You know how it goes: it’s 3 o’clock in the afternoon and suddenly the library has become overtaken by teens! This after school rush is prime time for library staff to engage teens on a variety of levels, whether that be through interest-driven activities or by encouraging them to learn a new skill; the opportunities are limitless. Passive programming is a great way to do this without throwing teens right back into the structured learning environment that they just left. Teens need a chance to unwind, however, exploration and discovery doesn’t need to stop! When I first took up my position as library staff working with teens, I was overwhelmed by the potential for programming that I felt should be happening after school hours. I tried to push everything into this limited time frame and as I was feeling burned out, I realized my teens were too. I turned to passive programming to change things up and offer a different variety of learning opportunities for teens after school.
Use your space: At my library, Zion-Benton Public Library in the northern Chicago suburbs, we recently opened a teen space during the summer of 2015. This space has provided us with plenty of opportunities for cohesive, creative passive programming. During the first few months after the teen space’s debut, we asked teens to help us promote the new space by taking a creative selfie that answered the question, “how do you use the teen room?” We asked them to post it on social media and get the word about the opening. It was a lot of fun to see the different ways that teens enjoyed the space! Don’t have a dedicated teen room? Set out a monthly guessing jar for teens, or a weekly (or daily!) riddle out on your reference desk. You can still engage teens and provide some fun passive activities for your daily visitors.
Get teens involved: I decided to use teens to promote various programs by encouraging them to take a selfie with a particular book or performing a specific activity. For example, every April we host an author festival for teens at our library. I will put the visiting author’s books out on a table a week before the festival with a sign encouraging teens to create word art that predicts what the books are about, based on the book’s cover. If they take a selfie with the book and their sign, post it on social media and tag the library, we give them some kind of small incentive. Teens come up with some pretty crazy ideas based on the book’s cover. We usually call this passive program, “Judge a Book by It’s Cover.” It’s always a hit. You could do the same kind of activity with teen book reviews as well.
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 Back To School: Afterschool DIY
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.
The Afterschool Alliance just published a study regarding after school programs in the United States. This is the third study of its kind, following in the results from the 2004 and 2009 studies. The group wants to document where and how children spend their time between 3 and 6 PM. The previous studies, along with this one, show that there is a demand for after school programs.’ However, more programming is needed to help reach the approximately 11.3 million children who are unsupervised after school.