Happy End of Summer and Back-to-School!
I’m so excited to be sharing my first YALSA President’s Report!
It’s been a whirlwind since ALA Annual, and here’s what I’ve been working on since then:
Done & Done!
- Appointments to Edwards, Printz & Nonfiction Committees
- Assigning Board liaisons to Strategic, Selection & Award Committees
- Assign Board Members to Standing Board Committees
- Column for Fall 2015 issue of YALS
- Virtual training for New YALSA Board members
- YALSA blog post on Presidential Initiative: 3-2-1 Impact! Inclusive & Impactful Teen Services
- Worked with YALSA Board to appoint Renee McGrath to fill Krista McKenzie’s vacancy on the YALSA Board
- Had first call with the Whole Mind Group, who YALSA is working with on Strategic Planning
- With Chris Shoemaker, hosted first monthly chat with the YALSA Board, where we discussed YALSA’s Standing Board Committees
- Interviewed candidates for Member Managers for the Hub blog and Teen Programming HQ; appointed Molly Wetta as new Hub Member Manager and Jessi Snow as new Teen Programming HQ Member Manager
Works in Progress
- Filling Strategic Committee vacancies
- Filling Rachel McDonald’s Board vacancy
- Appointing YALSA representatives to ALA groups
- Strategic Planning
- Preparing for YALSA’s YA Services Symposium & Fall Executive Committee meetings
- Seeking content experts for Teen Programming HQ
- Seeking out partnerships with ALA ethnic caucuses, ALA LGBT Round Table, ASCLA, Wattpad, National Writing Project, Connected Learning Alliance, DeviantArt and more
Media & Outreach
Stats & Data
- Friends of YALSA raised $1,155 in June 2015
- Friends of YALSA raised $436 in July 2015
- Membership: 5,113 (down -0.3% over this time last year)
- Oct. 1 – Deadline to submit a volunteer form to be on YALSA’s upcoming award, selection and strategic committees! More information here
Last, but certainly not least –
- All of our members for all that you do to support teens and teen library services in your communities, every day!
- Chris Shoemaker, YALSA’s immediate Past President, for passing the torch and mentoring current President-Elect Sarah Hill
- YALSA’s ALA Annual 2015 Local Arrangements Committee, for a terrific job coordinating travel tips & info and local YALSA events in San Francisco
- YALSA Board, for your hard work, leadership and enthusiasm – I know it’s going to be a great year!
- YALSA Staff, especially Beth Yoke, Letitia Smith & Nichole O’Connor, for your assistance and support with association logistics
Until next time!
Candice Mack, YALSA President
YALSA’s Cultural Competencies Task Force interviews Ady Huertas, Manager of the Pauline Foster Teen Center at San Diego Central Library. Ady has worked with teens for over a decade: from providing instruments and lessons for a library rock band, to providing free summer lunches, to organizing a thriving teen council, Ady continually strives to provide resources and services for teens. She currently leads and contributes to several projects serving Latino teens, such as the REFORMA Children in Crisis Task Force, and the California State Library/Southern California Library Cooperative STeP (Skills for Teen Parents) Project. This podcast gives an overview of how best to reach out and serve Latino teens and provides advice to librarians new to serving Latino young adults and their families.
REFORMA: The National Association to Promote Library & Information Services to Latinos and the Spanish Speaking: http://www.reforma.org/.
REFORMA Children in Crisis Project: http://refugeechildren.wix.com/refugee-children.
Webinar about the STeP Project: https://infopeople.org/civicrm/event/info?reset=1&id=485.
University of California, EAOP: http://www.eaop.org/.
National Council of La Raza: http://www.nclr.org/.
National Council of La Raza | STEM: http://www.nclr.org/index.php/issues_and_programs/education/k12_education/stem/.
Summer Fun Cafe: http://www.sandi.net/site/default.aspx?PageType=3&ModuleInstanceID=19400&ViewID=047E6BE3-6D87-4130-8424-D8E4E9ED6C2A&RenderLoc=0&FlexDataID=49011&PageID=1.
Follow us on Twitter:
Ady Huertas: @adyhuertas
Monnee Tong: @librarianmo
Intro and Closing Music: Summer’s Coming from Dexter Britain’s Creative Commons Volume 2. https://soundcloud.com/dexterbritain/sets/creative-commons-vol2
Do you have a maker space?
Do you provide STEM-based programs?
Do you work with community partners?
Do you have afterschool programs and services?
If you answered “yes” to any of those questions, I have another question for you, “why?”
The reason I ask is that a lot of times I hear library staff working for and with teens talk about the great programs they sponsor and develop with teens – robot making and coding and creative writing – but I don’t hear much about the why. And, it’s that why that is most important. I know it might not seem like it, but it is. Why? Because it’s the why that helps make sure that the programs are going to help teens grow up to be successful academically and in their personal lives. Because it’s the why that is what funders and elected officials and community members are going to want to know in order to decide if your program is worth funding or supporting in another way.
Library staff see a diverse crowd of students after classes end each school day. There are over-worked students looking for a place to unwind or cram in homework before after-school activities and jobs. There are also wandering bands of restless teens who don’t seem to have anything in particular to do but make all the noises that weren’t allowed during the day. We don’t want to contribute to students’ stress by piling on more work, but do want to provide them with a productive outlet for all that pent up energy.
Free-form DIY projects can provide an experience that many teens need. Happily, a self-directed (a.k.a passive) afterschool craft program can also be pulled off with no advance preparation, simply by putting out a bucket of craft supplies and a pile of leftover paper with no instructions but to do with them whatever they want. This frees up library staff to work with other teens who need/want your attention. With some prep-work (such as buying a few basic supplies for the DIY school supply program pictured in this blog post) a simple theme can take shape. Continue reading
At many public library locations, the after school rush means an influx of teens that happens with clockwork precision and presents unique opportunities as well as challenges.
Teen services staff may smile when 45 teens (who have been cooped up for eight hours in school listening to adults talk at them….) burst into the library. But, if librarians and library workers start acting like security guards and security guards start acting like bouncers… bad things can happen. The after school atmosphere can become rule-driven and the focus may shift to customer control instead of customer service. And while certainly there are situations that warrant “control” and “rules” – staff should primarily be concerned with making the after school library experience of teens a positive one. Anyone needing help with managing teen behavior can check out multiple resources from YALSA found on the wiki.
The after school rush is not a surprise. Ideally, there are positive patterns and routines established with library staff: these positive routines mean that during the after school rush staff does not disappear for off-desk time, break or dinner and teen activities take place. Staff is welcoming and not sending the vibe that they are bracing for an onslaught.
Learn the rush.
A library, like a retail location, experiences discernible traffic patterns of customer visits. Teen services staff should be observant and become aware of the teen traffic patterns after school at the library. First, is there an after school rush? Are there days of the week when teen traffic is heaviest? If there is an after school rush, when does it begin and when does it die down? Do teens tend to get picked-up when parents get out of work? Or leave to get home for dinner? Or linger until the library closes?
Scheduling programming/activities during the after school rush can seem daunting. Be vigilant about the excuse: “(I/we/you) can’t do a teen activity after school because there are too many teens in the library.” The after school rush may be the best time to begin offering activities—because teens are already there. Talk to them to find out why they’re there and what activities may interest them or support their needs.
Know what time school dismissal occurs and talk to your manager about how this is not the time to schedule off desk time and dinner breaks. Staffing and after school activities for teens should be scheduled to meet the needs of customers (teens) not the convenience of the staff. Think of it in retail terms: shops schedule more staff during peak shopping hours to provide adequate customer service – (and because they want to make sales) – libraries can’t afford to be any different.
YALSA is seeking teen programming Content Experts for its upcoming web resource, Teen Programming HQ. The mission of the new site is to provide a one-stop-shop for finding and sharing information about programs of all kinds designed for and with teens. The site will promote best practices in programming by featuring user-submitted programs that align with YALSA’s Teen Programming Guidelines and Futures Report. The site will also enable dissemination of timely information about emerging and new practices for teen programming; raise awareness about appropriate YALSA tools to facilitate innovation in teen programming; and provide a means for members and others interested in teen programs to connect with one another to support and share their efforts to continuously improve their teen programs. The site is in beta testing now and will fully launch October 1st.
Recently this image has gone viral. It’s a photo from Sacramento Public Library that seems to have been first posted online in January. Many of my colleagues have been inspired to post a similar sign in their branches. This sign demonstrates a practical solution for providing assistance to teens who, for whatever reason, are reluctant to ask staff for help.
Many teens I find roaming in the library often do not want to engage with staff. I do things like wear fandom buttons on my lanyard, which has helped to start conversations, but when most staff offer to help a teen find a book or show them how to use an e-source, they politely decline.
So how do you serve someone who doesn’t ask for help? Continue reading
A brief look at ‘grams of interest to engage teens and librarians navigating this social media platform.
While the most popular of public library summer programs, Summer Reading/Learning is only one of many activities that benefits and serves teen communities. Tapping into the various motivations within your own teen community are crucial to creating and implementing a well-received passive or active teen program. Are there other creative and publicly available spaces in your community, or does your library provide the only opportunity for free creative exploration? Does your library serve teens who seek to advance themselves academically during the summer months? Is there an independent maker space in your town or city, or is the library the sole source of maker activities? Do the teens in your community attend magnet schools or schools with advanced tech programs? Do those schools offer opportunities for summer tech projects, or does the library have a unique opportunity to provide the space and tools for coding, movie-making, and more? Exploring what teens already have free access to (and use!) and identifying what service and material/supply vacuums exist in your wider community will teen services librarians create and implement effective programming.
What research do you do before implementing a new program or innovating an existing program? Do you research other offerings in your town/city to prevent overlap or identify potential collaborative opportunities? How does the summer closure of schools affect programming opportunities in your pulic library? Please discuss in the comments below!
For more information, please see the Summer Reading/Learning section of the YALSA wiki, as well as the YALSA Teen Programming Guidelines.
All of us know the following scenario very well: A teen walks in needing ten hours of community service by the end of the month and they want to volunteer. As much as I want to say “yes,” reality sets in and I can’t always accommodate those requests. Teens should be proactive when it comes to community service, but what if they have no idea who to contact? Well, this is where our super library powers come in and, with a little research, and a few phone calls, we can definitely refer our teen patrons to organizations that need their help.
The best way to point our teens to local organizations is to create a list of local nonprofits for ready reference. When I started researching organizations in my community, I was blown away with the number of organizations that need help other than the library! In fact, there is such a variety of organizations in my community that teens should not have any problems finding a suitable volunteer position. One excellent example is for teens to volunteer at their local humane society and animal shelter.
According to Animal Society for the Prevention of Cruelty to Animals (ASPCA) “approximately 7.6 million companion animals enter animal shelters nationwide every year. Of those, approximately 3.9 million are dogs and 3.4 million are cats.1” There are many, many animals that need homes and, if they are unable to be placed in a loving home, they face the threat of being euthanized. For teens, this is the type of issue that will not only ignite a passion in them, but, as a volunteer for the humane society or shelter, they will put that passion to good use. The goals for these programs are to give teens the tools and knowledge to not only help communicate with the public about homeless pets, but promote the humane societies’ or shelters’ mission and objectives. When I was a teen, I thought that if I worked at an animal shelter, I would be cleaning kennels the entire time, which is why I ended up volunteering with the library. I was so wrong and, as much as I loved volunteering in the library, I really wished I worked at the local humane society.
For years and years and years (I’ve worked in libraries for a long-time) I’ve talked about and heard about the importance of school and public library collaboration. And, over the years, I’ve talked about and heard about how hard it is to be successful in this area. It actually seems to me that the challenges and barriers that I’ve been talking about and hearing about for a couple of decades haven’t really changed. And, they certainly haven’t gone away.
The fact that conversations remain the same over a long period of time, got me thinking – Maybe we are going about this the wrong way. Maybe, instead of the focus being on what we regularly call school and public library collaboration (the thing we do), what we really need to focus on is what is required in order to have positive lasting outcomes/impacts for students and teachers (what we want to achieve). This was brought home to me this week when I read the post Building Relationships Through the Use of Technology by George Couros. The ideas embedded in the image he included in that post (shown on the left) really resonated with me.