Services for Black Youth • Effective Library Services for Black Youth
Activity: Informal Self-Assessment


This lesson synthesizes the theoretical foundation of Lessons 1-5 with practical applications for youth librarians in the form of a holistic model. The following elements are described: library space; library resources; library programs; roles, responsibilities and dispositions of school and public librarians; administrators, policymakers, and policies. "None of these domains can function well without the others."


1. Review the following section of this lesson:

Librarians who are effective in addressing the literacy needs of African American youth are caring, committed, and culturally competent. They reject the deficit-oriented perspective that represents the culture, race, language, and other characteristics of African American youth as limitations, and they similarly reject stereotypical views of African American youth that deny their individuality. Although the data on the need for improved literacy services to African American youth are clear, many communities may resist shifting their focus to this underserved group, and therefore effective librarians must be courageous in their advocacy for these children and teens and must fully embrace their responsibility to work with African American youth and their families. They engage in ongoing and critical evaluation of their library's resources, services, and programs, and use this data to develop responsive services and to advocate for additional resources—both monetary and human.

2. Conduct an informal self-assessment on your effectiveness at this time in terms of addressing the literacy needs of African American youth. One simple method is to mark up this paragraph to check or circle your current strengths, note areas for growth, and/or identify topics for which you need further information or support.


Excerpt from Lesson 6 transcript, above

MLA Citation Morris, Rebecca J. "Services for Black Youth: Informal Self-Assessment." School Library Connection, May 2017,

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Entry ID: 2128529

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