Readers' Advisory for Teens


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Interested in providing betters Readers' Advisory service to your teen patrons? Check this presentation for information on how books make our teen patrons "feel" and matching those feelings to the right book.

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Readers' Advisory for Teens

  1. 1. Readers’ Advisory - The Real Story Presented by the Indiana State Library Professional Development Office
  2. 2. Who am I? – BIG IMCPL FAN!
  3. 3. Who are you?  Teen librarians?  How long?
  4. 4. LEUs  2 for today  Emailed  Probably in a month
  5. 5. What is Readers’ Advisory  Patron-centered library service for leisure readers  A successful readers’ advisory service is one in which knowledgeable, nonjudgmental staff help fiction and nonfiction readers with their leisure- reading needs Joyce Saricks, Readers’ Advisory Service in the Public Library
  6. 6. Why Readers’ Advisory?  Libraries can give suggestions for new books  We can direct new readers to other books…  Provide resources for finding more books that their patrons will actually like  Librarians and library staff are usually avid readers and able to field RA requests
  7. 7. Why Readers’ Advisory for Teens?  developmental-assets-adolescents-ages-12-18  A way to help them with their healthy development.  Yup. It’s critical.
  8. 8. History of Readers’ Advisory  Readers’ Advisory has been around as long as public libraries.  Librarians were much more judgmental about what people read in the past
  9. 9. Nancy Pearl
  10. 10. Nancy Pearl  Book – Book Crush  
  11. 11. History of Readers’ Advisory  Librarians used to think that people should read to better themselves and not so much for pleasure.  e8-175f-413b-9032- 7c18462bf91b%40sessionmgr14&vid=1&hid=23& bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT 1zaXRl#db=lxh&AN=25394478
  12. 12. History of Readers’ Advisory  In A Tree Grows in Brooklyn, Francie goes to the librarian who “hates children” and recommends the same two books every time.  Good Books / Moral Books
  13. 13. History of Readers’ Advisory  And now? GIVE THEM WHAT THEY WANT.
  14. 14. Why Do We Like the Books We Like?
  15. 15. Understanding the Appeal of a Book  Pacing – How dense  Characterization  Story Line – How is it written  Frame - Genre
  16. 16. Understanding the Appeal of a Book  You can also think of this in terms of How Does the book FEEL?
  17. 17. Pacing – How Dense is the Book?  Are the characters and plot quickly unveiled or slowly unveiled?  Is there more dialogue or more description?  Is the book densely written?
  18. 18. Pacing – How Dense is the Book?  Are there short sentences, short paragraphs, and short chapters, or does the story take place in a short amount of time?  This generally does affect the reading level.
  19. 19. Quick Pacing…
  20. 20. Slow Pacing…
  21. 21. Pacing?
  22. 22. Pacing?
  23. 23. Pacing?
  24. 24. Pacing?
  25. 25. Characterization  Are the characters developed over time, or are they the types we recognize immediately?  Is the focus on a single character or on several whose lives are intertwined?  What is the point of view from which the story is told?  Is characterization the most important aspect in the book?
  26. 26. Characterization  Is the reader expected to identify with the characters or observe them?  Are there series characters, followed through and developed over several related novels?  Are there memorable and important secondary characters?
  27. 27. Observe vs. Relate
  28. 28. Many vs. Few
  29. 29. Characterization  Characters may be the most important part of leisure reading for lots of kids…some teens still want those characters…  Is the main character a male or female?  Is the character an animal?  Know your series!
  30. 30. Story Line – How is it told?  Does the story emphasize people, or does it highlight situations and events?  What is the author’s intention in regard to the story line?  Is the focus on the story interior and psychological or exterior and action oriented?  Does the story take place on more than one level?
  31. 31. Frame – Is the setting important to the reader?  Is the background detailed or minimal?  Does the frame affect the tone or atmosphere?  Is there a special background frame?  Setting, atmosphere, tone  Genre…is that important to the teen?
  32. 32. Making Connections  Knowing what books have similar appeal  Hunger Games and Maze Runner
  33. 33. Making Connections  Knowing what book don’t have similar appeal
  34. 34. Review…  Pacing…how dense  Characterization…about the players  Story Line…how is it written  Frame…genre or setting
  35. 35. Book Genres
  36. 36. Fiction Genres Action/Adventure Mysteries Crime/Caper Romance Fantasy Romantic Suspense Gentle Reads Science Fiction Historical Suspense Horror Thrillers Literary Fiction Women’s Lives and Relationships
  37. 37. Nonfiction Genres Adventure/Survival/ Exploration/Disaster Memoirs and Biographies Animals/Nature/Natural History Pop Culture/Sociology/Lifestyles/ Entertainment Contemporary Issues Popular Science Crime and Criminals Self-Help/Inspirational/Sociology History and Microhistory Sports Humor Travelogues
  38. 38. Genres for Youth and YA  Graphic novels are a format, not a genre
  39. 39. The RA Interview Conversation “Never apologize for your reading tastes.” -Betty Rosenberg First Editor of Genreflecting
  40. 40. The RA Interview Conversation  More of a conversation than an interview  Suggesting vs. Recommending  Using judgmental terminology  Don’t make assumptions based on age, gender, nationality, religion, etc.  Patron privacy
  41. 41. The RA Interview Conversation  Preparation for the interview starts long before a patron comes up to the desk  Reading a book with an eye to its appeal  Group book and author with other titles and authors  Consider how a title or author fits in a genre  Find a system that works for you
  42. 42.  Interview at the reference desk, circulation desk, or in the stacks  Stage One – Approachability  Stage Two – Information on what the patron is looking to read  Stage Three – Use sources to find titles that match patron’s mood  Stage Four – Highlight suggested titles  Stage Five – Follow up The RA Interview Conversation
  43. 43.  Approachability: While they are browsing Lingering in the stacks Making eye contact with you  Homework  Failsafe: “Tell me about the last book you really liked.”  Good vs. Good for them The RA Interview Conversation
  44. 44. Readers’ Advisory in Your Library
  45. 45. Promoting RA in Your Library  “Ask Me for a Book Suggestion” buttons and signs  Book Displays – Current events/Topical – If you like … – Books You May Have Missed
  46. 46. The Art of the Display  Displays can help alert Teens to books they might like  Displays can help make your library a destination…
  47. 47.  Goshen Public Library
  48. 48. oshen
  49. 49.  Forest Hills Library
  50. 50.  Wellington East Girls College
  51. 51.  Horowhenua College in Levin, New Zealand
  52. 52.  Jacksonville Public Library
  53. 53. Promoting RA in Your Library  Bookmarks  Annotated Booklists  Booktalks  Book Clubs
  54. 54. Booktalks  Twilight booktalk  Invisible booktalk  Manhunt booktalk
  55. 55. Readers’ Advisory Training
  56. 56. Continuing Your RA Training  Design a personal reading plan – Read genres and nonfiction topics you normally don’t read – Read authors on the bestsellers list  Practice talking about books – Share discoveries in staff meetings – Talk to at least one patron per day about books
  57. 57. Continuing Your RA Training  Make Connections – Think of readalikes for popular titles and authors – Make a Sure Bets list for your library – Join a readers’ advisory listserv – Organize a readers’ advisory roundtable or counterparts group in your area
  58. 58. Readers’ Advisory Resources
  59. 59. Readers’ Advisory Reference Books  Genreflecting  What Do I Read Next?  Fiction Catalog
  60. 60. Readers’ Advisory Websites      Reader’s Robot -  
  61. 61. More Websites (Youth/YA)   html (Series lists)  (Best Books for YA)
  62. 62. RA Indiana Blogs  - Goshen
  63. 63. RA E-Resources  Fiction-L – Listserv through Morton Grove (IL) Public Library  NoveList  NoveList Plus
  64. 64. RA E-Resources for Youth/YA  Booktrailers and community on  PUBYAC – Listserv for Young Adult and Children’s librarians
  65. 65. Publications You Should Know About  Publisher’s Weekly  Kirkus  Booklist  Hornbook  School Library Journal
  66. 66. Bibliography  Adult Reading Round Table, The ARRT Popular Fiction List, 3rd ed. (Woodridge, Ill.: Adult Reading Round Table, 2007).  Diana Tixier Herald, Genreflecting: A Guide to Reading Interests in Genre Fiction. 5th ed. (Englewood, Colo.: Libraries Unlimited, 2000).  Fiction_L (Morton Grove, Ill.: Morton Grove Public Library, 1995). Available from  Heather Booth, Serving Teens Through Readers’ Advisory (Chicago, Ill.: American Library Association, 2007).  Joyce G. Saricks, The Readers’ Advisory Guide to Genre Fiction (Chicago, Ill.: American Library Association, 2001).  Neal Wyatt, The Readers’ Advisory Guide to Nonfiction (Chicago, Ill.: American Library Association, 2007).
  67. 67. Works Cited  Joyce G. Saricks, Readers’ Advisory Service in the Public Library. 3rd ed. (Chicago, Ill.: American Library Association, 2005).
  68. 68. Contact Information Suzanne Walker Indiana State Library – Professional Development Office 317.234.5649 Twitter: @suzieecw