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05 July 2014
Staff Training Outline
LIBR 261A
I.
II.
60 minutes)
INTRODUCTION (6-10 minutes)
a. Introduce myself, brief background/education, importance
of topic
b. Ice breaker: (anticipated 24-25 people)
i. Organize staff in circle, facing in; pair them off with
person to the left of them: Intro in one sentence
describing job responsibilities relating to YAs in the
library & name one adjective describing YAs served
in library.
ii. Each pair brainstorm what they think fugitive
literacies and youth-produced materials are;
describe different format(s).
iii. Take volunteers (toss bean bag), briefly report back
to larger group; write ideas about fugitive literacies
IV.
HANDS-ON STATIONS (as suggested by Free training library)Presenting youth-produced materials (10-15 minutes)
a. Prepare ahead of time ~3 different stations, break up into
groups of 5-6 people to circulate. (NEED: computers,
tables, chairs, pencils)
i. 2-3 computer stations with diff. links pulled up
already displaying websites, podcasts, digital
materials, etc.
ii. 1-2 tables with diverse print-based fugitive
literacies; try to acquire relevant, LOCAL (if
possible), youth-produced items (zines,
school/advocacy newspapers, poetry compilations,
etc.)
iii. 1-2 tables displaying potential examples of youthproduced work from OUR LIBRARYs YA
programs/workshops in PAST. (Poetry, surveys,
artwork, collaborations, etc.)
b. HANDOUTS: lists of links to well-designed youth-produced
materials, photos of zines/magazines, etc. (Reference
Berniers (2014) Fugitive PP); further reading: Bartel
(04), Bernier (07)
c. Have group members actively discuss/note what they find
inspiring, applicable to our youth/our library, achievable YA
project ideas, etc.
i. Pay attention to subject matter/content, advocacy,
V.
themes
REJOIN & DISCUSS (5-10 minutes)
(Comm. Surveys!)
CONCLUDING Q&A: Where CAN we go from here? (5 minutes)
a. Types of youth-produced materials are BEST (easy/difficult)
VII.
for US?
FINAL EVALUATION OF PRESENTATION (5-10 minutes)
a. Implementation of training method eval./survey (learning
objectives achieved? Future steps? Presentation
critique(s)? analyze objectives?)
REFERNCES
Bartel, J. (2004). From A to zine: Building a winning zine collection in
your library.
Chicago, IL: American Library Association. Retrieved
from https://sjsu.instructure.com/courses/1085109/files/33468437?
module_ite m_id=7268053.
Bernier, A. (2014). The fugitive literacies of young people. [PowerPoint
slides].
Retrieved from http://amazon.sjsu.edu/htmlabernier/Fugitive_Literacy/player.html.
Bernier, A. (2014). Training Resources. [Lecture]. Retrieved from
https://sjsu.instructure.com/courses/1085109/files/33468443?
module_ite m_id=7268065.
Bernier, A. (2007). Not broken by someone elses schedule: On joy and
young adult
literacies. In Chelton, M.K. & Cool, C. (Eds.), Youth
information-seeking
behaviors: Theories, models, and issues.
Second Edition. Lanham, MD:
Scarecrow Press. Retrievsed from
https://sjsu.instructure.com/courses/1085109/files/33468439?
module_ite m_id=7268052.