How to Build a Community of Library Advocates - Helen Bloch, Oakland - PDF document

How to Build a Community of Library Advocates - Helen Bloch, Oakland Public Library Children’s libr arians are in a unique position: we regularly perform in front of audiences in our work (storytimes, class visits, etc.) and we have lots of ties within the community. These give us built-in advantages that help prepare us as advocates. Let’s use those pluses and build an advocacy base so that if/when a budget need occurs , we are prepared. How? Let’s look at advocacy using the five “w’s” and a sneaky “h.” (At one point in my youth, I wanted to be a journalist. Some practices die hard.) WHO?  Budget deciders - Find out who they are. Get contact information for them and/or their staff members . Don’t forget that library administrators are also budget deciders. After all, they submit budget recommendations.  Possible Allies – O f course, your patrons and partners (friends’ groups, paren ts, children, teachers, other family members, etc.) are potential allies. But broaden your scope when thinking about this, almost anybody can be an ally. Keep contact lists for all possible advocates. We’ll be creating an army of advocates later on.  Local media – invite them to cover events at the library. Local Friends’ groups can help spread the word through neighborhood newsletters, listservs and at community events. WHAT?  Demonstrate the value of children’s services. o Create an information bank composed of your statistics, research on the value of library services (summer slip, storytimes, STEM programming, etc.), and stories you see in the media that relate to libraries. You can further refine this by creating a spreadsheet of facts you can use when speaking to decision makers, writing letters to the editor, etc. For example, how many schools in your area employ MLIS librarians or even have functioning libraries? o Create a place where patrons can record their library stories . Save those thank you notes from class visits and comment cards. Save electronic thank you comments also (twitter accounts, blog postings, and/or responses) – Examples can be found at the Save Oakland Library website, http://saveoaklandlibrary.org WHERE? Advocacy has to take place both inside and outside your library.  Inside – Value yourself and the work you are doing. For example, during and after a storytime, reinforce to adults attending the value of the songs, fingerplays, etc. you are doing. Paint yourself as a vital partner who is helping children succeed.  Both inside and outside of the library (create an “ elevator speech ” and a three-to-five- minute “coffee shop” speech). The Everyday Advocacy website, http://www.ala.org/everyday- advocacy/speak-out has examples of both. Highlight a value you bring to the community as a children’s librarian. For example, cite early literacy tips, homework help, and information

literacy. If it feels like bragging, use research and statistics as a crutch. The more often you do it, the easier it will become. Don’t forget the personal touch. WHEN? All the time.  We love our work and need to tell people why . Ask people to tell their friends and spread the word . Check out the Act Now section of the Save Oakland Library website, http://saveoaklandlibrary.org/act-now/. We need to reach nonlibrary users as well. They may not be OUR friends but are family, friends, and neighbors of patrons, partners, neighbors, etc. In Oakland, taxes have to be approved by a 2/3 majority so reaching nonusers is crucial.  It is important to have avenues where people can go to express how they feel about the library and to share their stories. Blogs, comment cards, websites, letters and events accomplish this. WHY? The work we do is important! It is not a matter of false modesty. Nobody knows what we do as well as we do. If we wait for somebody else to do it, or until we feel comfortable being an advocate, it may not happen or it may be too late. HOW? Let’s recap:  Learn about how the budget works and when budget decisions are made.  Make sure library administrators understand the importance of what you do. Work with them and make it easy for them to make your case.  Invite administrators, funding decision-makers and their staff to library events. Make sure they have library cards and educate them about the work libraries do.  Make an information bank of research and local statistics you can use (Annual Reports are a good source of this information). There are lots of resources out there. Some to note are: the ALA research site, http://www.ala.org/research/librariesmatter/, the ALSC Everyday Advocacy website, the Save Oakland Libraries website, http://saveoaklandlibrary.org, and the Save NYC Libraries website run by Urban Librarians Unite, http://www.savenyclibraries.com/. The Take Action Tuesday campaign on the Everyday Advocacy website leads you through small steps you can take that will increase your confidence and allow you to practice being an advocate.  Collect personal stories about th e transformative power of children’s services.  Tell everyone inside and outside the library to spread the word. Prepare an elevator and a three- to-five-minute speech ahead of time to make you more comfortable. Ask people to tell five friends or family members about the importance of the library.  Use local media to spread news about your awesomeness. There are never guarantees where library funding is concerned, but if a funding crisis does hit or the library needs to ask for additional funding, you will be prepared to make your case. Thank you. Questions? Feel free to email me @ hbloch@oaklandlibrary.org

Breakout Sessions: A Potential Army of Allies Who can help us advocate for the library? Here are some allies we identified at the ALSC Institute.  Patrons, their family members (young and old and in between), friends and neighbors  Teachers – primary, secondary and colleges and universities  School board members  Principals, school secretaries, school library staff, PTA ’ s, afterschool care program staff  Early childhood specialists and educators, resource centers, e.g. WIC, Early Headstarts etc.  Literacy groups  Other library staff  Library administrators  Friend’s Groups/Commissioners  Library volunteers  Staff at neighboring and state libraries  Teen commissions  Groups who use library meeting rooms  Homeschooling groups  Museum staff  Parks and recreation centers (including groups such as Scouts, 4-H, Boys & Girls Clubs, etc.)  Performers  Other programming partners/grant partners  Local media- neighborhood newsletters and online groups, blogs, etc.  Churches and houses of worship  Pediatricians and health care providers (e.g. Reach Out and Read), dentists, nutritionists (Food Bank/summer lunch partners), nurses, etc.  Groups working on lessening the digital divide and/or computer education  Groups promoting STEAM learning  Authors and publishers  Book store owners  Civic and cultural groups, Rotary Clubs, etc.  Local businesses, esp. those near libraries  Maker groups  Environmental groups – libraries as an original re-user of resources  Homeless shelters, groups who work w/ at-risk youth, foster care agencies  Politicians and their staff  Unions representing library workers  Immigrants’ rights groups