CORY CASTOE

 

Description of Specialization 

​

My specialization is Children’s/Young Adult librarian. The assumption for a Children’s/Young Adult librarian means reading the newest YA books and organizing the summer reading program. While that is part of it, it extends far beyond that. A Young Adult librarian is a counselor, a mentor, a teacher, a friend, an advocate, and so much more. Young Adult librarians are providing what young adults need that they are not receiving anywhere else. 

​

The Young Adult Library Services Association (YALSA), a division of the American Library Association (ALA), defines youth librarian ship through the use of 10 core proficiencies referred to as YALSA’s Teen Services Competencies for Library Staff.

​

•  Teen Growth and Development: Knows the typical benchmarks for growth and development and uses this knowledge to plan,  provide and evaluate library resources, programs, and services that meet the multiple needs of teens.

  • ​I will meet this competency by instituting face-to-face communication with the patrons that I serve, as well as through continuing education and networking with the professional organizations I am involved with.  

​

• Interactions with Teens: Recognizes the importance of relationships and communication in the development and implementation      of quality teen library services, and implements techniques and strategies to support teens individually and in group experiences      to develop self-concept, identity, coping mechanisms, and positive interactions with peers and adults.

  • I will achieve this competency through specialized programming specifically geared for the patrons I serve, as well as requesting feedback to better improve the implementation of programming in my library. An example of a such programming can be found here.

​

• Learning Environments (formal & informal): Cultivates high-quality, developmentally appropriate, flexible learning environments that support teens individually and in group experiences as they engage in formal and informal learning activities.​

  • Through the use of surveys, discussions, etc. I will strive to create a safe space in the library for children and young adults where they are able to learn, thrive, and be engaged. An example of a program with this competency in mind can be found here. 

​

• Learning Experiences (formal & informal): Works with teens, volunteers, community partners and others to plan, implement and evaluate high-quality, developmentally appropriate formal and informal learning activities that support teens’ personal and academic interests.

  • Through the use of surveys, discussions, etc. I will strive to create programming in the library for children and young adults that encourages learning and engagement.

​

• Youth Engagement and Leadership: Responds to all teens’ interests and needs, and acts in partnership with teens to create and implement teen activities and to foster teen leadership.

  • I will endeavor to work with children and young adults to create programming that is not only engaging, but also encourages a sense of civic duty and leadership among their age demographic. An example of this can be found here. ​

​

• Community and Family Engagement: Builds respectful, reciprocal relationships with community organizations and families to promote optimal development for teens and to enhance the quality of library services.

  • I will create respectful, reciprocal relationships through communication; that would be the most important aspect of meeting this competency in order to ensure that all patrons feel the same sense of ownership as well as recognize themselves as stakeholders in the library and its community. ​

​

• Cultural Competency and Responsiveness: Actively promotes respect for cultural diversity and creates an inclusive, welcoming, and respectful library atmosphere that embraces diversity.

  • I will encourage and cultivate communication among librarians and staff with the patrons of the library to establish that diversity is being recognized and respected, such as the way that they are addressed. One example of this would be assuring that patrons are referred to by their preferred pronouns. Through examining the use of graphic memoirs in the library, I learned of a great deal of graphic literature which has been written by a diverse community. Building collections with these works can create connection between librarians and patrons

​

• Equity of Access: Ensures access to a wide variety of library resources, services, and activities for and with all teens, especially those facing challenges to access.

  • Equity of access requires trust and communication between the librarian and the patron. I will seek to  provide access and capability to all resources needed by the patron. An example of here

​

• Outcomes and Assessment: Focuses on the impact of library programs for and with teens and uses data to inform service development, implementation, and continuous improvement.

  • Throughout programming I will continuously maintain assessment of success through the use of surveys, usage data, etc. Using these resources for assessment will allow me to better prepare future programming for my patrons.​

​

• Continuous Learning: Acts ethically, is committed to continuous learning, and advocates for best library practices and policies for teen services.

  • I will actively pursue continued learning through webinars, classes, and sessions made available to me, as well as through networking with professional organizations I am involved with.   

 

 

 

​

YALSA. (2017). Teen Services Competencies for Library Staff. YALSA. http://www.ala.org/yalsa/guidelines/yacompetencies

​