YALSA’s Program Committee is looking for your input! Our committee coordinates YALSA’s member webinars and evaluates conference program proposals, and we want to know what you need and prioritize in your continuing education; what topics would be most helpful and what experience levels are you looking for. Please take a moment to complete our short survey. Thank you!
SURVEY LINK: https://www.surveymonkey.com/r/LJPHR9R
This YALSA webinar is co-sponsored by AASL (American Association of School Librarians), PLA (Public Library Association), and ALSC (Association for Library Service to Children).
All around the country, politically motivated challenges to library patrons’ freedom to read and library staff members’ ability to do their jobs are increasing. Many of these challenges have moved from simple complaints and removal requests to abusive, sometimes dangerous behavior.
In this new webinar, you’ll hear from Darcy Lipp-Acord, the Youth Services Librarian at Campbell County Public Library in Gillette, WY. As someone who has been on the front lines of this harassment, she will present information linking strategies of book challenging groups with abusive behaviors typically found in domestic relationships and offer strategies for dealing with those behaviors as front-facing library staff.
You’ll learn about common strategies used by political groups in their efforts to censor youth materials, how to identify and name these behaviors, and how doing so can empower library staff to develop proactive strategies for responding in ways that protect their safety and integrity.
After participating in this event, learners will:
Darcy Lipp-Acord is the Youth Services Librarian at Campbell County Public Library in Gillette, WY. Since July 2021, she has been directly involved in dealing with a local group attempting to move youth materials out of children’s and teen areas of her library. The group, like many such challengers nationwide, has resorted to abusive techniques that demoralize staff. Lipp-Acord has researched the links between these techniques and abusive strategies often used in domestic situations and presented her findings at the 2022 YALSA Symposium in Baltimore.
This event will be hosted in Zoom. Registration is limited to 1000 individuals. Automatic captions will be enabled for this event. This event will be recorded, and the recording will be freely available to all, including those who did not register for the live event or were not able to attend.
Register today space is limited. Register by clicking here.
Please do not judge the following. I am a Teen Services Librarian, and I read my first volume of manga last year. (In my defense, I am a very new librarian.) When I moved to Montrose, a rural community on Colorado’s Western Slope, for my first library job, it took approximately two working days to realize that manga was a pathway to engaging a broad, diverse swathe of teens in my town. At the local middle and high schools, I saw My Hero Academia t-shirts in every direction. The first time I book-talked Spy X Family to the high school book club, folks who had never talked to me before stayed long after the bell to describe their favorite manga and anime. (I nodded along and hoped I didn’t look too clueless.) I put out an anonymous suggestion box in the library’s Teen Space, and approximately 90% of those suggestions were manga.
The point: it took approximately two days to realize manga was vitally important, especially to the teen community, and it took approximately two days to realize I was woefully under-read and unknowledgeable.
Thus, when YALSA announced the program for its 2022 YA Symposium, I swooned upon seeing the half-day pre-conference sessions devoted to manga and anime. Swooned and then fired off emails asking when I might apply for the Symposium travel stipend. Those sessions not only seemed great fits for me in theory, they proved great fits in practice.
In addition to introducing me to a variety of new titles (e.g., Rooster Fighter, Wandance) and comprehensive resources (mangainlibraries.com), Jillian Rudes’ session led participants through some close reading of manga. I have never considered myself a great visual reader. I tend to spend little time on the art and barrel through the text, effectively missing half the book. In the Manga in Libraries session, we engaged in brief exercises that slowed me down in my reading and asked me to interpret what the text and the visuals were doing on the page together, particularly as they applied to emotional development or understanding of characters. I’m not a school librarian, so I’m not regularly in situations in which I closely read a text alongside teens, but taking some time to do this myself with manga gave me tools for becoming a better reader, which gave me tools for becoming a better recommender. Before my most recent visit to the high school’s book club, I re-read the manga I’d planned to share with those tools in mind – and then, during the book talks, I emphasized elements of the art, rather than merely describing plot. While this is purely anecdotal, more books were checked out during that visit than ever before.
The afternoon I spent in the Anime Boot Camp with Jake Ciarapica and Kevin Jayce gave me similarly concrete takeaways: I’ve got a list of popular publishers, a library account with Crunchyroll that I can use to start an anime club (independently requested by teens here months ago, but I was too intimidated to try), and ideas for our first programs (thank you, Anime Trivia and discussion). I also feel at least a tiny bit more “hip with the teens,” which the presenters assured us was one great reason to talk about anime.
In terms of confidence, knowledge, and skills, the YA Symposium pre-conference gave me the boost I needed to embrace an area of Teen Services for which teens are clamoring. But, perhaps even better, I came to realize both how fun and how impactful manga and anime can be, and understanding that on a deeper level is already helping me connect on a deeper level with the teens in my community.
Amy Dickinson
Teen Services Librarian
Montrose Regional Library District
Hats. I wear many of them. Literal hats because in New York it gets cold. But other hats too—teen librarian, school librarian, media literacy skills teacher, colleague, friend, relative, potential problem predictor, in-house worrier, tech-trouble-shooter, mask/face covering supplier, hand sanitizer distributor, and so many more.
My colleagues and I recently reviewed our materials challenge policy to bring it into the twenty-first century. I thought our policies were solid and clear, but with so many challenges all around the country, we decided it was a good time to reexamine what we had and how we could improve it for both families and school staff.
I have never had a formal challenge at my school, but have had some questions about books in the collection. I believe that kids are pretty good self-censors and don’t read books they’re not ready for. But I understand that parents may feel like their child has chosen a book that THEY are not ready to talk about with their kids. I get it and I know that can be a scary thought. What I want to avoid as a professional is one parent’s fears affecting another parent’s child. What may not be good for your child may be JUST THE THING for someone else’s. I am glad we looked at our process and appreciate the librarians across the country who shared their policies.
On this issue I think all librarians, public, school, private libraries, adult librarians, children’s librarians, those who serve teens—ALL of us—must work together. One of the tenets of our profession is access to information. Sometimes that information comes in the form of a novel about a teen questioning their gender identity. Sometimes it is a book in prose about how police violence has affected a community. Sometimes it is a picture book about how families can be made from love rather than shared DNA.
I’m lucky to be part of a group of library professionals who support each other and try to take care of one another both personally and professionally. If you don’t have a group like this I encourage you to find or create one. Reach out to your local county organization or your state professional association. Join a committee to meet other people. Reach out to colleagues who live or work near you. Send an email to colleagues in the town next to yours. Join a group on
Facebook you can turn to for advice. Having a group you can turn to BEFORE you need their help is important. Especially now when we are all wearing so many hats. Once you have your group you may be called to wear the cheerleader hat, or an idea-bouncer-off-of hat. Or a friend-who-will-just-listen hat. But in this “unprecedented time” (hear that eyeroll?) it is our fellow professionals who can help us stay the course.
Teka McCabe is a Library Media Specialist at Briarcliff Middle School & Briarcliff High School. Twitter: @bhsbearslibrary
Hello members!
I wanted to draw your attention to an event that’s taking place next Monday, Oct 26 at 8pm ET/5pm PT to help kick off Media Literacy Week. YALSA is a member of the Media Literacy Alliance, created by NAMLE, the National Association for Media Literacy Education. The free event is a conversation with Sue Ding, filmmaker of “The Claudia Kishi Club”, along with cast members Sarah Khan and Phil Yu. The documentary is currently airing on Netflix.
This looks to be a really cool experience for people who grew up with The Baby Sitters Club and those who have engaged with it for the first time with the recent streaming series. The event is co-sponsored by YALSA, AASL, and the California Film Institute.
Thanks!
Todd Krueger, YALSA Immediate Past-President
Hi everyone,
Thank you for your continued commitment to your work for and with teens in libraries, as we all adjust to these unique circumstances. I’ve received a number of questions about what YALSA members and others who work for and with teens can do to help during the shutdown of many schools and libraries, coupled with social distancing mandates. Obviously, this doesn’t allow us to connect directly with the teens we serve, but give thought to the many venues our 21st century technology affords us. At this time, what we can do for teens will require us to consider more indirect support than what many of us are used to providing. Advocate with administrators to ensure that any online programming that your school or library posts includes teens and the needs they have. Be mindful that most teens are not used to being away from their friends, and conversely are spending an unexpected amount of time with their nuclear families. Parents and guardians, too, are trying to figure this out as they go along.
Of course, not all teens are privileged, and we should remain cognizant of our most vulnerable populations and those who face the greatest challenges. Serving those teens at this time is more difficult than ever before. Using the online tools afforded us by our partner community and government organizations, we can consider this a time to recognize what holes in the safety net exist, and how we can better approach these problems both now and when a semblance of normalcy returns.
Many of us have turned, by choice or necessity, to online forums and tools to stay connected with our students, colleagues, fellow committee and task force members, and our families and friends. As time permits in our lives turned upside-down, I’ve provided a list below of items produced by YALSA to keep us engaged with our work and if nothing else, a needed break (as appropriate) from the pandemic coverage. While some of this may appear to be basic, we’re all getting our footing again, and ensuring a strong foundation will help us all as we move forward.
Please note: I am aware that not everyone has the time or energy at this time to devote to continuing education opportunities or ideas of how to prepare themselves for when schools and libraries reopen. Others are not being paid, and I am not recommending that you work for free. Do whatever works for your situation; caring for your own needs is critical.
I hope some or all of these ideas are helpful in answering the questions I have received. There are many, many more opportunities to stay relevant and keep on top of our teens’ ever-changing circumstances. Again, I appreciate your continued work for and with teens, whether in person or virtually!
Todd Krueger, YALSA President 2019-2020 | Twitter: @toddbcpl
Hi everyone!
To wrap up the month of the first of YALSA’s Teen Services Competencies for Library Staff, Teen Growth and Development, I thought I’d look at a couple developmental issues that affect teens and can cause inequities. Returning to the US Health and Human Services website, I found this fascinating statistic:
According to teens themselves, 57% of males and 37% of females (no data was apparently collected for non-binary teens) reported devoting at least sixty minutes of physical activity to their schedules, five or more days a week. Research has shown that among male teens, there is a considerable importance for “boys of all abilities to seek both structured and unstructured physically active fields, activities, and opportunities that elicit excitement, novelty, a sense of inclusion, and pleasurable experiences. However, those teen males in the same study “who self-identified as having low physical ability also revealed negative self-perceptions and body dissatisfaction and had internalized the idea that their (too fat or thin) bodies had no place in mainstream sport and physical activity”. Some teen males are less likely to use library services because they focus their time on physical activity; yet that very focus may limit them from pursuits that potentially will be of more interest to them and make them prosper as individuals. There are also many aspects to what type of physical activity options are available to teens, depending on their access to parks, gyms, rec centers, and other optimal locations and environments to pursue physical fitness. It is a critical need to close the gap to provide all teens in all communities with equal opportunities.
Chronic health issues affect nearly 1 in 3 teens. While many people default to thinking of adolescents as being in the “physical primes” of their lives, this is often not the case. Many teens struggle with often debilitating physical conditions (the most common of which is asthma), which library staff need to be aware of to best serve these users. As an example, sharing information with your peers about what asthma in teens looks like can be helpful is better understanding what some of your students or library users may be going through. Teens that deal with chronic illnesses, particularly those with issues that are not instantly visible, deserve understanding and the same services that are provided to those who have not been diagnosed with these maladies.
Thanks for reading and the work that you do for and with teens! Don’t forget to watch the free webinar that discusses this competency in-depth.
Todd Krueger, YALSA President 2019-2020 | Twitter: @toddbcpl
One of the exciting aspects of the YALSA Young Adult Services Symposium is that on the first day – this year Friday, November 1 – there is the opportunity to attend Symposium preconferences and delve a little more deeply into a teen services topic. This year there are two preconferences – an AM and a PM – and each focuses on connecting teens to opportunities to build skills and make a difference in their communities.
Check out the videos below to learn more about the preconferences.
Hi everyone!
As we continue to consider Teen Growth and Development, the first of the YALSA Teen Services Competencies for Library Staff, particularly through the lens of equity, it’s critical that we realize just who the teens are that we serve both today and in the coming years. The below (left) image from the US Department of Health and Human Services website The Changing Face of America’s Adolescents shows that by approximately thirty years from today, there will have been a major race/ethnicity shift. This demographic shift was also outlined in YALSA’s landmark study The Future of Library Services for and with Teens: A Call to Action. As the faces that we serve in school and public libraries change, so must our actions in providing them with appropriate services. (To clarify a couple acronyms on the chart on the left, AIAN = American Indian / Alaskan Native, and HPI = Hawaiian / Pacific Islander.)
These figures are for the United States overall; your own community or service area’s population may be considerably different. But it’s a good starting point to consider the ways American society will change in the coming decades. It’s also interesting to note the chart on the right, below, that the teen population as an overall percentage of the US population is decreasing. This will be important to note when competing for funding and resources. With an aging population, an emphasis on care and assistance for those of an advanced age may eclipse that devoted to younger people. This will require continuing advocacy work for the needs of teens in your communities. Even though the net number of teens is estimated to grow from 42 to 45 million by 2050, the overall percentage will have decreased.
Thanks for your work for and with teens today and in the future!
Todd Krueger, YALSA President 2019-2020 | Twitter: @toddbcpl
Hi everyone!
A big thanks to YALSA Board Member Melissa McBride for kicking off August with a great list of tools to consider when you think about Teen Growth & Development, the first of the YALSA Teen Services Competencies for Library Staff. In addition to these many resources, be sure to check out the free webinar that was produced last year on the topic! Along with that, there are the many Teen Professional Tools provided on YALSA’s website, two of which are of particular interest to this competency: AMLE’s Development Characteristics of Young Adolescents, and the Search Institute’s Keep Connected series, focusing on Ages 15-18.
There are so many potential equity issues involving Teen Growth & Development! Probably the first and most obvious that will come to mind is the unequal ways in which teenagers’ bodies develop. One fairly well-known element is that cis teenage boys are known to develop at a slightly later age than their cis girl counterparts. But to date, little research has been done on how non-binary teens compare in terms of that development. And as this CNN article points out, “more teens are rejecting ‘boy’ or ‘girl’ gender identities.” The ways that individual teens develop at wildly different paces cannot be stressed enough. We recognize these differences (and likely remember them from our own adolescences), but in what ways do we acknowledge these differences without shining a spotlight on them? A lot has been discussed about the teen brain and issues of body image, but oddly enough there hasn’t been a lot of recent research on physical body differences. And an obvious example of how teens develop in a variety of ways is body weight.
Teens come in all shapes and sizes and must be served as individuals, rather than with preconceived, often negative notions of their health, eating habits, or genetics. Coming next month is an anthology edited by librarian and youth services expert Angie Manfredi called The (Other) F Word: a Celebration of the Fat & Fierce (Abrams/Amulet, ISBN: 9781419737503, 2019). Unique in its coverage, short vignettes by a number of authors, poets and others discuss the importance of “body image and fat acceptance”. In an interview on Matthew Winner’s The Children’s Book Podcast, Manfredi states that “we want to stress to teenagers that you are more than your body; and you do not have to be limited by what people say or judge about your body.” She describes the trouble with euphemisms like overweight and heavy-set, and how obese and BMI are two really problematic terms. Manfredi also wants to share the message that “your body is perfect, yes yours, exactly the way it is, right now, in this second, your body is perfect.” What an incredible reminder to library staff and the teens that you work with!
Thanks for reading and for the work you do for and with teens!
Todd Krueger, YALSA President 2019-2020 | Twitter @toddbcpl