When I started out as a librarian (35 years ago) much of the work I was involved in was about the things that I liked. I liked a certain type of book. Or, I liked a certain type of program. Or, I didn’t like a certain type of activity or book. The services I provided for the youth in the community in which I worked weren’t terrible. But, they were really just for those children and/or teens who had interests similar to my own. Can you imagine how many young people I didn’t support as a result? A lot. At that point I didn’t realize that library services require putting teens first. Focusing not on what the library staff thinks is good for teens to have access to or what library staff are interested in themselves, but instead looking at what teens in the community want and need. And, even if those wants and needs don’t match skills or interests of library staff finding ways to support them.
That’s why the phrases “teens first” or “putting teens first” that YALSA often uses are so important. It sends a message to everyone that it’s not about us. It’s about teens. As Kate McNair recently pointed out in her blog post, the Teen Services Competencies for Library Staff do that very well. The Competencies are focused on categories that support learning about and supporting teen needs and interests first. Continue reading
Giving teens the chance to develop leadership skills is a component of YALSA’s Teen Services Competencies for Library Staff. In the four minute audio recording below, hear how Rachel McDonald, Teen Services Librarian at the King County Library System (KCLS). gives teens the chance to lead programs and services. In her youth leadership work Rachel demonstrates how through competencies in areas such as Youth Engagement and Leadership, Cultural Competence and Responsiveness, Interactions with Teens, and Continuous Learning, youth have opportunities to engage in experiences that are connected to, and meaningful within, their own lives.
One teen described their experience as a part of the KCLS program in this way:
“Participating in planning the Teen Voices Summit gave me a chance to experience firsthand the behind the scenes of hosting a successful event. I was given an opportunity to work with my peers to form a meaningful event for people my age. I learned to have patience and discipline. It took over a year to plan this event and at some points, it felt very tedious. After many long days of planning seeing the event finally come to fruition made me feel very gratified. What I learned will translate to future successes at school and/or in a job because like planning an event these are very long processes and in order to successfully complete them I will need to attain discipline and have the virtue of patience.”
You can also watch a video with teens taking part in the KCLS programs and hear what they have to say about the value of the experience. Continue reading
As you read the Teen Services Competencies for Library Staff you may think to yourself, there are some things that I want to learn. Or, there are some areas that I want to get better at. One way to get started with that learning is with YALSA’s Snack Breaks. These videos, published monthly, are between 3 and 15 minutes long (well there might be a couple that are a bit longer) and cover a range of topics related to the new Competencies. Check out the Snack Break on Restorative Approaches to Behavior Management in Libraries.
Have you noticed? The name of YALSA’s new competencies doesn’t say “for teen services staff” or “for teen librarians.” The title is Teen Services Competencies for Library Staff. Why is this important? Because it brings to the fore the idea that all library staff need to think about what it takes to work successfully with teens. Think about it, isn’t it likely that staff in reference, circulation, children’s services, and other library departments will encounter teens in the library? If that’s true, those staff members need to be able to support teen needs from the perspective of the job that they do.
When thinking about connecting all library staff to the Competencies a good place to start is with the dispositions. Many of the attitudes and mindsets in this section of the Competencies are easily relatable to the work of all staff in the library. Take a look at the dispositions listed below. Are there any that you would say, “Oh, only those that work with teens need to have that disposition?”: Continue reading
YALSA released the new Teen Services Competencies for Library Staff just in time for my 10 year anniversary as a YALSA volunteer. It is a great time for me to look back on what I have gained in those 10 years and reflect. Each content area is broken into three levels of achievement: developing, practicing, and transforming. With 10 years of hindsight, I can really see how I have moved through these levels in the content area around Equity of Access. The core of this competency reads:
Ensures access to a wide variety of library resources, services, and activities for and with all teens, especially those facing challenges to access.
When I started in my current position, I knew that serving our Juvenile Detention Center was going to be part of the job. Our Library had already been serving the facility through collections and programs for over 5 years, and I would be taking over from the librarians who started the program (not at all intimidating, let me tell you).
At the time, the Juvenile Detention Center (JDC) had an average daily population of about 85. Most residents were male and between the ages of 15 and 18 and stayed in the facility for about 2 weeks. And although the area my library served was predominantly white, the JDC was predominantly teens of color. Continue reading
If you’re a regular reader of the YALSA Blog, you will know that a brand-new Teen Services Competencies for Library Staff was released at the end of 2017 and the bloggers have been exploring the document in a variety of ways. It’s exciting to read these posts and begin to find ways to put those words and ideas into actions.
For me, as I read through these competencies, I saw a lot of similarities between this document and ACRL’s Framework for Information Literacy for Higher Education. Both documents rely on the framework narrative – they see either their knowledge areas (YALSA) or their frames (ACRL) as the foundation and grounding for the work they do, with teens and with undergraduate students. And although ACRL’s Framework focuses on the learning of the student (versus the Competencies focusing on library staff), both use the idea of dispositions to assess learning gains and promote the idea that learning is continual. Continue reading
Rachel McDonald has been a Teen Services Librarian for King County Library System in Washington state since 2007. Her primary interests are incorporating youth voice and bridging the digital divide through library programs. Rachel has been a member of the Young Adult Library Services Association (YALSA) since 2004, serving on the Board of Directors and multiple task forces and award committees, including the Alex Awards and the Michael L. Printz Award. She was a recipient of YALSA’s 2013 Excellence in Library Services to Young Adults award and is a student in the University of Maryland College of Information Studies YX certificate program.. She is currently reading The Newcomers: Finding Refuge, Friendship, and Hope in an American Classroom by Helen Thorpe.
In this YALSAblog post Rachel McDonald highlights how skills in YALSA Competency areas related to Community Engagement and Cultural Competence and Responsiveness enable her to meet the needs of non-dominant youth.
For the past five years I’ve worked as a Teen Services Librarian in Tukwila and Seatac, two communities that are a part of the King County (WA) Library System. Due to their close proximity to Seattle, and cheaper housing costs, both cities are popular with newcomers to the United States. In fact, over 40% of the population of Tukwila is foreign-born. At the high school down the street from the Tukwila Library, students speak over 45 world languages. Since the 1990s, local refugee resettlement agencies have resettled thousands of refugees from countries such as Afghanistan, Burma, Eritrea, Iraq, Nepal, Somalia, Syria, and Ukraine in South King County.
The longer I work in these communities, the more I understand how important cultural competence and responsiveness are to effectively serving my entire community, and teens in particular. While awareness of one’s own cultural beliefs and cultural differences within the community is an important first step, truly transforming services to teens involves building relationships with other community organizations in order to better engage with different cultural groups, especially those who may experience barriers to using the public library. In Tukwila and Seatac, that means working with partners such as the International Rescue Committee and New Futures. Continue reading
As a young librarian, it can be difficult to find your footing. After receiving my degree and being a teen services librarian for a little over a year, I was thrilled to embark on the journey to Louisville in early November for this year’s YALSA Symposium, made possible by YALSA’s travel stipend. I was expecting a weekend full of information and new ideas, but I wasn’t expecting to come home with a new outlook on teen services and a reinvigorated passion for my job, which is exactly what happened!
Teens often feel like no one understands or cares about them, and I hear
this often from the teens that frequent my library. At the Symposium I realized that bringing them into the library wasn’t enough – I had to build a community of teens that supported one another and could make changes within their own communities, as adults are separate from the lives of teens in so many ways. Nearly every session I attended in Louisville focused on communities in some way, through either building a community of teens or drawing the surrounding community into the library through partnerships and local resources. Continue reading
YALSA’s new Teen Services Competencies for Library Staff continues to set out a vision for the skills and knowledge library staff need in order to successfully support teens. In this 55 minute video (a recorded version of a presentation at the YALSA National Forum on Transforming Teen Services Through CE) Mega. Subramaniam , Rachel McDonald, Jennifer Ilardi, and Shannon Lake discuss many of the skills set out in the Competencies. These include: Cultural Competence and Responsiveness, Continuous Learning, Outcomes and Assessment, Community Engagement, Teen Growth and Development, and Interactions with Teens.
by Katie Baxter, Director, Kodiak Public Library, Alaska
The Kodiak Public Library, funded by the City of Kodiak, and, under the governance of the City Manager, serves the entire remote island of Kodiak, Alaska in the Gulf of Alaska located 350 miles south of Anchorage. City population is approximately 6,300; island population is approximately 14, 373.
As a Library Director who is committed to providing staff with leadership development tools and on-the-job experiences, I am excited by the ways YALSA’s newly released Teen Services Competencies for Library Staff takes us beyond the boundaries of a Teen Room. I shared the competencies document with full-time and part-time employees a few weeks ago without fanfare or discussion. I anticipated that some staff would find the competencies framework formal, academic, and, not necessarily intended as a tool for their individual use. I wanted staff to come to the document on their own terms and in connection to the work we have been doing over the past four years to settle into our new building of 16,000 square feet which includes the “first-ever” Teen Room in the city’s public library.
When getting to know a new building, it’s easy to get caught up, or, closed in, by the realities of settling into rooms with labels and specific purposes. YALSA’s Competencies provides a context for establishing a library’s teen-service style in a teen-focused manner. My gut was telling me that the nature of the physical space was creating assumptions in the minds of staff and patrons that our teen patrons have what they need from the library. However, that space does not have a dedicated service desk, or a dedicated staff presence. I wanted to create a purpose-based reason for each member of the staff to be aware of how he or she works with and in support of teens. The Competencies provides me with a comprehensive springboard for that, and I decided to go for it. Continue reading