Nashville Public Library

ABSTRACT This article discusses a multi-year initiative aimed at transforming youth development through a holistic approach, led by the Nashville After Zone Alliance (NAZA) at Nashville Public Library. Two consecutive projects, implemented in partnership with Vanderbilt University and over 25 local stakeholders focused on developing and implementing a youth skills framework applying a holistic approach. These initiatives adopted asset-based community development to establish shared goals for youth and continuously invest in ecosystems that support holistic and positive youth development. The goal was to help youth build skills needed to thrive in education, careers, and life. Supported by the Institute of Museum and Library Services, the project emphasized not only individual skill development but also the importance of shared community practices that foster an environment where youth can grow. The initiative aimed to create a shared understanding and commitment to the idea that learning happens everywhere and at all times. This vision involves creating conditions across schools, after-school programs, homes, and communities – where supportive adults provide consistent opportunities for youth to learn and apply their skills throughout the day. Another key objective was to promote the idea that a balanced combination of cognitive (academic) and social and emotional skills will lead youth to a lasting success throughout life cycles. The skills framework created in the result was called “Nashville’s Vision for Holistic Youth Development,” further referred to as “the Vision.”

"Important Contributions: Current Issues in Library Administration." The Journal of Higher Education, 11(3), pp. 170–171

"Distribution of Library Resources: The Geography of Reading." The Journal of Higher Education, 10(5), pp. 288–289

Sargasso Sea of discarded might be an apt description of the average fraternity house library of the past. Too frequently it was a disgrace to the intelligence of the college man and woman. Old textbooks, haphazard volumes of many sorts, a set of something left behind or given, an incomplete file of fraternity publications, a box of old themes collected thru the years-these filled up the few feet of shelving provided for a library. Dummies might have looked better. Few indeed were the books there which any undergraduate would care to take off the shelf and read. This was all wrong. For undergraduates do want to read interesting books. Busy they are with their many activities. But there comes a time when the student is sick of studying, bored by bridge, weary of the Victrola, disgusted by the radio, and has seen every movie in town. He would like something good to read. Why should he not be able to find in his chapter house library some reading to delight his heart, stimulate his mind, restore his soul, and fill his leisure minutes with happiness and profit? Even in the midst of their multifarious activities undergraduates will stop to discuss the things that interest them. The bull sessions are sufficient evidence of this. Will they not also read? In point of fact they do read; the only question is, What shall it be? A few years ago an alumnus had a book under his arm as he entered his fraternity house for dinner. In the course of the evening he read some extracts to the boys. The next day five of them went to the book store and bought a copy apiece. The book was The Mirrors of Wasiington. A faculty brother accidentally left a book at his fraternity house. When he called for it a few days later he was asked if he wouldn't leave it a bit longer as the boys wanted to read some more of it. The book was a collection of one-act plays, and it was being passed around. Similar examples could be multiplied, for personal recommendation and accessibility are recognized as the most favorable factors in the encouragement of reading. The bulk of everyone's reading is the thing which lies closest at hand-the daily paper, the popular weekly, the magazine or book which lies on the table. It is also fairly safe to say that never again will a person have as much time for reading as during his college days. Then is the time therefore to develop a taste for reading, to find out the books to be read for pleasure, relaxation, and inspiration, to learn how to find and use books. For several years fraternity officials have sensed the need of good reading available in chapter houses. Efforts have been made to get the chapters to