Teen Behavior in the Library
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Covers the basics of creating an atmosphere of success through realistic expectations for teens. Discusses developmentally appropriate teen behaviors and how best to utilize library space to serve teens, presents a technique for enforcing library rules in a way that avoids confrontations, and discusses the importance of common standards of behavior for all library patrons. Draws from YALSA Young Adults Deserve the Best: Understanding Teen Behavior for a Positive Library Experience seminar and Rachelle McPhillips’ webinar: Meeting the Unique Needs of Teens.
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Teen Behavior in the Library
- 1. TEEN BEHAVIOR IN THE LIBRARY Teen Brains and Developmentally Appropriate Behavior
- 2. WHAT WE’LL COVER Typical teen behaviors and library space Reflect on our own attitudes Teen behavior: distracting or dangerous Teen brain development & developmentally appropriate behaviors Techniques to effectively create and communicate rules Establishing the importance of common standards of behavior
- 3. COMPETENCIES FOR LIBRARIANS SERVING YOUTH I. Leadership and Professionalism II. Knowledge of Client Group III. Communication, Marketing & Outreach IV. Administration www.ala.org/yalsa/guidelines
- 4. LEARNING OBJECTIVES • Identify developmentally appropriate teen behaviors; • Discuss the importance of common standards of behavior; • Identify common teen experiences in the library; • Differentiate between distracting and dangerous behavior; • Identify techniques to effectively communicate rules.
- 5. TYPICAL TEEN BEHAVIOR Teens are… • Self-centered; • Not able to be consistently mature; • Argumentative; • Always picking apart what adults say;
- 6. TYPICAL TEEN BEHAVIOR Teens are… • Obsessed with what their peers think; • Melodramatic; • Prone to jumping to conclusions.
- 7. BEFORE THEY ARRIVE Thinking about Physical Space • Are there clear sight lines? • Are the spaces sufficiently public? • Are there any spaces behind doors or walls?
- 8. BEFORE THEY ARRIVE http://www.flickr.com/photos/seamkkirjasto/6342964135 CC photo by AASU Armstrong University Archives Staff Presence in Teen Space
- 9. WHICH TEENS? CC photo by San José Library
- 10. WHICH TEENS? Different teens = Different needs
- 11. ATTITUDES IN A TEEN SPACE Thinking back on personal experiences
- 12. BEFORE THEY ARRIVE Advocating & Building Support
- 13. ATTITUDES IN A TEEN SPACE • What could CHANGE in your library to provide a consistent library experience for teens? • What should STAY THE SAME? • How can teens be INVOLVED IN RULE-MAKING as stakeholders in the library space?
- 14. DISTRACTING VS. DANGEROUS Negative behaviors in the library space typically fall into one of two categories: Distracting behaviors are disruptive, annoying, and irritating. Teens often do not have many opportunities to engage in public space, which is the typical library space. Since they have a lack of experience, they are not always aware of how their behavior impacts others. Always assume that a teen does not have malicious intent when they engage in distracting behavior.
- 15. TEENAGE BRAIN DEVELOPMENT National Geographic: 10/2011
- 16. A WORK IN PROGRESS Street Mural Work In Progress by ART-BY-DOC
- 17. TEEN BRAIN: 80% DEVELOPED CC photo by Wilhei55
- 19. DISTRACTING VS. DANGEROUS Dangerous behaviors are ones that must be addressed swiftly and firmly. Dangerous behaviors are those situations where serious harm may be done to another person or the library property. A failure to address these situations may result in an atmosphere where teens and their families feel that library attendance is detrimental to their development, not positive. http://youtu.be/vhKBeRR_D2k
- 20. DISTRACTING VS. DANGEROUS Negative Attention Testing Boundaries CC photo by Martinak15
- 21. RULES, POLICIES & PROCEDURES Preserving dignity in front of peers Challenging teens backs them into a corner Two basic choices: 1) Stay and change 2)Don’t change and leave https://youtu.be/uVQXXhuE-3w
- 22. • You cannot possibly create enough rules to cover every situation that may arise in your library space. • With the exception of unattended children, policies should apply to all library patrons equitably. RULES, POLICIES & PROCEDURES
- 23. • Prohibiting developmentally appropriate behavior doesn’t control or support teens • Teens need public spaces in which to interact in developmentally appropriate ways • Teens need public spaces where caring adults help them learn to match those behaviors to socially acceptable behaviors. RULES, POLICIES & PROCEDURES
- 24. Be consistent Be prepared Be firm but fair THREE B’S
- 25. Stay on message
- 26. WHOLE LIBRARY APPROACH • Staff professional development • Collaboration
- 27. GREAT CUSTOMER SERVICE • Friendly and approachable • Consistent • Informed https://youtu.be/zez5bY1-sfc
- 28. 3 NEXT STEPS
- 29. THANKS!
Editor's Notes
- Libraries with successful teen services have staff that are willing to cultivate an understanding and appreciation of teens themselves. This includes a tolerance for a range of behaviors that are both distinct from and similar to other age groups that use the library. An awareness of the cultural and social aspects of teen life as well as developmentally appropriate behavior empowers staff to create an inclusive atmosphere where all youth are valued and have input into their space and services.
- The outcomes for today's discussion, “Teen Behavior in the Library,” will cover the basics of creating an atmosphere of success through realistic expectations for teens. We will discuss developmentally appropriate teen behaviors and how best to utilize library space to serve teens. We'll attempt to flip our own perceptions around and see the library like a teenager, and do a little reflecting on our perceptions of teens today. We’ll learn a technique for enforcing library rules in a way that avoids confrontations, as well as discussing the importance of common standards of behavior for all library patrons.
- This presentation addresses some of the competencies created by the Young Adult Library Services Association for library staff who serve youth. Professionally, these are standards to strive for in our work with teens. Leadership and Professionalism 2) Develop and demonstrate a commitment to professionalism and ethical behavior. 6) Model commitment to building assets in youth in order to develop healthy, successful young adults. II. Knowledge of Client Group 1) Become familiar with the developmental needs of young adults in order to provide the most appropriate resources and services. III. Communication, Marketing & Outreach 6) Establish an environment in the library wherein all staff serve young adults with courtesy and respect […]. 7) Identify young adult interests and groups underserved or not yet served by the library […]. IV. Administration 3) Apply research findings towards the development and improvement of young adult library services. 6) Develop physical facilities dedicated to the achievement of young adult service goals. 7) Develop written policies that mandate the rights of young adults to equitable library service. The Young Adult Library Services Association (YALSA) Young Adults Deserve the Best teen librarian competencies, are included in your folders.
- At the conclusion of today’s presentation, audience members will be able to….. [Presenter] Read slide
- YES. Teens are all of these things! And it’s completely developmentally appropriate. These are also, not coincidentally, the very elements that can contribute to behavior issues in the library. The American Psychological Association explains these behaviors in terms of a teen’s overall development as a person. Adolescents are very egocentric, mainly because “it takes time to learn to take others’ perspectives into account; in fact, this is a skill that can be learned.” Surprisingly, the level of maturity of judgment may actually drop during the mid-teen years before increasing again into young adulthood. So, a teen who was previously pretty savvy may come into your library and act like a younger youth for a while. Teens often love to “argue for the sake of arguing,” and they do this because they are exercising their newfound hypothetical reasoning skills. Although we as adults may be frustrated to be on the receiving end of this process, teens need the opportunity to go off on tangents, argue side issues, and really stretch their ability to reason. Now that they’re learning to think critically, they are hyperaware of contradictions or discrepancies in what adults say. Sometimes, this is a compliment––they may be more likely to do this with an adult they believe they can trust or who makes them feel safe. So, don’t be insulted!
- Teens are very peer-group oriented. The American Psychological Association even notes that “Preoccupation with how their peers see them can become all consuming to adolescents. The intense desire to belong to a particular group can influence young adolescents to go along with activities in which they would otherwise not engage (Mucucci, 1998; Santrock, 2001)” This means that any time you can provide them with a reality check, it will help them to more carefully think out their own chosen response. Additionally, group socialization is a major need for this age group and should be planned for by institutions providing services to teens. “Everything seems to be a ‘big deal’ to teens.” Think of melodrama as a communication strategy common to this age group. Many things that happen to teens are, in fact, happening to them for the first time, and as they become aware of possible outcomes, they get overwhelmed. Again, be patient! Remember, they’re experimenting with thinking skills and can sometimes end up at “startling conclusions.” As an adult, being a good listener and asking open-ended questions will help build trust and develop their budding reasoning in productive ways. Avoid trying to correct them––help them come to realizations themselves.
- Physical spaces have an effect on behavior. They can encourage both positive and negative interactions. While it is possible to create a warm, intimate atmosphere in a teen space, you want to maintain certain aspects that deter negative behavior and help staff encourage teens to enjoy the library responsibly. The physical layout of your teen space can deter many problem behaviors without library staff having to say a single word. To create the optimum teen space: Ensure that you have clear sight lines in your library space so that teens are aware that their activities are visible to staff and others. Keep the spaces public, even study rooms should have large windows cut in the inner walls or have glass doors to maintain sightlines and make them sufficiently public Refrain from having any spaces behind doors or walls. If such a space is present consider adding a windows or another method for staff to observe what's happening. Being able to see clearly around your teen space, also means that you are clearly visible to your teens. This allows you to quickly address any issues that may arise.
- It is important as a library staff member not to be timid but to assert your presence as a friendly, professional adult in the library space. This is NOT an excuse to be a dictator or to terrorize teens into compliance––library staff must strike a sensible balance between the two extremes. Library staff should think of themselves as the host at a party––you are welcoming guests into your space and you want everyone to have a good time . . . but not to trash your home, bully other guests, or hog the buffet. Staff interaction with teen space can also have a profound effect on teen behavior. Staff who don't make eye contact with teens, who hide behind their desks, or who try to avoid interactions with teen patrons will fail at correcting inappropriate behaviors. Developing a relationship with teens means having a strong physical presence among them––they might be taller than you, they might outweigh you, but it should be very clear that you are the benevolent leader of the space and your role is to impartially enforce the idea that this space is for everyone to enjoy. Making these two things clear is much easier if you learn the regulars' names. You have far more credibility with teens if you take an active interest in their presence in the library, so greet them by name and let them know you are aware they have entered the teen space.
- In order to establish a connection with the teens you serve, let's spend some time thinking about the actual teens in your individual communities. This will help you put yourself in their place and re-envision your space through their eyes. Please silently reflect on the following questions, keeping in mind that the goal of this exercise is help you provide a safe and neutral library space where all teens feel welcome: Which teens live in your service area? Which teens hang out in the library after school? Are they the same as the teens who hang out in the library on the weekends? Which teens do you talk to when doing outreach? Do they use the collection? The computers? Which teens do you see only once or twice a year?
- When planning programs, purchasing materials, and especially enforcing disciplinary norms in your teen space, make sure you're starting from a place that is intended to make all teens feel as though they are welcome. Do you ever see groups of teens or individual teens “cross borders” and show up at different times or in different contexts? Do they see the same library? Behavior issues can crop up in libraries when teens have to share space with groups that they don't identify with, or when they have competing interests; for example, your gamer teens don't want to keep the noise down for the book club group, who chat quietly in the corner. By starting to look for patterns in your teen traffic, examining the crossover between patron groups, and thinking hard about how to reach teens who aren't coming into the library on a regular basis (perhaps because they feel like they don't belong?) you can start to work on strategies to encourage positive behavior so that all teens feel equally welcome.
- Think back to your own teen years. What crowd did you belong to? Who did you idolize? Who tormented you or just frustrated you? Remember that although those memories are still with you, effective communication with teens means letting go of past associations so that you, as a professional working in the library, can listen with an unbiased mind. Take a moment to think internally about the preconceived notions we might have about today’s teens who appear to have a SIMILAR or a DIFFERENT teen experience from our own. Falling back on stereotypes is a quick way to lose credibility with teens in the library. If we let assumptions about who they are guide our interactions with them, then we run the risk of developing a negative feedback loop. It's important to approach the teens in your library with an open mind, and to honestly listen to their experiences as they are living them. By disciplining based on our often flawed assumptions about the motivations of teens, it is possible to set ourselves up for long-term failure. Teens are acutely aware of unfair treatment and will use biased disciplinary methods in library spaces as an excuse to not come back, or to act up even more. Positive interactions with staff who are authentically listening, observing, and learning set a foundation for behavior that assumes everyone will achieve. You can create an expectation of success that is based in optimism: every teen, every day is capable of choosing positive behaviors in the library space.
- As a teen advocate, you have to explain to your library board or administration that it is important to reach points of agreement on how to handle teen situations so that staff and volunteers are not manipulated. Most importantly, it is vital to advocate for equality in enforcing the same standards of behavior for all ages of patrons. Think of babies screaming or senior citizens shouting in the library. Are they more boisterous than teens? Are they louder than teens? Dealing with problem behaviors should start before teens even walk in the door of your library. Staff can prepare for teen behaviors proactively by: maintaining a physical layout in the library that elicits positive behavior; planning to spend time “on desk” with an active physical presence among the patrons, and greeting teen patrons to let them know you are aware they are in the house; and working behind the scenes to get all staff members on the same page when it comes to discipline and enforcement.
- Take a moment to think about some of your ideas for possible changes that would provide a consistent library experience to teens in your library. Are there any teen services at your library that you’re proud of and want to be sure to protect? After listening to Miriam discuss Teen Advisory Groups, can you envision new ways to get teens involved in your library, both to help plan events and to discuss rules and policies, making them feel like stakeholders in the library?
- When convincing staff that teens should get equal treatment to other patrons, it’s important to address negative teen behaviors. These negative behaviors typically fall into one of two categories: distracting and dangerous. Let’s talk about DISTRACTING behavior first. Often distracting behavior is merely an irritant to adult onlookers, not an actually damaging behavior. A great place to find a list of distracting behaviors is the list of rules for shopping malls. How many of those are specifically targeted at developmentally appropriate teen behaviors like congregating in groups to socialize, talking loudly, or prohibiting a manner of dress that is most popular with youth? Making developmentally appropriate behaviors taboo, makes managing teens more difficult, not less difficult.
- So, what is developmentally appropriate for teens? In your folder, I’ve included the article, Getting Inside a Teen Brain. I don’t want you to read the article now, but it’s something I recommend you look at later. For now, I’m going to talk about some of the information from that article and other research on teen brain development. Although teens can often have the physical appearance of an adult, it is important to remember that their brains are still developing and undergoing tremendous change. The brain does not mature all at once, but instead matures slowly, in steps starting at the rear of the brain and moving toward the front. The first part of the brain to undergo this maturation process is the back of the brain, which controls a teen’s motor and sensory skills. The last part of the brain to mature is the prefrontal cortex, which is the area that regulates a teen’s judgment and impulse control. This means that while a teen’s emotional areas have been ignited by hormones and physical changes, their judgment area is not completely wired until they reach their early twenties. So when a teen acts out or makes a baffling decision, it is more than just poor judgment; it is that they are still developing those all important judgment and reasoning skills.
- As Frances E. Jensen, professor of neurology says: “The teenage brain is not just an adult brain with fewer miles on it” (Deborah Bradley Ruder, “The Teen Brain: A Work in Progress,” Harvard Magazine, Sept.-Oct. 2008). In MRI scans, the teen brain looks different from the adult brain. In teenagers, the body is still shaping the brain’s grey matter––those powerful little cells that enable people to do their thinking and reasoning. In addition, teens and adults use different sections of their brains, particular when it comes to impulse control and reasoning activities. The teenage brain is rapidly developing neural networks. This growing process makes the teen brain agile, making teens able to learn new things more quickly than adults. This may help explain how teens can be so much more agile with new technologies! However, as neurologist Jensen notes, during this time of neural development, some parts of the brain are not yet connected to one another, which affects a teen’s ability to reason and leaves the teenage brain susceptible to external stressors and environmental influences. What does it mean that they are easily influenced by environment? You guessed it. . .peer pressure. Teens often make poor choices by listening to the influence of their friends rather than thinking through a decision for themselves. It helps to know that there are physical reasons for teen behaviors. We can’t always understand their behaviors, but we can learn the science behind them.
- As we’ve talked about, a teen’s brain is still developing. One area where this is clearly evident is the prefrontal cortex, the part we’ve been talking about that controls a teen’s reasoning, judgment, and impulse control. As Jensen notes in “A Teen’s Brain: A Work in Progress,” the frontal lobe section does not fully connect until the ages of twenty-five to thirty. Therefore, when teens act in an impulsive manner or demonstrate questionable judgment, it is partly because they are still developing those connections that control reasoning and judgment. Scientists have also discovered that the teenaged brain goes through a pruning process of the grey matter, similar to the large pruning that takes place in toddler brains. The teen brain matures and sorts the connections it uses and the ones it does not. The brain connections that are frequently used are reinforced and kept, while others that are rarely used are pruned. This means that “teens have the power to determine their own brain development, to determine which connections survive and which don’t” according to Jay Giedd of the National Institute of Mental Health. Because, whatever teens choose to spend their time on (whether it is reading, sports, drama or the arts), those connections are reinforced.
- We know emotions in teens can be volatile. One minute a teen is just fine, and the next minute there is major emotional upset. This up and down of emotions can be challenging for everyone to handle. However, this is a normal part of teen development. Research suggests that teens are still learning how to process their own emotions, and perhaps more significantly, they are learning how to correctly perceive emotions in others. In a comparison study between adult brains and teens brains––when adults and teens were shown the same photograph and asked to describe the expression on the person’s face––adults correctly identified it as fear. Teens often misidentified the expression and instead described it as “shocked, angry, and surprised” (Sarah Spinks, “One Reason Teens Respond Differently to the World: Immature Brain Circuitry”). Because teens are still learning how to process emotional reactions in others, they may misidentify the emotions that others are expressing to them. They may feel a staff member is overly harsh when the staff member may simply be trying to explain something.
- Unfortunately, some developmentally appropriate teen behaviors can lead them to dangerous activities. According to Joshua Mandel, the Director of the NYU Child Study Center School-Based Intervention Program, teens’ “social understanding of the world is changing and progressing, and they think daily about their social interactions. For example, normal adolescent development often revolves around joining cliques, wanting to join cliques, or being excluded from cliques. Cliques. . . .provide a social niche and help kids develop a sense of belonging, support, and protection (Mendal, 2005). Although cliques are often beneficial to the high school experience, they can also negatively impact social development. The desire to gain acceptance in certain social groups allows peer pressure to play a large part in determining actions and behavior; which is a common concern pertaining to drug and alcohol use, as well as sexual activity.” Because teens brains are still developing the ability to accurately process emotions, make logical decisions, and reach sound judgments, teens have difficulty understanding which behaviors are socially acceptable in public spaces. Rachelle McPhillips, the teen services librarian at the Columbus Public Library in Nebraska, explains how using the Getting Inside a Teen Brain article helped her and her staff better understand teen behavior: Play Brain Changes video: http://youtu.be/vhKBeRR_D2k
- Beyond not knowing the norms of operation in a public, shared space like the library, many teens engage in two other sorts of behaviors that tend to be distracting to the adults who serve them: negative attention and testing boundaries. It's normal for teens to test boundaries and try to “press their luck” with authority figures. It's a developmentally appropriate behavior that virtually every single teen engages in to some degree. Testing boundaries is what teens must do in order to discover where they personally stand on issues and discover the person they would like to be as an adult––so they may “try on” antagonism or other behaviors that irritate adults. Negative attention is a different concept, and it is a learned behavior. When teens fail to get recognition for positive behavior, or when they realize that adults will more swiftly engage them when they are exhibiting problem behaviors, then they begin a cycle of negative attention. It may be a conscious or an unconscious pattern–– teens may not even know they crave adult interactions, but know instinctively that they can get it very quickly by acting up or acting out. When teens cannot get positive attention, they will settle for negative attention by falling into this pattern time and time again.
- Now we’re moving deeper into the ways you can engage teens in redirecting their negative behaviors. It’s vitally important not to “shame” teens in front of their peers. Maintaining their chosen image for their peer group is a primary goal in their life, so when you challenge them using your authority in the library space, you can make them “look bad” in front of friends, provoking them to engage in even more poor behavior choices. It is important to create a disciplinary atmosphere where teens trust your authority but do not feel challenged by you. A good way to handle problematic behavior is to provide teens with clear rules and the consequences of breaking the rule, while giving them a choice to behave accordingly. This can be done using the sandwich approach where you place the negative consequence in between two positives; for example: “I'm glad you chose to come to the library this afternoon. But your behavior with others shows me that you don't value the fact that this space is for everyone. Your noise is disrupting the study group over there. You can choose to quiet down and stay, or to leave if you feel you cannot control yourself. I hope you'll choose to settle down and stay, but it's up to you.” It is also very important to allow teens to leave for the day and start over fresh the next day or another time. Staff should exhibit the optimistic attitude that a teen is able to try again and exhibit positive behaviors. McPhillips provides another possible script and an example of a technique that has worked well at her library: Play the Discipline Technique video: https://youtu.be/uVQXXhuE-3w
- Sometimes, when dealing with difficult teens, library staff start trying to come up with new rules that will control teen behavior. But, it isn't possible to create an exhaustive list of library rules for teens, because they are creative and will think of a new way every day to circumvent the spirit of each rule. . . why? Because they like to question authority! Besides, creating special policies just for teen behavior is counterproductive to growing a teen program at your library. Rules need to apply to everyone, and that will appeal to teens' sense of justice and fairness. If there are special policies and rules that apply only to certain age groups, or are in effect during teen-heavy times (3 to 6 p.m. on weekdays, for instance) then start a dialogue with your library board to see if there isn't a more proactive way to deal with teen behavior issues. Remember: teens aren't inherently “bad.” Some of the behaviors they choose can be poorly considered––the problem is with behaviors, not with teens!
- Remember that the list of shopping mall rules doesn’t work. Instead think of ways your library can support teen development. Much has been written about the developing teen brain and how to best foster and support young adults, both emotionally and physically. Research suggests that supporting teens emotional growth by providing positive role models and giving teens space to negotiate social interactions on their own, experience leadership opportunities, and explore their interests through structured or unstructured play leads to better teen behavior. It can be surprising to realize how library services to young adults help them with fundamental developmental needs. Rather than merely providing materials, young adult library service can actually build a foundation for the character and direction of a young person’s entire life. The Search Institute’s “40 Developmental Assets” provides resources for how organizations can understand teen development and support that development. The Institute has studied young people and communities and found forty factors, or developmental assets, that they believe build happy and healthy young adults. Knowing the assets can reinforce the importance of what we do, from offering a teen advisory board to promoting an online database. The Search Institute 40 Developmental Assets are available at: http://www.search-institute.org/content/40-developmental-assets-adolescents-ages-12-18
- Supporting teens’ developmental needs means that even when you do have to deal with disruptive teen behaviors, the following baseline principles should apply to all our involvement with teens in the library space. Be consistent. Set standards. Let teens know your behavioral expectations. Involve teens in decision-making concerning behavior policies. Respect the rights and opinions of teens and treat all teens equally. Don't treat teens differently from adult patrons. Be prepared. Respond to disruptive behavior calmly and quickly. Apply rules equitably and involve the teen in “thinking it through.” Offer the two fundamental choices and avoid forcing teens to grandstand in front of their peers. Know which dangerous behaviors need immediate attention. Be firm but fair. Consequences are the same for everyone regardless of age. Nobody has the right to interfere with others using the library. And keep in mind teens’ developmentally appropriate skill building will mean that you will need to remind teens of the library's rules and periodically discuss the perceived fairness of those rules. The discipline strategies we discussed earlier center on providing teens with choices: If teens are to be successful in the real world, they must be capable of making independent, responsible choices. By making the responsibility for appropriate behavior the teen’s choice, you provide teens with the opportunity to learn that they can control what happens to them.
- Teens will frequently practice their debating skills on you and try to distract you from the message you have to deliver. Stay on message: during your warning repeat yourself if necessary and avoid varying the options you have presented. If you allow yourself to be distracted, they have succeeded in not making a choice regarding their behavior. Even though you should repeat yourself when you are giving your initial warning, as Rachelle mentioned earlier, DO NOT give multiple warnings. If teens ignore your initial request, and continue to misbehave, remind them that you gave them a warning and they made a choice. Then escort them from the library. Also remind them that they will have another chance tomorrow to make a different choice. Be sure that all staff are on the same page when it comes to teen behavior and discipline strategies.
- A key to providing good library service to teens is having the entire library staff, including volunteers and board members, on board. Professional development trainings are an important component to providing that service. Today, we’ve learned that although not everyone is comfortable with teens, everyone can acquire the necessary skills to provide teens with excellent library service. Through trainings, individuals who do not regularly work with teens, learn about why teens act the way they do, strategies for addressing teen behavior, and best practices in teen services. If you are lucky enough to be in a library with multiple staff members, remember all departments in the library serve teens in some way, and collaboration between those departments is key. It can be as simple as making sure everyone knows what teen programming is going on so that if a teen asks for directions, anyone in the library will be able to help him or her. Or if a library worker talks to teens about their behavior issue, that staff worker makes sure the other staff know, too. When everyone is on the same page, teens receive better more consistent service.
- Teens are also in a time of library transition. They are bridging the youth and adult sections of the library and may not feel at home in either. It is quite likely that teens could use a little more help in finding the materials they need, and this is where the whole library approach comes in. Although friendly customer service and patience welcome all ages to the library, teens often feel awkward and unsure of themselves, so it is even more important to keep these tips in mind for providing great customer service to teens: Be friendly and approachable: Smile at and greet teens as they come into the library Teen materials should be easily found both in the physical library and on websites Be consistent: Teens should get the same rules each time they come in and know what to expect. Don’t allow food one day and not the next, just allow it in a designated area. It should be informed: Staff need to understand that teens do not think like adults, and we should not expect them to plan ahead as well as adults. Staff should stay on top of common homework assignments so that we can have materials set aside for teens or provide lists of books. Staff should not expect teens understand assignments as adults might, or to be able to articulate their needs as easily. Great customer service to teens means more than changing the attitudes of the library staff, it also means changing the messages you give other patrons about teens. Play PR for Teens video: https://youtu.be/zez5bY1-sfc
- I’d like everyone to take a few minute to write down 3 steps that you will take when you get back to your library to implement the ideas you’ve learned in this session. Ideas should be concrete and able to be implemented within one week.
- Thank you all for coming today. If you are interested in viewing any of this presentation again, it will be available as a continuing education video on the NCKLS website. The presentation draws from the YALSA Young Adults Deserve the Best: Understanding Teen Behavior for a Positive Library Experience seminar and Rachelle McPhillips’ webinar: Meeting the Unique Needs of Teens.