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What do you think youth workers do? A comparative case study of library and afterschool workers

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  • Colvin, Sharon
  • White, Annie M.
  • Akiva, Thomas
  • Wardrip, Peter S.

Abstract

This study investigates stereotypes and occupational identity of two groups of youth workers in one city: youth services public library workers and afterschool workers. Library staff are tied to outdated stereotypes of libraries as warehouses of books and afterschool staff are tied to a longstanding idea of afterschool as an extension of school. However, this study reveals that these external expectations are different from what library and afterschool staff actually do. We interviewed 34 participants using a protocol to prompt discussion of expectations from outside stakeholders and occupational identity. We found that both groups think relational interactions are important aspects of their job and engage in very similar relational work with youth. Both groups also experienced friction between what outside stakeholders expect and what they actually do. They felt pressure from outside stakeholders to engage in delivery of information and curriculum as well as a significant level disrespect. The learning ecosystem includes many youth workers including library and afterschool staff, but afterschool programs have been defined in service of formal education and public libraries have been excluded altogether. Redefining youth work to include library workers and to emphasize the relational work that both library and afterschool workers do could help create supportive communities of practice and alleviate the perceived friction.

Suggested Citation

  • Colvin, Sharon & White, Annie M. & Akiva, Thomas & Wardrip, Peter S., 2020. "What do you think youth workers do? A comparative case study of library and afterschool workers," Children and Youth Services Review, Elsevier, vol. 119(C).
    • Handle: RePEc:eee:cysrev:v:119:y:2020:i:c:s0190740920310410
    DOI: 10.1016/j.childyouth.2020.105537
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    2. repec:mpr:mprres:4551 is not listed on IDEAS
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