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Link to Muncie Public Library's Long Range Plan

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Mission Statement: "The Muncie Public Library will provide accessible and innovative services responding to the reading, informational, educational, and enrichment needs of the community" (Muncie Public Library, n.d.).

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Vision: "We envision a future where people get excited by ideas and utilize the resources of the Library to explore, discover, imagine, and create" (Muncie Public Library, n.d.).

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Community Needs Statement: "United Way of Delaware County, through community conversations of which Muncie Public Library representatives have participated, has identified the primary needs of the community as the following: early literacy and grade level reading attainment, access to quality health care, education attainment, and financial stability" (Muncie Public Library, n.d.).

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Services Assessment Goal 3: "The Muncie Public Library will empower community residents with the information they need to promote civic participation, social responsibility, and lifelong learning" (Muncie Public Library, n.d.).

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Operations Assessment Goal 2: "The Muncie Public Library seeks to provide a safe and secure environment for all" (Muncie Public Library, n.d.).

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The Kennedy Branch of MPL does not provide a program exclusive to teens and their needs. This limits their access to continued learning in the library environment, as well as the freedom of the library as a safe space to express themselves.

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The Maring-Hunt branch of MPL has weekly teen specific programming every Tuesday from 5PM-6:30PM.

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The Connection Corner branch of MPL has a teen section of their Digital Climbers drop-in program every Monday, Tuesday, Wednesday, and Thursday from 2:30PM-5PM. They also have several one off programs scheduled in partnership with Purdue Extension.

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How can libraries be more inclusive to teens?

This question reflects the "accessible" elements of provided services sought after in the mission statement of the Muncie Public Library. By making space for teens in the library, they are then able to further achieve tending to the educational and enrichment needs of the whole community.

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How are library programs beneficial to teens?

The intention of Services Assessment Goal 3, is to encourage future use of information and knowledge gained from library services and programs. When librarians consider how their programs are beneficial to their audience, they are then able to ensure that the knowledge being provided can be utilized for reasons of lifelong learning.

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How can libraries better advocate for teens?

This is important to consider as it highlights the needs of the teen community and how libraries can work to make a space that allows them access to those needs. This meets the range of plans in the Community Needs Statement.

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What is engaging to teens?

In correlation to the vision of MPL , this question allows librarians to consider how they can create programs that get teens participating and engaging within the library setting. This engagement can allow teens to get excited about the library and attending future programs.

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How are librarians working to create a safe space for teens?

The major determination of the Operations Assessment in MPL's Long Range Plan is to create a safe environment for all. When we determine how librarians are working to do this for teens and how the library environment can be adapted for their safety and comfort, this can be achieved.

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At the center of my map I thought about the role of teen services in the library. This allowed me to think about what questions I can ask to help manage the current needs of the Kennedy Branch of Muncie Public Library. I decided to ask as many specific questions as I could that matched the information I pulled from the Long Range Plan. The first question I started with was "What attracts teens to the library?". I then was able to later ask "what is engaging to teens?" which ended up being one of the questions I wanted to focus on, as it felt like it added to that initial question. I ended with "What are the risks of not including teen programming?" which I found to be an incredibly relevant question to the current situation at Kennedy Library. However, I felt like it didn't meet the goals, mission, and vision in the ways I wanted the questions to. The starred questions are where I decided to focus my research.

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Highlights:

This article shows libraries how they can create programs centered around specific needs of teen groups which allows for more inclusion in the library space.

The broad variety of programs allows teens access to a variety of different supporting group that will empower youth and ensure their safety/comfort.

Examples from article: gaming programs for teens who are visually impaired, spectrum LGBTQ and teen club, incarcerated youth book club, teaching skills for teen parents, coding camp, and autism/sensory-friendly events.

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How do we as librarians effectively serve today's teens? That question was at the center of "3-2-1 Impact!: Inclusive and Impactful Teen Services," Young Adult Library Services Association President Candice Mack's President's Program. Six speakers presented their programming successes at the American Library Association's 2016 Annual Conference and Exhibition on Monday, in hopes that their stories would inspire colleagues and enable them to have similar impact in their communities.

Marian Mays, youth services librarian at the Washington Talking Book and Braille Library in Seattle, discussed her library's accessible gaming programs for teens who are blind or visually impaired. Using a Teen Tech Week grant, the library purchased Braille board games and playing cards, tactile games (such as puzzles and giant Jenga), and audio games (such as Simon and Bop It).

Mays recommended making apps and online games accessible with screen-reading technology VoiceOver, and suggested adaptations such as instructions in multiple formats (such as Braille, large print, and audio), accessible fonts, and accessible room setup.

Ady Huertas, manager at the Logan Heights branch of the San Diego Public Library, talked about her involvement with the Spectrum LGBTQ and Teen Club. Open to all, the group was started at her library by students who were having a hard time organizing at a local high school.

Huertas described some of the group events that went into creating a safe space, such as the club's participation in San Diego's Trans Pride 2015, a potluck inviting community gay-straight alliances of all types, and a clothing swap designed to reach those who may be transitioning. She also described some of the key tenets and messages of the group, such as "don't yuck my yum"-the idea that club members are allowed to disagree but they can't denigrate something someone else likes.

Nicole Pasini, deputy director of the San Mateo County (Calif.) Library, spoke about the Incarcerated Youth Book Club started at her system. In light of the fact that 85% of youth who face trial are functionally illiterate, Pasini and her colleagues designed a program to connect incarcerated kids with "books they're going to be excited about," she said.

The program relies on a $7,500 annual budget and the critical partnership of juvenile probation staff. The program has brought in-unit libraries, summer learning, author visits, and even 3D printing to the kids.

Courtney Saldana, youth services supervising librarian at the Ovitt Family Community Library in Ontario, California, shared the Skills for Teen Parents (STeP) program she created in 2012. The program was inspired by a teen patron who confided her pregnancy with Saldana, but the need is borne out by statistics-nearly 70% of California teen moms drop out of high school, for instance. The instruction focuses on practical life skills new moms need, such as how to evaluate a day care, perform CPR, install a car seat, or get the money that is legally owed to them.

STeP has grown across the state, and Saldana's favorite part is the empowering Dress for Success segment, where she shows the girls how to dress for job interviews and takes them shopping. "They can be something different than what they've always been told," said Saldana.

Rebecca Webb, teacher librarian at Tanana Middle School in Fairbanks, Alaska, used a Teen Tech Week grant to start her "Coding Camp in the Frozen North." She purchased Finch robots, Sphero 2.0, a license for the Never Alone game, Ozobots, and more to create a traveling coding kit.

Webb shared the challenge chart and tasks she used to spur youth learning, and recommended that anyone starting a similar program take care to market it. Above all, "be flexible," Webb advised.

Renee McGrath, manager of youth services at the Nassau County Library in Uniondale, New York, started autism-friendly and sensory-friendly performances at her branch. With 1 in 68 children affected by Autism Spectrum Disorder-including McGrath's own son-she worked with local theater groups to modify The Lion King so the play could be enjoyed by those on the autism spectrum.

"Adapt the environment, not the story," was McGrath's advice. She suggested any library that wants to do these types of performances should keep the lights on, not oversell tickets, provide resources so that families can look at the performance area online or in-person before attending, train staff, and advertise. Modifying performances to meet the needs of a certain group "takes a lot of anxiety out of that experience for them," McGrath said.

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Making Teen Services Inclusive and Impactful | American Libraries Magazine

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How do we as librarians effectively serve today's teens? That question was at the center of "3-2-1 Impact!: Inclusive and Impactful Teen Services," Young Adult Library Services Association President Candice Mack's President's Program.

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Highlights:

Consider the unique needs of teen groups when creating spaces for them to utilize.

Engage teens in the decision and planning stages of library programs, events, and spaces. This encourages participation and shows them they have a voice. This can make them feel more comfortable in the library space.

Give them teen only spaces and times. This will help them to feel as though they are not categorized as "children" when focus on their specific needs is prioritized. It also allows them space away from their adults.

Ensure that the space and programs you have created are an all inclusive space where no one is left out or feels segregated.

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Cultivating a space in the library that teens can activate and own sends teens a strong signal they are valued and welcome. Teens (defined here as those ages 13-18) are usually scrutinized closely because of expectations that they will cause trouble. They are often held to different behavioral expectations than other patrons-a group of toddlers or genealogists will be greeted with smiles and nods, but a group of exuberant teens is likely to get thrown out.

On an instinctive level, teen services librarians know that it is important to provide teens with dedicated space in the library. As their advocates, teen services librarians must be able to:

articulate why a dedicated teen space is important

make a case for teen space to managers, coworkers, and community members

express how space is a link to effective and efficient services, programming, and overall service equality

Teen services librarians should not focus on the physical features of a teen space but rather on the service reasons behind the library's decision to offer dedicated space to teens.

The meaning of space

Space is power. The allotment of space in public buildings clearly illustrates which groups matter and which groups do not. In Transforming Young Adult Services (ALA-Neal Schuman, 2013), Anthony Bernier notes that although many library systems recognize the need for dedicated space for teens, there is very little research on young adult (YA) spaces in public libraries, despite growing interest in the topic over the past dozen years. Attention has focused on how teen spaces look and the features they include. However, without adequate grounding in research, the construction of new spaces and remodels of existing spaces often do not take into account the unique needs of teens and the way they desire to actively and naturally use space.

Designing teen spaces isn't about tables, chairs, and trendy lounge seating; it's about intention and usefulness. Because there are no best practices, practitioners must rely on convention. If there is no clear vision for the space beyond warehousing YA fiction or equipment labs without context, the result may be teen library space that is not sufficiently welcoming, or that discourages engagement, participation, and teen ownership.

Teen participation

A cornerstone of teen library services is the principle that teens must be actively involved in decisions about their library experience. The Young Adult Library Services Association's (YALSA) Teen Space Guidelines suggest that teens be included in planning and be given decision-making roles in the development of their space. The active participation of teens ensures that their evolving needs and interests are being addressed and that they will play a key role in attracting peers to the library.

Teens who are enthusiastically engaged in planning and decision making are likely to develop a sense of ownership of the library that will enhance the quality of their experience. This begins with the space intended for teens in the library.

YALSA's guidelines for the development of teen library spaces suggest libraries should:

create a space that meets the needs of teens in the community by asking teens to play a role in the planning process

solicit teen feedback in the design of the space and its use to allow teens to develop a sense of ownership

solicit teen feedback in the development of policies to ensure the space is representative of teen needs

Encouraging and cultivating teen participation in the development process begins by involving teens in focus groups and asking them what they want. Although teens are allowed to use public spaces like city parks, they are generally not allowed to direct their design, decoration, or use or to ultimately determine how the space is experienced. A teen library space can be a public space developed in partnership with the intended users. Providing a participatory space for teens offers them a tangible venue to begin to take ownership of the library-teens can plant their flags and mark territory within the public space-and to customize it in a way that is different from other public venue experiences and opportunities and that is uniquely theirs. Ultimately, it allows teens to achieve a more empowered conception of citizenship.

The analog display wall

In recent years, the idea of teen participation has primarily been associated with the use of technology and the web, but this participation can manifest through low-tech, low-cost means. Something many libraries are doing is displaying teen-created art in a teen space. Examining this practice through the lens of user participation can help teen librarians understand and apply a participatory context to such activities.

An analog display wall is a low-tech method that encourages teen participation. It is a wall in a teen space where any teen can display his or her artwork. There are supplies readily available for teens to create drawings, and they can choose to draw and then to display their artwork on the wall.

This type of display differs from a wall where only sanctioned or adult-selected art is permanently installed, or one on which a group of teens have created a mural, which becomes static once completed and which may give any teens who were not involved in the project a sense that they are visiting someone else's space.

If teens are constantly creating and changing what is on the wall, will it look as an adult would like it to look? Probably not. But it will always reflect the users' tastes, interests, and desires. This isn't about adult aesthetics but about teen participation. When libraries set up teen spaces that look too perfect or pristine, they eliminate possible avenues for teens to explore, create, and participate in immediate, spontaneous, and unexpected ways.

Big picture models: affinity spaces

An affinity space is a place where people affiliate with others based primarily on shared activities, interests, and goals. The library can function as an affinity space where formal and informal activities are based on the interests teens bring to the library. These activities occur in a peer-to-peer manner, with teens functioning as innovators and experts in their areas of interest, and library staff functioning in the role of facilitators. Libraries that cultivate teen affinity spaces create venues focusing on the relationships teens have with information and one another, and on the creation of content, artifacts, and knowledge.

Teen services librarians should look at library spaces for teens in a new way. Many times, the teen services portion of the physical library is first to manifest changes in service delivery models and advances in public-facing technology for a given clientele group, as in Charlotte Mecklenburg (N.C.) Library's ImaginOn and Chicago Public Library's YOUmedia spaces. These groundbreaking spaces anticipated the shift in use of library spaces and functions that are only now beginning to manifest in adult, family, and all-ages spaces in the form of content creation labs, makerspaces, and fab labs.

What teen services should strive for is not a fab lab but a fab library. The key to a successful library teen space is not features, but experiences. This shift in the physical space offered to teens mirrors the way teens naturally use space. The affinity space should accommodate and foster activities that teens automatically engage in like socializing; working together in groups sharing ideas, resources, and content; group play; peer mentorship; and creating things like artwork and digital content. The teen space is a place where teens bring their interests to explore, rather than having sanctioned interests imposed upon them.

This affinity space creates avenues to teen participation in the development and implementation of teen programming for themselves and their peers. In this way, the physical space helps in the development of teen programming and activities.

Teens-only space

Teen services librarians may find that an existing teen space does not function well because it is not reserved for use by its intended clientele. Ideally, teen services space should be dedicated for use by teens. Teen services librarians may experience resistance when proposing that the library provide a space that is "teens only," or that it change policy to reserve an existing teen space exclusively for teens. The desire to avoid confrontation may lead libraries to not designate a space "teens only" because they don't want to have the inevitable conversations about why the library provides a space for this target age group.

YALSA's guidelines are a good starting point that can begin a discussion about, and evaluation of, a public library's success in providing physical space dedicated to teens. YALSA's space guidelines describe the benefits of reserving a space where teens are the primary occupants and where they are buffered from threatening adult-initiated interactions. Use of the teen-only space should be limited to adults browsing materials for a controlled period of time not to exceed 15 minutes, tutors currently working with teen students, and library staff. Or a teen library space can allow adults to access the YA collection that is housed there.

A teens-only area sends the message that the library values teens by reserving a space in the library where they can take ownership.

Although YALSA guidelines suggest that adults accompanied by a teen should be allowed in the area, this suggestion is problematic. The presence of parents, for example, can significantly change the dynamic of the space. Parents should be advised that the area is for teens only, but they are welcome to drop in periodically to check on their teenaged children.

Beyond what is suggested by YALSA, a teens-only area sends the message that the library values teens by reserving a space in the library where they can take ownership. The library can further cultivate teen participation if it develops the space and allows it to evolve.

Teens-only time

The realities of square footage keep many libraries from reserving an area solely for use by teen patrons. The solution to offering a teen space might be to allow adults and children to use the teen space for a portion of the day. This way, during the times when teens are in school the area can be used for other purposes. This might be a solution for small library locations where the teen space is carved out of a general space-allow for general public use of the space during school hours and create signage and policy that define teens-only times in the space (usually after-school hours and weekends during the school year and most days during the summer).

This solution works only if staff members manage the transition from "everyone's space" to teens-only space at the designated time. A designated teens-only schedule will not succeed if there are no procedures in place, or existing rules are not enforced to ensure that adults or children aren't occupying the area during the time periods reserved for teens only. If teens arrive and the space is filled with adults and children, they will be unlikely to use the space.

Pitfalls and bad habits: Teen space, not tween space

Older children ages 9-12 (sometimes called tweens) are aspirational teens, and they often want to emulate teen culture and engage in teen activities. Although older children may not feel at home in the children's area, allowing them to congregate in the teen area is a disservice to the teens for whom the space is intended. A sign that reads "teens" or "teens only" may serve to attract older children and indicate to them and their parents that the space may be intended for their use.

If older children are permitted to congregate in the designated teen space, the library has, in effect, developed two children's spaces: one for younger children and one for older children-with teens being marginalized. Just as teens will avoid a designated teens-only space if it is filled with adults, they will not use the space if it is filled with older children.

The same steps used to keep adults out of a teen space should be employed by staff to keep the space free of older children. Inform older children and their parents that the area is a teens-only space and kindly but firmly ask them to respect that the space is reserved for teens. Remind them that when they turn 13 the space will be theirs.

A space without staff

A library doesn't truly have a teen space if it does not have a teen services librarian. Creating a space merely for the sake of having a space is not an end unto itself. It is what happens in the space that is important. Experience trumps the fancy stuff. Staffers are there to facilitate the experience regardless of any bells, gizmos, and whistles.

It is not uncommon for the library to build a teen space but not allocate funds to staff the space with teen services librarians and paraprofessionals. The most well-appointed teen space will turn into a wasteland if there aren't appropriate staff members to activate it through programming or consistent engagement with teen users, but even the most humble teen space can function if there are staffers present to foster teen participation and engagement.

Don't segregate the teens

A dedicated teen space is not an opportunity to enforce what Bernier refers to as "age apartheid." It is not a license for staff to segregate the teen population or to keep them away from adults who may find their presence distasteful.

Providing a dedicated space for teens in the library setting may be viewed as a means to solve the perceived problem of teens being present in the library by relegating teens to a single area. So while the result is a teen space, the motivation for its creation may be a negative one-to segregate teens. A dedicated teen space shouldn't be considered a way to segregate teens from the general population but as a place to showcase teens' achievements and recognize their contributions.

There are situations where libraries have shut their doors during after-school hours because of teens or require teens to be registered by parents and to sign in and out of the library during each visit, sign in and out of a dedicated teen space, or attend mandatory orientation with their parents before accessing specific features of a teen space.

In addition to real privacy issues, these types of registration requirements serve as barriers to teen access to the public library or portions of the public library. If teens must attend a library orientation with a parent to gain access to a portion of the public library building, that becomes a real obstacle to teens who can't seek or get parental buy-in for their use of the library.

When library administration paints all teens as troublemakers and threatens to deny them access to library services, it is a clear case of discrimination. Subjecting teens to a higher standard in order to access services or participate in activities-if they must attend an orientation, provide identification, register, or are otherwise subject to restrictions that do not apply to other population groups-constitutes a form of age-based discrimination. It is necessary to deal with individual cases of disruptive behavior. However, the library must examine whether its policies and procedures contribute to a situation where restricting access to an entire age group seems to be a reasonable remedy.

Shortly after opening, Chicago Public Library's YOUmedia space dropped its original requirement that teens attend an orientation before using sound-recording equipment, because they realized that teens wanted to use it immediately instead of waiting up to one week to go through a scheduled orientation. The library realized that teens were eager to begin experimenting and tinkering with the equipment. Those teens who had more than a casual interest were likely to return to attend advanced classes. Today's discourse about library service to teens emphasizes self-directed out-of-school learning, which requires dropping old attitudes about restricting resources to certain times or to an initiated few. The library must promote a teen services culture of yes.

JENNIFER VELÁSQUEZ is a lecturer at San José State University School of Information and coordinator of teen services for San Antonio Public Library. She is the recipient of the 2005 New York Times Librarian Award and holds a master's degree from Rutgers University School of Communication and Information.

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A Place of Their Own | American Libraries Magazine

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Cultivating a space in the library that teens can activate and own sends teens a strong signal they are valued and welcome. Teens (defined here as those ages 13-18) are usually scrutinized closely because of expectations that they will cause trouble.

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Highlights:

Allow teens the space for self-expression. Allow them to create. This is a great way to engage in self-exploration and help teens express who they are.

Pay attention to pop culture and what trends are popular and engaging for teens. This allows them to feel more connection and enjoyment to the topics of the programs.

Give teens choices! Allow the programs to be a space where they have a say in what they can do.

Let teens have fun! Don't make the library feel like school or work. While a library is still a space for learning, allow them to be more hands-on and recreational with the activities.

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Teenagers are drawn to activities that involve self-expression, from designing T-shirts with slogans to button making.

What do teens want from library programming? What do they show up for, and what drives them away?

Professional literature about library programming and teens tends to focus on certain concepts, using language such as "outcomes-based," "educational goals," "curriculum support," and "ROI" (return on investment). This is how we sell the idea of programming and programming support to administrators, parents, and the community at large. While all of this has value-because we need support, staff, and budgets to get things done-I want to focus on value-driven teen programming itself.

However, instead of talking about the value that successful teen programming brings to our libraries (more visitors, stronger community support, better PR) and communities (engaged teens are less likely to engage in risky behavior), it's time to talk about the value of programming for our teens. What they need, want, and value, I would argue, is the best starting point for developing meaningful, effective initiatives.

Here's my list of what drives turnout and what doesn't, based on what I've learned in more than 25 years of developing teen programming, conversations on social media, and informal polls with 50 teen librarians. I vetted this best-practices list with 10 respected librarians who serve teens. We all agree that while there are no hard-and-fast rules, we know how to identify promising starting points for programming that teens love-or at least will show up for.

What works

1. Opportunities for self-expression
"Who am I?" Adolescents ask themselves this question repeatedly, so give them ways to figure it out. An engaging, meaningful teen program enables teens to explore and express themselves
creatively. There's a reason I know 22 different ways to make a T-shirt!

Teens like to create things that reflect who they are and how they feel. There's plenty of content options to consider: Creative writing, journaling, digital media, meme creation, and craft programs, for instance, all give teens the practical tools and emotional space to be themselves.

2. Pop culture tie-ins
Some of my most popular programs have been Harry Potter, , and Sherlock-related. The trick is to pay attention to what your teens are into and strike while the iron is hot-even if it's a quick, last-minute program. "Teen Librarian Toolbox" contributor Cindy Shutts has gone so far as to create escape rooms that tie in to popular TV shows and pop culture touchstones, including and S tar Wars. It's doubly effective when you're pulling two trends together. Try to talk with your teens daily, to discover what they love, and build programming around that. This communicates respect and shows that you're listening while inviting your teens to have fun with you in the library.

3. Escape rooms
As Shutts has proven, escape rooms are great for getting teens into the library and working together in teams to problem-solve while having fun. These activities are similar to interactive murder mysteries, which I've also successfully hosted. Solving puzzles or mysteries, following a trail of clues, and literally trying to escape a room is exciting and in-the-moment. It's entertaining, and it also gets teens to try out real-life problem-solving strategies-a win for those of us doing programming. We can sell them as educational to our administrators-and sell them as fun to our teens.

4. Maker programs
You don't have to have a dedicated makerspace to host a maker program. Many teen programs such as crafting and DIY activities have always been maker-related. They're popular for a reason! These activities are valuable because they're educational, they create an environment that encourages self-expression, and they allow teens to take an item home. Everyone, including teens, likes to leave with something they've created.

5. Gaming
Gaming-both tabletop and electronic-is always a big draw. Games aren't necessarily quiet, so choose your space and time accordingly. An array of available research attests to the benefits of both types of gaming, and I urge you to look into it if you need to make a defense to administrators about why gaming should be a part of your teen programming. (The American Library Association's Gaming Round Table provides a good starting point. One benefit of gaming is that it lets young people interact socially with their peers. At the end of the day, that's all most teens want: a place to call their own and hang out with their friends.

6. Trivia events
These are often an easy sell-and more so if you loop in popular media. "Stump the librarian," pop culture trivia nights, and classic multi-category trivia nights all make for engaging experiences. Trivia events can be their own programming or part of a wider themed event. For example, most Harry Potter programs have a trivia component. A night of food, trivia, and fun with friends will get a lot of kids coming through your doors.

7. Life-size games
I was turned on to life-size games when former teen librarian Heather Booth blogged for "Teen Librarian Toolbox" about life-size Angry Birds. I repeated that program multiple times while the Angry Birds game was popular. A quick Internet browse will yield ideas for life-size chess, Candy Land, Hungry Hungry Hippos, and more. These games often tap into childhood nostalgia and have the fun factor of making little things big, potentially taking an entertaining game night to a whole new level. Sometimes bigger really is better.

8. More on nostalgia
When one of my previous makerspace assistants suggested that we put a Perler bead station in the makerspace, I argued that it was too juvenile for teens. I was wrong. My teens-on the cusp of adulthood-often tell me that they like things that are childlike or remind them of their childhood. Sometimes, they just want a chance to dive back into earlier, carefree moments. They also like to engage in decade-themed parties. Eighties nights, for instance, mean dressing up in '80s gear, watching movies from the '80s, and engaging in retro trivia. This may not be your patrons' own experience, but it's still popular.

9. Food
If you feed them, they will come. That's a refrain librarians share about teen programming. I have mixed feelings about this. One in 12 people has a food allergy, some of them life-threatening, according to a 2018 study. So if a majority of our social activities are food-based, that can exclude people.

At the same time, I know that one in seven U.S. children lives with hunger, according to the organization Feeding America, so having things to eat at an event can help them. More to the point, food-based programming works. My Cupcake Wars-style events are always well attended. So I recommend being mindful of food allergies. Know what the top eight food allergens are and provide options. Run advertising that specifies which foods will be present, and keep all packaging so participants can refer to ingredient listings.

Because nut allergies are so prevalent, and often deadly, stay away from nuts altogether. Also, be aware of food handling laws in your immediate area before introducing this programming at your library. With all those caveats in mind, offering something to eat usually boosts success.

Karen Jensen's daughter attends an author event at the Irving (TX) Public Library.

What falls short

1.Book clubs
Book clubs are tricky, as kids are already discussing books in English class and don't want to repeat the exercise in their free time. Public librarians who do pull kids in tend to organize targeted book clubs on themes ranging from mental health to mysteries. A more creative approach to reading-based initiatives is to intertwine books with making. Book covers and favorite quotes can be the start of an amazing T-shirt or meme. You can use technology to teach teens how to make their own book trailers.

2. Lectures
n the whole, teens seem the least intrigued by information sessions or lecture-type programs, though Booth has hosted some well-attended career panels. The Irving (TX) Public Library hosts author panel discussions that have well over 100 teens in attendance. In 25 years, my least-attended programs have been education-based. If you're eager to host these, coordinate with local agencies and schools, which may offer extra credit to students for attending.

3. No personal choice
It seems that the more teens can choose their own path, the more successful a program will be. We know where teens are developmentally and what the rest of their day probably looks like. During the school year, our kids have just spent eight hours in a highly structured environment where adults have dictated almost every moment of their day. The last thing they want to do in their free time is to come to another highly structured environment where another adult is going to tell them what to do.

So let's give them choices instead. For example, if you're going to host a craft program, consider offering five activities instead of one, which lets the participants choose what they do within that time and space. It's more appealing to choose from multiple stations than to do one activity directed by an adult. So whenever you can, and in whatever way you can, open up your programming to allow for greater choice.

4. Anything school-like
It can't be anything like school. That's the number one statement I got from fellow teen/YA librarians about teen programming. By the time our teens come through our doors, they're done with anything resembling school. I'm not saying that programming can't be educational. It should help teens achieve educational goals in fun ways. Keep in mind that teens deserve recreational opportunities and downtime as much as anyone else. There's tremendous value in providing our teens with that.

Over the years, I've changed my approach to teen programming. While I haven't completely abandoned the educational goals, I've come to understand that not all people learn in the same way. There's value in pure fun, and what teens need from public libraries is very different than what they need from school. That shift in mind-set has helped me engage their curiosity-and be a better librarian.
Karen Jensen is the children's and YA materials selector at the Fort Worth (TX) Public Library. She blogs at "Teen Librarian Toolbox."

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Planning Ahead: 9 Ways To Drive Teen Turnout at Your Library-and 4 Ways To Lose their Attention

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Teenagers are drawn to activities that involve self-expression, from designing T-shirts with slogans to button making. What do teens want from library programming? What do they show up for, and what drives them away? Professional literature about library programming and teens tends to focus on certain concepts, using language such as "outcomes-based," "educational goals," "curriculum support," and "ROI" (return on investment).

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Highlights:

Not all programs have to be active. Provide passive programming in the form of drop-in activities or take-home materials.

Connect with teens through their schools. You can't expect them to reach the library, if the library never tries to reach out to them.

Take advantage of technology. Utilize online programming and social media to connect to teens.

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We all know that today's teens are busy with the demands of school, employment, and extracurricular activities. This does not mean they devalue the library and its offerings. Just because they do not have time for extensive programs does not mean they do not have time for the library. It means we need to take a step back and evaluate how we can still fit into their lives.

"Teens are good for libraries because many of them have grown accustomed to outstanding library services as children. In libraries with a children's department, kids are used to being served by specially trained services and special programming, in a unique,'child-friendly' section of the facility. We know that teens will soon enough become the parents, voters, school board, and library board members who will, among other things, make important decisions that help decide the fate of our libraries." (Honnold,2003,p.xv)

Libraries are made up of caring staff members that have the interests and needs of their patrons at heart. I am fortunate to have the opportunity to meet with such people at a county-wide youth service meeting that meets frequently throughout the year. At these meetings, we are able to share ideas, challenges, and passion projects that benefit our community as well as get support from our District Library Youth Services Consultant.
Try Some of Our Ideas...

1. Take-Home Packets: At the Sinking Spring Public Library, Christine Weida-Children and Teens' Librarian-engages both tweens and teens by creating STEM take-home packets. They contain a brief intro to the subject, an article or link to more information, an item, and an experiment. Her packet for April is Whoopee. In the past, she has focused on lenticular images, coding, math magic tricks, and magic eyes. "The parents love to take these home to try and the kids get really excited too when they see them. I give them hints but don't tell them what exactly is inside. I always learn a lot when I make them as well, so I enjoy that aspect. I try to choose things that aren't mainstream," she says.

2. Makerspaces: Makerspaces are important for self-exploration. In my YALSA blog post on the subject, you will find detailed information and ideas on how to start your own. (Why Makerspaces Are So Important in Public Libraries-November 2018)

3. Interactive Displays and Games: Having supplies available for free play and social engagement can make the teen section of your library feel personable and welcoming. At the Mifflin Public Library, Youth Services Librarian Andrea Hunter has a magnetic poetry board, card games, and an interactive bulletin board where she posts a monthly prompt. "So far we have done thing such as New Year's Resolutions, and Which Hogwarts House Are You [From]."

4. Drop-In Craft Activities: At the Reading Public Library Teen Loft, every Friday we have drop-in crafts where teens can show up during an allotted time period to create. We choose things that do not need a staff member to facilitate. Instead, we introduce the project of the day and leave the participants to socialize with each other and make. This is a great way to use materials from past programs so that nothing goes to waste.

5. Flexible Programs: Having a few programs on your schedule that are flexible-such as Drop-In Crafts-is necessary. Busy teens need to know they will not be an interruption if they cannot come at the start of a program and that they are still welcome to participate.

6. Use Pop-Culture to Your Advantage: Think of all the books you have on the shelves that have now been turned into movies or shows. I like to create "Read It Before You See It" displays to encourage patrons to read. Many times they are unaware that their favorite movies and shows are derived from books.

7. Online Programs using Social Media: Go where your busy teens are-online. Find the social media platform your teens use the most. You can interact with them by posting the same questions you may have on your bulletin boards. Tell them about books that were turned into movies or shows that they can checkout from your e-book sites. Talk about upcoming programs in-house and create virtual ones. Take pictures and show them what they are missing at your library. The possibilities are endless.

8. School Connections: This is not always the easiest thing for Youth Service staff in public libraries. It can be a true challenge to find an advocate in your local school, whether it be the school librarian or school counselors. But it is worth it. Each month, I send calendars with a cover letter highlighting some of the programs. Frequently, the teens will tell me they got a calendar at school and that is why they came to a program.

Programs such as these can be a win-win for both patrons and staff. Some benefits are that less staff is required, there is time flexibility for both patrons and staff, the library is promoting self-exploration, the programs attract both regular patrons and newbies, and if the program did not generate the participation you anticipated, you did not spend a lot of time prepping.

Over the years I have found that you need to find your library's "programming patterns." This can help you determine where and when to spend more time on extensive programs versus passive programs. I do my most extensive programs during the summer because I know teens will have free time and will be looking for things to do. In fall, there is still some buzz and the weather is still nice enough for them to attend scheduled events. During winter, I try to reuse leftover materials and engage my busy teens the best way possible by using these ideas.

Remember your teens. Just because they are busy does not mean that they do not need our services or that they have forgotten about us. I always love to have conversations with patrons I have not seen in a while. We catch up, talk about exciting things that are happening in their lives, and I let them know what is new at the library. Many of the conversations start with phrases such as, "I am so happy I'm here. I was just so busy," or "I've wanted to stop by so many times, but I've been so busy." We are still on their minds. We are a place that will continue to be near and dear to their hearts. We just need to get in where we fit in.

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Get In Where You Fit In: Engaging Busy Teens @ Your Library

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We all know that today's teens are busy with the demands of school, employment, and extracurricular activities. This does not mean they devalue the library and its offerings. Just because they do n...

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Highlights:

Listen to the teens you are advocating for, don't speak for them. Show that your library is addressing real needs for the community by lifting up the voices of teens within the community.

Gain support for the advocacy of teens through community partnerships.

Market for the teens in your community. Make logos and create taglines for their causes.

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Teen advocacy is not only for teen librarians, but for every worker in the library space.

Ensure teens have positive experiences in all parts of the library in the same way a young child or adult would.

Communicate with the teens in your library and encourage them to feel welcomed in all spaces.

Listen to teens and converse with them. This helps open a dialogue about how the library can work to better suit teens needs.

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Public Libraries Online - A Publication of the Public Library Association

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by Sarah Bean Thompson. greenbeanteenqueen@gmail.com on May 7, 2013

I attended an Association for Library Services to Children (ALSC) National Institute a few years ago where one of the guest speakers was a teen librarian. She made a joke about how she enjoyed being in a room of children's librarians because they were so warm, welcoming, and cheerful whereas teen librarians were angsty, moody, and cried that no one understood them. Even though it was meant in jest, I felt her words had a lot of truth to them. Young Adult (YA) services in the library is an area that doesn't get a lot of love and support and many times a teen librarian is all alone feeling like a lonely island. Yet teen advocacy is everyone's job, not just that of the teen librarian.

I will freely admit that adult reference is not my favorite area to work in, yet there are times that even though I work as a youth services manager, I still have to do adult reference. Just because I work in one department of the library does not mean I am immune to working with other age groups outside of that department. No matter which department you work in, working with every age group is part of being in public service. Which means even if you are not the go-to teen person or the teen librarian, you still will come in contact with teens at your library.

We should all advocate for and work with teen services in the library-no matter what position or department we work in. Advocating for the library is everyone's job and teens are part of the library patronage. Every patron that walks into the library should have a positive experience, including teens. So how can everyone work with teens?

First off, don't be shy! Say hi to the teens in your library. Make sure that they know that there are people at the library who take the time to notice them. Treat teens with respect. Don't just point out when they are doing something wrong, but take the time to acknowledge them when they are in the library.

At my library, the reference desk and the children's desk help pass out summer reading prizes. Our library is open more hours than the teen librarian can work, so there are many times teens are coming into the library to pick up prizes when the teen librarian is not there. Each year I encourage staff to talk to the teens that come into the library. Ask them if they've read any good books for summer reading or if they know about an upcoming teen program. This is something so small but it means so much to the teens who walk into the library. Taking the time to acknowledge the teens and letting them know that the library supports them and cares about them means a lot, especially to those teens who are constantly feeling as though they are on the outside and that no one cares. Something as simple as saying hi and talking to them about books can go a long way and make a big impression on a teen who will Working with have a positive experience at the library.

Did you see an article in the paper about teens in your area who did well in a debate tournament? Or was there a write-up about the local school musical or band competition? Share the good news about your teens with your entire staff, at meetings or in the staff room so everyone knows what your local teens are up to. We host a teen night after hours at my library every month and this is a great way for staff in other departments to help out with a teen program. If you have a hobby that you would like to share with teens, join up with your teen librarian to present a program. The more collaboration the better-it makes us better coworkers and it gives us insight into what is happening in all areas of the library. So often we get stuck in our own department bubbles and it's good to branch out and try something new.

If you hear a teen talking about a library program, share that with staff. Teen librarians, you should share stories of your programs. Librarians often get caught up in statistics and we focus on numbers, but I think anecdotes and stories about our experiences at the library mean even more. Recently we hosted a local musician to talk about the music business, how to become a musician, and start a band. One of the teens that attended talked about how he was taking guitar lessons and came in the library several times after the program to get books. This sort of thing happens all the time in the library and we need to share our stories with everyone on our staff to remind us why we do what we do, and remember that it's important to serve all ages. We are making a difference.

I know that not everyone loves working in teen services. Not everyone thrives in every area of the library, just like adult reference is not my favorite area to work in. But when I'm faced with an adult reference question, I don't run and hide, I help the patron-because that's my job as a librarian. We serve all ages in the library at all times and it's everyone's job to work with teens.

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Working with Teens It's Everyone's Job - Public Libraries Online

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I attended an Association for Library Services to Children (ALSC) National Institute a few years ago where one of the guest speakers was a teen librarian.

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Highlights:

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When it comes to ages, there is no group more maligned than teens. After all, they tend to be self-absorbed, emotionally erratic, and they speak a language older folks don't understand!

Still, I like them.

Teens are in a constant process of self-discovery, they are often keen to try new things, and despite an angsty front, they're actually softies on the inside. Though I've never worked specifically as a teen services librarian, I have had the opportunity to observe the personal growth of many teens as they've come through the library. For many of these young people, the library played an important part in their development beyond providing reading material.

A Space to Exist

The simplest and most complex library offering for teens is space. At it's most rudimentary, that means comfortable chairs to drape themselves on and tables to do homework. Going a little deeper, libraries also serve as an escape from a difficult home and/or a confusing world; a teen that's going through trying times is very welcome to find an out-of-the-way part of the library and disappear for a while. Library staff tend not to pry, and have few expectations other than to maintain a standard code of conduct.

At the same time, a library is a place where cohorts form. Most libraries have an after-school crowd of all ages including teens. As a function of proximity, friendships are born and blossom. Because the library is not school, these friendships can transcend the school-friend barrier, especially because, if the teen librarian is good, library teens will be given engaging experiences to share.

To Learn and to Do

Practical science experiments, arts & crafts, and creative games are just a few activities in which teens participate at the library. Since most teens come to the library after a long day at school, library programs tend to be on the lighter side. That doesn't, however, mean that they are not without educational tie-ins. A common example of that are Teen Advisory Boards or TABs. A TAB is a group of teens that get together at the library and, under the direction of a librarian, act collectively. Typical TABs organize activities for themselves or younger kids, put on fundraisers, advise the librarian on books and material purchases, and provide feedback on how the library can better serve them.

Many TAB members go on to become general library volunteers, which is often their first work experience. By volunteering at the library teens learn how to be punctual, relate to older colleagues, and follow instructions. When I was a teen volunteer, it was also my first time writing a resume and interviewing for a job. More importantly, though, I was given the chance to be of service in a place where others depended on me. This last point was very empowering for my 14-year-old self - it definitely forced me to become more mature.

In Librarians We Trust

Out of all professions, librarians are near the top when it comes to credibility. People trust librarians because they tend not to have ulterior motives for doing their job - this is especially true for teen librarians. It should come as no surprise then, that for many teens, a librarian is the adult they seek out when they have something difficult or important to share, or when they need advice. In those situations, a librarian can provide both a sympathetic ear and high-quality resources - sometimes that's a phone number, and sometimes it's a novel that will help a young person put their own situation in context; it might help them understand that they are not alone.

It is difficult to comprehend that to this day there are people out there who protest and vandalize LGBTQ book displays at public libraries. On the other side of that are librarians who know that these displays may be a much-needed sign of hope and acceptance for a young adult making sense of who they are. Those types of displays are just a small way in which libraries have been and will stay a safe space for exploration and discovery, both public and private.

Uncommon Sense

There are many people out there who deride teens as rude non-readers, who are addicted to texting and whatever newfangled incarnation of that dod-darned rock music is out there. They're intimidated by teens because they talk fast and are unpredictable. They don't appreciate a teen's open mindset and sense of curiosity. Librarians, particularly teen librarians, appreciate all of those qualities.

Yes, teens can be complicated. But then again, don't libraries exist for complicated people? An ideal match, if you ask me!

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Vital Ways Libraries Help Teens Become Themselves (beyond books)

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Teens are in a constant process of self-discovery, and libraries are the safe spaces where that exploration happens.

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Highlights:

Programs help engage teens in things like reading for pleasure or learning and building a new set of skills.

Library programs aid in keeping a healthy (mentally and physically) teen community. Thus, helping to impact the overall health of the entire community.

Librarians can create lasting relationships with teens. This not only consistently ensures the return of current users, but also future teen users. The higher the impact the library has on a teen patron the more likely they are to encourage their friends/family/future children to utilize the library in the same way.

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So here we are in the midst of our Teen Services 101 series. We've talked a bit about who teens are and what they want from public libraries. Today, we're going to talk specifically about the challenges and rewards for serving teens in our libraries.

The Challenges
Time
In my house, this is the last day of school and we are just counting down the days because The Teen needs a break like no one has ever needed a break before. I spent all day Saturday up at the school watching my teenage daughter be involved in 2 out of 8 plays. The next day, she returned to school for a six hour musical rehearsal. She comes home every night after 8:00 PM, having spent more than 12 hours at school, and then does another 3 hours of homework. She, like many teenagers, does not have a lot of free time to spare.

Teens go to school for 8 hours a day and then there is homework, extra curricular activities, part-time jobs, religious commitments and taking care of younger siblings. Teens don't have a lot of free time. Then tend to have less free time than most of the full-time working adults that I know. So trying to find a time to get teens to come to a program can be a challenge, which is one of the reason why I suggest programming include self-directed programming in addition to more traditional programs that occur on a specific date at a specific time.

Stress
Recent surveys reveal that teens are experiencing increasing and dangerous levels of stress and anxiety. Teen suicide rates are rising. I know that when The Teen comes home after a long day at school and settles in for that 3 hours of homework, it's not unusual for her to cry and lament that she doesn't know how she's supposed to get all of this stuff done. Our teens today are stressed and one of the greatest things we can do right now for them is to give them space and time to decompress and relax.
Poverty/Hunger
1 in 5. That's the number of youth that walk into our building facing food insecurity. That means they don't know when or where there next meal is coming. Have you ever been hangry? Some of the kids and teens that walk into our building are hangry all the time. They're malnourished, lack focus, and their tank is running low.
Transportation
I have often noticed that as kids become teens and that individuation occurs - and this is a key development at this stage - transportation becomes a growing issue. They don't always have a way to get to and from the library. Parents may go back to work full-time now that teens can be left home alone, for example. Though younger teens are still not driving themselves. So getting to and from the library can be a challenge, especially if you live in a location that doesn't have good public transportation and you do not live within walking distance of your library branch.
Competition
It's easy for us to think well everything we have and do is free and we're non-profit so there really isn't any competition, but that is not true. We face competition for the time and attention of our community teens daily. Streaming services mean you don't necessarily need to go to the library to check out the newest movie or video game or music cd. A lot of teens do have access to the Internet on a fairly consistent basis. Many families now order the books they need and have them delivered right to their door within 48 hours. This doesn't mean our services are no longer valuable, it just means we have to work harder at connecting with the public and making sure they understand who we are, what we do, and how that can positively impact their lives.

The conversation about competition can, of course, differ widely because there is a lot of privilege and class tied up in this. The digital divide is real and growing. Our job is to help bridge that divide and meet a wide variety of needs for a wide variety of patrons at a wide variety of stages of their life. It's a big mission that takes an informed and dedicated staff with a solid foundation of resources at their disposal, something a lot of libraries are struggling with.

The Rewards

So we've talked about just a few of the biggest challenges to serving our teens, but what are the rewards? And trust me, there are rewards.
Asset Building
We talked in the Foundations: Understanding Teens Today segment about the 40 Developmental Assets. We know that teens need as many of these assets as possible to help them be happy and healthy individuals and libraries are in the business of asset building. Even if you don't know you are doing it, you are in the business of asset building, both formally and informally.

One of the assets, for example, is engaging in reading for pleasure a minimum of 3 hours a week. In order for that to happen our teens need access to books. Just by opening our doors and building collections we're providing the tools teens need to check this asset off of their list.

Many of the other assets deal with things like being engaged in learning and crafts, having a safe space, and feeling like your community values you. All of these assets are helped by having a public library that actively chooses to serve teens in meaningful ways and communicates to teens that they are valued by the adults in their community. Providing quality teen services helps teens gain assets and this is important.
Healthy Teens, Healthy Communities
Public libraries are in the business of serving the local community, which by definition includes teens. And the healthier we can help those teens become, the healthier our overall communities are. When one part of the community is sick, the entire community is sick because it has ripple effects. Public library services to teens is one part of the whole when it comes to building healthy teens and healthy communities.
Current Users = Future Users
The idea of providing dedicated, specialized, quality library services to teens really started to gain momentum back in the late 1970s and early 1980s. In the early 1990s there was a huge push to hire dedicated YA librarians. I was one of those hires. We spent the next 2 almost 3 decades serving teens believing that if we continued the work that our children's librarians began, we would maintain library users in the teen years and that they would grow to become dedicated library users and supporters as adults. We argued that if we lost teens as users in the teen years, it would be harder to convince them to come back in the adult years. This appears to have been solid reasoning. Recent PEW studies about millenial library users indicate that they use libraries more than previous generations despite having access to things like the Internet and smart phones and Amazon.

It's true that millennials are facing more economic hardship than previous generations and that plays a part in their increased library use, but I believe part of the reason that they knew they could have their needs met at the library was because we demonstrated that to them consistently as teens. When they needed some place to go for access, they knew they could come to the library because we didn't lose them as teenagers.

We begin serving patrons at birth with things like storytimes and books and programs and a focus on every child ready to read and it only makes sense for us to continue that service into the teen years. It's hard to get someone to come back once you lose them, so consistent service at all ages and stages helps us maintain library users and supporters.
Teens Have Parents Too!
When we talk about serving children, we talk a lot about lofty goals like every child ready to read and supporting education, etc. But the truth is, when we're being honest, we'll also say things like kids have parents and those parents vote and we want to keep them happy. Spoiler alert: Teens have parents too and those parents vote and we should still want to keep them happy. Parents of teens are often looking for things that don't cost a fortune to keep their teens engaged and this is an opportunity we should not let go to waste. When we're serving teens we are also serving their parents.
Raising Readers
Have you ever seen all the benefits of reading? It's amazing when you think about it. Scholastic put out this chart which helps us get just a glimpse of the benefits of reading.

Do you see there where it says that reading can lower stress by 68%? We've just talked up above about how stressed out our teens are and here's a way we can help. Reading improves mood, memory, language, and overall health. We want to make it as easy as possible for our teens to be reading. You know who helps teens be readers? That's right - public libraries!

So now that I have hopefully convinced that even with the challenges we should definitely be serving teens, next installment we're going to be talking more specifically how to do that.
Teen Services 101 I'm just getting started, what do I need to be successful? Foundations: Understanding Teens Today What Do Teens Want from Libraries Today?
Filed under: Uncategorized

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Teen Services 101: Serving Teens, Challenges and Rewards

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As part of our ongoing Teen Services 101 series, today we're looking at the challenges and rewards of serving teens in our public libraries.

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National Association of Independent Schools

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National Association of Independent Schools

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Highlights:

Flexible library policies can help improve teen's health and well-being.

Partnerships between teachers and librarians can ensure more supportive adult figures for teens outside of home.

Libraries can help teens adopt healthy habits and mindsets.

Extending collections beyond books can keep teens interested (i.e. manga, graphic novels, visual formats, etc.).

Assessing programs through teen feedback helps ensure programs are meeting their needs.

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Teens bring their brand of spirited energy to a library, including an abundance of chatter, hidden snacks, and their unaltered selves. When they enter through the doors, teens often shed the exterior armor they have donned for their parents, teachers, coaches, and peers. Libraries have long been a refuge for teens who might struggle to find their place at school, and it is often the one space that is readily open and available to the entire campus community.

In her book Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids, researcher and author Denise Pope reports of the toxic stress and increased depression evident in many of today's teens. She writes that high-achieving teens are highly overscheduled and overwhelmed by homework load and extracurricular activities, leading to decreased sleep and high levels of anxiety. We know now that social-emotional learning is a crucial component to fostering secure, independent young adults. What role do libraries play in supporting student health and well-being?

In my 21 years as a librarian at independent, college preparatory schools, I have seen a shift in library programs and services. Libraries have always existed as resource centers, information hubs, and safe havens for children and young adults, but school leaders and librarians now recognize that it's time to reimagine our spaces, redefine our services, and build stronger relationships with our students. In doing so, we can personalize the student experience and better support their health and well-being.

Whether it's because it serves as a centralized hub for learning and student activity or because it was thoughtfully designed to be one of the most aesthetically pleasing and flexible spaces, the library is one of the most prized locations on campus. The library at Viewpoint School, where I've worked for 10 years, has floor-to-ceiling windows, bright lighting, and an outdoor patio along Calabasas Creek, allowing students to stretch out and find a sense of peace that isn't always available in busy classrooms and hallways. Librarians enthusiastically welcome students throughout the day.

Our library staff of six seeks to build relationships with students in all grade levels, from K-12, throughout their time at the school. They address students by name, know their reading tastes, and regularly chat with them about their day. Librarians are trained to support scholarly research and are skilled at helping students manage research projects. They also serve as trusted adults on campus who are always willing to advise students, chaperone field trips, attend school programs and assemblies, and partner with teachers.

Librarian-teacher collaboration creates additional access to supportive adults across the campus, decreasing stress and increasing support. Our librarians partner with teachers to develop LibGuides-online pathfinders designed to help students find reliable resources for research projects. We co-teach the citation process and are readily available to check citations, hone research questions, and track down resources.

New, more flexible library policies also improve students' health and well-being. Our library does not charge overdue fines, and we allow students to check out unlimited books with the option to renew their materials as many times as they need. Students often check out bags of library books before school vacations, including summer, knowing that they have more time toread for pleasure during their breaks from school. We allow students to eat in library spaces on rainy days, as well as during designated library programs and special events. For example, we host frequent reading incentive programs andcelebrations that feature food, such as Brownies and Books.

Libraries are also taking cues from the classroom, where innovative design is better supporting different learning styles. Areas in our library include flexible table seating for collaboration, study rooms for quiet or group work, and many furniture options at different heights that span the color and texture spectrum. Quiet areas or rooms for reading and silent study can aid in balancing out active common areas, providing the opportunity for students to complete their work or take a break from daily distractions.

Libraries can also encourage students to adopt healthy habits and mindsets. Many libraries/librarians have introduced drop-in makerspaces, coloring or craft stations, Legos and board game areas, writable walls or rolling whiteboards, and tactile items such as Rubik's cubes and pop-up books, allowing students to reduce stress through creativity and play. At Viewpoint, we rotate "bibliotherapy" book displays that cover themes related to student well-being, including fiction and nonfiction on bullying, depression, and other mental health topics.

Student-centered visuals can make the library space feel warm and inviting. Viewpoint teachers are invited to share student work in the library, and we readily display student art, 3D projects, and posters on bulletin boards and on top of shelving. We also feature on our book displays fiction with diverse protagonists and themes, allowing students to see themselves reflected in literature and encouraging them to learn about people from different cultures and backgrounds.

A Post-it mural crea ted by a sixth grade design class is displayed in a library window (photo by Laura Monjoy); A Viewpoint student writes blackout poetry during National Poetry Month (photo by Sarah Davis).

Most independent school libraries now offer resources in multiple formats, including downloadable audiobooks and e-books. This decreases student stress by allowing students to read or listen to materials on their preferred platform when they want. Libraries also typically provide access to academic research databases, giving students remote access to resources 24/7.

Many libraries are also reimagining how print collections can best serve today's students. For example, fiction books are often arranged by genre rather than the Dewey Decimal System, and reference books are shelved in the nonfiction area and can be checked out. Libraries are adding collections of graphic novels, manga, comic books, and other visual formats that appeal to teens.

Viewpoint's middle and upper school library staff provide resources that allow students to be successful throughout the day. We check out loaner laptops and chargers, have communal phone-charging docks, and keep a stock of school supplies at the ready. Our library also keeps a complete set of school textbooks on hand; students who may have forgotten a textbook can make copies or check one out for the class period. These small, often unnoticed, gestures can create a safety net for teens.

In her bestselling book, The Library Book, Susan Orlean writes that libraries may become "our town squares, a place that is home when you aren't at home." This concept is increasingly relevant in libraries on independent school campuses. Aside from hosting dozens of student and parent meetings, our library team has steadily added more student programs, including book clubs, writing contests, trivia quizzes, crafting sessions, and raffles for new books. Students will readily find comfort in spaces that reflect what is important to them.

Programming can also support and promote student wellness initiatives. Campus librarians might consider collaborating with school counselors and learning specialists to create a wellness fair, speaker events, or a library "wellness collection" that includes resources on mental health, sexuality, stress reduction, and nutrition.

It's important for librarians to continuously assess programs through student feedback, including yearly surveys or advisory student board meetings. Giving students voice and choice in how the library's services and policies are structured will ultimately build rapport and a sense of security.

Libraries have always served as havens for students and faculty. By examining our services through the lens of health and wellness, we can commit to deepening our practice, and to better understanding how we can best support personal and academic success.

Students in grades 6-12 studying in Viewpoint's Fletcher Family Library (photo by Sarah Davis).

Librarians can also seek out best practices at other independent schools through organizations such as the Association of Independent School Librarians or the Independent Schools Section of the American Library Association. Conferences and visits to peer schools can be key in observing how libraries are shifting and defining success.

Share your library programs and insights in the comments.

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Student Health & Well-Being: How Libraries Can Create Safe Spaces

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Teens bring their brand of spirited energy to a library, including an abundance of chatter, hidden snacks, and their unaltered selves. When they enter through the doors, teens often shed the exterior armor they have donned for their parents, teachers, coaches, and peers.

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Highlights:

Provide teens with opportunities to expand digital and traditional literacy skills.

Library space allows for exploration of unfamiliar topics, new passions, and other forms of extended learning.

Programs available for teens after school allow them a safe space to engage in non-harmful activities.

Creating a Teen Advisory Board helps create a more teen-inclusive space that directly benefits them.

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The fact that public libraries hold a wealth of information is something that most people know and appreciate. However, for teens who are being exposed to new ideas for the first time and trying to navigate complicated classes, awkward social lives, and changing bodies, the library becomes an even more valuable resource.

Libraries are one of the best places for teens to learn, discover, and grow. Not only are they consistently developing more programs and obtaining materials that would be useful for them, they also have specific groups, events, and sections of the library that are catered specifically to this age group.

Teens and tweens need libraries for a number of reasons. Not only does it give them a place of their own to explore their own passions and develop new ones, it gives them a safe space to socialize, learn about themselves and the world, and get connected with opportunities in the community. For one, libraries offer homework help to those who need it. There are expert librarians available who can walk them through library resources and get them acquainted with the steps in doing research. On top of that, there are also specific homework help sessions for those who have questions about class material and even free access to online homework help resources through the library.

Digital and traditional literacy are also important skills that the library can provide teens. While teens are comfortable using technology, they aren't always great at picking out reliable sources or effectively using the internet to find the information they need. Reading skills are also an important aspect of life that libraries help to address. It may come as a surprise, but many students still fall behind when it comes to standardized tests and having the library as a support system has been shown to significantly improve that.

Beyond the school-related learning, libraries are a great place for students to learn more about themselves whether it is unfamiliar topics, new passions, or simply learning about what it means to be a teenager. This works in many ways, for example, teens are able to meet and connect with others their age who are going through similar experiences. They are also able to find accurate information on the topics they are curious about and have knowledgeable and trustworthy adults to guide them if they need help.

Getting involved and social is one of the things that teens do best. While teenagers are notorious for having friends and extensive social lives, many are left on their own once school gets out which opens up a lot of opportunities for them to get into trouble.

The library has multiple teen-related programming and groups in place to create a safe space for students to go after school. Having this type of organized activity helps to keep them engaged and also away from activities that could do them harm or teach them bad habits.

There are a variety of groups and clubs that teens can participate in from faith-based groups to those that are interested in birdwatching or building robots. There are also a number of events set up that encourage teenagers to volunteer their time. These are usually held with other organizations in the community and can help them meet other teenagers who are also excited about volunteering for the same cause. Just a few examples include making blankets for senior centers or visiting local animal shelters and walking dogs for an afternoon.

If your teenager is excited about being at the library they can take it another step. Many libraries will have a Teen Advisory Board set up for teenagers that want to get involved with helping the library become more teen-friendly. This is usually made up of a group of volunteers that guide the teen librarian to find materials and plan events that other teenagers would be interested in.

It doesn't take much to get involved with a teen board. It usually just requires a simple application and a willingness to commit a certain amount of time each month to the board and its events. There have been a lot of cool ideas to come out of these like teen murder mystery nights, mental health initiatives, and book clubs.

These are great for making the library an even more inclusive space for teens because the advice is coming straight from the source itself. Having this type of collaboration not only benefits the library by giving insight on useful events, but it benefits teenagers as well because they are getting the exact materials, resources, and information they are asking for, in addition to working on leadership and teamwork skills.

Although the pandemic has led to much confusion and uncertainty, libraries are slowly starting to open up their physical spaces again. While we all have had our ups and downs this past year libraries have been doing what they can to make members of their community feel supported, especially the teen population. Their job was to continue making sure that teens felt welcomed in their spaces and they have done just that through their dedication to serving all of their library patrons.

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The Teen Space Every Neighborhood Needs is at the Library

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The fact that public libraries hold a wealth of information is something that most people know and appreciate. However, for teens who are being exposed to new ideas for the first time and trying to...

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Highlights:

Libraries offer teens a free space to simply exist.There aren't expectations for them at the library, so teens are more likely to feel safe to engage.

While being lighter in their educational tie-ins than schools, library programs are still a space for teens to extend their learning.

Librarians have the opportunity to be a trusted source of comfort for their teen patrons. They can be an important figure in a teen's life.

Always consider that teens minds are open and curious.

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When it comes to ages, there is no group more maligned than teens. After all, they tend to be self-absorbed, emotionally erratic, and they speak a language older folks don't understand!

Still, I like them.

Teens are in a constant process of self-discovery, they are often keen to try new things, and despite an angsty front, they're actually softies on the inside. Though I've never worked specifically as a teen services librarian, I have had the opportunity to observe the personal growth of many teens as they've come through the library. For many of these young people, the library played an important part in their development beyond providing reading material.

A Space to Exist

The simplest and most complex library offering for teens is space. At it's most rudimentary, that means comfortable chairs to drape themselves on and tables to do homework. Going a little deeper, libraries also serve as an escape from a difficult home and/or a confusing world; a teen that's going through trying times is very welcome to find an out-of-the-way part of the library and disappear for a while. Library staff tend not to pry, and have few expectations other than to maintain a standard code of conduct.

At the same time, a library is a place where cohorts form. Most libraries have an after-school crowd of all ages including teens. As a function of proximity, friendships are born and blossom. Because the library is not school, these friendships can transcend the school-friend barrier, especially because, if the teen librarian is good, library teens will be given engaging experiences to share.

To Learn and to Do

Practical science experiments, arts & crafts, and creative games are just a few activities in which teens participate at the library. Since most teens come to the library after a long day at school, library programs tend to be on the lighter side. That doesn't, however, mean that they are not without educational tie-ins. A common example of that are Teen Advisory Boards or TABs. A TAB is a group of teens that get together at the library and, under the direction of a librarian, act collectively. Typical TABs organize activities for themselves or younger kids, put on fundraisers, advise the librarian on books and material purchases, and provide feedback on how the library can better serve them.

Many TAB members go on to become general library volunteers, which is often their first work experience. By volunteering at the library teens learn how to be punctual, relate to older colleagues, and follow instructions. When I was a teen volunteer, it was also my first time writing a resume and interviewing for a job. More importantly, though, I was given the chance to be of service in a place where others depended on me. This last point was very empowering for my 14-year-old self - it definitely forced me to become more mature.

In Librarians We Trust

Out of all professions, librarians are near the top when it comes to credibility. People trust librarians because they tend not to have ulterior motives for doing their job - this is especially true for teen librarians. It should come as no surprise then, that for many teens, a librarian is the adult they seek out when they have something difficult or important to share, or when they need advice. In those situations, a librarian can provide both a sympathetic ear and high-quality resources - sometimes that's a phone number, and sometimes it's a novel that will help a young person put their own situation in context; it might help them understand that they are not alone.

It is difficult to comprehend that to this day there are people out there who protest and vandalize LGBTQ book displays at public libraries. On the other side of that are librarians who know that these displays may be a much-needed sign of hope and acceptance for a young adult making sense of who they are. Those types of displays are just a small way in which libraries have been and will stay a safe space for exploration and discovery, both public and private.

Uncommon Sense

There are many people out there who deride teens as rude non-readers, who are addicted to texting and whatever newfangled incarnation of that dod-darned rock music is out there. They're intimidated by teens because they talk fast and are unpredictable. They don't appreciate a teen's open mindset and sense of curiosity. Librarians, particularly teen librarians, appreciate all of those qualities.

Yes, teens can be complicated. But then again, don't libraries exist for complicated people? An ideal match, if you ask me!

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Vital Ways Libraries Help Teens Become Themselves (beyond books)

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Teens are in a constant process of self-discovery, and libraries are the safe spaces where that exploration happens.