YALSA is looking for creative video entries of up to 60 seconds in length that compellingly demonstrate to the general public how teens make use of 21st century libraries, programs and staff in order to succeed in school and prepare for college, careers and life. Winners will be announced no later than June 1, 2016. The top three entries will receive a box of books, audiobooks and graphic novels worth a minimum of $200. Examples of content may include, but are not limited to showing how teens use libraries to do things like get good grades, explore careers, pursue hobbies, plan for college, build digital skills, create stuff, connect with others, serve the community, become engaged citizens, etc. This is a great opportunity for teens to show off their film making skills! Get the details via this online entry form. This contest is being administered by YALSA’s Advocacy Resources Taskforce.
To be or not to be…that is the question… especially when it comes to implementing teen programming all about Shakespeare. As youth services library workers, we know that William Shakespeare is one of the greatest playwrights of all time. It’s only natural for libraries to celebrate his birthday by providing attractive displays and programming for the month of April. Given the amount of amount of distraction and noise via the internet, teens aren’t exactly running into the library to check out King Lear. Although the reasons for teens not getting excited about Shakespeare vary greatly, we can easily introduce Shakespeare to our teens through Pop Culture, Art, and Digital Resources.
According to the YALSA’s The Future of Library Services for and with Teens: A Call to Action (2014)1:
The library profession has come to understand literacy as much more than a cognitive ability to read and write, but as a social act that involves basic modes of participating in the world.44 This fundamental shift means that school and public librarians no longer view literacy merely as a technical competency that can be added to people as though they were machines, but rather as a social practice that varies from one context to another and is part of cultural knowledge and behavior.
When I was teen, I remember how Hamlet infuriated me. At the time, I had no idea why I would need Hamlet ever. As an adult, I am grateful for that experience because Shakespeare didn’t write Hamlet to annoy teenagers: he wrote it to help the world understand the human condition when the soul is tortured by grief and selfishness. My hope is that teens are still reading Shakespeare in school, but, due to issues such as standardized testing, lack of funds, and no access to these materials, libraries can easily lend a helping hand. I mean, he is responsible for over 1600 words of the English language, but teens may never know this unless they attend a Shakespeare 101 class. As youth services library workers, we have the ability to not only introduce to teens the life, world, and art of William Shakespeare, we also have the skills to take a creative and modern approach to his works to help teens develop as critical thinkers and passionate human beings. Here are a couple of ideas that can help teens better appreciate the Bard a little more.
Looking at the March 8 Astronomy Picture of the Day, Solar Eclipse Shoes in the Classroom, in preparation for this blog post brought back a vivid memory that I hadn’t thought about in years. Like the students in the photograph, I witnessed a partial solar eclipse in high school. We poked pinholes in sheets of paper to watch the sun’s projection change shape against a second sheet of paper without burning our eyes. Spots of sunlight filtering through the tree leaves shrunk to half circles, then banana slivers as the light took on a golden hue that was uncharacteristic for the middle of the day.
Any time I feel anxiety over science programming, it’s helpful to remember how easy it can be. It doesn’t need to involve something as amazing as an eclipse. It doesn’t even need to be “programming,” it could simply mean asking teens, “Hey look at this cool/weird/mysterious thing, any guesses what it is?” Over the past year, the teens that visit my library have been entertained by a chunk of evaporating dry ice, helium-filled balloons, Pop Rocks, and vegetable oil + water + food coloring + alka-seltzer tablets in a bottle.
Astrophysicist Neil DeGrasse Tyson, one of my science heroes, gives advice to children who want to know what they can do to help the earth. Explore things, he tells them, do fun things even when it might annoy your parents. His advice to adults is to get out of their way. Kids are naturally curious about the world, and adults have a responsibility to not suppress that curiosity. Bill Nye, another science hero, encourages people of all ages to ask questions about the world around them (with the disclaimer to be aware of social interactions while doing so).
Library staff generally take pride in answering patrons’ questions, and I think many of us feel anxiety over questions we don’t know how to answer. Instead of feeling anxious, we can encourage patrons’ natural curiosity by inviting them to make their own hypotheses, and introducing them to resources where they might find the answers. Continue reading
As part of Teen Tech Week, YALSA is teaming up with the Connected Learning Alliance, Deviant Art, the National Writing Project, and Wattpad for the Twist Fate challenge.
The challenge is to get young people (ages 13-17) telling stories about what happens when a hero becomes a villain, or a villain a hero (through writing, video, digital art, animation, etc.) and sharing them across the Deviant Art and Wattpad platforms. It’s happening March 6-April 6th, and to ramp up for it there will be a series of free webinars with guests including Mimi ito, Christina Cantrill, Candice Mack, Josh Wattles from DeviantArt, and Jing Jing Tan from Wattpad:
Storytelling and Making Redefined: Get to Know the Wattpad Community Feb. 18, 7pm EST
Meet the “Deviants”: Networked Artists and Makers of DeviantArt Feb. 25, 7pm EST
Valentine’s Day is big business; between the candy and flower sales and Hamilton-themed cards, V-Day spending nationwide may top $13 billion. Libraries cater to their patrons with Valentines-themed programs including concerts, crafts and even anti-Valentine’s parties.
Rarely seen in public is anything calling attention to dating’s darker side, though February is also Teen Dating Violence Awareness Month. According to a 2013 CDC survey, 1 in 10 teens reported being physically hurt by a boyfriend or girlfriend in the past 12 months; additionally 1 in 10 reported being kissed, touched, or physically forced into sexual intercourse against their will by someone they were dating.
During meetings and training, like the recent in-service at my library, staff may discuss how to handle many different difficult situations. Abusive romantic relationships should be a part of the discussion. What warning signs can library staff look out for?
Here are a few types of dating violence from loveisrespect.org:
- Physical: scratching, punching, throwing things, pushing and pulling
- Emotional/Verbal: put-downs, yelling, blaming, threatening
- Sexual: unwanted touching, pressuring, sexual insults
- Financial: preventing from going to work, on-the-job harassment, giving presents with strings attached
- Digital: pressure to send explicit messages, stealing passwords
- Stalking: showing up unannounced, sending unwanted messages
Here are a few behaviors that victims of dating violence may exhibit:
- Depression and anxiety
- Tobacco, drug and alcohol use
- Antisocial behaviors
- Thoughts about suicide
Teen staff can foster supportive library spaces, and make patrons aware that abuse is not tolerated. We can offer programs and materials on the differences between healthy and unhealthy dating relationships. If we witness abuse, we can report it to the police. If we encounter someone who may need help, we can refer them to local family services, as well as national hotlines such as RAINN.
For more information about Teen Dating Violence, Sexual Assault, and Rape check out the book list on The Hub.
About 10 years ago, I met Gene Luen Yang at the very first ALA Annual Conference I ever attended in 2006 in New Orleans, at the end of my first year of library school.
As a Chinese-American and comics fangirl, my heart nearly stopped in shock and happiness when 6 months later, his ground-breaking work, American Born Chinese, was announced as the 2007 winner of the Michael L. Printz Award.
As this week leads up to ALA’s Midwinter Meeting, where I am so excited to see my colleagues, talk with YALSA members, participate in the Youth Media Awards announcement, and more, I find it thrilling and fitting that Gene Luen Yang was just announced as the 5th National Ambassador for Young People’s Literature. (Which yet another example of how forward-thinking YALSA always is – we knew he was awesome years ago.)
For more insight on how best to serve teens today and into the future, check out the YALSA Wiki for dates and times of all YALSA events if you’ll be attending Midwinter!
If you aren’t able to be in Boston, follow Midwinter activities with the Midwinter hashtag, #alamw16.
The YALSA board will start off Midwinter on Friday with training session on best practices in association governance. All day Saturday, Board members will work with a consultant from the Whole Mind Strategy Group on organizational planning. The goal is to develop a focused and responsive plan which will help YALSA meet the needs of members and advance teen services in libraries across the country. Based on the outcomes of the organizational planning discussions, the consultant will help the Board draft a new, 3 year plan. The goal is to have that in place by March 1st.
While the planning discussion will take up all of the Board’s meeting time on Saturday, there are still other topics that the Board will be discussing at the business portion of their meeting on Sun. and Mon.
Those topics include:
- Diversity on YALSA’s Board
- Dues categories & rates
- Updating YALSA’s Competencies for Librarians Serving Youth
- YALSA’s portfolio of guidelines and position papers
If you have a comment, idea or question for the Board, the first 5 minutes of each of the board meetings is set aside for visitors to ask questions. Feel free to or chat with me or any of the board members at YALSA events at ALA Midwinter, too! You can also e-mail me with comments if you are not able to make it to a session to share your feedback.
We’ll also be sharing post conference round-ups over the coming weeks so stay tuned!
My current job in graduate school is a library supervisor for a residence hall library. Our residence hall library system is unique here at the University of Illinois – Urbana Champaign which gives us the opportunity to interact with undergraduates in their residence halls. Our collection consists of the latest fiction, nonfiction, movies, TV shows, CDs, and magazines. Essentially a public library-like collection in an academic setting. It’s awesome, to be so close and helpful, and students don’t even have to leave their residence hall!
My co-workers and I have tried to provide reference support in the libraries. This past semester I spent eight hours a week doing “Office Hours.” Essentially, come visit me, ask your reference questions. Then, during finals, one of my co-workers did a “Roving Reference” table throughout several residence halls. At a recent staff meeting he shared that when he was roving many undergraduates asked him, “What’s reference?”
This may hurt us as library staff. We hope (and perhaps sometimes assume) that what we take as implicit knowledge (e.g., what reference is) is also implicit to the people we work with.
Recently, teens have been bombarded with rhetoric and actions that do not support their development or provide a safe environment for them to thrive. Unfortunately, there are far too many recent examples of young people being bullied or harassed by their peers or adults. For example, a report from the Council on Islamic American Relations of California indicated that more than half of Muslim students ages 11 to 18 report having been bullied because of their religion. As teen library staff, we should address this atmosphere of fear and social injustice and work with teens to turn it into something positive by promoting the intrinsic values of tolerance, equality, and acceptance. And we should do this regardless of whether or not our communities include a large population of people from diverse backgrounds. In order to be successful, well-adjusted adults, we need to help all of our teens learn how to understand, accept and work with others, regardless of their background.
Recent discussions at a national level about immigrants and Muslim-Americans point to the need to help young people separate fact from fiction. Regardless of whether or not your community is hosting immigrant families or has a large Muslim community, now is great opportunity to convey to our teens the importance of compassion and inclusion for people of all backgrounds. One tool that I found incredibly helpful is the YALSA’s Cultural Competence Task Force1. This task force has compiled an extensive list of resources that not only provides general information and training information in regards to cultural competence, there is a great section of resources that we can use to help our teens develop cultural competencies through youth involvement. One article, entitled Engaging Youth to Create Positive Change: Parent Support Network of Rhode Island published by National Center for Cultural Competence, Center for Child and Human Development, and Georgetown University, states the following:
Blog post round-up is a series of posts that pull from the great YALSAblog archive. The topics have been requested by YALSA members. Have an idea for a topic? Post it in the comments.
Are you interested in information about teen services? Check out these great posts!
If you are looking for rural or small libraries specifically there is a great series written by former blogger Rebekah Kamp:
The Library Freedom Project is a partnership among librarians, technologists, attorneys, and privacy advocates which aims to make real the promise of intellectual freedom in libraries. By teaching librarians about surveillance threats, privacy rights and responsibilities, and digital tools to stop surveillance, we hope to create a privacy-centric paradigm shift in libraries and the local communities they serve.
Alison’s three-hour workshop went by so fast, probably because she is an engaging speaker and the things she talked about were interesting. There is so much to know and learn about digital privacy…especially as librarians. We are in a critical position to help spread this information to the communities we serve. Alison herself is a librarian/has a librarian background so she definitely sees our potential in helping to protect intellectual freedom in these spaces. She is so about librarians, the LFP even has a toolkit all for us!