Initially, I approached both this subject and this assignment with limited knowledge regarding the delivery of library services for children and young adults. Due to this, I have ensured I have kept an open mind, played close attention to the modules, and critically reflected on opinions and experiences of those who currently work with children and young adults.
The natural and progressive flow of the modules allowed for a steady flow of learning. At the beginning of the subject, module one introduced me to the importance of understanding the differing groups and characteristics of the local community, and the need to tailor services specifically to suit. Learning about the various theories of child development, including Piaget’s theory of cognitive development, Erikson’s theory of psychosocial development and Vygotsky’s theory of social developement, paired with the activity of completing the child development table by Cerney, Markey and Williams (2006) was an excellent starting point to encourage critical thinking and help to understand the basis of the whole subject.
Whilst simultaneously progressing through the first few modules, it was time to begin not only the first assessment task, but the second task as well as I had chosen to follow the suggested timeline given for assessment two. For assessment one, I chose to create a program for Indigenous young adults living in communities at various levels of remoteness. Through undertaking this assessment, I learnt not only how to identify a specific subgroup of children or young adults, but also how to begin to assess the needs of this group, and design a program targeting those specific needs.
Through the progression of both assignments, as well as the module and professional literature readings, it became clear overall how important incorporating dedicated youth spaces into the floor plan of libraries can be (Bourke, 2010). Another overarching feature I learnt from both assessments is the importance of diversity and representation in libraries. As mentioned, tailoring a collection, section of the library, activity or advocating for diverse authors and titles creates a sense of inclusion, confidence and familiarity for many children and young adults, as well as positive effects on the library as a business, and fulfilling an important requirement of being a successful information professional.
Furthermore, module five and assessment two also looked at emerging technologies and how they are applicable to successful teaching and learning in the library, and ways in which a librarian can effectively include emerging technologies into their service provision, and increase overall engagement (Charles Sturt University, 2021). This helped me build on my interest that I already have in emerging technologies, and facilitated excitement and encouragement of emerging technological teaching and learning tools like Minecraft: Education Edition which I investigated blog post four in assessment two.
Overall, this subject has been extremely helpful for myself as a Master of Information Studies student, and I look forward to taking all the information and skills I have learnt this semester and applying it in my professional career as an information professional.
References
Bourke, C. (2010). Library youth spaces vs youth friendly libraries: How to make the most of what you have. Australasian Public Libraries and Information Services, 23(3), 98-102. http://search.proquest.com/docview/749312175?accountid=13552.
Cerney, R., Markey, P., & Williams, A. (2006). Outstanding library service to children: Putting the core competencies to work . Chicago: American Library Association.
Charles Sturt University. (2021). New and emerging platforms and technologies: service provision and engagement. INF505: Library Services for Children and Young Adults. Module 5. https://interact2.csu.edu.au/webapps/blackboard/execute/displayLearningUnit?course_id=_49784_1&content_id=_3997885_1
Charles Sturt University. (2021). The needs of children and young adults. INF505: Library Services for Children and Young Adults. Module 1. https://interact2.csu.edu.au/webapps/blackboard/execute/displayLearningUnit?course_id=_49784_1&content_id=_3997885_1
Lafferty, K. E. (2014). “What are you reading?”: How school libraries can promote racial diversity in multicultural literature. Multicultural Perspectives, 16(4), 203-209. https://doi.org/10.1080/15210960.2014.951888