Paul Langan: Librarians Most Needed Now

Image Source: http://nyti.ms/f7yHjW, 03/29/2011.

Bluford Series creator, Paul Langan, is passionate about writing relatable stories for urban youth, and the importance for librarians to support what urban youth read. His message:

"My goal is clear: to write stories urban youth enjoy and want to read. Period. I have bumped up against those who dismiss my work and the work of other writers trying to do what I do--as if BOOKS are more important than THE PEOPLE who read them. 

I have seen the destruction and the hubris of those who worship at the altar of "high literature" and think of anything else as unworthy of the classroom. As a result, they deny students an experience with text that those students WANT TO HAVE. And considering many students have limited access to books for myriad reasons, this dismissal may forever discourage young readers from participating in the world of the written word. This is arrogant and harmful and unacceptable--and avoidable. 

As educators we must listen to our students. They are the focus of our efforts--and far more important than the literary canon (which has its own historic and cultural biases that smarter minds than my own have documented). 

If we want urban students to think reading is relevant, we must show readings that ARE relevant. And if we present youth with books that ignore or discount them, we shouldn't be surprised when youth discount and ignore books. Adults pick and choose the texts that speak to them. Why can't young adults do the same thing? 

When scholars and librarians legitimize Street Lit as an art form and literary genre, you increase the likelihood that such books will be taken seriously. And, in turn, you increase the likelihood that students hungry for these books will get them and start reading, thinking, reflecting and perhaps writing their own. 

There is much madness among policy makers in school today. Librarians are bearing the 

brunt of it--and are endangered at a time they are most needed.

Paul Langan is currently the Young Adult Fiction Editor at Townsend Press, the publisher for the Bluford Series, as well as a host of education materials for K-12 and college.

VIDEO: Streets Is Hard (Music video)

Hi all. I have been coming across some really interesting and well done videos lately. Please enjoy this hip hop music video, Streets Is Hard. The artist's name is Herricane. She's based in Philadelphia, PA. I wish her the best in her endeavors.

VIDEO: The Hunted and the Hated: An Inside View of the NYPD Stop-and-Frisk Policy

For the full story, visit:
http://www.thenation.com/article/170413/stopped-and-frisked-being-fking-mutt-video

Sequel to Coldest Winter Ever Release Date: January 29, 2013

(Part 3 of 3): Making Literacy Connections Via Street Lit: One Scholar's Incredible Work

In this last installment of Dr. Richardson's interview, he discusses his work with pairing incarcerated teen boys with college attending males. Dr. Richardson also shares his ideas on how librarians can be reach out and serve inner-city teens, particularly low-income boys.

StreetLiterature.com: Your research pairs incarcerated males with college attending males. In what ways have you observed reading serving as a bridge of personal, social, and/or cultural understanding and/or edification between the young men? In other words, what have been the most salient outcomes from your work thus far? Any outcomes related to public and/or school libraries?

The most salient outcomes have been increasing the critical thinking skills of the young brothers we work with. Far too many children and adults lack critical thinking skills. The schools have basically destroyed the critical thinking skills of children because the curriculum is geared towards improving scores on standardized tests.

That kind of curriculum encourages and reinforces rote thinking. The kids become almost robotic in their thought process. They’re merely expected to regurgitate what they have memorized and I emphasize memorized. We give youth the tools to deconstruct the world around them.

Once our kids leave from under our tutelage we expect them to be critical thinkers. They should be asking why? How? Then we expect them to do the analysis and provide a solution. We have some really deep conversations about the dumbing down of hip hop. They totally get it.

They know what music is garbage and what music provides mental nourishment. When we have ciphers and they get to spit their lyrics, their word play epitomizes that they are critical thinkers. Our children are street scholars. They can break the street and society down better than most sociologists, they just need the tools. Their brains are the toolbox. We just need to give them the tools to fill it.

StreetLiterature.com: How do you see libraries best serving lower income city children and teens (particularly boys) in their authentic, original ways of reading, writing, and multimedia?

Libraries have to find innovative ways to become cool to low-income boys. That can happen in several ways. One way is libraries can partner with organized youth sports leagues where study halls at the local library become a mandatory part of whether they kids play.

For example, I coached in a youth basketball league in East New York, Brooklyn, where we had a mandatory study hall. There were plenty of Saturdays that I had to monitor the study halls. Boys could not play in the games if they did not participate in the study hall. I also observed this approach used in other youth basketball leagues in New York City. The leagues would require that each player attend study hall once a week at the local library and the coaches were required to monitor it. Coaches I worked with definitely participated.

To expand on this approach to involve the library, one day of the week could be reserved for study hall at the library where coaches replace practice with a study hall. Once kids get into the routine of going to the library and know that they won’t be able to play unless they attend the library study hall, kids will eventually become accustomed to going to the library.

A story I'd like to share: when I was younger I played football for the Northwest Bantams in Philadelphia, and there was a library directly across the street from the field where we practiced. If the coaches had had study hall there or lectures we were required to attend, I would have probably been more interested in the library. The saddest part of this story is that I have never been in that library and it was no less than 50 feet from where I played football for two years.

There is a certain perception of librarians that they are not cool, but that’s not true. However the onus is on librarians to change that stereotype. Librarians have to step outside of their comfort zone and silos. Times have changed. Librarians have to get out there on the ground and get their hands dirty. Get out into the community and see what’s going on. Find out what boys like and don’t like. You have to meet them where they are, that is the first principal in providing any social service.

Once the kids make it to the library, the librarian has to make it an engaging place for them to want to come back. Now that approach could include inviting guest speakers such as popular rappers. I’m from Philadelphia, so to bring a rapper, such as a Meek Mill, Freeway, or Cassidy (all native Philadelphians) to the library to discuss how reading is instrumental in the way they create their rhymes would be very relatable to the kids in the community from which I come.

I believe that Cassidy attended Central High (note from StreetLiterature.com: Central High School is a nationally ranked high-achieving magnet school) which is one of the top schools in Philadelphia. Just by listening to Cassidy's lyrics, particularly his metaphors, you can tell that he is a critical thinker. To invite home-grown artists and performers to the local libraries: Libraries can be hip hop.

Librarians have to step into the 21st century. Kids have Facebook, Twitter and 2 Chainz. They are not just going to show up at the doorstep of the library. Whatever the method is for getting them there, I believe it has to be incentivized. Dr. Roland Fryer, a young Black male Professor at Harvard, has shown that providing low-income youth with incentives can improve academic performance. So if a library wants to reach out to boys, provide incentives such as free tickets to professional basketball or football games, and for those who come consistently, they can be made eligible to be in a raffle for prizes. Creative librarians are effective librarians.

StreetLiterature.com: Thank you Dr. Richardson for sharing your research and insights with us. While this blog appears quiet on the surface, I am sure that you have given many subscribers fresh ideas about the possibilities for working with lower-income teen boys in order to enhance their reading interests and tastes. Thank you so much!

This is the last installment for Dr. Richardson's interview. Feel free to comment and ask questions. We'd really like to get a meaningful discussion started about serving city teens in libraries.

VIDEO: "Young and Homeless" (2012)

New York Times: "Young and Homeless" DECEMBER 10, 2012 By Sean Patrick Farrell The Times’s Susan Saulny reports from Seattle where she talks with young adults who are struggling with homelessness as a result of the recession.

The New York Times is not willing to share this video as an embedded object. So please click picture above, or the following link, to access the video: http://www.nytimes.com/video/2012/12/10/us/100000001943161/young-and-homeless.html

(Part 2 of 3) Making Literacy Connections Via Street Lit: One Scholar's Incredible Work

In last week's installment of Dr. Joseph Richardson's interview he talked about the need for educators to support the reading public with literacy practices from early ages. This week, Dr. Richardson discusses actual titles that his teens have requested and read. He advocates for educators to (re)perceive children as "scholars in their own right". Read on:

StreetLiterature.com: Have your young adults suggested any authors / titles / themes for the reading program in your research study? If so, what are they? If not, why do you think this is so?

The kids actually suggested The Autobiography of Malcolm X probably because they saw the film and have heard a lot about the book on the street. We cannot forget that the streets talk. You have older guys or old heads within their families and their neighborhoods that have done time. They will pass down in conversation books they read during their bid. So surely Malcolm’s book will come up as well as other books, like The 48 Laws of Power and Sun Tzu's The Art of War.

I also found that films and videos were a better medium to introduce youth to books, and not vice versa. For example, many kids were introduced to Malcolm X via the movie and not the book. The movie tie-in of a book often opens the door for them to be interested in reading the actual book. The kids suggested films as well. For example, they wanted to watch the 1971 Italian pseudo-documentary, "Goodbye Uncle Tom", which was crazy to me, because I had no idea they even knew that film. Once when I screened the film to a group of juvenile inmates, as I reached to take the movie with me when I was packing to leave, they pleaded with me to leave the movie, so they could show the film to some of their friends who were on lock down. That was amazing!

The majority of the kids are really sharp and scholars in their own right. They are victims to a dysfunctional world and set of circumstances which by no choice of their own, adults have created and brought them into. That may sound cliché, but it’s true. Some of the young brothers in my group were far more insightful and perceptive than some college students I have encountered.

StreetLiterature.com: In what ways has Urban / Street Literature impacted your teens’ reading tastes and habits?

Once they get the information and are able to digest what is relevant to their lives, they want more information. Again, these young brothers spend the majority of their days doing absolutely nothing so they are hungry for knowledge. Now some will not be interested, of course you have those who do not want to read, probably because they can’t read, so they are going to try to disrupt the energy of the group. 

But I’m realistic, I’m not there to save everybody, some will not want the information and that’s cool, maybe someday in the future they will have an epiphany and a moment of clarity where they realize how much they missed. I cannot worry about those kids because that small minority can impact the larger majority of those who want to learn. I’m not going to force anyone to participate in our group, participation is voluntary, you have to want it or else if you’re forced to do it, more than likely that kid is going to be a detriment to every else and I cannot afford that. 

We’re only in the jail for a couple of hours once a week so we have to make the most of our time. Anybody who has ever worked in this setting can understand what I am saying. I think we often set the bar too low, coming in with preconceived ideas about what they can’t read or don’t want to read. 

You have to understand that all people whether they are children or adults have multiple intelligences, and as an educator you have to tap into those strengths. You have to deal with the strengths first if you want to improve their self-esteem.  In short for those who love reading I believe that my mentorship has increased their breadth and range of what they will read and that’s a good thing. For others, they may be more visual, actually I respect that because I am more visual. That kid may be the next Cle Bone Sloan. So I have to tap into his strengths as well. That young brother may be more inclined now to make a film that documents his hood and how structural violence has caused the direct violence he witnesses around him.

--- Please post your questions and comments to this interview, below. We'd love to get a meaningful discussion started about Dr. Richardson's work. Next week's final installment for this interview series concludes with Dr. Richardson's discussion of the scholarly thinking of inner-city youth (yes, you read that correctly). ---