Librarian competencies for library programming

In my studies this week for LIS 5804, I took a look at library programming: including core competencies for a librarian involved with programming. I was also tasked with highlighting examples of children’s and adult programming, as well as a program “that inspired” me.

The “National Impact” study of library programming, co-created by the American Library Association and NewKnowledge.org, identified nine areas of library programming competencies that “are unique to library program professionals” (Sheppard, 2019, p. 11). These competencies are: Organizational Skills, Knowledge of the Community, Interpersonal Skills, Creativity, Content Knowledge, Evaluation, Financial Skills, Outreach & Marketing, and Event Planning (ibid, p. 12).

Children’s programming
For an example of children’s programming, I chose Summer Reading Programs. Our textbook cites a finding, circa 2015, that more than 95 percent of public libraries offer a summer reading program (Larson, p. 136).

Our textbook tells us that summer reading programs were developed “mainly to keep children occupied and interested in reading over the summer,” but that they “quickly became the best way to reduce what in education is called the ‘summer slide’” (Long, 2018, p. 247).

When offering their summer programs, many public libraries utilize materials and resources created by the Collaborative Summer Library Program, “a 501(c)3 non-profit organization that exists to make summer programming meaningful and accessible to all library patrons” (CLSP, n.d.-b).

CLSP collaborates with libraries “to create an inclusive literacy based program that is enjoyable for all ages, provide a reproducible program with a unified theme, share resources and offer professional support” (CLSP, n.d.-a).

The organization’s guiding principle is “Inclusion for All;” it is “committed to providing resources, materials, and opportunities that reflect the diversity of our communities including all races, ethnicities, national origins, genders, and all other identities” (CSLP, n.d.-a).

Even with CLSP providing these materials, I think there would still be plenty of work for a programming librarian to do. I could foresee a librarian drawing on all of the programming competencies identified by the ALA and NewKnowledge.org: through planning local events, tracking how to measurer readers’ progress, marketing the program, evaluating the program afterward, and more.

Adult programming
For an example of adult programming, I chose “Mass Reading Events.” From our textbook, “Mass Reading Events are evidence of a robust book culture” (McCook and Phenix, 2018, p. 266). For the slideshow, I chose the logo of a mass-reading program from my local public library. Its most recent selection was for program year 2018-2019.

“Sonoma County Reads is a community reading program that encourages residents to join together in the shared experience of reading and discussing the same book. … Each year, these programs include special author events, book discussions, and more” (SCL, n.d.).

I have long been an enthusiast for mass reading programs, often referred to as “common reads.” Cuesta College, where I earned my Associate’s degree in Library and Information Technology, has designated All My Rage by Sabaa Tahir as its “Book of the Year” for 2023 (Cuesta College Library, n.d.), and at UCM, SOLIS will host a virtual book club in the fall that will read All My Rage (SOLIS, 2023).

Once again, a librarian could feasibly make use of all of the programming competencies. I think knowledge of the book would be especially important, as a librarian may need to lead discussions among members of the public. Evaluation seems especially important, given our focus this week on quantitatively measuring programs’ effectiveness.

A program I was inspired by
For the program that I was “inspired by,” I chose a Bridgerton High Tea, which was hosted by Collier County Public Library in November 2021: “our first large indoor program since COVID” (Johnson, 2021). I chose this program because a) an afternoon of hot tea sounds absolutely lovely, and b) I love dress-up and am a devoted Anglophile when it comes to English literature. Among sub-fandoms, I consider myself an Austenian, a Sherlockian, and a Savoyard.

Looking over the Serious Leisure Perspective framework from our reading and lecture (VanScoy, 2020; Kammer, n.d.), I believe that this program could fit under the category of “Casual Leisure.”

The atmosphere of this event, as it was described at Programming Librarian, seemed to feature a playful and relaxing environment, with sociable conversation. Consumption of tea and refreshments made for a sensory experience.

I am in awe of the effort that must have been put into this, and again, I think it could easily have drawn upon all nine of the competencies. Johnson (2021) related that a team of eight people began planning for the event three months ahead of time, and advertising began two months ahead of time. Johnson further warned that “This program was a lot of fun but you must be all in. It takes a lot of staff time and energy to complete” (ibid).

For this event to be “casual” would certainly fall in line with the findings by VanScoy et. al (2020), that “public library programs presently favor casual over project-based or serious leisure” (p. 5).

I do want to note that any attendees who attempted to attend in costume may have drawn to varying degrees upon “making/tinkering” prior to the event, from the Project-Based Leisure category (VanScoy, et al., 2020, p. 5). Attendees may also have drawn upon knowledge of the literary and film genres that inspired this event, and thus from “liberal arts,” also from the Project-Based Leisure category.

In regard to the importance of leisure in this week’s discussion prompt: “Casual” leisure is “essential to a flourishing and happy existence, as it buffers stress, improves relations, and incites play” (VanScoy et al., 2020, p. 2). With something characterized as so “essential,” I would agree that, yes, all people deserve leisure.

References:
Collaborative Summer Library Program. (n.d.-a). Mission statement. About. https://www.cslpreads.org/about/mission-statement/

Collaborative Summer Library Program. (n.d.-b). Why CSLP? Membership and information. https://www.cslpreads.org/why-cslp/

Cuesta College Library. (n.d.) Save the date: All My Rage author Sabaa Tahir visits Cuesta College [Event card]. https://www.cuesta.edu/library/documents/2023postcardsm.pdf

Kammer, J. (n.d.) Public library services and programming [Video and slide presentation]. University of Central Missouri, LIS 5804.

Johnson, I. (2021, Dec. 1). Program model: Bridgerton High Tea. Programming librarian. American Library Association Public Programs Office. https://programminglibrarian.org/programs/bridgerton-high-tea

Larson, J. (2015). Children’s services today: A practical guide for librarians. Rowman & Littlefield.

Long, A.K. (2018). Youth services in public libraries: History, core services, challenges, and opportunities. In McCook, K. & Bossaller, J.S., Introduction to public librarianship (pp. 229-256). Neal-Schuman.

McCook, K. & Phenix, K. (2018). Reader and adult services: To survive, to flourish, to create. In McCook, K. & Bossaller, J.S., Introduction to public librarianship (pp. 257-292). Neal-Schuman.

Sheppard, B., et al. (2019). National impact of library public programs assessment: Phase 1, a white paper on the dimensions of library programs & the skills and training for library program professionals. American Library Association & New Knowledge Organization Ltd. https://nilppa.org/wp-content/uploads/2019/06/NILPPA_Phase-1-white-paper.pdf

Sonoma County Library. (n.d.). Sonoma County Reads. Events. https://sonomalibrary.org/events/programs/sonoma-county-reads

Student Organization of Library and Information Services. (2023). C: Book club. SOLIS Officer Meeting, March 29, 2023 [Official agenda].

VanScoy, A., Thomson, L., & Hartel, J. (2020). Applying theory in practice: The serious leisure perspective and public library programming. Library & Information Science Research, 42(3), 101034.