What do you think youth workers do? A comparative case study of library and afterschool workers

Learning in the library: A national study of youth services public library workers

“…In both cases, training for public library workers should be focused on learning-based work that they are doing in addition to the resource training that the MLS prograns provide. The work done in public libraries is similar to that done in afterschool programs (Colvin et al, 2020) and often that work is done by emerging adults and those who lack knowledge of youth development (Hwang et al, 2020).…”

“…When public libraries are considered to be part of the larger learning ecosystem, they are connected to youth, families and other learning organizations (Hecht & Crowley, 2019; Tseng & Seidman, 2007). Youth services library workers, in particular, are very similar to afterschool workers in their strong relationships with youth (Colvin et al, 2020). Their wellbeing affects not only the youth they serve, but the entire ecosystem (Hecht & Crowley, 2019).…”

“…In this study, we investigate the professional identity of 307 public library workers and their roles as part of the learning landscape both as reflections of outside expectations and internal understandings. As the work of libraries has evolved, it has veered farther from the stereotype of a quiet room full of books (Brady & Abbott, 2015) and more toward a space for active learning and relationship‐building (Bilandzic, 2016; Colvin et al, 2020). However, people less familiar with libraries likely hold on to the older views of libraries.…”

“…It is our position that current library work is deeply connected to afterschool learning. Library staff provide supportive relationships (Colvin et al, 2020) as well as learning‐related programming. Using a learning ecology framework (Hecht & Crowley, 2019), which is similar to Tseng and Seidman (2007)'s system theory, we explore the occupational identities of library workers to understand their relationship to learning and to the community.…”

Improving Access to STEM for Girls of Color through Community Programs

“…Well-developed community-based programs can compensate for the lack of STEM courses in underfunded schools, which are disproportionately attended by students of color (Perry et al, 2012). Although school-based teaching staff plays a critical role in encouraging students' interest in and understanding of STEM educational pathways and careers (Brophy et al, 2008;Campbell, 1995), out-of-school learning programs are frequently operated by community youth workers (Christensen & Rubin, 2020;Colvin et al, 2020). STEM programs staffed by social workers and community youth workers have had success working with students to integrate STEM concepts (Mosatche et al 2013).…”