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Viewing: Blog Posts Tagged with: Teen Services, Most Recent at Top [Help]
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1. Instagram of the Week: April 20th

A brief look at 'grams of interest to engage teens and librarians navigating this social media platform.

What have you made with your library?

This year's National Library Week campaign focuses on the library as a place of creativity, creation and community engagement. All week, librarians and library users are posting what is #librarymade on Twitter, Facebook and Instagram. Unsurprisingly, many libraries are using this year's theme as an opportunity to encourage the creation, not just reading, of poetry during National Poetry Month. Teen services are a natural treasure trove of unlimited #librarymade action. Whether you have a 3D printer and circuits projects, book clubs, button-making workshops...anything!, your teen services are absolutely #librarymade.

How have you taken advantage of National Library Week? Are you incorporating the #librarymade theme into your National Poetry Month activities? In what ways could the vision of #librarymade change, improve or revitalize long-running teen services programs? Please share in the comments below!

 

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2. 30 Days of Teen Programming: Consulting YALSA's Teen Space Guidelines

The Teen Programming Guidelines discuss the physical spaces of hosting teen programs in their eighth guideline.  When YALSA released its Teen Space Guidelines in May 2012, I dove into the wealth of information that the guidelines provided.  My school was in a transition period where we gained an additional media center space that needed to be completely renovated.  Our original media center also needed some updating, so the Teen Space Guidelines was the perfect tool for me to use in approaching our spaces.

The first teen space guideline states, "Solicit teen feedback and input in the design and creation of the teen space." Librarians and media specialists should always take into consideration the community they serve.  I needed feedback on what our students wanted to see in our original space.  A simple Survey Monkey survey was all it took to gain valuable insight into layout, furniture, needs, and wants for our high school students.  With their advice, we were able to rearrange furnishings and incorporate a few new pieces to freshen up our original media center.  Students also suggested that we move our manga section closer to the circulation desk.  Manga books are cataloged in the 740s in the nonfiction collection.  In our media center, this happened to put them in a far corner of our space and hard to see from the circulation desk.  Not only are these super popular books that are checked out frequently, but they became hot commodities that were frequently stolen.  (We do not have a book security system.)  After moving these books closer to the circulation desk, students have easier access to them, and we do not lose near as many to theft.  This also allowed us to promote the books more easily, which is also one of the guidelines in Teen Space Guidelines.  Teen feedback can never be underestimated.

In renovating our newly acquired media space, the main goal was to create a comprehensive digital lab that allowed us to add tools to "link" education with technology in a more efficient manner.  Thus our school's LiNK was created.  "Provide furniture and technology that is practical yet adaptive" is another guideline for teen spaces.  In creating the LiNK, I knew we needed mobile furniture that would allow students and teachers to work as individuals, small groups, and entire classes.  Teen Space Guidelines also states that teen spaces should "be technology rich and include both stationary and portable technology."  We are able to do that by having 21 Windows desktop computers available, as well as 35 Chromebooks, and 30 iPads.  Students have many technology options for researching and creating. Here is what we were able to accomplish as we took into consideration the Teen Space Guidelines:

Panorama of LiNK from entrance

Panorama of LiNK from entrance - couch pieces are sectional and movable

Panorama of LiNK from back

Panorama of LiNK from back

Desktop computer area; student artwork on walls

Desktop computer area; student artwork on walls

Collaborative table near dry erase boards

Collaborative table near dry erase boards that we made with plexiglass and paint

Teacher using interactive flat panel for demonstration to class

Teacher using interactive flat panel for demonstration to class

Teacher asisting group in another collaborative area.  Students LOVE the sofas with tablet arms.

Teacher assisting group in another collaborative area.
Students LOVE the sofas with tablet arms, and they are on wheels to easily move around.

The Teen Space Guidelines are essential to librarians as they consider their library's physical space. Teens need spaces that allow them to grow intellectually and socially, and these guidelines will ensure that our libraries are able to meet their needs.

 

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3. 30 Days of Teen Programming: Providing for the Underserved

"Mrs. Thompson, why we only got two Bluford High books?"  "We need more manga."  "I like that Sharon Draper lady.  We got anymore of her books?"  These were just a few of the questions and statements directed at me about our high school media center's collection when I became a media specialist.  Through day-to-day direct observation and through results of a student survey, I quickly realized areas of our collection that were being underserved - manga and urban fiction.  There were groups of students who were all clamoring for the same few titles that we had of a certain genre or series and our "hold lists" were growing longer by the day.

Several reasons may attribute to underserved groups in a library program.  Community dynamics change.  Our small suburban school system has seen tremendous growth in the 18 years that I have been here - 400% growth.  That translates into a graduating class of 78 in 1998 to a graduating class of 478 in 2015.  In the same time period, our minority population grew from 5% to 30%.  Our media center's collection does not reflect this growth.  Another reason for underserved groups is the rapid growth in new styles of writing, like manga.  It can be difficult to know whether new styles of writing are going to be accepted by your patrons, and we hate to waste money on books that are just going to sit on the shelves.  We started out with three different manga series to test the waters.  The popularity of these titles exploded!  They rarely made it back onto the shelves as students would grab them from the "re-shelf" cart as soon as they were checked in.  They also became our most stolen titles!  (We do not currently have a book security system.)  There were titles that our students desperately wanted to read, so why wouldn't I listen to them to continue to foster their love of reading.

As a reader, I cannot stand to read things in a series out of order.  Many of my students are the same way.  Why did we only have some of the Bluford High series?  Why were #1, 4, 6-8 of Full Metal Alchemist missing?  Our database showed that we had owned, at one point, #1-15 of the manga series BlackCat, but several of the titles were now marked "Lost".  I set filling in the gaps of the asked about series as my first goal in strengthening our collection for our underserved patrons.  In the urban fiction section, we went from two Sharon Draper titles to all 10 of her young adult titles.  We were also able to fill in the missing Bluford High titles, which serve our urban fiction fans as well as our Hi/Lo students.  For the manga patrons, we filled in all of the holes in the series we already had and aimed to include four new series a year.

Another strategy for building our collection for these underserved populations was to get input from the students.  In adding more manga, we allowed the students who were most interested in these series to help us with the selection of new titles.  They perused catalogs and looked online for reviews and suitable content (as some manga is aimed at a more adult audience). My African-American girls, who were devouring the urban fiction, asked about adding the Drama High series.  They loved looking for new authors to tell me about as well.  With the addition of the new titles, plus the marketing of the items through displays, our circulation increased 67% in one year!  Allowing students to assist in making our collection stronger for them gave them a sense of ownership and pride in our media program.

YALSA's Teen Programming Guidelines states that librarians should "create programming that reflects the needs and identities of all teens in the community."  Many media centers and libraries run into the problem of having an underserved population, and it is the duty of the librarian to recognize the needs of all patrons and work to strengthen the weak areas.  Investigate your collection for missing titles and allow your teens input.  These practices can go a long way in reflecting the needs of the communities we serve.

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4. 30 Days of Teen Programming: Providing for the Underserved

"Mrs. Thompson, why we only got two Bluford High books?"  "We need more manga."  "I like that Sharon Draper lady.  We got anymore of her books?"  These were just a few of the questions and statements directed at me about our high school media center's collection when I became a media specialist.  Through day-to-day direct observation and through results of a student survey, I quickly realized areas of our collection that were being underserved - manga and urban fiction.  There were groups of students who were all clamoring for the same few titles that we had of a certain genre or series and our "hold lists" were growing longer by the day.

Several reasons may attribute to underserved groups in a library program.  Community dynamics change.  Our small suburban school system has seen tremendous growth in the 18 years that I have been here - 400% growth.  That translates into a graduating class of 78 in 1998 to a graduating class of 478 in 2015.  In the same time period, our minority population grew from 5% to 30%.  Our media center's collection does not reflect this growth.  Another reason for underserved groups is the rapid growth in new styles of writing, like manga.  It can be difficult to know whether new styles of writing are going to be accepted by your patrons, and we hate to waste money on books that are just going to sit on the shelves.  We started out with three different manga series to test the waters.  The popularity of these titles exploded!  They rarely made it back onto the shelves as students would grab them from the "re-shelf" cart as soon as they were checked in.  They also became our most stolen titles!  (We do not currently have a book security system.)  There were titles that our students desperately wanted to read, so why wouldn't I listen to them to continue to foster their love of reading.

As a reader, I cannot stand to read things in a series out of order.  Many of my students are the same way.  Why did we only have some of the Bluford High series?  Why were #1, 4, 6-8 of Full Metal Alchemist missing?  Our database showed that we had owned, at one point, #1-15 of the manga series BlackCat, but several of the titles were now marked "Lost".  I set filling in the gaps of the asked about series as my first goal in strengthening our collection for our underserved patrons.  In the urban fiction section, we went from two Sharon Draper titles to all 10 of her young adult titles.  We were also able to fill in the missing Bluford High titles, which serve our urban fiction fans as well as our Hi/Lo students.  For the manga patrons, we filled in all of the holes in the series we already had and aimed to include four new series a year.

Another strategy for building our collection for these underserved populations was to get input from the students.  In adding more manga, we allowed the students who were most interested in these series to help us with the selection of new titles.  They perused catalogs and looked online for reviews and suitable content (as some manga is aimed at a more adult audience). My African-American girls, who were devouring the urban fiction, asked about adding the Drama High series.  They loved looking for new authors to tell me about as well.  With the addition of the new titles, plus the marketing of the items through displays, our circulation increased 67% in one year!  Allowing students to assist in making our collection stronger for them gave them a sense of ownership and pride in our media program.

YALSA's Teen Programming Guidelines states that librarians should "create programming that reflects the needs and identities of all teens in the community."  Many media centers and libraries run into the problem of having an underserved population, and it is the duty of the librarian to recognize the needs of all patrons and work to strengthen the weak areas.  Investigate your collection for missing titles and allow your teens input.  These practices can go a long way in reflecting the needs of the communities we serve.

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5. Instagram of the Week - April 6

A brief look at 'grams of interest to engage teens and librarians navigating this social media platform.

In the past few days, not only have we had to flip our calendars, but the seasons have transitioned and spring has sprung! Are you in the process of switching over your book displays and bulletin boards? This week we're sharing some fun display ideas from libraries and librarians on Instagram. Focusing on "April showers" is popular as well as gardening, spring creatures, and spring cleaning. April displays also provide an opportunity to highlight monthly themes such as National Poetry Month, National Humor Month, and Autism Awareness Month.

In addition to providing inspiration for new displays, spring can be a great time to spice up social media accounts with a new series or game. As our teens are heading outside for spring sports and activities, social media can be a great way to keep them engaged with the library when they're on the go. To encourage patrons to interact with the library on Instagram, some libraries post fun trivia questions using emojis, pieces of text or illustrations, or clues that highlight a specific area or collection of the library. Creating a unique hashtag for the community to share images of their reading and showing a side of librarianship not usually witnessed at the service desk (such as mugs used by staff or their favorite snacks), will help patrons learn more about staff members without being present in the library. There are also a number of popular hashtags that are widely used by libraries and patrons alike that are specific to days of the week such as #bookfacefriday in which the face on a book cover is photographed over one's own or #tbt to share an image for Throwback Thursday. Hover over the images below to see the hashtags libraries have created for weekly series posts.

Have an awesome spring display idea? Created your own hashtags for your library? Developed social media games for your patrons? We want to hear about it! Share with us in the comments section below.

 

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6. 30 Days of Teen Programming: Develop Your Evaluation Skills

In the Fall 2014 YALSA journal (vol 13, number 1), I published an article about creating outcome measurement tools collaboratively with staff and participants for a teen program (Measuring Outcomes for Teen Technology Program, p. 25). The program I discussed is the Teen Tech Squad, tech workshops for teens led by teens at Hennepin County Library.

When I began working with the teen librarians to identify outcomes and measurement tools, an important step was relying on the expertise of the teen librarians. I did not assume that I knew what teens were doing in the workshops or what skills they were gaining. I relied on the expertise of the teen librarians to identify these things. I worked with them to make sure that they understood what outcomes are and we collaboratively created the outcomes and survey questions. We also took the time to get teens opinions on the questions we asked so we knew our questions would be understandable and effective. I empowered staff to take the lead on implementing the evaluation and continue to offer my assistance as they discover what is working and what isn’t.

This approach to evaluation is called “developmental evaluation,” a concept developed by program evaluation consultant Michael Quinn Patton. Developmental evaluation differs from traditional evaluation in many ways. For example, one way is the role of the evaluator. Traditional evaluation positions the evaluator as an outsider from the program they are evaluating while developmental evaluation positions evaluation as a job duty of the program deliverers. Developmental evaluation is most suited to programs that are innovative and adaptable; that is, not static.

Why this is important is that I see a need for libraries to have an in-house evaluation expert. It may seem easier (although more expensive) to hire an outside firm to evaluate. What library staff miss out when they do this is learning how to evaluate on their own. Knowing how to evaluate means that you can work evaluation into the biggest and smallest projects at your library. It can help you design projects intentionally, evaluate them, and decide what should continue, what should change and what can come to an end.

YALSA’s tenth teen programming guideline directs library staff to, “Engage in youth-driven, evidence-based evaluation and outcome measurement.” Now that we have measurement tools in place and used teen feedback to develop the tools, our teen workers are charged with using them and evaluating their results to improve workshops. Our library staff also use measurement tools to evaluate our teen workers’ experiences and improve the project.

I’m very lucky to be sharing my experience in developing the teen tech evaluation tools at this year’s Libraries Leaders Summit at the 2015 Computers in Libraries conference in Washington, D.C.  (April 27-29). If you’ll be there, I’d love to talk to you about evaluations. If you can’t make it, there are many resources you and your colleagues can access to learn more about creating evaluations. The Research and Institute for Public Libraries summer conference is focusing on outcomes and how to measure library impact. There are also a few books I’ve listed below. Finally, reach out to nearby universities to find out if they offer trainings for measuring outcomes -- I caught the evaluation bug after attending a one-day training at the nearby University of St. Thomas. It’s great to be able to talk to expert evaluators about your library’s work and get their feedback. Remember YALSA’s seventh teen programming guideline, “Participate in targeted and ongoing training to build skills and knowledge relating to programming.” You may intuitively know what works and doesn’t work about your teen programs. It’s also important to evaluate in a more formal manner to get new insights.

 

Dynamic Youth Services through Outcome-Based Planning and Evaluation, by E Dresang, M. Gross, L Edmonds, Holt. ALA Editions, 2006.

Evaluating Teen Services and Programs, by S. Flowers. ALA Editions, 2012.

Getting Started with Evaluation, by P. Hernon, R. Dugan and J. Matthews. ALA Editions, 2014.

Johannah Genett is the resource services division manager for Hennepin County Library. She can be reached at jrgenett@hclib.org.

 

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7. Teens as Information-Mediaries: An Investigation of Teens, Technology, and Design

Today, we often take for granted how teens use technology. It seems to be embedded into their every day lives and something they pick up easily. But have we ever wondered how teens use technology to help others every day, especially others who do not understand technology as well? A group of researchers at the University of Washington’s iSchool are investigating these teens, whom they refer to as “info-mediaries” (InfoMes). Karen Fisher, Philip Fawcett, Ann Bishop, and Lassana Magassa are working with mainly groups of ethnic minority teens in the Seattle area to gain a better understanding of how teens, as information mediaries are using information and technology to help others.

IMG_1171

My group working on our app. We are in the visual stages where we are drawing out what our problem is.

To gain this insight, the research team created Teen Design Days (see video link for a longer explanation). This is a three-day workshop where the teens gathered to discuss, learn, and explore how they help people in their social networks with information and technology. The teens are paid for their time and by the end of the workshop, will have created a design project that would help them. The design days are structured around the developmental needs for teens, identified by J. Davidson and D. Koppenhaver in their 1992 publication, Adolescent Literacy as “physical activity, competence and achievement, self-definition, creative expression, positive social interaction, structure, and clear limits.” This means that along with the learning, the teens take an active role in shaping the outcome of the workshop. From designing the rules and expectations, to participating in “light-and-lively” activities (physical activity component), the teens are truly front and center. As they begin to move from discussing their role as information mediaries to more fully fleshing out designs and solutions to improve their InfoMe work, the teens talk with each other, share ideas, and revise their design.

IMG_1198

Our prototype app, Don't Think Twice, It's Alright.

From a research point of view, these design days allow the group to collect large amounts of data in a short time, create friendships with the youth they work with and the larger community as a whole, and get an insight into what the teens are facing on a daily basis and what ideas they have to solve these problems.

One of the researchers, Ann Bishop, made a visit to University of Illinois in early October to share InfoMe. I attended one of her presentations in which she gave an outline of their research. At the end of the session, the group expressed interest in participating in the “train-the-trainer” workshop model. We hoped that a session like that would give us ideas on how to design similar programs for the teens we currently serve.

IMG_1172

Telling the story of our problem (the stress of going home and visiting family and friends).

Our train-the-trainer workshop took place over a three-and-a-half hour time block at the Champaign Public Library. Bishop led us through a condensed design workshop, which included brainstorming problems we encounter daily and then splitting us into three groups based on the type of problems we identified. My group looked at the problem of visiting family and the hassles and stress that we confront. Through critical thinking, some storytelling, and using our limited drawing abilities (see photo, complete with stick figures), we more clearly defined our problem and then moved into thinking about what could help us out. My group created the beginnings of an app; one that would allow for family and friends to see your schedule when you’re visiting, for you to track your flight or train, and also a spot for stress relieving activities such as calming music or cat photos (whatever floats your boat). We created a prototype and if we had more time, would have continued to refine the app based on feedback from the rest of the group. When I left the workshop, I was energized and excited about the possibility of this for the future.

I believe the ideas behind InfoMe can be applied in our libraries. Not only is there potential for new designs to be brought forth, but also for teens to collaborate, and for librarians to gain insight into the teens they serve. I’m looking forward to following InfoMe and seeing what other insights they uncover with future Teen Design Days. For more information, make sure to visit their website, and read their various publications.

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8. Instagram of the Week - December 22

A brief look at 'grams of interest to engage teens and librarians navigating this social media platform.

Embarking on a new social media platform to engage your library users can be a tough decision. Which platform to use? Who will be in charge of posting? How can we get users to follow us? What do our followers want to see in our posts? However, when it comes to engaging teens on Instagram, there appears to be a split -- some libraries have accounts dedicated just to teens while others include posts for teens in an general library account alongside posts for adults and from children's events. How do you decide which path to take?

If your library posts images for teens on Instagram, whether it be through a general or teen-specific account, how did you come to decide which approach to take? What is the division of responsibility among staff when it comes to posting? How frequently are posts made? And, perhaps more importantly, how are things working out? Any words of wisdom to librarians thinking of branching into Instagram?

 

Have a topic you'd like to see in the next installment of Instagram of the Week? Share it in the comments section of this post.

 

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9. Instagram of the Week - February 2

A brief look at 'grams of interest to engage teens and librarians navigating this social media platform. Thursday, January 29 was New York Public Library's #libraryshelfie day during which book lovers worldwide snapped photos of their bookshelves and shared them on Instagram. From library shelves and to-be-read bedside stacks to pets with books and color coded shelving, shelfies of all sorts were spotlighted. This week we've collected the posts of several libraries that shared photos of their YA collections. Did you or your library participate this year?

It's hard to believe that February is already here! Will you be doing any special displays for Valentine's Day?  Blind Date with a Book displays are always popular, but we found a few red-themed ideas as well (one of which provides an awesome use for those leftover bookmarks).

Have you come across a related Instagram post this week, or has your library posted something similar? Have a topic you'd like to see in the next installment of Instagram of the Week? Share it in the comments section of this post.

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10. YALSABLOG TWEETS OF THE WEEK - FEBRUARY 6, 2015

A short list of tweets from the past week of interest to teens and the library staff that work with them.

Do you have a favorite Tweet from the past week? If so add it in the comments for this post. Or, if you read a Twitter post between February 6 and February 12 that you think is a must for the next Tweets of the Week send a direct or @ message to lbraun2000 on Twitter.

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11. YALSA wants YOU for our virtual strategic committees!

Happy Monday, amazing YALSA members!

Can you believe it's already near the end of February?

For those who've made New Year's resolutions to be more involved in the profession, it's not too late!

The deadline to apply to join a YALSA strategic committee, jury, or taskforce is this Sunday, March 1st!

You can see the full list of committees and juries here.

Strategic committees are a great way to get involved with YALSA, as they are virtual committees. Or, if you are a new member and looking to try committee work for the first time, the strategic committees are a great way to learn about YALSA, connect with teen service professionals from around the country, and help you develop your virtual work skills and teen expertise. So, if travel and conference attendance aren't an option for you this year, please take a minute to fill out the volunteer form here and send it in before March 1st!

My Appointments Taskforce and I will begin the process to fill the over 200 open positions that help YALSA accomplish the work of the strategic plan and the work that moves the association and members forward immediately after March 1st, so please be sure to get your application in before then.

I strongly encourage all YALSA members to apply - it is an easy and great way to get more involved in this amazing association, especially if you are interested in joining a YALSA selection or award committee in the future.

Please feel free to contact me at candice.yalsa (at) gmail.com if you have any questions!

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12. #act4teens: The Inclusive Library: More than a Diverse Collection: Part 2

In this second blog post on creating inclusive libraries, we examine the need to identify and remove barriers, and have an expanded definition of ‘the library as a safe space’.

Identifying and Removing Barriers

Paramount to our goal of creating inclusive libraries is removing barriers that prevent diverse youth from feeling welcome. In her research, Kafi Kumasi (2012) found that many youth of color feel like outsiders in library spaces, describing the school library as the sole “property” of the librarian. Kumasi argues that “these feelings of disconnect and exclusion should be attended to by school librarians, if they want to make all of their students feel welcome.”

Physical barriers can be easy to spot and can include, for example, detectors and late fees. Consider the unwelcoming message that detectors—particularly those with a ‘push’ gate—can send about libraries, especially for teens who may regularly be followed in department stores. We must recognize that these kinds of microaggressions are daily experiences for many youth, especially male youth of color, and must be mindful not to replicate them in our libraries. We must also realize that late fees represent a financial burden for some teens and their families causing teens to forego visiting the library, and ask ourselves, what other strategies might we use? Finally, our libraries must be physically and intellectually accessible for teens with disabilities (and, of course, stocked with literature that reflects their lived experiences). Project ENABLE provides free training to help librarians create more inclusive libraries that address the needs of youth with disabilities.

Other barriers are more difficult to unpack, but include library policies or procedures that inhibit teens from visiting or participating. For public libraries, this could manifest as an address requirement for receiving a library card. Teens experiencing homelessness would be unable to fulfill this requirement and thus be denied access to essential public library resources including computer time and material checkouts. For school libraries, perhaps a strict atmosphere of ‘shhh-ing’ is excluding teens from joining in library activities. Janice Hale (2001) reminds us, for example, that African American youth “participate in a culture that is highly dynamic. They thrive in settings that use multimedia and multimodal teaching strategies. And they favor instruction that is variable, energetic, vigorous, and captivating.” Do our libraries support this?

Barriers can also exist in programming. Are we scheduling programs at times that allow teen participation? Are we taking into consideration the public transportation schedules? Are we offering programs at locations in the community, rather than expecting teens to always come to the library? Are we coordinating our teen programs with our programs for children so that teens who are responsible for taking care of siblings can attend? Breaking Barriers: Libraries and Socially Excluded Communities explores ideas related to this topic specific to public libraries.

School librarians must work to embed issues of social justice throughout the curriculum recognizing that building a more inclusive library helps to cultivate a more inclusive school. We must use care to schedule our clubs—book, coding, gaming, etc.—at times when all students have the opportunity to attend. When schools have an enrichment/remediation period, this may seem like a perfect time to schedule library activities, but then we will be precluding any teens slated for remediation time from participating in our clubs—and these are exactly the teens we should be striving to reach. We need to work to select more neutral times, such as lunch, or work with teachers to create a way for students selected for remediation to fully participate

To identify barriers, it is important to see the library through the eyes of our teens— “What do they see?”  Utilizing the ideas in the Culturally Responsive Library Walk, we can ask teens who frequent the library, but perhaps more importantly those who are not regular visitors, to provide their insight into the explicit and implicit messages our libraries are sending.

Library as Safe Space

Overwhelmingly, as librarians, we believe in the idea of library as sanctuary. Are we making our libraries safe for the quiet female teen who doesn’t fit in and likes to read? Undoubtedly. [Bets are many of us were that girl.] What about the male teenager who is loud and funny and needs a place where he feels smart? Is the library a place where it is perfectly okay for him to joke with his friends while doing his homework? What about the trans teen who wants to be in a community or school space where there is no gender sorting? Are we still using phrases like “ladies and gentlemen”? Do we have separate male and female restroom passes? How do we respond when we hear teens make homophobic or racist remarks? Do we pretend we didn’t hear them, or do we intervene?

Language is important. It can be used to communicate inclusiveness or to reinforce privilege. Implicit bias and microaggressions have no place in an inclusive library. Person-first language is a necessity. For example, we don’t have autistic students; we have students with autism. We also need to educate ourselves on examples of loaded words and coded meanings and recognize terms that should not be used to describe youth. For example, we need to remove the term “at-risk teen” from our vocabulary and watch how subtle word changes can alter meaning. “Youth in poverty” implies a changeable condition; “youth of poverty” implies an immutable state of being. Similarly, the term homeless youth oversimplifies these teens’ lives, whereas the phrase youth experiencing homelessness keeps our attention focused on the teens and respects the complexity of their lives.

The Inclusive Library

Committing ourselves to increasing our cultural competence, using our diverse collections, identifying and removing barriers, and expanding our definition of ‘the library as safe space’ can help to make our libraries more inclusive. In this blog series, we have in no way provided an exhaustive list of things to think about, but we hope we have demonstrated ways to embed tenets of inclusivity throughout every aspect of our work. We would love to hear how you act for teens by making your libraries inclusive!  Tell us in the comments, email us, or join the conversation by tweeting out your best practices using #libequity and #act4teens.

 

Julie Stivers (@BespokeLib) is a graduate student at UNC-Chapel Hill's School of Information and Library Science and works with teens at the Durham County Youth Home and at a local public school.

Sandra Hughes-Hassell (@bridge2lit)is a professor at UNC-Chapel Hill’s School of Information and Library Science where her research focuses on social justice and libraries.

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13. Just Dance @ Your Library

Teens have an amazing variety of programs at their fingertips ranging from college prep, crafts, gaming, pop trivia, anime, and much more.  What if there was a way to combine many of these elements into one activity that is not only fun, but will have amazing health benefits as well? I bet you are thinking the same thing I am: dancing. Before I go any further, some of you may think I am crazy because there is no way teens would voluntarily dance in public, especially amongst their peers. Well, I am very excited to tell you that there is actually a way to get them to dance and have fun, but it requires us to lead by example. In other words, we got to shake our money makers so teens can see just how fun it really is.

Before I go any further, I would like to discuss some rather disturbing facts. According to the American Heart Association:

“About one in three American kids and teens is overweight or obese. The prevalence of obesity in children more than tripled from 1971 to 2011. With good reason, childhood obesity is now the No. 1 health concern among parents in the United States, topping drug abuse and smoking.”

The Center for Disease Control and Prevention also states:

“The percentage of children aged 6–11 years in the United States who were obese increased from 7% in 1980 to nearly 18% in 2012. Similarly, the percentage of adolescents aged 12–19 years who were obese increased from 5% to nearly 21% over the same period.”

Clearly, obesity is on the rise and it is something that we should address in our programs and services. For example, are we sponsoring programs, or partnering with organizations, to prevent drug and alcohol abuse? If we are, are we addressing obesity as well? If not, it’s time that we do because teens are living in a world where body shaming and weight-related bullying is rampant. Furthermore, teens literally live in a digital age where video games are much more popular than physical exercise.  If we care encouraging teens to exercise their minds with books, why can’t we encourage them to exercise their bodies as well?

This is where we talk about dancing. Dancing is an amazing way to lose weight, feel great, and have fun. How can libraries provide teens with access to physical activity that will appeal to teens? It’s called Just Dance.

Just Dance 2015 Wii UJust Dance 2014 XBOX 360Just Dance 4 PS3Just Dance 3 WiiJust Dance 2 Wii

 Just Dance a is video game (available for the Wii, Wii U, Playstation and XBOX) where teens can dance to their favorite songs and sweat the pounds away. Yes, we can actually use gaming as a way to get teens to move.  In regards to the game, itself, it is fairly intuitive where it requires users to take a minute to explore menu options. I will say that the Just Dance games vary in content where some offer warm-up segments, cool down segments, goal-setting, account settings, and the “Sweat” mode.   As an avid Just Dance user, the “Sweat” mode is AWESOME! Although it does not offer a multi-player option, one teen can lead a timed workout (20-40 minutes) and everyone will sweat. Otherwise, I highly recommend the dance crew and battle mode where teens can have a dance off or dance together.  There is a suggested calories counter, but, be honest with the teens, and explain it’s not accurate whatsoever; all that matters is they are meeting their daily exercise quotas.  The more teens dance, the more stars/points they get to open new modes and songs, which include workouts that include mash-ups and new battle modes. Some of the newer versions offer exclusive modes such as Party Master and an option to complete with other Just Dance players from the entire world called “World Party” providing you have an internet connection.  As I mentioned earlier, teens don’t need to be expert dancers because it’s all about moving, sweating, and having fun.

Now that we know there is a way to get teens to move, the next big question is: what if teens don’t engage in this program because they don’t want to be the only ones dancing?  My answer is: we have to be the ones to show them that’s it okay dance even if we can’t. I know that some of us aren’t the most coordinated, or just plain out of shape, but, if we want teens to have fun, we have to show them how. In fact, I have challenged a group of teens to beat me in a dance off and, so far, only one teen has. After hosting several Just Dance parties, I have seen so many teens come out of their shells because they recognize this program as a way to cut loose without having to be embarrassed by their lack of rhythm or being picked on. In fact, I have seen several teens show off their mad skills and it was so much fun! Bottom line:  Just Dance is all about having a good time  and getting into shape.

If you have a gaming system at home, or at your library, go to Gamestop and buy a used copy and give it a shot. In fact, host a Just Dance party with your colleagues and have a great time because once you try it, you will have a hard time stopping. Take it from me: I lost ten pounds from dancing in my living room a couple times a week so imagine hosting a Just Dance party every week?  Not only will you have happy and healthy teens, you will shed a pound or two as well! It’s a total win-win situation!

Sources:

1 http://www.heart.org/HEARTORG/GettingHealthy/HealthierKids/ChildhoodObesity/Overweight-in-Children_UCM_304054_Article.jsp

2 http://www.cdc.gov/healthyyouth/obesity/facts.htm

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14. The “Activity Gap”: More thoughts on libraries and after-school programs

Back in October 2014, I wrote about a report entitled: “America After 3 PM.” The Afterschool Alliance was writing about how students spend their time after school. In it, I raised the point of libraries as hubs for after-school activities, a free spot for teens to come if they don’t have the resources or access to other after-school programs. At the end of January, Alia Wong from Atlantic wrote an article called “The Activity Gap,” which discusses the access issues students from various socio-economic classes face with participating in after-school and extracurricular programs.

Wong begins the article by comparing two different students, Ethan and Nicole, whose family backgrounds contribute to two different lifestyles and life paths. While their names have been changed, these two students do exist and were case studies in a study published in Voices of Urban Education. This national study was conducted by Brown University’s Annenberg Institute of School Reform.

Their results are nothing we didn’t already know. The article states the researchers were “alarmed” at the results, but we’ve been seeing and hearing about this growing income achievement gap for a while. I come back to the same question I raised in my October 2014 blog post: how can libraries help?

I can offer an example of a space happening in my community at the Urbana Free Library. Our library is able to offer a Teen Open Lab a couple days a week. The auditorium in the library is opened up and staff and teens set up essentially a mini-Fab Lab/makerspace/hangout area. It’s a spot where teens can come after school, hang out, or create anything from stickers on a Silhouette cutting machine, to using a 3D printer, video and audio production, or simply playing Minecraft or video games. The library has been able to provide another space for teens to go who might not have other after-school options.

Is this a great space? I think so. I visited there a few weeks back (my assistantship has a graduate student helping out at the Teen Open Lab so I went for a visit). The atmosphere was exciting. The teens seemed to be happy. They’ve reached a point in the Teen Open Lab where things are going well and they can keep thinking about where does this space go next. But, we can’t forget the process and time it took to get from point A (the teens had little space) to the idea of the lab, to the creation (and funding), and now the maintaining and sustaining. Perhaps what the Urbana Library Teen Open Lab teaches us is that we need to start having those conversations. If we look out at our community and see that our teens need a free space, we can start having those conversations about what a space for them might look like. I think it’s fine to say, “Look we have this income achievement gap and need to do something about it” but we need to do more than just say it. And maybe libraries aren’t the spot, maybe this conversation is meant for a broader audience, pulling in our education system and college admission process (which places value in extra-curricular activities and involvement outside of the classroom). What I’ve been thinking about in my community engagement class this semester is that libraries are the hub to have those frank conversations. We can open up a space to bring a community together to talk. We’ve been doing it since we first began as public institutions.

The Atlantic article does not offer many solutions and I am not sure I have many to offer either. I still think this is an important conversation to have, but we need to continue to think about the broader context and how we can help or at least provide resources to help. For additional resources on this topic, make sure to check out YALSA’s Professional Tool page on their website. Additionally, you can look at, Cool Teen Programs for Under $100, resources on YALSA’s Wiki page about Maker and DIY Programs, Making in the Library Toolkit, or A Librarian’s Guide to Makerspaces.

Do you have any ideas about how we can bridge this activity gap? I would love to hear your thoughts (or great articles to read and resources to use) in the comments below!

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15. When 3rd Place is Good. Empowering Students in the Library.

One reason I love my high school  library job is that I don’t have to tell people what to do all day.  Sure, I’m always checking passes, giving instructions and directions, or pointing the way to obtain the desired outcome.  But, when a teen walks through the doors of our school library the decision about what to do next is totally up to them.  It is so unlike walking into a classroom where the next 90 minutes are highly structured and choices are circumscribed.  The ability to provide an intellectually stimulating environment where teens get to make the choice of what to do next is empowering for our young people and deserves to be protected.

The high school library is one of the few places where students are given decision-making power.  Sure, it is the decision-making power over their own actions, but, that is where empowerment starts.  When they walk through that library door, decisions await.  Where to sit, computer or table?  Do they need to work, or socialize a bit?  Should they listen to music while they work independently, or work with a group of classmates? Do they want to work with a group of our coders on the 3D printer or lounge in a comfy chair and read a magazine?  Perhaps they stayed up late studying last night and just need to take a nap. The library is one of the few places on the high school campus where students can be self-directed.

The library is the third place for our teens.  Described by Ray Oldenburg as neither work (classroom) or home the third place is where community building and a sense of place are fostered and nourished.  I say it is also a place where youth empowerment occurs.  In our library, where teens have choices and can create their own culture we have helped to foster this third place.  It is the place where the 3C’s of the 21st Century learning paradigm come together: communication, collaboration and creativity.

In a time when school and district administrators, as well as city government, want to defund  libraries, eliminate staff and cut hours it is time for librarians to show that keeping libraries open and accessible is valuable. Just because many of our students research online and are collections are more digital than ever, school libraries remain that third place where students can become creators rather than just consumers.  School libraries and teen libraries are that place where kids can meet, create, and communicate.  In fact, it is one of the few places left for students to be able to do this and we owe it to them to keep our libraries open and staffed.

 

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16. Learning from Teens: Thoughts for Teen Read Week

Teen Read Week is coming up October 12-18, and libraries are encouraged to use the theme “Turn Dreams into Reality” to share our knowledge, resources, services, and collections with teens in an effort to promote reading for fun. As professionals working with teens in the library, each of us curates our own personal collection—in folder and binders, dog-eared books and browser bookmarks, or just in our haphazardly cataloged heads—of resources that guide us in promoting reading. Yet as we inform our patrons about the epic books in our collection, the multiple formats in which they can check out our materials, and the research on the college success of avid readers, let’s not forget that some of our greatest resources are the very subjects of our resource-sharing: the teens themselves.

It’s an easy thing to forget since, as library professionals, we like to think of ourselves as the experts. In many things, we are. And in some, we aren’t. You know that book that won dozens of awards but you just can’t get any teens to pick up? How about the poorly-written piece of fluff that they can’t get enough of? In the end, we can only guess at what will go over well. Each person has his or her own individual taste, but more often than not, teens’ tastes will be more similar to one another’s than adults’ tastes will be to teens’.

Our goal during Teen Read Week is to promote reading for pleasure, and the only way to do that is to help connect teens with books they like. There may be a time and place for encouraging teens to read “healthier” books than the ones they want—that’s up for debate. But this week isn’t that time. If we want teens to learn that reading is fun, we need to think like teens. And while we can’t entirely re-wire our brains (and probably wouldn’t want to, having been through that angsty stage of life once already), many of us are lucky enough to spend enough time around teens that we have easy access to two simple techniques: observe and ask.

Most library staff are good at observing. Circulation stats are great for long-term trends. For the short-term, pay attention to reference questions and keep an eye on the “Just Returned” shelves. Displays and handouts can be useful, too. I once put up a “Take a Book, Leave a Book” display in which teens were encouraged to check out a book off the shelf and replace it with one of their favorite titles from the collection for someone else to discover. Or, leave some genre booklists near your YA stacks, and observe which go out the quickest.take a book 2

Asking is perhaps a less commonly used tool. Asking a teen what books she likes may seem less efficient than checking stats, but its impact is great in a different way. When we make a habit of asking teens their opinions, we show that their library is their own, and exists to meet their needs. We acknowledge that we, the “book experts,” respect and want to learn from their expertise. We begin a conversation that builds relationships, which lead to trust and a sense of community that allow us to better encourage the teens’ love of reading and the library. With further questioning, we can learn why a teen likes what she likes, and can use that knowledge to gain a deeper knowledge of teens’ reading preferences which will allow us to serve them better in a wider variety of situations. By encouraging them to talk about books, we help the teens learn to summarize and distill the core meaning or experience of a story. They practice explanatory and persuasive skills in telling us why the book was good.

Identify the best opportunities for conversing with teens about books in your job. For me, one opportunity is when walking from the Youth reference desk to the Teen Lounge to help a patron locate a title. Readers’ Advisory interactions are naturally a time to learn about someone’s reading tastes, especially if you ask why the patron enjoyed a certain title rather than coming up with readalikes based on your own criteria. Making a comment like “That’s a great book” or “That’s a very popular book” can sometimes spark a conversation. (Remember, you don’t always have to like the book. Saying something is popular or that you’ve talked to other teens who liked it is a great way to say something positive while getting around expressing your own opinion.)

If you are a collection developer, asking knowledgeable teens for their input on the collection encourages them to feel that they can make a difference in the library. When a teen asks me for manga suggestions, after helping him out I might say, “I am actually the person who decides which manga we buy for the library. Are there any we don’t have that you think we should?” I might ask the same question to someone I see reading manga in the Teen Lounge, if she seems willing and I get a good opening (I wouldn’t want to interrupt someone’s reading, of course). Most libraries have a suggestion process, but patrons might not know about it or might not take the initiative to use it, whereas they’d be happy to take a minute or two to respond to a direct question.

Keep in mind that some teens won’t want to talk, and if they don’t, don’t push it. The goal is to help them interact positively with books and the library, and if talking to library staff is not positive for the patron, then you are subverting your own goal.

We can learn a lot from professional literature, degree programs, conferences, and fellow library staff, but you can only learn about the unique characteristics of your own community by engaging with its members, and you can only learn what it is like to be a teen by talking to teens. Teens are often looking for opportunities to be seen as adults rather than children, and will appreciate your interest in their opinions. Meanwhile, you will be building a program that is truly centered on those you serve.

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17. Using Technology to Help At-Risk Teens

Public libraries are, as ALA President Courtney Young said in a July 2014 Comcast Newsmaker interview, “digital learning centers.”  We are able to provide access to computers, wireless capabilities, and also a space to learn. Access to technology becomes even more important to our “at-risk” teens; the library becomes a safe spot to use these resources. The question becomes how do we help them use this technology and learn from it? Earlier this month, the Stanford Center for Opportunity Policy in Education (SCOPE) published a report titled “Using Technology to Support At-Risk Students’ Learning.” This brief defines “at-risk” students as high schoolers with personal and academic factors that would could cause them to fail classes or drop out of school all together. They give three variables for success, real-life examples to why these variables work, and then recommend policies to help achieve these variables. While the article was geared towards schools, these variables are important to keep in mind as we work with the teens in our libraries.

When learning new digital skills, youth must be engaged in interactive projects, must do more discovery and creation than the standard “drill and kill,” and must have a blend of both teacher and technology (6). These variables are part of the larger, digital learning ecosystem which places the learner at the center. This ecosystem relies on the constant bi-directional dialogue as the learner engages with learning outcomes, technology, and the context of the situation (which includes the activity, the goals of the activity, and the community the learning is taking place in). As we use technology and support our teens, we should be in constant reflection mode, altering our future programs to best fit the needs of our teens. Feedback we receive can help us discover what we are doing well and what needs to still be worked on. How we shape our digital literacy programs are up to us; we know our community of teens better than anyone else in the library. If we highlight and support their interests, they are most likely to be engaged with the program and more likely to return the library and use our resources.

These variables overlap and are more powerful when used together. The authors cite that interactive learning allows “students to see and explore concepts from different angles using a variety of representations” (7). As the teen engage, they are likely to discuss their findings with the people around them, which in turn strengthens both the learning and the existing community. As we work with our teens, we should push for creation versus just going through the steps, because this form of interactive learning this strengthens retention of skills and again, creates conversation. As we implement this programming, we can also be resources and a support team for our teens. It is important to stress that we don’t have to be the experts, and there might be times where we are all learning together. The moments of collective learning enhances our community and creates shared memories the teens won’t forget. Looking at the big picture, by keeping these variables in mind, we can empower our teens through access to technology they might not have regular access to.

To me, these variables seem obvious and are important to keep in mind as we think about creating programming that target digital literacy skills. This might also be because of the assistantship I am a part of at the University of Illinois at Urbana Champaign. Our nine month grant from the Department of Commerce and Economic Opportunity focuses on eliminating the digital divide across the Urbana-Champaign community. I am working with two after-school programs and am developing curriculum to support digital literacy. As we think about this article and our own libraries, this can be our framing question: How can we support teens’ digital literacy with the resources our library has? These variables also push us to provide more than just access to our teens. While access is important, this article reminds us that thoughtful programming can engage our teens, help them become a stronger part of our library community, and grow as an informed global citizen. We can help them create content they can share with the world and empower them to use technology as a tool to better themselves. Over the following months, I’ll be creating digital literacy programs and will be keeping these variables from the SCOPE article in mind. I cannot wait to share my discoveries with you and hope some of what I learn and create can be used with the teens you serve.

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18. Help YALSA Advance Teen Services

Those in the YALSA community would probably have no trouble agreeing with the statement that teen services in libraries could benefit from broader support from the library community and beyond.  In an effort to help advance library services for and with teens, YALSA and its Future of Teens & Libraries Taskforce have submitted a grant proposal via a competitive challenge organized by the Knight Foundation.  If funded, the project would help libraries improve their overall teen program by providing them with free tools and resources to incorporate connected learning into their existing services.  In order for this to have a chance at getting funded, the proposal needs to get a significant number of ‘applauds’ and comments from visitors to the site.  We encourage you to ‘applaud’ the proposal and/or leave a comment, but also to take a moment to share this link out with your library networks, advocates and colleagues and ask them to leave a comment or give us some applause as well.  The post is open to comments and applause until Oct. 21st, so timing is limited!  Thank you for all that you do to help teens succeed in school and prepare for college and careers.  The great work that you do makes a difference in so many lives, and together we can have an even bigger impact!

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19. Instagram of the Week – October 13

A brief look at ‘grams of interest to engage teens and librarians navigating this social media platform. This week we’re all about those book displays! Are your displays getting patrons in the fall spirit, providing inspiration for costumes and pumpkin carvings, or taking the opportunity to spotlight horror novels? What’s the coolest non-holiday display you’ve put together? Share with us in the comments section. We liked these ones a latte.

In honor of Teen Read Week which kicked off yesterday, October 12 and runs through October 18, we’re highlighting a few ‘grams of programs in the works and a few ideas from last year.

Have you come across a related Instagram post this week, or has your library posted something similar? Have a topic you’d like to see in the next installment of Instagram of the Week? Share it in the comments section of this post.

[<a href="http://storify.com/mdarling/instagram-of-the-week-october" target="_blank">View the story "Instagram of the Week - October 13" on Storify</a>]

 

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20. America After 3 PM: How Do Libraries Fit In?

From Open Clip Art

From Open Clip Art

The Afterschool Alliance just published a study regarding after school programs in the United States. This is the third study of its kind, following in the results from the 2004 and 2009 studies. The group wants to document where and how children spend their time between 3 and 6 PM. The previous studies, along with this one, show that there is a demand for after school programs.  However, more programming is needed to help reach the approximately 11.3 million children who are unsupervised after school.

The study is full of facts and figures. Such as: 18 percent (10.2 million) children participate in some after school program. This is an increase by nearly 2 million children when the study was conducted five years ago. We can only hope that number will continue to rise. Parents enroll their students in after school programs because it allows them to feel that their children are safe and also in an nurturing and creative environment. Parents that were polled were satisfied with their after school programs when the organization provided a snack, opportunity for physical activity, an environment to complete homework, and also a space for enrichment activities, such as STEM programs.

Income and ethnicity also played a role in the study; students from low-income families make up 45 percent of the students enrolled in after school programs and the most demand for after school programs is highest among African American families. This study confirmed that yes, we as a country are beginning to provide the after school programs our communities need, but a gap still exists.

So what does this mean for libraries and us as librarians? This is an opportunity to us to help out our community and potentially reach the population of people who feel underserved by after school programs. Of those 11.3 million children who are unsupervised, the majority are teens in middle and high school. For libraries, it can mean two things. The first is that we can either create some sort of informal (or formal) after school program or space for our teens to come to. If we foster an environment of learning and fun, we can help create a space the teens will flock to (at least, that’s what we hope). Our other option is reach out to after school programs in the area. We should ask ourselves, Where could the library fit in to their programming? Perhaps we could visit the program, or even just give them information about the library and events you offer. Regardless, establish some connection that says, “Hey, we’re the library and we are here for you.” If we can make our presence known, through establishing a place in our library or through outreach, we have the potential to make connections, ones that will last a long time. The study cited that students were more likely to continue the program into the summer. Hey, we do summer programming and wouldn’t it be great to get more kids involved? After school programs are our “in.” And in the process, we have the potential to do a lot of good.

So let’s get the conversation going. Are your libraries an after-school spot? What has worked for you? What has not? Since the study does not explicitly cite libraries as a spot for after-school program or programming, I’m curious to know what our librarians are already doing from that 3-6 PM time zone.

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21. Instagram of the Week – October 27

A brief look at ‘grams of interest to engage teens and librarians navigating this social media platform. This week we’re looking at ways libraries can use Instagram to market services. As librarians, we know that we provide our communities with so more than books, but how can we show patrons everything we have to offer? From audio books to online materials and wireless printing to smiling faces at the Information Desk, here’s a few ways to get that information out there. The key to this week’s installment is reading the captions — there are many different approaches libraries can take.

Have you come across a related Instagram post this week, or has your library posted something similar? Have a topic you’d like to see in the next installment of Instagram of the Week? Share it in the comments section of this post.

 

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22. Fall Appointments Update

Happy Fall!

I just wanted to thank our members for the 537 volunteer committee applications that were submitted and to give everyone an update on the award and selection committee appointments process!

The appointments task force was finalized in October and award and selection committee chairs were selected. The appointments task force and I are still working on filling all of the award and selection committee member vacancies, but rosters should be finalized soon.

Appointing the local arrangements committee for Midwinter 2015 is the next priority.

ALA Appointments: There has been one ALA Appointment call to review the general ALA appointment process. The slate for the nominating committee has not been officially presented, but does include one YALSA member.

ALA President Elect Sari Feldman has put out a call for volunteers for the ALA committees listed below. Please let me know if you are interested in being recommended for any of them. The ALA application form closes this Friday, November 7, 2014.

It’s been a pleasure and privilege to go through all of the your applications. Thank you so much for your dedication to YALSA and to teen library services!

 

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23. Operation Military Kids: Teen Services in a Rural Library

The fall season is a favorite season for many—warm sweaters, fall leaves, pumpkins and apple cider. Autumn is also a time to reflect on the year’s bounty and to say thank you. November brings Election Day, Veterans Day, and Thanksgiving—three days we can extend a special thanks to our troops and veterans and to acknowledge the children and teens also affected by military life.

In my rural community, many young people are impacted by military deployment. The statistics show that many of the teens in your town may be as well. According to the Department of Defense, 1.8 million children and teens in the United States have family members who are currently serving in the military, and 85% of those teens attend public schools and most likely use public libraries (National Military Family Association).

Even if a teen doesn’t have a parent in active service, he or she may have a brother, sister, aunt, uncle, or cousin serving. Studies have shown that “rates of anxiety among military children—as well as emotional and behavioral difficulties—are higher than the national averages” (NMFA), but families cope better with deployment when they receive community support. The best way to help teens manage the stress of deployment is to acknowledge their experience by showing that you know who they are and that you are available to talk (NMFA).

One of the things I have cherished most at my library is an ongoing relationship with Operation Military Kids. OMK is a collaborative effort between the U.S. Army, 4-H, and other national, state, and local partners that supports children and teens impacted by deployment. This wonderful organization is active in 49 states and offers academic support, mentoring, and intervention services; arts, recreation, and leisure activities; life skills, citizenship, and leadership opportunities; and sports, fitness, and health options.

Through an ongoing partnership with OMK, we have delivered several programs to teens and children impacted by military deployment over the last several years. These programs help teens steer clear of risky behaviors by providing a strong, supportive community atmosphere. We also open the opportunities up to the public so that young people can take part and learn with their peers while forming a sense of belonging. Through a Speak Out with Art program, local youth learned about ceramics, painting, and other ways to communicate feelings during a family member’s deployment. Their work culminated in a mural in our library’s community room. Teens were also invited to learn about action photography and to help create a Purple Up for Military Kids quilt that is now displayed at the Family Assistance Center at the Belgrade Armory. This week for Veterans Day, teens will come together again to create handmade greeting cards to send to loved ones overseas.

Has your library thought about ways to engage teens impacted by military life?  Are you doing any special events in honor of Veterans Day, Month of the Military Child (April), or National Purple Up Day? As you design your programs, I encourage you to checkout the “10 Things Military Teens Want You to Know” toolkit offered by the National Military Family Association.

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24. Instagram of the Week – November 10

A brief look at ‘grams of interest to engage teens and librarians navigating this social media platform. From cupcakes to duct tape and candy sushi to spin art, this week we’re looking at how libraries advertise for teen programs, show off what participants made, and recruit new members for TAB and TAG groups. Does your library have an Instagram account specifically your teen population or TAB group? Who decides what gets posted on there?

Secondly, we mustache you… are you doing anything special for MOvember? If yes, please don’t shave it for later! We want to see your crafts, displays, and decorations in the comments section below.

Have you come across a related Instagram post this week, or has your library posted something similar? Have a topic you’d like to see in the next installment of Instagram of the Week? Share it in the comments section of this post.

Due to technical difficulties, please follow this link to view this week’s post directly on the Storify website: Instagram of the Week – November 10

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25. Hour of Code

In celebration of Computer Science Education Week Dec 8-14, students, parents, teachers and professionals will all engage in coding.

Dozens of websites will highlight free one hour tutorials to inspire and teach computer programing skills.

Curriculum has been created for use in classrooms all around the world, even if students don’t have internet.

57,000 events are scheduled to happen next week.

Here are some ideas for what you can do to celebrate!

  1. Complete an hour of code yourself using one of the many resources available on Code.org:
  2. Sign up as a teacher and get access to offline lessons you can do with kids in a library program. Like Graph Paper Programing
  3. Set up one of Thinksmith’s Unplugged Activities in the library for families to complete together
  4. Display Computer Science books with Hour of Code Posters found online
  5. Display Science Fiction books with Posters about hour of code
  6. Invite Teens to add pages to Feminist Hacker Barbie
  7. Install Scratch on library computers,and encourage to use them to make something (now is a great time to make a digital Christmas card)
  8. If you can’t host an event, volunteer at a CoderDojo or other coding club near you.
  9. Work with a colleague to plan at least one event in 2015 using one of the many tools available through hour of code.
  10. Encourage everyone in your life to complete one hour of code.

Hour of Code is less than a week away! What will you do for the hour of code?

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