Handouts & Activity Materials

Directions

This is also a slide in the presentation. Discuss as a group what "traditional" media means. They can choose to add examples on the map. Then, turn to the next page/slide. Discuss as a group what "new" media means. After hearing from the audience what they think “new” media is, discuss the skills needed to effectively work with this media and mentor families in using it too. Compare and contrast the skills needed for traditional vs new media. Where are there similarities? What do we already do well that translates to new media? Where are there gaps for us?

Directions

This chart depicts a potential way a librarian might use various opportunities to share information on media mechanics, management, and literacy. It connects the concepts you will have discussed so far - 3 ways to be a media mentor and media literacy, mechanics, and management. This is also a slide in the presentation.

Directions

Create spaces on the wall for each of the four pillars. Cut each of these examples into strips and pass them out at random to the participants. Ask them to tape them to the spot on the wall corresponding with the pillar they believe the example exhibits. Allow time for participants to write their own examples on post its or the butcher paper on the walls.

After the sorting is complete, go pillar by pillar as a group and discuss a few select examples.

Directions

Use this worksheet with the brainstorm notes slide. After attendees look over the suggested questions on the worksheet, ask them to create questions we can ask ourselves as librarians and media mentors about each of the three Cs as we’re working with a family in a reference interview or program.

Directions

Consider an interaction from the past month across each of these three activities. How did you consider content, context, and child as you conducted an advisory, created programming, and curated content for families? What could you have done differently?

Directions

Read the first scenario to the group as an example exercise. Then split your group into two and give each group another scenario. Hand out the Peer Coach Observation Forms with the scenarios so participants can use it as a guide. Allow for 15-20 minutes of small group discussion - what did the librarian do well? What could they have done differently? What would you say to them if you were their peer coach? Then ask each group to report out on what they discussed .

These scenarios are created based on the parent discussion groups conducted in Harford County. If you conduct your own parent discussion groups, we recommend creating new scenarios that better mirror what you learned from the families in your community.

Directions

Encourage participants to spend 1-3 minutes reflecting on how they'd answer questions on each page, then have them turn to discussion in their small groups. Do each section one at a time (Reflect on "What," discuss "What," then move on to "So What," etc.) You can choose to have each group share some of the biggest takeaways to the large group. Record the answers shared, especially the next steps.