Crystle Martin, Postdoctoral Researcher, Digital Media and Learning Hub, University of California, Irvine
Martin, Crystle. Connected Learning, Librarians, and Connecting Youth Interest. Journal of Research on Libraries & Young Adults 5 (2015): n. page. Web. <Date accessed>.
The purpose of this ethnographic study is to understand connected learning of youth in online communities and how these findings can influence the practice of librarians to support youth learning. Drawing from a two-and-a-half-year ethnography, I present data that was coded using the connected learning framework. This study provides insights into the role that librarians can play in the larger learning ecologies of youth. Finally, this paper gives practical implications for librarians based on the actions of youth, using a holistic approach to youth learning. It identifies librarians as ideal mentors to help youth connect their learning from interest spaces to academic and career spaces, allowing them to receive value and recognition for their skills and abilities. Continue reading
J. Elizabeth Mills, Annette Y. Goldsmith, Kathleen Campana, Beth J. Patin, Sarah A. Evans
Mills, J. Elizabeth, et al. “Putting Youth First: The Radical Eliza T. Dresang.” Journal of Research on Libraries & Young Adults 5 (2015): n. page. Web. <Date accessed>.
This tribute presents a multi-faceted, multi-voiced perspective on the career and work of the late Dr. Eliza T. Dresang through the words of her colleagues. Dresang’s groundbreaking work, Radical Change: Books for Youth in a Digital Age (1999), grew out of conversations with colleagues that were facilitated by her service on book award and other committees. In her research, she pursued the larger connections between children’s publishing and the burgeoning digital world, and she had an immeasurable impact on the world of children’s and teen library services. She also influenced future youth services librarians by championing groundbreaking changes to the library school curriculum at the University of Washington. Throughout her career, Dresang advocated for services and literature that keep the needs of youth at their core. Her focus on the inclusion of all young people is evident from her work with special needs children as well as her courses on multicultural resources for youth and developing cultural competency among LIS professionals. This article includes interactive links to articles and audio interviews with colleagues that speak to the impact of Dresang’s research.
Jonathan M. Hollister and Don Latham
Hollister, Jonathan M., and Don Latham. “Looking at Kim Dong Hwa’s Color Trilogy through the Prism of Radical Change.” Journal of Research on Libraries & Young Adults 5 (2015): n. page. Web. <Date accessed>.
This essay examines Kim Dong Hwa’s manhwa (Korean graphic novel) series the Color Trilogy using the critical framework of Eliza Dresang’s Radical Change theory. This theory has had a significant impact on children’s and young adult literature scholarship in the years since the publication of her 1999 book, Radical Change: Books for Youth in a Digital Age. In the book, Dresang devoted very little space to discussing graphic novels. However, in a subsequent essay published in 2008, Dresang states that had she been writing the book then, she would have devoted at least one full chapter to a discussion of the graphic novel format. We attempt to extend Dresang’s work by examining Kim’s trilogy through the prism of Radical Change theory. We argue that all three types of Radical Change—Changing Forms and Formats, Changing Perspectives, and Changing Boundaries—are evident in Kim’s sensitive, poetic story of a young girl’s sexual awakening in early twentieth-century rural Korea.
By Barbara J. Guzzetti, Professor, Arizona State University and Marcia A. Mardis, Associate Professor, Florida State University
Graphic nonfiction has been under-researched for content-area instruction, yet these hybrid texts may motivate reluctant readers as they blend elements of art, journalism, and scholarship. This study aimed to determine the appeal and utility of graphic nonfiction for teaching content concepts. It was collaboratively conducted by a literacy researcher and a library and information science researcher. The multimedia perspective of the New Literacies Studies informed the work. Graphic nonfiction titles Charles Dickens: Scenes from an Extraordinary Life and The 9/11 Report: A Graphic Adaptation were compared to terms/concepts in a literature textbook, a nonfiction trade book, and The 9/11 Report. This study illustrates the utility of graphic nonfiction for teaching content concepts. Students can learn key concepts and be motivated by these alternative texts. This study also demonstrated the need to include original source documents, textbooks, and graphic nonfiction to provide varying presentations of and perspectives on content concepts.
By Stephanie Levitt Shaulskiy, Doctoral Candidate in Educational Psychology, Department of Educational Studies, The Ohio State University; Janet L. Capps, Assistant Professor, School of Library and Information Management, Emporia State University; Laura M. Justice, Executive Director of The Crane Center for Early Childhood Research and Policy and EHE Distinguished Professor, Teaching and Learning Administration, The Ohio State University; Lynley H. Anderman, Professor of Educational Psychology, ‘ Department of Educational Studies at The Ohio State University; and Columbus Metropolitan Library*
*Columbus Metropolitan Library is represented here as a Corporate Author. Numerous members of the Columbus Metropolitan Library system were involved in the conduct of this work, to include generating research aims, establishing and implementing research methods, and examining and interpreting research outcomes.
Library-based summer reading clubs are popular offerings across the country; however, very little is known about the children and teenagers who participate in them. This study examined demographic and motivational attributes of children and teenagers who participated in a summer reading club in a large midwestern city. The study also examined their perceptions about other possible extrinsic motivational reasons why they participated in the program (e.g., to get a prize). Results indicated that children and teenagers who participated in the summer reading club had high perceived competencies and value for reading across ages, and that the majority did not report participating to receive a prize (62.5%). Motivational attributes were also analyzed by gender and socioeconomic status (SES). Differences were noted for some dimensions of value for reading for gender, but no differences were noted for reading values or competencies for SES. The results of this study have implications for summer reading club design and the ways in which libraries attract students and motivate them to read.