A brief look at ‘grams of interest to engage teens and librarians navigating this social media platform. This week we’re all about those book displays! Are your displays getting patrons in the fall spirit, providing inspiration for costumes and pumpkin carvings, or taking the opportunity to spotlight horror novels? What’s the coolest non-holiday display you’ve put together? Share with us in the comments section. We liked these ones a latte.
In honor of Teen Read Week which kicked off yesterday, October 12 and runs through October 18, we’re highlighting a few ‘grams of programs in the works and a few ideas from last year.
Have you come across a related Instagram post this week, or has your library posted something similar? Have a topic you’d like to see in the next installment of Instagram of the Week? Share it in the comments section of this post.
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Those in the YALSA community would probably have no trouble agreeing with the statement that teen services in libraries could benefit from broader support from the library community and beyond. In an effort to help advance library services for and with teens, YALSA and its Future of Teens & Libraries Taskforce have submitted a grant proposal via a competitive challenge organized by the Knight Foundation. If funded, the project would help libraries improve their overall teen program by providing them with free tools and resources to incorporate connected learning into their existing services. In order for this to have a chance at getting funded, the proposal needs to get a significant number of ‘applauds’ and comments from visitors to the site. We encourage you to ‘applaud’ the proposal and/or leave a comment, but also to take a moment to share this link out with your library networks, advocates and colleagues and ask them to leave a comment or give us some applause as well. The post is open to comments and applause until Oct. 21st, so timing is limited! Thank you for all that you do to help teens succeed in school and prepare for college and careers. The great work that you do makes a difference in so many lives, and together we can have an even bigger impact!
Public libraries are, as ALA President Courtney Young said in a July 2014 Comcast Newsmaker interview, “digital learning centers.” We are able to provide access to computers, wireless capabilities, and also a space to learn. Access to technology becomes even more important to our “at-risk” teens; the library becomes a safe spot to use these resources. The question becomes how do we help them use this technology and learn from it? Earlier this month, the Stanford Center for Opportunity Policy in Education (SCOPE) published a report titled “Using Technology to Support At-Risk Students’ Learning.” This brief defines “at-risk” students as high schoolers with personal and academic factors that would could cause them to fail classes or drop out of school all together. They give three variables for success, real-life examples to why these variables work, and then recommend policies to help achieve these variables. While the article was geared towards schools, these variables are important to keep in mind as we work with the teens in our libraries.
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Teen Read Week is coming up October 12-18, and libraries are encouraged to use the theme “Turn Dreams into Reality” to share our knowledge, resources, services, and collections with teens in an effort to promote reading for fun. As professionals working with teens in the library, each of us curates our own personal collection—in folders and binders, dog-eared books and browser bookmarks, or just in our haphazardly cataloged heads—of resources that guide us in promoting reading. Yet as we inform our patrons about the epic books in our collection, the multiple formats in which they can check out our materials, and the research on the college success of avid readers, let’s not forget that some of our greatest resources are the very subjects of our resource-sharing: the teens themselves.
It’s an easy thing to forget since, as library professionals, we like to think of ourselves as the experts. In many things, we are. And in some, we aren’t. You know that book that won dozens of awards but you just can’t get any teens to pick up? How about the poorly-written piece of fluff that they can’t get enough of? In the end, we can only guess at what will go over well. Each person has his or her own individual taste, but more often than not, teens’ tastes will be more similar to one another’s than adults’ tastes will be to teens’.
Our goal during Teen Read Week is to promote reading for pleasure, and the only way to do that is to help connect teens with books they like. There may be a time and place for encouraging teens to read “healthier” books than the ones they want—that’s up for debate. But this week isn’t that time. If we want teens to learn that reading is fun, we need to think like teens. And while we can’t entirely re-wire our brains (and probably wouldn’t want to, having been through that angsty stage of life once already), many of us are lucky enough to spend enough time around teens that we have easy access to two simple techniques: observe and ask. Read More →
This photo, “First place, second place, third place” is copyright (c) 2009 Joe McCarthy/ gumption and made available under a Attribution-Noncommercial-Share Alike 2.0 license.
One reason I love my high school library job is that I don’t have to tell people what to do all day. Sure, I’m always checking passes, giving instructions and directions, or pointing the way to obtain the desired outcome. But, when a teen walks through the doors of our school library the decision about what to do next is totally up to them. It is so unlike walking into a classroom where the next 90 minutes are highly structured and choices are circumscribed. The ability to provide an intellectually stimulating environment where teens get to make the choice of what to do next is empowering for our young people and deserves to be protected.
The high school library is one of the few places where students are given decision-making power. Sure, it is the decision-making power over their own actions, but, that is where empowerment starts. When they walk through that library door, decisions await. Where to sit, computer or table? Do they need to work, or socialize a bit? Should they listen to music while they work independently, or work with a group of classmates? Do they want to work with a group of our coders on the 3D printer or lounge in a comfy chair and read a magazine? Perhaps they stayed up late studying last night and just need to take a nap. The library is one of the few places on the high school campus where students can be self-directed. Read More →
At the library I have had a hard time connecting with teens because Youth Services is downstairs, but the YA section is upstairs. My office is located downstairs, where I spend much of my time. To combat this, I have placed a whiteboard/paper pad easel in the area where their books are. This seemed to help. When I asked what they wanted from the library, they said “Water Balloon Fight”. That totally happened as a BYOB (Bring Your Own Balloons). Providing sponges was cheaper and easier to clean up.
Another way to better connect with the teens is by starting a TAB. With our first meeting a success, I think I have made an impact on the teens.
Following basic guidelines for starting a TAB, I was sure to include key phrases when presenting this option. “Meeting with snacks” worked like a charm. Teens are always hungry. I’ve had a few come to my office bragging about how much they can eat. One teen boy says he can eat a whole pizza. Challenge accepted! A total of six teens met for the first meeting. With the promise of pizza next month, I’m sure more will make their way over to the library.
My library is renovating the entire Youth Services area (not including the YA area on the upper level). The area will include a kitchen! The TAB is excited to learn that we will be able to make food when it opens in October. They were more than willing to provide food ideas to the agenda. Some suggested pizza (of course), sushi, and cheesecake (I’ll have to find a quick bake recipe for that one).
Additionally, I’ve requested that the teens be able to volunteer 10 hours per month as a TAB member. This should help with implementing prep for programming, especially in regards to the kitchen. In the agenda, I included a “new ideas” section. One of the new TAB members is interested in teaching Cantonese at our library!! Bonus for her since it counts as volunteer hours.
For me, my focus on helping teens transition from high school to adulthood began during the recession. I was working the help desk and there was a customer who was trying to complete the FAFSA on a paid website. I redirected them to FAFSA.ed.gov, but a few days later there was another customer who was doing a similar thing, only they had paid $80 for someone to fill out their Free Application for Federal Student Aid.
It may be the beginning of the school year, but one of my focuses this year is partnering with other organizations to ensure that accurate information gets to students and recent grads about college and alternatives to college. Read More →
Many libraries are in a great position to help teens develop skills and experience they can add to their resume. Whether it be volunteering on a regular basis or honing graphic design or other useful technology proficiency, teens can gain that needed edge through the library for when they seek out other opportunities.
Last school year, I stumbled across a program at my local public school system that gives students school credit for being part of a library program such as volunteering! What a win-win situation for all! Read on for more details on how the program works. Read More →
This summer, ALA’s Office for Information Technology Policy and Office for Intellectual Freedom released a policy brief marking a decade of school and public libraries limiting patrons’ access to online information due to the Children’s Internet Protection Act (CIPA).
Titled Fencing Out Knowledge: Impacts of the Children’s Internet Protection Act 10 Years Later, the report advocates an action plan to reduce the nationwide, negative impacts of CIPA. I found it well worth a read, and you will too if you wish to understand the progressive possibilities surrounding CIPA at your library and at libraries across America.
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For many, back to school time is a time for learning new things. One thing I’m trying to learn more about and be better at is listening to what people in the community need and want from the library instead of simply going out and telling people what the library has to offer. For example, at a back to school professional development event library staff might be asked to present information on what they have to offer to teachers and students. Typically that might mean going in and saying, “Hi, we have these databases, they are great, use them.” Then we leave and hope that that helped inform teachers about how they can use the library’s resources.
But, really what we should be doing is first asking teachers and staff in schools what they are doing, what do they wish was available in the community, what do they and their students need? We who work with teens in libraries listen to what they tell us and then craft a response that is focused exactly on what we heard when we listened. It’s not focusing on, this is what I think you need, it’s focused on this is what you told me you need and I can directly help that need in this way.
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