WEBVTT Kind: captions Language: en 1 00:00:01.880 --> 00:00:10.770 YOLIE FLORES: I hope you had a wonderful, wonderful lunch. I want to welcome you back 2 00:00:10.770 --> 00:00:14.740 and hope that you all can find your seats quickly. We have a great panel. And so I'm 3 00:00:14.740 --> 00:00:19.710 going to get us started. I'm Yolie Flores I'm a senior panelist for the Campaign for 4 00:00:19.710 --> 00:00:30.229 Grade Level Reading I'm not Ralph Smith I am he sends his regards I'm your moderator 5 00:00:30.229 --> 00:00:36.720 for this afternoon's session only leveraging partners. I'm especially honored to be with 6 00:00:36.720 --> 00:00:43.890 you because it was a partnership between IMLS and the Campaign for Grade Level Reading that 7 00:00:43.890 --> 00:00:51.670 resulted in a report that many of you know called growing young minds a report as a Call 8 00:00:51.670 --> 00:00:58.120 to Action for libraries and museums to play a significant role in early learning for all 9 00:00:58.120 --> 00:01:02.351 children Indeed it was as a result of this report that 10 00:01:02.351 --> 00:01:11.649 IMLS has invested 8.5 million dollars since 2013 on early learning efforts. For this we 11 00:01:11.649 --> 00:01:18.350 are truly grateful and recognize IMLS' commitment to the youngest and most vulnerable children 12 00:01:18.350 --> 00:01:23.829 in our country. The Campaign for Grade Level Reading shares 13 00:01:23.829 --> 00:01:31.549 a very similar commitment. About four years ago the NECKE foundation released a report 14 00:01:31.549 --> 00:01:35.820 that gave birth to the Campaign for Grade Level Reading. 15 00:01:35.820 --> 00:01:43.350 The report was called: Early Warning: Why Reading by the End of Third Grade matters. 16 00:01:43.350 --> 00:01:50.600 At its release the Director of the campaign, Ralph Smith, shared the following words, we 17 00:01:50.600 --> 00:01:56.139 have raised a concern about the alarming number of children who are not proficient readers 18 00:01:56.139 --> 00:02:05.279 by the end of third grade and used the data and the research to suggest that this statistic, 19 00:02:05.279 --> 00:02:14.120 which is now stagnated some place in the zone between abysmal and catastrophic has significant 20 00:02:14.120 --> 00:02:20.470 and long-term consequences for these children, for their families, for their communities 21 00:02:20.470 --> 00:02:28.210 and for our nation. It is no exaggeration to say that left unchecked, 22 00:02:28.210 --> 00:02:36.530 this particular problem will compromise and undermine our nation's commitment to end intergenerational 23 00:02:36.530 --> 00:02:43.110 poverty You can hear the sense of urgency in Ralph's 24 00:02:43.110 --> 00:02:52.920 words. It is this urgency that has committed us to this work focusing on school readiness, 25 00:02:52.920 --> 00:02:59.880 attendance, and summer learning, three critical contributors to reading and succeeding in 26 00:02:59.880 --> 00:03:04.040 school. And it is this urgency that is galvanized 27 00:03:04.040 --> 00:03:12.020 over 160 communities across 41 states and organizations like IMLS and many others to 28 00:03:12.020 --> 00:03:18.950 put a stake in the ground around the unacceptable reality that too many children can't read. 29 00:03:18.950 --> 00:03:27.050 Well, so just how many children is too many? And what did Ralph mean abysmal and catastrophic? 30 00:03:27.050 --> 00:03:35.710 In 2013, 80% of low income children could not read proficiently. For African-American 31 00:03:35.710 --> 00:03:42.870 children and Latino children, the data is even worse. For African-American boys, it 32 00:03:42.870 --> 00:03:48.010 is devastating. This is why IMLS and the Campaign for Grade 33 00:03:48.010 --> 00:03:54.319 Level Reading are working hand in hand to reach millions of parents and children in 34 00:03:54.319 --> 00:04:00.660 the very early years. And here is why, we all know the science now 35 00:04:00.660 --> 00:04:07.580 and how consequential period is for the developing child from the moment they are born. We know 36 00:04:07.580 --> 00:04:15.390 that early learning experiences matter and that only when we open our doors, feed curiosity, 37 00:04:15.390 --> 00:04:23.340 offer places where children can explore, touch, interact, make the world come alive will we 38 00:04:23.340 --> 00:04:29.680 all build brains and fuel a love for learning as the Growing Young Minds report so clearly 39 00:04:29.680 --> 00:04:37.530 conveys. And this is why partnerships matter. It is in reaching out and connecting with 40 00:04:37.530 --> 00:04:43.530 others that our work can prosper on behalf of kids and families. The research tells us 41 00:04:43.530 --> 00:04:49.940 that parents of young children, especially low income families, are hungry and eager 42 00:04:49.940 --> 00:04:55.620 for places like the library and museums that can nurture their children and put them on 43 00:04:55.620 --> 00:05:01.370 a path to success. Our panelists today will share with us how 44 00:05:01.370 --> 00:05:08.962 they are engaging and leveraging partnerships to reach these families and their children. 45 00:05:08.962 --> 00:05:14.550 We're eager to hear from them so without further ado let me introduce you to Sherri Killins, 46 00:05:14.550 --> 00:05:21.860 Kyle Zimmer and Janet McHeny, Cheryl is Director of systems alignment and integration for the 47 00:05:21.860 --> 00:05:29.290 BUILD Initiative, which works with state and national leaders to develop coordinated high-quality 48 00:05:29.290 --> 00:05:37.169 systems of early childhood care and education committed to diversity, equity and inclusion. 49 00:05:37.169 --> 00:05:45.130 In her role at BUILD, Sherri has helped implement the 2014 IMLS cooperative agreement to better 50 00:05:45.130 --> 00:05:50.720 integrate museums and libraries into statewide early childhood systems. 51 00:05:50.720 --> 00:05:55.481 The project is working with five pilot states. Arizona, Georgia, Michigan, Pennsylvania and 52 00:05:55.481 --> 00:06:05.630 Washington. And creating an early childhood systems self assessment tool. 53 00:06:05.630 --> 00:06:15.389 Kyle Since 1992, Kyle has led First Book, a nonprofit social enterprise that Shico founded 54 00:06:15.389 --> 00:06:21.900 to ensure that local schools and community programs serving low income kids and families 55 00:06:21.900 --> 00:06:28.961 have a steady supply of brand-new high quality books. In fulfilling its mission, First Book 56 00:06:28.961 --> 00:06:35.570 has built a rigorous online registration process to authenticate that the individuals, programs 57 00:06:35.570 --> 00:06:42.730 and classrooms are serving children in need. First Book's existing network will help distribute 58 00:06:42.730 --> 00:06:48.669 access credentials for the open eBooks platform among communities of low income youth and 59 00:06:48.669 --> 00:06:56.150 you'll hear a lot more about that from Kyle. And third is Janet. Janet serves as Director 60 00:06:56.150 --> 00:07:02.900 of library development for the Maine State Library, Maine as in the state of Maine which 61 00:07:02.900 --> 00:07:09.199 is part of the existing new IMLS national leadership grant effort to help public libraries 62 00:07:09.199 --> 00:07:16.820 serve as community science centers. It's called Cornerstones of Science. In Maine and in Massachusetts, 63 00:07:16.820 --> 00:07:22.389 this will mean developing the capacity for new partnerships and community outreach that 64 00:07:22.389 --> 00:07:30.760 will allow more kids more access to the science and technology that's right in their backyards. 65 00:07:30.760 --> 00:07:37.479 And before we hear from Sherri, Kyle and Janet, I also want to recognize Brian Gallagher, 66 00:07:37.479 --> 00:07:43.580 the Executive Director of Reach Out and Read who wanted to be with us, also, today. He's 67 00:07:43.580 --> 00:07:49.500 under doctor's orders to stay home and recover from strep throat. But I know that Brian was 68 00:07:49.500 --> 00:07:53.900 planning to tell us all about Reach Out and Read and their new partnership with IMLS called 69 00:07:53.900 --> 00:07:59.140 Prescription for Success this is an effort to deepen connections between pediatricians 70 00:07:59.140 --> 00:08:05.360 and libraries and museums in ways that help strengthen partnerships that promote early 71 00:08:05.360 --> 00:08:11.800 literacy and we wanted to be sure all of you knew about that as a resource. I'm now going 72 00:08:11.800 --> 00:08:16.990 to ask Sherri, Kyle and Janet to say a bit more about their organizations and their work 73 00:08:16.990 --> 00:08:22.620 with IMLS. Especially so that all of us can learn more about those connections and cross 74 00:08:22.620 --> 00:08:30.009 sector partnerships that promote early learning and literacy, especially for low income children 75 00:08:30.009 --> 00:08:33.380 and families. In terms of format, they will each take five 76 00:08:33.380 --> 00:08:38.580 to seven minutes. And then we'll open it up to you for questions. If there's a burning 77 00:08:38.580 --> 00:08:42.310 question, question for clarification, right after each one of them, I can take a couple. 78 00:08:42.310 --> 00:08:47.750 But if not we will wait until the three of them share and then we'll open it up to all 79 00:08:47.750 --> 00:08:51.080 of you. And we'll start with Sherri >> SHERRI KILLINS: Thank you, Yolie and thank 80 00:08:51.080 --> 00:08:56.649 you IMLS for inviting me here today I'm excited to be here with all of you I've actually gotten 81 00:08:56.649 --> 00:09:01.980 a chance to go to the American Library Association conference last year because as BUILD was 82 00:09:01.980 --> 00:09:07.240 putting together this partnership with IMLS, we did lots of listening and talking to both 83 00:09:07.240 --> 00:09:12.500 libraries and museums. The BUILD Initiative works with state leaders around the country 84 00:09:12.500 --> 00:09:18.170 to develop comprehensive programs, policies and services that meet the needs of young 85 00:09:18.170 --> 00:09:23.710 children and their families. We really focus on building integrated systems 86 00:09:23.710 --> 00:09:30.120 between health, early learning, and family support with attention to early intervention 87 00:09:30.120 --> 00:09:35.630 to try to remediate or prevent risk. This systems building approach is happening 88 00:09:35.630 --> 00:09:42.279 all across the country. So when IMLS approached us about being a partner in implementing some 89 00:09:42.279 --> 00:09:46.820 of the recommendations from the Growing Young Minds report, we thought we were the perfect 90 00:09:46.820 --> 00:09:53.550 partner to really create deliberate mutually beneficial connections between museums, libraries, 91 00:09:53.550 --> 00:09:59.690 and early childhood systems. We wanted to build relationships that were embedded and 92 00:09:59.690 --> 00:10:05.360 had the ability to be replicated and sustained. The Growing Young Minds report had a couple 93 00:10:05.360 --> 00:10:11.170 of recommendations. They wanted to increase access to high quality early learning experiences. 94 00:10:11.170 --> 00:10:17.089 They wanted to engage in and support families They wanted to create seamless links between 95 00:10:17.089 --> 00:10:22.930 early learning and the early grades. They wanted to improve family health, nutrition, 96 00:10:22.930 --> 00:10:27.950 by ensuring families have access to information. They wanted to leverage their community and 97 00:10:27.950 --> 00:10:33.520 state partnerships. And they wanted to build and really be active participants in the early 98 00:10:33.520 --> 00:10:37.970 networks across the state and within their community. 99 00:10:37.970 --> 00:10:44.570 So we began by working with state librarians who often brought local libraries or regional 100 00:10:44.570 --> 00:10:50.750 libraries to the table. We worked with museums. And we worked with state early childhood systems 101 00:10:50.750 --> 00:10:53.590 leaders. And while we targeted five states, we really 102 00:10:53.590 --> 00:10:59.529 began this work with a series of webinars that were often attended by 4 and 500 people 103 00:10:59.529 --> 00:11:04.880 from across the country, again, trying to make more visible the work in early learning 104 00:11:04.880 --> 00:11:12.649 from the state level to libraries and museums and make more visible to libraries and museums 105 00:11:12.649 --> 00:11:17.430 the work going on at the state level. In fact, those webinars are taped and you 106 00:11:17.430 --> 00:11:22.500 can find them on the BUILD Initiative Web site if you're interested in hearing more 107 00:11:22.500 --> 00:11:26.459 about them. But we did do deeper work in the five states 108 00:11:26.459 --> 00:11:32.060 that Yolie mentioned to really understand the state context, the partnerships, and to 109 00:11:32.060 --> 00:11:39.080 really learn from libraries what was necessary. Everyone agreed that children are most significantly 110 00:11:39.080 --> 00:11:43.480 shaped by their families and their communities. And that the state early childhood system 111 00:11:43.480 --> 00:11:49.480 really has to be designed in a way to recognize and respond to families and communities and 112 00:11:49.480 --> 00:11:54.959 cultures. And we see libraries and museums as really anchor institutions you sit your 113 00:11:54.959 --> 00:12:00.790 physical building sits in those communities. So of course you had a lot to share. We really 114 00:12:00.790 --> 00:12:07.149 wanted you to help inform the state early childhood system, it's vision but also take 115 00:12:07.149 --> 00:12:12.890 advantage of a lot of the tools and information that have been created at the state level. 116 00:12:12.890 --> 00:12:17.970 And early on it was clear we agreed on some things. We agreed that there's a science behind 117 00:12:17.970 --> 00:12:22.860 child development and you have mentioned a lot today the importance of professional development 118 00:12:22.860 --> 00:12:27.089 but many libraries are doing that across the country with the resources that they have. 119 00:12:27.089 --> 00:12:32.420 We agreed that children need literacy and often libraries have been forgotten about 120 00:12:32.420 --> 00:12:38.870 state library associations when there's campaigns but it wasn't just literacy the book It was 121 00:12:38.870 --> 00:12:43.680 the social-emotional development it was the cognitive development it was the language 122 00:12:43.680 --> 00:12:48.620 and literacy it was also the physical and motor development and the children and families' 123 00:12:48.620 --> 00:12:54.170 approaches to learning that was really going to feed their ability to become strong learners 124 00:12:54.170 --> 00:12:58.290 and readers. And you agreed that there were some children 125 00:12:58.290 --> 00:13:03.200 that were just left out. That you thought about libraries as places that had equal access. 126 00:13:03.200 --> 00:13:06.990 But many of you had already discovered that just being an anchor institution or building 127 00:13:06.990 --> 00:13:11.750 in a community wasn't sufficient. Many of you were already going out and doing activities 128 00:13:11.750 --> 00:13:16.820 in the community. Of course financially stressed to do that and only usually able to do it 129 00:13:16.820 --> 00:13:23.800 around grants. And that there were often children and families who needed more support to be 130 00:13:23.800 --> 00:13:28.980 able to enter your space and your institution. And everybody is funded with these multiple 131 00:13:28.980 --> 00:13:33.080 funding streams So there was a lot of agreement that partnerships were usually created around 132 00:13:33.080 --> 00:13:39.560 a grant. And that was a part of what we wanted to change. We wanted to build those partnerships 133 00:13:39.560 --> 00:13:44.870 so people could go to them before there was a grant and the foundation had already been 134 00:13:44.870 --> 00:13:50.301 laid. A lot of times this was the first conversation between especially libraries and museums and 135 00:13:50.301 --> 00:13:55.170 state early learning systems. Often people had big relationships with an institution 136 00:13:55.170 --> 00:14:03.029 like head start and not necessarily at the state level everybody agreed on every level 137 00:14:03.029 --> 00:14:08.180 whether libraries, museums or early childhood systems there needed to be intentionality 138 00:14:08.180 --> 00:14:13.029 in terms of professional development. In fact libraries often had the skills, knowledge 139 00:14:13.029 --> 00:14:18.760 and ability to provide professional development to early childhood educators in their communities 140 00:14:18.760 --> 00:14:26.000 and in one state, Pennsylvania, that became a part of what they were able to do. 141 00:14:26.000 --> 00:14:31.640 We began by creating a toolkit. Our charge from the Institute of Museum and Library Services 142 00:14:31.640 --> 00:14:39.550 was to identify what was necessary in order to find out what was necessary in terms of 143 00:14:39.550 --> 00:14:44.940 what was necessary so we could build a toolkit that didn't necessarily have TA attached to 144 00:14:44.940 --> 00:14:51.000 it but that a library in a community, a state leader, a museum could pick up and begin to 145 00:14:51.000 --> 00:14:57.589 use we wanted that toolkit to help recognize the importance of what's going on in libraries 146 00:14:57.589 --> 00:15:03.089 and museums And we found in our work that since everybody agreed about family engagement, 147 00:15:03.089 --> 00:15:09.620 that was an area where folks could work together. So we have created that toolkit. It has four 148 00:15:09.620 --> 00:15:15.329 major sections. One is simply articulating the strengths of libraries, museums and early 149 00:15:15.329 --> 00:15:20.890 childhood systems, having that shared conversation. The second section is on creating agreement, 150 00:15:20.890 --> 00:15:25.540 what should we work on together. This project had no new money. And so getting people to 151 00:15:25.540 --> 00:15:30.450 agree that there was something to do together was a lot about high-needs children and using 152 00:15:30.450 --> 00:15:35.079 the data as Yolie pointed out to say who aren't we meeting the needs of. 153 00:15:35.079 --> 00:15:41.800 We have a section on designing and implementing strategies. And then a section about the partnership. 154 00:15:41.800 --> 00:15:46.740 And so our next steps are to publish that toolkit some time this summer We are encouraging 155 00:15:46.740 --> 00:15:51.740 state leaders who we have a lot of access to at BUILD to include libraries on their 156 00:15:51.740 --> 00:15:55.720 planning groups at the regional and local level and we have seen some of that happen 157 00:15:55.720 --> 00:16:01.700 in our state. And we want to continue to build strong partnerships between states and communities 158 00:16:01.700 --> 00:16:06.810 in a larger frame around creating supportive communities 159 00:16:06.810 --> 00:16:12.981 >> Kyle. >> Clarifying questions? Okay. Good Kyle 160 00:16:12.981 --> 00:16:17.310 >> KYLE ZIMMER: I'm Kyle Zimmer I run a program called First Book we are based on Washington 161 00:16:17.310 --> 00:16:26.490 D.C. but we happily have a network that includes about 180,000 classrooms and programs serving 162 00:16:26.490 --> 00:16:34.910 kids 0 to 18 years of age. With a real focus on low income. 163 00:16:34.910 --> 00:16:43.690 I want to make one quick comment at sort of the 60,000 foot level Because I walked into 164 00:16:43.690 --> 00:16:50.700 this room loving librarians and libraries and I can still close my eyes and see the 165 00:16:50.700 --> 00:17:00.060 linoleum in the Zanesville, Ohio -- section it was brown and tan I don't know who made 166 00:17:00.060 --> 00:17:05.299 that decision but we can talk about that later. But -- and I'm always blown away by what's 167 00:17:05.299 --> 00:17:12.010 going on in libraries and childrens museums And I think as I was sitting here today, I 168 00:17:12.010 --> 00:17:18.330 was thinking to myself, you know, this is a tough period that we're all living through. 169 00:17:18.330 --> 00:17:24.660 Major institutions that we sort of thought were bullet proof or hoped were bullet proof, 170 00:17:24.660 --> 00:17:34.410 you know, the court system, law enforcement, are sort of showing their vulnerabilities 171 00:17:34.410 --> 00:17:42.300 and their failures. And you know when I was -- and you look -- and then you find out that 172 00:17:42.300 --> 00:17:48.549 like our currency is being controlled by six guys in a private chat room, you know, so 173 00:17:48.549 --> 00:17:57.140 things that you thought were sort of above all of that are not. And I think there's significant 174 00:17:57.140 --> 00:18:05.860 disillusionment going on. And when I sat here, I thought, you guys are standing in complete 175 00:18:05.860 --> 00:18:13.570 stark contrast to those failures. And you're stepping up to social issues that are -- that 176 00:18:13.570 --> 00:18:22.920 have challenged the country for decades and decades Employment and immigration and disabilities. 177 00:18:22.920 --> 00:18:27.650 Like the list just goes on and on. So I just wanted to do a huge shoutout to 178 00:18:27.650 --> 00:18:36.679 you all because I am ten steps removed from your work. But it is jaw dropping what you're 179 00:18:36.679 --> 00:18:39.750 doing out there. So now that I've said that, I'll tell you 180 00:18:39.750 --> 00:18:43.270 what I'm doing. (Applause). 181 00:18:43.270 --> 00:18:47.850 >> KYLE ZIMMER: I'm the one who should be applauding. So First Book has built two big 182 00:18:47.850 --> 00:18:54.220 jet engines. One is called the First Book National Book Bank The Book Bank is the older 183 00:18:54.220 --> 00:19:04.470 of the two What it does is places excess inventory from the publishing industry and other industries 184 00:19:04.470 --> 00:19:09.600 and puts them first the First Book network and into the hands of kids and people who 185 00:19:09.600 --> 00:19:16.180 are trying to serve kids at the bottom of the economic pyramid. 186 00:19:16.180 --> 00:19:25.910 And that program places about 10 million books annually. It is the individuals and the institutions 187 00:19:25.910 --> 00:19:31.790 don't pay for the books. They only pay a shipping and handling fee that on average is about 188 00:19:31.790 --> 00:19:39.910 45 cents per book. It's a ridiculously efficient system. And 189 00:19:39.910 --> 00:19:44.190 so it's very high volume and it's very low cost. 190 00:19:44.190 --> 00:19:48.610 The bad news about it, and you guys would know this before I even say the sentence, 191 00:19:48.610 --> 00:19:56.730 is that it does not fix the problem. It doesn't get teachers what they need It doesn't get 192 00:19:56.730 --> 00:20:03.230 volunteers what they need. Necessarily. It's a lovely program. But we need to fix 193 00:20:03.230 --> 00:20:07.970 the fundamental issues. So then about ten years ago we invented something called the 194 00:20:07.970 --> 00:20:14.760 First Book marketplace. And we went to the publishers and we said, look, the consignment 195 00:20:14.760 --> 00:20:22.150 design of the book industry, which means that anything that's not bought at retail comes 196 00:20:22.150 --> 00:20:27.950 flying back to the publishers. That fundamentally -- and this is an MBA term 197 00:20:27.950 --> 00:20:31.950 so I'll say it really slowly, it screws it up for -- 198 00:20:31.950 --> 00:20:34.850 (Chuckles). >> KYLE ZIMMER: For everything that all of 199 00:20:34.850 --> 00:20:39.140 us are trying to achieve. Because what it means is they have to bake into their price 200 00:20:39.140 --> 00:20:44.610 point at retail the cost of all of that inventory that's going to come flying back. So we end 201 00:20:44.610 --> 00:20:50.411 up with premium picture books that cost $18 a piece. Nobody knows the pain of that like 202 00:20:50.411 --> 00:20:56.830 you guys And so we went in and said to the publishers, let's fix that. Let's fix that 203 00:20:56.830 --> 00:21:04.000 problem. We said what we would like to do is build a system where we aggregate the market 204 00:21:04.000 --> 00:21:11.360 of anyone serving kids in need. All they have to do is register with us for free online. 205 00:21:11.360 --> 00:21:19.240 And then we will buy on a non-returnable basis inventory and not excess inventory but like 206 00:21:19.240 --> 00:21:25.490 the best in show. That's what we try for. And so we built the marketplace and we said 207 00:21:25.490 --> 00:21:30.920 to the publishers what we want you to do now since you're not paying to aggregate the market, 208 00:21:30.920 --> 00:21:35.660 you're not paying to advertise to this new market, and we are buying and the inventory 209 00:21:35.660 --> 00:21:40.610 is never going to come back to you, we want your prices to us to reflect that new market 210 00:21:40.610 --> 00:21:46.890 that we're building. That's what the First Book marketplace is. It now has about 6,000 211 00:21:46.890 --> 00:21:55.570 titles on it. We're pushing that up as fast as we can And the average price of a paper 212 00:21:55.570 --> 00:22:04.179 back book including shipping and handling on the site is $2.85. Yay. It's not where 213 00:22:04.179 --> 00:22:08.700 it needs to be. We want it to go lower all the time but that's where we are today. 214 00:22:08.700 --> 00:22:14.390 Now, I want to talk -- I'm just going to do a fly-by because I have one minute left. 215 00:22:14.390 --> 00:22:17.299 (Chuckles). >> KYLE ZIMMER: Of a couple of different categories 216 00:22:17.299 --> 00:22:24.630 of partnerships. One is of course with IMLS with a remarkable open eBooks campaign that 217 00:22:24.630 --> 00:22:31.480 was announced at the White House earlier just three or four weeks ago. And that's an extraordinary 218 00:22:31.480 --> 00:22:36.610 effort First Book is stepping up to be the authenticator to make sure the eBooks and 219 00:22:36.610 --> 00:22:42.580 content really only go to kids in need. Secondly, though, I want to talk about our 220 00:22:42.580 --> 00:22:47.450 partnership with the publishers to address diverse content this is -- these are just 221 00:22:47.450 --> 00:22:56.789 examples but it's called stories for all and what we have said to the publishers we want 222 00:22:56.789 --> 00:23:02.520 to knock down the barriers, the marketplace barriers to developing diverse content. So 223 00:23:02.520 --> 00:23:07.100 we've had a series of initiatives that I will not drag you through at this moment but they 224 00:23:07.100 --> 00:23:10.470 will be on the final exam. (Chuckles). 225 00:23:10.470 --> 00:23:18.080 >> KYLE ZIMMER: That what we have tried to do is we have tried to incentivise the publishers 226 00:23:18.080 --> 00:23:24.360 to prove to them that there really is a market for high diversity in every category, content 227 00:23:24.360 --> 00:23:31.020 and we're working hard to push that through. We added 650 titles to the site just this 228 00:23:31.020 --> 00:23:40.021 last year And in addition, one last category is in the research world. Ellen Galinski some 229 00:23:40.021 --> 00:23:46.299 of you may know is a child development expert out of New York. We wanted to make her work 230 00:23:46.299 --> 00:23:55.840 accessible to the kinds of institutions we serve. We sat with her, we developed tip sheets 231 00:23:55.840 --> 00:24:02.080 that address -- that made it actionable seven sets of tip sheets and then we married those 232 00:24:02.080 --> 00:24:07.980 tip sheets in with specific children's books so a head start teacher could grab the tip 233 00:24:07.980 --> 00:24:18.520 sheet and be ready to roll within really moments. And we have been working in fact with libraries 234 00:24:18.520 --> 00:24:23.350 on that to distribute them and we have so far I think it's been about eight or nine 235 00:24:23.350 --> 00:24:32.540 months we have done about 290,000 downloads with those tip sheets. 30% in Spanish. So 236 00:24:32.540 --> 00:24:39.559 my time is up. There are many more partnerships possible And I would love to have libraries 237 00:24:39.559 --> 00:24:43.740 and childrens museums even more involved in what we're building. 238 00:24:43.740 --> 00:24:50.529 >> Great, thank you, Kyle. Any clarifying questions? Great. Janet. 239 00:24:50.529 --> 00:24:57.000 >> And Teri, I need you to help me out. I was kind of drafted at last minute. And I'm 240 00:24:57.000 --> 00:25:03.110 really proud to be part of this panel. And Teri has given me her device and my notes 241 00:25:03.110 --> 00:25:09.559 were on that. So she has to log me in. But I'm Janet from the Maine State Library and 242 00:25:09.559 --> 00:25:14.570 Maine is one of those -- thank you so much, Teri. Maine is one of those rural states where 243 00:25:14.570 --> 00:25:20.150 partnerships are so vital to anything we do because we have this large geographic area 244 00:25:20.150 --> 00:25:27.900 and this very small population. So Maine just has a population of 1.3 million. 245 00:25:27.900 --> 00:25:35.900 And thinking about here being in Los Angeles just the population here, it blows my mind. 246 00:25:35.900 --> 00:25:41.280 We're also the least densely populated state east of the Mississippi. We have 16 counties. 247 00:25:41.280 --> 00:25:48.380 We have 260 libraries. And over half of those serve populations under 2500. So that gives 248 00:25:48.380 --> 00:25:54.100 you a little bit of a snapshot. So those partnerships are really necessary 249 00:25:54.100 --> 00:25:57.530 for any kind of successful initiative that we do. 250 00:25:57.530 --> 00:26:03.940 And before I talk about our partnership with Cornerstones and IMLS grant, I wanted to mention 251 00:26:03.940 --> 00:26:14.200 that we just had a great partnership with DHHS in Maine. We're able to get an early 252 00:26:14.200 --> 00:26:21.909 literacy consultant with a partnership with the HHS. So they funded the position for us. 253 00:26:21.909 --> 00:26:29.830 And the idea was to train Maine library staff, child care providers, preschool teachers, 254 00:26:29.830 --> 00:26:37.230 and parents, especially parents in Maine's maternal infant and early child home visiting 255 00:26:37.230 --> 00:26:42.409 program. And the idea was actually to go into the community and bring together the librarians 256 00:26:42.409 --> 00:26:48.500 and the preschool teachers and the child care providers so that they could all work together 257 00:26:48.500 --> 00:26:54.770 for the goal of their community in raising everybody's awareness of those early literacy 258 00:26:54.770 --> 00:26:59.990 skills. 70% of our Maine library directors and staff 259 00:26:59.990 --> 00:27:07.570 don't have degrees in library science. So training is essential to what we do. And that's 260 00:27:07.570 --> 00:27:13.740 been the focus of our early literacy consultant as she's traveled throughout the state this 261 00:27:13.740 --> 00:27:18.990 year. And we do have continued funding through DHHS. 262 00:27:18.990 --> 00:27:24.850 And we might also have funding from state Government because this has been such an important 263 00:27:24.850 --> 00:27:30.419 initiative. As far as Cornerstones of Science, they are 264 00:27:30.419 --> 00:27:38.000 a private nonprofit organization that's worked in Maine since 1999. It was an organization 265 00:27:38.000 --> 00:27:45.870 founded by a gentleman named Lee Grodskins. When he retired from the physics department 266 00:27:45.870 --> 00:27:53.679 from MIT, he came up with this idea of doing science programing in public libraries. And 267 00:27:53.679 --> 00:28:02.539 he started at the Curtis memorial library in Brunswick, Maine. And was very successful 268 00:28:02.539 --> 00:28:09.080 at Curtis memorial and then they started going to other libraries and kind of built on that. 269 00:28:09.080 --> 00:28:15.669 They kind of met a capacity level at some point and weren't getting cooperation from 270 00:28:15.669 --> 00:28:22.470 public libraries who were afraid of that science word. So they reached out to us at the State 271 00:28:22.470 --> 00:28:30.779 Library and state we need help building this program in libraries. They probably had maybe 272 00:28:30.779 --> 00:28:38.240 like ten libraries. So we signed a formal Memorandum of Understanding with Cornerstones 273 00:28:38.240 --> 00:28:42.610 and started working together with what we knew about our public libraries in Maine, 274 00:28:42.610 --> 00:28:48.800 what we knew about the staff capacity, what we knew about the leadership And suddenly 275 00:28:48.800 --> 00:28:55.409 they started growing their program. Right now they are working with over 40 libraries 276 00:28:55.409 --> 00:29:04.539 in Maine. And we are really excited because we got a leadership grant from IMLS to help 277 00:29:04.539 --> 00:29:14.510 us expand the program, engage with more libraries in Maine and also in Massachusetts. The Massachusetts 278 00:29:14.510 --> 00:29:20.490 library of Board of Commissioners kind of operates very differently than the Maine State 279 00:29:20.490 --> 00:29:25.659 Library. So we thought a partnership with them would be really helpful. As we looked 280 00:29:25.659 --> 00:29:31.340 at this program and want to share with other State Library agencies kind of the methods 281 00:29:31.340 --> 00:29:37.080 that we have developed in Maine to engage with libraries of certain sizes and different 282 00:29:37.080 --> 00:29:44.460 capacities. So we have learned a lot in the last years with Cornerstones and will try 283 00:29:44.460 --> 00:29:47.870 to build a national resource I shouldn't say try. 284 00:29:47.870 --> 00:29:51.440 We are going to (Chuckles). 285 00:29:51.440 --> 00:29:57.159 >> But it's basically about building capacity at the local Public Library level to offer 286 00:29:57.159 --> 00:30:05.460 science programing and this is from early literacy -- early ages to adults. And there's 287 00:30:05.460 --> 00:30:12.520 a variety of programs and ways that we work with Cornerstones and one of the ways is through 288 00:30:12.520 --> 00:30:17.760 training. So that libraries learn that there are resources in their communities that they 289 00:30:17.760 --> 00:30:22.750 can go to and it's not only financial but it's also those resources that are related 290 00:30:22.750 --> 00:30:30.220 to science. And is there a company in Maine -- a company in their community that can do 291 00:30:30.220 --> 00:30:38.690 presentations. And they are interested in promoting science as well. So they offer science 292 00:30:38.690 --> 00:30:47.150 cafes we have these great science trunks that are like a program in a box delivered to libraries 293 00:30:47.150 --> 00:30:53.090 one of them of course is on lobster science because it is Maine the most popular one I 294 00:30:53.090 --> 00:31:04.770 think it's the CSI science kit so it's like a crime solver and it's all about DNA. One 295 00:31:04.770 --> 00:31:09.899 of the great things about partnerships is you can solve problems together to Cornerstones 296 00:31:09.899 --> 00:31:17.679 was having a problem with the capacity with the science trunks and we have a scheduling 297 00:31:17.679 --> 00:31:24.550 piece of software at the State Library. So what we did is we took on the responsibility 298 00:31:24.550 --> 00:31:30.480 of creating a scheduling calendar for Cornerstones we put them on our van delivery service so 299 00:31:30.480 --> 00:31:35.200 now the libraries can go to the State Library Web site or the Cornerstones library click 300 00:31:35.200 --> 00:31:42.299 on schedule the trunk and then it's delivered via van delivery service so this is a perfect 301 00:31:42.299 --> 00:31:48.659 way to demonstrate how partnerships can work. Everybody brings a certain amount of strength 302 00:31:48.659 --> 00:31:55.190 to the partnership. So this is one way that we have helped Cornerstones and Cornerstones 303 00:31:55.190 --> 00:32:03.950 helps our public libraries. And I think I'll end there. If there's any questions 304 00:32:03.950 --> 00:32:10.600 >> Great, thank you. Please help me welcome the three panelists. 305 00:32:10.600 --> 00:32:14.909 (Applause). >> So I want to spend -- give you all the 306 00:32:14.909 --> 00:32:19.880 time rather than me, ask questions. Although I do have a few but I would like open it up 307 00:32:19.880 --> 00:32:27.070 to all of you to ask questions, share your own stories lift up other ideas of partnerships 308 00:32:27.070 --> 00:32:51.720 so we learn from 309 00:32:51.720 --> 00:33:11.090 each other. >> Science projects where STEM professionals 310 00:33:11.090 --> 00:33:17.530 aren't involved in any way. And so you know, we have to direct them to resources that already 311 00:33:17.530 --> 00:33:23.450 exist online. Or there are lots of repositories and databases that are already in existence. 312 00:33:23.450 --> 00:33:28.660 So I would just encourage applicants even though it's not the focus for today but when 313 00:33:28.660 --> 00:33:33.260 putting together proposals think about who has the expertise you need whether it's early 314 00:33:33.260 --> 00:33:38.630 learning and cognitive development or STEM expertise or it's art or history, there's 315 00:33:38.630 --> 00:33:42.810 so many people that can work with you who can bring that knowledge and then you can 316 00:33:42.810 --> 00:33:48.460 reciprocate in terms of whatever your strengths are so thank you. 317 00:33:48.460 --> 00:34:03.520 >> Thank you. Other questions? Yes. Here. >> I'm Kathy Robins from Billings, Montana, 318 00:34:03.520 --> 00:34:12.779 on the science trunks, do you have like an inventory list of what's in there? And how 319 00:34:12.779 --> 00:34:18.690 many do you have? So if you provide a science trunk you might 320 00:34:18.690 --> 00:34:22.629 be able to provide it for one person -- is that for one person, is that for a classroom, 321 00:34:22.629 --> 00:34:28.109 what would that be for? >> It's usually for a program at the Public 322 00:34:28.109 --> 00:34:35.849 Library. I magically copied down all of the trunk topics so I'm really happy. Currently 323 00:34:35.849 --> 00:34:44.569 we have butterflies and bugs. Human body, blood and bones. There's a trunk on creativity. 324 00:34:44.569 --> 00:34:50.289 Get a clue, solve a crime. That's the CSI one. Lobster science of course I mentioned 325 00:34:50.289 --> 00:34:58.309 that. Mammal tracks and there's one called paint science that talks about cave paintings 326 00:34:58.309 --> 00:35:03.390 and things like that So there's interactive activities so a librarian 327 00:35:03.390 --> 00:35:09.220 gets all of the instruction. There are books included in part of it, as well. So the books 328 00:35:09.220 --> 00:35:15.740 can be lent out or they can be read as part of a story time. So it's hands-on activities, 329 00:35:15.740 --> 00:35:23.170 instructions for the librarians, the lobster comes with a dressup costume so a kid can 330 00:35:23.170 --> 00:35:29.539 dress up as a lobster. So who doesn't want that? I think the CSI one comes with like 331 00:35:29.539 --> 00:35:34.029 a detective hat so the kids pass it around and stuff like that. 332 00:35:34.029 --> 00:35:42.229 So Cornerstones actually puts this together. And we've been suggesting new topics for them. 333 00:35:42.229 --> 00:35:49.119 So they are thrilled to get suggestions for new topics. And so that's where the interaction 334 00:35:49.119 --> 00:35:54.640 with the libraries as partners is like, oh, you know, we loved the lobster one. Can we 335 00:35:54.640 --> 00:35:59.089 do something -- you know, can you do something on blueberries because blueberries are important 336 00:35:59.089 --> 00:36:09.519 in Maine. So it's greet. They come in these big plastic boxes. And like real industrial 337 00:36:09.519 --> 00:36:15.279 kind of locks and everything on them. So everything is in there. So it's kind of like a program 338 00:36:15.279 --> 00:36:20.019 in a can. And so those are really attractive to our 339 00:36:20.019 --> 00:36:27.529 basic libraries. So even our smallest rural library can get that trunk and deliver it 340 00:36:27.529 --> 00:36:31.329 with confidence. >> SHERRI KILLINS: One of the things to build 341 00:36:31.329 --> 00:36:37.839 on that that we were trying to do in our states have learning standards in K to 12 world you 342 00:36:37.839 --> 00:36:41.930 have heard of Common Core in early learning world there's early learning standards that 343 00:36:41.930 --> 00:36:48.309 go from birth to five one of things we're working hard on our project is how do you 344 00:36:48.309 --> 00:36:52.749 understand those volumes? Because sometimes it's multiple pages. Make it visible to a 345 00:36:52.749 --> 00:36:57.309 librarian. It's only one children's librarian that's got an activity how does she attach 346 00:36:57.309 --> 00:37:03.170 the early learning standard so you might have the kit on lobsters but what early learning 347 00:37:03.170 --> 00:37:08.089 principle, what early learning skill, what early learning knowledge is that child getting 348 00:37:08.089 --> 00:37:12.339 and not only so that the librarian understands it but so you can communicate with the family. 349 00:37:12.339 --> 00:37:17.470 So they come into the library as a good experience but it's also building that core knowledge, 350 00:37:17.470 --> 00:37:22.059 skills and abilities that children need to enter school ready to learn. Not ready to 351 00:37:22.059 --> 00:37:25.550 learn. They are always learning -- >> Ready to succeed. Kyle? 352 00:37:25.550 --> 00:37:30.630 >> KYLE ZIMMER: Just one quick footnote is many people think because the name of the 353 00:37:30.630 --> 00:37:35.670 organization is First Book that all we do is books. And what we really have started 354 00:37:35.670 --> 00:37:42.180 doing very aggressively in the last couple of years is expanding way beyond that. And 355 00:37:42.180 --> 00:37:48.940 so when I hear the list of all the resources and I've heard the examples today of all of 356 00:37:48.940 --> 00:37:53.410 the great things you're doing, I'll give you a couple of quick examples. We heard that 357 00:37:53.410 --> 00:38:01.980 kids were showing up hungry. So we went out and got 30,000 units of long shelf life healthy 358 00:38:01.980 --> 00:38:07.910 foods and made those available. We heard that from our network that kids were 359 00:38:07.910 --> 00:38:14.790 missing school because of not -- during the winter, not having winter coats. So we made 360 00:38:14.790 --> 00:38:20.369 a partnership with Operation Warm and you can buy six great looking coats for kids in 361 00:38:20.369 --> 00:38:28.200 a box for 125 bucks I'm just using those as examples to say we want to be your Labrador 362 00:38:28.200 --> 00:38:35.519 retriever, we want to hear from you, what do you need, what resources do you need and 363 00:38:35.519 --> 00:38:42.049 see if we can go out and broker a deal so that your dollars either are not spent at 364 00:38:42.049 --> 00:38:49.480 all or go much further through us. >> Way in the back and then we'll come to 365 00:38:49.480 --> 00:38:58.930 this third table. >> Hi I'm Judy Reno from Phoenix Public Library. 366 00:38:58.930 --> 00:39:03.680 And I had a question for Kyle. I think that sounds really, really cool. And 367 00:39:03.680 --> 00:39:07.980 I was wondering, are you working with anyone in Arizona? And is there opportunity to do 368 00:39:07.980 --> 00:39:11.660 so? >> KYLE ZIMMER: We may be but I'm not specifically 369 00:39:11.660 --> 00:39:18.229 aware of it. But yes, call me. (Chuckles). 370 00:39:18.229 --> 00:39:21.430 >> There's an invitation. >> KYLE ZIMMER: Quite seriously, I'm very 371 00:39:21.430 --> 00:39:29.539 genuine about it. I think that -- I think that we are a million fold more powerful together 372 00:39:29.539 --> 00:39:37.630 than we are putting detached rescue ropes into the same populations. And the only reason 373 00:39:37.630 --> 00:39:44.229 First Book exists is to serve people like you and your colleagues who are on the front 374 00:39:44.229 --> 00:39:50.299 lines. That is 100% of the reason that we are in business. So absolutely. I'm being 375 00:39:50.299 --> 00:39:53.499 funny about it. But I mean it genuinely. Call me. 376 00:39:53.499 --> 00:39:59.160 >> First Book has been an incredible partner to so many people across the nation. So thank 377 00:39:59.160 --> 00:40:03.579 you, Kyle, for the work you have done. But I think the message here, too, is that there 378 00:40:03.579 --> 00:40:11.400 are so many potential partners for you. So many people that want to be with you hand 379 00:40:11.400 --> 00:40:16.880 in hand, whether it's on early literacy, which is our topic today. But on many other ways 380 00:40:16.880 --> 00:40:20.529 to reach families and to reach children in the way that we need to. 381 00:40:20.529 --> 00:40:25.170 There were two questions on this third table. >> Can I pipe up for a moment first I want 382 00:40:25.170 --> 00:40:31.759 to talk on that First Book train for a minute. Is it on? Yes, it's on. I can vouch for that 383 00:40:31.759 --> 00:40:38.539 First Book readiness to respond because Kyle mentioned the Open eBooks initiative. Do people 384 00:40:38.539 --> 00:40:43.500 here know about that. >> Raise your hand if you know about eBooks. 385 00:40:43.500 --> 00:40:46.400 >> Fabulous. >> Some don't. So that gives me license to 386 00:40:46.400 --> 00:40:50.250 talk about it just for a moment. (Chuckles). 387 00:40:50.250 --> 00:40:57.949 >> We started working together and the White House became interested in an effort to provide 388 00:40:57.949 --> 00:41:06.239 access to a lot of free eBook reading material for low income kids, for kids who needed help 389 00:41:06.239 --> 00:41:11.780 bridging that Digital Divide so we went to where we had been investing and we went to 390 00:41:11.780 --> 00:41:18.049 New York Public Library who was building this wonderful library simplified platform that 391 00:41:18.049 --> 00:41:25.390 is an accessible eBook platform. And we said, can we work together? And they said, yes, 392 00:41:25.390 --> 00:41:30.630 we're in. And then we talked to the Digital Public Library of America, who is all about 393 00:41:30.630 --> 00:41:37.390 community. And we said, can you harvest and unique the great community across the United 394 00:41:37.390 --> 00:41:41.691 States? Get everybody in on this. Because we need to curate the reading material. And 395 00:41:41.691 --> 00:41:46.579 they said, yes, we're absolutely in on this. And then there was the question of, well, 396 00:41:46.579 --> 00:41:52.599 how are we going to find the right kids? The publishers were really excited about this. 397 00:41:52.599 --> 00:41:59.079 And were very willing to give for free. And it ended up being $250 million worth of content 398 00:41:59.079 --> 00:42:07.720 from Harper Collins and the big publishers. Oh, you go to the place that already does 399 00:42:07.720 --> 00:42:13.589 that and does that the best and that was First Book. And Kyle had been to IMLS once. She 400 00:42:13.589 --> 00:42:16.539 didn't really know us. And I called up and said -- 401 00:42:16.539 --> 00:42:21.599 >> KYLE ZIMMER: It was great. >> It was a really good meeting. I said, hey, 402 00:42:21.599 --> 00:42:27.461 would you mind? And I cannot tell you the response that I got, which was so we want 403 00:42:27.461 --> 00:42:33.609 this to happen. We will help you in any way. We don't -- you know some partners, they always 404 00:42:33.609 --> 00:42:39.019 need the ego thing. There was none of that there It was truly, we will selflessly help 405 00:42:39.019 --> 00:42:46.769 you in any possible way we can and that was magnificent and awesome and she probably regrets 406 00:42:46.769 --> 00:42:51.160 it now because there's an awful lot of work that we all have to do and I think the partnership 407 00:42:51.160 --> 00:42:56.079 will grow from here but I wanted to say that while I'm talking about the White House partnership 408 00:42:56.079 --> 00:43:02.390 I do want to mention Susan Benton is here and several colleagues that are affiliated 409 00:43:02.390 --> 00:43:09.699 with the American Library Association in some way. We also have the ConnectED Library Challenge 410 00:43:09.699 --> 00:43:16.199 that was launched. Some of you in the room have signed up for it, too, so that's exciting 411 00:43:16.199 --> 00:43:21.559 That was an effort, again, the White House is holding up the work we do and holding up 412 00:43:21.559 --> 00:43:30.589 this wonderful partnership. That was an effort to challenge communities to have the librarian, 413 00:43:30.589 --> 00:43:39.579 the mayor the county, city executive and the school superintendent singular or plural whomever 414 00:43:39.579 --> 00:43:46.829 those three entities are in a community to come together and pledge to get a library 415 00:43:46.829 --> 00:43:53.219 card into the hand of every kid as soon as they are in school. And I think our bigger 416 00:43:53.219 --> 00:43:58.839 goal is to break down barriers within communities. We're talking about it because it's about 417 00:43:58.839 --> 00:44:05.219 the library card. But it's really about letting the kids walk through the community and have 418 00:44:05.219 --> 00:44:10.839 access to all the resources that should be available to them without running into the 419 00:44:10.839 --> 00:44:17.769 silos that are our organizational silos. So we have had a wonderful time getting that 420 00:44:17.769 --> 00:44:23.479 off the ground. Am I forgetting to say anything. We're going to have a convening in the fall 421 00:44:23.479 --> 00:44:28.319 ultimately we would love the whole country to be in on that and I think having the White 422 00:44:28.319 --> 00:44:34.739 House hold that up and helping us knock on the doors of mayors and school superintendents 423 00:44:34.739 --> 00:44:40.559 and say to them, we care about, this make this happen is really giving us a push and 424 00:44:40.559 --> 00:44:46.069 I hope you'll all join us so that was my commercial interruption I'm going to give it back to 425 00:44:46.069 --> 00:44:49.109 the questions. >> Thank you, Maura and I know we're out of 426 00:44:49.109 --> 00:45:00.680 time. And we had two questions. Do I take them? Do I move on? So I think both of you 427 00:45:00.680 --> 00:45:09.660 had questions. This third table from the front. >> I just -- this is a question to any or 428 00:45:09.660 --> 00:45:13.609 all of you because we're talking about cross sector partnerships. If you had an example 429 00:45:13.609 --> 00:45:20.789 of an assumption that you had at the sector that you were working with going in where 430 00:45:20.789 --> 00:45:28.079 that assumption shifted as you began engaging with them. 431 00:45:28.079 --> 00:45:34.569 >> Janet? >> I was just thinking with Cornerstones of 432 00:45:34.569 --> 00:45:42.680 Science we have a telescope project. And part of the training is outreach to organizations 433 00:45:42.680 --> 00:45:49.440 to help train the librarians and families and to do presentations. And I was like are 434 00:45:49.440 --> 00:45:55.390 we really going to get people for free? But the astronomy groups in the state are just 435 00:45:55.390 --> 00:46:02.160 dying to go to the library and they have been very generous not only with their time to 436 00:46:02.160 --> 00:46:07.940 the local public library but they are committed matching funds for our IMLS grant the southern 437 00:46:07.940 --> 00:46:15.009 Maine astronomy group. And it only takes one or two people. But some of them are retired. 438 00:46:15.009 --> 00:46:21.910 And they are passionate. So people that are passionate are really willing to volunteer. 439 00:46:21.910 --> 00:46:27.210 So it's good for our libraries to know you don't always have to pay for somebody to come 440 00:46:27.210 --> 00:46:29.970 and that's part of what's going on with our grant. 441 00:46:29.970 --> 00:46:34.650 >> Thank you. >> SHERRI KILLINS: I wanted to say one thing 442 00:46:34.650 --> 00:46:38.190 that I learned about libraries is that you really -- you are really understaffed in a 443 00:46:38.190 --> 00:46:42.660 lot of ways. And some of what's necessary to do -- remember I'm coming from the state 444 00:46:42.660 --> 00:46:47.529 level not really being in your space. Some of what's necessary to do the work requires 445 00:46:47.529 --> 00:46:53.130 more. And so libraries were able to dig down and give more but we really do have to figure 446 00:46:53.130 --> 00:46:57.680 this out because you are a place and as long as people come to you everything is okay but 447 00:46:57.680 --> 00:47:02.450 when you've got to reach out or do more so some families that don't traditionally have 448 00:47:02.450 --> 00:47:07.489 access or who want access but you have to do it in a different way your greeter might 449 00:47:07.489 --> 00:47:12.400 be different you might have to do it in a different way you might have to shepherd people 450 00:47:12.400 --> 00:47:17.559 until they understand the space it takes more energy you're willing but finding the bandwidth 451 00:47:17.559 --> 00:47:22.759 to do it and getting the professional development and training to know how is missing and one 452 00:47:22.759 --> 00:47:27.989 of the tools we created is about family engagement and helping both libraries, museums and early 453 00:47:27.989 --> 00:47:32.359 childhood systems thinking about what it really means to engage a family and it's not just 454 00:47:32.359 --> 00:47:37.200 being an open space that's available >> Sherri just very quickly can you share 455 00:47:37.200 --> 00:47:40.929 if that toolkit will be available to other states and how people might access that. 456 00:47:40.929 --> 00:47:45.130 >> SHERRI KILLINS: It will be available to all states, available midsummer, it will be 457 00:47:45.130 --> 00:47:50.299 online and of course I'm happy to take calls and talk people through it. 458 00:47:50.299 --> 00:47:55.289 >> Great I'm so sorry we're out of time I want to leave you with one final challenge, 459 00:47:55.289 --> 00:48:00.689 to really, really think about the most vulnerable families, the children and families who we 460 00:48:00.689 --> 00:48:08.210 oftentimes don't remember that they need you. And they are hungry for reaching you, families 461 00:48:08.210 --> 00:48:13.959 that living in housing -- public housing orchids that are in family, friend or neighbor care 462 00:48:13.959 --> 00:48:17.999 lots of people wanting to help and partner with you and three great examples today please 463 00:48:17.999 --> 00:48:18.880 help me thank them once again. (Applause).