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In the face of a changing landscape of youth services, LIS education can push the field of librarianship forward by adopting research-based frameworks that are directly applicable to the profession. We combined the Connected Learning framework with Radical Change theory and Outcome-Based Planning and Evaluation (OBPE) to establish the structure and content for a brand-new culminating course in the children's and youth services track at the University of Washington Information School. We taught the course in Spring 2015 using a conference-like model based on the late Dr. Eliza T. Dresang's teaching plan. Innovative delivery methods engaged both online and residential students, deliberately seeking to change boundaries, change perspectives, and change formats in how programs for digital-age children and youth are planned, delivered, and evaluated. This paper highlights how applying a radical approach to teaching that focuses on hands-on learning connects practice with pedagogy, and provides takeaways that offer a new model for LIS educational approaches.

Autism spectrum disorder (ASD) is often considered one of the invisible disabilities. Youth at the higher end of the spectrum may seem to have quirky behaviors, but otherwise appear to be like everyone else. Those with more severe ASD are commonly misunderstood and thought to simply have disciplinary issues. This study examined 100 young adult novels published between 1968 and 2013 inclusive in which a character was labeled as having ASD to determine how the authors described the disability in each of the books. Those descriptors were then aligned with the diagnostic criteria for autism spectrum disorder found in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders. A total of 7,921 descriptors appear across the 100 books studied, and 6,094 (77%) of them map on to the first two DSM-5 diagnostic criteria categories. "Having unique obsessions" was the most frequently appearing descriptor present in the books. In 1,827 (23%) instances, the descriptors did not fit within the diagnostic criteria, indicating that the criteria may miss some elements of the ASD experience that authors themselves deem important. [ABSTRACT FROM AUTHOR]

The article discusses the diversified collection of international youth literature. Topics mentioned include the similarity of the local and foreign books in terms of ethnicity, race and socioeconomic status and the significance of reading international books towards the margins for a change. Also outlined are some of International Youth Literature Libraries and Networks including the International Youth Library. INSET: A Sampling of International Youth Literature Libra.

The article offers information on several researches related to preschool storytime and the aspects of library services among children. Topics discussed include the importance of seating and timing on improving student engagement in the classroom, the implication of reading aloud on the physical changes of brain among children, and the reactions and behavior of children towards the use of digitized books in storytime. INSET: Find Out More.

This bibliographic essay describes how information about HIV/AIDS is presented in young adult novels, published in English or translated into English, between 1981 and 2008. The content under consideration includes the presentation of the risk of infection that young people face, how people with HIV/AIDS are depicted in these novels, the presentation of stigma associated with HIV/AIDS in these narratives, and taking care of self and others when HIV/AIDS is a reality of life. The analysis demonstrates that a movement from the depiction of HIV/AIDS as a problem of adult males to one that young people themselves may face is underway. At the same time people with HIV/AIDS continue to be divided into those who can be considered “innocent victims” and those who are not. In general, presentation of stigma associated with HIV/AIDS appears to be lessening in these works. Stigma represented by instrumental unreasonable fears (casual contact) is less prevalent in recent works as is stigma related to symbolic views influenced by associations with homosexuality and drug use. [ABSTRACT FROM AUTHOR]

The article reviews several websites including Ideabook: Libraries for Families located at https://www.packard.org/insights/resource/ideabook-libraries-families; Zero to Three located at https://www.zerotothree.org/parenting; Early Learning with Families 2.0 located at http://elf2.library.ca.gov.

The article presents annotated links and print sources aimed at introducing children's rights for those working in public and school libraries around the world. They include the United Nations Convention on the Rights of the Child, the Convention on the Rights of the Child Cartoons, and Malala Fund, named after Nobel Peace Prize winner Malala Yousafzai, a young activist for girls' right to education.

The article presents an overview of computer network resources available to children's librarians in the U.S. to learn more about learning and brain development in children which can help improve library programming for child users, including the website of Institute for Learning & Brain Sciences.

The article offers news briefs relates to digital media and young children as of June 1, 2016. Topics discussed include research on screen time, digital media and young children, research-based book "Young Children, New Media, and Libraries: A Guide for Incorporating New Media into Library Collections, Services and Programs for Families and Children Ages 0-5" and the research relating to children's language and literacy conducted by researchers Kathy Hirsh-Pasek and Roberta Michnick Golinkoff.