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Resources:

Colorado Media Literacy Resources (no standards): https://www.cde.state.co.us/medialiteracy

Computer Science Standards (high school only):

https://www.cde.state.co.us/computerscience/standards

From CSTA (standards)

https://csteachers.org/k12standards/

Library Standards from AASL:

https://libguides.ala.org/school-library-expert/aasl-natl-standards

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Mr. Deakin’s 3rd Grade Learning Page

https://sites.google.com/psdschools.org/tavcomputerscience/3rd

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Author Visit Approval Request Google Form

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Read, draw and interact live with award-winning children's authors and Storyvoice hosts
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Gather around, it's storytime!

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Join award-winning authors and illustrators for live read-alouds on the all new Storyvoice app!

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POSITION DESCRIPTION NORTHFIELD PUBLIC SCHOOLS

Poudre Job Description

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School Librarians United with Amy Hermon

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Tune in as Amy Hermon tackles the issues and challenges school librarians face everyday.

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Overview

On October 16, 2023, Poudre Libraries, along with the City of Fort Collins and Poudre School District (PSD), announced a joint commitment to open a new community innovation center in southeast Fort Collins.

The innovation center, which was promised to the voters in 2015, will feature a state-of-the-art public library, multi-use spaces, as well as recreation and aquatics facilities. The center will be built on the 10 acres of land that PSD owns adjacent to Fossil Ridge High School.

The Library, City, and PSD are working on an Intergovernmental Agreement (IGA) that will guide the project timeline and phases moving forward. Construction on the project is anticipated to begin in 2025. Once the innovation center opens, the existing Council Tree Library (located less than a mile from the new site) will close and operations will move to the new facility.

Read the full press release
Read the Coloradoan article

We know you probably have questions about what to expect with this exciting project. Since we are in the very initial stages of this partnership and project, we only have a few specifics to share about the Library's role. As with any project of this scope, information may change. Please check back for updates.

Frequently Asked Questions

Why are you building a new Library when you have Council Tree Library nearby?

Our current Master Plan identifies the southeast area as a priority for an expanded library due to ongoing population growth and increased demands for library services. Council Tree Library, which opened in 2009, was designed to accommodate a population of 47,000 people within a 3-mile radius. The current population, living within a 10-minute drive, is more than 63,500 people.

Council Tree Library is just under 17,000 sq. ft. To appropriately serve the larger population living in the vicinity - in addition to individuals who work, shop, and recreate along the Harmony corridor - calls for a full-service library upwards of 30,000 sq. ft. that includes expanded public spaces like study rooms, meeting and collaboration areas, and additional space for collections, programs, children and teens.

The new building site near Fossil Ridge High School is ideal for serving individuals and families. The location is within easy access of five K-12 schools, making it attractive to students for after-school use. The site is also convenient to lifestyle amenities, restaurants, and commercial businesses.

How much public library space is needed in our community?

The Library District's three facilities provide about 0.43 square feet of space per capita relative to the current District service area population. As the community continues to grow, that ratio of space to population will continue to decline to 0.3 square feet by 2040 - representing at least a 50% deficit of the space required to support modern library service.

Our Master Plan estimates that about 160,000 square feet of total space for public service will be needed to serve the District's projected 2040 population - at least double the space provided in the Library District's three current libraries. For the purposes of tracking facility capacity over time relative to the Library District's service population, this target represents approximately 0.6 square feet of library space per capita. (It should be noted that this target does not include space for Library District administration and centralized services, which is based on anticipated organizational growth rather than population.)

The expansion of the public library footprint in the southeast area is one part of our overall, long-term vision to provide adequate public service space for our growing community.

How will you fund the new Library?

The Library plans to use designated capital funds in addition to possible lease-purchase funding to pay for our portion of the project, estimated at $20 million. We do not anticipate seeking voter approval to raise funds for our portion of this project.

Because we are partnering with the City of Fort Collins and PSD on the facility's overall construction and operations, the Library is able to significantly reduce costs we would have paid for a facility that we pursued on our own. Each partner is looking beyond themselves to do what is most impactful for the community.

Once the final plans for the library are established, any identified funding gaps will be filled through private donations and public fundraising efforts. The Library plans to collaborate with the City on capital campaign fundraising to enhance portions of the project. Contact the Library's Development Officer, Selena Paulsen, to discuss donor opportunities: donate@poudrelibraries.org or 970-818-2964.

Is the new Library going to be part of the innovation center or separate?

The intent is that Poudre Libraries and the City of Fort Collins will co-manage community spaces within the new innovation center while also separately managing individual areas of the facility specific to each organization's specific services (e.g., library services vs. recreation/aquatic services). An IGA will govern management of the facility.

What amenities will the new Library have?

We are excited to co-create the new full-service library with input from the community and staff. That way we can ensure we are building a space that not only offers essential library services such as books, a storytime room, meeting and study rooms, public computing and technology, but also includes innovative features the community wants.

The new, considerably larger library will provide greater opportunities for the surrounding community to gather, learn, collaborate, and explore. Stay tuned for more information about how to participate in community input sessions.

When will Council Tree Library close, and what will happen to that space?

We anticipate Council Tree Library will close prior to the opening of the new facility. We do not have any timelines for construction at this time so we are not able to provide any specifics.

The District owns Council Tree Library as a condominium space within Front Range Village Shopping Center. The Library Board of Trustees will look at options for Council Tree Library and make appropriate plans in the public's interest as we move through the project.

What about other parts of the district? Why not build a library there?

We continue to use our Master Plan to guide our future planning as our service district continues to grow and change. This 20-year plan includes expanded options for library services in North Fort Collins and potential for a centralized Midtown location. We are actively working with developers and partners to identify opportunities to establish library services in these areas, assessing demographic needs, and looking at innovative service models, from full-service buildings to specialized hubs to grab-and-go storefronts. We do not have a timeframe for when these projects may happen.

We do not have a timeframe for when these projects may happen. Currently, our mobile library and Community Outreach team are serving some of these neighborhoods as we plan for future expansion.

How can I get involved in this project?

The Library plans to engage the community throughout the library design process. As we work with the City to create a design plan, there will be opportunities to have your voice heard. You can also share your thoughts via our How'd We Do form or speak with the Board of Trustees during their monthly meetings - public comments are taken at the beginning of each meeting.

Public and private donor opportunities will also available. Contact the Library's Development Officer, Selena Paulsen, to discuss these options: donate@poudrelibraries.org or 970-818-2964.

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Southeast Community Innovation Center Project

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The innovation center, which was promised to the voters in 2015, will feature a state-of-the-art public library, multi-use spaces, as well as recreation and aquatics facilities. The center will be built on the 10 acres of land that PSD owns adjacent to Fossil Ridge High School.

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Scope & Sequence Instructional Resource List

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Scope & Sequence Instructional Resource List

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Introduction

The Colorado Department of Education is committed to transparency and open government. The following policy specifies how the Colorado Open Records Act (CORA) (Colorado Revised Statutes § 24-72-201, et seq.) will be applied in a uniform and reliable manner to ensure CDE complies with CORA in all respects and meets all statutory duties. This policy is intended to inform the public and also serve as a guide for employees of the Colorado Department of Education and State Board of Education. It applies to any request for public records for which CDE or the State Board are the custodian.

Other state agencies and departments may have different CORA policies.
Jump to a Section:
Any CDE employee or office/unit receiving a request under the Colorado Open Records Act by mail, fax, courier, or email shall immediately forward the request to the Communications Department. As soon as possible thereafter, employees and departments with responsive records (i.e., records that meet the definition of that which has been requested) must provide those records to CDE's Communications Division.

CDE will only accept records requests made in writing. Records request made via social media shall not be accepted and must be submitted through the appropriate means. CDE will treat a records request that cites the federal Freedom of Information Act as though it were made pursuant to the Colorado Open Records Act.

A request is considered "received" by CDE the day an e-mail, fax or letter containing a request is opened. A request received after 4:30 p.m. or any day CDE is officially closed will be considered received as of the following working day. CDE shall make every effort to respond within three working days, as provided by § 24-72-203(3)(b), C.R.S. The department may extend its response period up to seven working days if it finds extenuating circumstances exist and communicates that finding to the requestor in writing, as described in § 24-72-203(3)(b), C.R.S. The three working-day response time begins the first working day following receipt of the request.

If records are stored in paper format, CDE staff will work with the requestor to schedule a time to inspect the records in person. The department is open from 8 a.m. to 5 p.m. Monday through Friday. CDE may require that members of the public or press only view copies of documents when the custodian of records determines that allowing access to originals could interfere with the regular discharge of duties of CDE or its staff or that the review of original records could jeopardize the condition of the records.

CDE will not be responsible for conducting analysis of records on behalf of a requestor.

CDE staff will never assume a record is exempt from CORA and will always consult CDE's Communications Division before making a determination to not provide a record. Any redactions or removal of information that CDE is legally required or allowed to withhold, pursuant to § 24-72-204, C.R.S., may not be done without prior approval from the Communications Division and the advice of counsel, if needed.

CDE shall not provide any student's personally identifiable information that is confidential pursuant to state or federal law. Colorado's Student Data Transparency and Security Act protects the confidentiality of "information that, alone or in combination, personally identifies an individual student or the student's parent or family, and that is collected, maintained, generated, or inferred by a public education entity..." See § 22-16-101, et. seq., C.R.S. Similarly, the federal Family Educational Rights and Privacy Act (FERPA) protects the confidentiality of student's identifiable information that is maintained in education records and includes direct identifiers, such as a student's name or identification number, indirect identifiers, such as a student's date of birth, race/ethnicity, disability status or other information which can be used to distinguish or trace an individual's identity either directly or indirectly through linkages with other information. When it may be possible to determine a student's personally identifiable information from a record by using simple calculations, CDE will mask the data to the extent necessary to protect student privacy. See below, for information on potential costs that may be incurred by requestor.

CDE is also required to protect the confidentiality of licensed personnel evaluations, in accordance with § 22-9-109, C.R.S.

Finally, under CORA, CDE may deny a request for any of the reasons outlined in § 24-72-204, C.R.S. for a complete list of the types of records that CDE may withhold, please refer to that section of statute. A general list of the types of protected records applicable to CDE is below:

Any investigatory files compiled for any law enforcement purpose;

Test questions, scoring keys, and other examination data pertaining to administration of a licensing examination, examination for employment, or academic examination;

The specific details of bona fide research projects being conducted by a state institution;

Electronic mail addresses, phone numbers, and home addresses provided by a person to an agency, institution, elected official, or political subdivision of the state;

Specialized details of security arrangements or investigations;

Medical, mental health, sociological, and scholastic achievement data on individual persons ;

Letters of reference;

Trade secrets, privileged information, and confidential commercial, financial, geological, or geophysical data;

Library and museum material contributed by private persons;

Addresses and telephone numbers of students in any public elementary or secondary school;

Library records disclosing the identity of a user;

Any records of sexual harassment complaints and investigations, with the exception of some information regarding founded investigations against elected officials; or

Records protected under the common law governmental or "deliberative process" privilege.

If a public record is stored in a digital format, whether searchable, sortable, or neither, CDE will provide that record in the format in which it is stored. However, emails will be provided in a searchable digital PDF format.

In addition, CDE may modify the format of digital records if:

Providing the records in their current format would violate copyright, the terms of a licensing agreement, or would result in the release of a third-party's proprietary information;

Using the current format, it is not technologically or practically feasible to remove information that CDE is allowed or required to withhold.

The first hour of staff time researching and retrieving requested records and up to 25 pages of printing will be provided for free. CDE will charge the requestor for all copying expenses in excess of 25 pages and actual costs associated with research and retrieval in excess of one hour, in accordance with § § 24-72-205(5)(a) and (6)(a), C.R.S. CDE will not charge a fee per page if records are produced electronically.

If a records request requires more than mere retrieval of records-such as technical expertise to synthesize or reconfigure data - CDE will charge the requestor for such costs, in accordance with the guidelines below. Any costs charged to a requestor shall not exceed the actual cost of producing the records, in accordance with § 24-72- 205(5)(a), C.R.S. A different fee structure applies if the records requested are subject to the Colorado Criminal Justice Records Act (CCJRA)."

Prior to producing requested records, CDE will provide an estimate of the costs of production to the requestor. If the requestor does not wish to pay the fees, CDE can provide the requestor with information on how the request can be modified to reduce or eliminate the fees. After a requestor has agreed to the costs of production, CDE will keep the requestor informed if any additional costs are anticipated and will not incur any additional costs without the requestor's prior consent. After producing the requested records, CDE will provide an invoice to the requestor. Costs must be paid in full before CDE provides the records unless alternative arrangements have been made through the Communications Division.

CDE will charge for the actual costs of a request based on the following guidelines:

Type of Request

Actual costs based on the below rates

Records request that exceeds 25 pages

$0.25 per page for all documents photocopied

Requests that require more than one hour of staff time for retrieval of records

$33.58 per hour, after the first hour

Requests that require a manipulation of data so as to generate a record in a form not used by the agency

Hourly rate of staff member (based on salary), or contractor hourly rate, as applicable

For more information, or to submit a CORA, please contact the CDE Communications Team, at cde_communications_office@cde.state.co.us or 303-866-6520.

[1]: Scholastic achievement data on individuals includes, but is not limited to a student's grade level, course taking, and state assessment data, including content, readiness, and language proficiency assessments.

[2]: CORA defines "personnel files" to include home addresses, telephone numbers, financial information, and other information maintained because of the employer-employee relationship. See § 24-72-202(4.5), C.R.S.

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CDE's Colorado Open Records Act (CORA) Policy

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The Colorado Department of Education is committed to transparency and open government. The following policy specifies how the Colorado Open Records Act (CORA) (Colorado Revised Statutes § 24-72-201, et seq.) will be applied in a uniform and reliable manner to ensure CDE complies with CORA in all respects and meets all statutory duties.

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Links to important documents and policy

Chief Technology Officer
Manages IT applications, infrastructure and technical support services

Bud Hunt | bhunt@psdschools.org

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We have a busy fall planned in the Eyestone Media centers!

Please find our events below.

If you have an assembly, event, or a special class and you would like to use one of the Media centers, you are more than welcome. Please send an outlook invite to Cassie, Mary and Lorrie. Once the invite is approved, we will be in touch for setup and audiovisual needs.

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Happy Fall, All! We have a busy fall planned in the Eyestone Media centers! Please find our events below. If you have an assembly,...

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We have a busy fall planned in the Eyestone Media centers!

Please find our events below, as well as the schedule when your child has Media.

Please help your child (ren) to return their books on time. Thank you in advance for your help with that!

As well, we are looking for some wonderful helpers to support our upcoming events, especially the book fair. If you are interested in volunteering, please see the book fair signup, as well as our general community sign up for weekly or bi-weekly visits.

Happy Reading,

Mrs. Maggio, Media Specialist and Mrs. Doty, Media Tech Para

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Happy Fall, Cougar Families! We have a busy fall planned in the Eyestone Media centers! Please find our events below, as well as the...

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CO State Library Resources for School Libraries 

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CO State Library Resources for School Libraries 

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The Colorado State Library is a division of the Colorado Department of Education.

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School Librarians and the Common Core Standards: Resources

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Common Core State Standards resources pertinent to school librarians..

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Request for Reconsideration

Copyright policy

Principal's Leadership Guide

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Students moving their superheroes up the AR mountain as they get closer to their independent reading goals. Students start at the bottom of the mountain and work their way up each quarter.

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Illustration and SLJ October 2023 Cover by James Yang

"In a realm where knowledge meets innovation, school libraries are embracing the transformative potential of artificial intelligence (AI) to reimagine the educational landscape and empower students in unprecedented ways."

That quote isn't from a teacher or a librarian or an expert in the field, although it does come directly from the source. It was written by ChatGPT, the AI-powered chatbot that has captured imaginations-and stoked fears-over the impact machines that seemingly can think for themselves might have on the future of just about everything, including education.

Most readers would be hard-pressed to discern whether that first sentence was written by a human or AI. So perhaps it's understandable why so many school leaders had an initial knee-jerk response.

"It was a very fearful reaction of like, 'Oh no, everybody is going to cheat,'" says Richard Culatta, CEO of the International Society for Technology in Education. "But what has happened as the educator and librarian community has really started to explore the possibilities is that this has huge potential for education. This isn't just a cool new website. This is a real tool."

That response has played out at the macrolevel. Almost as soon as it appeared, some of the largest school districts in the country, including Los Angeles, Seattle, and New York City, banned access to ChatGPT, citing fears over the ease with which students could cheat.

Some districts have already reversed their decisions. In New York City, Department of Education chancellor David C. Banks wrote that the city's initial response "overlooked the potential of generative AI to support students and teachers."

"If you play around with it, you're like, is this thing alive? It truly seems to be understanding and manipulating language," says Maya Bialik, who teaches seventh-grade science outside of Boston.

Before moving to the classroom, Bialik was a researcher at the educational nonprofit Center for Curriculum Redesign, where she literally wrote the book on artificial intelligence in education, so she's not surprised by the initial reaction of many educators. "Definitely at first there's fear. A teacher even asked me, 'Should I be afraid?" I showed her how to use it and she became a total power user."

AI is certainly complicated. It's a powerful tool that is seemingly advancing by the day, and while some teachers and librarians might fear it, there's no hiding from the impact it will have on learning.

Clearing up misconceptions

Overcoming fear starts with understanding, and there's a lot to unpack when it comes to artificial intelligence.

First, while ChatGPT is new, AI is not. The idea of machines that can think for themselves was first proposed in 1950 by the British mathematician Alan Turing. AI was popularized in science fiction, most notably in the murderous form of HAL 9000 in Stanley Kubrick's 1968 film 2001: A Space Odyssey . But reality proved far less scary in the form of IBM's computer chess AI program, Deep Blue, which defeated world chess champion Gary Kasparov in 1997.

At its most basic, AI is an advanced computer system that can process vast amounts of data to solve problems. ChatGPT and others like it are a special type of AI called large language models that are trained through exposure to huge quantities of text-billions of pages collected from websites, tweets, news stories, and more-and utilize natural language processing not only to understand human words and phrases but to generate human-like responses.

These new generative AI programs can create almost anything an individual can think of, and text is only the tip of the iceberg. There are already AI-powered tools that make artwork, photorealistic images, video, and music, all from a simple prompt.

Culatta says he recently worked with students using a tool called Stable Diffusion, a text-to-image AI program. "Students were working on a project creating a city of the future. I said, go in and have Stable Diffusion generate the image of what you're creating." The results wowed kids and adults alike.

These tools can also make the lives of teachers and librarians a lot easier, turning tasks that usually take hours into minutes. There are programs to write lesson plans, make flashcards, and create tests. In addition to using AI tools in her classroom, Bialik has created her own, QuestionWell, which generates questions for everything from exit tickets to multiple-choice quizzes and creates multiple versions of a test for student retakes.

It's not only small developers bringing AI to classroom technology. In July, Khan Academy announced a partnership to integrate its AI student tutor and teaching assistant, Khanmigo, with Instructure's learning management system, Canvas. The tool is designed to offer personalized support to students and help teachers write lesson plans, create rubrics, and even provide feedback on student essays.

The possibilities are exciting-and overwhelming. And librarians can and should play an important role in figuring out how exactly this technology can enhance student learning.

Developing AI literacy

Joni Gilman is the media specialist at Seckinger High School in Gwinnett County, GA. Her school is part of a cluster where AI is being incorporated into all areas of learning, kindergarten through 12th grade.

Gilman says she views AI tools as collaborative partners, helping to make her job more streamlined. She's used ChatGPT to brainstorm lesson ideas and for help making reading suggestions.

"Students think we've read every book in our collection. But I can ask [AI] for an engaging summary of a book, or help creating different promotional things to grab student attention, whether it's a social media post idea or giving book recommendations," Gilman says.

Gilman is already imagining a library where AI could "help us create better collections when we're making book orders. AI can give us a diversity audit, tell us where we have holes in our collection, look at usage data to find emerging topics, and make better book orders. It can help us with weeding and resource allocation."

She's quick to add that "nothing is going to replace that human interaction when talking about books with an expert." In large part that's because AI isn't perfect. ChatGPT is only trained on data up to September 2021; a lot of its responses aren't current. Once, Gilman says, it recommended a book that didn't exist, an AI phenomenon called a hallucination.

Since ChatGPT and other AI tools aren't connected to the school's library system, recommendations aren't always available in the collection, but even that will change soon. Accessit, a library management system that Gilman's school uses, is planning to give customers access to a third-party AI tool called Talpa Search, an experimental program that can help students find a book they're looking for, even if they don't know the name of it.

"For example, the user might search for 'book about dragons with a red cover,' and Talpa would then search multiple databases to find options that fit this search," wrote Sarah Jordan, chief customer support officer at Accessit, in an email. "You can see which results are in your library that you can borrow, as well as other books which fit your search criteria."

AI will be more than just a tool, however. Schools will also need to consider how to teach students to be critical users and prepare them to live in a world where they will be learning and perhaps, one day, working alongside AI.

School librarians are perfectly suited for this new role.

"They have experience curating content, they have a creative, physical space to host kids and teachers to try things out, and, by the nature of their job, they interact with nearly every faculty member and every student," Culatta says. "It's the perfectly written job description for a person to help a school explore a new tech geared to creating content."

Much in the way librarians evolved from teaching traditional literacy to training students in media and digital literacy, the next step is AI literacy. Just like learning the skills to effectively search an online database, students will need to learn how to converse with AI to get the best research results and to distinguish between what's real and what's AI generated.

"There is so much out there that students will find that won't be true or will be fake," Gilman says. "It's going to be key for librarians to build that bridge and help students better understand what they are finding on the internet."

That's easier said than done. Teaching students how to critically assess where information comes from is a crucial part of information literacy, but almost an impossibility when it comes to AI. It's one of the reasons that make Sara Kelley-Mudie, a librarian and educational technology specialist at Beaver Country Day, an independent school in Newton, MA, anxious about the technology.

"How do we ask students to be ethical consumers of information when it's easier and easier to just get an answer and not actually be able to trace it to its origins?" she says. "I teach students how to investigate sources, trace claims and quotes, and that's really hard to do with generative AI, especially because it feels so authoritative."

Opportunities and challenges

Although fears that AI might overthrow humanity are overdramatic at this point, there are certainly areas for concern, especially when it comes to students and issues of privacy, bias, and cheating.

In terms of bias, Bialik acknowledges it is a worry. But she also points out that human beings can be just as problematic, if not worse. Bialik holds a master's in Mind, Brain, & Education from the Harvard Graduate School of Education and says she is consistently shocked to hear teachers make sweeping, biased statements about students.

"In psychology, you gather data and make sure it's not tainted. But in teaching, you don't have time for that, and there's a lot of shortcuts that are full of bias," she says.

"At least on systems, when it becomes codified, you can see the bias," Culatta adds. "When a teacher is making decisions that are biased, there's no way I can get an audit of that. When you have a system making recommendations with bias, at least in that case you can review and do something about it."

Even privacy concerns aren't so black and white. "It's easy to say all data should be private," Culatta says. "But then when you peel it back, what if a student is at risk? Or what if I can tell through an AI interaction that a student is struggling with a math concept and AI can alert a teacher about that and make sure they aren't lost? Understanding where protections should be is critical, but it's not binary, either completely private or completely open."

When it comes to cheating, anxiety has been particularly high within the humanities where, for the first time, students have access to what is essentially a calculator for natural language. Some educators are already using Winston, a detection tool that determines if student work was created via ChatGPT or other AI large language models. Meanwhile, other disciplines have been dealing with this issue for years-from students using Photomath (photomath.com/en) to solve algebra problems to completing world language assignments with the help of Google Translate.

Educators have had to rethink instruction with those tools in mind, says Kelley-Mudie. Now the rest of the field will have to do the same. Or as Culatta puts it, if there's a concern about cheating, the problem is not with the AI tool, but with the assessment.

For example, an assignment to write an essay about the American Revolution is easily answered with the help of ChatGPT. Strategically, a teacher could assign students to actually have ChatGPT write multiple essays about the American Revolution and then go through each one to critique, find mistakes, and fill in information that the AI program may have overlooked.

Another solution for teachers is to put the focus on how students document their process. For a research seminar she taught last spring, Kelley-Mudie had students include acknowledgements in addition to works cited. Alongside sources, students referenced all the things that inspired or helped them, including AI tools.

"Not in a gotcha way but in a reflective way," Kelley-Mudie says. "The final product is great, but we really should care about the steps they took to get there."

Gilman agrees that bringing AI into the open is the right way to make it a tool for learning rather than cheating. At her school, teachers are already talking with students about how ChatGPT can be a collaborative partner to provide feedback, removing any excuse for not turning in a revised essay.

But Gilman also recognizes other areas of concern. She says equity is going to become an important issue for student access when tools like ChatGPT, which are currently free, begin to charge a fee. She also says the ability to create lifelike deep fakes has the potential to be very harmful to students from a bullying perspective. Schools will need to have policies in place to address these kinds of hazards.

Despite the risks, Gilman still says that AI and "the benefits of it, the things that it can do, are just mind-blowing."

And what does ChatGPT have to say about it all?

"As an AI language model, I don't have personal opinions or desires. The decision of whether to use AI models like ChatGPT in schools ultimately rests with educational institutions, policymakers, and educators. It is important to carefully consider the benefits, risks, and ethical considerations associated with AI implementation in educational settings. Open discussions, thorough evaluations, and informed decisions should guide any choices regarding the use of AI technology in schools."

A human couldn't have said it better.

Andrew Bauld is a freelance writer covering education.

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Librarians Can Play a Key Role Implementing Artificial Intelligence in Schools

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AI tools like ChatGPT are advancing by the day. Here's how librarians are using them, plus an overview of valuable AI tools and terms.

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How Ben Johnson transformed the Media Center

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Nine years ago, Rocky Mountain High School’s media center was drastically different. According to Rocky’s media specialist, Ben Johnson, “…the majority of the space was taken up by bookshelves,” and the cafe area was “…just a space to store broken technology.” Upon arrival, Johnson wanted to instill change. Johnson was hired in 2013 after…

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Powering Small Libraries

AspenCat is a shared catalog (integrated library system-ILS) that includes more than 115 libraries and more than a million items. Participating libraries share more than 4,500 physical materials and ebooks each month. Learn More!

Sending and receiving right from your back door

CLiC's key service that delivers physical materials between member libraries throughout the state, as well as providing connections to resource sharing in other states. Learn More!

Pushing the envelope

Staff members constantly scan the horizon for new opportunities beyond our core services. We'll even experiment, try out new products and services to see if they meet libraries' needs. Learn More!

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CLiC - Colorado Library Consortium - Colorado Library Consortium

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Powering Small Libraries AspenCat is a shared catalog (integrated library system-ILS) that includes more than 115 libraries and more than a million items. Participating libraries share more than 4,500 physical materials and ebooks each month. Learn More!

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American Association of School Librarians (AASL)

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American Association of School Librarians (AASL)

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A Division of the American Library Association

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Highly Effective Schools Through Libraries initiative

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Colorado School Library News

School Libraries Communication Toolkit

Highly Effective Schools Through Libraries (HESTL) Program

School Library Policies and Procedures

Instructional Standards

Professional Learning

Colorado School Library Careers

School Library Leadership Consultant

Suzi Tonini (she/her/hers) is the School Library Leadership Consultant at the Colorado State Library. Suzi has more than 20 years of experience in education as both a classroom teacher and teacher librarian and she believes every Colorado student deserves a strong school library program. Suzi partners with HESTL Program Coordinator Tammy Langeberg to lead Highly Effective Schools Through Libraries, a credentialing program that provides guidance for K-12 administrators and school library professionals and recognizes outstanding Colorado school library programs and librarians. Suzi is eager to consult with you to provide resources, professional learning and support for your school library program.

Highly Effective Schools Through Libraries (HESTL) Coordinator

Tammy Langeberg (she/her/hers) is the Highly Effective Schools Through Libraries (HESTL) Coordinator at the Colorado State Library working alongside Suzi Tonini, the School Library Leadership Consultant. Tammy has spent more than 35 years in education as a classroom teacher, teacher librarian, and support for school librarians. HESTL is a credentialing program that provides guidance for K-12 administrators and school library professionals and recognizes outstanding Colorado school library programs and librarians. Tammy believes all school librarians are highly effective and have the potential to hold the HESTL distinction. Tammy is available to support and guide school librarians as they navigate the HESTL application process.

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Suzi Tonini (she/her/hers) is the School Library Leadership Consultant at the Colorado State Library. Suzi has more than 20 years of experience in education as both a classroom teacher and teacher librarian and she believes every Colorado student deserves a strong school library program.

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Continuing Education Credits

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CSL In Session is an online learning series of free, hour-long virtual classes on a broad range of library-related topics. These aren't your standard information-dump-style "webinars." We're planning interactive online classes where participation is central to your learning, and where you go away with distinct takeaways that can be immediately applied in your libraries and in your professional lives.

Learn more about CSL in Session and technology requirements for attending.

Search for CSL In Session Webinars

Found 86 Results (showing page 1 of 4)

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CSL In Session is an online learning series of free, hour-long virtual classes on a broad range of library-related topics. These aren't your standard information-dump-style "webinars." We're planning interactive online classes where participation is central...

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June 6

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HESTL EdCON is a statewide conference designed to elevate library services and instruction for K-12 youth, uniting school library professionals, their public library collaborators, and advocates for strong school libraries. Session topics focus on student-centered practice and reflect the five essential areas of the Colorado Department of Education's Highly Effective Schools Through Libraries (HESTL) program: Planning, Leadership, Instruction, Management and Environment.

Build your network of support by connecting with librarians across the state.

Meet talented Colorado authors and illustrators.

Get inspired by keynote speaker Shannon McClintock Miller.

Immerse yourself in a day of professional learning.

Register now to save your spot!

To increase accessibility and offset travel costs, the Colorado State Library is committed to offering this in-person event at no cost to participants. Thank you to our generous sponsors for making this possible.

Keynote Speaker: Shannon McClintock Miller

Shannon McClintock Miller is an international speaker, consultant and author who has a passion for education, librarianship, advocacy, technology, social media and making a difference in the world and lives of others, especially children. Shannon serves as the K-12 district teacher librarian and innovation director at Van Meter Community School District in Iowa. She is also the Future Ready Librarians Spokesperson working with the Alliance of Excellent Education in Washington DC. Shannon is an avid blogger at The Library Voice, writing, speaking and consulting on librarianship, education and students around the world. She is also the author of several children's and professional books including Sonia's Digital World coming out in June 2023 with Capstone and ISTE.

Submit a Proposal Register! Travel Scholarship

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HESTL EdCON is a statewide conference designed to elevate library services and instruction for K-12 youth, uniting school library professionals, their public library collaborators, and advocates for strong school libraries. Session topics focus on student-centered practice and reflect the five essential areas of the Colorado Department of Education's Highly Effective Schools Through Libraries (HESTL) program: Planning, Leadership, Instruction, Management and Environment.

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In episode three of "How I Library," I Love Libraries editor and show host Phil Morehart speaks with Newbery Medal-winning authors Linda Sue Park and Kate DiCamillo.

Park is the author of more than 30 books for young readers, including the Newbery Medal winner "A Single Shard" in 2002. She's an outspoken critic of book bans and censorship. She notably appeared at a school board meeting in Duval County, Florida, in 2022 to speak out against their banning of multiple books, including her work, "Nya's Long Walk." Park's new picture book for kids, "My Book and Me," is a lyrical tribute to the joys of books and reading, featuring illustrations by Caldecott Medal winner Chris Raschka.

DiCamillo, the National Ambassador for Young People's Literature for 2014-2015, is the author of numerous beloved works for young readers. She's a two-time Newbery Medal winner (for "The Tale of Despereaux" in 2004 and "Flora & Ulysses: The Illuminated Adventures" in 2014). In 2001, she was awarded a Newbery Honor for "Because of Winn-Dixie," a book that has been banned by some school districts in the U.S. for profanity. Her new book, "Ferris," is a hilarious and achingly real love story about a girl, a ghost, a grandmother, and growing up.

Park and DiCamillo join Morehart for lively discussions of their latest books, why they write for kids, book bans, their favorite library memories, and much more.

"How I Library" is available for download or streaming on Soundcloud, Spotify, and Apple Podcasts. Or listen below.

Subscribe to the I Love Libraries newsletter! You'll get monthly updates on library news, advocacy updates, book interviews, book info, and more!

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How I Library Episode Three: Linda Sue Park and Kate DiCamillo

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In episode three of How I Library, host Phil Morehart from the American Library Association speaks with two Newbery Medal-winning authors: Linda Sue Park (A Single Shard) and Kate DiCamillo (The Tale of Despereaux, Flora & Ulysses: The Illuminated Adventures). They discuss their latest books, writing for kids, book bans, their favorite library memories, and much more.

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Black out and Spine Poetry

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Tor Books
April is National Poetry Month. It was started in 1996 by the Academy of American Poets to bring more awareness to the importance of poetry and to highlight poets' role in our culture. When I was in the classroom, I loved teaching poetry, which I know isn't many teachers' experience. Part of the joy for me was taking my classes to the library for programming my librarians had planned. After the long slog that is January through March in public school, celebrating poetry in April, after spring break usually, was a great way to get my students to buy back in. It helped bring creativity and fun to the classroom after months of preparing for standardized testing.

Planning programming in the school library for National Poetry Month is a great way for the library to partner with teachers. One of my focuses this year, after a year of virtual teaching, has been how to make teachers' lives easier. I don't want to create any more work for teachers, but instead offer reprieve. Many of these programs are easy to participate in and add to student enrichment without adding to teacher workload. Collaboration is one of my favorite parts of being a school librarian, and National Poetry Month is one of the best times to encourage collaboration.

As with any program, bringing awareness is key. You can get a free poster that's available to download, to include on digital announcements, and a physical copy can be requested to post in the library and for teachers to put in their classrooms. The poster was designed by a student and selected through a competition. There's a cash prize for the winner and the runner up, and the student will get their artwork displayed in schools, libraries, and at literary events all over the United States. Keep a lookout for the 2023 poster competition, which will be held this fall.

In this multimedia project, students and teachers are invited to write letters to poets in response to their poems, which are available written and read by the award-winning poets themselves. On the site, there are a list of videos of poets reading selected work for the year. Students spend time watching or reading (or watching and reading) the available poems, then write a letter responding to that poem. There are two ways for letters to be submitted to Dear Poet: students can submit individually or teachers can submit from classes on their students' behalf. For teachers, there's a lesson plan outlining four activities that start with reading historical poets and writing them a letter, then reviewing the 2022 poets and responding with a letter.

This is an opportunity for school librarians to teach lessons in the classroom and collaborate with both teachers and students. If you would rather hold this as a month long activity program in the library, the individual student response form should be used. This activity is perfect to be held during lunches or study halls as it's easy for students to participate in on their own, with some guidance from librarians. When they finish, you can download and print a certificate of completion for them to take home.

Submissions are due May 1, 2022. After the work is submitted, some student letters are selected for publication with the student's permission. Then, poets will respond to the responses. So students can check back in to see how poets they learned about in the library feel about what the students said. It's exciting to be able to engage with poetry in real time this way and with poets that are currently writing. Students are thrilled to get an individual response back. Check out some of the letters and responses from 2021.

Blackout Poetry

Blackout poetry is when a printed text of some kind, page from a book, newspaper, or magazine for example, is redacted or "blacked out" so that the words left create a poem. This is a great program option because it gets students off their phones and into a tactile activity. It's also another program that can be held perpetually all month.

All you need are pages with text and black permanent markers. Take some weeded and discarded books and rip the pages out. Even better to let the kids rip the pages out because they love the thrill of something so taboo being allowed in the library. It can range from as basic as a completely blacked out poem with only a few words left, to incorporating drawings that represent what the poem is about. The poet gets to be as creative as they want. For a more detailed step-by-step tutorial, check out this blog post.

Pro tip: wherever you set up the markers and paper, be sure to put something on the table to protect it or you will get black marks that bleed through the paper.

Spine Poetry

Book spine poetry is a form of "found" poetry. It's made up of words from other sources, like blackout poetry or poetry composed of a series of pictures. In this case, the titles of books create a poem, so a little imagination needs to be used.

Have students stop by and stack books so their titles make a poem. This is fast, fun, and a great way to get kids in the library. It is a perfect photo opportunity for #shelfie. Kids can add their creations to social media if they want to share their poems. Also, it's a great photo op for libraries with their own social media presence to highlight student work.

Poem in Your Pocket Day

April 29 is national poem in your pocket day. The date is always in April but changes from year to year. Started in 2008 by the Academy of American Poets, the idea behind poem in your pocket day is to carry a short poem with you (one that fits in your pocket) to think about and share with others, thus promoting the reading of poetry.

For the program, print out short poems, no more than one page. Poets.org has provided a poem in your pocket day resource with short poem suggestions and poems ready to be printed. This resource is about 60 pages, but don't feel like you have to print every page. There are instructions, poems, and even an origami swan tutorial included.

Once you've printed and cut the poems down to pocket size, set up a designated space for the pocket poems, so students know where to pick up their poems. Encourage them to write their own poems to share and carry in their pockets as well! It's fun to set out some sticky notes or other small papers so students can write their own or copy a poem down that they love. Consider making a space where pocket poems can be posted. Students will be able to publicly share their own work or their favorite poems. This is a program that benefits from a lot of build-up or marketing to the day to help increase participation.

Encourage teachers to participate by choosing their own pocket poem and allowing time in class for poems to be shared. You can share with teachers a digital tool for making a stapleless book that students can add several poems on if they wish. Again this is another activity that translates to social media well, often the hashtag #PocketPoem is used. Share poems students have chosen and why. Or share poems students have written if they are comfortable with you doing so.

I found an ingenious digital poem in your pocket activity a high school library in Virginia created where they made a slideshow of pockets you can click on and each one takes you to a different poem. This library made this while their school was in hybrid teaching mode; some students in school but 80% still learning virtually from home.

Poetry Slam

Hosting a poetry slam is ultimate library goals. It's a big project, but totally worth it. As I've mentioned before in how to start a teen book club, the best way forward is with student leaders. Does your school have a poetry or creative writing club? Can you visit and recruit from a creative writing class? These are your people.

This is a great opportunity for community involvement. See if you can reach out to any local poets who might be willing to be a judge or to give a special performance. It's always great to have community members the students might know or have heard of demonstrating literacy in action right where they live.

Once you have your student leaders, designate an MC, organizer, and recruit judges. Having both student and faculty judges is best. The MC will host the event, hype the poets, and manage the audience. The organizer will keep time, score, and manage participant lists and submissions. Promotion is very important with this event, too. You don't want to have brave teen poets show up to deliver spoken word poetry and have no one in the audience. For a more detailed, step-by-step guide, check out this one from Youth Speaks.

National Poetry Month is an excellent opportunity to remove some of the stigma around poetry. It's often in school where teens learn to hate poetry because they think that they get it wrong or that they aren't able to understand it. The library can be a place to gently reintroduce accessible, beautiful poetry that is to be shared and enjoyed by all.

If you're looking for more poetry resources, you should check out the best poems of all time and your 2022 poetry calendar for national poetry month.

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School Library Programming Ideas for National Poetry Month | Book Riot

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Some ideas to implement in your library to get folks excited about National Poetry Month, from letter writing to poetry crafts.

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Click here for database login & password information.

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We Real Cool

"We Real Cool" reprinted by consent of Brooks Permissions.

Gwendolyn Brooks, "We Real Cool," recorded on May 3, 1983, as part of the Academy of American Poets reading series, held at the Guggenheim Museum in New York City. Used with permission of Academy of American Poets, 75 Maiden Lane, Suite 901, New York, NY, 10038. This recording can be found at Poets.org.

Using simple, illuminative paper-cut puppetry, this enchanting video imagines the moment of witness that inspired Gwendolyn Brooks to write her landmark poem, "We Real Cool." Created by Manual Cinema in association with Crescendo Literary, with story by Eve Ewing and Nate Marshall and music by Jamila Woods and Ayanna Woods.

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We Real Cool - Poem Videos | Poetry Foundation

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We Real Cool "We Real Cool" reprinted by consent of Brooks Permissions. Gwendolyn Brooks, "We Real Cool," recorded on May 3, 1983, as part of the Academy of American Poets reading series, held at the Guggenheim Museum in New York City. Used with permission of Academy of American Poets, 75 Maiden Lane, Suite 901, New York, NY, 10038.

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UWM Student Animations for the Poetry Foundation's Poetry Everywhere series, which is broadcast nation-wide. Poetry Everywhere is produced by the Poetry Foun...

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Teach This Poem is based on a philosophy of perception developed by philosopher, psychologist, and educator John Dewey, author of Art as Experience (PerIgee, 1934). According to Dewey,

...to perceive, a beholder must create his own experience. And his creation must include relations comparable to those which the original producer underwent....The artist selected, simplified, clarified, abridged and condensed according to his interest. The beholder must go through these operations according to his point of view and interest.

Educator Maxine Greene built on Dewey's idea of perception in her lectures at New York City's Lincoln Center Institute (compiled in the book Variations on a Blue Guitar, published by Teachers College Press in 2001) in which she coined the phrase "Aesthetic Education." She defined this as

...an intentional undertaking designed to nurture appreciative, reflective, cultural, participatory engagements with the arts by enabling learners to notice what there is to be noticed, and to lend works of art their lives in such a way that they can achieve them as variously meaningful. When this happens, new connections are made in experience; new patterns are formed, new vistas are opened.

Although neither Dewey nor Greene addressed the study of poetry directly, we have applied their concepts to our approach to teaching poetry, which we believe involves fostering in students poetic sensibility.

The characteristics of poetic sensibility include a keen sensitivity to the surrounding world (multisensory perception), asking questions, identifying patterns, making both intuitive and logical connections, a facility and passion for finding the right word or phrase to express feelings and meaning, and the use of imagination to connect these words and phrases in unexpected ways.

Developing a poetic sensibility can help students pursue discipline-based inquiries more fully and deeply and think creatively with more substance than they would otherwise. For poets, this sensibility is most likely intuitive; for readers, the experience of engaging deeply with poetry requires consciously understanding and using some of the same skills that poets use when they write.

As a pedagogy that attempts to foster this sensibility, each lesson in Teach This Poem follows the same general trajectory:

A warm-up related to the featured poem that helps focus students for the rest of the lesson.

Careful noticing of a related resource from another genre or academic discipline. This gives students an alternate entry point into the poem, as well as practice with noticing visual details.

Pair shares or small-group discussions to help students who are uncomfortable speaking in large groups generate ideas.

A whole-class synthesis where students incorporate what they have noticed in the previous resource with questions related to the poem under study.

An individual silent reading of the poem, using noticing skills practiced with the related resource to create a record of words, phrases, and structures that "jump out." This helps students begin to think about what might be important in the poem and provides a list of ideas they may be able to use as evidence in later discussions and writing.

Two oral readings of the poem, either by the poet in an audio or video clip or two different students. Listening students add what jumps out at them when they hear the poem to their list of what they saw on the page. This provides more ideas for evidence they can use to support their interpretations.

Pair shares or small-group discussions to give everyone a chance to speak. This allows students to practice what they might contribute to the whole-class discussions, adding the opportunity for more voices to be heard.

A whole-class synthesis based on what the students have noticed in the poem and the related resource, guided by questions to open up multiple interpretations, as well as a shared synthesis.

An optional extension activity.

While Teach This Poem can be adapted for use in K-6 classrooms, it is tailored for use in upper middle school and lower high school classrooms. Each lesson includes questions about the featured poem, activities based on the aforementioned framework, and contextual information for teachers. We expect that you will further tailor the lessons we provide to your students' grade levels and needs. Above all, we encourage you to use your own creativity as you adapt Teach This Poem, as only you can, for the students you teach.
Read more about our pedagogy in the essay "Poetic Sensibility: What It Is and Why We Need It in 21st Century Education" by Dr. Madeleine Fuchs Holzer.

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Using Teach This Poem in the Classroom - Teach This Poem is based on a philosophy of perception developed by philosopher, psychologist, and educator John Dewey, author of Art as Experience (PerIgee, 1934). According to Dewey,

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Young Adult Library Services Association (YALSA)

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Young Adult Library Services Association (YALSA)

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It's Lit! | The Evolution of YA | Season 1 | PBS

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Lindsay Ellis explores how Young Adult Fiction carved a place in publishing .

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I took a good look at my teenager, followed him around, interviewed him and other teenagers, did some research, and this is what I found.
Teen Issues

Recently, I attended a school program with other parents of teenagers. The conversation was mainly complaints about raising teenagers. Each parent was only adding items to the list of complaints, but offering no solutions. I searched the net, but the result wasn't much different... most articles are about how to get your teen to clean their rooms or be more responsible, how to handle rebellious, defiant, out-of-control, aggressive teens... but not much is written from the teenager's perspective.

This got me thinking that what we need today is to look at the problem in a different light. I took a good look at the teenager I raise, followed him around, spoke to him awhile, talked with other teenagers, and this is what I found.

10 Most Common Issues Teenagers Face Today

1. They suffer from negative body image.

2. They long to belong to supportive and accepting communities beyond their family.

3. They experience stress and difficulty prioritizing and managing their time.

4. They feel lots of pressure from peers, parents, and society to conform to conflicting expectations.

5. They are at risk of mental and physical health issues.

6. They lack good mentors, role models, and heroes.

7. They are tempted to begin unhealthy patterns with drugs and alcohol.

8. They are exposed to on-screen violence and unhealthy social media.

9. They face bullying-online and off.

10. They may participate in risky sexual activity and behavior.

Each of these is described fully below, with suggestions for how a parent can help navigate or avoid these problems.

Common Problems That Teenagers Face Today

1. Issues With Body image

During the transition from childhood to adulthood, while their bodies are morphing into new shapes and sizes, teens are struggling to come to terms with their bodies and get comfortable inside their own skins. The cherubic child is gone and they are left looking at a stranger in the mirror: gawky, gangly, hairy, zitty, and unfamiliar.

Eating disorders (including anorexia, bulimia, binge-eating, etc.) typically start just before and during adolescence, and 95% of people with eating disorders are between 12 and 25 years old. (SAMHSA). Eating disorders can affect a teen's health, mood, relationships, and day-to-day functioning.

Eating disorders affect women more than men, but more young men are more prone to something called muscle dysmorphia, where they become unhealthily obsessed with being bigger and more muscular.

Even if the discontentment with their body doesn't cause them to excessively exercise or make themselves sick, the ongoing and pervasive feeling that their bodies are "not right" can have many lasting negative affects on their lives.

2. An Unmet Need for Community and Identity

I see many teenagers struggling to find a place in society, wanting to be recognized by their peers and accepted for what they are. This is one of the most important tasks of their lives at this juncture and they are faced with a lot of anxiety and insecurity as they work around this.

When teens get the message that they don't fit in and don't belong here, it can lead to feelings of isolation, disconnect, and depression. The television shows marketed to this age group normalize bullying, premarital sex, aggressive and violent behavior, and rule-breaking. You are cool only if you own all the brands. What is a teen to do? Is it their fault if they are confused, defiant, or out-of-control?

Take my son as an example. He was brought up to be respectful, helpful, kind, gentle, tolerant, follow moral and biblical principles of honesty, integrity etc., but in the world, he gets the message that these values are passé. Even his friends don't accept him, though they know that when they are in trouble they can turn to him for help.

He is like most teenagers who haven't yet found a group of friends that accepts and loves them the way they are. This feeling of not-belonging is prevalent and affects all aspects of a teen's life.

3. Time-Management Stress

Stress increases at school and the older they get, the number of projects to be done, tests to cope with, and social drama increases, not to mention sports and other extracurricular activities. On the social front, a new and tantalizing horizon opens up-dating, partying, and hanging out with friends. Meanwhile, they are constantly distracted by electronic media. A teenager learning to juggle all of these expectations is under a lot of stress.

The teen is suddenly expected to act like an adult. They are expected to manage their work independently, make and follow through on the right decisions, and manage their finances. Though most parents complains about filthy bedrooms, untidy shelves and cabinets, smelly socks, missing stuff, I wonder... where is the time!? They simply can't do it all, and the pressure makes them more prone to anxiety and depression.

4. Social and P arental Pressure

Oftentimes, parents live through their children and expect their kids to achieve everything they wanted but did not have. Expecting the teenager to get good grades, have great friends, excel in extracurricular activities, and be well-behaved, responsible for themselves and sometimes for their younger siblings is a lot of pressure. Added to this is peer pressure. To be accepted among peers and to become "popular," teens feel pressured to conform in their tastes, behaviors, and appearance.

When all the people surrounding the teenager are attempting to mold him/her into a different shape, the pressure builds. Parents, teachers, family elders, siblings, friends, schoolmates, and social groups all play a part and pull the teenager in different directions.

5. Mental and Physical Health Issues

All of these things affect a teenager's health:

Poor nutrition. The eating habits of teens are poor and unmonitored. They are urged towards eating disorders, either starving themselves or binging on unhealthy, fatty, high-calorie junk food.

Lack of sleep. In an effort to do and be it all, the teen sacrifices sleep. They require about nine hours of sleep but on average, teens get roughly seven hours. This means that every day, they are running at a deficit.

Depression and anxiety. Hormonal changes, added to the chaos and strain of scheduling, prioritizing, achieving, and fulfilling expectations, put a teen under considerable emotional pressure. This is reflected in mood swings, aggression, depression, anxiety, and sometimes even a complete breakdown.

Mental and physical health are connected. If your teen isn't healthy physically, it will have an affect on his psychology, and vice-versa.

6. A Lack of Positive Role Models and Heroes

Often the biggest bullies, richest spoilt brats, and the most self-destructive kids are held up as the most enviable and popular. The media glorifies these people, and bad behavior is applauded in movies, sports, and music. Wherever they go, our children are fed on a diet of lousy role models and are imbibing the depraved values of those "heroes" portrayed in the media.

7. Drugs and Alcohol

33.2% of high school seniors in the US reported drinking alcohol within the past month.

In 2017, by their senior year in high school, 5.9% of teenagers in the US had a daily habit of using marijuana.

In 2017, an annual survey of drug and alcohol use among teens in the US found that almost 40% of all 12th-graders surveyed had used some kind of illicit drug in the past year, and 55.7% had used alcohol.

Both alcohol and marijuana can damage a teenager's developing brain. It's so important to talk to them to find out what is happening in their school and peer group, discover what they're exposed to, and educate your kid about the dangers.

When used responsibly, Facebook, Instagram, Twitter, and other social platforms can be great ways for teens to connect with the world, but when used irresponsibly, they are problematic. Violent video games promote aggression and violence. Going online exposes teens to bad characters, mean people, unhealthy images, porn, violence, and sexual content. No matter what you do, there's no way to protect them entirely. It's up to parents to know what kids are doing online and teach them how to interact with the internet safely. To learn more, read How Does Social Media Affect Teens?

9. Bullying

Approximately 30% of teens in the US have been affected by bullying-either as a victim or as a perpetrator. 1 in 3 students in the US say they have been bullied at school, but now bullying happens online, too. Many don't know that bullying can be direct or indirect, which includes gossip and rumor-spreading. Many kids don't even know what cyberbullying is or fully understand the potentially damaging effect of their online behaviors.

10. Risky Sexual Activity and Behavior

According to the National Center for Health Statistics (NCHS), more than half of teenagers in the US have had sex by age 18. Although there has been a decline in teen pregnancy in recent years, that doesn't necessarily mean they are using protection: Out of 20 million new STD diagnoses each year, more than half of those affected are between the ages of 15 and 24.

Despite the facts, surveys consistently show that most parents don't think their children are sexually active. Again, it's so important to talk to your kids about sex, even if you don't think they're having it.

Helping Teens Deal With the Problems They Face

Teens today are forced to live at a very superficial level, on the edge of society, with no acceptance and very little positive affirmation. They are expected to learn how to live from the internet and television, where they find little emphasis on moral value or personal excellence. What a paradox is the life of a teenager is today!

In 2016, the rate of suicide for 15- to 24-year-olds was 13.15%.

What Can Parents Do to Help Their Teenagers?
What we need is a paradigm shift of who our teens are and a clearer view of our role as parents.

We need to look at ways to help teens, amp up our parenting skills, stop complaining, and take responsibility for our teens to right now.

We cannot ignore our parental duties. Even though they're in their teens, they still need us, just as they did when they were little. Cell phones, computers, and other gadgets that they spend time with cannot give them the nurturing they need.

Provide a healthy and complete meal whenever you pack it or put it on the table. Make vegetables and fruits interesting.

Build lines of communication that are so strong that your children always look to you as allies instead of enemies. Communicate positively and avoid commands and I-told-you-sos.

Discuss and establish rules for chores, homework, driving, dating, sex, and drug and alcohol use. Keep talking about all these issues.

Let them know that you don't always have all the answers and you are not always right. Listen to their opinions and offer help whenever needed.

Be graceful enough to thank, appreciate, and love them at every possible occasion.

Punishing teenagers does not really work, but disciplining teenagers does. Make sure your policies are helping instead of hurting.

Be willing to listen to their point of view. Give it a good thought before you trash it. An encouraging and supporting attitude goes a long way.

Fear of failure is one of the greatest reason for stress, so help them manage their anxiety and build self-esteem.

Look out for signs of stress, anxiety, lack of concentration, poor eating habits, poor oral and personal hygiene, disturbances in sleep, and plummeting of interest in social activities, and address them immediately.

If your teen shows any signs of anxiety or depression, get them help immediately.

Most importantly, let them know that you care!

Wishing you all success!

Kids go where there is excitement. They stay where there is love.

- Zig Ziglar

This content is accurate and true to the best of the author's knowledge and is not meant to substitute for formal and individualized advice from a qualified professional.
Questions & Answers

Question: As a teenager, what can I do to live a holy life?

Answer: Read your Bible and follow what it tells you. No one has better counsel than the holy scriptures.

Shauna waddell on July 30, 2020:

I want to move forwards towards my boyfriend justin wright

oprah on June 30, 2020:

thank you so much for this article.i am a teenager myself and still going through the struggles mentioned above and really taking everything a step at a time .

maria on June 21, 2020:

I'm a teanager myself. I feel like I am lost. Because my life isn't simple. And what I thought was this is only my problem. Thanks for this article it helped me realise that many teanagers face many problems like I do. I really appreciate you for writing this article. Thank you so much. It opened my eyes. May God bless you.

Neville Reay on May 31, 2020:

i liked the way you described the problems of teenagers and the remedy.I am a teacher.

Scott Golden on February 19, 2020:

I was surprised to notice that you haven't included in your list of issues, commonly experienced by teenagers, the matter of Sexual Orientation and struggling to come to terms with being Gay / Lesbian or Gender Dysphoria.

It is well known that this is the source of considerable anxiety for teenagers and may lead to many incidents of fear, depression, self-harm and even suicide!

I think it is worthy of inclusion in its own right, and note that you haven't even touched upon it specifically neither alluded to it which I feel is remiss.

Perhaps you might consider it when you are updating your blog.

Gamers rise up on January 21, 2020:

"Violent video games promote aggression and violence."

This is fricking false. The fact that parents even think this only makes me realize how much like boomers they are.

Ashutosh singh Maura on January 16, 2020:

Very impressive and nice key points

helped me a lot

THANKS

gelliefer aga on November 18, 2019:

I have a public speaking lesson and this article really pick my attention...i also experienced most of the information you wrote on my past teen years and it also opened my eyes because i have my kids too...i'm looking forward for other informative articles you will be posting,God bless you

Nikki on October 20, 2019:

I really appreciate and like this article. And I really agree that teenagers also have a tough time. I'm a teenager myself, and I feel like there's too much pressure from parents, friends, peers, school, society, and how nobody understands what me or other teenagers are facing at all.

Sharon on October 17, 2019:

Thanks for the information

it really helped me so much , I even took notes from this

hope to learn more

Madhav on September 27, 2019:

Thankyu very much for this i am very thankful to the person who has provided such a marvelous information and solutions regarding that i loved it seriously

Derrick Rose on September 09, 2019:

Thanks for this

Derrick allen on September 04, 2019:

thank you for the research in all of this. i am writing a book geared towards teens and the problems that they face in today's society. this helped a lot

Duane on August 14, 2019:

thank you! I'm a young Youth Pastor and I really do want to connect with my kids not just dumping information at them.

Ogbodo precious O on August 09, 2019:

This is so helpful

... on July 09, 2019:

thanks! really helpful!

Jane on June 30, 2019:

This might help

Karm on June 12, 2019:

This was a very big help to my thesis tank's

Faye on May 18, 2019:

Wow! This is sooooo helpful!!! I'm not a parent but this will guide me in influencing teenagers around me. Thank you so much!!!!

No name on May 12, 2019:

This help me for my project

Anne Moriarty on April 01, 2019:

Thx! I found this article to be very helpful. I'm a tapping (EFT) coach working with teens, kids and families so I'm always on the lookout for info on what's going on in their lives. This article validates much of what I believed to be true for teens, which is helpful when I'm working with them to relieve stress and release trauma.

I especially appreciate the solutions you offer. Like you, I hear a lot of complaints and not as much focus on problem-solving. I'm committed to being part of the solution, to give them tools which minimize the natural body tendency to hang onto negative energy and thereby create unhealthy patterns and actions.

I signed up so I can follow this group.

Debbie on March 04, 2019:

This helped me a lot. Awesome

great on February 11, 2019:

great information; helped me with my essay!

eya on February 06, 2019:

i like that very much

we need to know more about ourself

i hope parents can understand this

and support their children

Akshay on January 10, 2019:

it helped me very much and is very motivational

Tùng on December 02, 2018:

Good page it will help me alot

Sophie (author) on November 26, 2018:

Thanks for taking the time to read it. Greatly appreciated.

Aganyo on November 26, 2018:

Thanks for the article, i liked going through it

Sophie (author) on November 16, 2018:

Glad you think so

Fzeeshan on November 16, 2018:

all of it is extremely trueeeeee

Sophie (author) on November 06, 2018:

That is life. Being able to prioritize and manage your time is important too.

Cj on October 30, 2018:

I agree I always have bullshit homework that I wish I could die cometimes bc of how much there is and like I need to deal with homework and my girlfriend so it's very hard

alex dibdobs fawcett on September 26, 2018:

no u wrong

haonda on September 10, 2018:

how teen settle money problem

Kajal Agarwal on August 05, 2018:

Awesome...

arjun on June 28, 2018:

It has helped me to know about teen and their problems

arjun on June 28, 2018:

It has helped me to know about teen and their problems

Shianne on June 17, 2018:

well I'm a teen and what I have to say is that this year ive been bullied and yes that causes a lot of stress. yes I do know this I have depression because of school and yes I dont like it but thats life and we need to take care about it

Miz on February 05, 2018:

Really good.... I hope every parent reads n realises this though n try to understand teens.... it's difficult coping up without parents trusting u... like ssly my parents wud still think tht I'm at fault even after reading something like this

Minerva Rodriguez on December 13, 2017:

Just found your articles, do you want to read more. Will put some advice and ideas in practice hoping to be able to help my child heal. Thanks.

kidatschooldoingreserch on December 05, 2017:

not good for a texan.

wEST on October 25, 2017:

Wow great article

Dione on October 24, 2015:

I feel like every single point here is my life. Help me!

rose on August 01, 2015:

many of a teens problem of family so the child not found it

so u can love your child

tanya on June 01, 2014:

Nice

AnnaHudson on April 02, 2014:

Thank you for such an insightful and considerate article! I'm thinking about a series for young adults that include some of these issues. Thanks again! Oh, one last thing, God bless you!

deeshana on February 26, 2014:

serious man its very informative im lovin it .serious atleast one person in this whole universe understands teenagers feelings and hope parents to understand and encourage the same way instead of cribbing .

AHALYA 2014 TAMILNADU on January 15, 2014:

Teens are getting depreesion because of schools activities . a very topic

STRESS & STRAIN FACED BY TEENAGERS i am looking forward for many topics. BYE .......... ,......

simon paul sutton on November 03, 2013:

Great article covering some key points and solutions and spreading awareness in the areas most shy away from. The sooner all see that the teenagers of today create our culture and society for the next generations the better. Many talk of creating a new earth but look at the core creators and what they endure. If we set the foundations right for our youth then the rest takes care of itself in terms of functioning society and communication. Thank you for the post

Avinesh Prahladi from Chandigarh on October 10, 2013:

It is very important that you listen to the teens and while doing this, make sure that you are calm and composed. Understanding what they are trying to express is very important, this will build a confidence in them that at least someone is there for them all the time.

Avinesh Prahladi from Chandigarh on September 22, 2013:

Being a father of a teenager, I found that this hub was quite helpful to me. It was good to know the things that can help in the ideal upbringing of your kid. Well, I will definitely keep the discussed things in mind, so that I could be a better parent.

Ebonny from UK on July 30, 2013:

A thought provoking read. Thank you for sharing. Voted up etc.

mathira from chennai on July 14, 2013:

sofs, excellent hub. This transition period from childhood to adolescence is the toughest period faced by the parent as well as by the child.

buikees v a on July 13, 2013:

greatly helped us.

angel on April 23, 2013:

wow! you've created a very inspirational and motivational topics about teenager's life!a love it.. i hope you'll write some ways on how would teenagers love themselves more and avoid stupid insecurity.. =)

soul burgers on April 08, 2013:

Keep going ...nice start...

poonam on March 14, 2013:

too much perfect pointz :)

Arati Suryawanshi on February 28, 2013:

Wonderful information but sadly no share is provided.

arshia on February 11, 2013:

great and awesome..............

sssseeeee on January 31, 2013:

coolllllllll

gagri on January 19, 2013:

nice

Darren Curtis from Reading, UK on December 29, 2012:

This is a great article and fits really well with the book "I'm a parent get me out of here, before I kill my teenager", which was written to help parents change the way they deal with their child or teenager and help the communication process.

unknown on October 07, 2012:

every teenager and even parent should visit this sight and solve all the problems that are faced by the teenagers..............................................

kylzkie on October 05, 2012:

hai thankz for this article.. it helps me a lot in doing a script in our activity in school regarding tha teenagers problem and a good way in solving this.... thankz a lot...

vimbai on September 26, 2012:

This is so true.Thank you wish to read more...

tamar on September 18, 2012:

thank you:)

shnatiea gibson on September 15, 2012:

well my intex on this is that in many cases some people look to teen as a bad person . and i hope this chapter in my book inrail alot because we are ot bad but in our own eyes just trying to fit in with the crowd it sometimes best to not be a follower but to go your own way

Sophie (author) on September 10, 2012:

KK20girl, Thanks. Appreciate that!

kk202girl on September 06, 2012:

great information really good

Sophie (author) on July 13, 2012:

Thanks Rathi. Have a great day.

rathi on July 12, 2012:

info's quite good and helpful

Sophie (author) on July 04, 2012:

ljeoma, you need to live for the values you believe in , not to make a mark on someone.. you will eventually do that when you live according to the high standards you set for yourself. Best wishes to you.

Ijeoma(Nigeria) on June 30, 2012:

Having to be a good child as the only daughter and first child out of two children has given me a great challenge to leave a good mark for my younger brother to follow, I'm glad I have learn more from your educative information, because being a teenager is a very complex stage in ones life dealing with peer pressure, stress,anger and still having to meet up with the African standards,especially"Nigeria" is my challenge.

Sophie (author) on June 29, 2012:

Thanks LongTimeMother for that reassurance.!

LongTimeMother from Australia on June 28, 2012:

Hey shanky, I can imagine how much you hate those pimples. The good news is, they'll go away. Maybe one of your friends could recommend a good lotion or potion or soap that helps them get rid of their pimples. If you can't afford to buy anything that will help, all you need is patience. Patience is free!

By the way, one more thought. You know how those pimples seem huge and awful and you think everyone notices them? They probably don't notice them at all.

Some of the nicest people I knew when I was a girl had dreadful problems with pimples. They didn't try to cover them with their hair. They just made sure their hair was always clean and looked nice, and spoke to everyone with confidence and good humour. I remember always being pleased to see one girl who had pimples all over her face because she was so nice.

And you'll be pleased to know, I saw her after we finished school and her skin was so-o-o-o smooth and lovely.

It just takes time, shank.

Sophie (author) on June 28, 2012:

Shanky, this is a problem of raging hormones at this period of time. You could switch to a high fiber diet, drink at least ten glasses of water each day and use a good face wash. You need not hide your pimples under your hair.. in fact it could help spread the infection some more.. Best wishes to you..

shanky on June 28, 2012:

i have pimples in my forehead which i covered with my hairs

Sophie (author) on June 20, 2012:

longtimemother, maybe the issues teenagers face haven't changed much, but they have surely intensified. I do agree with what you say. Thanks for dropping by. I appreciate this very much. Have a lovely day.

LongTimeMother from Australia on June 18, 2012:

The issues teenagers face haven't changed much over the generations ... but I believe that social media certainly magnifies them. As parents we have to work harder now to help our teenagers get through such a difficult stage of life.

Sophie (author) on June 06, 2012:

DDE, thanks for stopping by to read and comment. Have a lovely day.

Devika Primić from Dubrovnik, Croatia on June 06, 2012:

Brilliant write up!!

Sophie (author) on June 01, 2012:

Eire, thanks for those tips to Infobucket, I would like to add you can add more to your personality which will make you stand out tall. Have a great day.

Éire on May 31, 2012:

Info bucket... There are surgeries to increase height..plus it doesn't matter about height. Except when you need something off the top shelf or if someone taller asks you what's up!xD otherwise heights no matter.

Sophie (author) on May 07, 2012:

Great! You are blessed! Have a lovely day!

Yeah Buddy! on May 06, 2012:

I never had these problems... thank GOD

Sophie (author) on April 13, 2012:

Epic, Thanks for stopping by to post your comment. I do agree that bullying is a major problem for children of all ages.. Maybe I would write on this subject as soon as I find some time.. Have a great day!

Epic on April 12, 2012:

I just read your article, mainly because i was doing a school essay, but i found lots of useful thing here that i will be able to use in my life(as a teen myself I agree with everything that's here. But I'd just like to add that bullying is a major problem as well) So thanks for writing this wonderful hub!

Sophie (author) on April 10, 2012:

Alisha, Thank you... maybe you should send the link to your parents .. it would help them understand you better! Have a great day!

alisha on April 09, 2012:

awesome........i loved it......as a 15 year old,i too face these probs

Sophie (author) on April 04, 2012:

Teens like all people need to be understood, I agree. Have a great day.

Devika Primić from Dubrovnik, Croatia on April 04, 2012:

Issues with teens are most difficult if you don't understand what they are going through

Sophie (author) on March 30, 2012:

Kushi, I am sorry that you are stressed out by your health. Check out these articles https://hubpages.com/business/Living-life-with-pos...

https://hubpages.com/education/Positive-self-talk-... they could help you. Best wishes to you. Have a lovely day.

Khushi on March 30, 2012:

the most terribble problem i face is the tension of my health which is not good

ups on March 21, 2012:

this is good for teenagers

Sophie (author) on March 09, 2012:

You are welcome and I am glad that you were helped. Have a wonderful day.

B BOY KAZIN ZEE on March 07, 2012:

this article helped me doing my research about teen thank you :)

Sophie (author) on March 02, 2012:

Maybe sometime.. but the point is if someone gets this then they get it all. Have a wonderful day.

katlyn on March 02, 2012:

I really think this was a good article! but i would like if you couold do a few more? like a top 15!

Sophie (author) on February 27, 2012:

Poeticmentor, thank you. Have a wonderful day.

Asahda Shavaja Poet of the New Age from New York City on February 26, 2012:

voting up. thanks

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10 Common Problems and Issues Teenagers Face Today

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Teens today have it hard. Parenting teenagers is not easy, but understanding the issues they struggle with can help everyone involved. You can't help solve a problem until you know what it is. Here, I highlight the most common problems faced by teenagers today.

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Free links to over 75 pieces about young people that have appeared across sections of NYTimes.com since September.

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Welcome to the Library of Congress teen page! Explore below, discover something new, make something amazing, and connect with us.

For Readers & Writers

Hear from your favorite authors and poets and get inspired with collections and writing prompts.

For Teen Historians

Find documents for your next research project and get help from our librarians.

Ask a Librarian: Have a question? Ask us now! Librarians are available to answer your questions and help with your research.

Research Guides: Research guides to the Library's general collections of books and periodicals, as well as general subject guides prepared by Library of Congress reference librarians. This guide about Harriet Tubman is a great place to start.

Chronicling America: The Library has over 16 million pages of newspapers digitized! You can find coverage of historic events and incredible ads from decades and even hundreds of years ago, like this tuberculosis ad. Here is a quick start guide.

Digital Collections: Find digitized documents, including papers of influential figures in history. Then, take part in By The People! Transcribe, review, and tag digitized images of manuscripts and typed materials from the Library's Collections.

Primary Source Sets: Ready-made resources provide easy ways to incorporate the Library's collections into your research and projects.

Listen to oral histories from the Veterans History Project and more. Learn how you can help add stories to the collections with these resources. Consider recording your own story or your family's story today.

For Makers & Creators

Experiment and create with the Library's collections.

Visit Past National Book Festivals

Watch Renée Watson and Ellen Hagan read from their book "Watch Us Rise" about girls who stand up against unfairness and speak up to make change. Watch here

Get writing advice from fantasy author Leigh Bardugo as she discusses the writing of her books "Six of Crows" and "Crooked Kingdom." Watch here

Check out Jason Reynolds's talk about go-go music in DC as he discusses why he writes books like "Sunny." Watch here

Watch the interview with Angie Thomas as she discusses code-switching, why she writes for teens, and how much representation matters. Watch here

Explore all the National Book Festival videos for teens, and search for your favorite authors. More

Information and Opportunities

Even when the buildings are closed, we are here for you virtually.

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Welcome to the Library of Congress teen page! Explore below, discover something new, make something amazing, and connect with us. Hear from your favorite authors and poets and get inspired with collections and writing prompts. Find documents for your next research project and get help from our librarians.

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Sources

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Graphic novels are, simply defined, book-length comics. Sometimes they tell a single, continous narrative from first page to last; sometimes they are collections of shorter stories or individual...

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The We Need Diverse Books movement "is a grassroots organization of children's book lovers that advocates essential changes in the publishing industry to produce and promote literature that reflects and honors the lives of all young people." (From their site: "We Need Diverse Books™)

Use these lists to find books on different socioeconomic backgrounds, gender identities, abilities, ethnicities, and cultures that are available in the Children's Collection at CSULB.

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Research Guides: Young Adult Literature: We Need Diverse Books!

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Information about the genre and CSULB's collection.

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Young Adult Fiction | Social Justice Books

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From NCTE
The materials below can be used by educators as useful tools in preventing and combating censorship. All of these resources are free access and do not require permission for use. Additional support is available for current NCTE members.

These guidelines present criteria and procedures that ensure thoughtful teacher selection of novels and other materials.

Focusing on materials broadly defined in classrooms and schools today, a committee of English educators updated a 2004 position statement originally detailing censorship of "nonprint" materials. This new statement bridges censorship issues across varied modalities and texts.

During this era of high-stakes testing, technology-based instruction, and increased control over students' expression due to school violence, students' right to write must be protected.

The Literacy & NCTE blog maintains a repository of posts on intellectual freedom.

This position statement explains why rating books, or 'red-flagging," is a form of censorship that schools should not practice.

NCTE members can access over 600 book rationales on the first-ever online rationale database. A newly updated How to Write a Rationale document is also available. This database can be searched by title, author, and grade level to help educators find a rationale for a book to use in the classroom or that is being challenged. New pieces of literature can be found to incorporate into curriculums or classroom libraries to further enrich students' learning.

This updated statement supports the truth that it is an individual English educator's (teacher's, researcher's, and librarian's) right to translate, produce, and curate past and new knowledge and dispositions within broadly accepted disciplinary parameters in order to advance the common good.

This statement explains why classroom libraries play a key role in providing access to books and promoting literacy. It states NCTE's support for efforts to provide teachers with the ability to exercise their professional judgment in developing and maintaining classroom libraries.

This foundational NCTE position statement gives model procedures for responding to challenges, including a citizen's "Request for Reconsideration of a Work."
From NCAC
This is a collection of materials for parents, students, educators, and authors with information on how to effectively fight challenges to books in schools.

School officials have broad discretion to establish curricula and decide what materials to include in their classrooms and libraries. However, parents, special interest groups and others sometimes attempt to impose their personal beliefs on the public school system and demand the removal of educational materials. Follow the link for some general considerations school administrators should take into account when such challenges arise.

The freedom to read stories about people of diverse sexual and gender identities can validate and empower all youth, especially those who may identify as LGBTQ. LGBTQ representation in literature can also promote tolerance and acceptance of all human difference, including sexual and gender identities. This source offers an overview of common arguments made by would-be censors and techniques for advocating for LGBTQ stories in your schools and communities.

The Free Expression Educators Handbook contains practical tools and advice for managing book challenges and censorship controversies in schools and school libraries. The handbook, created by NCAC in collaboration with NCTE, is intended for teachers, librarians, and school administrators.

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Young Adult Literature Archives | BOOK RIOT

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Looking for the best young adult books, new YA books for your pre-order list, or young adult fiction for yourself or the teens in your life? We've got you.

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Young adult literature: top 100 YA books of all time

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Young Adult Literature: The Best of the Best Hey fellow book nerds, if you’re looking for the best of the best in young adult literature, then you’ve come to the right place! Whether yo…

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Basic Elements of a Teen Services Plan A Teen Services Plan Example A Teen Programming Primer What does customer service to teens look like?
Networking part 1, part 2
Booktalk It! Creating a booktalk program to network with schools Contests, everyone's a winner Using Social Media to engage teens, including contests Gaming @ the Library Teen Tech 12 Empowering teens and creating buy-in Putting the "Teen" in your Teen Space The Unconventional Summer Reading Club Relational Reading Revolution Cut through the static, get feedback I'm Nobody, Who Are You? (Why we teen librarians should talk to each other)
Are You Nobody Too? There's a pair of us. (How to get started with your own librarian network)

Advocacy & Marketing

Libraries are the Beating Heart (of our communities) An advocacy piece with great infographics to use in promoting libraries.
Why Turning Our Libraries into Wal Mart is a Bad Idea Advocacy 101: Be seen, Be felt, Be heard Marketing Teen Services to Non Teen Services Staff, part 1 Marketing Teen Services to Non Teen Services Staff, a teen services plan example A Teen Programming Primer
Don't Underestimate the Value of "Hanging Out" (more about programming)
The "Be"-Attitudes of Communicating with Staff Verb Up Your Image Generating Marketing Creativity with iPhone Apps Graphic Design for Teen Librarians Making the Most of Your Teen Services FB Page Saving Big with Your Library: marketing the value of your library to current culture Booktrailers Creating a great teen services website, an example and some tips Thinking Out Loud: Marketing and the library lock-in Thinking Out Loud: More marketing and the library lock-in Rebuttal: Marketing and the library lock-in RA Posters, end cap signs, bookmarks and more Don't Underestimate the Value of Twitter
The Measure of Program Success?
Part 1: The Measure of Program Success? Probably not book circulation Part 2: The Measure of Program Success? Probably not attendance either Part 3: The Measure of Program Success? It's complicated, kind of (a formula and discussion)
Serving Full T.I.L.T. series:

By the Numbers, making the case for teen services using basic demographic information (Karen Jensen)

Sarcasm, Spice and Everything Awesome: The Developing Teen (Rebecca Denham)

Teen Brain Science 101 (Heather Booth)

Asset Building 101, How using the 40 Developmental Assets can help us plan and evaluate teen programming (Karen Jensen)

Diverse teens, diverse needs (Eden Grey)

Sharing stories, how knowing and sharing the stories of our teens can help make the case (Heather Booth)

Empathy, remembering what it means to be a teen and how it makes us better teen services librarians (Karen Jensen)

A Teen Services 101 Infographic (Karen Jensen)

Talking Up Teens (Eden Grey)
What I Wish You Knew About Teens

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Teen Librarian Toolbox - A School Library Journal Blog

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Practicum Lesson Plan McKay