discs, talking books, other recordings) acquired: 0


Partner Information
Organization Type of Partner Organization(s):
Libraries: No
Historical Societies or Organizations: No
Museums: No
Archives: No
Cultural Heritage Organization Multi-type: No
Preschools: No
Schools: No
Adult Education: No
Human Service Organizations: No
Other: No


Legal Type of Partner Organization(s):
Federal Government: No
State Government: No
Local Government (excluding school districts): No
School District: No
Non-Profit: No
Private Sector: No
Tribe/Native Hawaiian Organization: No


Beneficiaries
Is the activity directed at the library workforce: No
For a targeted group or for the general population: General


Locale
Is the activity state-wide: No
Specific Locations: No
Library Types
Public Libraries: 2
Academic Libraries: 0
SLAA: 0
Consortia: 0
Special Libraries: 0
School Libraries: 0
Other: 0
Activity Details
Title: Guided reading group lesson plans
Narrative:

Over the course of the grant period, we’ve developed 48 guided reading group lesson plans (2 per month for 8 months for each of the three partner libraries). Below you can see the topics and book selections for each library on a monthly basis. We’ve uploaded a PDF with all of the lesson plans included into the files section.

  • Temple Terrace
    1. February: Othering
      1. Peanut by Ayun Halliday; Anya’s Ghost by Vera Brosgol; New Kid by Jerry Craft
      2. Hyperbole and a Half by Allie Brosh
    2. March: Outsider
      1. Coraline by Neil Gaiman (Space and place); Persepolis by Marjane Satrapi; Pumpkinheads by Rainbow Rowell
      2. El Deafo by Cece Bell (Embodied); Ghosts by Raina Telgemeier; Ghostopolis by Doug TenNapel
    3. April: Family
      1. Sunny Side Up by Jennifer L. Holm; Pashmina by Nidhi Chanani; This One Summer by Mariko Tamaki
      2. Stepping Stones by Lucy Knisley; Swing It, Sunny by Jennifer L. Holm; Long Way Down by Jason Reynolds
    4. May: Mental Health
      1. Komi Can’t Communicate by Tomohito Oda; It's All Absolutely Fine by Ruby Elliot; Just Peachy by Holly Chisholm
      2. Archival Quality by Ivy Noelle Weir; Solutions and Other Problems by Allie Brosh; Bird Brain by Chuck Mullin
    5. June: Equity, Diversity, & Inclusion
      1. Flamer by Mike Curato; Gender Queer by Maia Kobabe; The Magic Fish by Trung Le Nguyen
      2. Lighter Than My Shadow by Katie Green; The School Musical Meltdown by Jessica Gunderson; The Oracle Code by Marieke Nijkamp
    6. July: Quarantine
      1. Orange vol. 1 (which includes two books) by Ichigo Takano; Cardboard by Doug TenNapel; When the Stars are Scattered by Omar Mohamed and Victoria Jamieson
      2. My Hero Academia vol. 1 by Kōhei Horikoshi; Bad Island by Doug TenNapel; The Prince and the Dressmaker by Jen Wang
    7. August: Relationships
      1. HeartStopper by Alice Oseman; Crush (Berrybrook Middle School (3)) by Svetlana Chmakova; Mooncakes by Suzanne Walker and Wendy Xu
      2. Making Friends by Kristen Gudsnuk; In Real Life by Cory Doctorow and Jen Wang; Roller Girl by Victoria Jamieson
    8. September: Bullying
      1. Bully Wars Vol. 1 Issues #1-5 by Skottie Young, Aaron Conley, Jean-Francois Beaulieu, Nate Piekos; Speak: The Graphic Novel by Laurie Halse Anderson and Emily Carroll; A Silent Voice by Yoshitoki Oima
      2. Be Prepared by Vera Brosgol; Jo & Rus by Audra Winslow; Brave by Svetlana Chmakova
  • Pasco
    1. February: Economic Insecurity
      1. Ocean at the End of the Lane by Neil Gaiman; The Yellow Wallpaper by Charlotte Perkins Gilman
      2. 2 Hour Job Search by Steve Dalton
    2. March: Anxiety
      1. Anxious People by Fredrik Backman; The Midnight Library by Matt Haig
      2. Feeling Good by David D. Burns, M.D.
    3. April: Financial Literacy
      1. Black Buck by Mateo Askaripour
      2. The Happiness Project by Gretchen Rubin
    4. May: Loss
      1. The Mothers by Brit Bennett
      2. Healing your Grieving Heart for Kids:100 Practical Ideas by Alan Wolfelt
    5. June: Career Education and Development
      1. Educated: A Memoir by Tara Westover
      2. How to Write a KILLER LinkedIn Profile... And 18 Mistakes to Avoid: Updated for 2020 by Brenda Bernstein
    6. July: Digital Literacy & Empowerment
      1. The Thrilling Adventures of Lovelace and Babbage by Sydney Padua
      2. Saving Your Digital Past, Present, and Future: A Step by Step Guide by Vanessa Reyes
    7. August: Families & Relationships
      1. The Invisible Life of Addie LaRue by V. E. Schwab
      2. Talking to Strangers by Malcolm Gladwell
    8. September: Health and Wellness
      1. The Push by Ashley Audrain
      2. Yoga Therapy for Stress & Anxiety by Erin Byron MA, Robert Butera PhD, and Staffan Elgelid PhD
  • Hillsborough
    1. February: Economic Insecurity
      1. Where the Crawdads Sing by Delia Owens
      2. Some Days by Maria Wernicke and translated by Lawrence Schimel
    2. March: Anxiety
      1. The Midnight Library by Matt Haig
      2. Bud, Not Buddy by Christopher Paul Curtis
    3. April: Financial Literacy
      1. The Happiness Project by Gretchen Rubin
      2. What do you do with a Problem by Kobi Yamada
    4. May: Digital Literacy & Empowerment
      1. Saving Your Digital Past, Present, and Future: A Step-by-Step Guide by Vanessa Reyes
      2. Take Back the Block by Chrystal D. Giles
    5. June: Health & Wellness
      1. Free Your Mind by Cortez R. Rainey
      2. El Deafo by Cece Bell
    6. July: Mental Health & Loss
      1. Redeployment by Phil Klay
      2. Long Way Down by Jason Reynolds
    7. August: Career Education & Development
      1. Black Buck by Mateo Askaripour
      2. Little Leaders: Bold Leaders in Black History by Vashti Harrison
    8. September: Families and Relationships
      1. A Girl is a Body of Water by Jennifer Nansubuga Makumbi
      2. Pea, Bee, & Jay: Wannabees by Brian “Smitty” Smith

Intent: Improve users' ability to apply information that furthers their personal or family health & wellness.

Activity: Content
Mode: Creation
Format: Digital


Quantity
Number of items digitized: 0
Number of items digitized and available to the public: 0
Number of physical items: 0
Number of open-source applications/software/systems: 0
Number of proprietary applications/software/systems: 0
Number of learning resources (e.g. toolkits, guides): 48
Number of plans/frameworks: 0


Partner Information
Organization Type of Partner Organization(s):
Libraries: No
Historical Societies or Organizations: No
Museums: No
Archives: No
Cultural Heritage Organization Multi-type: No
Preschools: No
Schools: No
Adult Education: No
Human Service Organizations: No
Other: No


Legal Type of Partner Organization(s):
Federal Government: No
State Government: No
Local Government (excluding school districts): No
School District: No
Non-Profit: No
Private Sector: No
Tribe/Native Hawaiian Organization: No


Beneficiaries
Is the activity directed at the library workforce: No
For a targeted group or for the general population: Targeted
Geographic community of the targeted group: Urban
For what age groups: All Ages
For what economic types: Below Poverty
For what ethnicity types: Ethnicity Not Applicable
Is the activity directed at families: Yes
Is the activity directed at intergenerational groups: Yes
Is the activity directed at immigrants/refugees: No
Is the activity directed at those with disabilities: No
Limited functional literacy or informational skills: No
Is the activity category not already captured: No


Locale
Is the activity state-wide: No
Specific Locations: No
Library Types
Public Libraries: 3
Academic Libraries: 0
SLAA: 0
Consortia: 0
Special Libraries: 0
School Libraries: 0
Other: 0
Activity Details
Title: Develop instructional programs
Narrative:

Over the course of the grant period, we have developed 46 instructional program lesson plans (2 per month for 8 months for each of the three partner libraries, with the exception of two months at HCPL that only had one session due to scheduling constraints with the partner organization. We anticipate they will be holding “makeup” sessions for these after the grant period officially ends.). Below you can see the topics for each library on a monthly basis. We’ve uploaded a PDF with all of the lesson plans included into the files section. In the case of Hillsborough County, the partner library worked with community organizations to present the events and we created the lesson plans from the content these organizations delivered.(This was true in a few cases for Pasco as well).

  • Temple Terrace
    1. February: The Outsider
      1. Silent Conversation and Comic Creation
      2. Self-Portraits
    2. March: Othering
      1. The “Other” Doll Creation
      2. Superhero Creation
    3. April: Family
      1. “Found” Family Tree
      2. Origami Heart Bookmarks
    4. May: Mental Health
      1. Friendship Chain
      2. 2020 Archival Collages
    5. June: Equity, Diversity, & Inclusion
      1. “Internal Flame” Campfires
      2. Two Hands
    6. July: Quarantine
      1. Happiness Jar
      2. Yoga
    7. August: Relationships
      1. Healthy Relationships
      2. “Open When” Letters
    8. September: Bullying
      1. Anti-Bullying Posters
      2. Kindness Notes
  • Pasco
    1. February: Economic Insecurity
      1. Yoga
      2. Budgeting Session
    2. March: Anxiety
      1. Yoga
      2. Journaling
    3. April: Financial Literacy
      1. Tax Session
      2. Financial Literacy Guest Speaker
    4. May: Loss
      1. Loss Guest Speaker
      2. Memory Box
    5. June: Career Education & Development
      1. First Generation College Students
      2. Creating an account on Indeed.com
    6. July: Digital Literacy & Empowerment
      1. Cultivating a Professional Online Presence: The Ins and Outs of Using LinkedIn
      2. Saving Your Digital Past, Present, and Future: A Step-by-Step Guide
    7. August: Families & Relationships
      1. Genealogy Presentation
      2. Found Family
    8. September: Health and Wellness
      1. Nutrition session
      2. Yoga session
  • Hillsborough
  1. February: Economic Insecurity
    1. Children’s Board of Hillsborough County
    2. Free and Discount Local Food
  2. March: Anxiety
    1. Metro Inclusive Health
    2. Unsettled: Library Resources for Dealing with Anxiety
  3. April: Financial Literacy
    1. Strategies for Short-Term Financial Wellness
    2. Family Finance: A World of Information
  4. May: Digital Literacy & Empowerment
    1. Life Hacks with Google
    2. Jumping the Digital Divide with the Library
  5. June: Health & Wellness
    1. Hillsborough County Department of Health
    2. Health Literacy
  6. July: Mental Health & Loss
    1. Crisis Center of Tampa Bay
    2. Second session canceled due to scheduling constraints
  7. August: Career Education & Development
    1. Developing Your Professional Experience
    2. Career and Education Development Resources at the Library
  8. September: Families and Relationships
    1. Positive Coaching for Families
    2. Family Communication (Delayed until October)

Intent: Improve users' ability to apply information that furthers their personal or family health & wellness.

Activity: Content
Mode: Creation
Format: Digital


Quantity
Number of items digitized: 0
Number of items digitized and available to the public: 0
Number of physical items: 0
Number of open-source applications/software/systems: 0
Number of proprietary applications/software/systems: 0
Number of learning resources (e.g. toolkits, guides): 46
Number of plans/frameworks: 0


Partner Information
Organization Type of Partner Organization(s):
Libraries: No
Historical Societies or Organizations: No
Museums: No
Archives: No
Cultural Heritage Organization Multi-type: No
Preschools: No
Schools: No
Adult Education: No
Human Service Organizations: No
Other: No


Legal Type of Partner Organization(s):
Federal Government: No
State Government: No
Local Government (excluding school districts): No
School District: No
Non-Profit: No
Private Sector: No
Tribe/Native Hawaiian Organization: No


Beneficiaries
Is the activity directed at the library workforce: No
For a targeted group or for the general population: Targeted
Geographic community of the targeted group: Urban
For what age groups: All Ages
For what economic types: Below Poverty
For what ethnicity types: Ethnicity Not Applicable
Is the activity directed at families: Yes
Is the activity directed at intergenerational groups: Yes
Is the activity directed at immigrants/refugees: No
Is the activity directed at those with disabilities: No
Limited functional literacy or informational skills: No
Is the activity category not already captured: No


Locale
Is the activity state-wide: No
Specific Locations: No
Library Types
Public Libraries: 3
Academic Libraries: 0
SLAA: 0
Consortia: 0
Special Libraries: 0
School Libraries: 0
Other: 0
Activity Details
Title: Distribute evidence-based reading lists to target populations
Narrative: The partner libraries listed the book lists on their various websites. Books for the individual monthly reading sessions were promoted as part of the event promotion in the libraries’ event calendars and through social media. As an example, Hillsborough lists the past few months’ book lists on a dedicated page: https://hcplc.org/LibrariesBuildCommunities .

Intent: Improve users' ability to apply information that furthers their personal or family health & wellness.

Activity: Content
Mode: Other
Format: Digital
Other: 24 evidenced-based reading lists were distributed via the partner libraries' websites.


Quantity


Partner Information
Organization Type of Partner Organization(s):
Libraries: No
Historical Societies or Organizations: No
Museums: No
Archives: No
Cultural Heritage Organization Multi-type: No
Preschools: No
Schools: No
Adult Education: No
Human Service Organizations: No
Other: No


Legal Type of Partner Organization(s):
Federal Government: No
State Government: No
Local Government (excluding school districts): No
School District: No
Non-Profit: No
Private Sector: No
Tribe/Native Hawaiian Organization: No


Beneficiaries
Is the activity directed at the library workforce: No
For a targeted group or for the general population: Targeted
Geographic community of the targeted group: Urban
For what age groups: All Ages
For what economic types: Below Poverty
For what ethnicity types: Ethnicity Not Applicable
Is the activity directed at families: Yes
Is the activity directed at intergenerational groups: No
Is the activity directed at immigrants/refugees: Yes
Is the activity directed at those with disabilities: No
Limited functional literacy or informational skills: No
Is the activity category not already captured: No


Locale
Is the activity state-wide: No
Specific Locations: No
Library Types
Public Libraries: 3
Academic Libraries: 0
SLAA: 0
Consortia: 0
Special Libraries: 0
School Libraries: 0
Other: 0
Activity Details
Title: Guided reading groups and Instructional program delivery
Narrative:

All guided reading groups and instructional programs were presented virtually through the partner libraries’ preferred digital platforms. During the grant period, virtual registration was made available to library users. The procedure for registration and the delivery system for each partner library is included below:

  • Temple Terrace: For Temple Terrace, notice of the upcoming monthly sessions were posted to the library system’s calendar. Participants used the library’s registration system to register and to receive the link to log-in to a Zoom session.
  • Pasco: For Pasco, notice of the upcoming monthly sessions are posted to the library system’s calendar. Participants are instructed to email our email account (storystrong@usf.edu) to register in order to get the link to the Zoom session. They are then sent the log-in information.
  • Hillsborough: For Hillsborough, notice of the upcoming monthly sessions were posted to the library system’s calendar. Participants use the library’s registration system to register and to receive the link to log-in to the GoToMeeting session. They were then sent the log-in information.

In the case where no participants attended a session, we recorded the session and posted it to our YouTube site. There were also a few cases where we planned asynchronous sessions at Pasco, in which case a link to the pre-recorded session was distributed via Pasco’s marketing channels. All recorded videos can be accessed at https://www.youtube.com/channel/UCmf2Zz30xSY53N11S-FRZ6A/videos

At these sessions, we also utilized our partnership with the USF School of Social Work. During the grant period, we hosted two field work students (one in Spring 2021 and one in Fall 2021). These students attended the sessions at Temple Terrace and many at Pasco County, as well as provided community resources for the instructional sessions and follow-up resources from certain sessions. These resources are included in a PDF in the file section of this report.


Intent: Improve users' ability to apply information that furthers their personal or family health & wellness.

Activity: Instruction
Mode: Program
Format: Virtual


Quantity
Session length (minutes): 60
Number of sessions in program: 94
Average number in attendance per session: 7
Number of times program administered: 1


Partner Information
Organization Type of Partner Organization(s):
Libraries: No
Historical Societies or Organizations: No
Museums: No
Archives: No
Cultural Heritage Organization Multi-type: No
Preschools: No
Schools: No
Adult Education: No
Human Service Organizations: No
Other: No


Legal Type of Partner Organization(s):
Federal Government: No
State Government: No
Local Government (excluding school districts): No
School District: No
Non-Profit: No
Private Sector: No
Tribe/Native Hawaiian Organization: No


Beneficiaries
Is the activity directed at the library workforce: No
For a targeted group or for the general population: Targeted
Geographic community of the targeted group: Urban
For what age groups: All Ages
For what economic types: Below Poverty
For what ethnicity types: Ethnicity Not Applicable
Is the activity directed at families: Yes
Is the activity directed at intergenerational groups: Yes
Is the activity directed at immigrants/refugees: No
Is the activity directed at those with disabilities: No
Limited functional literacy or informational skills: No
Is the activity category not already captured: No


Locale
Is the activity state-wide: No
Specific Locations: No
Library Types
Public Libraries: 3
Academic Libraries: 0
SLAA: 0
Consortia: 0
Special Libraries: 0
School Libraries: 0
Other: 0
Question 1: I learned something by participating in this library activity.
Strongly Agree: 31
Agree: 9
Neither Agree nor Disagree: 4
Disagree: 1
Strongly Disagree: 1
Non-Response: 2
Question 2: I feel more confident about what I just learned.
Strongly Agree: 28
Agree: 13
Neither Agree nor Disagree: 5
Disagree: 0
Strongly Disagree: 0
Non-Response: 2
Question 3: I intend to apply what I just learned.
Strongly Agree: 22
Agree: 13
Neither Agree nor Disagree: 8
Disagree: 2
Strongly Disagree: 2
Non-Response: 1
Question 4: I am more aware of resources and services provided by the library.
Strongly Agree: 23
Agree: 11
Neither Agree nor Disagree: 10
Disagree: 0
Strongly Disagree: 0
Non-Response: 4
Question 5: I am more likely to use other library resources and services.
Strongly Agree: 5
Agree: 9
Neither Agree nor Disagree: 2
Disagree: 0
Strongly Disagree: 0
Non-Response: 32
Project Outcomes
Project Outcomes
List any important outcomes or findings not previously reported:
The three outcomes that were evaluated for this project are in line with required grant outcomes, as follows: The targeted population uses information or services that were not previously available. To measure this outcome, data relevant to the effectiveness of the evidence-based reading lists were collected. Circulation numbers for each of the titles listed were collected from library staff. For the grant period, from partner libraries, titles used in the reading lists were checked out as follows: 5332 items circulated (4060 print and 1272 e-books) In addition, after guided reading group session, members of the USF survey team surveyed the participants if they used any of the texts from the list. When asked about whether participants would be likely to use other library resources and services, 88% indicated that they agreed or strongly agreed. When asked about whether participants intended to apply what they just learned, 74% agreed or strongly agreed. This outcome was also measured by collecting data from the social work staff assigned by the USF School of Social Work regarding the number of interactions they have with patrons. Social work interns interacted during all sessions. No sessions were conducted outside of programs. 2. The targeted population uses technology to get information. To measure this outcome, data were collected from patrons who participated in the instructional programs facilitated by community partners, librarians, and trained staff at each library branch. Post-session survey responses were lower than we had anticipated. We expect that this was due largely to low real-time participation, which was consistent with participation in other library programs. On post-session surveys, when asked about what they learned that was new, 24% of respondents named a technological resource in free-text responses. Participants indicated their use of technology for accessing information through their use of e-books (24% of total circulation). Additionally, views of recorded sessions equaled or surpassed attendance during live, synchronous sessions for the two libraries that provided asynchronous sessions (126 views). 3. The targeted population demonstrates an increase in their knowledge, skills or abilities. To measure this outcome data were collected about the guided reading groups. When asked about whether participants learned something helpful, 85% agreed. Participant responses were categorized as learning about facts or skills, technology, resources or mental health issues.
Please briefly describe the importance of these outcomes and findings for future program planning:
The outcomes and findings from the above indicate that working collaboratively with the Temple Terrace Public Library (TTPL), the Hillsborough County Public Library Cooperative (HCPLC), and the Pasco County Library Cooperative (PCLC), the USF School of Information’s Responsive Librarianship Lab has broadened our empirically supported, data-driven Responsive Librarianship (RL) scheme to address an individual's mental health and family wellness concerns through the delivery of personalized reader's advisory (RA) services, therapeutic reading materials, mental health literacy (MHL) skills development, and family wellness instruction. This RL scheme has delivered on USF's promise to expand the previously funded and successful DACCO Library program (drug rehab) to our community’s residents most in need of services in the TBLC service area and during a time when there are even greater mental health challenges than were anticipated when this grant project was originally proposed.
Explain one or two of the most significant lessons learned for others wanting to adopt any facets of this project:
One of the most significant lessons learned from this project involves the switch to completely online programming. While this project was initially envisioned as face-to-face programming, we were able to convert programming to virtual delivery, both synchronous and asynchronous. Issues that we needed to address involved selecting days and times that would not compete with other library programming and that would be appealing to users. However, issues related to access and potential “Zoom fatigue” cannot be overlooked, and may have played a role in the number of participants that were able to participate synchronously. When feasible, sessions were recorded, posted to YouTube and promoted through the library marketing venues, and we noticed that the content was accessed by users in this asynchronous format as well, in some cases, the asynchronous views equaled or surpassed the synchronous online sessions. Another lesson was learned related to data collection and reporting. While it is advantageous to work with partner libraries’ established systems for promoting and delivering programs, using disparate systems for reporting data can be challenging to collect and to analyze. This will need to be factored into the planning stages of the project. From the participant perspective, feedback from post-session surveys provided helpful information. Participants indicated that they would like: "having longer sessions; more sessions focused on family, identity, and complex emotions/feelings; more promotional outreach".
Do you anticipate continuing this project after the current reporting period ends:
No
Do you anticipate any change in level of effort in managing this project:
No
Explain:

Do you anticipate changing the types of activities and objectives addressed by the project:
No
Explain:

Was an evaluation conducted for this project:
No
Was a final written evaluation report produced:
No
Can the final written evaluation report be shared publicly on the IMLS website:
No
Was the evaluation conducted by project staff (either SLAA or local library) or by a third-party evaluator:
Third-Party
What data collection tools were used for any report outcomes and outputs:
Did you collect any media for the data:
What types of methods were used to analyze collected data:
Other:
How were participants (or items) selected:
What type of research design did you use to compare the value for any reported output or outcome:
Exemplary: Yes
Exemplary NarrativeThis project was chosen because it reflects a unique approach to the provision of innovative library services. The Responsive Librarianship model's primary focus is on empathy building and socio-cognitive (how we understand, react to, and reflect on others, as well as on ourselves) skills development using three core interventions for service delivery. These interventions, evidence-based reading lists, group session lesson plans, and community-based programming, help develop those skills consistent with individual treatment plans while promoting positive health outcomes. By working collaboratively with the Temple Terrace Public Library (TTPL), the Hillsborough County Public Library Cooperative (HCPLC), and the Pasco County Library Cooperative (PCLC), the USF School of Information’s Responsive Librarianship Lab has broadened the empirically supported, data-driven Responsive Librarianship (RL) scheme to address an individual's mental health and family wellness concerns through the delivery of personalized reader's advisory (RA) services, therapeutic reading materials, mental health literacy (MHL) skills development, and family wellness instruction. All of this was accomplished during a time when there were even greater mental health challenges than had been anticipated when this grant project was originally proposed.
Project Tags: