Lunanshee's Yearly Program Planning Guide for New YA Librarians

YA LIBRARIAN RULE THE FIRST:

DON'T FREAK OUT!

How do you prevent the freak out? Planning.

As I prepare to leave my current job, I've spent a good amount of time making sure to leave copious notes for the YA Librarian who will follow me.  One of the documents I've created is what I'm calling the YA YEARLY PLANNING CALENDAR OF GLORY.  This calendar (more of an outline, really) details the illusive when of organizing year-round teen programming at a busy public library.  Since this seems like a document that many new YA Librarians could benefit from, I've decided to share it with the world.

Clearly some of the programs/dates on this YA YEARLY PLANNING CALENDAR OF GLORY may not apply to your branch but, if you are a new YA Librarian, I hope this gives you a starting point for your annual planning.
Cheers!

YA YEARLY PLANNING CALENDAR OF GLORY

JANUARY
Local school district winter holidays - do you need programs?
AARP Tax Aid Starts = becomes VERY difficult to find a room for Teen Programs
Start thinking about Summer Programming Ideas
Black History Month Program planning & room reservation (Black History Month = February)
Teen Tech Week program planning & room reservation
Place YA Book Order

FEBRUARY
Black History Month - African American Read-In can be a great program (http://www.ncte.org/action/aari)
AARP Tax Aid = VERY difficult to find a room for Teen Programs
Plan Asian Pacific Heritage Month program & book a room (Asian Pacific Heritage Month = May)
Teen Tech Week promo
National Poetry Month program planning & room reservation
Add titles to YA Book Order

MARCH
Teen Tech Week
AARP Tax Aid = VERY difficult to find a room for Teen Programs
Plan out Summer Program details and begin creating flyers/posters etc
Place YA Book Order
National Poetry Month program promo
If you are planning to do a Holi Water War during summer make sure to get the Holi powder now!

APRIL
National Poetry Month.
Send in SRP materials to be printed for May promo (plan on taking some to school in the area).
Add titles to YA Book Order

MAY
Asian Pacific Heritage Month
Start gathering supplies for SRP
Place YA  Book Order
Plan SAT practice tests for the next school year (KAPLAN/Princeton Review)

JUNE
Summer Reading Starts – take a breath and say a prayer. :)

JULY
Summer Reading – you’re halfway there!
Plan Hispanic Heritage Month (Sept/Oct) program & room reservation
Place YA Book Order

AUGUST
Summer Reading Ends – compile stats, get teen feedback
Decide if you want to do a Scream-In - if so, then start planning & looking for teen volunteers
Plan Teen Read Week & book a room
Add titles to YA Book Order

SEPTEMBER
Hispanic Heritage Month = September 15 to October 15
Scream-In Promo (if applicable)
Teen Read Week promo
Place YA Book Order

OCTOBER
Teen Read Week
Scream-In – usually planned for the weekend before Halloween depending on how the holiday falls.
Book a couple rooms for Holiday events during local schools Winter Break
Add titles to YA Book Order

NOVEMBER
Think about Black History Month (February) program possibilities. If African American Read-In is happening, this can count as your program.
Place YA Book Order

DECEMBER
Holiday Programs so parents can do some holiday shopping (movie & coco day, craft, games etc). Usually run these during the schools’ Winter Break
Add titles to YA Book Order
Start thinking about Teen Tech Week (March) & book a room

Program FAIL. Now What?

One of the hardest parts of working with teens is coming to terms with failure.  Teens are fickle creatures and failing is familiar territory for anyone working with this age group. There are certainly ways to mitigate missteps but make no mistake; you will fail at times. And that's okay.

Some of the most valuable lessons you can teach your teens is adaptation and perseverance. Failure of a program or project is not necessarily a reflection on you.

Be flexible!

Adaptation is the name of the game when you work with teens. Willingness to scrap a program mid-execution can mean the difference between lukewarm reception and rave reviews. Similarly, planning programs over a wide range of subjects, styles and times can lead to program attendance you may have only dreamed about. I recommend trying a new program once a month. If your teens don't embrace it then move it to the back of your "Program Ideas List" and try it again in a year. Remember that working with teens means that you get a new "crop" every few years - your new teens may love a program that your current teens found 'meh'.

If you're looking for program inspiration Pinterest is your best friend. CAUTION: Pinterest can also be an enormous time-suck so make sure that you stay focused on what it is you are actually looking for! Many a librarian has lost hours at a time to the sweet siren call of pinning. But in all seriousness, there are tons of ideas on Pinterest and they tend to come with helpful pictures. Another source for ideas is YALSA's listserv (I highly recommend subscription) as well as individual YA Librarian's blogs. (There's a list of recommended blogs under the Resources tab.)

Keep on trying!
Programming is a tricky beast; a program that is wildly successful one month may flop horribly the next time you schedule it. Don't be discouraged if/when this happens. I often give a program two or three attempts before abandoning it completely. Teens don't always have control of their schedules and transportation and, frankly, attending a library program is low on the totem pole of school, sports, church and family obligations. It's hard not to feel personally attacked when something you've worked so hard on fails to have the expected outcome. But uneven attendance and program popularity are sometimes part of life when your working with teens. Often the teens that I am personally closest to, who I've promoted to and who have expressed excitement about a program are the ones who forget to attend. Keeping teens' attention is difficult, no matter how wonderful your presence, programming and library.

As I mentioned earlier, I often will give a program two or three attempts before dismissing the idea. And I might give it another shot in a year or two when I've got a different group of teens! One of the bittersweet aspects of YA Librarianship is that your teens move on and a new group of teens comes into play. Remember to try different programs with your teens.

So what was your biggest flop? What do you think you could do next time?

The Tough Conversations: Bystander Complacency and Responsibility

All that is necessary for the triumph of evil

is that good men [and women] do nothing.

- Edmond Burke

Bystander Complacency, also called known as the Bystander Effect or the Genovese Syndrome by social psychiatrists, occurs when individuals witness a crime but do not offer the victim any help.  There is a direct relationship between the number of witnesses to a crime and a lack of response by individuals - the larger the number of bystanders, the less likely anyone is to intervene or report the crime.  Two recent cases of bystander complacency involve a 2-year-old in China, Wang Yue,  who was struck by a car in 2011 and left in the street as at least 18 people walked past and the 2009 gang rape of a 15-year-old outside a school dance which was witnessed by at least 20 people.

TAKE A STAND!

The basic psychology of  bystander complacency is the result of a perceived diffusion of responsibility.  Witnesses of a crime don't see anyone else intervening or calling for help, so they assume that lack of response is the correct response.  It is time to take responsibility for your actions, even if those actions are a lack of taking action.

It is true that you cannot control the actions of the people around you, but you can control your response to their actions.  Is it scary? Yes. But you will feel so much better knowing that you did not stand by and let something awful happen.  The above examples are extreme, but bystander complacency occurs when you watch someone get ridiculed and do nothing, or witness a crime and fail to notify authorities.  When you see someone being bullied and you don't call out the aggressor or notify an adult you are just as responsible as the bully.

Does taking responsibility mean putting yourself in danger? No. If you are at a party and you observe some guys messing with a girl who seems inebriated, you don't necessarily need to put yourself between the aggressors and the victim.  You can find an adult, or you can notify authorities.  If you are worried about getting in trouble for underage drinking or illegal drug use, leave the party and make an anonymous phone call to the police.  Honestly, which is worse: getting in trouble for being a teenager or preventing a rape, physical abuse or psychological damage?

Somebody has to be the "somebody else" who takes action.

Need help learning to Take a Stand?
Assertive Advocacy
Overcoming the Bystander Effect
Staying Safe While Helping Others
Stop Bullying
Take a Stand!
We Are All Bystanders

Art-A-Love-It Challenge

This summer, I am trying to run several passive programs to reach teens that are too busy (or otherwise unable) to attend active programs at the library.  Since art is a big part of my life, I decided to create the Art-A-Love-It Challenge to encourage teens to begin to notice and appreciate the beauty in their own communities.

What You Need
Signage
Mini-fliers with information
Email that someone checks regularly
Tumblr account

How It Works
Each week has a new "inspiration word" to focus the teens' art search.  Teens will keep their eyes peeled for something that matches the theme then snap a photo and email it to a predetermined email address.  Once the photos have been approved (no nudity, gang signs etc) the photos will be loaded onto our Art-A-Love-It Tumblr so the world can view the teens' photos.

My "inspiration words" this year are: LIQUID, GREEN, MOVEMENT, NATURAL, LIGHT, LOVE, REBELLION, OLD, TRANSITION and SUMMER.  These words are deliberately vague and open to interpretation; I want teens to think outside the box. :)

Beyond Digital
Depending on the number of pictures submitted, I may print several of the images and post them in the teen area.

What They Didn't Teach in Library School: Promotion & Programming

'What They Didn't Teach In Library School' is a series of guest-authored posts, written by YA Librarians from around the country, highlighting situations or skills that were never addressed in formal Library School, but that are integral to librarianship.

Promotion & Programming by Nick Madsen

How do we keep this crazy ball rolling?
For those that have been paying attention to these guest posts, you might have noticed that mine came out a little bit late. Ironically, I got caught in the tidal wave of programs this week, and completely spaced that I was the guest blogger. My bad!

Now before I start giving my ideas, please know that I have absolutely no answers for you. I click on pretty much anything that has promotion and programming ideas in the title or tags. But, even though I get some ideas from these posts, it still doesn't solve the quintessential problem; how do I ensure that my programs are vibrant, engaging, and growing?

Short Answer: I believe that each library, each librarian, and each program will have a very different answer to that quintessential problem, so just keep working on that perfect combination, and then keep mixing so it stays awesome.

Sometimes I’m overwhelmed with the sheer number of programs that I have to plan, as well as the diversity programming needs of the teens I serve.  What I've found when it comes to program ideas and planning that the trick is to narrow it down!  Don't let yourself get overwhelmed. Keep Calm and Plan a Program.

"There is no time for cut-and-dried monotony."
When trying to reach as many teens as possible, try a rotating schedule with varying types of programs. For older elementary and middle school students my rotation has consisted of the following programs: Games (video & board), Science Experiments, Cooking, and Crafts.  Our high school teens have different wants and needs, so their programs have bounced from Next-Gen Advisory Team (our Teen Advisory Board) to TeenBookWorms (our book group), movie nights, and special events like a Zombie Prom or Hunger Games Party.

"Commandeer. We're going to commandeer that ship."
Coming up with new program ideas can be difficult, so here are some things to try to get that ol' imagination flowing:

• Ask yourself 'what did I like as a kid?'.
• Would something "old school" work for your group?
• Which video games or apps are popular right now? Notice that Angry Birds is huge? Try a Life-Size, Live-Action Angry Birds game.
• Ask your peeps
• Notice that you have absolutely no ideas? Commandeer ideas from Pinterest boards, blogs or craft sites and adapt them for your students.*

It’s completely true that most people don’t know what they want until they see it. But, asking for input and letting your participants choose from a couple different options has worked for me. If they’re excited about it, they’re more than likely to come, right?

Program Promotion - Don’t Be Discouraged

Working with teens often feels like herding cats.  Sometimes you've planned a really great program, promoted it from the rooftops and no one shows.  Or even worse, only one or two teen show.  So, what’s the trick to getting them to show up? I think it is about building relationships with your teens and  doing your job to the utmost.  Don't be so concerned with the outcomes or the statistics. There are bosses and boards that want amazing programs, high program attendance, and consistency. But consistency and teen programming do not go hand-in-hand.  Don't worry about the numbers, focus on relationships with your teens and the statistics will work themselves out.

Blast It All Over
Everyone tells us that about 10% of the people you tell about a program will actually show up.  It is likely that the percentage is even lower for teens.  If that’s the case, you need to reach as many people as possible. Get your program information onto social media, school newsletters, school newspapers, school video announcements, home school newsletters, email lists, text alerts, Foursquare, local business windows and bulletin boards, and obviously all over your library.

But, while you’re doing all of that, don’t forget about connecting with people one on one. I can’t count the times that a program is saved from obscurity because one teacher got excited about it.  So, if you’re a school librarian talk to your public librarian, and if you’re a public librarian talk to your school librarian. Visit the PTAs at the schools.  Say "YES" when a school asks you to read The Lorax at their next assembly. Visit that classroom with your science experiments and keep following up with the after school group that likes you. Talk to that friend that has a son or daughter that could be coming to your fabulous program. See if a Youth Group will let you mention your programs during their game night.

You are the brand!  It all boils down to one thing, your programs are awesome because you are awesome. You are the brand that makes these programs work! So keep working, keep trying, and keep connecting.


About Nick Madsen

Nick Madsen is the Young Adult Librarian at the Community Library Network at Hayden. When he isn’t filling-in for a storytime, blowing things up, working on his MLIS (hopefully finishing this fall) or chatting about everything or nothing after a program, you will most likely find him hanging out with family and friends, playing ultimate frisbee or basketball, ballroom dancing, or helping at his church. You can find him on Facebook as Nick Madsen or at Next-Gen Adults of the Community Library Network, on Twitter as @CLN4NextGen, or his library blog at cln4nextgen.blogspot.com.

Want more posts on issues not covered in Library School?

Check out Teen Librarian Toolbox's series Behind the Scenes @ the Library.

Library After Dark: Lock-Ins 101

Lock-Ins are extremely popular with younger teens (6th-8th graders) who love the idea of being in the library when it is closed to the public.  This program is guaranteed to boost your numbers and draw attention from the community when marketed correctly.  However, the thought of entertaining a group of teens locked into the same space for hours can be a daunting.  Make no mistake, Lock-Ins are not for the faint of heart but, when properly planned, are an awesome program that your teens will beg for over and over.

DETERMINING SIZE:

Teens

• 10 to 15 you can run activities one at a time
• 15-30 you will need multiple stations for activities that can happen at the same time
• 30-50 need multiple stations and plan for some activities to run in multiple “flights” 

Staff-to-Teen Ratios

• 10 to 15 teens = at least 2 staff
• 15 to 30 teens = at least 4 staff
• 30 to 50 teens = at least 7 staff 

LOGISTICS

Lock-Ins can run for any designation of time - 4hrs, 8hrs, 10hrs - it's completely up to you, but will depend on number of staff and/or volunteers you have available.

To Keep in Mind When Choosing a Date:

• Are others available to help?
• Is the branch open the next day? If so, what time does it open?
• Are teens available that weekend? (Especially important if planned during the school year - look at major sports games, homecoming, prom dates etc.)
• If hosting an overnight lock-in you will need to let your Facilities department know & get permission for an after hours event. You also need to make sure they remember to keep the A/C or heater on.

RULES

1. Signed Permission Form to register and/or participate in after-hours program. (I recommend that you have the Legal Department review form for insurance/liability purposes.)
2. Teens must sign a Teen Agreement before participating.
3. Teens must be between 12-18 years old and a current student in grades 6-12.
4. Teens agree to stay for duration of lock-in. (If you have teens leaving at all hours, it becomes very difficult to keep track everybody's location.)
5. No outside food or drink allowed (unless for religious/medical reasons).
6. Parents should inform staff if a teen has any medications/dietary restrictions/allergies.
7. Have Photo Release on file (unless parent/guardian will not sign) so that photos can be used for promotional purposes at a later date.
8. Parents must sign their teens IN and OUT! This is a good way for you to have the chance to physically remind them about pick-up time. You also can determine that the adult leaving with a teen is approved by the teen's parents.

GRUB & BEVERAGE

Teens munch for most of the night, so I recommend having a table set up and stocked with snacks and drinks for the duration of the event.

• Pizza for dinner (all night lock-in)
• Chips
• Fruit
• Cookies
• Water, Lemonade, Sports Drinks (I tend to avoid soda since the teens are hyper without caffeine.)
• Donuts or Breakfast Tacos & Juice (for breakfast)

ACTIVITIES

If you want a Lock-In to run smoothly you need to plan a wide variety of programs to keep your teen occupied.  When teens get bored, mischief and bad behavior ensue.

• Movie Room 
• You should have a Movie Room with films playing all night
• This can also be the room where teen can sleep if they want (don’t expect many to sleep).
• Teens can leave their things in this room while doing other things
• Lights should be dim but not completely turned off
• An adult should be stationed in this room at all times
• Relay Races 
• These are a good way to burn off some energy, promote interaction and break down any cliques that may exist when the Lock-In starts
• Relay Ideas
• Clothes Horse
• Pea and a Straw
• Beach Ball Between the Knees
• Bunny Hop
• Mummy Wrap
• Other Energy Burning Activities
• Red Light/Green Light, Freeze Tag, Simon Says
• Ultimate Twister (add knees and elbows to the spin card)
• Ninja
• Giant Jenga
• Video Arcade
• Variety is the key but also have a few staples
• While other games were played for a shorter times, Guitar Hero was an all-night event
• Craft Station
• Decorate a Pillowcase
• Sew a Dream Pillow
• Make a Journal
• Altered Books
• Jewelry/Beads
• Design the Perfect Teen Space
• Mini Golf
• Need: putt putt clubs, golf balls
• Create course using library materials i.e. books, furniture, craft supplies
• Person with highest score gets prize
• Board Games
• Midnight Monopoly Tournament
• Giant Sequence
• Ghost Walk/Haunted House
• Take the teens through the library telling them spooky stories about the building.  If you don’t have any real, make it up.
• Supplies 
• Glow Sticks for teens (lights should be off)
• Small flashlight for leader 
• Have volunteers (staff & older teens) work on creating a haunted house in a designated space.  I use the second floor of my library which the teens are restricted from accessing during the Lock-In.  If you don't have a second floor try to find another space that is separate from the rest of the Lock-In.
• If you have a large number of teens you will need to do more than one Ghost Walk
• YA Lit. Trivia 
• Create a Trivia Game using YA Lit as the base for the questions
• How Well Do Your Teens Know: Twilight, Percy Jackson, Gallagher Girls, Cirque du Freak etc. Prizes for winners.

Questions?  Feel free to leave them in the comment section and I'll respond as soon as possible.

Further Reading: Teen Librarian Toolbox has also done a couple posts on library Lock-Ins

Lock-In Preparation & Expecting the Unexpected

What They Didn't Teach in Library School: Adapt or Perish

'What They Didn't Teach In Library School' is a series of guest-authored posts, written by YA Librarians from around the country, highlighting situations or skills that were never addressed in formal Library School, but that are integral to librarianship.

Adapt or Perish: Culture of a Library for 21st Century Learning

by Naomi Bates

School libraries today are enjoying a time of changing boundaries and imagination-fueled innovation. No longer are we bound by bound pages, four walls, or even a physical campus.  Outreach to students, parents, and administrators can be found on a wide variety of devices and the Library’s presence can spread via Twitter, Facebook, blogs, websites, and apps in mere seconds.  While being able to share information at lightning speeds is a wonderful, to truly be a 21st Century Library, a librarian has to look beyond the platform, beyond the devices and dig into the meat of serving students in the 21st Century.

Students today have grown up in a world where technology is constantly shifting and changing the way we work and play.  Today's students are assimilated to this ever-changing tide of social and educational output and are often far ahead of their instructors when it comes to the newest technology trend. With school work focusing more on collaborative learning, libraries must adapt their traditional roles to the 21st Century to ensure they align with the attitudes and expectation of their patrons. It’s about culture more than anything else.  Culture is a chimera, an amalgamation of disseperate parts that creates a unique and ever-changing whole.  The resources and services offered by a library must also be ever growing or face a bleak future.

What do you think of when you hear the word "library"?  Chances are you imagine a quiet place with little or no peer interaction or engagement. It’s a place used mainly to check out books or study quietly at a desk. The librarian is the 'Keeper of All Knowledge' and you must be worthy to be trusted with his/her precious tomes. 


This "traditional" style of library creates an autonomous space rather than an open space for all classes and students. Table and chairs are dominant; structure and regiment are rampant.  The staff likely believes that the best work comes from behind a desk  (wouldn't want to get too friendly with those students). In this library there is little to no collaboration; the majority of decisions about the library come from the Head Librarian who is resistant to change.  Minimal effort is put into learning new concepts or  tools, and the changing roles of libraries and librarians is discussed with dismay. There is little virtual presence promoting the library or programs and the library webpage has basic links.  In fact, this library is rather far behind in the technology department - desktop computers and perhaps a scanner are this library's most cutting edge tools. New devices, including e-books and learning apps are not readily accessible and the staff has little knowledge of new technologies.  These librarians cannot facilitate a lesson or discussion about Twitter, Tumblr, Pheed or other current technologies.

What do I think when I hear the word "library"? I imagine a vibrant place where collaboration on multiple levels is not just allowed, but encouraged. It’s not a quiet place but resonates with the hum that builds when of all types of students are engaged in learning. My library encourages all types of learners by creating different spaces to accommodate their individual needs; such as an open learning commons, a quiet space for independent learners, and smaller spaces for classrooms to use as a teaching area. Comfortable seating in groups are found throughout for students to lounge on while reading a book of their choosing. The staff is open to collaboration and can be seen outside of the library working with peers and classrooms. This level of collaboration is permeable within the library as well, with purchases coming from requests of both students and teachers. (Patrons have direct influence on the collection and equipment.) The librarians continue to work on learning and leadership as well as honing new technology skills. In this modern library, new technologies are explored and librarians seek out new learning technologies to bring into the classrooms and support the curriculum. The librarian is also more than proficient on many different webtools and devices and builds a strong virtual presence. The recognition of the shift in the relationship between student reading, research and technology is accommodated and promoted.  Students see the staff as approachable and knowledgeable and patrons feel welcome because the staff has created a positive culture built on relationships and openness.

A 21st century library is not just a catchphrase but a live entity; an organism that is in a constant state of adaptation. It’s a shift in attitude, a change in direction, and a chance to redefine the meaning of "library" for an entire generation. For libraries to continue to be essential in this ever-changing environment of technology and collaboration, librarians must be part of this culture. We must embrace our shifting roles and be on the cutting edge of education and technology if we are to stay relevant. Information is nolonger bound by the covers of a book, or the walls of a library.  The physical media containing information is no longer a librarian's purview, but rather the media necessary for people to access information.

Change can be scary but without adaptation, conformity, stagnation and eventual extinction will occure. Let's not be dinosaurs.

About Naomi

Naomi Bates has been a school librarian for the last thirteen years and is currently the high school librarian for Northwest High School in Justin, TX. Her first passions are her husband and daughter, and her second passion became her profession, which gets her up every morning wanting to go to work. She actively blogs about books, technology and other library related items on her blog, YA Books and More. You can find her via Twitter @yabooksandmore.

Want more posts on issues not covered in Library School?
Check out Teen Librarian Toolbox's series Behind the Scenes @ the Library.

What They Didn't Teach In Library School: When to Call for Help

'What They Didn't Teach In Library School' is a series of guest-authored posts,

written by YA Librarians from around the country, highlighting situations or skills

that were never addressed in formal Library School, but that are integral to librarianship.

When to Call for Help

by April Pavis

Being a Teen Services Librarian in an enclosed Teen Center, I have developed relationships with some of the teen patrons. Many of them visit the library on a daily or weekly basis, so I know their name and I ask them questions about the book they are reading, their vacation plans, or the results of the test they were worrying about. You could call us friends; I wouldn’t correct you – they are my teens. And, being a responsible adult and friend, I look out for my teens. Sometimes, though, I have to be the rule enforcer, the professional librarian, or the concerned adult.
 
One of the most difficult things I have done in my professional life is contact the police on behalf of one of my teens. Recently, one of my favorite teen patrons, game me a day-by-day account of his life the preceding week. Through stuttering, slurred words, and crying, he recounted skipping school, insomnia, fits of rage, and incidents of self-harm and domestic abuse. He is one of my most clever, fascinating patrons and I love when I catch him in my peripheral vision walking quickly towards me to tell me about the hilarious moment he had with his friends, or the TV show he loves. But that day I knew that if I didn’t get him some help, he wouldn’t be that nice, funny boy any longer. He needed someone who could intervene in his domestic situation and a trained individual to help him safely work out his emotions. He needed more than I, in my position of Teen Services Librarian, could give him. I made the call and I cried as I gave the policeman my information, knowing that, in this boy’s eyes, my actions would likely be viewed as a betrayal. But I had to make a decision between keeping our friendship and ensuring his safety. I had to go with my conscience – not to mention my legal responsibility.

Librarians are not trained social workers. We have no scripts or procedures (beyond vague ‘library policy’) to follow if we suspect a teen is in need of serious help. Some of us are able to recognize signs of distress in our patrons even when they are not able or comfortable enough to use words to express themselves, not because we are taught to see them but because we are in tune with the teens we serve. One major red flag is out-of-character behavior. The aforementioned teen is autistic and therefore a bit eccentric and prone to brief moments of anger, but the tears and grief I heard in his voice that day were new. More than his explanation of the previous days (as hyperbole is a normal part of the teen language) it was that sudden and severe change that fully convinced me he needed outside help.

As librarians serving teens, we encourage teens to interact with us; to share their hopes, dreams; their highs and lows. Teens have talked with me about bullying, fighting, suicide, and domestic abuse and I have had to decide numerous times whether the issue warranted legal/professional intervention. For less-severe issues I usually go to a teen’s friend and express my concern to them, letting our mutual concern for the teen initiate the conversation. Sometimes my fears are quelled, other times I help the friend devise a plan to help their suffering peer. But the bottom line is: there is no real guidebook for teen serving librarians when the ‘Social Worker’ roll is required. We are, more often than not, on our own.

I wish there were a class to take, a book to read, or a manual to follow, but more often than not there is no time to consult such materials even if they did exist. We have to use our instincts, our past experiences, and the wisdom of our peers to help us make the best decision for each situation and hope for the best.

How have you dealt with difficult situations with teens in your library? Leave a note in the comments answering this question and help others learn from your experiences.

About April:
April is a Teen Services Librarian in a Northern Virginia public library. She reviews books on her blog A Librarian's Take and spends time with family and friends, and swims in her free time (which there is very little of after reading so many books!). April can also be stalked via Twitter @alibrarianstake.

Want more posts on issues not covered in Library School?

Check out Teen Librarian Toolbox's series Behind the Scenes @ the Library.

What They Didn't Teach In Library School Post Schedule
January 1, 2013 - Overcoming the Pied Piper Syndrome
January 16, 2013 - Finding Balance - The Enforcer vs. The YA Librarian
January 23, 2013 - Dealing with Peeps Not Like Me
January 30, 2013 - Mousy & Mild Won't Cut It
February 6, 2013 - Community Service and the Library
February 13, 2013 - Dealing with the Angry Folk
February 20, 2013 - Mistakes as Opportunities
February 27, 2013 - Librarians as Social Workers
March 6, 2013 - Adapt or Perish
March 13, 2013 - No Do-Overs
March 20, 2013 - Promotion & Programming



What They Didn't Teach In Library School: Mistakes As Opportunities

'What They Didn't Teach In Library School' is a series of guest-authored posts,

written by YA Librarians from around the country, highlighting situations or skills

that were never addressed in formal Library School, but that are integral to librarianship.

Mistakes as Opportunities

by Emily Warner

When one hears the word “mistake”, it often implies that a person did something wrong.  For example, “I made a mistake in hiring that person”, or, “I made a mistake in eating that extra piece of pie at Christmas dinner”.  While some mistakes are genuinely something wrong, I think that at other times, mistakes can be seen as learning opportunities… and as a chance to grow and develop as both a person and a professional. 

Being ever the perfectionist, I hold myself to very high standards when it comes to both my personal and my professional lives.  I hate making mistakes and feeling like I’m somehow less of a person or less of a librarian when I do something "wrong".  It’s taken me a long time, to realize, understand, and feel comfortable with the idea that it’s really okay to make a mistake… or three… along the way.  When I started work in my current library, I had never worked with high school students; my professional background focused mainly on librarianship in elementary schools (grades Prekindergarten- 8th Grade).  I was TERRIFIED that I would say the wrong thing, wear the wrong thing - be, in some way, "wrong" for working with teens.  It wasn’t until the school year was almost over that a student informed me that I was, and I quote, “the best, coolest librarian there is”.  That was when I realized that building relationships with your teens (and patrons in general) can cover a myriad of mistakes. And along the way, I did make mistakes, I did occasionally say the wrong thing, and even more occasionally I did wear the wrong thing, but my teens don't hold that against me.  Yes, mistakes happen- even to the best of us- and I couldn’t be more proud to say that I too have made many mistakes. Without them, I wouldn’t have learned that I really love working with teenagers, and connecting them with the right book at just the right moment in their lives.

The most crucial thing I wish I had learned in library school wasn't anything I could learn from books, projects, or group work, but rather the understanding that you ARE going to make mistakes.  And that's okay.  I think that if someone had just spent some time talking about how to forgive yourself, learn from the "wrong", and take the opportunity to grow, I would have been more prepared for real life librarianship.  Because, after all, making mistakes is the best way to grow.

About Emily:
After earning my Master’s Degree in Library Science, I worked for 5 years as an elementary school library media specialist.  For the past 3 years, I’ve worked as a librarian at a boarding high school near where I live.  When I’m not in the library, I enjoy playing the violin in a local orchestra, working with the school’s drama department on their costumes, cooking, and relaxing with my friends and family.

Want more posts on issues not covered in Library School?

Check out Teen Librarian Toolbox's series Behind the Scenes @ the Library.

What They Didn't Teach In Library School Post Schedule
January 1, 2013 - Overcoming the Pied Piper Syndrome
January 16, 2013 - Finding Balance - The Enforcer vs. The YA Librarian
January 23, 2013 - Dealing with Peeps Not Like Me
January 30, 2013 - Mousy & Mild Won't Cut It
February 6, 2013 - Community Service and the Library
February 13, 2013 - Dealing with the Angry Folk
February 20, 2013 - Mistakes as Opportunities
February 27, 2013 - Librarians as Social Workers
March 6, 2013 - Adapt or Perish
March 13, 2013 - No Do-Overs
March 20, 2013 - Promotion & Programming

Program: Anti-Valentine's Day

Singles-Awareness Day is right around the corner and you are wondering what to do for your teens that doesn't involve saccharine sweetness or lovey-dovey-ness. Or chocolate.  

And what Valentine's Day program isn't romantic? An Anti-Valentine's Day Party!

Supplies:

Craft/Scrapbooking paper in blacks, reds, skull & funerary themes
Glue sticks
Scissors
Black, silver, red glitter
Anti-Valentine's Day phrases for cards (some funny ones here and here)
Black and grey streamers & balloons (optional)
"Blackened Heart Cookies"*
Sour Patch Kids
Drinks
Heart-Shaped Pinata & candy to stuff (optional)
Broom stick wrapped in black streamers (when using pinata)
Non-Romantic movie (shorter is better)
Non-Romantic (or down-right tragic) books to display/booktalk

*Add black food coloring to regular sugar cookies, cut into heart shapes & bake

Running the Program:
Set out Anti-Valentine's Card supplies along with snacks.  Play a non-romantic movie while teens are making Anti-Valentine's Cards (this year I'm showing Eight Legged Freaks).  When movie is finished have teens clean up room and put up tables and chairs, then hang pinata.  Have teens use broomstick to hit pinata - make sure that non-stick-swinging teens are FAR BACK from the pinata. Just because it's an Anti-Valentine's Day party doesn't mean they need to end up with a black eye or busted head.

What They Didn't Teach in Library School: Finding Balance - The Enforcer vs. The YA Librarian

'What They Didn't Teach In Library School' is a series of guest-authored posts,

written by YA Librarians from around the country, highlighting situations or skills

that were never addressed in formal Library School, but that are integral to librarianship.

What They Didn't Teach in Library School:

Finding Balance - The Enforcer vs. The YA Librarian

by Emily Passey

One thing I wish I’d learned in library school is how to be an authority figure without being The Man.

As youth services librarians we are in a tricky position when it comes to enforcing rules with children and teens in the library. For many of us, youth services librarianship is about providing that special third space - a safe, alternative resource for kids outside of school and home. But for all that I learned in grad school about my important role in creating that safe space, I am left with this burning question: what does authority look like in the library? How can I model the library as a welcoming environment while also enforcing the rules?

At my small public library in a densely populated suburb of Milwaukee, we have a steady flow of after-schoolers whose ages range from kindergarten through 12th grade. They come from three different schools, two public and one private, and bring a host of personalities, backgrounds, experiences and interests. Let’s face it, they also bring a host of behavioral problems, and, almost universally, it seems they bring a mindset that the library is a space without rules or boundaries. Most have been coming to my library for years, and in that time have been under the watch of several different librarians who have done their utmost to enforce our behavioral guidelines. I’ve learned first hand from the younger kids (K-7) that they do not like the ways that the rules have been enforced at the library, although I would guess this is at least partially attributable to their general dislike of our behavioral policy. Yet their frankness about their experience at the library has lead me to think deeply about how we could be enforcing our rules differently.

It seems to me that the problem is thus: when kids act up, they don’t expect to be told by a mere librarian to shape up or ship out. We’re their pals and their book finders, not their teachers or their parents. We don’t give detention or send home report cards. We definitely don’t ground kids. But when it comes time to lay down the law my persona as Friendly Computer Assistant/Homework Helper/Non-Judgemental Inquirer About Their Daily Lives does not go far in enforcing my requests for them to change their behavior. They often remain defiant, not seeing any of us librarians as legitimate rule-enforcers.

While I need to communicate that bad behavior will not be tolerated, I do not want to become the stereotypical "shushing librarian" of generations past. But I do have a behavioral policy - which predates my employment - to enforce, whether I like it or not. I don’t want to banish kids even momentarily from the safe haven of the library. I definitely don’t want them to get it into their easily-influenced heads that the library is a boring, quiet place where the librarian is always breathing down their necks about everything little infraction. Yikes - that is the opposite of what I feel my duty as a librarian entails! But, as I tell the kids every day, “in the library there are rules,” and when the disregard of them could harm other children, I have to step in to the situation and that sometimes means being or calling, I kid you not, the police.

Daily I must figure out how to be an effective authority figure and police the behavioral issues that plague our after school hours, while not falling into the trap of being “The Man.” I want to nurture in these kids a love of the library as a place to hang out and use the computer and find a little non-judgemental adult interaction.  But that desire to nurture must be balanced with enforcement of the rules they must follow if they want to be allowed to use this special place. My trial and error method includes a healthy dose of the word “respect,” and a lot of talking to them about working out problems amongst themselves, treating each other and the library well, and bringing a good attitude every day.

My dream is that the after school crowd grows up to be my Teen Advisory Board, but the only way to make that happen is to build strong bonds founded on their respect of the library and of my authority and my respect of them. I’m in it for the long haul because I just can’t help but feel a deep attachment to the little band of misfits who call my library home for a few hours everyday.

About Emily
Emily Passey is Young Adult Librarian at Shorewood Public Library in Shorewood, WI, a suburb of Milwaukee. She graduated from University of Illinois Urbana-Champaign in May 2012 with her Masters in Library & Information Science.  Emily writes and manages her library's teen blog, Shorewood Library Teens and also manages the social media for her library which is currently just in the form of a Facebook page but is growing all the time! She is currently reading Waiting by Carol Lynch Williams and Grave Mercy by Robin LaFevers.

Want more posts on issues not covered in Library School?

Check out Teen Librarian Toolbox's series Behind the Scenes @ the Library.

 

What They Didn't Teach In Library School Post Schedule

January 1, 2013 - Overcoming the Pied Piper Syndrome

January 16, 2013 - Finding Balance - The Enforcer vs. The YA Librarian

January 23, 2013 - Dealing with Peeps Not Like Me

January 30, 2013 - Mousy & Mild Won't Cut It

Feburary 6, 2013 - Community Service and the Library

February 13, 2013 - Dealing with the Angry Folk

February 20, 2013 - Mistakes as Opportunities

February 27, 2013 - Librarians as Social Workers

March 6, 2013 - Adapt or Perish

March 13, 2013 - No Do-Overs

March 20, 2013 - Promotion & Programming

What They Didn't Teach In Library School: Overcoming the Pied Piper Syndrome

'What They Didn't Teach In Library School' is a series of guest-authored posts,

written by YA Librarians  from around the country, highlighting situations or skills

that were never addressed in formal Library School, but that are integral to librarianship.

Overcoming the Pied Piper Syndrome:
Never Work Harder Than Your Students

by Holly Gillum

Had known my transfer to the high school library would make me a pied-piper of teenagers, I might have reconsidered my application!  I am still learning how to adjust to my sudden “popularity” and it’s a constant battle to maintain my professional distance, coordinate needed and interesting programs, and retain my sanity all at the same time.  Long story short, I was able to transfer to the high school library last year after 10+ years in elementary.  I began physically redecorating and watched to see what was used, needed, and/or desired.  Oh, what I have learned!

As former students, there is a level of familiarity with these kids and what I call “automatic respect.”  I don’t have many discipline problems and I seem to attract the at-risk and/or “different” students.  Just my cup of tea!  (Frankly, I’ve never met a completely sane librarian anyway.  How boring would that be?)  I love my new environment.  I love reconnecting with former students.  I love the fact they read BIG books.  But there are some drawbacks to being the "Cool Librarian"; I'm followed every step of every minute of the day!  Most of you are aware the being a Library Media Specialist is somewhat of a solitary job.  Many of our students, teachers, and yes, even administrators, have no idea what goes on in our libraries.  Through the library's doors lie a mysterious vault of knowledge that one ventures into only when one must.  I enjoy the mysterious persona, but my kids have discovered my secret.  I get paid to play with books all day.

In making my library an interesting place to visit, I’ve introduced a seating area with an attractive book display.  I added a BOGO (bring one, get one) paperback exchange shelf, and on a whim, picked up some card games and board games.  Little did I know it would only double my population and turn my lunch times into a circus!  I love being surrounded by teens, but it’s exhausting.  So, to preserve my sanity, I’m learning to set boundaries.

In finding ways to fill their time constructively, I’ve developed a set of easy guidelines and put them to work.  I have a student who runs my coffee shop in the morning before school.  I have another who manages my computers – turns them on/off and makes sure they are logged out appropriately.  I have a student who shelves books and because of her love of ABC order, does random shelf-checks.  One of my guys likes to keep the periodicals in order and I have another who “stickers” and “wraps” all of my new books.  I have a “Tree of Talent” painted on an entry wall where I’ve hung picture frames featuring poems, short writings, and drawings by students and a student who manages it.  Five periods out of seven I have a volunteer library worker who runs the circulation desk for me and collects passes.  I have managed to out-source all of my more tedious jobs, leaving me time for the behind-the-scenes maintenance that only I can do.  I still end up eating lunch at my desk with an audience, but I can do so knowing my library is being cared for appropriately.

My first rule for my new semester this New Year: Never Work Harder than the Students.  I’m learning as I go and it’s definitely a work in progress.  Don’t be afraid to trust them to help - teens can be one of your greatest resources and supporters.  Even better, they are training others, tweeting on little pied-pipes of their own.  Turn loose of the reins and give them a chance.  You’ll be amazed at what they can do.

About Holly
Holly Gillum is a first year High School Librarian with 10+ years of elementary librarianship under her belt.  She began her career as a 4th grade teacher but ran screaming from the classroom as fast as she could into the Best. Job. Ever!  Holly's hobbies are reading, reading, oh, and reading!  (She's really trying to cut back and work on more writing, blogging, and anything that would involve sunshine.)  She loves to cook, dust, and do the bidding of her feline companion, Sassy, whose attitude could give Grumpy Cat a run for his money.  Holly and her husband live on a "working ranch" (only a slight exaggeration as it entails LOTS of work) in Southeast Arkansas.  She can be found on her personal blog, www.mydeepwoodslife.com, twitter as @crossetthslib, or on facebook - search for Crossett High School Library.

Want more posts on issues not covered in Library School?

Check out Teen Librarian Toolbox's series Behind the Scenes @ the Library.

What They Didn't Teach In Library School Post Schedule
January 1, 2013 - Overcoming the Pied Piper Syndrome
January 16, 2013 - Finding Balance - The Enforcer vs. The YA Librarian
January 23, 2013 - Dealing with Peeps Not Like Me
January 30, 2013 - Mousy & Mild Won't Cut It
Feburary 6, 2013 - Community Service and the Library
February 13, 2013 - Dealing with the Angry Folk
February 20, 2013 - Mistakes as Opportunities
February 27, 2013 - Librarians as Social Workers
March 6, 2013 - Adapt or Perish
March 13, 2013 - No Do-Overs
March 20, 2013 - Promotion & Programming

Looking Forward To In 2013

Here's the list of books (so far) that I'm looking forward to in 2013.

Which titles are you anticipating?

March 2013	March 2013	February 2013	February 2013
February 2013	February 2013	February 2013	January 2013
January 2013	January 2013	January 2013	March 2013
April 2013	Sometime 2013	April 2013	April 2013
	Hero by Alethea Kontis Woodcutters Series, Book 2
June 2013	Sometime 2013	July 2013	January 2013

TEENS4TEENS: Peer Tutoring Program

One of the questions I have been asked constantly while working in a public library is: where can my child get tutoring for _________ (subject)?  Since my current library does not offer tutoring for children or teens of any kind, I decided to get a little creative and give my teens another volunteer opportunity.  Thus was born TEENS4TEENS (T4T).  I've been running this program for about two months now and have approximately 30 teens involved with the program.  So far, response has been overwhelmingly positive.

This is a low cost program but does require a substantial amount of time to set up and coordinate.  However, you are providing a great service for your teens who are struggling academically while allowing the teens who need volunteer hours a chance at earning on a weekly basis.  This program really is win/win for the teens involved.

How do I start a T4T Program at my library?

• Set 2-3 specific times during the week as T4T official times.  Example: Mondays & Thursdays 6:30-7:30pm and Saturdays 10:30-11:30am.  I recommend limiting tutoring sessions to one hour, once a week so as to not overwhelm Teen Tutors.
• Reserve a specific (public) meeting space for T4T - To protect both you and your teens you want the tutoring session to occur in the open, not in a closed room.  Example: My library's T4T sessions occur at the tables in the Teen Area.  I have signage posted that that are is reserved for T4T during the three days/times of official T4T tutoring sessions.  If someone is loud they are asked to move.
• Limit ages for both tutors and students. Example: I only take 12-18 year olds in grades 6-12.
• Develop both tutor and student application forms as well as signage for the program.  Example: See Files tab at top of blog.
• Create form letters for First Meeting Introduction, Tutor Instructions and Student Instruction emails. Example: See Files tab at top of blog.
• Contact local schools to let them know about the program and that you are looking for teen volunteers.
• Set limit to number of times either a tutor or student can "no show" before being removed from the program. Example: My program has a three strikes rule. If a tutor/student fails to show three times (not consecutive) without contacting the library or the person they are meeting, they are dropped from the program.
• Devise a way to track teen volunteer hours. I track mine on a monthly basis by having teens sign in and out each week and then entering the information on an Excel sheet.

I've done all that.  Now what?

Now comes the hard part - coordinating it all!

• As teens begin submitting applications begin matching them based on meeting time and subject.
• When parents submit applications for tutoring (i.e. needing tutoring) make sure they are aware that the tutors are volunteers and that it may take some time to match their child.
• Prepare for the program to start off slowly.  As word spreads about "free tutoring" you'll likely begin getting more "needs tutoring" applications than you can keep up with. I just keep them on file and contact the teen/parent via email every week or so until I can get them matched.

Issues You Will Face:

• As you know, teens can be notoriously flaky.  Tutors show and their students don't or students show and their tutors don't.  This is why I've developed the three-strikes rule and am very strict in enforcement.
• Teens don't always check their email.  If I have sent an email and not gotten a response within 48hrs I call and leave a message for the teen to contact me.  (Training teens to check their email at least every other day is good for older teens as they begin applying for scholarships and colleges.) Feel free to point out that it is their responsibility to check for the message as you will not have enough time to call everyone involved in the program.
• Pushy parents.  There will be parents who harass you about matching their students or who will have unreasonable expectations about what kind of tutoring is being offered.  Make it clear that this is a peer tutoring program and that teens are helping other teens.

The Files are Coming! The Files are Coming!

YA titles that center around the Arts.

If you look closely, you will notice a new tab at the top of my blog labeled "Files".  What is in this mysterious new tab you ask? It is the place where I am putting ALL of my Book Posters and Bookmarks!

While I am actively working on getting everything online, please be patient.  I'm going as quick as I can. :)

These items are free and may be used by teachers or librarians who work with teens.


DISCLAIMER: Book art copyrights belong to their respective owners.  These posters/bookmarks are to be used only for NON-COMMERCIAL use by teachers and librarians seeking to increase teen literacy and reading.

Review: 'Au Revoir, Crazy European Chick' by Joe Schreiber

I was going into shock. The pain wasn’t getting any better,

and I thought that I would probably black out before

 I found out how this was going to end. Just as well–

I was never particularly good at finishing things.

 

Perry Stormaire is a regular high school guy, more enthused about his band’s first major performance in New York City than with senior prom. But when his mom tells him he has to take Gobi, their shy, awkward Lithuanian exchange student, to the prom, Perry’s plans for an epic rock show that same night are crushed. After an incident at the prom and an impromptu drive into New York City, Perry realizes that Gobi is actually a trained assassin on a mission to take out targets all across the city. Now Perry and Gobi are on a wild ride around the city in his father’s Jag, with thugs on their heels and explosive revelations at every stop.

Au Revoir, Crazy European Chick is a fast-paced, action-packed YA novel, the likes of which I haven’t read in a long time. Once Perry and Gobi hit New York City and Gobi’s mission begins, the novel is basically one thrilling scene after another. There are plenty of car chases, gun fights and confrontations with members of the seedy NYC underbelly, all wrapped up in snappy dialogue between the two main characters. The action isn’t always that realistic considering the ages (and, in Perry’s case, experience) of the characters, but it is certainly exciting!

For the most part, the novel barrels along at a frenetic pace, but there are also moments of introspection on Perry’s part. Most of these moments have to do with the situation; some are Gobi trying to help Perry understand that his future doesn’t have to be dictated by his parents. These conversations between the two are some of my favorite because they add a certain amount of depth to the novel and give insights into who the characters are beyond this one crazy night.

Schreiber very cleverly begins each chapter with a different essay question from various college applications, and the contents subtly match the prompts. This structure, combined with short chapters that often end on cliffhangers and the action-packed plot, works wonderfully to propel readers through the relatively short novel. The questions also neatly link the plot to Perry’s overarching worries about college and his future.

Although not bursting with deep thought and realism, Au Revoir, Crazy European Chick is a great novel for vacations, lazy afternoons, and reading slumps. Pick it up now and look for the sequel in November!

 

Book Source: Local Library

Reviewer: Kimberly

 

Recommended Ages: Officially 12+, but probably more appropriate for 14+ because of language, brief discussions of sex, and violence.

 

Recommended to Readers of: