The Auburn Public Library, northeast of metro Atlanta, currently serves a population of about 8,000 city residents, but is located in one of the most rapidly expanding areas in the state. Our small library draws in an average of 1,000 patrons per month just for its free programs, and is planning to expand later this year. As one can imagine, this number doubles or even triples during the summer months, and being able to hire interns to help handle the workload is a lifesaver!

Summer intern Christina Miller.

Thanks to Dollar General and YALSA, we were able to hire a part-time Summer Intern for eight weeks. We advertised the position for about a month via social media and at the two local high schools before conducting interviews. We received over 20 applications and interviewed 17 teens before deciding on Christina Miller, a 16 year-old rising high school senior, for her first paying job. Christina has grown up in our library, volunteering with us since she was 12. She came to the interview incredibly prepared with pages of notes and dressed more professionally than we had ever seen her, a sign that she was taking this opportunity seriously. We knew that she was the right choice for this position.

Summer intern Christina Miller.

Christina helped us with a little of everything over the summer. We offered a program every day of the week, including a free lunch program for youth 18 and under. She helped hand out summer reading prizes, take pictures, shelve, and interact with patrons at the information desk. But where Christina really shone was in helping lead teen programs. Our teen programs, for teens aged 12-19, took place on Thursday nights. One of our more popular programs that we repeated several times is Virtual Reality. We have a 40-inch TV set up in our teen section and an Occulus Rift system hooked up to it. Christina assisted with the setup of the device and by the end of the summer, she could operate it better than any staff member! She helped download updates, choose games, and we stepped back and let her run the show with the other teens. She was fair, making sure everyone got turns and keeping the audience engaged in the fun. She also ran her first-ever Dungeons and Dragons campaign sitting in the Dungeon Master chair to a group of seven very excited teens (we almost had to throw them out of the library at closing time).

 

Having an extra person to help during the summer was amazing, but seeing Christina step up and lead programs was an extraordinary experience. We provided her with tools and opportunities, and she performed beyond our highest expectations. We labeled our teen summer learning program a success for many reasons (higher participation, higher attendance), but watching Christina bloom with confidence was a highlight of the summer. Thank you, Dollar General and YALSA, for allowing us to be a part of your program – it changed lives. 

 

Bel Outwater is the Library Manager for the Auburn Public Library, part of the Piedmont Regional Library System serving Banks, Barrow, and Jackson counties in northeast Georgia. Working in a library combines her two passions: reading and helping people. She is obsessed with penguins, sloths, dinosaurs, and too many fandoms to count. 

Community engagement and partnerships have always been essential to making library programming successful, but this year, the Dollar General/YALSA Summer Learning Grant provided our library with a unique opportunity to capitalize on an extraordinary new partnership with our local school system. We partnered with a local system and a local bank to make ChibiCon, a mini-con sponsored by our Teen Advisory Board, even better than ever–while opening new doors for even greater partnerships. 

Additionally, I was already involved in the 21st Century Community Learning Center grant at Bourbon County Middle School (BCMS), where I led a book club every Tuesday afternoon. If you’re unfamiliar, 21st Century federal grants are provided to schools to create a program that provides homework help, educational opportunities, and cultural enrichment to local children.  With BCMS, the grant manifests as an afterschool program and a two-week-long summer camp. The kids read 3-4 books per year and enjoyed STEM and art activities. 

However, the Summer Learning Grant provided us with an opportunity to take our partnership to another level by bringing a published, best-selling author (Gwenda Bond) to our rural Kentucky community and deeply involving the BCMS program. This energized all of the adults involved in the program and helped the students improve their critical thinking skills, literacy skills, and verbal communication skills as they prepared to speak with Gwenda Bond about her work. All the teens enrolled in the 21st Century Camp read Bond’s new book, the Stranger Things prequel Dangerous Minds

The teens from the summer camp made up nearly a third of the attendance at ChibiCon. The event was a game-changer for our relationship with that school program. Thanks to a generous sponsorship from a local bank, we were able to give every person who attended ChibiCon a signed copy of one of Gwenda Bond’s books. The teachers were delighted by this, as were the students, several of whom joined our Anime Club and joined our library’s fandom community. Since all the BCMS students had read Dangerous Minds, they elevated the discussion during Gwenda Bond’s author talk, contributing thoughtful questions and insightful commentary. This partnership with the school’s afterschool program made ChibiCon far greater than it would have been without their help. 

After ChibiCon, we had an even better relationship with BCMS. Since the event, we’ve been invited to join education committees and speak at school events, and we are collaborating further with the 21st Century program to co-sponsor community service events and expanded book clubs. ChibiCon proved that the school and library could collaborate on large events to the benefit of the students, building a foundation of trust that allows us more outreach opportunities–and a stronger presence in our local schools–than ever before. None of this would have been possible without the collaborations cultivated between teachers, school administrators, and library staff. School partnerships can take patience and hard work but are worth every student.

 

Beth Dunston is the Teen Services Librarian at Paris-Bourbon County Library.

At Kreutz Creek Library in Hellam, PA, we were fortunate to secure one of the ten YALSA/Dollar General Literacy Foundation Digital Equipment Grants to purchase digital media equipment. One of the requirements for accepting the grant is to create a digital media project connected to the 2019 Teens’ Top Ten using the equipment. The teens at Kreutz Creek Library chose to make a video book trailer of Jen Wang’s graphic fairytale ‘The Prince and the Dressmaker.’ This is the story of what happened next.

‘Once upon a time, there were four teens who loved books. They loved reading so much that their fairy godmother decided to give them a challenge.

“Here are 25 Young Adult novels, nominees for the Teen’s Top Ten list. Choose one and make a video book trailer using this digital equipment.”

“Hooray! Yeet! Wait, what?” exclaimed the teens.

“Listen carefully,” said their fairy godmother, “there’s a catch: you only have 6 weeks to do it!”

In a panic, the teens got out their phones, pulled up their schedules and created a timeline of tasks to complete the project. With the help of the Video Wizard, aka the York StoryMan, they gathered tips and strategies to enhance their filming techniques and set off to video the story. Along the way, they consulted with the YouTube Oracle and learned from its many voices the do’s and don’t-s of making video book trailers. With the help of their fairy godmother, they learned that the casting of gender fluid characters needed to be done delicately and with sensitivity and one teen sought the advice of her non-binary friend about how best to represent them.

Finally, they arrived at the Palace of the Great Editing. Before them stood a bewildering array of alluring and tempting video editing software. First, they tried Blender and very nearly entangled themselves forever in its complexity. Then they stumbled into Openshot and started to make some progress until, at last, the old familiarity of iMovie won their hearts and the video was finally complete. With pride and satisfaction, they submitted their video and lived happily ever after, making more and more book trailers.’

This project was truly a journey for all of us. There were hiccups and challenges along the way, the main one being that everyone assumed everyone else knew more than they did about filming and editing! The time frame gave us focus and determination. I was continually impressed by the teens’ ability to move between digital media platforms, their creativity in troubleshooting and problem-solving and their mutual respect and admiration for the talents of each individual member of the group.

In the end, I realized that making a video book trailer is essentially a type of Book Discussion. In our planning sessions, the conversation about what scenes to include in the video and how to represent the action were truly dynamic and insightful. If you are looking for a way to engage your teens around books, whether they are readers or not, I would highly recommend this: it is storytelling at its best.

~Jennifer Johnson, Kreutz Creek Library 

This past summer, adolescent participants in the Santa Ana Public Library’s Teenspace committed to tackling the deep subject matter of Angie Thomas’s book The Hate U Give. It was an 8-week program held every Saturday, with the final session culminating in a screening of the acclaimed film adaptation following discussion of the final chapters. The program was coined “Bibliomaniax,” and utilized a connected learning model where teens shared their experiences and thoughts to analyze the themes of the novel, and discuss how they might act to implement change in their own community.

Each week the students had a few chapters assigned that they would come in to discuss, facilitated by staff for and with teens. The Hate U Give was chosen because the teens that we serve often face severe learning gaps exacerbated by the summer slide that occurs over summer vacation. This book is both high interest and accessible, written at about 4th grade reading level, allowing the students to be successful in the reading and comprehension of the novel. Discussing the novel with staff and peers was motivational and reinforcing for participants. 

One of the subjects the book touches on is “code switching”. This is where a person changes languages and cultural customs depending on their environment and social group. The protagonist of the book, a black American teenage girl, encounters code switching every day as she lives in a predominantly black neighborhood yet attends a predominantly white prep academy. She is perpetually in a struggle between being herself at home and feeling the need to alter her behavior as not to stand out, or feel alienated from peers and teachers at school. Teen participants identified with the struggle as most were Latino students who speak Spanish at home and English at school. Much time was spent discussing this, and it helped them identify with the book and provided insight into their own lives.

The subject of racial profiling and the senseless killing of an unarmed black teen by a police officer also hit home, as real stories are unfortunately brought to light in the news and through social media with disconcerting frequency. The protagonist has to cope with the aftermath of the trauma she has faced. The participants were highly engaged in the discussions of these topics as they are very real, and helped participants gain empathy and insight to the sensitive, but important subject matter.

Pizza was offered at each session to encourage program attendance, which incidentally helped offset the heavy subject matter of the book, and fostered an inviting social environment for teens. Additionally, In-And-Out gift cards were offered at opportunity drawings held at the end of each session. The library promoted the program by sharing a press release with local news outlets, distributing flyers at outreach events and on social media, promoting the program to leaders in the school district, offering volunteer credit to participants, and providing eye-catching bookmarks.

It could be easily stated that the Bibliomaniax program at Santa Ana Public Library Teenspace was a runaway success this summer. On the surface, it was a fun time to spend a couple hours every week with peers talking over pizza and sodas, but ultimately each and every student went away with a deeper understanding of current societal issues with a seed planted for future community activism and civic engagement. Teens expressed interest in coming back for future book club discussions and some had ideas about what books they would like to discuss. Teen participants definitely became card carrying bibliomaniacs. Knowledge is power, and this was a very powerful program that connected teens with both ideas and each other. 

Teens engaging in a lively discussion over pizza in the Santa Ana Public Library’s TeenSpace on the themes and content addressed in the novel.

Teens engaging in a lively discussion over pizza in the Santa Ana Public Library’s TeenSpace on the themes and content addressed in the novel.

 

Kelli Sjule is a Library Assistant at Santa Ana Public Library.

At the Ford Memorial Library we are striving to provide tech education and resources to teens and young people in our rural area. With the recent expansion of our building we have been able to implement more tech infrastructure including a much faster network and internet connection, as well as our new mobile tech lab (pictured). This summer we have run a number of programs and activities to facilitate the goal of increasing tech literacy among our local youth.

Teens sit in a classroom for a presentation. Teens work on laptop computers.

Our teen intern, Harrison, was a key part of that process this summer. We hired him initially based on his previous customer service experience and interest in technology. We believe he shares our vision for bettering tech infrastructure in the area, and in addition to helping us with programs we also allowed him space to pursue his own projects. He created a video for our YouTube channel, taught a class on iOS, and did a considerable amount of research and outreach to help us bring an electric vehicle charger to our new parking lot.

From Harrison:

In my time at the Edith B. Ford Memorial Library, I have gained a plethora of knowledge. While participating as the Teen Intern at the library I took part in activities associated with our Summer Reading/Learning Program. During this endeavor, I managed time that involved setting up, cleaning up, as well as managing start and end times with the movement of youth groups. I also developed science-related activities for youth groups regarding astronomy. Further, at the end of the Summer Reading Program, I creatively displayed literary works and coordinated their movements on our shelves. Additionally I set up and moved technological equipment such as those used for photography, videography and gaming. Likewise, I put this equipment to use while taking photos, recording videos, and setting up and logging gaming equipment for patrons. In conjunction with technology, I assisted patrons using their devices as well as those owned by the library. Additionally I assessed the uses of technology both from a modern point of view as well as from an archaic point of view. Furthermore I gained insight into consumer relations and customer service. This was achieved by taking phone calls from patrons and local libraries and completing actions that are required to assure a seamless experience among our surrounding communities. 

My personal project was to bring an electric vehicle charging station to our area. This project was something that was of interest to not only myself, but to some of the other library staff. This involved researching options as to the companies that would make both logistical and practical sense to work with for our current plans for what the end product to this project would be. After assessing companies to work with, I chose one and began our endeavor towards a solution to this lack of a charging station in our centrally located area. It started with an email to the company, which led to an organized business call with the company to assess costs as well as rebates which our non-profit library could benefit from. This led me to discover the tasks of a business in operating alongside companies to gain a desired outcome. This led me to contact the director of the library and start the process of getting a quote as to the installation of a charger in the parking lot of our library. This was a great learning opportunity for myself in order to gain insight as to the operations of a business.

 

Luke Hodde is an IT Specialist at Edith B. Ford Memorial Library. 

Through the Dollar General and YALSA Internship Grant we were able to create an internship program at our public library this summer. This was the first time we were able to offer a summer internship and it was very well received, both by library staff members as well as in the community. With the help of additional funding, we were able to hire three interns who each worked a total of 75 hours over the summer months.   

Our teen interns were juniors and seniors in high school, who had all participated in youth programm

ing at the public library for many years. It was helpful to have teens who were library users, participating in our internship program, because they already enjoyed many aspects of the library and blended easily into our work culture. Since we recruited library users, it was easy to find youth who were interested in participating, both through our teen programming and through word of mouth. It was also easy to keep them interested in the job throughout the summer, because they had invested interest in the tasks that they performed.   

A teen stands behind a table at a Summer Maker Fair.

B.F. Jones Memorial Library Summer Maker Fair

Because all of our interns had other commitments, such as jobs, activities and summer vacations, it was helpful to have three interns that could be rotated on our operating schedule. Rotating three inters meant that we could be more flexible with their scheduling, which worked well for all of us. It also gave us the opportunity to connect with several youth and gave them the chance to earn money, learn about their community and find out more about their public library.  

B.F. Jones Memorial Library Summer Maker Fair

B.F. Jones Memorial Library Summer Maker Fair

Since we expanded our funds, we were able to have our teen interns on site throughout the summer. This gave them the chance to really be a part of our Summer Learning program. This also gave us extra help for larger programs and provided the teens with the opportunity to collaborate on special programs, such as our end of summer Maker Fair. Our teen interns worked closely with our library staff on outreach programming as well as programs and events that we offer through our Summer Learning program. Some of the things they worked on were prepping STEM challenges and craft projects, assisting youth during programming, creating advertisements for events, shelving and organizing the collection, and assisting with special collection projects. They were also available to help with our Summer Food and Fun program, which we facilitate through our local YMCA and the Greater Pittsburgh Community Food Bank. This is a free meal program that provides youth, ages 0-18, with a daily snack and lunch in our children’s department, during our Summer Learning programs and events. 

B.F. Jones Memorial Library Summer Maker Fair

B.F. Jones Memorial Library Summer Maker Fair

All of the tasks that our teens performed gave them a chance to experience a cross section of how our public library operates, as well as a glimpse into the community that we serve. We also gave our teens the chance to express their opinions about the projects they put together for library programs. These things all helped to keep their interest sparked throughout their internship. 

 

Kristen Janci is a Youth Coordinator at B.F. Jones Memorial Library.

For the second year in a row, the Walkersville Branch Library, a small rural suburb located just North of Washington, D.C., hosted their annual Summer Lunch Program. With free lunch served daily for an average of 85 children and teens, we needed not only a friendly face to welcome our hungry families, but one who had the organization and quick-thinking skills to jump in wherever needed, even after the last juice box was given away.

From the last week of June through the first week of August, “Ms. Lydia” greeted our families, served up a quick lunch, signed up families for our Summer Challenge, and assisted with program preparation and administration. We were truly grateful for her service and assistance throughout some of our busiest times at the library.

However, we learned some things too. Managing a teen intern is very different then managing a regularly employed library staff member. 

So, here are our TOP 8 TIPS for those libraries interested in hiring a teen intern in the future:

  1. Require those interested candidates to drop off their application at the library. While email or online submission is easiest for those who are applying, requiring a quick visit to the library gives you an immediate snapshot into the individual on a relaxed basis. Did they drop off the application and run? Did they hang out to snag a library card? Are they a familiar face? 
  2. Offer an opportunity for those not chosen to receive some feedback on their application and interview. Not only is it valuable for them, but it forces us to step outside of our comfort zone and provide constructive feedback.
  3. Be honest with the amount of time that you are expecting from the intern. Teens don’t reside in a vacuum, and it can be frustrating to find out that their caregivers are expecting them for a family vacation that may take place in the middle of their required work time. 
  4. Set boundaries with your teen intern in the workplace.  If the teen gets a lunch break, will they feel welcome to take it in the break room?
  5. Be Specific about their daily job tasks and goals. Make sure to always have plenty of additional work to do if you find your intern completes their tasks in a more than timely fashion. 
  6. Welcome them when they arrive, and thank them when they leave. Yes, they were hired to do a “job” but learning the concepts of workplace creation are equally as important as the job they were hired to do. 
  7. The exit interview is just as important as the entrance interview. It can provide you with valuable information for the following year’s internship.  
  8. Work with the Workforce Development or Job Coordinator at your local school. They will know    the ins and outs of the work permit (should your state require it), and they will also have information about comparable internships and jobs in your area.  

 

Betsey Brannen is the Children’s Services Supervisor for Frederick County Public Libraries – Walkersville.

This summer, The Bill Memorial Library of Groton, CT was fortunate to employ two teen interns through funds provided by the YALSA Teen Intern Program and Dollar General.  Over the course of the summer, our two interns were given a number of tasks that enriched our summer learning program for participants under age 10. These tasks included helping our youngest patrons with crafts, playing our summer learning game with younger students, and crafting a Cultural Banquet from beginning to end.  While we fully expected this intern program to be enriching for our summer learning participants and are interns alike, we didn’t foresee the greatest benefit of the program – the chance for our teen interns to lead other teen volunteers and gather important skills as future leaders.

Each year, we have a number of teens ask to volunteer during our summer learning project.  As any teen services coordinator knows, young volunteers can be a blessing and a curse. Volunteers are just as likely to be eager and passionate about helping the library as they are likely to be reluctant or forced by a parent to help out in their spare time.  We have certainly encountered this in past summers at the Bill Memorial Library. This year, however, was different. This year, we had teen interns that we tasked with overseeing these volunteers. And the result was both unexpected and rewarding.

As soon as we placed these younger, sometimes reluctant, volunteers in the charge of our older, passionate teen interns, we saw an immediate change in their engagement level.  Our young volunteers were suddenly eager to assist and began to see the benefit in assisting the library. The task of “volunteering at the library” was no longer a burden for these teen volunteers.  Suddenly, it was a worthwhile project that gave them a purpose and direction in the doldrums of summer. The older teen interns sparked a fire in these young volunteers that we as adults and authority figures could not start ourselves.  It was as if these young teens saw their older peers taking ownership of their newfound responsibility and said, “I want that too.” What we as staff witnessed was the growth of our young volunteers under the tutelage of their older peers, and what this meant for us was that we were watching a new generation of impassioned teen interns sprout up right before our eyes.  We also watched as our teen interns gained a level of confidence in empowering their peers and honed important leadership skills that will serve them later in life.

Bill Memorial Library interns Sam and Anika sit on the front steps.

Bill Memorial Library interns Sam and Anika.

Perhaps the greatest piece of knowledge we gleaned from our time with our teen interns was this: the ability for teens to empower their peers is invaluable and should be fostered whenever possible.  Our teen interns will be the next generation of leaders, and it is our hope that those teen volunteers will be the next generation of teen interns. The continuation of this cycle will ensure the ongoing enrichment of our summer learning program, our library, and our community, and this realization would not have been possible without the YALSA Teen Intern program.

 

Kate Bengston is a Teen Programming Coordinator at Bill Memorial Library.

At the Westminster Public Library, we strive to provide inclusive and high-quality programming with and for our community. The Summer Reading Program (SRP), albeit traditional in nature, is no exception. From young to young at heart, everyone in Westminster is encouraged to participate and demonstrate positive literacy habits in our community. Rather than toys and trinkets, youth participants earn new books to keep after completion of the first reading level. Thanks to the Dollar General Literacy Foundation grant, we were able to continue providing new and diverse titles to our youth. As a double whammy, this prize approach not only encourages reading for pleasure, it also provides a rewarding volunteer opportunity for teens.

Managing daily SRP submissions and distributing prizes is a tall order for a lean 2-branch library system. As such, we rely on the generosity and skills of our teen patrons. Given that many schools in our area require community service hours, this opportunity has become a volunteer magnet. In previous years, Westminster Public Library has accepted upwards of 100 teen volunteers per summer. Think this sounds too good to be true? Well, in a sense, you’re right. Quantity doesn’t guarantee quality, and this volunteer program is the perfect example.

One problem teen services librarians love to have, is too many teenagers. However, when said teens are the face of your library throughout the summer, our standards go up as their expectations go down. During previous summers at Westminster Public Library, teen volunteer issues have included, but are not limited to: not showing up for shifts, sleeping, fidgeting with phones, and a general unwillingness to help. Word on the street was that the library offered easy volunteer hours with air conditioning to boot. With the 2019 Summer Reading Program around the corner, we knew we needed to try something new.

If teens were not invested and library staff was working harder to keep them engaged and on task, the value of the opportunity was in question on both ends. That’s when we realized the library may be for everyone, but volunteer opportunities are not. In an attempt to remedy this dilemma, we implemented a selective SRP volunteer cycle. Beginning with a standard volunteer application, teens were expected to complete and submit this basic form to the city. All applicants progressed to an in-personal panel interview hosted by both teen services librarians and additional library staff. Teens who were accepted were then invited to orientation to establish expectations. Following their training, they used an online sign-up system to manage their own shifts. To close out the summer, teens submitted feedback in exchange for their signed statement of volunteer hours.

WPL Underground promotion featuring teens reading and volunteering.

Overall, this year’s SRP teen volunteer experience has been a tremendous success, and we have achieved more positive outcomes than expected. Most importantly, we recognize that the application and interview process created an organic weeding effect. As a result, our pool of highly-capable and committed teen volunteers provided valuable support to our staff with significantly less oversight. Additionally, teens gained real-world experience by completing administrative tasks, building customer service skills, and engaging directly with the community. In the end, we learned that we get out what we put in; our commitment to the process delivered 70 teens that were truly committed to the experience.

 

Kaela Delgado is the Teen Services Librarian at Westminster Public Library in Colorado.

Teens at the Gadsden Public Library made slime with the help of staff, a teen intern, and volunteer.

Teens at the Gadsden Public Library made slime with the help of staff, a teen intern, and volunteer.

The interview and Hiring Process
The GPL chose 3 interns to work for us this summer ( two of which were paid from the YALSA/ Dollar General grant, the other was paid with money from fundraising). These young adults were chosen after filling out an application and also being interviewed. The process allowed us to choose teens that would gain the most experience from working at the library, but also mesh well with the YA department. There were around 15 applicants, and the ones we chose were the applicants that interviewed the best.

Considerations:

Teen intern leads a discussion on flying drones.

Teen intern leads a discussion on flying drones.

  • Prior experience was not necessary
  • They had to go to school within the county district
  • They had to have multiple references.

Interview Questions included: 

  • Why are you interested in this internship?
  •  What do you want to do / where do you want to be in 5 years? 
  • What is one of your favorite books? 
  •  What are your strengths/weaknesses? 

The interview process allowed us our first glimpse of the interns’ personalities. We found out what classes they enjoyed, what books they loved, and what their interests pertain to.  This insight helped staff when determining to schedule the teens.

  • One intern loved flying a drone and also had experience with telescope.  He was scheduled to help with STEM/ Tech programs and space programs.
  • Another intern loved social media. She was scheduled to take photos and videos of event and come up with captions for the visuals.
  • The other intern wanted to help with children’s programs and we adjusted her schedule to spend some time in that department. We were happy to provide an opportunity for her to learn, especially because she is interested in education.
Two teen interns pose before the annual Harry Potter Birthday Program held by the Gadsden Public Library

Two teen interns pose before the annual Harry Potter Birthday Program held by the Gadsden Public Library.

Training Teen Interns
The interns were required to participate in a training day to gain a better understanding of what it is like to work in a library. The interns and volunteer toured all areas of the library, including closed stacks, met staffers, observed programs, learned basic policies and learned about professionalism.

  •  Their training involved talking about the importance of the library (more than just books!), knowledge of other departments, as well as shelving time.
  • The teens also had to learn the programming schedule because they were required to assist Teen Zone staff during programs. Because our library has teenagers in the library all day long, the GPL provides passive programs which keep all teens busy and active no matter what time of day they arrive.  The GPL also provided free lunches and snacks on the weekdays. Then there were also ‘big’ programs every day which included altruism, art, STEM, gaming, and more. The interns had to engage with the other teenagers during the programs and also assist staff with setting up and cleaning up of materials. 
  • The interns were scheduled for 5 hours a week; two 2.5 hour shifts, and scheduled during our busiest time of the day.

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