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G2S Project Code: 2021-ID-89382
State: Idaho
Fiscal Year: 2021
Grantee
Idaho Commission for Libraries

Project Director
Director Name: Staci Shaw
Director Phone: 208-639-4178
Director Email: staci.shaw@libraries.idaho.gov
General Information
Title: Youth Services Professional Development
State Project Code:
Start Date: 09/01/2021
End Date: 09/30/2022
Abstract: The Idaho Commission for Libraries' (ICfL's) Youth Services division coordinated and provided professional development opportunities for library staff throughout Idaho. The ICfL worked with community partners, practitioners, and experts in the fields of library service, education, child development, physical and mental health, technology, and social services to provide research-based engaging content selected to meet the needs of the Idaho library community. One notable online program focused on the importance of buying high-quality books by, for, and about Indigenous people and providing state and national resources to support collection development in this area. Another program demonstrated how libraries can best support homeschooling families. The division also spent staff time hosting regular online discussion groups for Idaho library staff, which focused primarily on early learning and teen topics. Division staff coordinated a two-day training focused on early learning called the Read to Me Rendezvous, which brought together approximately 100 library staff in-person and online. The ICfL also funded four library staff members to attend the Idaho Out-of-School Network’s Power Up Summit to learn more about the out-of-school learning sphere. A small portion of the project budget was also used to purchase professional development books for ICfL staff and libraries participating in professional development opportunities.
State Goal: Idaho State Goal 1: Build institutional capacity
Budget Information
LSTA
MATCH-State
MATCH-Other
Total
$30,828.59
$0.00
$0.00
$30,828.59
Intent(s)
Improve the library workforce.
After-school activities
Early Literacy
Activities
Activity Details
Title: Read to Me Rendezvous
Narrative:
Every other year, the Idaho Commission for Libraries’ (ICfL’s) Youth Services staff host the Read to Me Rendezvous, a two-day convening of Idaho youth services library staff who work with young children and their families. The objective of the meeting in March 2022 was to provide sound early childhood pedagogy to library staff, most of whom have not had formal training in child development or early childhood education. The theme was “Essentials and Potentials" and the ICfL partnered with several leaders in the Idaho early childhood care and education community.

Partners included Act Early Idaho (Idaho chapter of the Centers for Disease Control’s “Learn the Signs: Act Early” initiative), the Idaho Association for the Education of Young Children (Idaho AEYC), the Idaho State Department of Education, the Idaho State Training and Registry System (Idaho STARS), Idaho Public Television, and the Idaho Department of Health and Welfare’s Regional Early Childhood Committees (RECC). Staff and representatives from each of these organizations delivered content, which focused on early brain development; how children learn; materials that promote constructivism and inspire curiosity; early learning environments and play spaces; and scaffolding children’s learning of early math concepts. Empowering library staff and establishing early learning as a crucial component of the library’s role in the community were key themes as well.

The ICfL capped attendance at a lower number than in past years, as this was the first in-person event the agency held since March 2020. Forty-eight library staff and four community partners attended. Nine ICfL staff members attended for at least part of the training. 

Because attendance was restricted, the ICfL partnered with Idaho Public Television to film the presenters and sessions. The ICfL created a self-paced module in Niche Academy that could be completed over one month’s time, which culminated in a live webinar discussion. Fifty library staff participated in this virtual track. 

Staff time was spent collaborating with community partners on content, developing content for early numeracy session, selecting and ordering workshop materials, creating presentations, creating Niche Academy virtual track and facilitating live discussions, and coordinating workshop logistics.

Intent: Improve the library workforce.

Activity: Instruction
Mode: Program
Format: Combined in-person & virtual


Quantity
Session length (minutes): 900
Number of sessions in program: 1
Average number in attendance per session: 50
Number of times program administered: 2


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: Yes
For a targeted group or for the general population: General


Locale
Is the activity state-wide: Yes
Specific Locations: No
Library Types
Public Libraries: 65
Academic Libraries: 0
SLAA: 1
Consortia: 0
Special Libraries: 0
School Libraries: 0
Other: 3
Question 1: I learned something by participating in this library activity.
Strongly Agree: 31
Agree: 4
Neither Agree nor Disagree: 0
Disagree: 0
Strongly Disagree: 0
Non-Response: 0
Question 2: I feel more confident about what I just learned.
Strongly Agree: 29
Agree: 6
Neither Agree nor Disagree: 0
Disagree: 0
Strongly Disagree: 0
Non-Response: 0
Question 3: I intend to apply what I just learned.
Strongly Agree: 29
Agree: 6
Neither Agree nor Disagree: 0
Disagree: 0
Strongly Disagree: 0
Non-Response: 0
Question 4: Applying what I learned will help improve library services to the public.
Strongly Agree: 29
Agree: 6
Neither Agree nor Disagree: 0
Disagree: 0
Strongly Disagree: 0
Non-Response: 0
Project Outcomes
Project Outcomes
List any important outcomes or findings not previously reported:
The ICfL was able to offer some in-person professional development opportunities this year, but much of the youth services offerings were virtual. Offering a variety of formats allowed the ICfL to serve a larger number of library staff. Feedback from surveys administered both formally and informally after the completion of the ICfL’s youth services professional development in FY21 indicate that the offerings help Idaho library staff better serve the children, teens, and parents/caregivers in their communities. The ICfL annual Continuing Education report, which surveys the Idaho library community about their participation in ICfL-sponsored professional development opportunities, included many comments about this year’s youth services training and events. Here is a sampling of self-reported outcomes: “I now have a foundation I didn't have before, and I feel ready to engage with caregivers about their child's early literacy.” “My branch has started to re-evaluate our children's area for best access and including more manipulatives for open play (which were all removed during the pandemic). We want to be more thoughtful and strategic about our early childhood programming to provide the best possible services promoting literacy rather than doing many different programs without knowing how effective they are.” “We have improved our storytimes and our outreach storytimes. We also have made some new kindergarten readiness boxes and we have planned to hold workshops for parents this fall on kindergarten readiness.” “We are using some hands-on techniques with early math activities for pre-school children as well as STEM activities.” “[Read to Me Rendezvous] was inspiring for getting more math and counting into early literacy interactions. We are designing a counting corner for our Children's Library and we are including math and counting activities in our EC programs.” “This was not a staff-wide training but instead a way for me (a new librarian with an emphasis on early literacy) to learn more formally about early literacy and the science behind the practices. It definitely helped me learn more and be far more effective as a staff member.” “I was most impacted by Heather Lee's [Read to Me Rendezvous] presentation on designing early learning spaces and Leeane Noble's presentation on finding developmentally appropriate activities and toys. I love the books Loose Parts and The Power of Play that accompanied these presentations. Because there were so many examples in the books that were reinforced by the presentations, I was able to see how I can implement their ideas at my library. The activities are easy to do in a short period of time.” “I think our services to homeschooling families have greatly improved. We have families seeking out our services across 3 – 4 counties.” “We added a new reading program option for students who didn’t want to commit to other programs we have going.”
Please briefly describe the importance of these outcomes and findings for future program planning:
Because Idaho has no state funding for preschool and has turned down federal funding for early learning, access to formal preschool experiences is restricted to those who can afford it. In many areas of Idaho, preschool programs are limited or non-existent. For many Idaho families, the public library offers the only accessible quality early learning experiences in their communities. It is crucial to provide high-quality early childhood professional development opportunities in a variety of formats, allowing library staff to design educationally sound, developmentally appropriate library services for young children. For school-age children and teens, the library can fill gaps in learning and address unmet needs of formal education. The pandemic greatly affected the progression of knowledge and skills in all grades, and this “unlearning” will impact students for years to come. The stress and chaos of the past two years has also taken a toll on children’s and teens’ mental health and social competencies. Professional development focusing on out-of-school and informal learning helps library staff design programs and resources that develop literacy and STEM skills, support parents as teachers, and provide safe spaces that nurture students’ social and emotional needs. ICfL youth services staff will continue to monitor and respond to the needs of Idaho libraries. They will select professional development experiences for library staff that, through library service, contribute to healthy and successful children and teens.
Explain one or two of the most significant lessons learned for others wanting to adopt any facets of this project:
The ICfL has learned to leverage partnerships with other organizations to have a greater impact and meet shared goals.
Do you anticipate continuing this project after the current reporting period ends:
Yes
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:
Yes
Explain:
In FY22, the ICfL’s budget categories and funding distribution for youth services projects will be re-aligned. Instead of reporting on combined activities as a “Youth Services Professional Development” project, professional development will be incorporated as activities within two new projects: “Early Learning” and “School-Age/Teens.” The School-Age/Teens project will include a 2-day Teen Convening in March 2023 for library staff working with teens and tweens, which will focus on teen mental health and helping teens build social-emotional skills through futures-thinking and gaming. The Early Learning project will include collaborating with the Idaho Department of Health and Welfare for the biennial statewide Early Years Conference, held in November 2022. The ICfL will fund a keynote speaker who will focus on early literacy, and the agency will send approximately 30 Idaho library staff to the conference.
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: No
Exemplary Narrative
Project Tags: