Briana Elliot

05 July 2014
Staff Training Outline
LIBR 261A
I.

TRAINING TOPIC: Fugitive literacies (Bernier, 2014) in our

library!
a. Goals/Learning Outcomes: Basic introduction to fugitive
literacies, youth-produced materials; fuel staff inspiration
for incorporation/collaboration of these new materials in
OUR library.
b. Build on generated positive morale of staffs POV towards
the YA patrons served & current advocacy work. (TIME: 50-

II.

60 minutes)
INTRODUCTION (6-10 minutes)
a. Introduce myself, brief background/education, importance
of topic
b. Ice breaker: (anticipated 24-25 people)
i. Organize staff in circle, facing in; pair them off with
person to the left of them: Intro in one sentence
describing job responsibilities relating to YAs in the
library & name one adjective describing YAs served
in library.
ii. Each pair brainstorm what they think fugitive
literacies and youth-produced materials are;
describe different format(s).
iii. Take volunteers (toss bean bag), briefly report back
to larger group; write ideas about fugitive literacies

next to adjectives describing youth population

III.

NEED: whiteboard, pens

POWER POINT PRESENTATION (need: projector, screen,
mic)
(10 minutes)
a. WHY youth-produced fugitive literacies (DEFINE,
according to Bernier, 2014) & how they compliment our
existing materials: ALL staff can engage in new ways with
YAs, educators & community, etc.
b. Emphasize positives of youth self-esteem, community
engagement & YAs inspiration w/new youth-made
materials (relevancy to Subject specialist, administrative
staff/community relationship, inquisitive interns,
circulation/reference staff helping YAs and/or educators,
etc.)
c. Brief slide show sharing fugitive materials, focus on print
(zines, newspapers, magazines), digital (mag./news.), webbased/technology (blogs, podcasts, websites) (examples
from Berniers 2014 Fugitive literacies PP, see link below)
i. RELEVANCY to job titles: i.e. Technical support: sets
up links to web-based youth-produced materials for
easy access; administration has something new to
share w/community & for fundraisers, library
webpage links, etc.
ii. New circulation, shelving, organization
responsibilities of fugitive print materials; new
DISPLAYS for print materials.

IV.

HANDS-ON STATIONS (as suggested by Free training library)Presenting youth-produced materials (10-15 minutes)
a. Prepare ahead of time ~3 different stations, break up into
groups of 5-6 people to circulate. (NEED: computers,
tables, chairs, pencils)
i. 2-3 computer stations with diff. links pulled up
already displaying websites, podcasts, digital
materials, etc.
ii. 1-2 tables with diverse print-based fugitive
literacies; try to acquire relevant, LOCAL (if
possible), youth-produced items (zines,
school/advocacy newspapers, poetry compilations,
etc.)
iii. 1-2 tables displaying potential examples of youthproduced work from OUR LIBRARYs YA
programs/workshops in PAST. (Poetry, surveys,
artwork, collaborations, etc.)
b. HANDOUTS: lists of links to well-designed youth-produced
materials, photos of zines/magazines, etc. (Reference
Berniers (2014) Fugitive PP); further reading: Bartel
(04), Bernier (07)
c. Have group members actively discuss/note what they find
inspiring, applicable to our youth/our library, achievable YA
project ideas, etc.
i. Pay attention to subject matter/content, advocacy,

V.

themes
REJOIN & DISCUSS (5-10 minutes)

a. Briefly discuss reactions, comments to point IV. c. (above);

generate applicable ideas, potential school/teacher
collaborations, workshops
b. How can our own current YAs (and TAGs) be involved in
first acquiring materials (& then PRODUCING our own?)
VI.

(Comm. Surveys!)
CONCLUDING Q&A: Where CAN we go from here? (5 minutes)
a. Types of youth-produced materials are BEST (easy/difficult)

VII.

for US?
FINAL EVALUATION OF PRESENTATION (5-10 minutes)
a. Implementation of training method eval./survey (learning
objectives achieved? Future steps? Presentation
critique(s)? analyze objectives?)

REFERNCES
Bartel, J. (2004). From A to zine: Building a winning zine collection in
your library.
Chicago, IL: American Library Association. Retrieved
from https://sjsu.instructure.com/courses/1085109/files/33468437?
module_ite m_id=7268053.
Bernier, A. (2014). The fugitive literacies of young people. [PowerPoint
slides].
Retrieved from http://amazon.sjsu.edu/htmlabernier/Fugitive_Literacy/player.html.
Bernier, A. (2014). Training Resources. [Lecture]. Retrieved from
https://sjsu.instructure.com/courses/1085109/files/33468443?
module_ite m_id=7268065.
Bernier, A. (2007). Not broken by someone elses schedule: On joy and
young adult
literacies. In Chelton, M.K. & Cool, C. (Eds.), Youth
information-seeking
behaviors: Theories, models, and issues.
Second Edition. Lanham, MD:
Scarecrow Press. Retrievsed from
https://sjsu.instructure.com/courses/1085109/files/33468439?
module_ite m_id=7268052.

Free management library. (2014). Designing training plans and

learning objectives.
Retrieved from
http://managementhelp.org/training/systematic/designingtraining.htm
Wayne State University. (2014). Icebreakers and teambuilders:
Learning
communities.
Retrieved from
http://lc.wayne.edu/pdf/icebreakers_teambuilders.pdf.