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What makes a children’s library program successful? What measures indicate success? Is attendance evidence of success? Is making a difference in the lives of program participants and facilitators evidence of success? We often use numbers to measure success, but what does “success” really look like? I asked these questions after facilitating a new program called Accidental Art: For Children of All Abilities at the Library. Reflection on the experience led to an integration of theory in practice, and programming hasn’t been the same since.

Taking Time to Look Back: Reflective Practice in Librarianship