I still have a few more days of vacation left, time to finally make myself a quilt, time for a semi-annual doctor’s visit, continuing my fitness routine, and preparing to teach next week. I really enjoy my class for pre-service librarians. I learn A LOT. I learn about how to teach todays’ students, more about content specific information, and I generally just learn so much from my students. I’m finding that I prefer teaching online to in person and I like teaching preservice librarians more than high school students. I think that’s because my overarching goals are clearer: I’m preparing my future colleagues.

My syllabus is set, but I can’t leave it alone! I’m working on my module focused on socio-economic class. I’m reminded how wealth and poverty exist in young adult literature in ways that remains unexamined. We have this default of ‘middle class’ families, without comparing that fictional existence to the realities of class in US American life. Extreme poverty is usually called out in reviews, but the ways that power and agency exist within that class isn’t address. The represesntation rarely moves beyond stereotypes.

With the US’s changing demographics, in terms of both race/ethnicity and economics, it’s important to have these discussions with young people, as well as with each other. Not only should we be examining these representations and expectations, but we should be talking about the real world practicalities of money in our lives. Salaries should be transparent to eliminate pay discrimination. We should talk about how we’re saving, spending, and investing. I think these should be cross generational conversations because opportunities have changed so much in recent years that we all need to know about them. Me, I prefer talking to people who are in my life rather than experts so I can know what really works for people like me. I think this is where librarians come in because we can provide access to information through materials and programming.

I think it’s good to start with data. Librarians can collect anecdotal or empirical data on their own teens, or we can turn to some that’s already out there. Two sources I like to share with students are Kids Count from Annie E. Casey and Youth Right Now from the Boys and Girls Club. I really appreciate how these trusted organizations provide stark facts about families and children without diminishing their humanity.

From here, we can consider the implications of the information presented to us, identify local needs as well as local implications (hopefully along with young library users), and develop meaningful and practical programming. Or classes!

The following are the YA books I’m using for this module.

• Burgos, H. E. (2021). The cot in the living room (G. D’Alessandro. Illus). Kokila.
• Zentner, J. (2021). In the wild light. Crown.
• Gansworth, E. (2013). If I ever get out of here. Arthur A. Levine.

I hope our 2024 teaches us easy lessons, that we have the finances to meet our needs, and an abundance to share with our communities.

Be well and do good!

additional books in the photo:

Piecing Me Together by Renee Watson
The Revolution of Evelyn Serno by Manzano
Hearts Unbroken by Cythia Leitich Smith
Dealing in Dreams by Lilliam Rivera
It Doesn’t Take   Genius by Olugbemisola Rhudya-Perkovitch
Bhimayana: Experiences of Untouchability by D. S. Vyam, S. Vyam, S. Natarajan, and S Anand