A short list of tweets from the past week of interest to teens and the library staff that work with them.
Do you have a favorite Tweet from the past week? If so add it in the comments for this post. Or, if you read a Twitter post between May 1 and 7 that you think is a must for the next Tweets of the Week send a direct or @ message to lbraun2000 on Twitter. Continue reading
A short list of tweets from the past week of interest to teens and the library staff that work with them.
Do you have a favorite Tweet from the past week? If so add it in the comments for this post. Or, if you read a Twitter post between April 24 and 30 that you think is a must for the next Tweets of the Week send a direct or @ message to lbraun2000 on Twitter.
When the email got sent around the bloggers about doing a 30 days of programming, my mind instantly went blank. I’m just a librarian-in-training and haven’t done a lot of hands-on programming with teens. What could I bring to the conversation?
Then I remembered I did have a program. A hypothetical one that is. I’m currently taking a Media Literacy for Youth class which has been amazing. One of our assignments was to create either a lesson or program plan about a media literacy topic. It could be targeted to any age group and should last 2-3 hours. We had to write about outcomes, lay out all the activities, essentially plan it so some librarian could do it with the kids they work with.
I’ll lay out my idea and then want your feedback. Is this program realistic? Would it work with the teens you work with? And if it’s not realistic, what needs to be changed?
So…here I go!
As a twenty-something, I would say I’m pretty well-connected in social media. If someone asked what my favorite social media platform is, I would say it’s Twitter. There something exciting about Twitter when you think about it like a cocktail party (shout out to blogger Dave Charest for this analogy) — there are hundreds of conversations going on around you and you decide which ones to tap into. And our teens are using it so why not have a program that challenges them to think about not only how they use Twitter, but how others use Twitter?
So, your first questions might be, “Who is this? And why is he writing here?” Good questions. Let’s start there. My name is Miguel Figueroa and I work at the American Library Association on a new Center for the Future of Libraries initiative. As I’ve begun my work over the past year, I’ve been focused on three objectives:
- Identifying emerging trends relevant to libraries and the communities they serve
- Promoting futuring and innovation techniques to help librarians and library professionals shape their future
- Building connections with experts and innovative thinkers to help libraries address emerging issues
And if those objectives sound pretty obvious to you, I’m not surprised. I know that YALSA members, by the nature of your work and your audience, tend to be on trend, innovative, and outward-looking. In fact, over the past year YALSA members have been incredibly helpful in suggesting trends for me to explore, including Collective Impact, Connected Learning, and Emerging Adulthood.
Today, as part of “30 Days of Teen Programming,” I want to try to connect teen programming to an important and emerging view of the library as platform.
David Weinberg’s excellent article, “The Library as Platform,” proposed the potential for the library to serve as a platform by leveraging its data and information resources for members of the community to build from. And John Palfrey, in his forthcoming book BiblioTech: Why Libraries Matter More Than Ever in the Age of Google, encourages libraries to become platforms for hacking – engaging large communities of people with diverse skills and perspectives to remake libraries and their communities using the resources, information, and data libraries make available.
We were ecstatic when we found out that we would be receiving funding for Teen Tech Week. We were able to plan a variety of programs that focused on programming, photography/video, and robotics. Our goals were to:
- Reach teens that have little or no technology skills
- Grow the skill level of teens that already have a strong technology skills
- Have teen(s) assist with programming.
A local teen happened to be a tech wizard and helped plan and teach a few of the programs! He was able to connect with the teen participants and many of the younger teens were in awe of his knowledge. He was a great asset to the program and a huge reason the programs were so successful!
We were able to purchase a GoPro (along with accessories), Cubelets, and littleBits. Along with classes, we held drop in sessions for teens to play creatively with the tools on their own. We also encourage the teens to use the GoPro during the other programs to create videos of their projects and learning experiences.
It is truly amazing to see how all of the teens were able to quickly grasp most of the concepts. They were able to understand everything from how numbers flow through Cubelets to drawing shapes and creating games with python! They were able to manipulate the code we produced as a class to put a personal twist on the projects. The most popular programs were the GoPro class and the Python 101 classes.
Due to the number of participants and the number of tools we needed to create small groups to work together on their projects. It was a great opportunity for the teens to work as a team. Having them work in teams encouraged discussion and a new level of creativity!
We were surprised that most of the teens that participated in Teen Tech Week were not from our core group of library teens. A few of them have increased their library usage and are becoming familiar faces. An almost equal amount of girls and boys attended the programs.
The library is planning on providing additional technology based off the teens’ suggestions and interests. It is important to us that we find a way to have the Cubelets, littleBits, and GoPro available for teen use within the library. We are currently reviewing different options on how to do so.
Alexandra Tyle-Annen is the Adult/Teen Services Manager for the Homer Township Public Library in Homer Glen, IL.
Many libraries across the country are offering great STEAM programs for teens; but are these programs as accessible and interesting to diverse teens as we would like them to be? Teens identified as underrepresented minorities–i.e., African-American, American Indian, Hispanic/Latino, and Pacific Islander teens–routinely score below their white peers’ in math and science. It’s not about aptitude, though; it’s about whether these teens have adequate access to learning opportunities that prepare and inspire them to pursue and succeed in science, technology, engineering, and math. That’s where the library can step in with informal learning opportunities that engage all teens in STEAM.
To make STEAM programs accessible and motivating, directly involve teens in the process of “doing” STEAM. Hands-on learning is great, as it emphasizes that every person is capable of doing science. Even better is collaborative work, which allows teens to work together to create a product greater than they could accomplish on their own; this is often called “citizen science.” Hands-on activities also allow teens to prioritize the things they enjoy and find interesting in a program.
When I started as the Teen Services Librarian at the Hancock County Public Library in 2013, one of the first things I noticed about HCPL teens was their love for comics and manga. My desk is located next to the teen room, parallel to our comic and manga shelving. Day after day at 3:30 p.m. teens would flock to that section and take over the entire space in the teen room. Inspired, I started a monthly comic book club and anime/ manga club – which just celebrated its 1st birthday!
During our clubs, teens discuss the respective genres. Many create their own art or have started drawing their own comic/ manga panels. Numerous teens expressed their interest in making comics at the library.
Our library uses the yearly Collaborative Summer Library Program themes, and this year’s focus is superheroes. While planning for Summer Reading 2015, superheroes and villains were dancing in my head. Teen Tech Week, Summer Reading, and the wishes of our library’s teens came together and formed a program plan. The grant funds awarded from YALSA and Best Buy were used to purchase 10-Wacom Intuos digital drawing tablets equipped with comic-making software.
I recently made an expedition to SXSWedu in Austin. I was really excited about this conference because I thought it’d be useful to me as an educator/facilitator/enabler of science and technology-based programs and projects at my library. I was looking forward to hearing new-to-me perspectives on student (or in my case teen)-centered learning; maybe I’d pick up some tips on how to help teens feel comfortable expressing their interests or how to frame a challenging project in a manageable way or chunk it into achievable pieces. What I most hoped to do, I think, was speak with other educators about the unique challenges and opportunities of learning in a makerspace-type environment. It was a valuable experience in many ways, but not quite what I expected. (The usual caveats apply – YMMV, perhaps I picked the wrong sessions, didn’t find the right folks to network with, etc.)
As I left SXSWedu and headed for home, I reflected a bit on my experience. I was disappointed, because I had hoped to connect with experts – people who knew more than me about what I was doing. I didn’t. At a panel where I expected higher-level conversation about makerspaces and learning, I left frustrated that the conversation was ‘what is a makerspace?’ and ‘low-budget vs high-budget’ and ‘you don’t NEED a 3d printer’ instead of ‘this is what makes a makerspace special, and this is how to maximize that opportunity.’ I wanted nuts and bolts and a user’s manual, and I got Tinker Toys. As I thought more and more about what had happened, it occurred to me that if I wanted to talk about this, I ought to just start the conversation I wanted to hear. To that end, here are the questions on my mind right now, and some of my possible answers.
Back in October 2014, I wrote about a report entitled: “America After 3 PM.” The Afterschool Alliance was writing about how students spend their time after school. In it, I raised the point of libraries as hubs for after-school activities, a free spot for teens to come if they don’t have the resources or access to other after-school programs. At the end of January, Alia Wong from Atlantic wrote an article called “The Activity Gap,” which discusses the access issues students from various socio-economic classes face with participating in after-school and extracurricular programs.
Wong begins the article by comparing two different students, Ethan and Nicole, whose family backgrounds contribute to two different lifestyles and life paths. While their names have been changed, these two students do exist and were case studies in a study published in Voices of Urban Education. This national study was conducted by Brown University’s Annenberg Institute of School Reform.
Many youth services specialists will be familiar with Lark’s parent site, Storybird, which enables dazzling yet simple drag-and-drop digital storytelling. Like Fridegpoems by Color Monkey, Lark, Storybird’s Poetry app, is a digital incarnation of a refrigerator magnet poetry set, inspiring creativity within a finite vocabulary set as you move and reorder the words it generates over an image.
A lightning bolt icon launches a new project. You can browse art in a gallery, search by keyword or choose a random different background or word bank by swiping left. Many of the images, alternatingly fantastical and almost unbearably poignant, look as if they were cribbed from vintage picture books. You can also use a color picker to change the colors of the words on screen for optimal artistic impact. The overall effect is quite attractive and quickly achieved. Continue reading