SusanNeuman

November 16, 2017 975 × 698 New Findings for Every Child Ready to Read in Public Libraries

Susan B. Neuman, professor of childhood education and literacy development at the Steinhardt School of Culture, Education, and Human Development at New York University.

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Charlie Osborne writes: “Quishing, or QR code-based phishing, embeds malicious links in QR codes to bypass traditional phishing filters and slip through security nets. What makes this tactic more dangerous than traditional phishing, especially for businesses, is that victims use their handsets to scan a QR code, bypassing network-based security and safety nets, such as phishing detection. QR codes, especially those you aren’t expecting, should be treated with the same suspicion as emailed links or attachments.”

ZDNet, July 13
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Wintre Foxworth Johnson et al. write: “Targeting books by or about Black people has a long history in the US. When these books are taken out of circulation, they become less available to children of all backgrounds. We describe Black livingness as Black children’s fiction by Black authors that depicts Black children and families as whole, joyful, thriving, and engaged in everyday acts of living. Children’s literature can humanize Black people in a way that news coverage, television, films, and school textbooks and curriculum often do not, helping to combat racial bias and stereotypes.”

The Conversation, July 14; English Teaching: Practice and Critique, vol. 20, no. 4, Nov. 2021
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Meg Ecclestone writes: “In 2025 I was very privileged to take a research leave, finally able to step out of the hustled days of work life. Time slowed down dramatically during my leave. When I returned to the library after my leave, I felt unmoored from the busyness that surrounded me. Time was moving at the pace of a high-speed train, but I was an onlooker. I risked getting left behind, sure, but I’d been a passenger on that train before, and I knew its final stop was Burnout Station. Perhaps I was fine to miss the trip.”

Partnership: The Canadian Journal of Library and Information Practice and Research, vol. 21, no. 1, July 9
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Nick Potkalitsky writes: “A student who puts their phone in a pouch at 8 a.m. and picks it up at 3 p.m., having learned nothing about why that seven-hour gap is critical for their engagement with school, is being managed, not taught. This is the distinction I want to spend the next school year exploring: What habits of mind do we want young people to develop in relation to technology, and what would it take to cultivate them deliberately? That question activates a deeper concept: digital wellness.”

Educating AI, July 12
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Mackenzi Klemann writes: “Hoosiers suffering mental health crises are visiting public libraries for help—transforming the role of librarians who act simultaneously as researchers, archivists, and quasi–social workers. Mental Health America of Indiana is stepping in to train librarians in how to respond to these crises and direct patrons to reliable information on suicide prevention, addiction treatment, and mental health disorders. Todd Grooten, a licensed social worker and co-chair of the Indiana Library Federation’s mental health committee, welcomed the opportunity as library staff like himself increasingly encounter people in crisis seeking internet access and other resources from public libraries.”

Indiana Capital Chronicle, July 9
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Kelly Jensen writes: “If there were a single word to capture the state of library cuts across the US, it would be ‘rough.’ It’s rough not only for public libraries but also for school and academic libraries. This is not a comprehensive look at library cuts in 2026. It can’t be. Most of the time, these stories—especially ones about ‘smaller’ cuts to library materials budgets or to popular databases—don’t make the news. But this sampling is representative of what’s happening across libraries in the US right now.”

Well Sourced, July 11
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The Association of College and Research Libraries Instruction Section Teaching Methods Committee has added new committee-recommended sources to its Selected Resources for Teaching Methods and Instructional Design in Library Instruction and Selected Resources for Assessment in Library Instruction lists. The committee updates these lists with new resources and annotations annually. Resources included on this list are chosen for their innovative discussions of teaching methods, instructional design, and assessment tools or techniques in library instruction.

Association of College and Research Libraries Instruction Section, July 7

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