Ideas for Programming with Young Adults in School or Public Libraries
Reed. J. (2008). Young Adults, Video Games, and Libraries. Bookmobile and Outreach Services, 11(1), 63-78. Retrieved October 20, 2008 from Wilson Web.
Since libraries spend so much time trying to meet the needs of their communities they should extend that effort in to bringing young adult males to the library by using video games. These games offer learning environments and use cutting edge technology. This article examines the program in Georgetown County, South Carolina and how it used services designed to get the most reluctant readers into this rural library. Their program creates a positive learning environment for all patrons.
Posted by David Burt, Libr 265 Fall 2008
Hughes-Hassell, S., Hanson-Baldauf, D. & Burke. J. (2008). Urban Teenagers, Health Information, and Public Library Web Sites. Young Adult Library Services, 6(4), 35-42. Retrieved October 19, 2008 from Wilson Web.
Young adults looking for health information use the Internet more often than other sources due to the availability, affordability, and anonymity. The Internet is difficult to use due to credibility and searching issues. One way to overcome that is place health information on library web sites. Consumer health information has always been one of the many missions of public libraries and this article says that mission should move into the digital age by providing web sites with health information just for teenagers that have information and reputable links important to young adults.
Posted by David Burt, Libr 265 Fall 2008
Snowball, Clare. Teenagers talking about reading and libraries. Australian Academic & Research Libraries. June 2008, Vol 39, No 4, pgs 106-118. Retrieved from King Library databases through SJSU website.
The author discusses the phenomena of children growing less and less inclined to read the older they get, and thus the less likely they are to visit libraries. Her study of the research literature suggests that magazines are a universally popular type of reading material among teens. From her conversations with teens, she suggests that adults influence teens desire to read, whether from a parent or other adult. Also, the author discovered that school libraries are used more than public libraries. Finally, the author suggests ideas to practice in libraries to encourage teen readers. One of those ideas includes offering selections of graphic novels.
Deborah Diliberto, Fall 2008
Glenn, Wendy. Gossiping girls, insider boys, A-list achievement: Examining and exposing young adult novels consumed by conspicuous consumption. Journal of Adolescent & Adult Literacy. September 2008, Vol 52, No 1, pgs 34-42. Retrieved from King Library databases through SJSU website.
The author explores the reasons behind the popularity of books about wealth, privilege and power. She argues that books about the privileged “model images of who we might wish to be” (34), and find the trend of books about morally bankrupt people to be an alarming trend in young adult literature. The author analyzes current young adult literature within this framework, and picks three young adult novels in particular to critique: “The Insiders”, “The A-List”, and “Gossip Girl”. She talks about four themes each novel has, they are entitlement, disparity of class & race, empty relationships, and conspicuous consumption, and goes into greater depth in separate sections of the paper regarding these themes. Finally, the author makes an argument that the purpose of books like this are to only make money on the young adult market, and despite educators, adults, and librarian’s desire to see teens read more, these types of books are little redeeming qualities despite encouraging teens to read more.
Deborah Diliberto, Fall 2008
Frew, J. & Haver, L. (2008). Opening your doors to teens: Creating sustainable young adult programs. Indiana Libraries, 27(1), 38-41.
This article features different ways one can apply to make one’s teen programming successful. It is important that everyone at the library be supportive of teens and teen programming. Ask the teens what programs they might be interested in or talk with other young adult programmers. For cost issues, food, candy, and items for crafts may be donated by local businesses if they are aware of the need. To advertise the programs, create eye-catching flyers and post them at local schools. You can also advertise on the library’s website or consider collecting teens’ e-mail addresses to contact them directly. You should also get to know the local community youth services in the area (Boys & Girls Club, YMCA, etc.) to ask if they would like to co-sponsor events. Try to select a date and time for the program that doesn’t conflict with local schools or youth organizations’ programs. If you plan on making a craft, try to make it yourself first. The same goes with video games and movies—watch or play them first before the program starts. In addition, take pictures during the program. These pictures can be used to advertise other upcoming programs. Finally, evaluate each program after it is finished.
-Mike Salerno, December 12, 2008
The ALA Website has information on Electronic Discussion Lists that allows teen library advisory groups, and the librarians who coordinate them in school and public libraries, to share information and ideas specifically on programming. to subscribe visit:
http://www.ala.org/ala/mgrps/divs/yalsa/electronicresourcesb/websitesmailing.cfm#discussion
YA-YAAC
Purpose: This e-list offers information on programming, teen advisory groups, professional development, and just about everything else!
Uses:
* Networking
* Exchanging ideas
* Discussing common problems and seeking solutions
* Encouraging youth participation in library activities
To subscribe and unsubscribe:
1. Go to http://lists.ala.org/wws/info/ya-yaac
2. Select 'Subscribe' or 'Unsubscribe' on the left hand side
3. Enter your email address and hit the gray button
Submitted by Rebecca Diaz, November 2008
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Hill, N. (2008, Jan/Feb). Teens--Perpetual problem, or golden opportunity? Public Libraries. 47(1), 24-32. Retrieved from Library, Information Science & Technology Abstracts.
The article discusses the specific library-service needs of young adults in the United States. Most of the time, teens' library needs aren't met as they transition from the Children's Room to the Adult services and Reference dept. To address this problem, the year 2007 was considered the Year of the Teen and many experts gathered together in Massachusetts to discuss this issue. This project tackled ways to help librarians understand the behavior of teens and how they can meet those needs.
Bonnie LaForge, November 2008
Agosto. D. (2007, May/June). Why do teens use libraries? Public Libraries. 46(3), 55-61. Retrieved from Library, Information Science & Technology Abstracts.
The article focuses on research concerning teen's usage of public libraries. It mentions a variety of previous research surveys that suggest most teens go to libraries to study, do assignments, and use the Internet. Included is a survey conducted with teens from Pennsylvania and New Jersey. When asked why they went to the library, over half of the responses were to acquire information or books. A third of the responses were for social interaction or entertainment. Suggestions are provided on how public libraries can draw more teenagers in and what services would be useful for teens.
Bonnie LaForge, November 2008
Welch, R. (2008, Winter). From platforms to books? I'm game. Young Adult Library Services, 6(2), 30-31.
How to incorporate gaming into library programs for teens is a question faced by all teen librarians. Welch states that many teen librarians worry about keeping pace with the gaming boom while providing services that are appropriate. Welch advocates connecting gaming to reading and provides five ways to accomplish this task. The first is to subscribe to gaming magazines. Second, to add Manga titles to the collection that have online versions. Third, add book titles that are based on games, such as the Halo series. Fourth, there are also books with gaming as the theme that can be added to the colleciton, such as Epic by Conor Kostick where characters in the novel form their own game characters which they use to resolve conflicts. Her last suggestion is to purchase books that provide cheat codes for playing video games. All of these examples connect the teen's interest in gaming to reading, thus making the library program more relevant to the teen population.
Heather Neidenbach, November 2008
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Conover, P.R. (2007). Technology projects for library media specialists and teachers. Ohio: Linworth Books.
This book is a collection of lesson plans which incorporate technology into the library program. The ideas are presented in an easy step-by-step manner. The technology used in the lesson includes multiple facets of Microsoft Word, Excel, and PowerPoint. Many of the lessons include ideas on how students can respond to their reading.
Heather Neidenbach, Fall 2008
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Doyle, M. (2007). 101+ great ideas for teen library Web sites. Teens @ the library series. New York: Neal-Schuman. This book gives the reader some great suggestions for reaching teens though the use of Internet technology, how to get the projects up and running, and managing them once they are running. It also provides real-life case studies.
Natalie Bulick, Spring 2008
Jones, Jami L. “Somewhere to Walk and Someone to Walk With”—Resiliency Experts Discuss How Libraries and Librarians strengthen Youth. VOYA (Voice of Youth Advocates), 29-6. February 2007. 495-498.
Three resiliency experts, two social workers and one child psychologist, are interviewed about their work in the field of resiliency, where a children’s strengths rather than their deficits are looked at to see what makes them bounce back from bad experiences, and thrive in adulthood. The purpose of the article seems to be to help librarians see the important role they can play as a supportive and guiding adult in the safe, enriching support organization known as the library. Reading was an important factor in most children’s resiliency protection. The library is an important place to encourage the flourishing of that skill and resource for children. This article might have been improved by interviews with librarians who are, also, fostering children’s ability to thrive despite harsh circumstances.
Francine Silver 4/1/08
Bakestraw, Marsha. Magazines for Teens: On and Off the Rack. VOYA (Voice of Youth Advocates), 30 (5), December 2007. 397-402.
This article is a most informative advisory for libraries that may be puzzled about keeping subscriptions that teens don’t check out. The author cautions librarians to watch to see what magazines are being used at the library, since teens don’t usually check them out but like to read them while they are there. Teens now prefer older magazines in general, gravitating to magazines aimed at adults like National Geographic, People and Cosmopolitan. More of these magazines now have teen versions such as CosmoGirl and TeenVogue. Since Boy’s Life is the one and only magazine aimed at males, most guys are into anime/manga/comics, video game magazines, and sports/extreme sport magazines. Teens are more attracted than ever to making up their own content for publishing. Social networking sites and magazines that have become either web based or with a web component, are outlets for this activity. The article listed many magazines, and the pros and cons of subscribing to each one. Magazine subscriptions were touted as a way of bringing teens into the Young Adult section without having to invest a great deal of money, since magazines are still relatively cheap and easily cancellable.
Francine Silver 04//17/08
Homes, T. (2007, June). The hero’s journey: an inquiry-research model. Teacher Librarian, 34 (5), 19-22. Retrieved March 20, 2008 from Library, Information Science & Technology Abstracts with Full Text Database.
Cooper, K. ( 2008, January). Get a second life! Second guessing-libraries in the second life. SLIS Descriptor. 4, (4). Retrieved January 2008.
This article explains Second Life as a multi-player online game. Ideas for library use of the virtual world site as discussed. There is a cost for virtual land but using the site is free. There are virtual libraries but they don’t seem to be used very much. They are hoping to use the site as a future method of outreach to teens and young adults. Drawbacks to using Second Life are user systems that are fast enough Internet connection and memory. Many find the experience of traveling through Second Life to be choppy due to an older video card. Reference questions as well as site related questions seem to be the majority of the librarian’s interaction with users. The confidentiality of the experience has encouraged some to seek information they may have been too intimidated to get from a live librarian. Librarians have found the site useful for getting professional contacts and suggestions.
April Gilbert
Phtiaka, H. (1994). School library: The pupil view. Educational Review, 46 (3), 309-324 Retrieved March 20, 2008 from Library, Information Science & Technology Abstracts with Full Text Database.
An interview of middle school pupils in the UK to determine the effectiveness of their school library reveals many are intimidated by their particular library’s refined appearance. Librarians do library initiation and the English department encourages its use. The fact that librarians and teachers do not collaborate may give students the impression that the library is not useful for other subjects. Most other teachers do not encourage use of the library in doing assignments if they mention it at all. Posting of rules in the library lend to the restrictive atmosphere. Students are not allowed to work together at a desk and must maintain silence. Many complain of a feeling of distrust that makes them feel unwelcome. Even the English teacher feared the student’s library misbehavior and felt apprehension during class time in the library. Students are restricted to visit the library on their appointed day for half hour periods when it is opened at all. Students complained that the materials were not the right level for the projects they were assigned. Students also complained of not being able to find what they needed. The same school’s primary students have very different impressions of the library. They regularly hear stories and do activities with the librarian and class teacher. The same atmosphere, which intimidated older students, held the younger in awe. It seems the pressure on examinations and the lack of teacher encouragement as well as inappropriate materials create a disconnect with older students. Many prefer the public library and use it with family support.
April Gilbert
Washington, Thomas. (2004, Spring). My high school library. Massachusetts Review, 45 (1), 72-89 Retrieved March 20, 2008 from Library, Information Science & Technology Abstracts with Full Text Database.
A former English teacher, Thomas now finds himself the school librarian. In this paper he laments his libraries dismal circulation rate. Noting the lack of reading for pleasure due to his student’s over-scheduled lives. When classes come in to do research they drown in the vastness of the Internet while ignoring relevant print works. They need to be good readers of print materials before they can scan materials for relevancy on a computer screen. His outdated collection doesn’t help matters with the majority of school funds being spent on popular sports programs. Inspired to start a book club only three students show up. Displays sometimes attract a checkout with the book only to be returned unread later. Perhaps they are visiting bookstores or the public library for reading material, but most likely they don’t take the time to read for pleasure with so many extracurricular activities. The shelves are filled with out-dated material and the library is an unattractive place. The newest furnishings are for the ever-popular computers. Their use had to be limited to research during school time. The librarian even began a film-viewing club as an outreach but it didn’t last. Only one student wanted to read the book the movie was based upon. Even teachers had difficulty telling him which ten books would be great in the field to add to the library collection.
April Gilbert 4/1/08
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Honnold, R. (2003). 101+ teen programs that work. New York: Neal-Schuman Publishers, Inc.
Innovative, fun program ideas for teens; organized by summer programs, crafts, contests, games, holiday parties, teens & parents, teen volunteer programs, etc.
Kathy Parisen, Spring 2008
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Bernier, Anthony. (1998) On My Mind: Young Adult Spaces. American Libraries. October 1998, p. 52.
This article makes the important point that until very recently, young adults were given very little consideration when it came to library services. Planning youth spaces within libraries is a newer idea and a viewing of photos of some of the YA spaces in libraries shows that there is much work that needs to be done. If libraries want to serve young adults, it is certainly important to make those young adults feel welcomed. It is important for them to be able to identfiy with a space in the library they can claim as their own. This is done for children. Why not young adults? The physical space in libraries is just as important as the programs and services. Why bother carrying a great collection for young adults if the young adults are not coming to the library? To go with this article, it is certainly recommended that one attend one of Bernier's workshops (offered in California through Infopeople). Bernier offers some great ideas on transforming young adult space, some very easy and inexpensive. One idea is to distinguish the YA area by covering shelves with difference colored paper or printed paper. Tables and seating are also important, but sometimes space does not permit. However, Benier offers a resource list where librarians and space planners can find great furniture.
Sally Gomez, 8/10/07
Barack, Lauren. (2007) Never-Ending Story- Effort to write a children’s novel as a wiki goes live. School Library Journal. March 2007, pp. 22-23.
This brief article outlines the author’s attempt to have a group of contributors author a children’s book on a wiki. I chose to include it here because I thought it offered another way the wiki can be used with teens- start a story and see what happens.
Added by Michele Gilchrist, LIBR 262, 8/7/07
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See YA Around: Library Programming for Teens
http://www.cplrmh.com/
This website offers a variety of programming ideas for librarians who work with teens. You will find sections on Teen Read Week, Summer Reading Programs, handouts and forms to download...even a powerpoint jeopardy template!
Keisa Williams, August 4, 2007
Cart, M. (2000). Programming for Young Adults. (videorecording) Willows, Calif: North State Cooperative Library System.
A comprehensive, step-by-step introduction for librarians in planning, implementing, and evaluating programs for young adult. Produced in consultation with YALSA, and in cooperation with California State University-Chico Instructional Media Center.
Honnold, R. (2007). Get Connected: Tech Programs for Teens. New York: Neal-Schuman Publishers.
A guide for implementing virtual activites into library teen services. Offers detailed snapshots of technology-oriented programs. Includes topics like recreation- and education-based programs, teen advisory groups, working with special teen populations, drawing teens in the library social networking site, etc.
Chelton, M. K. (2000). Excellence in Library Services to Young Adults: the Nation's Top Programs. Chicago: American Library Association.
Provides details of 30 prize-winning young adult programs from computers to ESL poetry readings to cross-generational reading programs. Programs are arranged in eight subject categories such as collaborative efforts between libraries and community agencies, intergenerational programs, reading promotion, and youth participation.
Kan, K. L. (1998). Sizzling Summer Reading Programs for Young Adults. Chicago: American Library Association.
Describes over 50 teen summer reading programs implemented in libraries of all sizes throughout the country. Each program is thoroughly described. Graphics of such things as giveaways and posters are included. The book is divided by subject: types of program (general incentive/ thematic/special), youth participation; programs serving teens with special needs. Uses statistics and recent studies to explain why these programs are important.
Posted by 
Lori Chan. 08/01/2007
Rosen, J. (2007). Teens Welcome: Going After YA Readers. Publishers Weekly, 254(11).
- This is a great article that focuses on what bookstores can do to better attract teens as both readers and customers. The bottom line is: teens want their own space. Because teen sections are often in close proximity to children's areas in bookstores, many teens are not interested in browsing or hanging out for any length of time. Rosen illustrates tactics that four bookstores throughout the United States have taken in order to gain the approval of numerous teens. Book Inc., a San Francisco independent bookseller is one of the bookstores featured in the article, and Rosen discusses how it has formed a blog and events program called Not Your Mother's Book Club, especially for teens. In addition, Book Inc. features a bi-monthly author series, which has included a cupcake party with Rachel Cohn, author of Cupcake. Although this article discusses ways that bookstores can become more inviting for teens, this could also be a great resource for libraries, wanting to address this issue as well.
- This is a well thought out book that seems to discuss every aspect of being a teen librarian. Jones et. al. explain early on that the main message within this book is for the reader to develop a "YAttidude." Teen librarians need to see the value of young adults. It is also important to realize that teens are library patrons who deserve the same service that others receive. While the book is separated into chapters that can assist teen librarians, such as Customer Service; Collections; Booktalking; and Programming, my favorite part is the introduction, entitled The Language of the LST (Librarian Serving Teens). This is an extensive list of library terms and their definitions such as "YALSA," "Anime," "Booktalk," and "TRW (Teen Read Week)." This book has an amazing amount of information in order to help every teen librarian to better connect with young adults.
input. School Library Journal, 52(11), 44-48.
This article discusses the trend of the past ten years to transform uninspiring library spaces to teen-centered and teen-friendly zones. The article goes on to give tips for creating your own dream teen library space. Bolan gives advice on soliciting input as you design your space, layout, teen style, furniture, and keeping your space in good condition and current. Color photos highlight successful and innovative young adult sections in libraries across the country. Whether you are creating a brand new facility or revamping on a budget, this article is a good starting point.
American Library Association.
This is a great book to have if your teen section needs a makeover. Taney emphasizes the importance of understanding who young adults are and what they want before any planning begins. She provides some useful information and survey results to give readers a sense of teens today. She also discusses how to solicit feedback from teens and others involved in the process. Teen advisory boards, focus groups and “junior friends” are discussed as ways to gather information during this initial stage. Subsequent chapters discuss how to plan, propose, design and decorate. Taney closes with a chapter on long-term promotion including such topics as programming and marketing. The book includes a section of useful worksheets for surveying teens, planning, and designing your new library space. In addition, there is a comprehensive list of resources that may be helpful when creating your teen space.
Katherine Teree, May 15, 2007
- http://www.youtube.com/watch?v=aEFKfXiCbLw
Anyone working with teens needs to see this video Pay Attention on You Tube. We all know it takes time to learn to use a new technology but we have to do it. Its where knowledge is being created and where communication is happening. This 7 1/2 minute video will inspire you to embrace technology and use it in your work with teens.
Ellen Reed 5/14/07
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Larson, J. (2004). Bringing mysteries alive for children and young adults. Worthington, Ohio: Linworth Publishing.
Recommended for educators and librarians.
Beginning with an introduction covering the history of mystery literature and its appeal, this compact guide defines the genre, offers many lists of the best each subgenre has to offer, and guides teachers in integrating mysteries into their curriculum and aides librarians with mystery-related programming suggestions. The extensive appendices and the annotated book lists are excellent additions to this valuable, compact, and easy-to-read resource.
Submitted by Anne Snyder 5-5-07
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Suellentrop, Tricia. (2006). Letting go: Putting teens in charge of their own programming is the key to success. School Library Journal, 52(5), 39.
This article discusses the importance of involving teens in the library's programming efforts. Teens can help offer a new perspective to librarians, and are in the best possible position to give input on what is interesting or important to their age group. The article outlines many of the benefits to teens that can result from their involvement with library services. A particularly useful section of this article is a list of ten things librarians can do to involve teens, including specific examples, such as forming a teen advisory council to solicit input on projects such as Teen Read Week initiatives.
Jaime Steele, April 26, 2007
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Bolan, Kimberley, Canada, Meg, & Cullin, Rob. (2007). Web, library, and teen services 2.0. Young Adult Library Services, 5(2), 40-43.
This article offers a wonderful overview of the concepts of Web 2.0, Library 2.0, and Teen Services 2.0 and how they are all related. It provides general ideas of what each of these can involve, and includes special sections discussing customer service, gaming, podcasting, and social networking. It also includes a really useful collection of examples of Web 2.0 in the library, to give librarians a tangible idea of how they can make use of these technologies to improve the interactivity and collaborative natures of their libraries. The article concludes with a helpful list of additional resources, to help readers delve more deeply into some of the topics discussed.
Jaime Steele, April 26, 2007
**Tuccillo, D.P. (2005). Library Teen Advisory Groups. Lanham (MD): VOYA Books. Another programming opportunity for YA librarians and the teens they serve as Teen Advisory Groups. These groups foster a sense of ownership and responsibility amongst the teens, and provide intergenerational opportunities. They make the library better for everyone, as the collection will reflect the tastes and opinions of the teens. The collection developed this way will be more relevant than a collection made without input. Also, these groups create library users and advocates for life, and in our age of dwindling funding, advocates are sorely needed. The book gives many examples of what the teens could do, and one I responded to was to have teens read and review new books, and the reviews could be included in the library’s newsletter and on its website. Posted by Brandy Sanders 18 April 2007 **Gillespie, K.M. (2004). Teen Volunteer Services in Libraries. Lanham (MD): VOYA Books. While adult volunteers in libraries are often justified to management as being able to take some burden off of paid professionals and staff, teen volunteers usually add work to professionals and staff. This book explains why libraries should still have teen volunteers. Teen volunteer programs are about the teens, and are of great benefit to them. They have opportunities to be of service, and they gain valuable experience for college applications and job resumes. Teens also gain intergenerational experience as they put on programs for younger children and older adults. One program detailed in the book is called KAST (Kids as Story Tellers), where teen volunteers put on story times. I think this book would be beneficial to YA librarians who are new to managing volunteers. Posted by Brandy Sanders 18 April 2007
- Edwards, K. (2002). Teen library events: a month-by-month guide. Westport: Greenwood Press.
As the title suggests, this book offers sample events for all 12 months of the year. The programs were developed for a public library setting, but may be adapted to a school library as well. The best part of this book is the detailed presentation on the events. It will literally discuss everything needed to run a specific program, from the materials needed to the timetable for the program itself. The Murder Night event comes with the entire script, ready to use. It also includes examples of sample flyers and graphics than can be used for the events. For new young adult librarians trying to hold programs for the first time, this book can be a lifesaver.
Ruth Boyer, 3-2-2007
- Honnold, R. (2003). 101+ teen programs that work. New York: Neal-Schuman Publishers.
This is a good introduction to doing teen programming. The book provides basic background information like the "why" and planning process of library teen programs. It then breaks-up the programs by genres like independent programs, craft programs, or volunteer programs. However, due to the number of programs presented in the book, the programs may not be fully detailed from start to finish. The examples are there to mainly present the ideas, variations, and goals of a program. Generally, this book is a good tool for young adult librarians searching for more programming ideas.
Ruth Boyer, 3-2-2007
Adding Graphic Novels to the Library
Booktalking Video by Jonie Bodart: http://slisweb.sjsu.edu/
-Click on the SLIS Audio and Video link at the top right
-Under Student Rersources, click Course-Related Media
-Click the Uncaptioned link
Graphic novels are gaining popularity and acceptance in school and public libraries. The following books offer the novice librarian much need information in adding this genre to their library collection. The books recommend strategies for finding reviews, building and promoting a well-rounded graphic novel collection.
- Goldsmith, Francisca. (2005). Graphic novels now: building, managing, and marketing a dynamic collection. Chicago: American Library Association.
- Lyga, Allyson A. W. and Lyga, Barry. (2004). Graphic novels in your media center: a definitive guide. Westport, CT: Libraries Unlimited.
- Miller, Steve. (2005). Developing and promoting graphic novel collections. New York: Neal-schuman.
Rita Carrasco, December 4, 2006.
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Alessio, Amy & Patton, Kimberly. (2006). A Year of Programs for Teens. Chicago: American Library Association. This book is designed to help public and school librarians working with various budgets and teen age groups to design and implement “dynamic programs to encourage teens? to use the library and its resources.” There is one chapter for each month with four to five program ideas as well as passive programs, book displays, and games. It gives specific planning instructions including details about marketing, supplies, prep time, and setup.
Tawnya Dudash, November 13, 2006
- Everything you wanted to know about comic books and graphic novels for use with young adults. http://yahelp.suffolk.lib.ny.us/. Then click on Comic and Graphic Novel Resources.
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Read a Book in an Hour. Select a book with short chapters and a good plot. Depending on how the book is printed, you may need two copies of the book in order to comply with copyright. Cut up the book so that each chapter is separate. Distribute the chapters to different readers. You might with to give them some hints such as the names of characters and the barest of outline. Readers then read their chapter independently. Then assesmble the readers and audience. Give each reader one to two minutes to 'tell' their chapter to the group. The book will unfold as the telling progresses. Readers should not read their chapters and should stay within their time allotment. Thus, everyone has read a book! David Loertscher, Sept 6, 2006
Websites and Software Related to Programming for YA
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Gallo, D. (Editor). (2003). Authors4teens.com. Westport, CT: Greenwood Publishing Group, Inc. Retrieved December 3, 2006 from http://www.gem.greenwood.com/products/prod_auth4teen.asp. Included in the ALSC 2004 list of Notable Computer Software and Online Subscription Services for Children, Authors4Teens.com is designed for use by teens, teachers, librarians, and others who have an interest in the lives of young adult authors. A for-fee service, costs begin at $55 individual use and $75 institutional use; pricing is tiered according to the number of expected users and a free trial is available. An interactive database of approximately 45 popular authors, including Chris Crutcher, Jerry Spinelli, and Jane Yolen, the site offers access to interviews, biographies, bibliographies, awards, reviews, and upcoming public appearances. Links to resources extend the exploration of YA literature past the site itself. A useful resource for making connections from literature to the authors' real lives, Authors4Teens can also serve as a source for report research. Tamara K. Palmer, December 3, 2006.
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Booktalking. An activity that librarians have done for many years, librarians give summaries of books orally to audiences of teens or to individuals with the intent of hookin g areader. Joni Bodar has published a number of booktalking books with summaries that can be used to prepare booktalks. also consult:
- Schall, Lucy (2006) Teen Genre Connections: from Booktalking to Booklearnin. Libraries Unlimited, Westport CT. Many titles worth reading have sample booktalks but also ideas for extending discussions or activities with teens. David Loertscher, Sept. 6, 2006
Books and articles Related to Programming for Teens
Lingo, Sandra. The All Guys Book Club: Where Boys Take the Risk to Read. Library Media Connection, April/May 2007.
In this interesting and informative article from Library Media Connection, the author details her work with young men in an attempt to figure out why so few of them read. Using her own experiences as a starting point, she includes information gleaned from interviews with her students. Among other things, she realizes that many of them enjoy books with a lot of action, and not as many descriptions. Lingo also lists tips that she uses to engross young men in books, and is straightforward in her opinion that boys are sometimes undervalued as the teachers and librarians who work with them are often female, and thus approach literature from a different perspective.
Elizabeth McMunn 4/22/07
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Hull, B. (2005). A crash course in teen programming: Hosting Terry Trueman at Anderson Public Library's read 'n' feed. Indiana Libraries, 24, 1, 26-7. Hull details how she successfully pulled off her first Read 'N' Feed event,soon after becoming the Teen Librarian at Anderson Public Library. Soon after taking on the event, she realized that she was trying to fill the shoes of the originators of the Read 'N' Feed concept, teachers Kathryn Closter, Karen Snipes, and Vickie Thomas. Taking their local successes to the Greenwood Publishing Group, they produced the book, Fiction, Food,and Fun: The Original Recipe for the READ 'N' FEED Program (copyright 1998, Libraries Unlimited). The program is based on two simple elements that appeal to teens, the opportunity to meet someone famous and a chance to eat free pizza. Hull does caution that the program will not work without support from administration, local volunteers, and suitable budget, but guarantees that "this will be fun." Tamara K. Palmer, December 3, 2006.
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Okey, S. (2005, Spring). Attracting young adult readers with knitting groups. Young Adult Library Services, 3(3), 39-40. Retrieved October 22, 2006, from http://knitgrrl.com/images/YALSA-article.pdf.
Okey lists several reasons for starting a teen knitting group such as promoting reading, researching and following directions. She goes on to cite a New Jersey school program called Knit Together that resulted in community building and knowledge sharing. Supplies needed, how to find an instructor and patterns are explained. Okey provides books and Internet resources that facilitators and teens will find helpful. In addition to improving eye-hand coordination and math skills, teens will have a fun reason to come to the library and hang out. This article provides great information for starting, promoting and continuing a teen knitting group.
Sarah Fowlie, November 4, 2006
- Ott, Valerie a. (206) Teen Programs with a Punch: A Month-by-Month Guide. Libraries Unlimited, Westport, CT. The authors provid themes for each month in the public library complete with suggested activities and planning tips. David Loertscher sept 10, 2006.
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Activities for Young Adults from School and Public Librarians:
A Collaborative List Built by the Students of LIBR 250
School of Library and Information Science
San Jose State University
Spring, 2006
1. List Making: Make lists for and with young adults on all kins of topics and for many events, assignments, or just for fun.
2. Read a whole book - tell around: Cut up two copies of a book of interest to teens. Give each teen one chapter to read independently of each other. Then do a tell-around beginning at chapter one. Each reader tells the chapter in about one minute.
3. Annotation/squib: Two methods of promoting books is to write a several-paragraph about a book to advertise it to a reader. A squib is an 80-character advertisement based on the New York Public Library’s Books for the Teenage Reader published annually.
4. Reader’s Theatre: Readers theatre is a dramatic reading of a book chapter or a book read by teens who take different characters. There are not props or staging, so the power of the presentation is in the oral presentation of the teen readers.
5. Book talking: This method of advertising books to teens is an “ancient” tradition in both school and public libraries. The librarian promotes a stack of books to a group or class trying to hook a reader.
6. Voting/ Academy Awards: Forming a mock Newbery Committee and voting for winners is a popular way of involving teens in literature. Many states have annual award programs in which teens can read and vote for winners. This can also be done on a school or community level.
7. Book – movie tie-ins: Teens love to discuss the differences between the book and the movie based upon it.
8. Book discussions: Brown bag lunches, formal discussions, informal or spontaneous discussions are a way of involving teens who have read the same title.
9. Linking to Community Resources: Community experts, museums, concerts, or youth initiatives should be exploited to link libraries, teens and their communities.
10. Writing and Publishing – blogs/ web/ pod casting: Librarians can provide and encourage teens to publish their creative work in many different formats and multimedia.
11. Storytelling: Everyone, including teens, appreciate a good story teller.
12. Self-help books and web sites are often shelf sitters or ignored unless an enlightened librarian promotes their use not just to groups but to individuals.
13. Bibliotherapy: The notion that the right book for the right teen just at the point of need, may be one way of helping teens with both minor and major problems.
14. Hot Topic forums: Programs or events that allow teens to explore top topics can be a vehicle to not only capture their attention, but encourage participation, and the liking to quality sources of information.
15. Oral History projects: Teens can do original research in the community of events, interviewing older residents, the history of the past, and other topics related to the development of the community. These can be documented in a wide variety of media and presented at community gatherings and contributed to the historical societies and local history collectons of the school or public library.
16. Picture books can, if the excuse is invented, help teens discover many titles that have lavish illustrations, simpler text, or have been written for an older audience that children. These can be sources to help students in research reports, providing them with background when a topic is unfamiliar. Remember the old adage: if you meet a difficult concept you want to understand, read a children’s book on that topic.
17. For topics the librarian doesn’t know well or does not appreciate, assemble a group of teen experts in that genre who will help you build a collection of favorites for that topic.
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Cooper, K. ( 2008, January). Get a second life! Second guessing-libraries in the second life. SLIS Descriptor. 4, (4). Retrieved January 2008.
This article explains Second Life as a multi-player online game. Ideas for library use of the virtual world site as discussed. There is a cost for virtual land but using the site is free. There are virtual libraries but they don’t seem to be used very much. They are hoping to use the site as a future method of outreach to teens and young adults. Drawbacks to using Second Life are user systems that are fast enough Internet connection and memory. Many find the experience of traveling through Second Life to be choppy due to an older video card. Reference questions as well as site related questions seem to be the majority of the librarian’s interaction with users. The confidentiality of the experience has encouraged some to seek information they may have been too intimidated to get from a live librarian. Librarians have found the site useful for getting professional contacts and suggestions.
Phtiaka, H. (1994). School library: The pupil view. Educational Review, 46 (3), 309-324 Retrieved March 20, 2008 from Library, Information Science & Technology Abstracts with Full Text Database.
An interview of middle school pupils in the UK to determine the effectiveness of their school library reveals many are intimidated by their particular library’s refined appearance. Librarians do library initiation and the English department encourages its use. The fact that librarians and teachers do not collaborate may give students the impression that the library is not useful for other subjects. Most other teachers do not encourage use of the library in doing assignments if they mention it at all. Posting of rules in the library lend to the restrictive atmosphere. Students are not allowed to work together at a desk and must maintain silence. Many complain of a feeling of distrust that makes them feel unwelcome. Even the English teacher feared the student’s library misbehavior and felt apprehension during class time in the library. Students are restricted to visit the library on their appointed day for half hour periods when it is opened at all. Students complained that the materials were not the right level for the projects they were assigned. Students also complained of not being able to find what they needed. The same school’s primary students have very different impressions of the library. They regularly hear stories and do activities with the librarian and class teacher. The same atmosphere, which intimidated older students, held the younger in awe. It seems the pressure on examinations and the lack of teacher encouragement as well as inappropriate materials create a disconnect with older students. Many prefer the public library and use it with family support.
Washington, Thomas. (2004, Spring). My high school library. Massachusetts Review, 45 (1), 72-89 Retrieved March 20, 2008 from Library, Information Science & Technology Abstracts with Full Text Database.
A former English teacher, Thomas now finds himself the school librarian. In this paper he laments his libraries dismal circulation rate. Noting the lack of reading for pleasure due to his student’s over-scheduled lives. When classes come in to do research they drown in the vastness of the Internet while ignoring relevant print works. They need to be good readers of print materials before they can scan materials for relevancy on a computer screen. His outdated collection doesn’t help matters with the majority of school funds being spent on popular sports programs. Inspired to start a book club only three students show up. Displays sometimes attract a checkout with the book only to be returned unread later. Perhaps they are visiting bookstores or the public library for reading material, but most likely they don’t take the time to read for pleasure with so many extracurricular activities. The shelves are filled with out-dated material and the library is an unattractive place. The newest furnishings are for the ever-popular computers. Their use had to be limited to research during school time. The librarian even began a film-viewing club as an outreach but it didn’t last. Only one student wanted to read the book the movie was based upon. Even teachers had difficulty telling him which ten books would be great in the field to add to the library collection.
April Gilbert 4/1/08
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Comments (1)
Leslie Liberman said
at 10:29 pm on Nov 29, 2008
Gorman, Michele. (2008). An extreme makeover. School Library Journal 54(8).
A 2007 U.K. study asked teens whether or not they were readers; 71 % replied in the affirmative. However, these teens broadened the definition from readers of books to include those who read “magazines, Web sites, and social networking sites.” For today’s teen, reading must be redefined from the traditional sources and must be multifaceted. Gorman cites Krashen’s research which “proves that teens who select there own reading materials often have better reading comprehension skills, writing styles, vocabulary, spelling skills, and grammatical development.”
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Campell, S. and Dunn, L.C. (2008). Marketing teen read week. Young Adult Library
Services. 6(4) pp. 24-26.
Fry, S. (2008). Films with bite: teen read week movie night. Young Adult Library
Services. 6(4) pp.27-28.
Campbell, Dunn, and Fry give advice on creating, marketing, to encourage reading. “The theme of this year’s Teen Read Week is Books with Bite.” Campbell and Dunn give a few different possibilities of interpreting “Bite.” The most obvious for any current librarian is the vampire themed stories of Stephanie Meyer. This could include a creative display, blogs, event night, read-ins, and expand to include other “creatures of the night,” such as werewolves. But the term “bite” could also be cookbooks or “bytes” for computer tie-ins. Bite could also be the bite of a good book that gets one hooked.
Fry suggests adding films to scheduled events. The films he lists are vampire movies as well as those about other “creatures of the night.” For a teen film night, Fry cautions not to forget the licensing fee, permission of the parents if age is a concern, and mostly the promotion which could be tied in with the promotions described by Campbell and Dunn.
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