Engaging Library Partners in 4-H Programming

Oct 15, 2026

Engaging Library Partners in 4-H Programming discusses how 4-H expands beyond county fairs and agriculture to serve rural, suburban, and urban youth nationwide, applying youth development research through non-formal education and technical assistance. It explains how 4-H Afterschool in the University of Maryland Extension creates experiential learning and life-skill building during afterschool hours. The article then highlights libraries as community hubs and practical venues for youth development partnerships, focusing on Baltimore County 4-H and the Baltimore County Public Library.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Engaging Library Partners in 4-H Programming

Youth Development in the Library

Forging the Partnership

engaging library partners in 4-H programming by Nia Imani Fields and Elizabeth Rafferty When most people think about 4-H, they remember county fairs, livestock programs, and agricultural education. While these programs are still prominent, 4-H has grown in order to meet the growing demands of today’s youth. The organization has expanded services and programs to serve rural, suburban, and urban youth in every state in the country. 4-H is uniquely positioned to apply youth development research, through non-formal education and technical assistance, directly from universities to local individuals, families, and communities. 4-H offers an array of research-based, experiential learning opportunities in science, citizenship, and healthy living, using various delivery modes. One of these, 4-H Afterschool, is growing in the University of Maryland Extension. 4-H Afterschool provides opportunities for youth to engage in positive youth development and to build life skills during the afterschool hours. Similarly, when most people think of libraries, they think of checking out books. However, “[t]he public library can—and should—be a central hub for community life, not just a place to borrow books”(Bourke, 2007, p. 138) . Though books and literacy programs are still at the forefront of the library’s purpose, libraries also partner with local organizations to provide youth development programs. The Baltimore County Pub- NIA IMANI FIELDS is an assistant professor and 4-H youth development educator with the University of Maryland Extension (UME) . She has a master’s degree in urban affairs and public policy and serveson several university committees related to outreach and expansion. She is the author of Strategies for 4-H Youth Development Educatorson Outreach Programming, published electronically by UME. Her research and programming interests include youth development, afterschool programming, volunteer development, workforce readiness, leadership, and urban programming. ELIzABETH RAFFERTy, a youth services specialist at the Baltimore County Public Library, holds a master’s degree in library and information science. She previously collaborated with Mary Concannon of Baltimore County Extension on “Snacks in the Stacks: Teaching Youth Nutrition in a Public Library” in the Journal of Extension. She was honored with the 2011 Maryland 4-H Partners in 4-H Award. lic Library system in Maryland hosts a large number of ers and resources and to participate in youth programs, youth who frequent the library to use the computers and if they exist. In addition, libraries are logical venues for resources as well as to participate in ongoing youth pro- afterschool programming because they have ongoing regrams. Parents view the library as a safe place for young lationships with schools, home school groups, and compeople to meet during out-of-school time to engage in munity organizations. These relationships offer not only educational and youth development activities. subject support, but also “industry knowledge, networks, Baltimore County 4-H and the Baltimore County funding,” which are “absolutely invaluable” (Burnett & Public Library (BCPL) are thus natural partners in meet- Spelman, 2011, p. 28) . Library branches have the capabiling the needs of youth after school. In Maryland in 2009, ity to advertise the program, for instance, in their county- 37 percent of youth—up from 27 percent in 2004—said wide newsletter, on the library website, and through inthat they would participate in an tercom announcements informing afterschool program if one were youth about afterschool program available (Afterschool Alliance, sessions. These benefits can be 2009) . Recognizing the need for Afterschool programming shared with program providers, quality youth development pro- in libraries reaches youth leading to further program collabogramming after school, Baltimore where they are. ration, joint marketing, community County 4-H and the BCPL forge

FAQs

What role does 4-H play in meeting today’s youth needs?

4-H has expanded services and programs for youth across all states, using non-formal education and technical assistance to deliver research-based, experiential learning in science, citizenship, and healthy living.

How does 4-H Afterschool support youth during afterschool hours?

4-H Afterschool provides opportunities for positive youth development and helps youth build life skills specifically during afterschool time.

Why are libraries considered natural partners for afterschool youth programming?

Libraries function as community hubs and have ongoing relationships with schools and community organizations. They also provide infrastructure and outreach channels that support program visibility and ongoing participation.

Oct 15, 2026

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