Wendy Stephens

Mindful School Libraries

Creating and Sustaining Nurturing Spaces and Programs

• Broschiertes Buch

Produktbeschreibung

Complement efforts in the classroom to work on social-emotional learning and understand the affective needs of young people in library settings. Given the national climate of anxiety and fear, climbing diagnoses of neurological difference, and overall sensitivity, fewer young people come to school able to self-soothe. Building on the work of Nel Noddings, Lynne Evarts, and Meghan Harper, this book focuses on the deliberation, quiet, and reflection sometimes described collectively as mindfulness. From breathing exercises to meditation, mindfulness exercises can be a coping mechanism for at-risk students, and librarians can create an environment, away from the classroom, in which students can explore their abilities to regulate and control their social and emotional responses, skills that underpin information retrieval and analysis. The role of school libraries in promoting mindfulness in the twenty-first century could parallel the quest for intellectual stimulation and self-improvement that informed the public libraries movement in the late nineteenth century. Providing practical suggestions for working in concert with classroom teachers, school counseling staff, and community partners, this guide will inform librarians' practice by increasing awareness of how to create a nurturing space for students in the school library.

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Produktdetails

• Verlag: Libraries Unlimited
• Seitenzahl: 152
• Erscheinungstermin: 28. Februar 2021
• Englisch
• Abmessung: 234mm x 156mm x 9mm
• Gewicht: 243g
• ISBN-13: 9781440875274
• ISBN-10: 1440875278
• Artikelnr.: 62190563

Autorenporträt

Wendy Stephens, PhD, is Assistant Professor and School Library Chair at Jacksonville State University, USA.

Inhaltsangabe

Introduction ONE The Library and Stress Adverse Childhood Experiences and
Trauma The Student Mental Health Crisis Library Anxiety Grit and Resilience
Emotional Intelligence and Social-Emotional Learning An Ongoing Need for
Empathy References TWO Sensory Experiences and Self-Soothing in the Library
The Whirlwind of School What Makes for a Mindful Library Space? Visual
Information Inventory Beyond Décor Engage All the Senses Technology
Adjustments References THREE Real Accessibility Liminality and the Library
as Liminal Space The Information Search Process and the Expectation of
Uncertainty Where Does This Fit into the AASL Standards? References FOUR
Procedures and Policies for Positive Interactions Why Quiet Study Is Still
Relevant Teaching Reflection in Small Steps What Does a Mindful School
Library Collection Look Like? Restructuring Discipline Group Dynamics
Getting Things Done Getting to Inbox Zero Calendars Reference FIVE Slowing
Down Research Rest Time for Leadership Slow Reading and Slow Research
Journaling to Combat Speed Process Not Product References SIX Whole-School
Advocacy for Students Defining Social-Emotional Learning How Can SEL Help
Disadvantaged Students? Skills and Strategies References SEVEN Physical
Fitness and Well-Being Mens Sans in Corpore Sano Activity, Not Exercise
Play Meditation or Focus Yoga or Stretching Breathwork Sensory Focus
Physical Regulation References EIGHT Safety and Other Student Needs The
Work of Lynne Evarts Other Inspirational Librarians Empathy References NINE
Bibliotherapy The Bibliotherapy Concept From Mirrors to Prisms Broader
Reading Promotion in Schools References TEN Connections to Social Services
When to Seek Help Whole Person Librarianship: Social Work Concepts for
Holistic Patron Services Working with Other Libraries Working with
Counseling Staff Working with College Admissions Working with Military
Recruiting Other Local Agencies Self-Care Librarian's Stress and Burnout
References ELEVEN Mindfulness in Difficult Times Social-But Not
Emotional-Distancing Trauma Sensitivity Conclusion Annotated Bibliography
Index