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It’s been a busy week around here and because of it I haven’t had a whole heck of a lot of time to write.

Which pretty much sucks.

For anyone that doesn’t know, my wife is a sixth grade teacher and her school year is winding down. If you, yourself happen to be a teacher or perhaps you’re married to one, I’m sure you’re well aware of the fact that things can get a bit – crazy – around this time of year.

When I say crazy, I really mean testy.

When I say testy, I guess I actually mean wackadoo.

When I say wackadoo, I’m actually just taking the opportunity to type a silly word.

Anyway, the wife is pretty much bonkers at the moment and it’s basically my job to keep a safe distance and offer up a steady stream of chocolate whenever she starts to freak out.

Despite the wackiness of both work and home, I did manage to find the time to get Fathers and Sons into the hands of a few quality bloggers (reviews should start rolling in next month – hopefully good), record another podcast with one of my good friends and fellow LitU author, Nina Perez, and whip up a little teaser trailer for the finale of the series.

Speaking of the finale of the series – I guess I should finish writing it.

That’s sort of an important part to the whole process, isn’t it?

I polished off the cover for Albert at the Zoo early last week, and I'm pretty pleased with the results. It's a nice looking cover. I think it relates to the first book well.

Steve

I finally finished up the piece for my brother and his wife in honor of their impending twins (who are due in August). Overall I think it came out pretty good. Hopefully they like - at least pretend to like it.

Either way is fine by me really.

Spilled a drink on this one in the early goings. Being the stalwart illustrator that I am however, I rescued it.

"Stalwart" in this case of course means "too lazy to start over."

Which is weird.

A little under two months until the books release!

Steven

I put the kibosh on this piece at around 1AM while sitting in my darkened home office watching MST3K on DVD, and listening to my wife snore loudly in the next room.

Life is a wondrous and splendid thing, is it not?

Some good news is that after a bit of a hiatus from my novel, I dove back into it yesterday. I think the time away from it did me good. Recharged the batteries. I'm on the homestretch now, and hopefully I'll be finished with my first draft of this thing in a month or so!

Steve!

I was finally able to finish this one up last week. Overall, I don't hate it. Is it the best in the series? Naw. Is it the worst, Naw. It's decent, and decent is good enough for me at the moment.

It was sort of an uneventful weekend for me. The wife and I didn't really do much. I've had to take a bit of a break from writing the book in order to get some other stuff done, but hopefully I'll be able to get back to it sometime this week. I'm at a point (somewhere in the middle of the story) that has me a bit stumped. I know how the story is going to end, but I've written myself into a bit of a corner and I'm having trouble getting over a hump. I had hoped that taking some time away from it would help me sort things out in my head, but it really hasn't worked.

Not exactly the most well thought out plan, I know.

I saw a really good movie called "Son of Rambow" over the weekend. A really sweet little story, well directed, funny, had everything really. It didn't change my life or anything, but without a doubt it was a good flick.

Steve~

FINISHED ANOTHER ONE!

Once again I defied the laws of time and space and managed to find an opportunity to complete the second piece in my monsters chasing a kid series. I think the next one I do is going to feature the gang on top of a train, though I haven't started work on it yet. As far as this snow one goes, I kinda like it. I think the kids outfit is good, and I like the composition for the most part.

Hope everyone enjoyed the Easter holiday. I spent it with my wife and her family, which always provides for more than one awkward moment, but then I guess that's what families are for, right? Awkward moments I mean.

The four year old daughter of my wife's cousin was asked to give me a hug by her mother but instead she took one look at me, put her hands over her eyes, then proceeded to yell at the top of her lungs "NO! SCARED! SCARED! SCARED!"

Everyone laughed.

You know...because apparently I'm scary.

Steve~

A library school student sent a Twitter message recently with a link to a Pew Internet in American Life poll titled Where Do You Fit. It's a short 10 question poll that asks respondents about how they use technology on a regular basis. It asks about device ownership, time spent online, use of web 2.0, etc. I wasn't surprised by my results, but my lack of surprise got me thinking, what do we as librarians serving teens really know about the teens, adults, parents, and others with whom we work.

This came back to me a few minutes ago as I sat next to a group of teens in a Starbucks and eavesdropped on their conversation. They talked about which music playing in the store that they liked and didn't like, the teachers they liked and didn't like, the dogs they wanted that their "moms" wouldn't let them get, and they also analyzed the people walking past the store. I didn't learn anything particularly new while listening to the teens, I did however validate some of my ideas about what their interests, concerns, and preferences are.

There are lots of ways to find out what teens are really thinking. It could be by eavesdropping, like I just did, while in a public place. It could be by talking to people who work with teens in the community (teachers, youth advocacy organization staff, counselors, etc.). Or, it could be through online surveys and polls - by the way don't forget to let your teens know about YALSA's Teen Tech Week survey.

Ultimately, however, the only way you are going to know what teens are thinking, what they want, and what they need is by talking to them directly. Consider having teens take the Pew Survey mentioned at the beginning of the post, and then talk to them about the results. When the YALSA TTW survey results are published ask your teens how those results do and don't reflect their own lives.

Also, it's important to realize that asking a year, or sometimes even six months ago, doesn't mean you know what teens of the moment want and need. Don't forget to keep the conversation going and try not to assume old information/data is still accurate. Assuming, without asking directly, can lead to programs and services that just don't make the mark.

Librarians sometimes tell me it's hard to get a conversation started with teens, particularly if a librarian is new to the profession or to working with teens. Using survey results as a jumping off point is a great way to get going. The data provides a perfect opening to discussion, and when you demonstrate to teens that you really want to know what they think, they will tell you. Hearing what teens have to say first-hand only makes library services to the age group better. Give it a try.

As an instructor in a library school I'm always excited by the ideas and innovations that students bring to class discussions. The students I teach are great thinkers and are ready to advocate for teens through library programs and services, as well as within the communities in which they work (or may end up working some day.)

But, sometimes I wonder, what happens to that excitement and energy when a student goes from the somewhat insular world of library school to the world of real live libraries. It seems that once out in the real world the day-to-day policies and procedures of a library hinder, and sometimes even kill, what I was able to catch a glimpse of in the library school classroom.

So, that makes me think librarians that are in the world of real-life libraries need to better support students, both when in library school and when just out of that rarefied environment. What can we "old-timers" do? We can:

• Give students and new librarians opportunities to try out ideas that might be outside the box of what is typical or traditional in the library. Instead of saying something like, "We tried something like that once but it didn't work." What about saying, "That sounds like a really good idea, let me know how I can help you make it happen."
• Work with library schools to make connections with students and find out what happens in library school classrooms of the early 21st century. Then begin to figure out ways to integrate those ideas into teen services today.
• Just like teen librarians need to talk with teens about the programs and services teens want and need from the library, librarians need to talk to library school students to find out what those students want and need. Also, it's important to find out what current library school students envision for the job they will end up in when out of library school.
• Put yourself in the role of a student by taking classes either in a library school, through YALSA, or through another institution that focuses on teens and/or libraries. Find out what new ideas are out there. Get energized by the ideas and possibilities that current library school students are being exposed to.

Don't forget that YALSA has a Student Interest Group that is geared to supporting the needs of library school students. The group can also provide a way for "old-timers" to connect with students and build relationships for the future.

Anyone interested in the Student Interest Group can contact me, [email protected], for more information. Students if you have ideas about how current librarians can help you as you start your new careers working with teens and in libraries feel free to comment here. Let us know what your thoughts are.

As part of my so-called research & development plan for preparing to start a new teen department this summer, I traveled to Charlotte this past weekend to visit the Public Library of Charlotte and Mecklenburg County. I visited both Virtual Village and ImaginOn.--especially The Loft and Tech Central/Studio i.

There were a couple of reasons for visiting. One, of course, was to see all of the cool, cutting-edge things that PLCMC is doing for teens. The other was to take a look at basic, traditional teen services at their best. I was fortunate to be able to hang out with some super-friendly librarians and Loft staffers who were willing to answer my annoying questions about programming, the collection, staffing, you name it. I also got to play around with Teen Second Life, make a bracelet out of cut-up computer motherboards, and see hilarious teen-created animated films that had been shot in front of Studio i's fantastic blue screen.

I collected all of the literature I could about PLCMC teen programs, including calendars and flyers. This is a great way to get a sense of what's really happening in a library.

Back in my hotel room, I made a HUGE list of some of the things I'd learned. Here's a sampling:

• use laptops instead of desktops -- eliminate wires whenever possible
• make things portable -- put them on wheels, have traveling kits
• displays that teens can create -- chalk boards? white boards? magnetic letters?
• staff training -- staff have to have time to play with stuff in order to learn how to use it
• get expert to consult on software, etc. (for movie creation, animation, music making)
• offer workshops and classes -- freeware (picnik, Picassa, flickr, etc) and others
• self-serve kiosks with information about how to use the library (maybe use touch-screen technology?)
• use teen interns to manage computing areas
• create myspace or facebook page with links to other online presences -- flickr, youtube (figure out what social networking the kids in the community are using)

If you're starting a new program, starting out as a new teen librarian, or looking for a shot in the arm, I highly recommend visiting another library. I was lucky to be able to go to Charlotte, but you can also check out local libraries that are doing a great job with teens. Everyone I met at PLCMC was so open about things they were happy they'd done, things they would have done differently, things they were still working on...and it got my mind racing.

I really appreciate the people of PLCMC's hospitality and friendliness. If you're reading this -- thank you!

This wasn't my first Midwinter conference, but it was the first conference I've attended since I was hired as a librarian. Previously I went to as many different meetings as I could trying to soak up as much knowledge as I could about the teen librarianship field. This time I felt more focused. I went to vendors, sessions, and other attendees with real challenges I had at my branch instead of hypothetical ones, and I was amazed at all of the information I gleaned from conversations I had with other librarians when I asked how they handle the problems.

On Friday night I ran into someone I went to library school with, who was only at ALA for Friday. She was looking for a job, and wanted to check out the gaming extravaganza. I'm so glad I met her there, because I was able to introduce her to many other attendees just like others had done for me when I first began. See for me at least the greatest part of YALSA is all of the people. We are a community focused on teen librarianship, but we are also very supportive of each other. I've heard many stories of one librarian being the only one involved in ALA at their library, and YALSA being the only resource for them when they feel like they are all alone on the edge of the library world.

If you arn't a member of YALSA I do encourage you to at least sign up for the listservs we have. It is just one of many resources YALSA offers to help librarians connect to each other. Many people say there is no reason to recreate the wheel, and they are correct. Even if you are the only teen librarian in your system, (or the only one serving teens for that matter) You can build off the great things others have done, by just asking your peers questions you don't have the answer too. Its alright not to know everything, and to be unsure. As librarians we are trained on how to find information, instead of knowing all information, which is an important distinction.

This conference I've learned many new ways to approach teen services that I never would have thought of if I hadn't talked with others over lunches, dinners, or drinks. I encourage you, if you get a chance to go to a conference to attend more that just the sessions and the exhibit halls. Talk to strangers who attend too. You never know what you might learn, because you know Librarians rock :D

This photo was taken at Hard Rock Cafe in Philadelphia. Its me and three committee members from Popular Paperbacks.

December is a slow month in my library system, so its the perfect time for weeding. I've been with my library for 6 months, but only weeded out paperbacks that were completely ratty during the summer. So my shelves are very tight, and its hard to display books on the ends. This means I have to buckle down and weed out my books, but this is the hard part.In school they teach you to weed based on condition or use, but you don't go into library science without have some desire to put books in teens hands. I'd often find myself staring at the books saying things like "well this would be great for that historical fiction assignment." or "But its still readable"

My job of weeding is even harder because we have a collection development department that does a great job of ordering what the teens want, which means I'm looking at a collection that moves. I can run a report for the items that haven't circulated in the past year, but that's not even 20 items. To make room on my shelves for displays, and for the great new titles that will come in 2008 I have to get rid of at least 5 times that much.

Our YA selector showed me how to tell if a book is in poor condition. If you put your hands on the cover and back and wiggle the book, you can test the spine. If it moves or the spine is separating you know that book is going to fall apart soon, so it has to go. Covers are also an important part of a YA collection. If you have books with non appealing covers that are at least 5 years old, you might consider finding a better edition of a title. We don't want teens to walk into the library and think our books are all old.

Even following these rules I've had problems. Its very difficult to put a book on the weeds pile, because you really are worried you're going to weed something that a teens will want the very next day or week. The truth is however, libraries don't live in a vacuum. We have Interlibrary loan, consortium, and other libraries in our community. If you get rid of a good book there will be other places to get it.

To help me overcome my fears of removing something I didn't even know the teens wanted I've set rules for myself. A book has to circ a certain number of times to be on the selves. It has to prove itself to be in my teen collection. If I really love a book, and think it should stay I've put it on display, thinking maybe teens just missed it. This has only saved one book so far, which has made me more comfortable with weeding out the books.

All in all this is something I'm still not 100% comfortable with, but its something I want to be. I know I can't be the only one whose hesitant about weeding, but since its such an integral part of being a librarian I wanted to share my experiences, and tips I've learned from my colleagues to at least ease my own fears.

If you have any other tips or advice for a librarians first time weeding please post a comment.

About the Scholarship:
YALSA, through an ALA Ahead to 2010 grant, will be funding one ALA Spectrum Scholar for the 2008 year who is interested in pursuing a career in young adult librarianship or secondary school librarianship. Spectrum Scholars receive a $5,000 scholarship towards the completion of a master’s degree in library science. The deadline to apply is March 1, 2008.

Spectrum's major drive is to recruit applicants and award scholarships to American Indian/Alaska Native, Asian, Black/African American, Hispanic/Latino or Native Hawaiian/Other Pacific Islander students. Spectrum/YALSA will provide a one-year $5,000 scholarship and over $1,500 in professional development opportunities to one eligible student planning to attend an ALA-accredited graduate program in library and information studies or an ALA-recognized NCATE School Library Media program for the purpose of securing a job in a public or school library that serves teens.

Eligibility:
To be eligible for a Spectrum Scholarship:
•Applicant must be a citizen or permanent resident of the U.S. or Canada.
•Applicant must be American Indian/Alaska Native, Asian, Black/African American, Hispanic/Latino or Native Hawaiian/Other Pacific Islander.
•Applicant must attend an ALA-accredited graduate program in library and information studies or an ALA-recognized NCATE School Library Media program.
•Applicant shall have completed no more than a third of the credit requirements toward her/his MLIS or school library media degree at the time of award, June 1st.
•Applicant must be enrolled in an accredited program and begin school no later than September 1st or the Fall Semester immediately following the award.
•Applicants may have full or part time status.

Application:
The deadline to apply is March 1, 2008. Apply today via the online form.

For Additional Information:
To learn more about the Spectrum Scholar program, please visit the Spectrum web site.
Please direct questions to Gwendolyn Prellwitz, Program Officer, ALA Office for Diversity & Spectrum, by emailing [email protected] or calling 1-800-545-2433 ext. 5048.

In September of '06 I wrote a post
about using cell phones to access the web. Today Nielson released a report about the cell phone habits of tweens, that I wanted to share as a follow up to that post.

While most of the report shouldn't be surprising, what struck me is that it said 5% of those age 8-12 (tweens) used their cell phones to access the internet monthly. Most of the articles I've read have also been stating that tweens aren't using the internet as much as their teen counterparts, however they are frequent downloaders. There is a trend to download not only music, but TV shows.

What does this mean for libraries? Has any library created a catalog search for a cell phone? Is there a library out there where I can place a hold from my phone?

Official Report

* 35% of tweens own a mobile phone.
* 20% of tweens have used text messaging.
* 21% of tweens have used ring & answer tones.
* 5% of tweens access the Internet over their phone each month.

* 41% of tween mobile Internet users say they access the web while commuting or traveling (to school, for example
* 6% of tween mobile Internet users say they access the web while at a friend’s house and
* 17% of tween mobile Internet users say they access the web on their phones at social events.

* 58% of tweens who download or watch TV on their phone do so at home;
* 64% of tweens who download or play music on their phone do so at home;
* 56% of tweens who access the Internet on their phone do so at home.

As I saw the influx of requests for removal from ya-music listserv I couldn't help but be curious why people are leaving such a lovely list when it becomes active? The real answer probably is that they just signed up for everything YALSA related to see what it was, and now either don't work with teens or aren't interested in music/technology discussions related to teens.

However for a brief moment I couldn't help think that just maybe its because we all really want to subscribe to something that does nothing because tons of email is scary. Which strangely brought me to another point: Where do all of the librarians who are uncomfortable with technology find support? I know we have blogs, podcasts, videos, listservs, and other staff at our libraries to support us often, but if you are young or a teen librarian everyone seems to think you know everything about computers. I recently overheard a computer tutoring session between a 28 year old computer expert and a teen boy. They discussed basics for all the functions of the mouse, how to use shortcut keys, and the concept that scrolling down the page means you are moving your view down, not moving the document up.

Listservs were scary for me when I first subscribed to them. I was getting 20+ emails a day, and I felt like I had to read ever single one in case I missed the very important gem of information. At the time I was using Outlook, who does have the option to create folders, which I used, but really didn't meet my email needs. Later I found gmail, which allows me to tag my email, search for a word used in any message, and most importantly groups replies to messages together, Which meant the listservs I subscribe too started taking less time to read, and I developed the comfort level to not read every message because when I need that information I can do a search.

But on a more basic level, for everyone who is still feeling overwhelmed by technology there are different options to help relieve your stress.

1. Don't worry if you don't know the answer. Most of the time if you have a tech savy teen you can figure it out together building the teens self confidence.
2. Attend a conference and sit in on sessions related to technology, and not just technology related to YA's but also just technology in the library in general.
3. Don't try to do everything, but focus on one thing you are interested in and play with it, whether it be email, blogging, IM or something else.
4. Knowing where to find the answer is more important than having the answer, so know where the libraries resources are on what you're uncomfortable with, and if you don't have them consider why not because even in middle school and high school not everyone is tech savy.
5. Consider getting Visual Quickstart guides for topics you are uncomfortable with, I've found those to be more helpful than the for dummies series.
6. Most importantly don't be afraid to ask questions, especially online. I know my fellow YALSA bloggers and I want everyone to be comfortable with serving teens especially through technology.

I'm sure my fellow bloggers will have more pointers for you, but hopefully this will get you started. :D

I wanted to be a teen librarian so I could empower teens to find themselves and be comfortable with who they are. Recently, a table and computer was set up for me in my library's teen area so that I could be where the teens are. I assumed that my questions would be mostly about what book to read next, help me with my homework assignment, or something else that pulled on my knowledge of their world.

Its not that way. I spend most of my time listening. I have parents who are worried about the gaming habits of their teens, or twenty somethings that want the opportunity to talk about their favorite comics and hold debates about the different between manga and traditional comics. I have teens who are more excited to recommend a book for me to read than to listen to my recommendations, and I'm amazed that I can serve by just having conversations.

So when you feel overwhelmed by the amount of new books published, or new trends in not only teen culture but library culture, remember that the best thing you can ever do is talk to you patrons and take the time to listen.

http://seattletimes.nwsource.com/html/localnews/2003855867_webninjas27m.html

There is a generation gap between experienced librarians and the teens we serve. Most of us know this, and thus shape our services based on what the teens request.
But what happens when the only teens requesting services are the ones who already see the library as a out dated warehouse for books? The things they request are based on what they think is appropriate for the library, and in reaction to how supportive their community is of their interests.

Here are some things you can do reach teens who don't normally use your system:

• If you do school visits, don't just talk to the teens but ask them questions and listen to what they have to say.
• Partner with other organizations in your community that teens love to hang out at.
• Or just look at what places in your community teens often hang out at, and try to make your library more like those environments
• Advertise what you are doing at the library in the places where your teens are
• Have a website where teens can add content from comments on blogs to regular polls.
• Give teens examples of what other libraries are doing when you talk to them so they have ideas for what's possible

I hope these tips help libraries who are developing teen services. For those with successful teen services I encourage you to post comment with any other great ideas you have :D

I'm returning from the Games Learning and Libraries Symposium sponsered by ALA techsource, and organized by the amazing Jenny Levine.

Many of the presentations focused on having gaming programs, and integrating gaming into current services. In many of the sessions I attended presenters would mention that they advocate teen services to their staff as well as community in an effort to help the entire library staff be on board with the innovation that teens need. I've seen so many libraries have great success with everyone on board, but what I've really seen lacking is projects to make our catalogs effective for the needs of teens. Currently at my library acquisitions is discussing where to store Anime. Right now its in three different sections: Family, Special Interest, and Sci/Fi. They don't have a common subject heading so it can be difficult to get a feel for what Anime we have at our library.

I've noticed as well that gaming is also a topic that has cataloging issues. Since games don't have ISBNs it makes it difficult to fit into the current MARC record, and we have fixed that problem by making them up. That isn't the most effective way to handle this, and I wonder what would happen if we had gamers create our catalog/organizer our library?

Perry Branch Library in Gilbert, AZ change the library's collection to be similar to a Barnes and Noble store. Other libraries have change the catalog to allow tagging, and more Web 2.0 interfaces, but still what if we started attracting a different audience to the job of cataloger.

I've been at my new job for about two months now, and already I'm learning many new things. Every new graduate has adjusting to do to their new work place, and the workplace also has to adjust to them. I like my new job, but here are some things that I wish I had learned in library school:

• Remind Teens at least one day before you have a program
• Make sure you have a computer
• Participation is always the opposite of what you expect
• If you say you're not overwhelmed be prepared to get an influx of tasks
• A screwdriver is a very handy tool for opening packages
• You can put anything on display and it will be checked out
• A book has to earn the right to be on your shelves
• Success creates its own problems too
• Most of the library is made up of non-professional staff, that add so much to the library environment. Don't forget to get to know them too
• The Library doesn't exist in a vacuum, when you are at a movie, the grocery store, or in the community, the public will see you as a representative of the library. You can make meaningful connections if you are aware of this.

Library veterans or new grads, what are the things you wished you'd known?

Someone on my Twitter friends asked, "Question for the folks in ALA - how do you get involved w committees. Help?" My expanded response follow.

Observe. If you can get to Annual or Midwinter conferences, sit in on the committee you want to volunteer with - most are open meetings; juries (award selection committees) are the exception. Go to the board meeting and watch the proceedings (don't forget to introduce yourself!).

Do your homework. Know the commitment involved. Talk to a current member to inquire about the expectations and workload. The ALA directory you get in the mail lists committmee charges and members.

Go online. The YALSA Governance page is one-stop shopping, with links to committee descriptions and chairs and board members.

Be honest. Think about what you can realistically commit to. If you can't go to conference, try for a virtual membership on a committee. And, don't sign up for a selected list or jury if you can't read at least a book a day.

Join an Interest Group. If you can't attend conferences, consider an Interest Group. Unlike committee members, members of an interest group are not required to attend the Annual Conference or the Midwinter Meeting, and there is no limit on the number of virtual participants an interest group may have.

Introduce yourself. I'm convinced I got my first appointment by shaking Joel Shoemaker's hand at a the YALSA member reception--I think I filled out my volunteer form on the spot. You could also write a note or email to whomever makes appointments - AND their replacement (ie, prez & prez-elect).

Contribute. Post frequently on division email lists, blogs or wikis to get your name noticed.

Fill out your paperwork. Every year, in fact, you need to complete a new volunteer form. I just did mine. Be specific, don't just say, "I'll do anything." If you want to be on Best Books, make sure your credentials are reflected on the form.

Pay your dues!. You can't participate if you aren't a member! Join today, we're the fastest growing division of the ALA (#4, w00t!). And, IMHO, the most fun. :)

Don't forget about process committees. Initially, I felt I had to earn a spot on Best Books by sitting on Organization and Bylaws, but it turned out to be a really interesting committee that gave me a wonderful overview of how YALSA works, and I've enjoyed all my appointments so much that I haven't even requested to be on Best Books in years.

Be creative. My first time to ALA was 9 years ago; I was just out of library school. I stayed for free with a friend on the subway line, lived on peanut butter sandwiches, apples, and water for 5 days, walked or took the shuttle bus everywhere, and had a fantastic time. I try to buy a meal -- (or at least a round of drinks ;) -- for a student at every conference. Don't forget that YALSA has a mentoring program, and a mentor may have some great advice, connect you to someone who needs a roommate, or have a transferrable invitation to a publisher luncheon.

If the committee you are interested in requires conference attendance and your library won't pay for you to attend conference, ask the director to ask the Friends to cover it. Seek scholarships or jobs with stipends to attend conference. Sometimes, work will pay if you are presenting - submit a proposal to a committee to sponsor. Ask for membership dues or airfare vouchers as a holiday or birthday gift. Your conference expenses should be a tax deduction, but I always found I never made enough money (or had enough expenses) to count it.

Other tips? Please comment!

http://wikis.ala.org/emergingleaders/index.php/Main_Page

The 06-07 ALA Emerging Leaders project will conclude on Friday, June 22 with a poster session and the reception from 3-5 PM in theWashington Convention Center, Room 144 A. Please stop by and view the presentations, especially the YALSA sponsored ones: "Gurus and Greenhorns: Mentoring the Next Generation of School and Youth Services Librarians" and "A Marketing Plan for the New Odyssey Award."
YALSA will sponsor one Emerging Leader for the 07-08 session. Applications will be available online July 1, 2007 at: http://wikis.ala.org/emergingleaders . Deadline for submission will be August 15, 2007.
-Beth Yoke

Lately I've been talking a lot about Justin TV. What is it? I guess you might call it a new kind of web-based reality TV show.

Visit Justin.TV and you'll see exactly what Justin is seeing. That's because Justin wears a camera on his head and it runs 24 hours a day 7 days a week. You can see Justin sleeping, Justin at meetings, Justin getting a cup of coffee, and more. The camera does run 24 hours a day 7 days a week. At the time of this post Justin's been broadcasting for 44 days, 15, hours, and 2 minutes.

What's this got to do with teens you might ask? Well, first, this is an example of a new type of TV viewing. Yes, people have webcast themselves in their homes or offices for several years now. But, have we seen before someone who has a camera that shows their every move in and out of the home or office?

What would it look like if you as a teen librarian wore a camera on your head and showed the rest of the world what went on in your life 24/7? What message would you send about library teen services by doing that? What message might you send about libraries and librarians by doing that?

Or, what if you asked teens if they would want to show the world what they did 24/7? What would the positives of that be? What would the negatives be?

In terms of adolescent development, what about giving teens the chance to show the world what they are up to? Would it help them to develop social competencies, a sense of empowerment, and positive identity?

Lots of questions, but isn't that what we should be doing when we find a new use for and of technology? What is the technology's impact to the services we provide in the library and to the world of teens?

So, what do you and your teens think?

Are you a new librarian or library school student with lots of unanswered questions about the profession? Are you a veteran, card-carrying librarian and YALSA member wanting to share the knowledge you have gained over the years? Well, then, you’ve come to the right place.
As an ALA Emerging Leader, I am one of just over one hundred new librarians selected to work on various projects for ALA. My group is designing a mentorship program for YALSA and AASL. We will design the program, present it at the ALA Annual Conference in Washington D.C. in June, and after that, it’s up to YALSA and AASL to decide whether or not to implement the program.
Since no librarian works in a vacuum, we are seeking some feedback. This will both strengthen our final paper and presentation and offer YALSA and AASL some real-life feedback on some possible responses to a mentorship program.
I ask that you simply answer the following questions (or at least the ones that apply to you) and send your answers to me at [email protected] by Monday, April 8.
Here are the questions:
1) If you are new to young adult or school librarianship (in the field for less than five years or still in library school), how interested would you be in having a mentor to orient you to your profession and to your professional organization?
2) If you have been a librarian for longer than five years, did you have a mentor? Do you think you would have benefited from participating in a formal mentoring program?
3) If you have been a librarian for longer than five years and active in either YALSA or AASL for three years (active means any and all of the following: participation in association listservs, blogs, etc.; attendance at association conferences; participation on an association committee, board or official member group), how interested are you in sharing your knowledge with a new librarian?
4) What are your general thoughts on mentorship programs and their place in the field of libraries?
Thank you so much for your help with this! I will be sure to let you know if and when this program gets off the ground so that you can be involved! You can even track our progress on ALA's Emerging Leaders Wiki.
Sincerely,
Sarah Krygier
Emerging Leaders 2007
http://professionalteen.blogspot.com

(posted by Beth Yoke)

http://www.surveymonkey.com/s.asp?u=520873468845

YALSA's Student Interest Group has put together a survey just for student members of YALSA. The purpose of this survey is to solicit feedback about students' membership experience so that YALSA can tailor resources and services to meet their unique needs. If you're a student member and you haven't filled out the brief survey yet, you can do so online (if you aren't a student member, we ask that you please don't take the survey).
-Beth Yoke