Youth development bibliography

  • Agosto, D. E. (2001, Spring). Bridging the culture gap: ten steps toward a more multicultural youth library. Journal of Youth Services in Libraries, 14(3), pp. 38-41. Considers how awareness of the social value of multicultural materials could make youth librarians realize the need for the inclusion of such materials in public and school library collections. Linguistic diversity can bridge the cultural gap that minority students face when learning to read and write. Itemizes steps enabling changes in library culture to meet these needs, including the library’s physical environment, collection diversity, model bilingual and multicultural materials, fostering dialogue and community engagement.
  • Bruce, B. C. (Ed.) (2003). Literacy in the information age: Inquiries into meaning making with new technologies. Newark, DE: International Reading Association.
  • Burn, Debra (2007, September). VerbYL: Yeppoon’s Unique Youth Lounge / Youth LibraryAustralasian Public Libraries and Information Services, 20(3), pp. 99-102. VerbYL is a standalone shopfront youth space incorporating a library service and general youth services for young people aged 13-25, located in the main street of Yeppoon, Central Queensland. Critical success factors include the equal partnership between council’s youth services and library services; the development of a distinctive brand for the service; and the engagement of young people in the design and ongoing operation of the service.
  • Carver, R.L. & Enfield, R. (2006). John Dewey’s Philosophy of Education is Alive and Well. Education & Culture 22(1), 55-67.
  • Dewey, J. (1938). Experience and education. New York: Macmillan.
  • Diehn, Gwen. (1999/2006). Making Books That Fly, Fold, Wrap, Hide, Pop Up, Twist & Turn: Books for Kids to Make.
  • Diehn, Gwen. (2006).The Decorated Journal: Creating Beautifully Expressive Journal Pages.
  • Enfield, R. P. (2001). Connection between 4-H and John Dewey’s Philosophy of Education. Focus University of California, Davis.
  • Flores-Gonzalez, N., Rodriguez, M., & Rodriguez-Muniz, M. (2006). From hip-hop to humanization: Batey Urbano as a space for Latino youth culture and community action. In S. Ginwright, P. Noguera, & J. Cammorota (eds.), Beyond resistance! Youth activism and community change (pp. 175-196). New York: Routledge.
  • Freire, P. (2005). Pedagogy of the Oppressed. 30th anniversary edition, with introduction by Donaldo Macedo. New York: Continuum.
  • Haythornthwaite, C. & Kazmer, M.M. (Eds.) (2004). Learning, culture and community in online education: Research and practice. NY: Peter Lang.
  • Irish, Sharon. Chapter 6 ; Chapter 7
  • Jonassen, D. (1999). Computers as mindtools for schools: Engaging critical thinking. Prentice Hall. Mindtool Website.
  • Joseph, Barry. Why Johnny can’t fly: Treating games as a form of youth media within a youth development framework.
  • Kaptizke, C. & Bruce, B. C. (2006). Libr@ries: Changing information space and practice. Hillsdale, NJ: Lawrence Erlbaum.
  • Joining Forces: Engaging with Community To Improve Rural Student Achievement. Community Engagement Guide. Educational reform poses problems for administrators in rural areas who have limited time and resources. This guide offers a process that can be used by rural administrators to engage the community in activities that will enhance children’s success in the classroom and in their adult lives.
  • Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141.
  • Moses, Robert (2001). Radical equations: Civil rights from Mississippi to the Algebra Project. Boston, Massachusetts: Beacon.
  • Prins, Esther. Individual Roles and Approaches to Public Engagement in a Community-University Partnership in a Rural California Town [Journal Articles. Reports – Research Journal of Research in Rural Education. v21 n7 p1-15 Jul 2006. Examines the roles that a professor, graduate student, consultant, and communityeducation specialist at a public university in California have played in a partnership with an elementary school and a community-based organization in a nearby rural town.
  • Student Achievement in Math and Science: Putting Community Members into the Equation. The ARSI Community Engagement Implementation Manual. [Guides – Non-Classroom], The Appalachian Rural Systemic Initiative (ARSI) aims to stimulate sustainable systemic improvements that enhance student performance in mathematics, science, and technology in 66 Appalachian counties characterized by persistent poverty.
  • Wiggins, G. & Mctighe, J. (2005). Understanding by design (2nd ed.). Columbus, OH: Merrill/Prentice Hall.
  • Youth Community Informatics. A Library and Information Science and Institute of Museum and Library Services initiative at the University of Illinois. YCI is a collective of graduate students, professors, and youth leaders, that seeks to actively engage youth in their communities to take on the issues that affect them the most. Across Illinois, YCI is creating partnerships in communities through school districts, community organizations and local leaders in an effort to produce solutions through the use of technology-rich activities to the issues they face.

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