خلق، نوآوری و خدمت: رویکردی رادیکال به برنامه‌ریزی برای کودکان و جوانان

Foreword by Susan Hildreth Library services are transforming to emphasize interactive, innovative, participatory, and often production-centered programming. Its a truly radical approach, and tomorrows LIS graduates in childrens and youth services need a resource that helps them understand this programming as it pertains to these age ranges. This text meets that need, bringing together a wide range of perspectives from both practice and research to survey this new landscape of programming for children and youth. Providing in-depth information crucial to those who will soon encounter these programs in library settings, this contributed volume - delves into a wide variety of different programs, discussing their crucial elements and how to develop, plan, and deliver them; - uses case studies of innovative practices to address such key issues as diversity, equity, media mentorship, community partnerships, dedicated library spaces, discussion-based programming, and assessment; - presents annotated bibliographies of research, organized by young children (birth to 5), middle childhood (ages 6 to 12), and teens (ages 13 and up); and - examines children and youth programming trends, teaching how to recognize and incorporate these trends into all types of programs. Emphasizing an inclusive approach to programming that incorporates research-based theories and frameworks, this text will be a valuable orientation tool for LIS students as well as a holistic guide for current children and youth services professionals. "This book is intended to give a broad overview of this radical landscape for public libraries in which librarians are creating innovative, interactive, participatory programming for children and youth by examining seven critical domains that occur across programming as a whole in part I and by taking an in-depth look at the different types of programs that are offered to children and youth that exemplify one of more of these domains in part II"-- Introduction, page xiii.