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  • Born with a chip? Trophy kids Direct Smarter Healthier More liberal More conservative Well-balanced (multiculturally and globally aware) (patriotic and spiritual) 97% play video games 90% own a home computer 85% spend at least an hour a day online 75% have a TV in their room 75% have a cell phone 57% are content creators With generation Z we're seeing much more of a return to traditional values. One of them is loyalty and a more conservative values system."
  • Consume media in any format, if they love a franchise Move seamlessly from format to format
  • Teens don’t buy albums – they buy songs. 75% of American Teens own a cell phone. Text messaging has become the primary way that teens reach their friends, surpassing face-to-face contact, email, instant messaging and voice calling as the go-to daily communication tool for this age group. Half of teens send 50 or more text messages a day, or 1,500 texts a month, and one in three send more than 100 texts a day, or more than 3,000 texts a month Source: Pew Internet & American Life
  • 97% of teens play games online 32% of households own a handheld gaming device From John Beck & Mitchell Wade’s Book Got Game, which compared characteristics identified by gamer and boomer generation workers
  • Risk Takers Consequences Impulse
  • Early adolescence is a time of many physical, mental, emotional, and social changes. Hormones change as puberty begins. Boys grow facial and pubic hair and their voices deepen. Girls grow pubic hair and breasts, and start menstruating. They might be worried about these changes and how they are looked at by others. This will also be a time when your teenager might face peer pressure to use alcohol, tobacco products, and drugs, and to have sex. Other challenges can be eating disorders, depression, and family problems. At this age, teens make more of their own choices about friends, sports, studying, and school. They become more independent, with their own personality and interests. Emotional /Social Changes More concern about body image, looks, and clothes. Focus on self, going back and forth between high expectations and lack of confidence. Moodiness More interest in and influence by peer group. Less affection shown toward parents. May sometimes seem rude or short-tempered. Anxiety from more challenging school work. Eating problems sometimes start at this age. For information on healthy eating and exercise for children and teenagers, visit Mental/Cognitive Changes More ability for complex thought. Better able to express feelings through talking. A stronger sense of right and wrong. Many teens sometimes feel sad or depressed.
  • Middle adolescence is a time of physical, mental, cognitive, and sexual changes for your teenager. Most girls will be physically mature by now, and most will have completed puberty. Boys might still be maturing physically during this time. Your teenager might have concerns about her body size, shape, or weight. Eating disorders can also be common, especially among females. During this phase of development, your teenager is developing his unique personality and opinions. Peer relationships are still important, yet your teenager will have other interests as he develops a more clear sense of identity. Middle adolescence is also an important time to prepare for more independence and responsibility; many teenagers start working, and many will be leaving home soon after high school.
  • Dr. Robert Epstein, argues that teen turmoil is often absent in other cultures around the world, and that historically, teens have not acted out the way they do today. In his book, The Case Against Adolescence: Rediscovering the Adult in Every Teen (Quill Driver Books, 2007), he dismisses the idea that teens have a brain that causes them to be irresponsible and incompetent. Instead, he blames several elements of today’s society for influencing negative teen behaviors   He calls socialization the “process by which we learn to be part of a community,” (Note A) and notes that if we want teens to learn how to behave in polite society, we need to integrate them into society, not isolate them into middle and high schools where they mostly interact with their peers. He suggests that instead of assigning age limits to coming of age milestones living getting a driver’s license, owning property and voting, we set up a competency based system based on rewards for proven mastery: teaching teens to be responsible and demonstrate ability to understand consequences of actions by putting them in situations where they have to practice it and learn from their mistakes. Epstein encourages adults to stop infantilizing teenagers and instead empower them
  • Dr. Robert Epstein, argues that teen turmoil is often absent in other cultures around the world, and that historically, teens have not acted out the way they do today. In his book, The Case Against Adolescence: Rediscovering the Adult in Every Teen (Quill Driver Books, 2007), he dismisses the idea that teens have a brain that causes them to be irresponsible and incompetent. Instead, he blames several elements of today’s society for influencing negative teen behaviors   He calls socialization the “process by which we learn to be part of a community,” (Note A) and notes that if we want teens to learn how to behave in polite society, we need to integrate them into society, not isolate them into middle and high schools where they mostly interact with their peers. He suggests that instead of assigning age limits to coming of age milestones living getting a driver’s license, owning property and voting, we set up a competency based system based on rewards for proven mastery: teaching teens to be responsible and demonstrate ability to understand consequences of actions by putting them in situations where they have to practice it and learn from their mistakes. Epstein encourages adults to stop infantilizing teenagers and instead empower them
  • Sociologist Roger Hart wrote a book called Children's Participation: The Theory And Practice Of Involving Young Citizens In Community Development And Environmental Care for UNICEF in 1997.  This groundbreaking work put the work of young people and adult allies around the world in the context of a global movement for participation, offering needed guidance and criticism of many efforts. The "Ladder of Children's Participation," also called the "Ladder of Youth Participation," is one of many significant tools from the book.
  • PIMA county teens volunteer specifically to be library advocates! Teen library advocates go out and talk to other teens in the Tucson schools about what the library and the librarians have to offer. Advocates make five presentations to other kids at school, friends, clubs or religious groups, after a 2 hour training session. When you're done, we'll pay you $100 and you'll get to celebrate during the all-night sleepover at Main. Teens: "It felt great.” Teachers : "The class was engaged and asked many questions after the presentation."
  • Mt Wachusett CC Addresses College Readiness daylong conference with150 people registered     Gateway students come and visit us ... 2/3 day tag team with faculty     Area high schools use our collection - encourage teachers to send students     Dual enrollment/honors classes    
  • Attend Orientation, then take 3 courses in topics like teen courts, elections, library, health services, human services, animal care & control, or the library; provide 10 hours of service, and participate in the summer reading program.
  • Young Adult Book Club Gathers in Unusual Location A cooperative effort between the Mecklenburg County Sheriff's Office (MCSO) and the Public Library of Charlotte and Mecklenburg County (PLCMC) supports the biweekly meeting of the Freedom Reads Book Club.  This reading group is composed of young adult males, ages 16 & 17, housed at Jail North.  Their reasons for being in jail are varied but not relevant to participation. The only requirement is an interest in reading. Until recently, the group met at 8:30 on Wednesday mornings.  Most adults would not voluntarily arise and attend a book club meeting at 8:30 a.m.  But these young men did and continue to attend on Tuesdays at 3:00 p.m.  In addition to reading, activities are planned that replicate opportunities available at ImaginOn. Club members created puppets and produced a puppet show using folk tales such as the Three Billy Goats Gruff.  Four members registered for the summer reading program at PLCMC.  They maintained a log of their reading that was recorded by MCSO librarian, Margo Fesperman, on the PLCMC website.  Several won prizes at the 10, 20 and 30-hour levels. Like most book clubs, this group reads a book and discusses the plot, characters and appeal during the meeting.  Kelly Czarnecki, Teen librarian from ImaginOn, clearly understands the nature of teenage behavior.  The library standard of "Casual but not Chaotic" provides an atmosphere that encourages self expression and exploration of ideas.  "We want the teens to feel comfortable coming to the public library once they reenter the community", Czarnecki concluded. Although the club was formed in January 2006, it has reached several milestones already.  It was selected as a GreatStories CLUB by the American Library Association and received an award of 10 copies each of 3 popular young adult titles.  GreatStories CLUBs are an ALA project aimed at "Connecting Libraries, Underserved Teens and Books."  The group was also featured at the Diversity Fair during the ALA convention in New Orleans in June. Reading is not limited to the book club members.  Approximately 75% of all youthful offenders at Jail North request to come to the library and nonfiction books are as popular as fiction.  During a recent month, 73 kids checked out 370 books. Because these young men are such avid readers, the partnership between PLCMC and MCSO is invaluable.  However, extra support is always needed. Neither library has endless resources.   MCSO Library has a special fund for monetary donations that are tax deductible.  Liquid funds help us procure designated titles that are specifically needed for the young adult collection, Fesperman said.  Another avenue of support is the Adopt a Book Club program.  Eight to ten copies of a book are needed for each session of the club so everyone can read the book simultaneously.  Interested persons or groups can purchase copies of an upcoming title and donate them to the book club. #
  • In MA, regional staff procure discounted admission for local venues, mostly museums, that promote the history of the commonwealth. Library staff may even go off site to locations to do an event as a form of advocacy and outreach – all about doing more with less
  • Contact the offices of your Senators and Representative urging them to support dedicated funding Improving Literacy Through School Libraries to help ensure that teens have access to resources to master key literacy and information skills. Give examples of how school librarians in your community have made a positive impact on students. If the fund gets combined with other literacy grant programs, libraries will lose a critical funding source.
  • Contact the offices of your members of Congress urging them to support funding for LSTA in FY 11 at the $300 million level so libraries can provide programs to patrons, such as job training, mentoring & homework help. Give examples of how LSTA funds have helped your library meet the needs of your community members.
  • Contact the offices of your members of Congress urging them to support funding for school libraries as outlined above. Give examples of how school librarians in your community have made a positive impact on student
  • HASTAC and the MacArthur Foundation are excited to launch the third year of the Digital Media and Learning Competition. Today, young people are learning, socializing, and participating in civic life in dramatic new ways and assessing information in ways never before imagined. They are reimagining learning on a daily basis and are engaged in what is called "participatory learning." The 2010 Digital Media and Learning Competition challenges designers, entrepreneurs, practitioners, researchers, and young people to put participatory learning to work on behalf of science, technology, engineering, math and their social contexts in the 21st century.
  • Launched in 1989 and an independent non-profit organization since 1993, Global Kids’ mission is to educate and inspire urban youth to become successful students, global citizens and community leaders by engaging them in academically rigorous, socially dynamic, content-rich learning experiences. Since its inception in 1989, Global Kids has been committed to meeting the needs of marginalized youth in under-resourced schools and neighborhoods of New York City. Through leadership development, academic enrichment and digital media programs, Global Kids uses interactive, experiential methods to educate youth about critical international and public policy issues, and inspire them to take action. In 2008-2009, Global Kids reached over 16,000 youth and educators face-to-face through our flagship Power of Citizenry program, and hundreds of thousands more through our Online Leadership Program. Despite multiple barriers to success, over 95% of the high school seniors in our leadership programs graduated from high school in 2009, and close to 90% went on to college, many receiving financial support and scholarships because of experiences gained through Global Kids.
  • (International City/County Management Association) ICMA Public Library Innovation Grants In 2009 ICMA awarded nine Public Library Innovation Grants totaling $500,000. The grants, made possible by ICMA’s partnership with the Bill & Melinda Gates Foundation, support projects developed by local governments that utilize their public libraries in addressing local needs and providing new services with lasting benefits to their communities. The ICMA Public Library Innovation Grant program leverages the potential of public libraries to deliver services in such nontraditional areas as technology, public safety, economic development, health, immigration, civic engagement, and sustainability. Recognizing the importance of the manager-librarian relationship to create and sustain change, the grants are anchored by a partnership between the office of the chief administrative officer (city, town, and county managers) and the public library. The recipients of the ICMA Public Innovation Library Grants are: Buena Vista, Virgina: Training and Call Center This computer training and call center provides free basic training in PC usage, individualized assistance for PC users, and advanced training in the skills needed for an individual to become an effective incoming call center representative. Any resident of the Rockbridge Regional Library service area is eligible for either basic or advanced training. The city of Buena Vista is actively marketing the call center to corporations seeking cost-effective call center services staffed by pre-trained individuals. Contracts with these corporations will provide jobs in the Buena Vista-Lexington-Rockbridge County region and ongoing operating income for the center. The supply of trained employees will also encourage businesses to establish their own permanent call center operations in the area. Dallas, Texas: Every Child Ready to Read @ Dallas Expansion The Dallas Public Library has expanded its existing parenting program. City employees who are responsible for children are being trained and recruited as trainers to teach the "Every Child Ready to Read @ Dallas" program, volunteering on work time. The program is being promoted to the public at birth certificate waiting areas, clinic waiting rooms, and schools. A DVD of the parenting program is being developed for airing in clinic waiting rooms, at the Mexican Consulate or anywhere that large groups of parents of young children congregate.  Click here  to visit the program's Web site. Fairfax County, Virginia: Changing Lives through Literature Literature or lock-up. Fairfax County juvenile offenders now have an alternative to formal court action that uses the power of literature to transform lives through reading and group discussion. Literature and discussions are effective, proven tools for reducing recidivism at minimum cost. During the process, offenders develop better verbal and listening skills, undergo self-reflection, and learn how to become better citizens. Fairfax County is building a broader and stronger network to sustain and expand this program and promote public libraries as important tools in stemming criminal recidivism. Fayetteville, Arkansas: Solar Test-Bed Library Project This project is a partnership between the library, city, the University of Arkansas, the Arkansas Energy Office, the American Electric Power, the National Center for Reliable Electric Power Transmission, and the Arkansas Power Electronics International. The partnership will design, install, and operate a solar-generated energy system that will support a real-world test environment for solar-energy products created within the local economy. This project will position the library as the city's incubator for local solar business development and stimulate Fayetteville's fledgling green businesses, as well as promote citizen interest in adopting solar technologies. Building upon the library's U.S. Green Building Council's LEED-Silver certification, the solar energy system will create electricity, thus reducing the city’s utility use and carbon footprint. Updates on the program can be found at . Georgetown, South Carolina: The Hurricane Project Georgetown County, South Carolina, is marking Hurricane Hugo, which slammed into the rural coastal area with 135-mph winds and a 20-foot storm surge on September 22, 1989. The results were devastating. The Public Library Innovation grant is enabling Georgetown County to revisit and learn lessons from this awful experience by facilitating an 18-month collaboration between the public library and the emergency management department to raise citizen awareness of related public-library and public-safety resources. Efforts include public lectures, informational materials, announcements, but also inventive approaches like video-game simulations, Web 2.0 communication techniques, oral-history video interviews, digital storytelling, and the creation of a digital collection of historic hurricane views. View the PSA's created by the program at . Iowa City, Iowa: ECO Iowa City The Iowa City Public Library and the Iowa City Public Works Department have partnered to enhance the quality of life for residents by improving the environmental sustainability of our community. The library has expanded its role as a community information center to educate and engage citizenry on the benefits of urban storm water management, urban composting, local food, energy conservation, and smart waste disposal. Utilizing books, online databases, and other library resources, including the Web site and cable television channel, the library and public works department are offering workshops and other hands-on programs in conjunction with many community partners to encourage Iowa Citians to create rain gardens, weatherproof their homes and businesses, and take other actions aimed at increasing the sustainability of our GREEN earth. For more information, visit . Miami, Oklahoma: Miami Native American Language, Culture, Health Education/Empowerment Center The Miami Public Library and the city of Miami are building on existing, ongoing tribal initiatives and have partnered with Native American tribes including the Miami Tribe, the Ottawa Tribe, the Peoria Tribe, the Modoc Tribe, the Shawnee Tribe, and the Seneca-Cayuga Tribe. The library is providing reference and training opportunities in Native American language, art, and history, and will provide a way to better link local tribes with their affiliate universities in other states. The newly created center is also providing Internet training opportunities and economic development seminars on such topics as how to start a business. All residents are invited to attend and participate in the center's programs.  Pendleton, Oregon: Wired for Safety The Wired for Safety project will ride the crest of increased teen energy in the library and throughout the community. Using a mix of technology (a city-wide wireless network and other enhancements) and expanded services (programs for teens and community safety involvement programs), the project will partner the strength and security of local law enforcement with the empowering culture of the public library to create an environment for accessing information that is comfortable and welcoming for a diverse demographic mix of citizens. The project will pool both human and financial resources from the city of Pendleton police department, public library, facilities department, and additional grant funds to achieve the goals of this project. Visit the  library's homepage  for more information. Santa Ana, California: Connect!/Conectate!: Connecting Yourself with Your Future—Conectate con Tu Futuro! This project is providing programs for at-risk teens that will help them grow into successful and productive adults. Programs include preparatory workshops for college entrance, job application and research, as well as classes in graphic design, math, and English. These and other programs will provide opportunities for teens to enhance their academic and life skills, assist in teaching limited English speaking adults, mentor younger children, and develop faith in themselves and in their futures. 
  • The Barnes & Noble Community Relations Program supports pre-K-12 schools and not-for-profit arts and literacy organizations.  Fundraising opportunities at the local level include in-store bookfairs and holiday gift-wrapping.  Programs are set up at the store level, and inquiries should be directed to the store manager or community relations manager. In addition, we offer a limited number of sponsorships and donations to organizations that meet our mission.  Opportunities must be located in the community or communities in which we operate, and serve the greater good of the local community or region.  We seek partnerships that offer in-store events, visibility, and reach a wide audience. For donations and sponsorships, submit your proposal to the community relations manager or store manager at your local Barnes & Noble store.  Use our Store/Event Locator to find the store nearest you.  The proposal will be reviewed to see if it meets our criteria, and a limited number of proposals will be forwarded to the district manager and regional community relations manager for approval.
  • RuneScape is a massively multiplayer online role playing game, set in a medieval fantasy style world. It’s fairly easy to master, it’s a long and deep game, and there are lots of ways to play (focus on chat, focus on quests, focus on leveling, focus on crafting, focus on making money). It’s popular with teens at a lot of libraries across the country, and unpopular with librarians because of its heavy use of chat, bandwith-hog nature, and the “undesirable” behavior that is actually common to the age group (socializing, talking about the game, hopping out of chairs to see other players’ screens and offer assistance).Some librarians ban RuneScape. Others fully embrace it and develop programs, contests and discussion groups around RuneScape. Not comfortable with Runescape? Organize a mini-LAN party around Maple Story, Gaia, Teen Second Life, or Small Worlds.
  • TRW Oct 2010 NGD Nov 2010 TTW Mar 2011 Library Snapshot Day April 2010
  • Your mission statement doesn’t say “except for teens.” YA Services generate lots of bang for your buck. There are standards for public library service to young adults to be met To fulfill library roles: lifelong learning, community center, etc. YALSA advocates youth services/youth participation. There may not be any other place in the community for them. Teens give back. To foster a love of reading. To build developmental assets. It’s fun!
  • Stand on the shoulders of YALSA – use the frameworks If there are not statewide standards, form a committee to write them! Tell your story Keep statistics Get testimonials Demonstrate that you are the teen expert Finding allies Get involved in the community Get involved in the profession Develop a strategic plan for YA service


  • 1. Presented by Beth Gallaway on behalf of YALSA for ALA Virtual Conference July 2010 Yes We Can: Collaboration in a Changing World of Services and Information
  • 2. Objectives
    • Identify characteristics and trends of the young adult demographic
    • Discover potential collaborations for young adult services in school and public libraries

  • 3. Who YA?
    • Ages 12-18
    • 33 million youth, US
    • 600 million, worldwide
    • ~11% of the population
  • 4. Trends
  • 5. Platform Agnostic
  • 6. Micromedia Consumers
    • Ringtones
    • iTunes
    • Podcasts
    • 3D worlds & gaming
    • Twitter
    • YouTube
  • 7. Characteristics
  • 8. Gamer Generation
    • Social
    • Competitive
    • Wired
    • Self-aware
    • Always On
    • Heroic
    • Multi-taskers
    • Global
    • Collaborative
    • Risk Takers
    http :// /
  • 9. Brain Development
  • 10. Early Adolescence (12-14)
    • Emotional /Social Changes
    • Focus on self
    • Concern about body image, looks, clothes
    • Peer influence
    • Moodiness
    • Anxious
    • Less affectionate toward parents
    • Mental/Cognitive Changes
    • Complex thought
    • Self expression/communication
    • Moral compass
    • Sadness/depression
  • 11. Middle Adolescence (15-17)
    • Emotional/Social Changes
    • Budding sexuality
    • Deeper capacity for caring and sharing. development of more intimate relationships
    • Increased independence
    • Decreased conflict with parents
    • Mental/Cognitive Changes
    • More defined work habits
    • Concern about the future
    • Greater ability to sense right and wrong
    • Sadness, depression
  • 12. Sociology
  • 13. Developmental Assets
    • Support
    • Empowerment
    • Boundaries & Expectations
    • Constructive Use of Time
    • Commitment to Learning
    • Positive Values
    • Social Competencies
    • Positive Identity
  • 14. Ladder of Participation
  • 15. Start Locally
  • 16. Teen Advisory Group
  • 17. Local Schools
  • 18. Local Colleges
  • 19. Local Government
  • 20. Local Justice System
  • 21. State Library/IMLS http ://
  • 22. Supporting your Local Colleagues
  • 23. Improving Literacy Through School Libraries
    • Approved at $250 million, this grant program has never been funded by more than $19.8 million
    • Over 60 studies show a correlation between well-stocked, professionally staffed school libraries and increased student achievement.
  • 24. Library Services and Technology Act (LSTA)
    • These federal resources help target library services to people of diverse geographic, cultural, and socioeconomic backgrounds, to individuals with disabilities, and to people with limited literacy skills.
  • 25. Elementary & Secondary Education Act (ESEA)
    • Include provisions under Title I for state and local plans to establish a state goal of having a school library staffed by a state-certified school librarian in each public school
    • Allow state and local professional development funds to be used for recruiting and training school librarians.
  • 26. Non-Profit
  • 27. MacArthur Foundation
  • 28. Global Kids
  • 29. ICMA
  • 30. For Profit
  • 31. Barnes & Noble
  • 32. Cartoon Network
  • 33. Red Octane
      • Supports tournaments, including entry fees!
      • Prizes
  • 34. Wizards of the Coast
  • 35.  
  • 36. Next Steps
    • Identify local demographics
    • Introduce meaningful participants
    • Use Outcome-based evaluation (OBE)
  • 37. Why YA?
    • “ They will grow up to be taxpayers
    • and library supporters.”
  • 38. Why YA?
    • Teens matter RIGHT NOW, as teens!
  • 39. Convincing your Colleagues
    • Become a Youth Advocate!
  • 40. Thank You!
    • Beth Gallaway
    • [email_address]
    • 603.247.3196
    • LINKS: