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Serving Teens As They Are: Best Practices for Engaging Teens in
Your Community
Angela Craig & Amy Wyckoff
cmlibrary.org | #cmlibrary
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Introductions
Angela Craig, Teen Services Coordinator
Amy Wyckoff, Teen Lead Librarian
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Topics Covered
• Introduction to Teen Programming at CML
• Focus Areas and Examples of Programming
Best Practices
• Outcome Measurements
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Pop Quiz
At what age has the frontal lobe completed
development?
A) 16
B) 18
C) 21
C) 25
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Pop Quiz
Which of these three assets are important to
teen development?
A) family support
B) community support
C) academic support
D) all of the above
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40 Developmental Assets for Adolescents
The Search Institute has identified the forty
building blocks of healthy development—
known as Developmental Assets—that help
youth grow up into healthy, caring, and
responsible adults.
http://www.search-institute.org/
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Library Impact on Teen Community
• Commitment to learning
• Positive peer influence
• Engage in creative activities
• Instills positive values
• Interpersonal and social competence
• Constructive use of time
• Increased self-esteem
• Positive identity
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Teen Impact on the Library
• Teens keep library services relevant
• Teens are ambassadors for the library within
their social and educational environment
• Teens are the future and also future voters
(who could vote for or against funding to
libraries)
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Brief history of CML Teen Services
• Initially we had limited teen staff/librarians at each branch
• Children’s Services was a big focus with not a lot of program
structure or support in place for teens
• We needed to change the mindset of library staff by making
Teen Services a priority
• We wanted to welcome teens into our branches and create
age-appropriate spaces for them
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• We made excellent progress until budget cuts
resulted in a significant reduction in staff in 2010
• We lost teen-serving staff and had to rethink
programming for teens and pre-teens
• Four years later we have new programming
guidelines and teen staff in every branch
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The Branch Perspective
• Show all teens they are welcome at your branch
• Set expectations for teens, communicate
expectations, and then hold them to these
expectations
• Set a positive tone towards working with the teens
and keep this momentum going throughout the year
• Encourage branch staff to be involved with Teen
Services (on even the smallest level)
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CML Programming Focus Areas
• Workforce Development
• Educational Success
• Literacy
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• In the beginning, there was a limited
definition of our focus areas
• For example, Workforce Development
Programs were thought to be just resume,
cover letter, Microsoft Office basics, and
interview skills programs
• Educational Success programs were thought
to be just tutoring and study skills programs
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What Did Teens Want?
• Food
• Crafts
• Games
• Free stuff
• Down time to hang out with friends and meet
new people
• Something interesting to read
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How do you connect these service areas to teen
programming?
• Make the programs hands-on and interactive
• Make the topics relevant to your teens
• Give them time to be teens and interact with
each other
• Turn it into a game if possible
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Focus Area: Educational Success
“While we focus on early literacy as our top priority,
the Library also emphasizes helping young students
and teens achieve educational success, which is a
strong predictor of career success. Whether
providing a place to study, resources for research
and learning, or special programming, we are
dedicated to helping students succeed.”
– CML FY13 Annual Report
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Pop Quiz
• What percentage of teens have smart
phones?
A) 15%
B) 25%
C) 37%
D) 86%
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Pop Quiz
• What percentage of teens have access to a
computer at home?
A) 50%
B) 60%
C) 74%
D) 93%
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• 78% of teens have a cell phone, and almost half (47%)
of those own smartphones. That translates into 37% of
all teens who have smartphones, up from just 23% in
2011.
• One in four teens (23%) have a tablet computer, a level
comparable to the general adult population.
• Nine in ten (93%) teens have a computer or have access
to one at home. Seven in ten (71%) teens with home
computer access say the laptop or desktop they use
most often is one they share with other family members.
- From www.pewinternet.org
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STEM 101
• These programs introduce teens and pre-teens to
various topics related to Science, Technology,
Engineering, and Math
• Activities are always hands-on and encourage
exploration and discovery
• Teens learn to investigate and come to their own
understanding of the topic
• Often require collaboration to complete the project
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STEM 101
• Sometimes have a theme, such as color theory, earth
science, or architecture
• We often set up stations for the program and teens
are able to try several activities at their own pace
• These programs range in price depending on the
supplies needed
• May invite experts from the field to demonstrate
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How do teens feel about STEM programs…
“I like when we have STEM programs because
we get to try new things and work together.
Also, I like that we aren’t graded on the
results like in school. We can just have fun
and see what happens. It’s more fun than
when we do experiments at school and the
teacher expects it to turn out a certain way.”
- Katelyn, age 17
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Recommended Resources for Stem 101
• The Kitchen Science tab on
www.thenakedscientists.com
• “Educational Resources” section on
www.billnye.com
• Technology related projects on
www.makezine.com/projects/
• Search “Kitchen Science” or “STEM” on Pinterest
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What percentage of students across the country
graduate within four years of starting high
school?
A) 48%
B) 56%
C) 78%
D) 92%
www.washingtonpost.com/
Pop Quiz
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What are the top fields for college graduates in
2014?
A) Software Developer- system software
B) Software Developer- Apps
C) Market Research Analyst/ Marketing Specialist
D) all of the above
www.businessinsider.com/
Pop Quiz
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“College 101 (previously Operation College Launch)
served 546 teens with 36 classes across the system in
2013, helping both teens and their parents navigate
the challenging task of applying to and paying for
college. 96% of evaluation respondents stated that
they felt OCL classes helped them better prepare for
college.”
– CML FY13 Annual Report
College 101
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College 101
• This is a low-cost high impact program
• Potential partners and guest speakers include:
- Staff and counselors from local universities
- College students at the local schools (home for
holidays)
- Kaplan and Princeton Review
- Local high school guidance counselors
- Parent experts
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College 101 Program Offerings
• Writing a Winning College Application Essay
• Accepted- Getting Into Your Top Choice School
with Kaplan
• Scholarship Search with the Scholar Mom
• Community College as a Choice
• SAT or ACT Practice Exams with the Princeton
Review or Kaplan
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Focus Area: Literacy
These programs are developed to help patrons
develop reading and writing skills. Teen and
pre-teen programs in this focus area include
book clubs, author visits, and writing
programs.
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Poetry and Pancakes (or Poetry and Popcorn)
• Teens read original poems or poems from library
books and receive a freshly-made pancake
• Can be themed for a special occasion (Summer
Reading or Black History Month, for example)
• Teens may also write original poetry in these
programs if given the opportunity. We encourage
them to write by using use mad libs poetry
worksheets
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Just Because Poems
Just because I'm half Japanese
I'm not a California roll
I'm not a Sony TV or radio
I'm not a Toyota or a Nissan
Just because I'm half Japanese
I don't like being considered one race
I'm not a "mixed up person"
Just because I'm half Japanese
I do like things that you do like to do
I do like and play basketball
Just because I'm half Japanese
What is race?
Is there a thing called race?
Can't you just like me because I'm me?
I think so.
Just because I am a teenage girl
Doesn't mean I hate school
Doesn't mean I dress inappropriately to get
boys attention
Doesn't mean I stay all night on social media
I am different
Just because I am quiet
Doesn't mean I don't have a voice
Doesn't mean I don't see what you're doing
Doesn't mean I am naive
I am strong
Just because I smile
Doesn't mean I am happy
Doesn't mean I don't cry
Doesn't mean I don't get sad
I am human.
https://worldpulse.com/node/83456
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Just because I'm a librarian
Doesn't mean all I do all day and night is read
Doesn't mean
And doesn't mean
Just because
Doesn't mean
Just because
Doesn't mean
Just because
(Question)
(Question)
(Statement)
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Pancakes at the Library
I make poetry like cookies from those Easy Bakes
I’m writing this for a second set of pancakes
My rhymes leave you confused and looking for the
subliminal
This here’s another poem I wrote for Independence
Regional
- Reggie, age 14
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Kindness Quotes
• Teens write positive messages of
encouragement on slips of paper and place
these in children’s books around the library
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Black Out Poetry
• Teens use weeded book pages and mark out
words to form their own poems
• Provide a way for teens to share their work
(via a display or reading)
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Pavement Poetry, Chalkboard Poetry,
etc
• Teens write original poetry on pavement
outside the library, on chalkboards, or
anywhere else you can think of that might be
out of the ordinary
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Comic Creations
• Teens are given comic strip templates with no
text or partial missing text and they fill in the
blanks
• Let teens create a display to showcase their
work
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Focus Area: Workforce Development
Workforce Development programs at CML are
for adults who are seeking work or trying to
improve job skills, as well as for teens who
are exploring colleges and careers.
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Strictly Business
• Invite in experts from the community to
explain simple business skills such as tying a
tie, dressing for an interview, and shaking
hands
• Find a way to engage teens by making these
skills relevant to them
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“I Can” Career Program Series
• Keep it current and viable
• The presenter provides the hands-on, we
provide the follow up for career path options
• Hands-on professions with teen appeal
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Possible Topics
• Nail Technician or Hair Stylist
• Photographer
• Professional Artist
• Small Business Owner
• Vet or Animal Shelter Coordinator
• Yoga or Fitness Instructor
• App or Website Designer
• Baker, Chef, or Restaurant Owner
• Local Journalist or Newscaster
• Any other professional with an unusual career
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Lessons Learned
• Vet your professionals
• Invite new professionals each time
• Ask your teens about their career interests
• Partner with local guidance counselors to
market the programs
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Teen Volunteers: Guiding Principles
• They’re not here for us, we’re here for
them
• We provide projects of meaning for
our teen volunteers, not just busy
work
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Limitations
• Branch buy-in
• Significant staff time
• Volunteers can be difficult to recruit (but
worth the effort)
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Service Saturdays
• Teens join us for a 2-3 hour program once a
month on Saturdays (or Sundays, or Tuesdays,
etc)
• They earn service hours for school and are able
to give back to their communities
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Projects include:
• Bookmarks and cards for senior citizens living in a local senior
citizen home
• Cards for soldiers
• Friendship bracelets for children in the local hospital
• Sandwiches for the local shelter
• Cleaning up the library grounds
• Planting flowers or a vegetable garden
• Tech assistance program with seniors
• Any other program that benefits the community
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Teen Tutoring
• Teens sign up to serve as homework helpers for
PreK-5th grade students
• Teens receive training from library staff on how
to work with students and assist with
assignments
• Staff are always available in program to assist the
teens and students
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Teen Summer Volunteer Program
• The Teen Summer Volunteer Program is designed to
help teens develop leadership and workforce
development skills
• This program is available to teens 13-18
• This program is highly competitive
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• The program is designed to introduce teens to
a variety of tasks within the library
• Requires them to adhere to a “work” schedule
• Ensures that the tasks asked of the teens are
meaningful and not just busy work
• We had 5,746 volunteer hours from 168 teen
volunteers for 2014, which translates to 15.6
FTE
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Pop Quiz
• How can you tell if a program was a success?
A) No one threw up
B) No one was arrested
C) No angry parents
D) All of the above
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How We Measure Outcomes
• Program attendance
• Surveys
• Soliciting teen feedback
• Teen Advisory Groups
• Narratives – Stories of impact
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What is a Story of Impact?
• Stories of impact help us demonstrate concrete
outcomes for our programs and services
• They help us to tell the story of how we serve our
patrons
• They put a face on the services we are offering
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Story of Impact Formula
A story of impact has four pieces:
• Person (Caden was a bright young 6-year-old boy.)
• Problem (Caden had a stutter, and was having trouble in school.)
• Library intervention (Caden’s Mom took him to the Library, and he
saw a library program where children were reading to service dogs.
Caden began reading to Fluffy and his stutter is improving.)
• Happy ending (Caden’s Mom stopped by last week, and reported
that he’s doing much better in school!)
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How to Use Stories of Impact?
• Share with library administration
• Include in grant applications
• In monthly, quarterly, or yearly reports
• Include in your own performance review or
branch yearly report
• Anywhere you want to showcase how the library
helped teens grow and succeed
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Brainstorm: Story of Impact
Can you think of a story of impact from your
branch? Turn to the person next to you and
share. Help each other put it into the formula
below.
• Person
• Problem
• Library intervention
• Happy ending
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Questions?
Angela Craig, Teen Services Coordinator
acraig@cmlibrary.org
Amy Wyckoff, Teen Lead Librarian
awyckoff@cmlibrary.org
Editor's Notes
Both
Angela talks about working with a variety of teens and you can take what we present and apply what works to your community
Amy gives overview of three sections of presentation
Amy
Angela
Amy
AMY
Angela
Amy
Amy
Angela
Angela
Amy - Changing mindset – hired teen-friendly staff for each branch, place for them in the collection and in the branch (teen areas and time in the community room for programming)
Amy
Amy
Amy
Amy
Amy
Amy: Cheerleader for Teen Services in the branch (sample email from Amy), methods for motivating staff at the branch level,
Amy: Cheerleader for Teen Services in the branch (sample email from Amy)
Angela: Cheerleader systemwide
Angela
Angela
Angela
Angela
Angela
Amy -
Angela - Educational Success programs continue to build a broader set of literacy skills among school-aged children and teens, as well as adults continuing their formal education, improving the quality of their life, or developing greater independence.
Angela – 37%
Angela – 93%
Angela
Amy
Amy - Examples of various prices for STEm programs
Amy
Amy
Angela – 78%
Angela - D
Angela
Evolution of the program – started simple and small and then partnered with Kaplan and Princeton Review
Tap local state schools and admission officers for program ideas
Angela
Angela
Amy
Ask participants to complete the poem themselves.
Amy and Angela
Amy
Amy
Amy
Amy
Amy
Amy
Angela
Angela
Angela
TIE COMPETITION – Angela and Amy
Amy
A no brainer really, but it must be said. Not I Can: Be a Librarian, this program is not someone or something they see everyday.
Not I Can: Be an underwater basket weaver. Invite professionals that have appealing and practical application to the work force.
Angela
Angela
Angela
Amy
Angela
Amy
Angela
Angela
Angela
Angela
Amy
Amy
Amy
Angela
Angela - Background to TSR program and how it began
Angela
Amy
Amy
Amy
Amy
Angela
Angela
Angela
Amy
Amy
Amy
Angela - These stories are worth more than just providing door count numbers
Amy - Share with us and we will write on a flip chart – 2 examples
Angela - What ever best serves your teens at your location – not one size fits all