THE OFFICIAL JOURNAL OF THE YOUNG ADULT LIBRARY SERVICES ASSOCIATION

young adult 2012 library library services services

VOLUME 11 | NUMBER 4 SUMMER 2013 ISSN 1541-4302 $17.50

INSIDE:

TRANS* YOUTH IN YA LIT WHEN A STORY IS MORE THAN PAPER

TM GENREFY YOUR LIBRARY FOOTBALL PLAYERS ARE TECH EXPERTS AND MORE . . . THE TEEN READ WEEK™ ISSUE! Life’s little to-do list.

Estate Plan

Guardianship

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Planned Giving to YALSA

Visit www.ALA.org/PlannedGiving for more.

hile making plans for you and your family’s ALA W future, consider making a planned gift to ALA. Join a growing number of ALA members and friends LEGACY who want ALA to span generations. SOCIETY The official journal of The Young adulT librarY ServiceS aSSociaTion young adult library services

VOLUME 11 | NUMBER 4 SUMMER 2013 ISSN 1541-4302

The School Angle 37 Those Kinds of Books: 4 Lean On Me? Religion and Spirituality in Young Finding Training and Support for School Library Adult Literature By Margaret Auguste Support Staff By Dawn Treude 41 Genrefy Your Library: Improve Readers’ Advisory and Data-Driven Decision Making YALSA Perspectives By Stephanie Sweeney 8 Your Key to Professional Development: 46 Do You Read Books? YALSA Webinars a Great Perk for Members By Karin Perry By Megan P. Fink 9 Seek the Unknown for Teen Read Week 2013: Using Action Research to Determine Recreational Reading Habits of High School Students By Courtney Lewis Plus: 2 From the Editor Best Practices Linda W. Braun 12 “What We Think Actually Matters?” 3 From the President Teen Participatory Design and Action Research at Jack Martin the Free Library of Philadelphia By K-Fai Steele 45 Guidelines for Authors 16 High School Football Team Boosts 45 Index to Advertisers Technology Achievement at a Public 51 The YALSA Update Library By Meaghan Thompson 19 All Wired Up: Understanding the Reading and Information- Searching Behavior of Teenagers About This Cover By Rachel Randall Seek the Unknown @ your library®! is the offi cial Hot Spot: Teen Reading theme for Teen Read Week™ 2013, Oct. 13–19. Teen Read Week off ers libraries a chance to highlight 23 Representations of Trans* Youth in Young the many ways they connect teens with great reads. Adult Literature © 2013 American Library Association. Poster and A Report and a Suggestion other products available at www.alastore.ala.org or By Talya Sokoll by calling 10800-746-7252. All proceeds support the 27 When a Story is More than Paper nonprofi t work of the ALA and YALSA. By Rachel Mcdonald and Jackie Parker 33 Teen Literature and Fan Culture By Robin Brenner 2012–2013 YALSA Editorial Advisory Committee (providing advisory input for the journal) Laura Pearle, Chair, Carmel, N.Y.; Michelle Bayuk, Deerfi eld, Ill., from the Jennifer Brannen, Durham, N.C.; Katherine Covintree, Providence, R.I.; The ViewLaura Lehner, from Hudson, ALA Oh; Whitney Winn, Goleta, Calif

YALSA Executive Director Beth Yoke Editor Editor Linda W. Braun Linda W. Braun Circulation Young Adult Library Services (ISSN 1541-4302) is published four times a year by the American Library Association (ALA), 50 E. Huron St., Chicago, een Read WeekTM October 13 to 19, 2013, is a time to IL 60611. It is the offi cial publication of the Young Adult Library Services Association (YALSA), a division of ALA. Subscription price: members of support teen pleasure reading. In today’s world of choices, YALSA, $25 per year, included in membership dues; nonmembers, $70 per reading for pleasure takes on a myriad of forms, including: year in the U.S.; $80 in Canada, Mexico, and other countries. Back issues T within one year of current issue, $17.50 each. Periodicals class postage paid a fi ction or nonfi ction book; a series of Twitter messages; a text at Chicago, Illinois and additional mailing offi ces. POSTMASTER: Send message conversation; Instagram captions; pages on a website; address changes to Young Adult Library Services, 50 E. Huron St., Chicago, IL 60611. Members: Address changes and inquiries should be sent to or a piece of fan fi ction. It’s the job of those working with teens Membership Department, Changes to Young Adult Library Services, 50 E. to recognize the value of each format, and to explore any or all of Huron St., Chicago, IL 60611. Nonmember subscribers: Subscriptions, orders, changes of address, and inquiries should be sent to Changes to Young Adult them with the teens they serve. Library Services, Subscriptions, 50 E. Huron St., Chicago, IL 60611; 1-800- The articles in this issue of YALS highlight ideas that 545-2433, press 5; fax: (312) 944-2641; [email protected]. connect with this year’s Teen Read Week theme, Seek the Statement of Purpose Unknown @ your library®. School librarian Courtney Lewis Young Adult Library Services is the offi cial journal of the Young Adult Library Services Association (YALSA), a division of the American Library looks at some teen book reading interests and explains how Association. YALS primarily serves as a vehicle for continuing education library staff can uncover those interests through action research. for librarians serving young adults, ages twelve through eighteen. It will include articles of current interest to the profession, act as a showcase for best Fan fi ction (and other forms of fandom) might be something practices, provide news from related fi elds, publish recent research related to of a mystery to many librarians. Teen librarian Robin Brenner YA librarianship, and will spotlight signifi cant events of the organization and off er in-depth reviews of professional literature. YALS will also serve as the discusses the world of fandom and why it appeals to teen offi cial record of the organization. readers, writers, artists, and video producers. Do you know what Production transmedia is? If not, read what Rachel McDonald and Jackie Cadmus Communications Parker have to say about it, and why it’s important to know Advertising about. Bill Spilman, Innovative Media Solutions; 1-877-878-3260; fax (309) 483- What if you’re just jumping into YA librarianship for the 2371; e-mail [email protected]. View our media kit at www.ala.org/yalsa/mediakit. YALS accepts advertising for goods or services fi rst time? School library support staff er Dawn Treude tells you of interest to the library profession and librarians in service to youth in almost everything you need to know in order to teach yourself particular. It encourages advertising that informs readers and provides clear communication between vendor and buyer. YALS adheres to ethical and the basics of getting the job done. Or maybe you’re looking for commonly accepted advertising practices and reserves the right to reject any a new way of doing the things you learned long ago. Stephanie advertisement not suited to the above purposes or not consistent with the aims and policies of ALA. Acceptance of advertising in YALS does not imply Sweeney decided to give the unknown a try by instituting a offi cial endorsement by ALA of the products or services advertised. genre-based shelving system, and she’s glad she did. It’s all in this Manuscripts issue of YALS. Manuscripts and letters pertaining to editorial content should be sent to Starting with this issue of YALS you’ll notice a new section. YALSA, 50 E. Huron St., Chicago, IL 60611; e-mail: yalseditor@gmail. com. Manuscripts will be sent out for review according to YALS’s established referee We’re calling it The School Angle, and it’s where you’ll fi nd at least procedures. Visit www.ala.org/yalsa for further information. one article in each issue with a focus on working with teens in Indexing, Abstracting, and Microfilm school libraries. But it’s not the only place you’ll fi nd school-related Young Adult Library Services is indexed in Library Literature, Library content in YALS, which is why we highly recommend a cover-to- &Information Science Abstracts, and Current Index to Journals in Education. Microfi lm copies of Journal of Youth Services in Libraries and its cover perusal of each issue. predecessor, Top of the News, are available from ProQuest/Bell & Howell, Don’t forget, each week there is new content that complements 300 N. Zeeb Rd., Ann Arbor, MI 48106. the print journal on the YALS website: http://yalsa.ala.org/yals. YALS The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences-Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992. ∞ ©2012 American Library Association All materials in this journal subject to copyright by the American Library Association may be photocopied for the noncommercial purpose of scientifi c or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. For other photocopying, reprinting, or translating, address requests to the ALA Offi ce of Rights and Permissions.

2 YALS Young Adult Library Services Summer 2013 from the President Jack Martin

hen it comes to teens and student learns something from what’s translated to the meaning of reading, lots been read. (Others can fi gure out what the the back end W of people—including library student learned through conversation or a of the various staff —have a variety of diff erent thoughts quiz or even a blog post.) functions of and opinions. Some might think that Then I read further down into the the Internet— reading means curling up in a comfy chair defi nition (which is actually quite long), for example, with a traditional physical novel. Others and, as an appreciator of the arts, got reading could might think it means reading the paper really excited. According to the dictionary, also mean interpreting the coding that every morning with coff ee. Some might reading can also mean “to interpret (a goes into building the Web. There is a big think it means scanning Twitter feeds for musical) work in performance” and also movement in the education world right the latest celebrity gossip. Others might “to sense the meaning of (information) in now where learning to code is considered have a diff erent idea altogether. recorded and coded form (as in storage): an essential skill. If you think about it, of For this issue of YALS I decided to acquire (information) from storage—used course it is, it’s a form of reading (and of bust out the big guns—I mean my old of a computer or data processor.” This gaining understanding). Webster’s Ninth New Collegiate Dictionary made my brain explode because reading I realize, I’m getting a little out there from 1988 (published well before the could actually be attending a concert with this excitement about what reading whole e-reader and tablet phenomenon) (which means I must get a lot of reading actually means. So, I’ll step back and think that’s been sitting around my apartment done going to all those summer concerts!), about where and what teens are actually for the past 14 or so years. And when I the opera, a musical on fi lm. Anyone who reading in libraries. They are reading looked up the word “read,” I discovered gains knowledge and understanding from physical and digital books and magazines that it means lots more than I ever thought a performance is doing a form of reading. and websites. They’re reading text it could. Reading also means gaining information messages that come in on their phones. The fi rst part of the defi nition— from a computer or a data processor They’re reading music videos on YouTube. located on page 980—for all of you (anybody actually remember using a word They’re reading video games and related researchers—reads “to receive or take processor?). How amazing, in 1988 we had materials to better understand and play in the sense of (as letters or symbols) the insight to think past what assumptions them. They’re reading everything—more by scanning.”1 This is probably what we may have had about what reading than many of us ever did or would ever most people think of when they think means and think about how it connects to imagine doing when we were teenagers. of reading. But, then it goes on to say, technology. The computer reads the bits 2013’s Teen Read Week—Seek the “to learn what one has seen or found in and bytes and then the “reader” gets the Unknown @ your library—fi ts right in writing or printing.”2 To me this means benefi ts of that computer reading by being with this idea. Where is the unknown for that reading takes on diff erent aspects. able to take information in in a variety of teen readers? Maybe it’s the latest sci- It’s not just decoding letters and words, ways—through eyes and ears primarily fi thriller. Maybe it’s any and all of our but it encompasses the actual taking in of course. Michael L. Printz award winners. Maybe of information AND the understanding One other thing I love about this is it’s a title discovered on one of YALSA’s of that information. When I think of the whole “sensing the meaning” of “coded” themed Popular Paperbacks lists. Or, it what this looks like in real life, I think information aspect of the defi nition—to could be a trip to the local theater where about a student checking out material from me this means not reading what’s on a they gain understanding by watching a school library and reading it. It’s during computer (or online), but understanding the latest popular movie. It could be by that traditional form of reading that the how it’s written and what language it’s second part of the defi nition kicks in—the in. Then I also like to think this can be (continued on page 7)

Summer 2013 Young Adult Library Services YALS 3 feature The School Angle

fi rst year by utilizing the human capital Lean On Me? around me: · Patrons · Parents Finding Training and · Professionals Public service is not a job you do alone, Support for School even if you are alone in your library. I had to practice what we teach the students—there are no stupid questions—and be willing to Library Support Staff ask for advice, direction, and assistance.

By Dawn Treude Patrons My student and faculty patrons are a gold mine for professional development. Their unique position on campus off ered me the ’m staring at 25 Tom Clancy novels in how to navigate educational technologies, following resources: disbelief. In a public library that may I handle the book side of operations. Our Inot be enough Clancy, but here in the situation would be ideal except for the fact · Place stacks at Horizon High School it appears that neither of us is a certifi ed librarian. · Passion excessive, if not indiff erent. It’s 2011, This is the new school library— · Promotion not 1995, and I know enough to realize underfunded, perhaps unstaff ed, and in that something’s not right when we own many cases, staff not formally trained in four copies of The Patriot Games and not library science. As the Internet and bring- Place a single volume in The Hunger Games your-own-device (BYOD) integration Students are in your space and in your face series. It’s my problem now because in become a reality, it is a continuing all day. Listen, look, and learn from them. my new position as library media tech challenge for those of us in the trenches School library staff have the ability to I’m in charge of collection development to advocate to administration and district develop strong relationships with student in a collection that appears to have been offi cials what we do all day and how we patrons. We see the same kids regularly, neglected for years. are an integral part of the advances and as well as a steady fl ow of fi rst-time or What makes me qualifi ed to take on changes going on in the school. Make no infrequent users. this enormous responsibility? Location, mistake, I want to do everything possible One of my biggest obstacles during location, location. I’m the only one here to support my patrons and help sell my the fi rst months on the job was staying with the time and passion for such a services to the administration, but as a in touch with popular YA series. I felt project. Budget cuts have eliminated paraprofessional, to whom do I turn for grounded in middle grade titles but less certifi ed teacher-librarian positions training and support in an environment so with YA. I spent time on Teenreads across the nation, and for the ones who with no budget for those things? (www.teenreads.com) and Goodreads remain, technology integration often (www.goodreads.com), which defi nitely takes precedence over traditional library helped, but my students provided far more practices. Such is the case in my own Start in Your Own Backyard insightful feedback. I used every interaction library. While the library media specialist Help is easier to fi nd than you think—if at the circulation desk as an opportunity I work with teaches faculty and students you know where to look. I survived my to question and connect with the teens. I asked for title recommendations and encouraged them to name names of favorite DAWN TREUDE is a Library Media Tech at Horizon High School authors. Whenteens know you’re listening, (Scottsdale, Az.). She is also a freshman football volunteer coach. they’re happy to talk!

4 YALS Young Adult Library Services Summer 2013 Treude

I strive to capitalize on every interaction patrons will tell their friends. My resources provide key components to I have with faculty in the same way I do with willingness to help, make mistakes, and campus success. Horizon High School the students. I ask questions about upcoming ask questions has presented the best parents have contributed to my growth projects, suggest book titles, and encourage learning opportunities on the job. As more through their: them to bring their classes to the Library teens and faculty come in for assistance, Media Center (LMC). It’s working. Library the more I discover about my own · Commitment reservations are up. Teachers will request a abilities and limitations. I can’t solve every · Caring group of titles within a specifi c subject range, problem or hand over every book desired, · Cash which gets me out in the stacks and learning but my eff orts are noted. Both students more about the collection. and staff are spreading the word about Their support has played a signifi cant what can be done in the LMC. role in my professional development. A big part of successful librarianship Passion is building relationships that will foster Avid readers are always hungry and increased use and confi dence in patrons. To Commitment never shy about expressing their appetite that end I make an eff ort to combine the Second to the faculty and staff , no one preferences. In a library fi lled with users necessary services—book checkout, printing, cares more about student success than there’s bound to be some book discussion. and research assistance—with fun activities the parent community. As children Our campus boasts a strong read-for- designed to give patrons an enjoyable grow older, the opportunities for parent pleasure population, especially among experience. During the fi rst week of school I involvement at school shift. We don’t the underclassmen who are fresh off instituted T-Shirt Tuesday. Every Tuesday see many parents on campus during the Accelerated Reader (AR) programs I don a geek-themed shirt (Star Wars, the school day, but their dedication to from our feeder schools. As the students Lord of the Rings, and Dr. Who are some Horizon is evident through the various recognized my interest in their reading favorites) and the students guess where my projects, programs, and equipment they habits, they began to feel more comfortable shirt is from. Correct answers earn a Red provide. The majority of parents are asking for titles and making suggestions. I Vines licorice. I’ve found that teens will willing to assist any campus eff ort to listened. With their blessing, I built up our do anything for Red Vines. It’s a silly but increase services or positive outcomes for meager manga section into a popular space. eff ortless way to reach students. Everything students. I’m as much of an advocate for digital I do is student directed because this is their literacy as I am for the traditional kind space and I’m lucky enough to work in it. and know it’s important that all staff This year I introduced the book spine Caring understand how to assist patrons (both poetry slam to the English department. Parents care about the entire school students and faculty) in the digital shift. I’d read about it in a library journal and population. The library services the In addition to learning about my students’ kept asking for volunteers until I got a yes. entire campus. I have yet to meet a book reading preferences, I’ve acquired new Two classes came down one morning and parent harboring unpleasant memories skills in document formatting, printing, composed poems using the exact word or of his or her high school library. Parents and uploading through a rather unpleasant words contained in six book titles. The love libraries because they recognize our process called “My-English-essay-is-due- teachers had the students read the poems role in promoting literacy and student today” (aka: due within ten minutes of aloud and describe the themes. It was so success. speaking those words). My ease and comfort successful that word spread and two more Parent organizations are designed with diff erent applications grows the more I teachers brought their classes down to the to support programs and services for the interact with the school community. I’m as library. I’m now trying to come up with campus. Sometimes they aren’t aware much of an advocate for digital literacy as I something equally fun and educational for of which areas are in need of more (or am for traditional print literacy. the social studies department. new) assistance. I’m not uncomfortable approaching our Horizon Parent Teacher Organization (PTO) because we’re on the Promotion Parents same team. When you look at it through Word of mouth is still the best form In a school environment parents are that lens, you may wonder why you haven’t of advertising. If you’re doing it right, primary stakeholders whose voice and approached them before.

Summer 2013 Young Adult Library Services YALS 5 Lean On Me?

Cash Not only is much of this assistance to support libraries, and I actively advertise Parent organizations provide funding that the free, but delivery is often instantaneous. the services the LMC off ers to the faculty. school district doesn’t. Our Horizon PTO The best library is a used library. off ers a grant program for faculty. The main This year we’ve experimented with requirement is that the request be for an item Local new programming ideas, like Teen Tech or service benefi ting as many students as The school district I work in is filled Week, and were able to prevail upon the possible. I have successfully applied for and with people who know how our faculty to recommend new nonfi ction received funding for three grant proposals. library system works. Believe it or not, titles for a book order. (They’d never been The fi rst grant allowed me to attend connecting with other district library asked.) Reservations are up for computer a Bureau of Education Research (BER) staff is a challenging endeavor; we’re carts, as are old-fashioned visits to the conference on YA literature. Because I all too busy at our own sites to reach library. My goal for next year is to promote was in charge of collection development out to each other on a regular basis. In booktalks—a fi rst on this campus. and focusing on fi ction, I easily explained my district the media specialists have a Meeting other librarians inspires me to the necessity of the conference. Since my professional learning community (PLC) want to do more at Horizon. The best district provides no funding for support group, but nothing similar is in place partis that I don’t have to come up with staff professional development, the PTO for the support staff at this time. I’m allthe innovations myself. recognized that without their fi nancial hopeful that will change. assistance, I’d be without options. What we do have and use frequently The outcome of that generosity resulted is a Google group for all media specialists National in more fi ction titles our students wanted and media techs. We share links to Connecting to the greater library and some advantageous networking for me. articles, ask questions about cataloging community is time and money well I met a local book vendor, whom I now use or software, and call for help—“Is the spent.One of the fi rst things I did regularly, and other Arizona librarians who network down at your site, or is it just us?” when I started here was join ALA, were eager to share their ideas and insights, At fi rst I didn’t feel comfortable posting YALSA, AASL, and AzLA. My initial some of which I’ve put into practice. in the group, but I’m reaching out more excitement shifted to an extreme sense Do I feel awkward asking for fi nancial this year because these are the people who of being overwhelmed as I tried to take aid for my professional development? know best what challenges I’m facing at in all the new information fl ooding my Absolutely not. (There are no stupid my site. That context and connection is inbox. I didn’t know how or where to questions, remember?) I pay my dues to ALA, priceless. start plugging into the community. My YALSA, American Association of School day consists of thousands of stop/starts Librarians (AASL), and Arizona Library ratherthan any chunks of uninterrupted Association (AzLA) myself. The more I State time, so I connect in small bursts, usually know, the more I can help my students. Your state library association off ers through our LMC Twitter account, Don’t overlook parents as a resource; a variety of services and programing whichI manage. they are a school’s best partners. to further your career. AzLA has a Twitter digests easily for those fantastic teacher-librarian division that shorton time. I find that I gain a lot sponsors a free fall workshop. It was from hearing about trends outside Professionals well worth giving up a few hours on of Arizona. Through Twitter I’ve You don’t have to go far to reach dedicated a Saturday morning to connect with discovered library blogs and many library professionals. Between the Internet, other professionals in the state on topics valuable resources for the shift to social media, and journals, a novice support relevant to school libraries, such a buying Common Core. I often share articles I staff like myself can acquire a wealth of books without a budget, the shift to find to our Google group. information through the experience of Common Core, and marketing your I’ve begun to feel grounded enough certifi ed librarians at all levels: library to the school community. in the national associations to participate Seeing what’s happening around in roundtables and leave comments on · Local the metro Phoenix area outside of my blog posts. Right now I still feel that I’m a · State school library space has done two things: small fi sh in a big sea, but don’t worry, I’m · National I appreciate what my district is still doing swimming, not dog paddling.

6 YALS Young Adult Library Services Summer 2013 Treude

The Best Things in Your As much as I want to do—like book the worst-looking Machine-Readable Professional Life Are clubs and author visits—the urgency of Cataloging (MARC) record? I know I’d Often Free the school day often takes precedence be a contender. With Common Core One of the other benefi ts of being connected over expanding library services. This is approaching, it’s imperative I know what to the greater library community is the access potentially the biggest diff erence between we have and where it can be found. it aff ords to learning resources for library staff teen services in a school library versus a I’ve set my sights on attending at all levels. I take advantage of free webinars public one. As support staff , I don’t have the the YALSA Young Adult Literature through Booklist, E-collab, and YALSA fl exibility within my schedule to leave the Symposium, November 2014, as my (see the YALSA Perspectives section of this LMC at lunch or after school to conduct fi rst foray into a national event. Between issue for an article on YALSA webinars) and library programs. There are a multitude of scholarships, saving, and a possible grant, thus steer the course of my own professional campus activities that compete for students’ Imight be able to get there. growth. Collection development for fi ction time, and we have yet to discover the time My want list is long, but the urgency and Common Core adoption are the most or day to run a special program. I’m not of my need-to-do list takes up the majority pressing concerns I face. It’s important to ready to give up however. of my workday. The nonfi ction section demonstrate to the faculty that the LMC is needs serious weeding and attention—a prepared to collaborate with them through student handed me a moldy copy of the shift to Common Core. Facing the Future Leaves of Grass recently, and a book search Vendor webinars have provided the The week before I wrote this article brought me face-to-face with a title about unexpected benefi t of not only furthering another metro-Phoenix school district the United Nations, in the cookbook my education in YA literature but also announced the layoff of its media specialists section, next to a UN cookbook. It was learning more about the titles already in the for the 2013–2014 school year. Despite the that way in the catalog and on the shelf. collection. Listening to someone passionately challenging climate libraries are weathering, The campus shifted to cloud printing in discuss a title makes a far greater imprint on I believe that library careers are rewarding Google Drive, and the students still don’t my memory than reading a review. That, and more necessary than ever. With that quite get it, especially on “my-essay-is-due- combined with knowledge of my patrons’ in mind, I’m continuing my education and today” days. reading preferences, has increased circulation. training in a variety of ways. My schedule is as demanding as my The more books I can recommend, the more I applied for the 2013/2014 YALSA teen (and sometimes faculty) patrons are, they move out the door. Mentoring Program. I plan on taking a but I love what I do, even when I’m unsure By far the best free resource I have is the library science class at Mesa Community if I’m doing it right. The challenges are not support I receive from my direct supervisor, College (CC), the one CC in the valley going to disappear, and school libraries Library Media Specialist Stacey Orest, that has a degree program. I’ve grown more will continue to face staffi ng and budget and the administration on campus. This confi dent buying books, but cataloging cuts. But being around the energy of teens support enables me to leave work for the is another matter. Should we stick with makes staying positive less arduous. The occasional workshop or to disappear into the Dewey or move to a bookstore model? best days are the ones when I hand a telepresence room for a webinar or Tweet-up. How can I make the 800s, our most used student a book he or she wants. Sometimes I’m encouraged to pursue all avenues that can nonfi ction section, more user friendly they squeal with excitement. I understand further my professional development. for the students? Is there a contest for exactly how they feel. YALS from the President (continued from page 3) watching a how-to video on YouTube. It unknown in all of these diff erent realms. been an inspirational year; thanks to all of could be building their own website on a Speaking of pushing horizons, this is my you for your support and enthusiasm. YALS topic of interest, or creating and editing an last YALS column as President of YALSA. online video, or simply talking about what I’ve certainly had my horizons pushed as they’re interested in as a part of an online I’ve worked with members, stakeholders, References community. peers, and colleagues. I’ve learned a lot 1. Webster’s Ninth New Collegiate Dictionary It’s all reading, and we should push about serving teens in libraries and how (Merriam Webster, 1988), 980. teens to expand their horizons and seek the to help others do so successfully. It’s truly 2. Ibid.

Summer 2013 Young Adult Library Services YALS 7 feature YALSA Perspectives

YALSA’s Members Only section.”2 Despite Your Key to being a member for over nine years, I never explored the YALSA website beyond the volunteer forms, book award lists, and committee contact information. (Consider Professional this my public apology for not taking time to absorb all that’s available on the site.) That said, I’m willing to bet that some of you don’t know about the webinar archive Development: either. I found out about the webinars when I volunteered to serve on the YALSA Continuing Education Advisory Board. All live webinars take place monthly YALSA Webinars a Great on the third Thursday, are sixty minutes long and include time for questions either Perk for Members at the end or along the way. You can access the archived webinars through the YALSA website. Access gives you the chance to view the webinar and the By Megan P. Fink PowerPoint slides from the presentation. I think these webinars are a great option to share with your supervisor or coworkers nergetic, creative and under a time development. YALSA provides what they who are YALSA members. Here is a list of crunch—these could describe any want and need. webinars from the year 2012–2013: E library staff around the United States I fully admit that I didn’t know working with teens in school or public about the webinar archive available from · Take Your Summer Reading Program libraries. According to the ALA Library the association on its website. With 12 from Yawn to Yay with STEM Fact Sheet there are over 16,000 public webinars archived each year and freely · Apps Apps Everywhere and 99,180 school libraries in the country. available to members ($19 each for everyone · Reaching Reluctant Readers There are 46,849 librarians working in else), that’s a total benefi t of $228, which · Teen Spaces on a Dime public libraries (this fi gure includes YA more than pays for your ALA/YALSA · Book Blitz II—45 YA Titles in Sixty librarians) and 75,250 librarians working dues. YALSA webinars cover a variety of Minutes in public and private schools in the United topics, from YA lit, to setting up technology · A TAG Can Work for You, Too! States.1 These libraries employ professionals programs, to dealing with diffi cult teen · Get Crafty for Less and support staff who need opportunities behaviors. As the YALSA website says, · Beyond the Birds and the Bees: to share successful programming and who “Members can see archived webinars for Talking Sex and Sexuality with Teens are looking for high-quality professional free, two months after they take place, in · Ten Social Tools to Connect with Teens at Your Library · Managing the Swarm: Teen Behavior MEGAN P. FINK is a Middle School Librarian at Charlotte Country in the Library and Strategies for Success Day School (Charlotte, North Carolina). She began her career in · Finding a Place on the Shelf: The children’s book publishing, but fell in love with the library while Middle School Library and the working for the N.Y. Public Library. She is an active member of YALSA Book Awards Serving LGBTQ Teens YALSA, and has served on several committees, including the · · Journey Into the Darkness: Summer 2012 Award for Excellence in Nonfiction for Young Adults. She is Reading Programs also the editor of Teen Read Week and Teen Tech Week: Tips and Resources for YALSA’s Initiatives. (continued on page 15)

8 YALS Young Adult Library Services Summer 2013 feature YALSA Perspectives

ou know what Teen Read Week is like in your library. You set up Seek the Unknown Ythe displays, signed up for the Ning (http://teenreadweek.ning.com), bought the posters, and arranged for the programming. But is there a way of for Teen Read modeling the theme for this year “Seek the Unknown” in your professional life? Yes, there is. If Teen Read Week (October 13–19, Week 2013: 2013) is dedicated to the promotion of recreational reading among young adults, then fi guring out what you know—really know—and maybe what Using Action Research to you need to know from your patrons is your jumping off point. Because of Determine Recreational the bustle surrounding the week, teen reading preferences are on the brain, so consider off ering a serious survey to your Reading Habits of High population in order to gather valuable data that will inform your collection development, dazzle your administrators, School Students and put the science back in your information science degree. Embodying the action research By Courtney Lewis ideal is a goal of many librarians, but it’s one that is easy to set aside with the 4000 items on our daily to-do list. What sparked me into action was when I read not only changed the way I looked at my Approaching Action Carol Fitzgerald’s Publishers Weekly collection but also created a situation Research with a Sense article back in 2009, “What Do Teens where I can periodically measure my of Adventure Want?” She reported on the results of a population’s recreational reading habits, First, a word about action research. I Teenreads.com survey of roughly 4,000 comparing them to past years. In this know many librarians who, despite their teens who completed a 77 question article I’m going to show you how you can excellent approach in reading the latest survey about their reading and book do it too. journal articles and reflecting on their purchasing habits.1 This undertaking was clearly meant to garner information from a publishing industry perspective COURTNEY LEWIS is the Director of Libraries at Wyoming about young adults and their buying and Seminary College Preparatory School, a Pre-K–12 day/boarding reading habits, but after looking at it, school in Kingston, Pennsylvania, as well as the chair of YALSA’s it occurred to me that this information Teen Read Week Committee for 2013–2014. She is amazed applied to libraries in a signifi cant way that she gets paid to spend all her time with enthusiastic and could impact collection development and intelligent teenagers, plan programming, and play with strategies, better than circulation data, to form a comprehensive picture of patron technology all day. Surrounded by terrific colleagues at a school reading habits. I recreated her survey, community members call “Sem,” she enjoys thinking about and tweaking it for a library situation, only discussing young adult literature and the latest in educational to be inundated by amazing data that technology on her blog, http://thesassylibrarian.blogspot.com.

Summer 2013 Young Adult Library Services YALS 9 Seek the Unknown for Teen Read Week 2013

programs, practically break out in hives Customizing the Survey realm of respectability. Purely by chance, at the suggestion that they do their own for My Library the demographics seemed evenly divided research. This is probably a holdover While collection development strategies by grade/age and ended up close to from graduate school where doctoral are a good enough reason to try this foray our actual proportion of day/boarding students roamed the halls discussing the into action research, it occurred to me students, a fact that further bolstered my complexstatistical programs they used that the opportunity allowed for other confi dence in the results. to analyze variables. It’s important to questions to be asked. I decided to show I was most astonished by the percentage keep in mind that doctoral research is my creative Library Advisory Board (LAB) of students who indicated they wanted traditional research, not action research, the questionnaire and ask how we should to read books but didn’t have the time conducted by professional researchers tweak it for our population. I was eager for it. Even though I had anticipated this who want to collect mostly quantitative to have a series of questions about why being a high number, 64 percent of survey data for the purpose of generating students choose to come to the library participants wanted to read more books conclusions that can be generally applied as well as some questions about e-reader but couldn’t. I was happy that 83 percent of to a specific field.2 and e-book attitudes and use, but was respondents thought the library had a great or As Lesley Farmer writes in her surprised when my LAB added questions good selection of books, and over 72 percent seminal (and delightfully succinct forty- about summer reading. My students also of the population indicated they came to the four page) work on the topic, action felt it was important to add questions library at least once a day, if not more, which research “by its very nature makes it about patron use of the library catalog and was consistent with our foot traffi c data.6 less scholarly and theoretical than other some other issues they felt were crucial The results regarding where students forms of research.”3 This means that to understanding who uses the library found books in person and online, what rather than designing a complex survey, (see the references and the YALS site— genres they preferred, and details (like accounting for a million variables and http://yalsa.ala.org/yals—for a link to the what adult authors they read) informed using statistical software, a librarian questions and results of the original survey). my collection development strategy and instead relies on her expertise and Against all the offi cial advice, the survey was helped me weed the fi ction collection and that of her colleagues to design an long, and I worried about whether anyone bolster it in diff erent areas than we had instrument which collects quantitative would have the patience to sit through it developed prior to the survey. Many of our and qualitative data that will help give and actually answer the questions. LAB members volunteered to check on the a comprehensive snapshot of a specifi c Do not underestimate the teenage popular adult authors and genres (general environment and help determine a course understanding of how best to infl uence fi ction, series fi ction, romance, and fantasy of action, preferably with data that can be their peers! My LAB came up with the all scored high) on the shelves and give us a shared with coworkers.4 shameless bribe of rewarding participants sense of what areas needed improvement.7 Choosing and designing an with a cookie day where anyone who had The snapshot of student consumption instrument is key, and obviously I chose fi lled out the survey received a fresh-baked of online culture was particularly interesting, a survey in order to emulate the survey cookie (they even could order one of with almost 30 percent of participants seeing Fitzgerald reported, basically recreating three fl avors). I sent out a mass e-mail to more than 20 movies in the theater each year the questions based on the reported students with the survey link and posted and around 11 percent falling in the 10 to results. Balanced questionnaires usually signs around campus to get the percentage 20 movies range. My LAB members felt this have a combination of open-ended (free of the population that didn’t come to the was extremely important when marketing response or comment boxes) and closed- library regularly, as well as reminded our books, and in fact our best used displays are response questions where respondents regular patrons to take the survey. I then the movie tie-in novels, related DVDs, and choose from a list of choices or determine watched the results roll in. genre arrangements inspired by a popular a level of agreement with a statement using The cookie bribe was a fantastic fi lm in the theater.8 a Likert scale (usually “Strongly Agree” motivator. The survey had a 57 percent In the end, the data were so rich in to “Strongly Disagree”).5 The references response rate, which made me extremely information that I presented the results at listed at the end of this article provide confi dent about the results, although a faculty meeting, showing the similarities excellent tips for designing instruments roughly 33 students skipped the majority and diff erences to the national sample with as well as collating and presenting your of questions, bringing the actual response our population. This generated a benefi cial results. rate closer to 49 percent, still within the conversation about book reading trends

10 YALS Young Adult Library Services Summer 2013 Lewis

among young adults, which many of my had ever read an e-book on a computer or gives me the opportunity to write refl ective teachers indicated changed the way they e-reader.11 In addition to the questions from blog posts and this professional article. viewed our adolescent population. But, I’ve that survey, I’ve added a specifi c question It actually doesn’t take a lot of time since been using this data for a few years now, and regarding device access to determine how SurveyMonkey does the bulk of the work for the time has come to consider undertaking many people could use e-books if we ended me, so my time is largely spent interpreting this survey once again, so what better time to up going with a subscription service like the data and creating valuable methods of do it than during Teen Read Week? Overdrive, as well as to determine attitudes disseminating the results. toward e-reader technology in general. Take Teen Read Week beyond Another area I revamped (and one the craft projects and movie nights this Updating the Survey for that some librarians might question) is the year and determine a burning issue that 2013–2014 section on movies and television watching. you would like to investigate in order Three years have passed, which in a high We have found our collection (both DVD to improve the quality of your library school practically counts as a generation, and print) to be extremely aff ected by program. We are a profession based on and I not only want to know how the trends in these areas. When BBC’s Sherlock asking questions, so determine the queries data have changed, but I also realize my burst on the scene followed by Elementary to which you would most like an answer original survey was only months after the on CBS, I couldn’t keep Sir Arthur and “seek the unknown” this October. fi rst generation iPad debuted. Goodreads Conan Doyle on the shelf, or any related was in its infancy in 2009, not having even Sherlock Holmes fan fi ction. This reader added its spiff y, post-API recommendation demographic was also interested in forensic References algorithm, and my survey listed Borders science nonfi ction, so we created displays 1. Carol Fitzgerald, “What Do Teens Want?” as a bookstore option.9 While my private promoting this material with this group in Publishers Weekly 256, no. 43 (2009): 22. school population had a reasonable number mind. By knowing what services students 2. Jody K. Howard and Su A. Eckhardt, of smartphones four years ago, I’d be hard use for their movies and television shows, Action Research: A Guide for Library pressed to fi nd a student without one I can monitor these services for what they Media Specialists (Worthington, Ohio: today. Considering the recent Pew Internet indicate are their top shows of the week, Linworth, 2005), 4. & American Life study about adolescent checking for appropriate trends that might 3. Lesley Farmer, How to Conduct Action access to computers, smartphones, and the impact collection development. My slightly Research: A Guide for Library Media Internet, it’s worth it for me to include a updated survey is hardly perfect but has the Specialists (Chicago, Ill.: American question regarding access to these devices potential to provide me with valuable data, Association of School Librarians, 2003), 4. with a follow-up question about whether particularly as I can compare the majority 4. Howard and Eckhardt, 4. they are used for recreational reading.10 of results against the data from 2010 5. Howard and Eckhardt, 36. Having seen some students accessing (feel free to take a look at all the survey 6. Courtney L. Lewis, Recreational reading notes on their Kindle Fires or iPads when questions at http://bit.ly/ZIYPlM). survey results. April 2010, accessed May writing their papers, I also want to know 6, 2013, http://bit.ly/10tLNPB how many students are using e-readers 7. Lewis, 2010. or associated apps for school-assigned A Call to “Seek the Unknown” 8. Lewis, 2010. reading, and if they take notes on them With all the energy surrounding the 9. Lewis, 2010 using the app interface. My school, which celebration of Teen Read Week at my library, 10. Audrey Watters, “Goodreads launches requires students to purchase the majority I am thrilled to be able to harness some of social reading API.” Read, Write, Web. of their textbooks, has only recently begun it and deploy another valuable survey to October 20, 2010, accessed May 6, 2013, a larger discussion around e-book versions update my data regarding recreational reading http://readwrite.com/2010/10/20/ of textbooks, so this could be valuable data habits in my patron population. Engaging goodreads-launches-social-read in decision making (and I like to help the in action research is an activity that does not 11. Marry Madden, et al., “Teens and people who determine my budget). Back in require perfection (I’m sure there is plenty technology 2013.” Pew Internet & the 2010 survey, 44.71 percent of students I can improve about my survey—feel free American Life Project, March 13, 2013, wanted textbooks and required reading to tell me), reminds my administration and accessed June 2, 2013, http://www. to be available electronically, even though colleagues about one aspect of the library pewinternet.org/Reports/2013/Teens- only 21.63 percent responded that they program that they often don’t consider, and and-Tech.aspx

Summer 2013 Young Adult Library Services YALS 11 feature Best Practices

round up teens in Philly willing to sacrifi ce “What We Think their time to give us honest, thoughtful feedback; we needed to create a lot of structure and interesting activities to guide these teens in the research and feedback Actually Matters?” processes; and we needed to conduct this research and conversation with teens over an extended period of time. We decided to begin our research with a team of 35 Teen Participatory Teen Programming Assistants (TPAs) hired for six weeks from July to August 2012 through the Philadelphia Youth Design and Action Network (PYN), a city initiative that employs youth from low-income families. For many teens in Philadelphia, this was Research at the Free their fi rst job. Our 35 TPAs were assigned to work Library of Philadelphia at their neighborhood library during the week and we gave them projects related to grant research to work on when scheduled at their branch. Isamar Ramirez, Programming By K-Fai Steele Specialist, and Channell Warren, Assistant College Prep Specialist, developed action research assignments for the TPAs to n 2012, the Free Library of Philadelphia and the March 2013 opening of the Teen complete weekly. Each library location was received an Institute of Museum and Center at the McPherson Square Library. given access to technology, for the teens to ILibrary Services (IMLS)/MacArthur Teens are always welcome at the library, but use, in the form of cameras, laptops, and Teen Learning Labs grant to plan and many of them expressed feeling alienated voice recorders, along with basic art supplies. design a teen center in our Parkway Central even though they felt comfortable at the The teens created site-specifi c tumblr Library. Our project’s comprehensive design library throughout their childhood years. blogs that they used as virtual journals to focuses on three sources of input: library We wanted to provide an opportunity document their research. Several mentors staff , community partners, and teens. for teens involved in the project to engage (work-study students) were hired to travel For the past 15 years, the Free in a dialogical design and action-research between sites during the week to facilitate Library of Philadelphia has off ered teen process, to begin to break down the walls of research and make sure the teens were programming (such as Teen Tuesday events how we—and how they—defi ne, use, and on track. Examples of the tumblr blogs with movies and gaming), an annual Teen make their library experience meaningful. are available at: bushrodteen.tumblr.com Poetry Slam, and scattered workshops. (Bushrod Library), heavenlyhallteenresearch. Despite these programs, the Free Library tumblr.com (Heavenly Hall Hot Spot), never had a formal teen space until the Getting Started and widener2800.tumblr.com (Widener April 2012 renovation of the Philbrick Hall We knew a few things going into this Library). popular lending library at Parkway Central, grant: it was going to be challenging to Making Teens Feel Welcome K-FAI STEELE ([email protected]) is a Teen Programming in the Neighborhood, and Specialist/Digital Resource Specialist at the Free Library the Library of Philadelphia. To learn more about the Free Library of An example of a project the teens worked Philadelphia’s participatory design with teens, read their blog on was an assignment to investigate the entries on youmedia.org. resources for teens available in their

12 YALS Young Adult Library Services Summer 2013 Steele

library’s neighborhood (teen-friendly stores, restaurants, anywhere teens hang Learn More: Action Research, Connected Learning, out and are welcome) and map these YOUmedia locations digitally using Google Maps. As teens reported on their neighborhood 1. Action Research is a type of data collection where participants are actively involved teen resources, many noted a lack of teen- through a collaborative, deepening loop of activities, dialogue, and reflection. The aim friendly places and activities, even within is to investigate “with” rather than “on” participants, establishing a relationship where the participant has a greater stake in the outcome of the research project. their local library. To address this, we had the TPAs develop how their ideal teen space 2. Connected Learning is an approach towards learning that advocates for youth to would look, feel, and run. They researched receive a more comprehensive support system that is responsive to their peer life, furniture online; polled other teens, friends, academic life, digital life, and out-of-school learning experiences. Learn more at http://connectedlearning.tv. adults, and library staff on colors and textures; compiled lists of programs and workshops 3. YOUmedia is a group of libraries, museums, and community-based organizations that they thought would be popular and dedicated to supporting youth as they create, learn, and build skills with traditional suitable for a library (and for the space they and twenty-first-century digital tools. Learn more about YOUmedia at http:// youmedia.org. thought was best suited to the library). They discussed ideal traits for their potential mentors (“They should be . . . 20–30, have designed both virtual and 3D models of their to hang out with their friends, interest- previous jobs that include working with ideal spaces. We ended the six-week period driven programming—such as graphic teens” and “be laidback, smart, non-strict, with a celebration, where the TPAs gave design and dance—and support from responsible . . . ”). They also developed presentations of their fi ndings to their peers technologically savvy near-peer mentors interview questions for mentors: “Do you and Free Library staff over ice cream. who encourage them to excel in school and like working with teens?” “Do you have the We found that teens desired a safe, life. Our Youth Design Council defi ned abilities to mentor someone?” and “What colorful, and comfortable space with free a “near-peer” as a mentor one to two made you want to work here?” The teens access to computers and snacks, freedom years older than them, either in college

Summer 2013 Young Adult Library Services YALS 13 “What We Think Actually Matters?”

document that we reviewed over pizza, and asked teens to cross out or circle the items they didn’t agree with or did agree with. (Another thing we’ve learned is that food is one of the best lures for participation.) Instead of creating a fi nal report or presentation, the Youth Design Council is writing and producing their research, recommendations, and thoughts on mentors, physical space, technology, programs, and rules in a short video.

Lady Gaga’s Born Brave Bus Tour: Polling Teens from Across the City On March 16, 2013, Lady Gaga’s Born Brave Bus Tour came to Philadelphia, without Lady Gaga. (The tour was originally scheduled for February 19 and 20, but was cancelled after Lady Gaga suff ered an injury.) With only two days notice, we decided that this would be an or a recent college graduate. Typically them fi rsthand exposure to the current excellent opportunity to conduct some the near-peer mentor possesses a similar library environment on a regular basis. action research with teens from across background, or is sensitive and responsive One action research activity for this the city, many of whom we assumed to youth needs and interests. group involved identifying what they were non-library users, on what type of dislike about the new teen space at the programs and workshops they’d like to see Parkway Central Library, which opened in in the new teen space. We created a poster Youth Design Council April 2012. Outfi tted with iPads, cameras, activity that read, “The Free Library is Out of the summer PYN group, we selected and iPods, they captured photos and video building a teen center. What are the top 15 teens to form our Youth Design Council, of things that they noticed in the space— three things you’d like to do in the space?” a group that meets monthly throughout our thought was that if given technology to Teens were encouraged to vote using the academic year. This was essential to the record their ideas and fi ndings teens would their own smartphones and Instagram, planning process, because we had the ability be more involved. We were proved at least Twitter, tumblr, or Vine (an app used to to engage them on a deeper level through partly wrong when one teen demurred and create six-second video montages) accounts dialogue and action research activities in opted for a pen and paper. This indicated with the hashtag #phillylibrary. It was a order to identify the whys and hows of their that teens need a variety of options when quick and engaging method—just a few summer recommendations. It also allowed it comes to engaging with research and teens had never used an iPad before. us, as mentors, to develop more meaningful recording fi ndings. We also provided our own iPads, relationships and build trust with them— So much of what we did involved iPods, and cameras for teens to use if they something we weren’t able to do over six creatively trying to readdress the way didn’t want to use their own accounts— weeks with fewer staff . Several of the Youth that we interacted with teens to gather nearly everyone opted to use our devices, Design Council members also work as Teen information from them. For example, we and nearly all participants only voted for Leadership Assistants at the Free Library realized that our teens were compliant one activity. The top results surprised us: during the week (mentoring their peers as when asked to take a survey, but it wasn’t 14 percent of the participants wanted to well as younger students with homework particularly enjoyable for us or them. So we use the library space to “learn how to be a and providing literacy activities), giving compiled talking points in a visually pleasing better writer”; 12 percent wanted to “learn

14 YALS Young Adult Library Services Summer 2013 Steele

something new”; 11 percent wanted to use iPads. Our buildings department helped to the space to “hang out with their friends”; construct a worktable as well as a café-style and another 11 percent wanted help bar that runs along one side, with outlets. “getting ready for college.” The McPherson Square Library has been gracious and excited about working together with us to build and accept this new space. McPherson Square Project The library hired not only an adult-teen In October 2012, we were asked by librarian, but also an after-school leader The Friends of the Free Library to help (mentor) to develop and run programming. facilitate a new action-research project with The McPherson Square Youth McPherson Square represents youth at the McPherson Square Library, Design Council met over six weeks and a beginning to the Free Library’s located in one of the most impoverished discussed space, mentors, programs, rules, commitment to serving teens by meeting neighborhoods in Philadelphia. The and furniture. They also kept a tumblr them on their level and engaging them in Friends group had received a $15,000 grant blog as a journal. The teens worked within the steps of a planning process. from the McClean Contributionship to the constraints of a budget, and they had Our past year has been consumed build a teen center, and they wanted us to just six weeks to plan before their research with working directly with teens and replicate the process we developed over the was put into action. young adults, and it’s been an incredibly summer, using action research and dialogue, We wanted to see if it was possible to rewarding experience. Teens brought a to develop a plan for the McPherson replicate a teen-centered site dedicated to unique insight as participants in the design Square teen space. We were given the entire the principles of connected learning, in the process, and they surprised us at every right wing of this Carnegie-style building, spirit of YOUmedia, on the library fl oor turn. One thing that we’ve learned is that which involved not only the design and for $15,000. The short answer is “yes.” if we as an institution want to support construction of a new teen center, but the The long answer is also “yes, but only if teenlearning and engagement in our removal and shuffl ing of materials and you have the support of your institution.” libraries, it is necessary to include them in technology of the existing space. We realized that this project could not the process. Many teens identify the library McPherson Square gave us the have happened without strong institutional as a valuable place, but their fondness seems opportunity to review the work we had support and interdepartmental cooperation. to be more of a nostalgic notion thatdoesn’t done during the summer (identify what Siobhan Reardon, the President carry weight in their everyday life. The had worked and what we could improve and Director of the Free Library of Free Library of Philadelphia’s mission is on) to eff ectively mentor and guide the Philadelphia, agreed to designate the entire to advance literacy, guide learning, and McPherson youth as they developed their wing of the Carnegie-style building (as inspire curiosity. Its vision is to build an space. Most importantly, this gave us the opposed to the back half of one wing) for a enlightened community devoted to lifelong opportunity to put together a physical teen center. Our IT department donated six learning. If we seek to fulfi ll that vision, our space with the results of the youth research, laptops loaded with software, and provided goal with teen engagement needs to begin rather than a list of recommendations. us with funds to purchase apps for the with getting teens on board. YALS

Your Key to Professional Development (continued from page 8)

Taking part in webinars when they Library staff have a constant need to discover new trends, or even mentor new happen is a great opportunity for anyone creatively enhance library programming professionals or new hires at your library. to learn about serving teens successfully in and services, and the YALSA webinars are We spend the majority of our time as real time. The fee for participating in a live an excellent way to get ideas on how to do librarians and library workers supporting webinar is incredibly reasonable. Look at just that. Librarians and library workers patron information needs. YALSA this—$39 for individual YALSA members, can fi nd more information on webinars and webinars are an opportunity to share a $29 for students, $49 for all other individuals, other continuing education opportunities wealth of information among our peers $195 for groups. YALSA’s group rate gives on YALSA’s website. These webinars are and develop a renewed enthusiasm for an institution 10 log-ins for a webinar. a free (or low-cost) way to re-energize, our job. YALS

Summer 2013 Young Adult Library Services YALS 15 feature Best Practices

Boston. Many residents in the town rely High School on public transportation and commute into Boston for work. Statistics from the United States Census in 2010 noted the community speaks 49 diff erent languages, Football Team and 31.9 percent of the population was not born in the United States.2 Community members lean on the technology, computers, and the know- Boosts Technology how of the library staff to connect with relatives on Facebook and e-mail, along with writing resumes and research Achievement at a papers. While the town is surrounded by universities and colleges, many of our patrons use computers for research and to attend online courses. Also, English Public Library language learners continue to use the library’s technology for course assistance and translation tools. Like many public By Meaghan Thompson libraries, while wanting the time to assist each patron individually with technology needs, staff time and budgets are limited. This was frustrating to many staff s public libraries begin to evolve, game collections have been ramped up members. However, with the innovative from book and material borrowing along with an expanded section for English idea of the high school football coach and Acenters to town technology hubs as a second language materials. The me, the new teen librarian, we have been and community centers, staff at the Turner library also now buzzes with teens after able to connect teen athletes with adults Free Library in Randolph, Massachusetts, school waiting to attend library programs needing technology assistance in order to knew it was time to consider new ways or use the computers in the teen room. improve the lives of everyone involved. to demonstrate value to the community. The library has evolved into a community In January 2013, the Randolph In the last three years, the new director center for all ages and caters to the needs of High School hired Keith Ford as their Sara Slymon, made extensive changes the community as it grows and the services new football coach. Previously, he was to the library to improve its relevancy. they require expand. the assistant coach for the Curry College Approximately two dozen computers were In the Boston Globe, Paul Watanabe, football team and in college was an added to the library, along with a new Director of the Institute for Asian off ensive lineman at the University of teen room and teen librarian. Most of the American Studies at the University of Maine and Northeastern. Coach Ford has computers are used all day, every day, with Massachusetts at Boston, states Randolph a clear passion for the game. However, he many patrons using the reservation station “is probably the most diverse city in also has passion for the welfare of the boys to sign up and then wait for the next Massachusetts.”1 Randolph is a large town, on his team and the community he joined. available computer. DVD, CD, and video with 32,112 residents, located outside of Soon after he was hired, Coach Ford made great eff orts to promote his team MEAGHAN THOMPSON was inspired to be a librarian at her throughout the town. He made contacts work-study job while she studied mathematics at Castleton with the recreation department, the senior center, and the local public library. State College. She received her master’s degree in Library and He entered the public library with an Information Science at Simmons College in 2012. She resides overwhelming positive attitude and wanted in Plymouth with her patient roommate and friend Morgan and to know what his team could contribute to tailless cat Fanny. the library and the town.

16 YALS Young Adult Library Services Summer 2013 Thompson

After much collaboration, Coach and answering questions about Twitter including that the public values youth in Ford and I agreed that the boys held a (especially the ins and outs of the mysterious the community and a teen perceives that talent that was untapped, something many #hashtag). Facebook and other Web 2.0 adults in the community value youth. It adults in town sought—technology skills. applications have been a hot topic; patron also includes that youth and teens should Coach Ford and I had a meeting with the concerns about Facebook privacy are put to be used as resources; teens are given useful entire football team to elicit interest and rest by the teens displaying privacy settings roles in the community; teens need to enthusiasm for a new library program. The and how they can be changed; allowing provide service to others; and a young football team’s interest in participating patrons to feel at ease about whom they are person should serve in the community was overwhelming; with that the Teen communicating with through the social tool. one hour or more per week. The Teen Technology Team was born. A patron was extremely touched Technology Team program achieves all Here’s how the program works: two when teen football volunteers aided of these and guarantees cognitive growth evenings a week for two hours two diff erent her in transferring pictures of her and confi dence. Volunteering in the members of the football team come to the granddaughter’s wedding, from her community and helping others builds a library. Patrons, through library staff at camera to the computer. She could then great sense of self-worth. Not only are the any time, are able to make an appointment e-mail the photos to her friends and other teens recognized for their achievements as with the football players to get technology family members. The teen volunteers have athletes and scholars, but they will also be help Or, a patron can drop-in and make an also helped younger generations create recognized in the town as caring citizens. appointment when team members are on PowerPoint presentations for school and This program at the Turner Free site. Although the Teen Technology Team create their very fi rst e-mail addresses. Library pushes football team members to was optional for the football players to join, The main goal of the program is the see and understand one of many talents they most of the team members signed up. The obvious—to assist patrons with technology have that help to improve their community. overwhelming interest from the football team needs and give the library help with Not everyone in the town realizes that every made the vision of the program even clearer, assisting in meeting the needs of patrons. age group has something to off er and the not only did the community members need However, this program also enhances the program has started to change the stereotype help from the boys, but the boys wanted to communication of the town residents and that all teens are inherently “trouble makers” contribute to the community. builds bridges between younger and older or “a menace to society.” The boys have When fi rst starting the program, the community members. Like many towns, made connections with town members who volunteer athlete-scholars sign in and are the divide between generations can be vast. are enthusiastic about the teens’ success and, given a quick training guide (which they Sometimes, the diff erent demographics with that, town communication has begun sign) of expectations and the goals of the have diff erent values, priorities, and to cross previously uncrossed boundaries of program. Some of the things outlined for interests. This creates a rift that can be language, age, and race. the boys to do includes make eye contact, diffi cult to mend. This program allows I had the honor to speak to the football shake hands with patrons, and be a teens and adults to meet in the middle, team about their progress as volunteers at positive representative of the football team bonded by a common interest and tool— the library during their scheduled weight and other teens in the town. technology. Through this bond, other room training. I wanted to emphasize to I was a bit nervous about attendance, topics of conversation come up; patrons them the achievements that have been made with schoolwork, sports and other clubs, are fi nding that some of the teen volunteers by their eff orts in assisting library patrons. I teens are strapped for time to participate are interested in attending the college that also received feedback from them about the in all of the programs they want to. This is the patron attended, or interested in going program. Football team member and Teen never an issue with the Teen Technology into a profession that the patron works Technology Team volunteer William Train Team. The boys all come on time, are in. Whether the teens know it yet or not, stated what the program meant to him and respectful and eager to begin. Above all, these new relationships they are building explained what he had accomplished, “I the boys are expected to do their best may be helpful in future endeavors. enjoyed working with the public, I felt that I answering technology questions (and staff In the Search Institute’s 40 had made a diff erence.” is always around to assist if needed). Developmental Assets of Adolescents, Nathan Fernandez, a sophomore at Teens on the team have worked empowerment is an external asset that is Randolph High School and a member with community members young and old, required for teens to be successful in life.3 of the football team, explained what he creating e-mail accounts, Facebook accounts, Empowerment has many components, expected from the program when he came

Summer 2013 Young Adult Library Services YALS 17 High School Football Team Boosts Technology Achievement at a Public Library

for his scheduled time, “I expect to assist happened at the library. Library staff did Using teens to help library patrons someone with technology, but also to feel not always have the time to assist patrons with technology is incredibly important good when I leave.” with extensive technology questions. Now, for public libraries. With the support of The program has been a great success the librarians have a way to guarantee my library administration (Sara Slymon throughout the town. Advertising the patrons do not leave unassisted. They and Meghan Malone), Coach Ford, and program inside and outside the library are able to refer technology questions to the Randolph High School Football Team has been signifi cant to the jump-start of the Teen Technology Team and, when the startup of this program was seamless. the Teen Technology Team. Like most a Technology Team member is not I am proud to be a part of an innovative library programs, the local newspapers available, patrons are given a fl yer with team like the Turner Free Library and the contributed an announcement; fl yers days and times the teen volunteers will Town of Randolph. It is my greatest hope were placed inside the library and at other be at the library to answer technology that this program continues for many years community buildings, like the senior questions. The time freed up allows library to come and the teens benefi t from their center; and the library’s social media staff to work on collection development, experience at the Turner Free Library. YALS pages plugged the new event. To boost plan more programs, and continue to promotion of the Teen Technology Team, implement new programs and services that the local television station promoted incorporate new ideas and trends. References it during usual programming and local Since the beginning of this program, 1. Paul Watanabe, “A Culture Shift,” Boston businesses were contacted and asked to I have had the chance to refl ect on all Globe, December 4, 2011. www.boston. make fl yers available. Word-of-mouth of the opportunities presented to me, com/jobs/news/articles/2011/12/04/ advertising has also been essential to the Coach Ford, and the teen athlete-scholars bostons_suburbs_are_becoming_more_diverse popularity of the program; many patrons throughout town. Coach Ford invites (accessed May 6, 2013). that have been assisted by the teens have me to football team parent conferences, 2. U.S. Census Bureau: State and County referred a friend or relative to participate where I get the chance to gloat over QuickFacts. Data derived from Population in the program. how wonderful the boys are, and meet Estimates, American Community Survey, However, key to the success of this perspective parent library patrons. The Census of Population and Housing, County program is the football coach and the boys on the football team have met new Business Patterns, Economic Census, Survey library staff ; the teens need to know community members and have looked of Business Owners, Building Permits, (from these people as well as those they into summer jobs with them, along with Consolidated Federal Funds Report, Census help) that their eff orts are worthwhile other professional avenues. Coach Ford of Governments. http://quickfacts.census. and appreciated. The program has been has helped start to change the stereotypes gov/qfd/states/25/2555990.html (accessed a wonderful way for the library staff at of teens in Randolph and promote the May 6, 2013). the Turner Free Library to support the team’s achievements on and off the fi eld. 3. 40 Developmental Assets for Adolescents, needs of patrons. In our profession, it is I would have never guessed this library Search Institute. www.search-institute. never a good feeling to have a patron leave program would have turned into a town- org/content/40-developmental-assets- the library without their information wide success, and I am so excited to be a adolescents-ages-12-18 (accessed May 6, needs met. Unfortunately, this sometimes part of it. 2013).

18 YALS Young Adult Library Services Summer 2013 feature Best Practices

n July 2012, I embarked on my MIS (Masters in Information All Wired Up: IScience) research project titled (quite uncreatively) How Young Adult Readers Select Fiction in Public Libraries: A Study of the Factors Which Infl uence Information- Understanding Seeking in Context. Phew. The premise of my research? To fi nd out (a) how young adults are searching for the Reading and information and how they share and spread this information, (b) what channels (I had a few inklings) they use to share information; Information-Searching and (c) how and why searching and sharing is accomplished. I refi ned my study to the realm of public libraries, for example, observing Behavior of Teenagers how teens selected items at the public library and the whole backstory behind this selection. Using three discussion groups, each By Rachel Randall consisting of 10 or 11 participants (all from ages 15 to 18), I spent an hour with teens, throwing questions around and letting the conversation fl ow. 1. Why and how teenagers read. I would defi nitely recommend to any I was interested in the relationship 2. The infl uence of personal networks librarian in young adult services to invest between social media networks and on book selection and information- time in observing the way the teen clientele personal networks, the reaction and searching processes. operates. Don’t just believe it when Marshall response to hyped books and fan fi ction, 3. The reality of social media and mass Breeding (www.librarytechnology.org/ and how successful libraries are at engaging media in teen lives. breeding-bio.pl) tells you that the social web teens in social discussions via social tools. I wondered, since many libraries engage in some form of social media now, what’s next? RACHEL RANDALL started working for Manukau (Auckland, New YALSA defi nes the young adult Zealand) public libraries when she was sixteen, as a part-time job. group as ages 12 to 18 years. Since I am She worked there through high school and her time at university. 24, I am on the edge of young adulthood, After completing her degrees in history and English she decided to and as a result I truly felt the need to delve make the information profession a full-time career. She embarked into the topic of teens, social media, and reading. on the Masters of Information Studies program in 2011, and simultaneously enjoyed working in several different roles within Auckland libraries as a Library Assistant, Librarian, and Senior Findings Librarian in community branches, in the research library, and There were four main chapters in the thesis in New Zealand’s sole youth library, Tupu Youth Library. Rachel I submitted as part of the fi nal research currently works as the Library, Web and IT Manager at a small project for my MIS degree. My fi ndings, tertiary provider, the South Pacific College of Natural Medicine included in the thesis, are indicative of my in Ellerslie, Auckland. Working in an academic institution has main observations and certain rich data and comments shared with me by the focus group exposed her to even more opportunities to aid in literacy and participants. In this article I summarize education, and new opportunities to explore user education, to three of the chapters, which together provide observe information-searching behavior, and to examine new fodder for a post-Web 2.0 discussion: ways in which technology can aid both of these processes.

Summer 2013 Young Adult Library Services YALS 19 All Wired Up

is the way to go—fi nd out why. Invest time the how. This was also interesting. My adults will surely be capitalizing on forming in talking to teens, and any other customer research is not quantitative, and referring wonderful relationships with library staff , group, in person. Invest time in putting to measurements of any sort would go joining the Facebook page, the forums, etc. together focus groups. against the grain of my research objectives. In nearly every single group, there were My research proved to me that while However it must be said that in all three confused faces all around the table when reading, seeing fi lms, and listening to music of my focus groups, I observed that those I asked questions about library customer may certainly be social activities for young who owned mobile devices were a minority service and outreach. I was asked to give adults, their information-searching process and for the majority, the thought of examples since the teens were unaware of the (i.e., looking for new materials to consume) is using their mobile devices to read books various relationship-building opportunities still done solitarily. During the focus groups was simply not a priority. The way teens libraries provide. The comments that as teens talked about their behaviors, there described their preferences is interesting: followed were a mixed response: were several moments of “You do that? Me, “I like normal books, as opposed to “I don’t really have any close relation - too! I thought I was the only one!” reading online or e-books.”—Participant, ships with any library staff members. I don’t The why and how of teens made up 17 years old. really like it when someone comes up to me the main focal points for research—and I “I prefer normal books . . . they’re the moment I step through the door . . . it’s opted to do a qualitative study, which gave easier to curl up with on the couch.”— kinda weird.”—Participant, 16 years old. me the perfect platform to gather rich data, Participant, 16 years old. “I hate it when they, like, don’t listen and not feel like I needed to quantify or “I like paper books. I can write in them to you. This old library staff member . . . I measure anything. In short, I was looking and highlight them and fold the ‘pages’.— told her, like, what I was looking for. And for plain, simple, pure inspiration. Participant, 16 years old. it was epic fail. She just didn’t get me. I “I like to collect books and put them haven’t tried to talk to anyone at the desk on my shelf. So . . . normal books. For since.”—Participant, 17 years old. Why and How Teenagers sure.”—Participant, 16 years old. “I just request books at home. The Read Books “I don’t like reading on my iPad. website’s easy to use. I come to the library There were a myriad of diff erent answers from It’s sort of cold . . . to hold at night, and once a week to do a quick browse, pick the teenagers in my focus groups, but what not comfortable. So I like regular books. up my requests. If I don’t have to go the stood out was the traditional reason of all But I could see how it would be better to desk, I won’t.”—Participant, 17 years old. reasons: escapism. Other comments included read e-books when you go traveling.”— “There was this one display where the reading books to broaden one’s horizons and Participant, 17 years old. staff each recommended books, and wrote pursue new dreams. And, almost as though Upon refl ection, maybe this question these reasons, like, why they liked each these reasons went full-circle in the bid to has been posed to the wrong generation book. They had photos on the review slip escape, the need to make sense of one’s own of teenagers who, like myself and other of the staff member, and it made it really purpose, one’s own life story. It was exciting to 20-somethings, were brought up on books personal and sorta cool. Like there was this hear these teenagers acknowledging the ways in their original paper format. We may staff member and I like the way she dressed in which reading is still a main way they learn not remember a life before texting or chat and looked and she seemed cool, so I about how to “function.” When asked about rooms, but we’re no strangers to dog-eared looked for the books she recommended.”— the why teen responses included: pages or paper cuts. Perhaps questions on Participant, 16 years old. “It’s something to get lost in for a e-books would be better posed to today’s “Book recommendations depend while.”—Participant, 16 years old. tweens and elementary school kids. on the staff member. You need to have “I like to read to fi nd out about As a librarian, I was interested in how a close relationship with them. They’ll things I like, like travel, or fashion, or public libraries are playing their part in know what you like. But if you don’t like relationships.”—Participant, 17 years old. infl uencing book selection, or promoting what they recommend, you know you can “I look for books that relate to mylife their collection to youth—and how eff ective be straight up and tell them, too. And it’s . . . maybe the ‘ending’ might be like my these eff orts have been. It occurred to me not awkward.”—Participant, 18 years old. story, too.”—Participant, 16years old. halfway through the fi rst focus group that I cannot stress the eff ectiveness of close, I was interested to see if the perhaps this was the fi rst assumption I’d personal relationships enough. Teenagers ubiquitous presence of e-books and made—that just because there are young aren’t even that demanding. As the teens in e-readers in today’s world would impact adult services in public libraries, that young my focus groups have affi rmed in our focus

20 YALS Young Adult Library Services Summer 2013 Randall

group discussions (and these comments “In my family, it’s just us girls, so selection process, or assume that library have been preserved in the full thesis) it is there’s always a nice magazine, some chick- Facebook pages or blogs have a lot of the little details that count like remembering lit book, or a really good book lying around credibility for this age group? names, where they go to school, what to read. My mum, me, and my sisters love Auckland Libraries is currently the courses they take, what books they took out trading really funny chick-lit and then sole public library system in Auckland, the last time. It isn’t about plain, hard, cold talking about boys, relationships, and and all the participants in my focus groups customer service—bombarding people at the stuff .”—Participant, 17 years old. have Auckland Libraries library cards. No doors so that one has the satisfaction that Comments like these point to one was surprised to hear that Auckland they’ve been greeted and seen to, job dusted examples of parent-teen bonding over the Libraries had its own Facebook page, a blog, and done. Librarians in youth services have love of reading books. Likewise with the and an option for RSS feeds on reading lists. the opportunity to identify themselves to comments from participants about their teen readers as being completely objective, relationships with their teachers and school nonjudgmental towards book selection, or public library staff , it was pleasing to see “Who Doesn’t?”—Participant, and good listeners. Try not to become too that there are teachers and librarians who 18 Years Old focused on prescribing—teens get enough of are striving to promote the pleasure and When asked if anyone had “liked” the page, that from their parents, teachers, and peers. love of reading books peripherally, who can or used it as a reference point, or forum for view literature beyond the two categories of discussion about books, there were only “classics” and “junk.” For example: perplexed responses. Nearly every single kind The Influence of Personal “Jade picks out all my books for me. of library system will most probably have a Networks She often requests them for me and puts social media page and blog of some kind, but Within the last 14 years, there have been them aside.1 I won’t like all of them, but I little research has been conducted to calculate two schools of research and opinion about like most of them. We catch up at least once the actual eff ectiveness of these endeavors. the eff ects teachers, parents, and librarians a week on her desk shift to chat about the What is interesting is that the lack of actual have on teenagers and book selection. The books. She likes to hear why I don’t like a interaction on these social media pages is diff erence lies in when in the 14 years the particular book.”—Participant, 15 years old. justifi ed with the consolation that people are research was published. The premise tends “My teacher often makes up three lists simply not aware of the library’s Facebook to be that the older the research, the more of books for me when I ask her for ideas: page or blog, and the instruction for frontline likely it is to hold the opinion that the gap books I should read which will help me staff to promote it at all costs. The comments between teens and the older people in their with my coursework, books I should read below would suggest that a sample of lives is far too large, and thus events such just for pleasure, and fi nally, the third list teenagers are very much aware about these as conversations about books and so forth will be books that cover both categories.”— eff orts, but have such views of their own: are rare. Contemporary pieces comment Participant, 16 years old. “Of course Auckland Libraries has a on the way in which modern fi ction is Facebook page. I would expect them to. marketed and what the media has done to But it’s not like I’ll go out of my way to close these gaps. I was pleased to see that The Reality of Social and look for them.”—Participant, 17 years old. the data from my focus groups certainly Mass Media in Teen Lives “The thing is this . . . who is the contributes to the latter school: The myriad of Web 2.0 research in the person on the other side of the page? “My dad and I read diff erent things, but context of libraries currently available Maybe it’s some old man, who’s kind of he was the one who took me to the library certainly touts social media and mass weird. Library staff are always weird, no and taught me how to fi nd books, how to media as being some of the most eff ective off ense. I’d like to know who I’m getting request them. He often gets me to try out tools available to engage with young adults. advice from.”—Participant, 17 years old. new genres, like medieval mysteries.”— We should accept that social media and “I unsubscribed to those RSS feeds Participant, 17 years old. mass media are huge infl uences in the and the mailing list ages ago because it “My mom and I like to debate about average teenager’s life—and the comments was kind of impersonal. If I didn’t like books. Like she’ll say, ‘Aw, this was such a shared by the participants in my focus any of the books on that month’s list, it’s cr** book,’ and that makes me want to read groups would certainly confi rm this—but not like I can e-mail back and say ‘what it, and argue that it’s actually quite deep or is it right to assume that teens will turn else have you got?’”—Participant, 16 something.”—Participant, 18 years old. to the same sources as part of their book years old.

Summer 2013 Young Adult Library Services YALS 21 All Wired Up

“It’s not just about who’s running however the data gleaned from the focus the intricacies such as character traits, plot the page. Who is commenting on it? I’ve groups that was related to these three summaries, and recurring themes, so that gone on the page. No one interesting sources of information turned out to be when the fi lm is actually being watched, was commenting on anything. Just incredibly rich, from all three focus groups. one will be well-informed enough to just moms asking about what time the The phenomenon of turning young adult enjoy it. children’s programs were. So I didn’t books (especially fan fi ction) into fi lm has “I Wikipedia every movie before bother liking the page.”—Participant, had various eff ects and infl uences on my I go and see it.3 IF I go and see it. If 18 years old. participants: Rotten Tomatoes gives it a cr** review “I ended up liking a page by some “NO NO NO NO. I hate hyped and score below like 60 percent, I won’t random public library in Colorado— books. And anyway, if I know there’ll bother watching it. Might read the book they had this full-on hilarious be a movie, why bother reading the though . . . .” conversation with more than three book?”—Participant, 17 yearsold. “I had to keep Wikipedia open through hundred comments about 50 Shades of “I always tend to think the books all the Lord of the Rings movies, not gonna Gray. One of my mates re-shared it on are better than the film, but everyone lie. It was the only way I could remember her wall. I will ‘like’ a page if I feel like would say that. If I can, I’ll try to read who all the characters were . . . there were something interesting like that will come the book first. I’ll read in a magazine too many Sara-this and Sara-that.” up again. I want to start a wall-rant on about the film, and how it was first a The Perks of Being A Wallflower.”2 — book, then I’ll race out and get a copy, Participant, 18 years old. so I can then critique the film.”— Final Words “My friends and I will have wall- Participant, 18 years old. There is certainly more work to be done rants on each others’ pages about to learn how to be successful reaching out books—especially when we share reviews to young adults and being a part of their from The Guardian, or spoof videos Teen Confessions information-searching and book-reading about certain books. But I won’t go “I was sitting through The Vow and loved selection processes. Talking about social outof my way to see what other people it, and kept raving on about it for weeks media with actual teenagers affi rmed my are doing.”—Participant, 17 yearsold. until someone said, ‘Did you know it’s initial desire to include a post social media What we can deduce, then, is that a Nicholas Sparks book?’ and I had no discussion in my research paper. I framed Facebook is most certainly used as a idea! So, now, when I’m watching a really the discussion within the context of medium where young adults will discuss good movie, whether at home or at the teenagers as users, curators, and audience. reading material, which may then possibly movies, I’m usually on my iPhone, on One can see that there is a distinct way infl uence their book selection. But personal Wikipedia, trying to fi nd out all I can in which teenagers choose to use social networks still have precedence over simply about the movie, whether it’s a real-life tools to infl uence their book selection. searching for random pages. Those who story, if there’s a book or like a bio or Perhaps public libraries, or any other type are hesitant to “like” the library’s page something, then I’m opening up the of library, pursuing the social media route, seem to be somewhat concerned about public library catalogue to see if they have should consider the fi ndings in this paper the anonymous librarian behind it, or that it, or I go on Amazon and see if I can get for ideas on how to effi ciently reach out they may be then be bothered by posts that it for my Kindle account.”—Participant, to their next, and current, generation of have little to do with their interests. Maybe 17 years old. customers. YALS library systems just need to refi ne their I probed further and asked, “So social media plans and policies. My thesis you’re on your iPhone, iPad, or mobile also comments on the lack of response device inside the movie theaters, doing all Rerefences about other mediums such as Twitter this?” 1. A staff member at the local public andblogs, and the eff ects of tumblr, TV, Other participants jumped in and library. Name has been changed for and radio. agreed that they were behaving in the same privacy. There was a segment in my manner. There is the perception that it is 2. Refers to a social media situation where thesis titled “Books to Movies . . . and now necessary to not just read the book, so a status inspires a series of various Wikipedia.” This may seem like a strange that they will have an honest idea of a fi lm, comments. title to give a segment within this research, but that Wikipedia is necessary to explain 3. Note the term being used as a verb!

22 YALS Young Adult Library Services Summer 2013 feature Hot Spot: Teen Reading

our years ago, I wrote my fi nal paper, “The Forgotten T,” for a Representations F New York University (NYU) graduate course in young adult literature. While the paper itself was largely forgettable, the message I was trying to of Trans* Youth impress upon my audience was that in the study of LGBT young adult literature, most books published at that time only focused on the fi rst three letters. In their in Young Adult 2004 article, “Recent Lesbian/Gay/ Bisexual/Transgender Fiction for Teens: Are Canadian Public Libraries Providing Literature: Adequate Collections?” Michelle Hilton Boon and Vivian Howard state, of the 35 titles published between 1998 and 2002 with LGBT content “in the course A Report and a Suggestion of this study we did not become aware of any YA novels published [...] that depicted a Transgender character.”2 By Talya Sokoll Similarly, in their seminal review of LGBT YA literature, The Heart Has Its Reasons: Young Adult Literature with Gay/Lesbian/Queer Content, 1969–2004, Michael Cart and Christine makes them diffi cult for library staff , or of an open discourse when it comes to the Jenkins name only seven titles with teens, to locate. needs of trans* youth. trans* inclusive content, four of which The lack of titles does not mean are short stories and part of a larger there is a lack of need for these books, collection. This of course, indicates that both for trans* adolescents and their Why is it Important to Include at the time (2004) there was simply very peers. As librarians we should be doing Material That Represents the little available. While these texts were everything in our collective power to Experience of Trans* Youth published in 2004, unfortunately this include as many of these books as we can in Our Libraries? invisibility of trans* characters in YA in our collections. Hopefully that trend of The 2011 National School Climate literature is still largely true. In a more increasing titles will persist as awareness Survey implemented by the Gay, Lesbian, recent article, Michael Cart laments the continues to grow about the importance and Straight Education Network continued lack of titles, “less than half a dozen” that contain trans*-oriented content, but happily notes that, “even that TALYA SOKOLL is the Information Services and Systems Librarian number is gradually growing.”3 Young at the Noble and Greenough School in Dedham, Massachusetts, adult literature featuring representations where she is the lucky advisor to the Upper School Book Club. of trans* teenagers is defi nitely a subgenre, She is a recent graduate of the Graduate School of Library and still in its infancy. While in the past four Information Science at Simmons College and a member of the years publication of these titles has slightly Transgender Working Interest Group (TWiG) at Keshet, a national improved, and there have been valuable additions to the fi eld, the number of organization working for the full inclusion of LGBT Jews in Jewish books being published is still very low, and life. She is currently reading way too many books at once. Many some of these titles are published by small thanks to Miriam R. Arbeit and Rabbi Emily Aviva Kapor for their presses, with little or no marketing, which assistance with various aspects of this article.1

Summer 2013 Young Adult Library Services YALS 23 Representations of Trans* Youth in Young Adult Literature

my birth certifi cate says female, and I Note: I use the term trans* to represent the multiple nonbinary identities possible within identify as a female woman.”6) By the very the spectrum of gender. By using trans* I am including transgender, trans man, trans woman, trans person, transsexual, genderqueer, gendervariant, two-spirit, 3rd gender, and presence of titles with trans* characters other identities that I might not be aware of. in our collections, we are making a strong statement. Imagine being a trans* adolescent. It (GLSEN) found that “Transgender wanted to normalize homosexuality can be extremely disheartening to know students experienced more hostile school and transexuality and make gender and that there are so few books that exist that climates than their non-transgender sexual orientation just two of the many have representations of people like you. peers—80 percent of transgender ways in which we are different from This could heighten a feeling of being students reported feeling unsafe at school each other. She hoped that her book underrepresented and invisible. In The because of their gender expression.”4 would not only appeal to adolescents Heart Has Its Reasons, Cart and Jenkins The survey also noted that “Compared who saw themselves in the characters, impress upon the reader (most likely a to other LGBT students, transgender but to straight adolescents who did not librarian) that, “in this quintessential students faced the most hostile school think they knew any gay teens. As she literature of the outsider who is too often climates. [...] In addition, gender stated in her speech, “once you know rendered invisible by society, there is nonconforming students experienced someone personally, your prejudices fall also the need to see one’s face refl ected in more negative experiences at school away.” Wittlinger also made clear that the pages of a book and thus to fi nd the compared to students whose gender if “one teen reads it and realizes they corollary comfort that derives from the expression adhered to traditional gender aren’t alone,” then she has done her job knowledge that one is not alone in a vast norms. [...] 58.7 percent of gender successfully as a writer. universe, that there are others ‘like me.’”7 nonconforming students experienced But writing is only half the battle. This belief, that our teen patrons will verbal harassment in the past year because Once the books exist, thanks to authors benefi t from reading books that refl ect of their gender expression, compared to like Wittlinger who make telling these their own lives, includes trans* youth. 29.0 percent of their peers.”5 stories a priority, we must seek them out These statistics are very disturbing. for our libraries. If trans* students see When a majority of trans* youth are afraid their stories being told, and their own lives Finding the Titles to go to school because of how they will be refl ected in the literature that we house in Because traditional collection treated, it is our responsibility as librarians our collections, they may realize they are development tools such as The Heart to seek out eff ective solutions. not alone. This literature can create a safe Has Its Reasons and Lesbian and Gay In her keynote address at the 2012 space, no matter how small, within our Voices do not have many titles with Massachusetts Library Association library walls (both physical and digital) that trans* characters, using the Internet as a Teen Summit, Ellen Wittlinger, author shows the youth we serve, “we see you, and collection development tool is an eff ective of Parrotfish, discussed how, in writing we care about your lives.” The inclusion of and necessary method for locating titles. her novel—which tells the story of titles with trans* characters and storylines When browsing various curated lists on Grady, a transgender teenage boy—her not only benefi ts our trans* youth but the Web, I noticed many include books wish was to write books that not only also helps cisgender youth understand the published by smaller presses. While showed excellent role models for gay lives of their peers. (A cisgender person is it is heartening that major publishing youth but also introduced straight “someone who identifi es as the gender/sex houses like Random House (Almost youth to their LGBTQ peers. She they were assigned at birth. For example, Perfect, Jumpstart the World), Little, Brown (I am J, Luna), and Simon & Note: While researching titles for this article, I reviewed books published in the United Schuster (Parrotfi sh) are publishing States. There are titles available from UK and Australian publishers, too, but since they literature for teenagers with trans* are not readily accessible in U.S. libraries and bookstores, they are not included in this characters, there are many wonderful discussion. On the next page of this article you will find a partial list of recommended titles. books that remain largely unknown to There is an exhaustive list that includes every (at the time of this article’s development) young adult title (and a few younger) that considers gender issues on the YALS website at: the mainstream library world due to the www.yalsa.ala.org/yals. relatively small reach of the publishing houses making them available. These

24 YALS Young Adult Library Services Summer 2013 Sokoll

are not publishers that teen collection development specialists typically Top Ten Trans* Titles for Teens consult when thinking about these Luna by Julie Anne Peters subject areas. However, these books are being reviewed, often in nontraditional Regan is an average sixteen-year-old who is keeping secret the fact that her brother Liam resources, and should be included in our is really a transgender girl named Luna. library collections. Almost Perfect by Brian Katcher A brief, informal survey of blogs and websites recommending books with When Logan meets Sage he is instantly attracted to her, but how will he react when he Lesbian, Gay, Bisexual, Transgender, and learns that Sage was born male? Queer/Questioning (LGBTQ) characters, I am J by Cris Beam content, and storylines reveals some interesting numbers. J has always known that he was a boy who happened to be born into a girl’s body by mistake. Now he just has to convince everyone else. Lee Wind, of I’m Here, I’m Queer, What the Hell Do I Read? lists Parrotfish by Ellen Wittlinger 18 titles that fall under the “Books with Just like the parrotfish that is born female but becomes male later in life, teenager Grady Transgender Teen Characters/Themes” knows that even though he was born Angela, on the inside he is a boy. He is happy, but not category, with two of those titles part of everyone else is, especially his family, and he must rely on the people in his life who support a larger manga series (Wandering Son him to move forward. by Shimura Takako, translated by Matt Being Emily by Rachel Gold Thorn). Wind’s website also includes a separate category, “Books with Queer When Emily, who was born as Christopher, tells her parents about her desire to live as a (Gender Non-Conforming) Teen woman, they send her into therapy, convinced she is ill. She is able to rely on her girlfriend Characters/Themes,” that includes a and a few others in her life to help her through her family issues. total of 24 titles, 21 of which are not Happy Families by Tanita S. Davis included in his books with Transgender Teen Characters/Themes category. Ysabel and Justin are twins who live a generally happy life. When their father reveals he is transgender and will live the rest of his life as a woman, they are upset at first, but slowly The characters in these novels do not come to terms with their dad’s new identity. necessarily identify as transgender but instead exhibit what he labels Circle of Change by Laney Cairo (e-book) “Queer (Gender Non-Conforming) This is the story of a romance between Kim, a teenager trans man, and Dash, a gay college characteristics. I call this genderqueer, student, who initially rejects Kim but ultimately falls in love with him. which, as mentioned below, is defined as “a person who redefines or plays Beautiful Music for Ugly Children by Kirstin Cronn-Mills with gender, or who refuses gender Gabe, who was born Elizabeth, hosts a popular weekly radio show called “Beautiful Music altogether. A label for people who bend/ for Ugly Children.” He is not out at school and is still living as Elizabeth, but when someone break the rules of gender and blur the discovers his secret he must figure out how to live an honest life and still stay safe. boundaries.” Every Day by David Levithan Additionally, the titles in this list include characters who dress up as the Every day A wakes up in a new body of a different 16-year-old. Some days A is a boy, and opposite sex for a variety of diff erent some days A is a girl, but to deal with this uncertain reality, A has certain rules, the main one being to never make a connection with someone because it won’t last. But all of this reasons (Boy Princess; Angel Diary; changes when A meets Rhiannon and falls in love. Now, A must track down Rhiannon every Princess, Princess-all manga- and The day so A can be near her again, even if it means ruining the lives of the people A inhabits. Princess Knight) and books where the gender of the characters is never revealed The End: Five Queer Kids Save the World by Nora Olsen (Brooklyn, Burning). Wind’s list is by far This book is the story of five queer kids who must prevent the end of the world, including the most comprehensive collection of titles one character who goes on a gender journey of their own. I came across. The other sites I reviewed

Summer 2013 Young Adult Library Services YALS 25 Representations of Trans* Youth in Young Adult Literature

and that they know they are not alone. We Note: I define genderqueer as: “a person who redefines or plays with gender, or who have an obligation to serve all our patrons refuses gender altogether. A label for people who bend/break the rules of gender and blur the boundaries.” I use this word to describe the protagonists of young adult novels who as best as we can. When confronted with a do not necessarily identify as transgender, but do not fall within the normative binary of user group likes trans* teens, who are often gender that exists in our society. marginalized and targeted by society, we need to go above and beyond our normal level of service and actively engage them as contained between three and 10 titles; few genderqueer issues but were reviewed best we can to ensure that the patron will contained titles that Wind did not include because of their inclusion on various have everything they need. YALS in his list. recommended lists (Goodreads, Lee Another site, which is increasingly Wind, etc.), The 31 other titles are not popular with librarians and readers, in readily available. This means a variety of References which I found signifi cant resources, is things: these books are not reviewed in 1. Defi nition of trans* developed with help Goodreads.com. Some librarians have the mainstream publications librarians from Mimi Lowe Arbeit and Rabbi Emily already begun using this as a collection use for collection development (but Aviva Kapor. development tool, as the user-created can be found on blogs and Goodreads. 2. Michele Hilton Boon and Vivian lists off er very specifi c suggestions for com); they are not available at public Howard, “Recent Lesbian/gay/bisexual/ readers based on diff erent genres and libraries (even through ILL); they are transgender Fiction for Teens: Are likes. Goodreads.com has one list, “books not available on Amazon; they are only Canadian Public Libraries Providing for trans youth” that includes 46 titles, available as e-books, or in one case, they Adequate Collections?” Collection some of which might not specifi cally are only available through the author’s Building (2004): 133–138. include trans* teens, but might be of website. Not all of the remaining 31 titles 3. Michael Cart, “In Search of Empathy.” interest to that population. Goodreads fi t into all of these categories, but some Booklist (2012). is a great tool both for collection fi t into many of them. What it shows is 4. “2011 National School Climate Survey: development and to recommend clear: these books are diffi cult to locate, LGBT Youth Face Pervasive, But to users as a way to garner book harder to track down, and for a teenager Decreasing Levels of Harassment.” recommendations. with limited resources and searching GLSEN: Gay, Lesbian and Straight In total, after extensive research skills, almost impossible to learn about. Education Network, accessed May 6, and cross referencing, I compiled a list Additionally, of those 31 titles, 12 deal 2013. www.glsen.org/cgi-bin/iowa/all/ of 51 unique titles that I examined. explicitly with transgender youth, which news/record/2897.html Of those titles, 20 are readily available more than doubles the total of books 5. GLSEN, 2011. (published by major publishers, reviewed written for teens on the topic. However, 6. “Cisgender.” Queer Dictionary, in mainstream collection development since these books are not readily accessedMay 6, 2013. http:// publications, etc.). Of those, 28 deal available, they are not getting into the queerdictionary.tumblr.com/ with genderqueer teens (or in one case a hands of the teens for whom they were post/9264228131/cisgender-adj child) who are not explicitly transgender, written. 7. Michael Cart and Christine Jenkins, The one deals with a transgender parent, What does this mean? It is imperative Heart Has Its Reasons: Young Adult eight deal with teenagers who describe that as librarians, teachers, and caring adults Literature with Gay/Lesbian/Queer themselves as transgender, and three we ensure that trans* teens have access to Content, 1969–2004 (Lanham, MD: do not deal explicitly with trans* or books that accurately refl ect themselves, Scarecrow, 2006).

26 YALS Young Adult Library Services Summer 2013 feature Hot Spot: Teen Reading

ave you read an e-book with enhancements such as animations When a Story is Hand sound? Do your teens read apps based on classic tales? Do they visit websites based on popular books or series? If so, you’ve already engaged with a form of More than Paper storytelling known as transmedia.

What is Transmedia? By Rachel Mcdonald Henry Jenkins, professor of communication arts at the University of and Jackie Parker Southern California, defi nes transmedia as “a process where integral elements of a fi ction get dispersed systematically across is required. The StoryCorps project is Ed Sanchez, one of the fi lm’s multiple delivery channels for the purpose currently collecting oral histories that are directors, said, “What we learned from of creating a unifi ed and coordinated being archived at the Library of Congress The Blair Witch Project is that if you give entertainment experience. Ideally, each (LC) in audio format. All of these are people enough stuff to explore, they will medium makes it own unique contribution stories, but not all of them are in print. explore . . . If people have to work for to the unfolding of the story.”1 Movies, albums, and video games have something they devote more time to it. Confused? To clarify, here are all incorporated aspects of transmedia to And they give it more emotional value.”3 a couple of recent examples of what engage audiences in a variety of ways on a One of the earliest examples of transmedia is and what it isn’t. The variety of platforms. transmedia created specifi cally for teens movie adaptation of The Hunger Games One of the earliest and most is Cathy’s Book. Originally published in (or any other book) is not automatically successful examples of transmedia is The 2006, the book (a mystery) contains an transmedia. However, series like Skeleton Blair Witch Project. Instead of relying on evidence packet fi lled with letters, phone Creek, where part of the universe of the traditional marketing techniques, such as numbers, pictures, and birth certifi cates, story is online and part is within the pages posters and advertisements to promote as well as doodles and notes written by of a book are transmedia. Transmedia is the fi lm, the producers created a website Cathy in the page margins. Readers could all about mixing diff erent formats to tell containing things like police reports, call a phone number printed on the front pieces of the same story. In recent years, excerpts from a character’s diary, and of the book to hear Cathy’s voicemails. apps, enhanced e-books, and websites have interviews with the students’ (characters in This is also one of the fi rst examples made it possible to tell stories that are truly the fi lm) parents. Each week, new elements of a young adult novel incorporating interactive and told across media types. were added. It is likely that the impact of alternative reality game elements. Over Using diff erent formats to tell a story the transmedia elements on the campaign 1,000 readers have discussed their theories is not a new phenomenon. Before printing contributed to the movie’s wide success. about where Cathy ends up, after the presses, stories existed in oral tradition, in which storytellers used diff erent voices, gestures, and movements to convey RACHEL MCDONALD has worked as a Teen Services Librarian for meaning. Stories also existed on stage before King County Library System in western Washington since 2007. they appeared in print. For much of human She has been active on several YALSA selection committees, history, the populace was illiterate. They including the Alex Awards and the Morris Award. JACKIE PARKER depended on stained glass, sculpture, oral is a teen librarian for Lynnwood Library, part of the Sno-Isle tradition, and acting out such things like the Libraries. She is currently serving her second year on YALSA’s Stations of the Cross to learn the stories of the Bible.2 Stories exist in wordless picture Quick Picks, was the association’s Youth Participation Coordinator books, graphic novels, radio plays, fi lms, for 2013 Midwinter, and will be serving on the 2015 Margaret A. video games and anywhere else a narrative Edwards Award Committee.

Summer 2013 Young Adult Library Services YALS 27 When a Story is More than Paper

story in the book ends, online at www. version. The e-book version of Gift, a YA Device Ownership as a cathysbook.com. In 2010, Cathy’s Book novel by Andrea J. Buchanan, includes Barrier to Connecting was revamped and released as an app for transmedia elements such as a short Teens and Enhanced E-Books the iPod Touch and iPhone. companion graphic novel, a secondary According to the Pew Internet & Most teen librarians are fairly familiar character’s journal, and lyrics and video American Life Project, as of January with Web-based transmedia, thanks to links for another character’s music. 2013, 26 percent of American adults own Patrick Carman’s many YA series. Prior to Chafi e Press creative director and an e-reader and 31 percent own a tablet the release of his fi rst book in the Skeleton author Amanda Havard designed The computer.4 E-reader and tablet ownership Creek series, a conspiracy website was Survivors, a paranormal YA novel, to be an is strongly correlated with income and created with questions that focused on enhanced media experience. The e-book education. For those teens who don’t have whether the videos and journal entries includes historical facts, information about access to an e-reader or tablet, websites associated with the book were actual events. mythology, and images of documents that incorporate transmedia may be more The premise of the site is that its creator dating back to the seventeenth century. popular than their app or enhanced e-book found hidden videos on the Skeleton Creek There is a music soundtrack, including counterparts because teens can access author’s website. The website creator uses three original songs, as well as music them from a friend’s house, at school, or these videos to determine that the events videos. Readers get to explore more at the public library. In fact, an October depicted in Skeleton Creek happened in the than 50 real-world locations in the 2012 Pew survey found that 41 percent real town of Sumpter, Oregon. Even though book through location photos and fully of Americans under age 30 read e-books Patrick Carman has admitted to creating functioning Google satellite maps. on their cell phones and 55 percent used the website, and no new blog entries have a computer, whereas 23 percent used an been posted since 2010, people are still e-reader and only 16 percent accessed sharing their theories on the blog. The Digital Divide as a e-books through a tablet.5 The website for Michael Grant’s Barrier to Connecting Teens Despite being early adopters of new book Bzrk incorporates transmedia and Enhanced E-Books technology, teens lag behind all other age elements through blogs, comics, games, a Transmedia gives library staff another groups in e-book adoption. 66 percent of forum, and interactive activities readers way to connect teens with stories, and 13- to 17-year-olds say they prefer print can compete in for points. This is a great for teens to experience and participate books to e-books, 26 percent say they example of a platform for additional in stories. But, there are challenges and have no preference, and only 8 percent content for readers who are seeking more barriers to making those connections. prefer e-books. Of works that publishers information about the characters and Librarians are keenly aware of the issue designate for youth aged 12 to 17, fully events and those who want to become fully of the digital divide in terms of who has 55 percent of buyers are 18 or older, with immersed in a fi ctional world. access to technology. With the advent of the largest segment aged 30 to 44.6 With Depending on the formats used, and smartphones, e-readers, and tablets, some teen access and use of transmedia and the audience, transmedia can look wildly patrons have more access, while others enhanced e-books there isn’t a great deal diff erent. It may move across platforms, do not. For those who don’t have a device of opportunity for the age group to give as the examples of books with websites at home, the gap can be bridged through feedback on what works and doesn’t work noted herein illustrate, or features may be libraries and schools that provide access to in this format. Adults, who are more likely embedded within an enhanced e-book. the devices in the library and/or through to purchase apps and e-books, may also Chopsticks, a collaboration between author circulation. However, simply having have a diff erent idea of an ideal transmedia Jessica Anthony and designer Rodrigo access isn’t enough. It is also important experience than teens, and therefore Corral, was released in 2012 as both a book to expose teens to eff ective application of may potentially infl uence the creation and an enhanced e-book. The e-book allows these technologies in order to maximize of transmedia that is ostensibly for teen readers to enlarge images, fl ip through the potential for learning. For example, readers. As a result, publishers may not photo albums, watch video clips, listen to most teens know how to watch YouTube create content that is of interest to teens. characters’ favorite songs, and read their videos on a device, but how many of them Teens surveyed by R. R. Bowker in instant messages. Readers can even change know how to search YouTube eff ectively November 2011 said there were “too many the order of the story by shuffl ing the pages, to fi nd videos that can help them with restrictions” on e-books.7 Digital Rights recreating it as a custom (andpersonalized) homework? Management (DRM), which controls

28 YALS Young Adult Library Services Summer 2013 Mcdonald and Parker

what users can and can’t do with media, e-books, 26 percent reported they planned Reluctant readers may initially also puts up barriers to where, when, to start doing so in the next two years. Most connect with apps and books like iDrakula and how users can access the books that e-books in schools are accessed through and Chopsticks because there are fewer they’ve borrowed or purchased. There are a Web-based service on a computer with words and more pictures on each page still barriers to buying a used e-book or e-readers seen as a growth area. Of the high compared to a conventional novel. “handing down” an e-book. E-book library school libraries surveyed, reference e-books Texting is part of many teens’ daily lives, lending, while growing, is in early stages and YA fi ction were most in demand.10 As so it seems natural for some dialogue in and puts up many barriers to teen access more schools begin to use e-readers, they books to occur via that format. In both and use of these materials. may consider purchasing enhanced books, the print and digital versions of iDrakula especially nonfi ction titles. and Chopsticks, text conversations use the visual formatting you would see on What’s Happening many cell phones. In the e-book version in Libraries Using Transmedia of Chopsticks, this also includes the timing Can libraries off er our patrons access to with Teens and sound eff ects of texting. apps or enhanced e-books? Few public Kelly Stroud, a high school English teacher Currently, many librarians use book libraries lend tablets or e-readers, and up from Sweeny Independent School District trailers in lieu of, or in addition to, teen until now, libraries haven’t had an easy in Texas, uses Shakespeare in Bits, which literature booktalks. For transmedia way to lend e-books with features such takes a multimedia approach to learning titles, not only could librarians show as embedded audio and video for patrons fi ve of Shakespeare’s most famous plays, book trailers, they could demonstrate to use on their own devices. According with animated reenactments, audio tracks the interactive content. While to Jason Sockel, Collection Development and unabridged text all together, with professionals might be familiar with Specialist with OverDrive, the company her students. She said, “Students can see, transmedia, it may be a novelty to many has recently launched OverDrive Read, hear and read the text all at the same time. teens. At the same time, the concept is “a browser based reading experience that Many explanations and notes are provided not unfamiliar to them. In observing will allow patrons to ‘See Book, Read to explain the unfamiliar text so I will teens using this technology, it is obvious Book’ right from [library] website[s]. click on those to show the students. The how easily they navigate through digital Using this functionality and the developing students love learning this way and prefer environments. HTML5, OverDrive will be able to it over traditional methods.”11 Programming opportunities for teens support publisher provided enhanced There are several examples of within libraries can center on creation of e-books. These features can currently enhanced e-books and apps that expand self-made transmedia stories. There are be experimented with . . . any e-book upon classic texts. One reason for this is a variety of services ranging from free to where you see the word ‘Sample’ in your likely that the content is not only in the paid software that are relatively simple to OverDrive catalog. After the full titles public domain, but also because these texts use, including Book Creator for iPad, are launched, it will simply be a matter of are part of the literary canon and thus audioboo.fm, playingwithmedia.com, Pages getting enhanced eBooks from publishers are familiar to many readers, particularly (Apple’s word processing program), Libre, to provide to our partners.”8 This still adults who may be selecting, suggesting, and more. For Android, MIT has launched leaves the question of how libraries will or teaching the titles. As classic texts free app inventor software based on the same provide access to enhanced e-books on become even more separated from their programming language as Scratch (a popular mobile devices, where teens might most eras, the language becomes more diffi cult software used to teach youth and adults often want to have them. for modern students; students may lack beginning programming). Adapting books A study of school libraries in the the context to easily decode these texts. in the public domain would be an interesting United States conducted in 2012 by Library Transmedia is another tool with the activity or assignment to pursue with teens. Journal and School Library Journal revealed potential to help mitigate the disconnect that 40 percent of the over 1,400 school more eff ectively than footnotes. Teachers libraries surveyed reported off ering e-books may consider using transmedia in addition What Teens Say to readers, with the percentages climbing to or instead of print copies of classic texts, We invited six high school students to from elementary to secondary school ideally allowing students to choose their sit down with us and review some apps libraries.9 Of those who don’t currently off er preferred format. and enhanced e-books. We asked them

Summer 2013 Young Adult Library Services YALS 29 When a Story is More than Paper

to compare each to its book counterpart Evaluating Transmedia and to tell us if they would be interested in purchasing them at their list prices. The Developers and authors sometimes take the kitchen sink approach to creating transmedia teens we interviewed were not initially stories, adding bells and whistles that do little to further comprehension or advance the story. Each element must be relevant and add to the user experience, but at the same time familiar with the transmedia titles we be entertaining in its own right. Think of a puzzle where each piece fits together. presented to them, but were immediately interested. Madelyn, an avid teen reader, Here are some criteria to keep in mind when evaluating transmedia: owns an iPad that she uses to download Accessibility library books. She was very excited about the Shakespeare in Bits app. “You can Do you need special technology (tablet, e-reader, etc.) to access it? Where can the title · be purchased? Is the purchase place one that teens, or the library, can easily access? picture the story in your mind when What devices is the enhanced e-book available for (Android, iDevices, etc.) and does you see [the animation],” said Madelyn. · that fit with your teen population? Can the app or e-book be borrowed as a part of a However, when she discovered the price, library collection? Madelyn said she would rather read · Does the content work on a small screen (phone or tablet), or would it be better the book (which she later checked out) viewed on a laptop or desktop? since the app was so expensive. She did · Do you need an Internet connection to access content? feel the app was a good tool for getting students interested in the play and that the Cost navigation made it easier to follow. · How does the price of the app or e-book compare to that of the print version? Teresa, one of our teen reviewers, Is there a free or light version, which gives you and teens a chance to evaluate the app loved the interactive elements in Alice for · or e-book before purchasing? iPad, an interactive app with abridged and Does the digital version have added features that justify the cost? · unabridged versions of Lewis Carroll’s Functionality classic tale. Teresa loved playing with the app’s virtual gravity and physics, moving · Does the tech work the way it should? Is it easy to use or does it take a long time for teens (as the primary audience) to figure characters and objects around the screen · out how to access the features and read the story? by shaking and tilting the iPad. She also · If it’s an app, does it freeze or quit? said the visual clues provided by the · If it’s a video, does it take forever to load, breaking the narrative flow? animations helped her decode certain Is there tech support or a place to report issues? words. “In the original book, there are · some defi nitions on the side, but I don’t Relevancy really want to look at them much because · Do individual elements both tell a complete story and add to the story as a whole? I want to pay more attention to the story,” · Are there superfluous elements that seem to be added for no reason and interfere she said. “When Alice gives the dodo with the story? some comfi ts, I didn’t know it was a type · Is it contrived or gimmicky? of candy until I saw the candy [on the · Has it become outdated? screen]. So it helped me understand more.” · For apps, are there updates being pushed out on a regular basis to help keep the story Akilas, another teen reviewer and avid going? video gamer, said of the Frankenstein app, · For Web-based communities, is there support and/or interaction from author or publisher? “It makes you interact with the story and · Is there new content on a Web-based site added on a regular basis? makes you feel like you’re actually talking to Entertainment [Frankenstein]. It gives you multiple options and he really does react as if you’re asking What purpose does the additional content serve? Does it help readers visualize the · world or offer opportunities to learn, explore, and connect with other readers outside him a question. It requires you to be involved the pages of a book? and imagine.” This retelling of Mary Shelley’s Does the additional content work as a form of entertainment? Does the entertain- Frankenstein places the reader at the center · ment value go beyond novelty? of the story. Readers can choose from several diff erent questions and responses

30 YALS Young Adult Library Services Summer 2013 Mcdonald and Parker

while conversing with Victor Frankenstein. model to up-vote characters or storylines We want to continue to innovate and One section allows the reader to direct the they enjoy, or publishers forming do diff erent things but we also want monster’s behavior, putting her/himself partnerships with Foursquare that could the level of control over it that growing in the role of his creator. The bifurcating reveal clues to readers who check in at it in-house gives us. We don’t look narrative structure may be familiar to readers certain locations.”16 at projects coming in and try to graft of the Choose Your Own Adventure series. Although incorporating transmedia transmedia onto it. All of the parts have The app also includes archival illustrations into traditional publishing shows great to be synchronized perfectly with each of anatomical drawings from the seventeenth promise, the Wired article calls attention other and each part has to cater to each century, adding to the gothic feel. to the fact that the adaptation book platform.”18 publishers must make “is far more “We are building traditional readers complicated than that faced by the music with 39 Clues and Infi nity Ring,” Levithan Forecasting the Future and movie industries, which essentially said. “At the same time, we are opening According to the Pew Research Center, needed to digitize their current products. their eyes to what a narrative can be. teens are reading more than adults.12 Bookmakers must become multimedia The book’s narrative can stretch out Combine that with the fact that parents companies—creating audio, video into the digital space that they view as are more likely to own tablets, that even and interactive components for their recreational. How that translates in if youth aren’t currently reading a lot of immersive, built-for-tablets off erings.”17 the content they will consume [in the e-books, they are reading on screens, and They also face challenges in which future] remains to be seen. Because of the it’s a sure bet that demand for apps and platforms to adapt their content, be it company I’m at, we focus on eight-to-12- enhanced e-books is only going to increase. iPad, Kindle, or Nook. At this point, year-olds. Will there be something like Publishing houses are betting on this. independent publishers may be better 39 Clues and Infi nity Ring that satisfi es In 2012, Simon & Schuster released equipped to take the risks associated with both things—reading and gaming—at 175 enhanced e-books, the great majority producing enhanced e-books. the same time when they’re adults?”19 of which were children’s titles enhanced For teens growing up today, through the addition of audio narration.13 touchscreens and transmedia are to them Penguin planned to release 50 enhanced Original Content versus what home computers and Internet e-books and book apps in 2012, up from Adaptation access were to many of us. So even 35 in 2011.14 That’s for all ages, but it’s a One challenge that original content though we may not see today’s teens signifi cant increase in off erings, although creators face is what aspects to break adopting this technology wholesale, the only a drop in the bucket when taken with out into different media when, where, generation behind them will likely be the millions of books published each year. how, and how much. As the industry totally immersed. If transmedia seems Since teens are online quite a bit, searches for best practices, and many like a fad now, it won’t seem that way for there’s no better place for publishers to original content developers struggle to long, because of its enormous potential to reach them: Teens are more likely to focus their creative vision, adaptations engage readers and connect them to each discover a book they purchase via a social like Shakespeare in Bits, Alice for other. network than any other age group.15 iPad, and iPoe seem to have a leg up Just as libraries aren’t going anywhere, Eventually, this social element may simply because they often have more neither are print books. However, as the be incorporated into enhanced books clearly defined goals. However, many market share of e-books increases, so has themselves. In an interview with Wired publishers are now creating stories with the patron demand for e-books in libraries. magazine, Panio Gianopoulos, Creative transmedia elements in mind from the In spite of facing many digital barriers, Director of Backlit fi ction, a publisher beginning. most libraries are providing access to that releases books as episodic apps and In an interview with Digital Book e-books. As more publishers and authors e-books, said he sees future e-books as World, David Levithan, an editor include transmedia elements in their “far more social experiences, incorporating with Scholastic, said: “Most of the books, and as teens become more aware of what he calls ‘literary Farmville’ aspects. multiplatform properties we are and interested in these stories, libraries will For instance, secret chapters could be working on are built in-house. From need to consider how they make them part unlocked as a person’s friends read a book. the inception point, we are thinking of their collections and integrate them into He foresees readers using a reddit-like of it as multiplatform or transmedia. programs and other services. YALS

Summer 2013 Young Adult Library Services YALS 31 When a Story is More than Paper

References PaidContent. January 23, 2012, accessed 12. Kathryn Zickhur et al., http://libraries. 1. Henry Jenkins, “Transmedia Storytelling May 6, 2013, http://paidcontent. pewinternet.org/2012/06/22/libraries- 101,” Confessions of an Aca Fan, March22, org/2012/01/23/419-new-stats-kids- patrons-and-e-books/ 2007, http://henryjenkins.org/2007/03/ fi nd-e-books-fun-and-cool-but-teens-are- 13. Michelle Fadlalla, e-mail interview. transmedia_storytelling_101.html still-reluctant/ February 11, 2013. 2. Henry Jenkins, Convergence Culture: Where 7. Karen Springen, “Are Teens Embracing 14. Alexandra Alter, “Blowing Up the Book.” Old and New Media Collide. (NY: NUY E-books?” Publishers Weekly. February Wall St. Journal, January 20, 2012, accessed Press, 2006) 100–119. 20, 2012, accessed May 6, 2013, http:// May 6, 2013, http://online.wsj.com/article/ 3. Jenkins, Convergent Culture, 103. www.publishersweekly.com/pw/by-topic/ SB10001424052970204468004577169001 4. Joanna Brenner, “Pew Internet: childrens/childrens-industry-news/ 135659954.html Mobile.” Pew Internet & American article/50707-are-teens-embracing-e- 15. Owen, 2012. Life Project, January 31, 2013, accessed books.html 16. Angela Watercutter, “Publishers May 6, 2013, http://pewinternet.org/ 8. Jason Sockel, e-mail interview. October 9, Hustle to Make E-Books More Commentary/2012/February/Pew- 2012. Immersive.” Wired. April 9, 2012, Internet-Mobile.aspx 9. “Ebook Usage in U.S. School (K–12) accessed May 6, 2013, www.wired.com/ 5. Kathryn Zickhur et al., “Younger Americans’ Libraries.” Library Journal & School underwire/2012/04/future-of-ebooks/ Reading and Library Habits.” Pew Internet & Library Journal, accessed May 6, 2013, 17. Watercutter, 2012. American Life Project. October 23, 2012, www.thedigitalshift.com/research/ebook- 18. Jeremy Greenfi eld, “Scholastic’s accessed May 6, 2013, http://libraries. usage-reports/k12/ Hit-Maker David Levithan on pewinternet.org/2012/10/23/younger- 10. “Ebook Usage in U.S. School (K–12) Hunger Games, Digital Reading and americans-reading-and-library-habits/ Libraries.” Library Journal & School Transmedia.” Digital Book World. August 6. Laura Hazard Owen, “New Stats: Library Journal. 24, 2012, accessed May 6, 2013, http:// Kids Find E-Books ‘Fun And Cool,’ 11. Kelly Stroud, e-mail interview. October 31, tinyurl.com/av5nbys But Teens Are Still Reluctant.” 2012. 19. Greenfi eld, 2012.

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an fi ction is what literature might look like if it were Teen Literature “F reinvented from scratch after a nuclear apocalypse by a band of brilliant pop-culture junkies trapped in a sealed bunker. They don’t do it for money. and Fan Culture That’s not what it’s about. The writers write it and put it up online just for the satisfaction. They’re fans, but they’re not By Robin Brenner silent, couchbound consumers of media. The culture talks to them, and they talk back to the culture in its own language.”1 Everyone has read a book and speculated about what might have been. activity surrounding popular literature, Cassandra Clare, Marissa Meyer, Naomi When a work inspires, an engaged television, and fi lms. The engagement Novik, Saundra Mitchell, and Claudia reader wonders what happens next, what with creative works, from Harry Potter Gray all started out writing in fan happened before, and what happened to Twilight to Star Trek to Sherlock, has communities. in scenes not shown. Many fans are led to adding voices, characters, points of content with contemplating the “what if” view, and critique to any created universe. questions in their own imaginations, but As author Lev Grossman notes in the Going Back to the Basics: with fan fi ction, fan videos, and fan art, quote above, being a fan today is about Where Does the Idea of devotees take the leap from speculation to participation, community, and creative Fan Come From? creation. They use their talents to fi ll in expression in a way that has never been Being a fan is not new, of course, the gaps, to create alternative timelines, quite so visible. In the past 10 years, I’ve but today being a fan has become an and mix universes. And that’s just the realized that not only are the teens I serve increasingly public, shared act. The beginning. well aware of fan cultures, but many are term originally applied to sports fans Once fans are satisfi ed with their active creators and participants. in the nineteenth century, and since eff ort, they share that work and vibrant The runaway success of works like science fiction enthusiasts adopted the communities build up rapidly. One E. L. James’s Fifty Shades of Gray, which label in the 1920s, the term has stuck power of the Internet is that if you really was originally written as fan fi ction, to for any enthusiast.2 A community of love a particular work, you can very easily Stephenie Meyer’s Twilight series, has fans allied by their love for a particular fi nd more people who love that work just brought fan creation front and center for source can be about anything from as much as you do. Fans join forums and people working in publishing and who cats to a celebrity to a TV ad. When electronic discussion groups, and follow may view fan culture as a rich creative discussing fan culture in this article, fan creators via social networking sites. training ground for new talent. In teen the term identifies a community of fans Many create, but just as many participate literature, published authors including that discuss, critique, and create around by reading, commenting, editing, critiquing, and debating everything from character development and plot ROBIN BRENNER is Teen Librarian at the Brookline Public Library points to media tropes and minority in Massachusetts. When not tackling programs and reading advice representation. Everyone is involved in at work, she writes features and reviews for publications including the creation, and everyone is involved in VOYA, The Horn Book, Library Journal, and Knowledge Quest. She the conversation. All you need to join in is an active member of YALSA and has been delighted to serve on is enthusiasm. In my work as a teen librarian, I have various awards committees, including the Margaret A. Edwards noticed in the past 10 years intersections Award committee and the Will Eisner Comic Industry Awards. She between teen reading, literacy, creativity and is the editor-in-chief of the graphic novel review website No Flying the collaborative, creative world of fannish No Tights.

Summer 2013 Young Adult Library Services YALS 33 Teen Literature and Fan Culture

Where Do Library Staff, Food for Thought Publishers, and Readers Come In? Consider these traditionally published titles that are certainly written because of the In order to help introduce fan creation and author’s fan fiction impulses. communities to library staff and others, I Adult Titles took part in a panel at the 2012 YALSA Young Adult Literature Symposium. The Penelopiad by Margaret Atwood (Iliad) (Other panelists included librarian March by Geraldine Brooks (Little Women) and School Library Journal blogger Liz The Final Solution by Michael Chabon (Sherlock Holmes) Burns, Aja Romano, fandom reporter Bridget Jones’s Diary by Helen Fielding (Pride and Prejudice) Death Comes to Pemberly by P. D. James (Pride and Prejudice) for the Daily Dot, and Leslee Friedman, Wicked by Gregory Maguire (The Wonderful Wizard of OZ) a representative from the Organization The Song of Achilles by Madeline Miller (Iliad) of Transformative Works and an ACLU Wide Sargasso Sea by Jean Rhys (Jane Eyre) Legal Fellow.) A Thousand Acres by Jane Smiley (King Lear) Our symposium audience was full of librarians, authors, editors, Young Adult Titles and professionals interested in teen Ironskin by Tina Connolly (Jane Eyre/Beauty and the Beast) literature, and while some audience Enter Three Witches by Caroline Cooney (Macbeth) members were well versed in online Confessions of a Triple Shot Betty by Jody Gehrman (Much Ado About Nothing) fandom, many were hearing about these Tighter by Adele Griffin (The Turn of the Screw) creations and communities for the first Ophelia by Lisa Klein (Hamlet) Death Cloud by Andrew Lane (Sherlock Holmes) time. Given the continuing discussion Jane by April Lindner (Jane Eyre) about authorship, publishing, and fan This Dark Endeavor by Ken Oppel (Frankenstein) communities around the world, it was For Darkness Shows the Stars by Diana Peterfreund (Persuasion) definitely the right time to discuss what being a fan means, the influence fan culture has on what and how we read, a particular source work, be it a film, a around whether fan works are considered and to consider where the creativity of series of books, a television show, or a derivative or transformative. If a work the fan community will lead us. comic book. Fan works, which include is considered derivative, adding nothing In order to be sure attendees saw creative writing (fan fiction), art (fan of value to the original work, then it is the many formats fan works take, we art), music (filk), video (fan vids), not allowed. If the work, however, is included in our presentation a gallery of comics, costumes, and crafts, are as considered transformative, or building fan art, showing the extraordinary talent, diverse as the people who create them. on what the original work created, then sense of humor, and communication (Visit the YALS site to access resources it is allowed.3 However, keep in mind, a that happens through visual media. with more information on fandom: lawsuit has yet to make its way through Everything from Harry Potter single- http://yalsa.ala.org/yals.) the courts and, without precedent, panel cartoons to elaborate portraits it is diffi cult to predict an outcome. of the Avengers’s Steve Rogers (a.k.a. Outside of the legal question, individual Captain America) in the style of Aren’t There Legal creators including writers and artists are renowned illustrator J. C. Leyendecker Implications? increasingly moving toward a policy of showed a brief glimpse of what fans A sticky question in this outpouring of permission and acceptance, especially as create and share. creativity: just how legal is creating works they recognize the harm in potentially In the months before the panel, I so clearly inspired by and connected to alienating their fans if they pursue conducted a survey to gather a snapshot copyrighted content? As panelists at legal action. Recently, source material of the fan community. I sent out word the YALSA Young Adult Literature producers have shifted toward embracing of the survey online through librarian Symposium in St. Louis in November fan culture by endorsing and hosting electronic discussion groups, social 2012 noted, the legal debate centers contests in creating fan works. networks, and with the help of the

34 YALS Young Adult Library Services Summer 2013 Brenner

Organization of Transformative Works, show the many ways fans can and do sexuality is frequently a part of fan works, I gathered over 500 responses from self- participate.5 showing a strong interest in highlighting identifi ed fans. So why are all these people drawn and creating LGBTQ characters. Looking over our survey data, to fan culture? There are many reasons, Expanding and subverting established the majority of our respondents were but the stated reasons from our survey worlds show what fans feel are missing; over 18, although we did have over 40 include a love of compelling stories, fi nding survey respondents cited this inclusion teens respond. The ages of respondents community, gaining courage to create as over and over again as a major reason for ranged from 13 to over 65, with most well as becoming a better creator, fi nding seeking out fan work. in their 20s or 30s. Over 93 percent of a safe space for expression, and becoming For many fans, fi nding a fan the respondents identifi ed as female, more critical consumers. community online increases their with 5 percent identifying as male and Given the urges that prompt creating confi dence in social interactions, connects 3 percent as other including transgender, fan works, it’s unsurprising that output them with people through common genderqueer, and androgynous. This can be both incredibly creative and critical. interests, and helps them feel less isolated. percentage supports the impression Remixing, retelling, and reinventing As fan culture is also a forum for exploring from fan communities that the majority characters, worlds, plot points, and sexuality and gender, many respondents of participants are female. In terms stories are the norm. Alternate universes reported that discovering these issues of sexuality, 62 percent declared their (AU), or works that explore what makes in fan circles helped them articulate and sexuality is straight or mostly straight, characters true to their nature if they’re feel comfortable in their own identities. while 35 percent identifi ed as bisexual, placed in an entirely diff erent place, Despite the fact that much of fan culture’s gay, or lesbian, or questioning, and 3 situation, or time, are a popular way to riff interaction takes place online through percent identifi ed as asexual. This shows on the original. Crossover works, which social media, many respondents also a signifi cant participation by GBLTQ connect one or more fan sources and reported that online connections and people, and goes toward debunking the intermingle characters and ideas, are a key community have led to invaluable in- perception that fan creators are almost example of remixing. A recent example has person friendships. entirely straight women.4 been dubbed Superwholock and features As fan culture is based around From the teens who responded, 97 the main characters of the television shows creativity, respondents also noted percent read, watched, or viewed fan Supernatural, Doctor Who, and the BBC’s the encouragement, consultation, fi ction, fan vids, or fan art, 85 percent Sherlock solving crimes together. In today’s collaboration, and feedback that thrive in have written fan fi ction, and 55 percent world of strict media copyright, this kind creating and sharing fan works that has have created fan art. Of the adults who of cross-pollination is virtually impossible led many to try their hand at creation, to responded, 97 percent read, watched, or through traditional channels. improve dramatically, and to feel more viewed fan fi ction, fan vids, or fan art, The act of ripping apart source confi dent in their work, and successfully 71 percent have written fan fi ction, and material and putting it together in new seek professional publication. As one 33 percent have created fan art. Of both ways also allows fan creators to add in teen notes, “Before fandoms, I thought teens and adults, 79 percent actively content they want to see but are not you needed a fancy degree or a medal participate in fan communities, and 70 getting from professional published from the queen to write actual stories. percent of adults and teens have written media. To put it simply, fan works are But when I fi gured out there was or blogged about fan culture. 49 percent more inclusive than mainstream media. more to life than Internet Explorer of teens and 65 percent of adults have Fan works explore sexuality, gender and Neopets, I realized that kids were been what’s known as a beta—worked identity, race, and class in an avenue of writing. Everyone was writing. And with another creator as an editor, copy production that exists outside mainstream everyone could do it. Then I started to editor, and cheerleader in the creation production gatekeepers. There is no do it . . . I honestly think I started out of work. While smaller percentages (5 budget bottom line or question of writing stories because I started writing to 25 percent) participate in creating or market appeal. By adding or giving more fanfi ction. And now I want to minor in listening to podfi c (audio recordings of substantial voices to already existing creative writing.” fan fi ction), fi lk (fan music), or fan mixes characters of color, for example, fans can Fans also learn to view what they (music playlists tailored to a source or fan explore and comment on the diversity or love critically as they examine the source work), the fact that these options exist lack thereof in a favorite world. Alternate material, criticizing plot, characters, and

Summer 2013 Young Adult Library Services YALS 35 Teen Literature and Fan Culture

storytelling decisions—and all of this is far which is ostensibly available for free to other, and the lines between them begin to outside the traditional rigor of a classroom. celebrate the original source, is considered blur, attitudes will continue to change. Critiquing an original work is part of gauche and potentially dangerous if Fan culture has become a vibrant participating in a fandom, from writing an it draws the legal attention of media and creative part of being a fan, and essay examining character motivation to producers. Respondents reported varying participating is part of many teens’ daily unpacking what a fi lm’s costumes say about levels of comfort with crossing the line lives. As fan culture, publishing, and the characters’ class. Similarly, participating from fan work to professional work, teen literature continue to evolve, all of in fan culture has provoked many fans especially given how uncertain and new these creative outlets will become more to consider questions of authorship, this practice is for creators and publishers intertwined, and no one can guarantee storytelling, and copyright. Many cite fan alike. Creating prints of fan art for sale smooth sailing. As attitudes seem to be culture as forming their thoughts about how or running conventions and fan events shifting toward embracing the creativity, created worlds are shared, understanding are considered allowable, but taking a fan talent, and sheer joy in stories that defi ne (and potentially dismissing) authorial fi ction story, changing all the names, and fan works, fan creators are visible, vocal, intent, and looking at the collaborative publishing it as original is much more talented, creative, collaborative, and, agreement between author and consumer problematic. However, many creators are undoubtedly, here to stay. YALS that creates each reading. Fans in our survey not simply changing the names and places noted over and over again that they became of their fan work in order to publish, more critical consumers of media through as James reputedly did. Instead, many References participating in fan debates and reading or are using what they have learned in the 1. Robin Brenner, “Fanworks and Libraries writing critical essays. trenches of fan creation to create original Survey,” No Flying No Tights, Arlington, Fans encourage and hope that fan work. Those who come from fandom, Mass., June 2012. www.nofl yingnotights. creators may move on to create original such as Naomi Novik and Marissa Meyer, com (accessed April 23, 2013). work, as many have. The success of titles are accepted in both worlds, but writing 2. Aja Romano, “A Beginner’s Guide like Fifty Shades of Gray has opened professionally and writing fan fi ction are to Fandom,” Daily Dot, August 7, the door publicly to how fan works can considered separate endeavors for diff erent 2012. www.dailydot.com/culture/ become traditionally published works. goals both creatively and economically. As beginners-guide-fandom-fanworks Making signifi cant money off of fan work, more creators move from one world to the (accessed April 23, 2013).

HER MOTHER’S DIARY is an inspirational love story about believing in yourself. Allison, a homeless orphaned teenage girl is detached from her wealthy family who neither accepted or acknowledged her. Her journey takes her down a road of betrayal, murder, and danger, but she learns to persevere for the things she believes in and in the end she shows us that if you believe in yourself, you can do anything. feature Hot Spot: Teen Reading

re you sure it is okay to have those kinds of books in the Those Kinds of “Alibrary?” my colleague asked me in a hushed tone, while perusing several books featuring religion that I’d chosen for our annual eighth grade realistic fi ction Books: project. He then furtively glanced around to make sure no one outside of our group could hear our conversation. My other colleagues also voiced their concerns, Religion and nervously reminding me of another teacher who had recently been the subject of an administrative reprimand over a book she Spirituality in Young had given to a student that the student’s parent had found extremely objectionable. Every year the eighth grade students Adult Literature in our school complete a realistic fi ction project in which they form small book clubs of two to three students, with each By Margaret Auguste group reading the same book of their choice. This format allows the students to explore the book and its issues in depth. My part in the collaborative eff ort is to to her. Her classmates and friends are secular country. Amal is taken aback by search for a wide variety of books featuring surprised to see their friend, whom the intensity of the emotions the public interesting and timely topics that I present they thought wasn’t really, “into the expression of her religion stirs in others in a series of booktalks to the students. whole Muslim thing,” wearing the head and within herself, but her courageous I had fallen in love with the book scarf, causing some to support her struggle brings results; it strengthens Does my Head Look Big in This by Randa unconditionally and others to resort to her determination to express herself, Abdel-Fattah and decided, after realizing making racist comments. Her school becoming an essential part of her our group neglected to include titles that principal views Amal’s embrace of her self-identity. featured religious experiences, to include it religion as a symbol of radicalism and I chose Amal’s story not to purposely in the books to be used for this project. The defi ance that could give the wrong court controversy but because in my story centers on a Muslim teenager, Amal impression to potential students. She experience the best young adult books, the Abdel-Hakim, and the ramifi cations of her adds to Amal’s distress by mistakenly ones that captivate young adult readers the decision to wear her hijab all the time or to assuming that she is a victim, forced by most, are often the very ones that fearlessly “become a ‘full-timer,’ ” as she describes it. her family to adhere to Muslim doctrine. explore challenging and engaging topics. “I can’t sleep from stressing about Her moderately religious family is The provocative nature of those topics whether I’ve got the guts to do it. To wear compelled to revisit the uncomfortable ignites conversations that are essential to the hijab full-time. ‘Full-timers’ are what personal decisions they made to either the development of the critical thinking my Muslim friends and I call girls who embrace or deny their religious traditions skills that adolescents require to become wear the hijab all the time, which basically in order to assimilate into their new, more insightful and intelligent adults. means wearing it whenever you’re in the presence of males who aren’t immediate MARGARET AUGUSTE is a School Media Specialist with the family. ‘Part-timers’ like me wear the hijab when we go to the mosque or maybe even Franklin Middle School in Somerset, New Jersey. She enjoys when we are having a bad hair day.” writing about how culture, society and personal values can Amal’s decision also inspires a wide influence reading choices. She recently published the book, variety of reactions from those closest Voya’s Guide to Intellectual Freedom for Teens.

Summer 2013 Young Adult Library Services YALS 37 Those Kinds of Books

Still a Taboo Librarians self-censor religious adults. Religion, despite its complicated Religious beliefs stem from the most books by simply not purchasing them nature, as an essential part of the daily lives important and revered aspects of our because they associate the inclusion of teenagers, should therefore be refl ected lives, our family traditions, values, culture, of religious fi ction with ongoing in the books they read. and experiences. Young adult books criticism from Christian groups, library The National Study of Youth and that courageously take on this sensitive administrators, community members, and Religion completed a study to gain an subject often invoke a uniquely personal disapproving parents about collections overall understanding of the role of religion and sharp response. Therefore, it is no and the materials in them. In fact, ALA in the lives of teenagers. They interviewed surprise that books that dare to feature reports that religion is one of the topics 3,370 English and Spanish-speaking young adults and their exploration of their that receives a majority of complaints Americans from the ages of 13 to 17. religious and spiritual identity are at the in their annual book banning statistics. 80 percent of the respondents self-identifi ed center of a deeply personal and passionate Religious challenges feature some of the as Protestant, Roman Catholic, Eastern debate that has become so contentious most popular and well-renowned books Orthodox, Mormon, or Jewish. The that many simply fi nd it easier to not in young adult literature: Harry Potter following statistics were collected from their speak of it at all. As a result, religion was at one time the most banned book interviews: has become a topic that is notable for series in America as many Christian its absence from bookshelves, booklists, groups challenged it and even brought · 82 percent belonged to a local literary magazines, and conversations. If cases to court because they believed congregation it is spoken about at all, it’s done only in that the books were antireligious and · 80 percent had few or no doubts hushed voices, making it truly a topic that promoted witchcraft. Classics like the about their beliefs in the past year is very much taboo. Witch of Blackbird pond and the Bridge to · 71 percent had a very close A study published in the Journal Terabithia have been challenged because relationship with God of Research on Libraries and Young Christian groups objected to what · 65 percent prayed alone a few times a Adults confi rmed this defi cit of young they believed to be a positive portrayal week or more adult books that featured religion.1 The of witchcraft and a lack of respect for · 52 percent attended church at least author examined professional booklists religious doctrine.2 two or three times a week.3 to determine how many books on the list contained characters of religious They defi ned religion as a formal background. She looked for books in Religion is an Integral Part of organized system of beliefs, public rituals, particular that included the three major Teenagers’ Lives and doctrine that stems from tradition and religions: Christianity, Judaism, or Islam. The sensitive and divisive nature of this practice, that is often inherited and passed She also looked for books that contained issue clearly presents a conundrum for down generation to generation, and includes diff erent socioeconomic statuses, librarians who recognize the risks involved both traditional religions as well as atheism disabilities, and sexual orientations. and yet are committed to providing the and newer religions that some might refer to The conclusions were that religious teens with the educational and personal as cults. Their fi ndings led them to conclude protagonists were nearly nonexistent, tools they know they need and deserve. that religion was defi nitely an important or at best underrepresented on most The question becomes why should we part of teenagers’ lives. professional booklists lists, such as the off er religious fi ction to teens? In my experience their fi ndings also Publisher’s Weekly list and the YALSA The hallmark of young adult confi rm what I see in my middle school Best Fiction for Young Adults list. literature is its commitment toward library every day. I can recount countless Mainstream publishers have been off ering stories that fearlessly present a casual conversations with my students about found to be more likely to publish picture of young adult life that is honest the role religion plays in their lives. Students nonfi ction self-help or spiritual books then and accurate, allowing teenagers to fast for Ramadan and seek refuge in the they are to publish religious fi ction. They visualize stories and characters that are library instead of going to lunch. Jewish are hesitant to alienate potential readers true to life. This commitment produced students celebrate Sukkoth, to mark the with books that either preach too much stories about teen pregnancy, abortion, traditional harvest season. Catholic students or don’t adhere closely enough to religious violence, and mental health—all issues volunteer in the library to meet their doctrine. that are relevant to the lives of young requirements for their confi rmation classes.

38 YALS Young Adult Library Services Summer 2013 Auguste

Spirituality is an Essential own in order to determine what their path Books Can Help Young Adults Part of the Developmental may be. They begin to critically refl ect Explore Their Ideas about Process on the symbols, stories, and rituals that Religion and Spirituality Perhaps the most compelling reason to defi ne their past to integrate them into the The Search Institute, a global organization include books that feature religion is because future. They may question authority and that provides schools, social service researchers and scientists from across God in order to formulate new beliefs or organizations, and others with information various disciplines, such as psychology, may reject faith altogether. They commit about what children need to succeed in education, youth development, and to faith only through choice instead of life, partnered with scientists around the literature, are fi nding that spirituality is an through unexamined acceptance.5 world to study the universal developmental essential part of the universal developmental Kohlberg’s moral development theory process of spirituality. They interviewed process—similar to cognitive, physical, was concerned with moral dilemmas and over 7,000 teenagers worldwide to discuss moral, and emotional development. how children, adolescents, and adults used their spiritual and religious beliefs and The connection between spirituality their diff ering levels of abilities to reason practices.8 As a fi rst step in this process, and child development was fi rst introduced and resolve those dilemmas. Morals, values, the Search Institute developed a working by James Fowler, who wrote the 1981 and how they impact decision-making defi nition of spiritual that was separate from groundbreaking book The Stages of Faith. skills become exceedingly important religion. It became the basis for all other research in during adolescence as teenagers use their Spirituality has many meanings religion and spirituality. Over a three-year sense of values to evaluate what is the for many people. The best framework period, Fowler competed and analyzed right path to take. Religion with its sense for it is that it is a broader concept than nearly 600 interviews with men, women, of values and morality may assist in these religion in that it is anything that gives and children from ages four to 88, including decision-making skills. The University of meaning to life, what gives us purpose Jews, Catholics, Protestants, agnostics, and North Carolina found that 80 percent of and direction, and what encourages us atheists, to gain an understanding of how teens believed that their faith was a vital to strive toward something greater than they incorporated spirituality, personal infl uence in making important decisions ourselves. It consists of practices, beliefs, values, and religious experiences into their and choices.6 and experiences that create a commitment lives and how it shaped their identity. Erikson’s psychosocial theory of to a way of living that may or may not Fowler developed a developmental theory development focuses on the importance of be infl uenced by traditional religion or that integrated his fi ndings on spirituality social constructs such as culture, family, doctrine. A person most often inherits with the traditional developmental theories ideologies, and institutions in shaping the religion but makes a conscious decision to of Jean Piaget, Lawrence Kohlberg, and development of identity. Fowler proposed be spiritual. Milton H. Erickson.4 that religious beliefs are also a crucial One of the Search Institute’s most element of culture and identity and can important fi ndings was that the majority serve to give teenagers a foundation upon of the teenagers they spoke with stated Developmental Theories which they can fi nd a purpose to their that they would welcome an opportunity Integrated with Spirituality lives.7 to discuss their ideas about religion and Piaget was the fi rst psychologist to study Teenagers often search for a confi dant spirituality, and the role they play in their how children thought. He discovered that or someone that they can trust to confi de lives, with a caring and nonjudgmental children mature from concrete thinking, in. They envision someone who knows person. However, adolescents are where they only believe what they can see, them personally and does not judge them sometimes uncomfortable or inarticulate hear, or touch, to abstract thinking, where and who can off er them security and in their expression about religion and they can think and manipulate variables. support. Many adolescents will initiate a spirituality as it relates to them even Having a forum to explore such abstract personal relationship with God or another though they are curious. This occurs concepts as justice, equality, politics, and higher being through prayer to meet this because they aren’t asked their opinions religion among other complicated subjects need. Adolescents begin to understand about it often enough. This creates an can help hone that thought process. the importance of their relationship to atmosphere where teenagers may feel Fowler expanded Piaget’s theory to suggest the world at large and to search for where embarrassed, that their questions are silly, that young adults may begin to examine they fi t into the world and how they can or that it is not appropriate to care about other religions and beliefs besides their contribute to the world and society. religion.

Summer 2013 Young Adult Library Services YALS 39 Those Kinds of Books

Ann Trousdale, an expert on children’s Teens in our school need to have last modifi ed 2009, accessed May 6, 2013, literature and religion, explains that these religious reading opportunities, and www.exploring-spiritual-development. “stories invite children to enter a world not I’m glad we are giving them to them. (You com/JamesFowlersStages.html their own, vicariously to identify with the can access a list of titles with religious 5. Saul McLoud, “Jean Piaget.” Simply story’s characters and their situations, thus and spiritual themes on the YALS site at Psychology, accessed May 6, 2013, www. stimulating the emotions, the imagination, http://yalsa.ala.org/yals.) YALS simplypsychology.org/piaget.html cognitive powers and moral reasoning. 6. Melinda Denton, Pearce Lisa, and Such books may resonate with the child’s Christian Smith, “Religion and spiritual experiences or encourage them to References Spirituality on the Path Through think beyond their experiences.” 9 1. Casey H. Rawson, “Are All Lists Created Adolescence, “National Study of Books can serve as a guide toward Equal? Diversity in Award-Winning Youth and Religion, 8 (2010), integrating the cultural, social, moral, and Bestselling Young Adult Fiction.” www.youthandreligion.org/sites/ intellectual, and religious elements of Journal of Research on Libraries and Young youthandreligion.org/fi les/imported/ teenagers’ lives by providing them a forum Adults. June 14, 2011, accessed May 6, publications/docs/w2_pub_report_fi nal. to ask and answer the questions “Who 2013, www.yalsa.ala.org/jrlya/2011/06/ pdf (accessed May 22, 2013). am I?” “Why was I born?” “How can I are-all-lists-created-equal-diversity-in- 7. “Erikson’s Stages of Development.” The fi nd meaning in life and how can I fi nd award-winning-and-bestselling-young- Virtual Psychology Classroom, accessed my purpose?” These questions mirror the adult-fi ction/ May 6, 2013, http://allpsych.com/ essential questions of adolescence. 2. Offi ces for Intellectual Freedom, psychology101/social_development.html Librarians have historically been “Religion in American Libraries, a Q & 8. Vicki Zakrzewski, “The Case for fearless advocates for the right of young A” American Library Association, last Discussing Spirituality in Schools.” The adults to read. Books that explore the modifi ed 2013, accessed May 6, 2013, Greater Good: Science for a Meaningful spiritual and emotional experience of www.ala.org/offi ces/oif/statementspols/ Life, last modifi ed January 08, 2013, teenagers can serve as a guide toward otherpolicies/religionqanda accessed May 6, 2013, http://greatergood. integrating the cultural, social, moral, 3. Center for Youth Ministry Training, “The berkeley.edu/article/item/how_to_ intellectual, and religious elements of National Study of Youth and Religion discuss_spirituality_in_school teenagers’ lives by providing them a forum in a Nutshell.” Youth Ministry Today, 9. Ann Trousdale, “Intersections of to ask and answer the questions “Who accessed May 6, 2013, http://ymtoday. Spirituality, Religion and Gender in am I?” “Why was I born?” “How can I com/articles/2664/the-national-study-of- Children’s Literature.” International Journal fi nd meaning in life and how can I fi nd youth-and-religion-in-a-nutshell of Children’s Spirituality 10, no.1 (April my purpose?” These questions mirror the 4. Exploring Spiritual Development, “James 2005): 61–79. Academic Search Premier, essential questions of adolescence. Fowler’s Stages of Faith Development,” EBSCOhost, accessed April 15, 2013.

40 YALS Young Adult Library Services Summer 2013 feature Hot Spot: Teen Reading

uring the summer of 2012 I did something I never thought I Genrefy Your Dwould do—I genrefi ed the fi ction section in my library. I had considered it before, but it seemed like an unnecessary, daunting task. My attitude began to change Library: after reading blogs and articles about other librarians trying it and reporting substantial success. Another reason I began considering the change was admittedly Improve Readers’ personal. I hated being unable to make recommendations when students inquired about books in areas about which I had Advisory and Data- limited knowledge. I knew the popular and award-winning titles for most genres, but I was afraid some great ones were getting lost Driven Decision Making in the shelves. If the majority of the library was divided by subject using Dewey, why not the fi ction section? Why can’t all the By Stephanie Sweeney romance, mystery, sports, and “books like The Hunger Games” be shelved in their own categories? Yes, the genres are designated in the arose. Initially, the perks of such a system school year. I confess I had committed a library catalog by subject headings, but if appeared to be: cardinal sin of new librarianship: weeding your patrons are anything like mine, they and moving the collection in the fi rst wander aimlessly through the stacks or · Easier to make recommendations: year of a new position. While it was my ask me before they use the catalog to fi nd “Where are the war books?”—“In the fi rst year in the district, it was also my a book. As a librarian, advising readers dark purple historical fi ction section ninth working as a librarian, so I fi gured is part of the job, and a love of reading is with the war stickers.” I could do it successfully. I waited as long what got most of us into this position, at · It would be easier for students to fi nd as I could into the school year, but, by least initially. I began a new high school their favorite genres. the spring, I had to get started. Based position in the 2011–2012 school year · I would know precisely how many on my observations of students as they and was faced with a large collection about books were in each genre, which, worked, I felt the current organization which I knew nothing. I did not have any subsequently, would improve had students crisscrossing the library in help with readers’ advisory and students, collection development. too many subcollections to fi nd books for teachers, and administrators were looking projects and I needed to begin weeding for recommendations from the fi rst day. dated materials from both nonfiction Genrefi cation appeared to be a great Weeding and Moving and fi ction. readers’ advisory tool that I had been the Collection In the spring semester, after I overlooking. Genrefying the fi ction collection was part integrated the biographies and short When I initially toyed with the idea of a larger reorganization project that I story titles into the main collection, I of genrefying I sent out queries on various had undertaken during the 2011–2012 decided something needed to be done listservs, and the responses I received were overwhelmingly positive, convincing me STEPHANIE SWEENEY is a secondary librarian and adjunct to give it a shot. The benefi ts seemed to outweigh any concerns I had; I learned professor in educational technology and library science. She can be how to do it in a way that was (relatively) followed on Twitter at @liberrygurl and writes the blog Thoughts simple, as well as reversible if the need ever from a LiberryGurl found at http://liberrygurl.blogspot.com.

Summer 2013 Young Adult Library Services YALS 41 Genrefy Your Library

about the fi ction section. I didn’t like the on the book would become “Chick Lit FIC options I had and purchased two boxes of way the fi ction books were shelved in PIC” in the catalog. each color from Demco. It took some time one small area, causing quite a traffi c jam I had a plan of what to do, but I was before I settled on my fi nal list (following), when there was a class trying to select starting this project before school was which also refl ects the order of the books independent reading books. Seemingly out, so what parts of the project could on the shelves. I tried to keep similar the only way to solve this problem was be completed prior to the last day that genres together: to shift the entire main collection to the would not interfere with regular library center free-standing shelves and have the operations? The fi rst step in the process · Realistic Fiction (light blue)—appeals fi ction wrap around them on the outside was to run a shelf list that included to both guys and girls wall. This would allow the classes to circulation statistics and heavily weed. · Chick Lit (light purple)—Jodi spread out more and create a distinction There were many dusty, worn titles Piccoult, Louise Rennison, Nicholas between the sections. By this time, I also that the students were not reading. I Sparks, Gossip Girl series, includes began seriously toying with the idea of made a great deal of notes on my shelf friendships and relationships genrefying the collection. The more I read list—crossed out titles to delete from · Romance (red)—mostly about about it, the more I liked the idea. If I the catalog as I pulled the books (easier romantic relationships was already moving books, now seemed to work from paper than a cart of books · Historical Fiction (dark purple)— like the perfect time to do it. Summer when removing titles from the catalog), also includes multicultural stories that was approaching and there would be time noted titles to replace, started marking do not fi t elsewhere to reorganize everything before the next genres, and so forth. My paraprofessional · Science Fiction (dark blue) school year. deaccessioned the weeded books in the · Fantasy (yellow) fall, and we made them available for · Horror (green)—Vampires, anyone to take; some books went, but not werewolves, zombies, ghosts, Jaws, Planning many, so they were then boxed up and Exorcist, Stephen King—anything I decided to genrefy, but how was I going discarded. that is not clearly science fi ction or to do it? I knew how I wanted the library As I was weeding I learned more fantasy arranged but had to fi gure out a relatively about my collection in a week than I had · Manga (pink) painless process to get it that way. I had all year because I was handling every single · Mystery/Suspense (brown) seen some discussion in journals, blogs, book. I quickly realized we had many · Adventure (orange)—Espionage, and listservs on how other libraries did holes in our series books that needed to be quests, Tom Clancy, Alex Rider it, and there were number of excellent fi lled. This was a problem that might not series, Esther Friesner suggestions. I ultimately decided to follow have been identifi ed (and solved) in such · Sports (gray) the advice of Kathryn Makatche, who a timely manner without undertaking this · Guy Reads (light green)—Gordon sent me her blog post “User Friendly— project. I further discovered that there Korman, S. E. Hinton, Walter Dean Part 2” describing how she genrefi ed her were a number of graphic novels in the Myers library.1 collection and had to decide to keep them How to designate the books was a together as a genre or integrate them into One situation I had not anticipated concern since I did not want to redo all of the other areas. Handling the books in this was the number of authors who write in the labels. I thought Makatche’s idea of way while weeding aff orded me some time multiple genres. For example, the John using transparent colored labels and only and insight to think about which genres I Green books are scattered in several changing the catalog record was genius.2 wanted to use and the state of a collection sections—Romance, Realistic, Mystery, It would solve the problem of printing that was new to me. etc.—and this can be a bit confusing for thousands of labels and could be undone students. When working with classes, I relatively easily if the need ever arose. I have found that it helps to have a mobile would add the genre to the catalog record, Labeling and Reshelving card catalog available to locate books more but the call number on the book would Selecting the genres was diffi cult at times, successfully, since I have not memorized remain the same with the transparent and I went through several lists. I started where every book is, especially less popular colored label designating the appropriate by researching how many diff erent colored titles and authors. I tell my students about section. “FIC PIC” with a light purple label labels were available to see how many the Follett Destiny app and have it on my

42 YALS Young Adult Library Services Summer 2013 Sweeney

iPhone, enabling me to quickly look up stories are more about experiences and book carts as I worked. If the summer books while in the stacks. or the aftermath than the actual is not available for work, you can spread Some titles were hard to place since “adventure” part of it, so this seemed this project out over the year by doing they could fi t in many genres. If I had to be a better fi t in many cases. one section at a time. However you do it, multiple copies of a book that fi t in more · Romance or Chick Lit? Yes, one is planning is key so you do not run out of than one genre, then I put one copy romantic relationships and the other room once you get everything sorted. in each. For example, I put a copy of includes friendships. I may rethink Water for Elephants in the Romance and this down the road since they are Historical Fiction sections. rather similar and the Romance Additional Labels I was certain I didn’t want a “classics” section is pretty small. Besides labeling the genres, I wanted the section; I had to fi gure out what to do · Horror or Supernatural? Horror, other types of books that I had integrated with those types of books. English classes since Supernatural seems more into the fi ction and those with special compose literary analysis papers in limiting in scope. themes read by classes to stand out, so sophomore and senior years, so we have a · Graphic Novels section or integrate? I purchased stickers for short stories, number of such titles. I ended up placing I integrated because I did not have graphic novels, Asian, Holocaust, and war most texts into genres, hoping students enough colored labels and can themes. Even though I have resource lists would pick them up on their own. The designate the graphic novel book type in my catalog, it is easier to tell students “classics” I couldn’t fi gure out what to do with other stickers. Since I catalog to look for the appropriate sticker in the with, I placed in the 800s. Sometimes it felt the nonfi ction ones under the topic, I section they prefer when you have a whole like a cop-out, but they probably were not decided to do the same with fi ction. class roaming the shelves. going to be at the top of the independent Identifying series titles was important reading popularity list anyway. In the because we had so many, and I, like most future, if I need room in the fi ction Moving the Books librarians, certainly couldn’t remember section, and if the classic titles still are not Some people do this project during the the correct order of all of them. I did circulating, I may move more to the 800s. school year, but I chose to do it over the not like the series stickers available from The hardest areas to split up were summer. By doing it at this time, I did vendors because they do not have room the Realistic, Chick Lit, and Guy Reads not have any help, but I knew I had the to write in the number of the book, and sections. I endeavored to keep the books library space to myself until new teacher that was the only reason I was using the that would appeal to both sexes in the orientation in late August. It was not the label in the fi rst place. I also needed to Realistic section and the usual go-to books kind of sweaty work I wanted to do during be able to identify more than one series for reluctant male readers in the Guy the school year anyway, and audiobooks by an author, so I purchased colored Reads section. I spent a long time with (thank you Game of Thrones series) dot stickers (multicolored packs of the Chick Lit and Guy Reads sections helped pass the time. red, yellow, green, and blue, and single because I did not want to turn off readers Moving the books was a multi-step packs of orange) to put on the top of the based on the location of the book. It process. First, I had to shift the entire spines. Now the series books stand out, felt stereotypical to sort books in such a nonfi ction collection and half the fi ction readers clearly know which number it is, a manner, but I have noticed many students collection to free up the shelves I wanted shopping list of missing titles was created, gathered around these sections when for the new fi ction arrangement. Then I and the catalog records were updated classes come in. had to decide roughly how many sections to refl ect the correct series information. Other topics I was initially confl icted I was going to need in the fi ction area for The Mid-Continent Public Library has about were: each genre so I did not run out of room a tremendous database titled “Juveniles at the end. By changing the labels in the Series and Sequels” that was very helpful · Spy books—Mystery or Adventure? I card catalog and printing new genre shelf during this process.3 settled on Adventure. lists before moving anything, I was able After receiving new book orders in · War stories—Adventure or to see the size of each section and make the fall, I realized I would need to keep Historical? I chose Historical for some educated guesses. Since it was the track of which series had which color most since the story usually focuses summertime, I could also take advantage dot or I would be constantly going to the on a specifi c time period. Many war of spreading out the genres on the tables shelves when cataloging. I decided to keep

Summer 2013 Young Adult Library Services YALS 43 Genrefy Your Library

it simple, and mobile, by going a little old Luckily, they were easily fi xable. My fi rst manipulate. When running circulation school with index cards. I converted an piece of advice is do not throw out any statistics, I see a breakdown of each old index card box that I had used as a shelf lists. Keep the original you marked genre, and the initial results were truly consideration fi le and labeled the dividers up and any genre-specifi c ones you run surprising. My science fi ction circulations with the genres. On each index card I later. I made the mistake of working were twice as high as any other genre. The wrote the author on the top left corner on this project and toying occasionally only other genre that would come close is and the series, genre, and label color on with the Marc Wizard record updating if I were to combine the Realistic, Chick the top right, with the series titles in the program, forgetting that the fi les I had Lit, and Guy Reads into one section. The correct order on the card, highlighting imported into Marc Wizard were from popularity of the genres are as follows: the titles owned. The cards could easily before I changed all those call numbers. Science Fiction, Historical (may be be taken to the shelf to check for books, Several hundred of my call numbers had skewed for history class requirements, pulled to use for ordering, and referred to the genre removed when I imported the but war stories are popular), Horror, when cataloging. Sometimes paper just records for updating. Now, I had books Fantasy, Realistic, Chick Lit, Adventure, works the best. split into genres on the shelves and no Romance, Guy Reads, Sports, Mystery, genres on hundreds of records in the and Manga (far behind the rest). I can also system. This occurred at the beginning of see how many books I have in each genre Signs the school year, and I happened to have and immediately noted that more current While I knew what each color label a few light days that allowed me to make young adult mystery books are needed, corresponded to which genre, my patrons the necessary corrections, but I did not as well as sports titles. By running shelf were going to need some assistance have all the paperwork that I used during lists with circulation data, I can better through signage. I made signs with the the project, which would have made the understand which series are popular and list of genres in the appropriate colors to whole situation much easier to fi x. I had which titles students are fi nding that hang around the area. I took another idea to run a shelf list of the titles that were they did not before. It will be interesting from Makatche, who used Wordle to changed back to “FIC” and, in many cases, to compare this data over the next few make signs for each section out of word go to the shelves and double-check where years and analyze emerging trends. I can clouds highlighting terms related to each I put the book. Several titles I still can not also perform very specifi c data-driven genre.4 Instead, I used Tagxedo, which fi nd; I marked them as lost so that I am collection development now, which is is similar, but allows you to make the alerted when they are checked out. Several something I had not been able to do word clouds in shapes. The signs were in wayward texts have turned up, and I will before with the fi ction section. a shape and color that represented each probably fi nd the others during summer Dividing the collection into genres genre, such as a high heel for Chick Lit, inventory. also helped meet curricular goals. It is question mark for Mystery, alien giving While I am pleased with all of the diffi cult to talk to students about literature a peace sign for Science Fiction, bat for labels that were placed on the books, and and genres in a secondary setting because Horror, airplane for Adventure, and car they have proven to be highly eff ective, we don’t have regular classes as elementary for Guy Reads. Some shapes were diffi cult they do not always stick very well. You schools often do. This setup allows me to to pick, and others were determined by may need extra tape to keep them on, give an introduction to classes that come what worked best in the Tagxedo program. and as you catalog new items try to get as in for independent reading books, which The shapes with the fewest small lines many under the Mylar cover as possible. covers the genre portion of my curriculum. work the best—the high heel was easy, The stickers I use for special designations All of the students were unfamiliar with but the soccer ball was tricky to adjust to also require a little piece of tape to ensure the new layout this year; next year only my look right. The shapes were cut out, glued they stay on, particularly for skinny books, freshman will be new to the system. While onto construction paper for more color where they hang over the edges. it may be a very brief lesson, it is more than emphasis, and laminated. I previously had. I try to get the students to understand that while they may think Conclusions they only like certain genres, they may Mistakes and Tips One tremendous benefi t of the fi nd their favorite authors write other With large projects like this you are going genrefying project is that I have a wealth types of books or that the books that they to make a few mistakes—I certainly did. of new collection development data to like fall into diff erent categories than they

44 YALS Young Adult Library Services Summer 2013 Sweeney

realized. I share how I always said I did give them that starting point. The new In the end, I am pleased I sorted not like Science Fiction because I thought physical arrangement also allows the my fi ction books into genres. The task it was just Star Trek and Star Wars, but classes to spread out, as students do not required a great deal of planning and it includes dystopian settings like The grow frustrated trying to browse the same hard work, but I believe it has improved Hunger Games, Divergent, and Maze row with half the class. The Guy Reads patron access by helping them be more Runner (our 2012–13 One Book, One section is much more popular than I had independent searchers and discover new School selection), which I, and most of my anticipated, particularly with reluctant authors in genres they already favor. students, do enjoy. I also stress the number readers who are not into sports, quest, Genres have once again become a teachable of strong female protagonists showing up or war stories. Overall, I am seeing titles part of the secondary curriculum, and it in current Adventure and Sports books circulate that students were not reading is easier to make data-driven decisions and encourage female students not to before. in collection development for the fi ction overlook these genres. Initially, I had Another unexpected outcome I have portion of my library collection. For reservations about turning off readers to observed is what appears to be an increase anyone considering making the change, do books because of the genre designation, in discussions among students when it and the only question you will have is but the genrefi cation process has not looking for independent reading books. “why did I not do it sooner?” YALS appeared to deter students who really want Because they are standing in front of all to read a certain book. I have had male the books in the genre they prefer, the students check out Ellen Hopkins books students seem to be making more specifi c References and female students explore the Adventure recommendations to each other than in the 1. Kathryn Makatche, “User-Friendly?— section. past. As soon as one student declares aloud part 2,” Eternal Learning of the Open Patron reaction to the new system that he or she does not know what to pick, Mind December 14, 2011, accessed has been positive. I have heard many the ones around him also looking at that June 2, 2013. http://makatche.blogspot. comments about being able to fi nd particular genre begin making suggestions. com/2011/12/user-friendly-part-2.html books more easily and have observed the It is not just friends helping friends 2. Makatche, 2011. same behavior from classes visiting for either; students appear willing to make 3. “Juvenile Series and Sequels.” Mid- independent reading selections. Before, suggestions to anyone. It is helpful for me Continent Public Library, last modifi ed many students did not know where to to overhear and join in these discussions 2013, accessed May6, 2013, www. start looking for books they might like in to get an idea of what my students are mymcpl.org/cfapps/juvser/title.cfm the fi ction section—the new subsections currently reading. 4. Makatche, 2011.

Guidelines for Authors

Young Adult Library Services is the offi cial publication of the Young relating to teen services and spotlights signifi cant activities and Adult Library Services Association, a division of the American programs of the division. Library Association. Young Adult Library Services is a vehicle for For submission and author guidelines, please visit www.yalsa. continuing education of librarians working with young adults (ages ala.org/yals/ and click on “Submissions.” twelve through eighteen) that showcases current research and practice Index to Advertisers

AAAS/Science ...... 32 Disney-Hyperion Books ...... Cover 4 David Curry Kahn ...... 36 Tor/Forge Books ...... Cover 3

Summer 2013 Young Adult Library Services YALS 45 feature Hot Spot: Teen Reading

children’s eyes and fi nd the right books Do You Read for teens, like the one who is looking for something beyond the Across the Universe series, was because I read. I READ BOOKS. You might think Books? this is a stupid statement. A “Well, duh!” statement, but unfortunately, it isn’t. You would be surprised to fi nd out how many By Karin Perry school librarians don’t read books and if they do, they don’t read children’s or young adult literature. Many of the conference presentations I give, naturally, involve books and every time I am shocked by the number teen walks into a library. Yes, it there’s a good chance of making the reader of people in the audience that don’t raise sounds like the start of a joke, happy. The fi nal scenario can go either their hands when I ask if they’ve read Lois Abut it isn’t. For school librarians way. One thing the staff member can Lowry’s The Giver or many of the other everywhere, this is a daily, hourly already tell is this teen does like to read books I mention. I’m even more distressed occurrence. So, let’s start again. A teen books. One option is to fi nd something to hear, “I don’t have time to read books,” walks into a library. He/she walks up the teen will read in another genre. It when chatting with teachers and librarians. to the librarian and says, “I just fi nished might take a little time and sometimes After hearing this one too many reading The Hunger Games, what should the teen won’t want to take the chance on times, I created a survey to fi nd out just I read next?” Or, “My teacher sent me something diff erent and choose to reread how much librarians do or don’t read here to get a book, but I hate to read.” Or, something familiar, but it’s an opportunity books and from that, determine if there “I just fi nished Beth Revis’s Across the to expand the teen’s reading repertoire, is a connection between the amount the Universe series and I’ve already read all the and that can be a great opportunity. librarian reads books and how much book other sci-fi you have. What should I do?” I’m currently an Assistant Professor reading is promoted in the library. My These three scenarios present three of Library Science at a Texas University, hypothesis being, the more a librarian diff erent problems. The fi rst one is BUT in my heart I’m still a public school reads books, the more a librarian will do to probably the easiest as the library staff librarian. I enjoyed my time working at encourage students to read books. member most likely just needs to show both an elementary school and a middle In total, I received 429 responses. the teen some other post-apocalyptic and school. As an elementary librarian I 97 percent of the respondents were female. dystopian titles. The second one might be was able to witness the light in the eyes 46 percent work in elementary libraries, tougher since the staff member is dealing of the little ones during story time. At 22 percent work in middle school libraries, with a reluctant reader, but as long as the middle school I enjoyed hosting and 25 percent work in high school she fi nds a book that isn’t intimidating in book clubs and putting books in teens’ libraries. The remaining 7 percent fi t into length, and jumps right into the action, hands. The reason I was able to light up the Other category, K–8, K–12, etc. The fi rst question about reading was simply, how many books a month do KARIN PERRY is an Assistant Professor of Library Science at you read for pleasure? As you can see in Sam Houston State University in Huntsville, Texas. She reads fi gure 1, the majority responded two to children’s and young adult literature in her spare time and four books a month, but for the purpose posts about her reading on her blog and Goodreads (www. of this article, I wanted to focus on the two karinsbooknook.com and www.goodreads.com/kperry). In extremes—the librarians who read zero to one book a month (11 percent) and the addition to reading, her interests are teen reading motivation, librarians who read seven or more books promoting reading for pleasure, social networking, Web 2.0, a month (24 percent). That fact that 11 censorship, and mobile technology. You can reach her with percent don’t read books may not seem like questions or comments at [email protected]. a large number, but these are the people

46 YALS Young Adult Library Services Summer 2013 Perry

who work specifi cally with children and teens; the people that are in a position to Figure 1. How many books do you read for pleasure every month? infl uence and encourage reading books for Answered: 425 Skipped: 4 pleasure. How can this fact not infl uence their amount of book promotion? 0–1 Any kind of reading is valuable; however, in order to provide quality book recommendations to students, librarians 2–4 need to be knowledgeable about the literature at their grade levels. It is rare 5–6 that I read a novel published for adults. (Although there are several books that 7 or more I read that can be considered crossover books, meaning even though they are 0% 20% 40% 60% 80% 100% adult books, they can appeal to the young adult audience as well. Another thing to Answer Choices Responses be aware of is the New Adult category, 0–1 10.59% 45 which features characters ranging in age from 18 to their early 20s and involved in 2–4 43.76% 186 more “adult” situations like college, living 5–6 21.88% 93 away from home for the fi rst time, military 7 or more 23.76% 101 service, and fi rst serious relationship.) With the number of children’s and young adult Total 425 books published each year I have plenty to keep me busy. I choose to focus on this literature because it is my fi eld. I consider it important to be able to provide book suggestions to children, teens, parents, Figure 2. Most of the time, do you read Childrens/YA teachers, and librarians and I couldn’t do Literature or do you read Adult books? that if I didn’t read those books. Figure 2 Answered: 146 Skipped: 0 shows both groups (zero to one book and Childrens/YA seven or more books) and their responses Adult to whether or not they read adult books or Q4: 0–1 children’s or young adult books MOST of the time. As you’ll be able to see, there isn’t a lot of diff erence between the responses. Q4: 7 or more Both groups read more children’s and YA than adult books, although the seven or more group did read more children’s and YA and less adult than the other group. 0% 20% 40% 60% 80% 100% While these results don’t provide support for my hypothesis, it is interesting Childrens/YA Adult Total to see that more of the zero to one group Q4: 0–1 66.67% 33.33% 30 15 45 reads adult books than the seven or more group. This tells us that, for those people, Q4: 7 or more 75.25% 24.75% 76 25 101 even though they read one book a month it isn’t necessarily a book that can be Total Respondents 106 40 146 recommended to the teens they serve.

Summer 2013 Young Adult Library Services YALS 47 Do You Read Books?

So, a third of the 11 percent who read zero Figure 3. How often do you provide booktalks to classes? (Check the response that most to one book a month, most likely, don’t closely matches your answer) read books that can be shared with teens, Answered: 113 Skipped: 33 unless they happen to be crossover books. The next question in the survey is Never where the results really get interesting Once a month Q4: 0–1 (see fi gure 3). When asked how often the Once a grading period librarian provides booktalks to classes, Twice a year the majority (34 percent) of the zero to Once a year one book group answered “Never.” This Q4: 7 or more compares to 8 percent of the seven or more group. The most popular answer for the seven or more group was “once a month” at 0% 20% 40% 60% 80% 100% 63 percent. This is the fi rst survey question that appeared to support my hypothesis. Never Once a Once a Twice a Once a Total Next I focused on the amount of Month grading year year time the librarian shared what he was period reading with the students. I asked if they Q4: 0–1 34.29% 28.57% 20% 11.43% 5.71% CONSISTENTLY shared their books 12 10 7 4 2 35 with students and provided examples like Q4: 7 or more 7.69% 62.82% 16.67% 10.26% 2.56% posting signs or just talking to students. 6 49 13 8 2 78 Talking about the books you are reading 18 59 20 12 4 Total Respondents 113 is one of the easiest ways to “create an environment where reading for pleasure is valued, promoted, and encouraged.”1 For instance, for years I have had two clear pockets taped to my offi ce door (even Figure 4. Do you consistently share what you are reading with your students? when I was a school librarian). One is (Post signs on your door, talk to kids about the books, etc.) titled “Currently Reading” and the other Answered: 145 Skipped: 1 “Currently Listening To.” Every time I start a new book I print off the picture of Ye s the cover and slip it in the pocket. This Q4: 0–1 No does two things: (1) encourages discussion about the current book I’m reading and (2) reminds people that listening to audiobooks is reading, too. Q4: 7 or more The results for this question are similar for the two groups in the fact that they both had more people answer “Yes” than “No” 0% 20% 40% 60% 80% 100% (see fi gure 4). However, the zero to one book group was very close at 51 percent Ye s No Total “Yes” and 49 percent “No.” Since 84 percent Q4: 0–1 51.11% 48.89% of the seven or more group responded “Yes,” 23 22 45 it would be interesting to know whether or Q4: 7 or more 84% 16% not these readers naturally model or if they 84 16 100 model because they know the importance of Total Respondents 107 38 145 “talking” to teens about books. Basically, is it natural or deliberate?

48 YALS Young Adult Library Services Summer 2013 Perry

The fi nal survey question asked the Figure 5. Readers Advisory respondents to rank the importance of the diff erent tasks of the school librarian 4.44% 1 22.22% 2 from one to fi ve (one being the most Q4: 0–1 28.89% 22.22% 3 important). The choices were Teaching 22.22% Information Literacy Lessons, Being a Part 4 28.71% 5 of the School Leadership Team, Reader’s 17.82% Advisory, Collaborating with Teachers, and Q4: 7 or more 21.78% 19.80% Administrative Duties. What I was looking 11.88% for was the attitudes of the librarians in terms of what they did during the workday. 0% 20% 40% 60% 80% 100% Overall, when taking all the survey responses into account, “Collaborating with Teachers” was ranked most important proven. The more a librarian reads books, · Acquires and promotes current, high- with 44 percent of the respondents giving the more readers’ advisory and other quality, high-interest collections of it a one out of fi ve. As a library science reading promotions are done in the school. books and other reading resources in professor, I am extremely happy to see that School librarians have many roles: multiple formats. collaboration is so important to librarians. instructional partner, information · Develops initiatives to encourage and The most interesting results are the specialist, teacher, and program engage learners in reading, writing, responses to the readers’ advisory role. administrator—all of which are important. and listening for understanding and When comparing the two groups, there However, according to Standards for the enjoyment. are glaring diff erences in opinions about 21st-Century Learner, “reading for pleasure · Fosters reading for various pursuits, the importance of this role (see fi gure 5). is at the core of the school librarian including personal pleasure, In the seven books or more group, 29 program.”2 It is important to remember knowledge, and ideas. percent ranked readers’ advisory as the most that not all reading for pleasure needs to · Creates an environment where important task of the librarian with the be fi ction books. Nonfi ction books can independent reading is valued, majority giving it a one out of fi ve. What is provide just as much enjoyment for a promoted, and encouraged. amazing to me is the diff erence between this reader. In many cases, reading for pleasure · Motivates learners to read fi ction and group’s response and the zero to one book can be connected to the curriculum. For nonfi ction through reading aloud, group’s response. Only 4 percent of the zero instance, suppose a social studies class booktalking, displays, exposure to to one group ranked readers’ advisory as is studying the American Revolution. authors, and other means. the most important. This isn’t to say they There are a number of authors that have are wrong. Remember, I’m simply looking published fascinating novels set in that In order to prove my money is where at attitudes and as stated above, overall, time period. By providing teens access to my mouth is, here are my reading stats as of “Collaborating with Teachers” was ranked these novels, the classroom discussions and the writing of this article (April 15, 2013). as most important. It is just that this small projects can be deeper and richer, by giving I have read 99 books or 16,834 pages in the part of the survey really shows a lot about the teens a look inside life during these 105 days so far in this year. That averages the attitudes between librarians that read turbulent times through the characters’ to about 1 book or 160 pages per day, 6.5 books for teens and librarians that don’t eyes. Empowering Learners: Guidelines for books or 1,112 pages a week, 28 books or read books for teens (as much). School Library Programs provides clear 4,810 pages a month. I’ve read novels, picture The majorities of the two groups not actions school librarians should take in books, poetry books, graphic novels, and discussed specifi cally in this article, two to order to promote reading as a foundational listened to audiobooks. EVERYTHING four books and fi ve to six books, ranked skill for learning, personal growth, and I’ve read has been children’s or YA. readers’ advisory two out of fi ve. And, as enjoyment.3 While some of them involve People sometimes ask me how I read so you can see in fi gure 5, the majority of the collaborating with teachers and other much (and believe me—I read a lot less than zero to one book group ranked readers’ members of the community, the tasks some of my colleagues—for example you can advisory three out of fi ve. After examining listed below are ones a school librarian can fi nd out all the reading Teri Lesesne does the results, I would say my hypothesis is plan and carry out on her own, if need be: on her blog www.ls5385blog.blogspot.com.)

Summer 2013 Young Adult Library Services YALS 49 Do You Read Books?

Below is a list of the things I do that allow only keeps track of your books on a “shelf,” With all the resources available, my me to read the amount I do. These are things but it also automatically creates blog posts question to librarians that don’t read ANYONE can do (and you can, too): out of your reviews and comments. This books (or fi t in this zero to one book is nice for busy people who fi nd it hard to a month group) is, why? How can you 1. I don’t watch much TV. maintain several social media presences. confi dently suggest books to students 2. I listen to audiobooks in the car Riffl e is the newest one I’ve explored. If if you don’t read them? If you don’t instead of the radio. you like Pinterest and its layout, you’ll like suggest books to students, how can you 3. I read books every day. Riffl e. It is very similar in format. make connections with teens? How do 4. I read young adult novels, graphic If you need help with book promotion you create lifelong learners if you don’t novels, picture books, tween books, etc. ideas, there are websites that can help with encourage reading books? How do you 5. I set goals. (Last year I read two that, too. If you are in a middle school encourage reading books if you don’t set hundred books and this year I’ve or high school you’ll defi nitely want to an example? challenged myself to read two visit the Teen Read Week Ning, http:// Go now. Read books and set an hundred and fi fty.) teenreadweek.ning.com/. It is fi lled with example for the students in your life. YALS booklists and program ideas that fi t the There are many social networking theme. The theme for 2013 is Seek the sites that can help you locate books to Unknown—@ your library. Also, don’t References read and keep track of your reading. I use forget the 2003 American Association of 1. American Association of School Librarians, Goodreads (you can fi nd my profi le at School Librarians (AASL) publication, Empowering Learners: Guidelines for School www.goodreads.com/kperry), but there are Toolkit for School Library Media Programs. Library Programs (Chicago:American many other sites that do the same thing. It is fi lled with useful information and Library Association, 2009). It is all a matter of taste. You can choose ready-to-use activities. Finally, I would 2. American Association of School LibraryThing or Shelfari, which have been suggest joining Twitter. You will fi nd a Librarians, Standards for the 21st Century around for a while. Or, you can try some multitude of book suggestions, promotion Learner. (Chicago: American Library new sites. Booklikes is unique (and I really ideas, and program ideas just by following Association, 2008). like it, but I’ve been with Goodreads so people like you—librarians (also, bloggers 3. American Association of School long I hesitate to leave). Booklikes not and authors are good to follow, too). Librarians, 2009, p21.

Encourage teens to Seek the Unknown this fall during Teen Read Week™, October 13–19. Use these products to highlight a variety of genres in your collection, and to promote pleasure reading in all forms. Find out more at www.ala.org/teenread.

2013 TRW READ Poster File TM

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2013 TRW Manual Download Includes 3 web fi les and a fl yer template $29 2013 Teen Read Week Poster 22" x 28" $16 Seek the Unknown Bookmark See all available products at alastore.ala.org/trw. 6" x 2" $9 Order by September 26, 2013 to receive your products in time for Teen Read Week. 50 YALS Young Adult Library Services Summer 2013 the YALSA ASSOCIATION NEWS update

Find the latest YALSA news every Friday at the YALSA Blog, http://yalsa.ala.org/blog.

Teens’ Top Ten Voting Excellence in Nonfiction for · PowerPoint presentation Starts Aug. 15 Young Adults Award · script eens’ Top Ten (TTT) voting Todd Krueger · introductory essay begins August 15 and ends Drue Wagner Mees · list of additional resources. T September 15. The votes will Joy Millam determine the 2013 Teens’ Top Ten Brenna Shanks The Understanding Teen Behavior booklist, which will be announced for a Positive Library Experience online during Teen Read Week, Michael L. Printz Award curriculum is designed to provide tips and October 13–19. Robin Brenner resources to make addressing teen behavior Librarians seeking new titles for Diane Colson easy for staff . The Strengthening Teen readers’ advisory, collection development, Angela Frederick Services through Technology kit provides or simply to give to their teens as part of Shelly McNerney libraries with 1) resources to help library summer reading programming can see workers gain confi dence in using tech the 2013 nominations (a list of 28 titles) Interested in running for offi ce or want resources with teens and 2) specifi c tech on the TTT website at www.ala.org/ to nominate a colleague? Contact Sarah tools that can easily be incorporated into teenstopten. There is also a TTT toolkit Flowers, chair of the 2014 Governance library services for teens with bookmarks and fl yers, program Nominating Committee at sarahfl owers@ Each kit costs $175 for a digital ideas, and much more. All geared to charter.net. Or, Pam Spencer Holley, download or $199 for a paper edition with helping you encourage teens to read the [email protected], Chair of the 2014 a CD containing PowerPoint presentations nominated titles. You also won’t want Awards Nominating Committee. (binder-ready, three-hole punched and to miss the new teen friendly Reads for tabbed). Bulk pricing is available at 20 Teens website at www.ala.org/yalsa/ percent off orders of 25 or more. Visit the reads4teens. Help for you and your ALA Store at www.alastore.ala.org to order Co-Workers to Make yours today or www.ala.org/yalsa/young- Serving Teens Easier! adults-deserve-best for more information, YALSA 2013 Election Did you know that YALSA just published including two free webinars that each demo Results two instructional kits by trainers and a diff erent kit module. geared to library directors, library staff , and President-Elect trainers? These kits provide professional Chris Shoemaker development tools via customizable New Issue of JRLYA PowerPoints, a complete script, and Available Board of Directors optional group activities. The kit curricula Multiracial identities, gender stereotypes Maureen Hartman are based on YALSA’s national guidelines and questionable young adult literature Krista McKenzie Competencies for Librarians Serving cover art are topics explored in the newest Youth:Young Adults Deserve the Best. online, open access issue (Volume 3: April Margaret A. Edwards Kits are organized into modules, and 2013) of YALSA’s Journal of Research Award trainers can mix and match them into one on Libraries and Young Adults (JRLYA), Alicia Blowers hour or foull-day trainings. Each kit includes: available at http://yalsa.ala.org/jrlya. Sophie Brookover The issue features the following peer Gail Zachariah · a literature review reviewed articles:

Summer 2013 Young Adult Library Services YALS 51 · “This, That, Both, Neither: The Chicago, awards were presented to 20 9. Cayce Hoff man – Teen Tech Badging Of Biracial Identity In Young innovative teen programs that will also Triathalon at Baltimore County Adult Realism” by Sarah Hannah be featured in a sixth edition of Excellence (Md.) Public Library Gómez, graduate student, Graduate in Library Service to Young Adults, edited 10. Sarah Bean Thompson – Teen/Child School of Library and Information by Laura Pearle for YALSA. These Collaboration at Springfi eld-Greene Science, Simmons College successful programs focus on addressing County (Mo.) Library · “Taking a Dip in the Crazy Pool: new or ongoing teen needs or interests in 11. Marika Staloch – Createch at St. The Evolution of X-Women From innovative or unique ways. Paul (Minn.) Public Library Heroic Subject to Sexual Object” The top fi ve programs received cash 12. & 13. Amy Boese – Teen Tech Summer by Suzanne M. Stauff er, associate awards of $1000 each to be used with Camp at Ramsey County Library – professor, School of Library and future teen programs and include: Maplewood (Minn.) and Ellie Information Science, Louisiana State Davis – Zombie Walk/Prom at the University 1. Gina Macaluso – iTNation at Pima Sweetwater County Library (green · “YA Literature: The Inside and County (Ariz.) Public Library River, Wyo.) Cover Story” by Regina Sierra 2. Andrea Sowers – Prom Fashion 14. Theresa Ramos and staff – Don’t Fall Carter, PhD student, Graduate Show at Joliet (Ill.) Public Library Down in the Hood at Free Library of School of Library and Information 3. Rachel Mcdonald – Book Club at Philadelphia (Pa.) Science, University of Illinois at Foster & Skyway Libraries, King 15. Courtney Lewis – The Night of Writing Urbana-Champaign County (Wash.) Library System Dangerously at Wyoming Seminary 4. Maureen Hartman – Be @ School at College Preparatory School (Pa.) JRLYA is currently accepting Your Library at Hennepin County 16. Tom Spicer – DIY Service to Teens manuscripts on topics that advance (Minn.) Library at Arlington Heights (Ill.) Memorial YALSA’s Research Agenda. Manuscripts 5. Kelly Czarnecki – Teen Fashion Library based on original qualitative or quantitative Apprentice at ImaginOn: Charlotte 17. Dawn Rutherford – Tech/Gadget/ research, an innovative conceptual Mecklenburg (N.C.) Library Gift Coaching Program at Sno-Isle framework or a substantial literature Libraries (Marysville, Wash.) review that opens new areas of inquiry and 15 “best of the rest” programs received 18. Jeanne McDermott – Film investigation are welcome. Please see the cash awards of $250 and are: screening for Teen Dating Violence Author Guidelines section of the website, Month at Amagansett Free Library http://www.yalsa.ala.org/jrlya/, for more 6. Angie Manfredi – Teen Tech Week (N.Y.) information on submitting manuscripts. Lock-In at Los Alamos County 19. Mirele Davis – Skype Encounters at (N.M.) Library System Charles E. Smith Jewish Day School 7. Jessica Fenster Sparber and Regan (Rockville, Md.) Excellence in Library Schwartz – iPads With Incarcerated 20. Faythe Arredondo – TCL Teen at Services to Young Youth at Passages Academy and Tulare County (Calif.) Library Adults 2012 Program Literacy for Incarcerated Teens (New Award Winners York, N.Y.) The sixth edition of Excellence in During the YALSA President’s Program 8. Emily Calkins – Slender Night at Library Services to Young Adults will be at ALA’s 2013 Annual Conference in Milton (Mass.) Public Library available in summer 2014. YALS

52 YALS Young Adult Library Services Summer 2013 The Rithmatist is the fi rst in a new series. “Deep and richly invented.... Sanderson at his best.” —ORSON SCOTT CARD

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