Youth Services & Literature Certification

For this course, I chose to include five youth program guides that I developed using the LIS 519 planning model. These programs were ones I originally implemented when I served as Head of Programming at St. Martin Parish Library, but this course required me to reformat them using a detailed planning template. The model prompted me to think through every component of a program, including objectives, target audience, materials, staffing, marketing, standards, and evaluation, before implementation. This process helped me move from instinctive, experience-based programming to intentional and well-structured programming grounded in professional standards. As a librarian, this assignment reinforced the importance of planning with purpose, documenting programs clearly, and creating events that can be replicated, improved, and shared with others. I now use this planning model regularly in my school library and will continue to apply it in future youth services or administrative roles.

For this course, I chose to include my storytelling assignment in which I wrote and performed a fifteen-minute original story titled Silence in the Stacks. I recorded a video of the performance as part of the artifact. The story was inspired by real censorship attempts that occurred in the Lafayette Public Library, and I rewrote those events in a way that would connect with a middle school audience to emphasize the importance of intellectual freedom and the consequences of limiting access to information. Although this assignment began as a personal response to local challenges, it also demonstrated what I learned in the course about the power of storytelling in society. We studied the history of storytelling, the structure of the hero’s journey, and how stories can both shape and reflect culture in positive and negative ways. This assignment helped me better understand storytelling as a tool for advocacy, education, and connection. Professionally, it reminded me that librarians not only share stories but can also create them to inspire reflection, spark conversation, and defend the values of our profession.

For this course, I included a recorded instructional video in which I taught the basic operation of a sewing machine. The assignment required me to teach a skill, list clear steps, and demonstrate instructional delivery. Although the content was outside traditional library topics, I chose this artifact because it shows how I break down a process, teach it clearly, and guide learners through hands-on skill development. This was a program I originally taught to teens at the public library when I served as Head of Programming, so the video reflects an authentic lesson I have used in practice.

While most of the course content felt familiar due to my eight years as a school librarian and over fifteen years in education, it still reinforced something important: librarians are teachers. Whether I am showing students how to use a database, evaluate a source, operate a sewing machine, or navigate new technology, I am teaching. This assignment reminded me that effective instruction is not defined by the subject being taught, but by the clarity, patience, and accessibility of the teaching itself. It reaffirmed that instruction is a core part of librarianship, and that the ability to make learning approachable and empowering is one of the most valuable skills a librarian can offer.

For this course, I included a video of the flannel board activity I created and performed. In the lesson, I used Elephant and Piggie characters to help children practice color recognition by having Gerald search behind different colored books to find Piggie. I also added a counting activity using elephants in a bathtub to reinforce number concepts through repetition and playful interaction. Creating this activity helped me understand how storytelling, props, and movement work together to support early literacy.

This was one of my favorite courses because it introduced me to the concept of print awareness, which I had not fully understood before. I learned that something as simple as pointing to the words while reading aloud, following the direction of text, or showing children where I am on the page can make a significant impact in how they learn to read. This course shifted the way I approach storytime by helping me see it not only as entertainment, but as intentional literacy instruction. I now feel better prepared to support PreK and kindergarten students in my school library, and I feel more confident about leading baby, toddler, and caregiver storytimes in a public library if I return to that setting. This course gave me practical tools to support early childhood development using stories, language play, and meaningful interaction.

For this course, I chose to include a public library PSA video that I created titled Check It Out. For this assignment, I wrote and performed an original rap promoting the services and resources of the public library. I recorded the vocals, set it to music, and used Canva to create animated visuals and lyrics to accompany the message. The video showcases real services offered in public libraries, such as digital resources, technology access, programs, and spaces for teens and youth. This project allowed me to blend creativity, advocacy, and youth engagement to communicate the value of public libraries in a way that is fun, memorable, and accessible to young people.

This artifact is meaningful to me because it is something I can use in multiple professional settings. I currently use it in my school library to teach students about what is available to them at their local public library. It also has the potential to be adapted for public library outreach, social media, school visits, or teen programming if I return to a public library role. This assignment helped me understand how marketing and advocacy are essential parts of librarianship and how creative approaches can help make library services visible to the community. It strengthened my confidence in using multimedia tools, music, and storytelling to reach youth in a way that is engaging and authentic.