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The official journal of the Young Adult Library Services Association Association Library American | young adult Studio Design Distillery by Design | library services www.alastore.ala.org

volume 5 | number 4 SUMMER 2007 Issn 1541-4302 $12.50

ISSUE! TEEN READ WEEK

Teen Read Week™ is a national literacy initiative sponsored by the Young Adult Library Services Association, the fastest growing division of the American Library Association ★ “A spare, eloquent memoir.”* IBTISAM BARAKAT IBTISAM BARAKAT

A Palestinian Childhood

★ “This moving memoir of a Palestinian woman’s ★“What makes this memoir so compelling is the childhood experiences during the Six-Day War and immediacy of the child’s viewpoint, which depicts its aftermath is presented in beautifully crafted both conflict and daily life without exploitation or vignettes . . .The author’s love for the countryside sentimentality. There’s much to talk about here.” and her culture shines through her bittersweet —*Starred, Booklist recollections.” —Starred, School Library Journal “This rare and timely memoir tracks Barakat’s amazing story of survival.” —Publishers Weekly ★ “A compassionate, insightful family and cultural portrait." —Starred, Kirkus Reviews “This book is very eye-opening—it tells the side of the story that you never learn about in history “An extremely compelling memoir about a young class and in the news, and it is really well written." Palestinian girl who lived through the Six-Day —A YALSA YA Galley Teen Reader War in the Middle East . . . Interesting [and] heartwarming." —A YALSA YA Galley Teen Reader

Melanie Kroupa Books • $16.00 / 978-0-374-35733-7 / Ages 12 up • Map / Historical note FARRAR • STRAUS • GIROUX www.fsgkidsbooks.com The official journal of the Young Adult Library Services Association young adult library services

vol ume 5 | nu mber 4 summer 2007 Issn 1541-4302

YALSA Perspectives 38 Reading—It’s Not Just about Books Linda W. Braun 6 Fifty Years of YALSA—and Reading for the Fun of It! 41 LOL on Screen Robyn Lupa Mary Arnold 8 Surveys 43 Got Laughs? What Members Want Programs @ your library Nichole Pereira Sarah Flowers Teen Perspectives Literature Surveys and Research 10 Teens and Reading 46 Early Adolescents’ Reading Habits Stacy L. Creel My Flamingnet Perspective Seth Cassel The View from ALA Plus . . . 13 Spectrum Scholars Celebrate Ten Years 2 From the Editor Author Perspectives Reading and Laughing 16 The Power of Words Sarah Flowers, Guest Editor An Interview with Brian James 3 From the President Dominique McCafferty Judy Nelson

Best Practices 40 Guidelines for Authors 19 A New Mantra 40 Index to Advertisers An Interview with Michael Stephens 51 Professional Resources Meg Canada 53 The YALSA Update 21 Building Teen Communities Online Listen, Listen, and Listen CD McLean 27 Gaming in Libraries 2.0 Katherine Makens About This Cover Hot Spot: LOL @ your library® LOL @ your library® is the official theme for 29 Teen Read WeekTM Collaboration this year’s Teen Read WeekTM , pushing teens to Megan Fink read something light, entertaining, and humor- 31 Get Out the Vote for Teens’ Top Ten ous. Teen Read Week is a national literacy ini- Diane P. Monnier and Diane Tuccillo tiative of YALSA to encourage young adults 34 Audiobooks that Tickle the Funny Bone to read just for the fun of it. This year Teen Francisca Goldsmith Read Week is October 14–20. Poster design 36 Looking for the Comic in Graphic Novels? by Distillery Design Studio. Try These Humorous Reads for Teens! © 2007 American Library Association. Dawn Rutherford Available at www.alastore.ala.org or by calling 1-800-746-7252. YALSA Editorial Advisory Committee Carol I. Marlowe, Chair, Rahway, New Jersey; Julie Thomas Bartel, Sandy, Utah; Francisca Goldsmith, Berkeley, California; Sara Ryan, Portland, Oregon; Nicole M. Mills, Palatine, Illinois; Mary Anne Nichols, Fairlawn, Ohio from the YALSA Publications Committee (performing referee duties and providing advisory input for the journal) Julie Bartel, Chair, Salt Lake City, Utah; Sophie Brookover, Voorhees, New Editor Jersey; Erminia Mina Gallo, Seven Hills, Ohio; Cheryl D. McLean, Tampa, Florida; Julie Marie Scordato, Reynoldsburg, Ohio; Laura Leonard Stiles, Austin, Texas; Amy Alessio, Schaumburg, Illinois Editor Sarah Flowers, Valerie A. Ott YALSA Executive Director Guest Editor Beth Yoke YALSA Division Coordinator Stephanie Kuenn Reading and Laughing Circulation Young Adult Library Services (ISSN 1541-4302) is published four times a Hello, I’m Sarah Flowers, and I’m filling in for Valerie Ott for this year by the American Library Association (ALA), 50 E. Huron St., Chicago, IL 60611. It is the official publication of the Young Adult Library Services issue, because she is busy with her newborn daughter. This has Association (YALSA), a division of ALA. Subscription price: members of been a delightful experience for me, and I am especially pleased to YALSA, $25 per year, included in membership dues; nonmembers, $50 per TM year in the U.S.; $60 in Canada, Mexico, and other countries. Back issues have been able to work on this Teen Read Week (TRW) issue of within one year of current issue, $15 each. Periodicals postage is pend- YALS, since I love this year’s theme: LOL @ your library®. I know ing at Chicago, Illinois and additional mailing offices. POSTMASTER: laughing isn’t always the first thing that teens associate with librar- Send address changes to Young Adult Library Services, 50 E. Huron St., Chicago, IL 60611. Members: Address changes and inquiries should be sent ies, but some of the articles in this issue might help librarians get to Membership Department, Changes to Young Adult Library Services, 50 teens to change their minds about that. E. Huron St., Chicago, IL 60611. Nonmember subscribers: Subscriptions, orders, changes of address, and inquiries should be sent to Changes to Young For example, Dawn Rutherford provides a list of graphic nov- Adult Library Services, Subscriptions, 50 E. Huron St., Chicago, IL 60611; els to make teens laugh, and Francisca Goldsmith suggests some 1-800-545-2433, press 5; fax: (312) 944-2641; [email protected]. humorous audiobooks. Robyn Lupa, Megan Fink, and Nichole Statement of Purpose Pereira all have suggestions for LOL programs and activities for Young Adult Library Services is the official journal of the Young Adult Library Services Association (YALSA), a division of the American Library TRW at your library. Then there are some ideas in this issue Association. YALS primarily serves as a vehicle for continuing education for librarians serving young adults, ages twelve through eighteen. It will include about other ways of “reading” during TRW. Linda Braun talks articles of current interest to the profession, act as a showcase for best prac- about reading blogs and wikis (which can be pretty funny at tices, provide news from related fields, publish recent research related to YA librarianship, and will spotlight significant events of the organization and times), Katherine Makens shares some insights about gaming with offer in-depth reviews of professional literature. YALS will also serve as the teens, and Diane Monnier and Diane Tuccillo talk about teens official record of the organization. reading for YALSA’s YA Galley Project. Production Seth Cassel, a Maryland sixteen-year-old, shares his experi- ALA Production Services—Troy D. Linker, Angela Hanshaw, and Chris Keech. ences in setting up a Web site for teen book reviewers and tells us a little about what his reviewers like to read. Meanwhile, Stacy Advertising The Goldman Group, 14497 N. Dale Mabry Hwy., #205N, Tampa, FL Creel and some of her students at St. John’s University went out 33618. (813) 264-2772; [email protected]. YALS accepts advertising for and surveyed teens in malls and other places to find out what they goods or services of interest to the library profession and librarians in service to youth in particular. It encourages advertising that informs readers and were reading. Since YALSA believes so strongly and actively in provides clear communication between vendor and buyer. YALS adheres to youth participation, these articles are a great way for us all to see ethical and commonly accepted advertising practices and reserves the right to reject any advertisement not suited to the above purposes or not consistent how real teens are reading in other parts of the country and how with the aims and policies of ALA. Acceptance of advertising in YALS does that compares to the teens in our own libraries. not imply official endorsement by ALA of the products or services advertised. And, okay, the books of Brian James aren’t exactly hilarious, Manuscripts but teens certainly are reading them, and Dominique McCafferty’s Manuscripts and letters pertaining to editorial content should be sent to YALSA, 50 E. Huron St., Chicago, IL 60611; e-mail: [email protected]. interview with James makes for some fascinating reading. Manuscripts will be sent out for review according to YALS’s established ref- With all the suggestions here, you’ll have many ways to show eree procedures. Visit www.ala.org/yalsa for further information. the teens in your community that libraries—and librarians—can Indexing, Abstracting, and Microfilm be fun. So LOL all the way through TRW! For more booklists Young Adult Library Services is indexed in Library Literature, Library & Information Science Abstracts, and Current Index to Journals in Education. and TRW ideas, be sure to check out the TRW Web page at www Microfilm copies of Journal of Youth Services in Libraries and its predecessor, .ala.org/teenread. YALS Top of the News, are available from ProQuest/Bell & Howell, 300 N. Zeeb Rd., Ann Arbor, MI 48106. 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. ∞ © 2007 American Library Association All materials in this journal subject to copyright by the American Library Association may be photocopied for the noncommercial purpose of scien- tific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. For other photocopying, reprinting, or trans- lating, address requests to the ALA Office of Rights and Permissions.

YALS | Young Adult Library Services | Summer 2007 from the President Judy Nelson

ll year I’ve been saying that level of material controversy. But when you acceptable form YALSA is “still reading after all work with teens you come to expect chal- of “reading.” We A these years.” Promoting reading is lenges inside and outside of the profession. look for ways one of the things we do best. As you gear As an organization we have defended to support our up for Teen Read WeekTM (TRW), con- contemporary literature for teens starting advocacy role gratulate yourselves for being in the fore- back with such titles as Maureen Daly’s with new awards such as the upcoming front of connecting teens with reading, but Seventeen, S. E. Hinton’s The Outsiders, and Odyssey Award and evolving selection lists it hasn’t always been LOL, has it? Robert Cormier’s The Chocolate War. Two such as the Great Graphic Novels list. Librarians have been defending books of these titles continue to be challenged As I write my last presidential col- and other materials from censors for fifty as inappropriate for teens today. As the umn, YALSA is preparing to celebrate its years. You are about to deal with the arrival decades passed, we have been accused of tenth TRW event. For ten years, YALSA of both the fifth Harry Potter movie and promoting “grim” or “gritty” novels such as has created a special event about teens and the seventh and final Harry Potter novel. I Robin McKinley’s Deerskin, and promot- reading. This year, YALSA’s bringing a suspect that in some of your communities ing alternative or unacceptable lifestyles lot of laughter to this event, and there are you had families and perhaps organizations because we welcomed Nancy Garden’s pos- many wonderful humor writers in your that expressed concerns about these books itive portrayal of a gay teen in Annie on My collections to introduce to your teens. In for a variety of reasons. Some may have Mind into our collections. And then there this issue of YALS you will find ideas and even called for their removal from your was Francesca Lia Block’s Weetzie Bat, a discussions to help make your first (or shelves, but you stood strong and kept breakthrough novel for teens about a coun- your tenth) TRW event successful. these and other materials on your shelves terculture lifestyle. These are just a few With YALSA’s fiftieth anniversary because you believe in the power of read- that I thought of off the top of my head; starting to wind down, the determination ing and the right of everyone—especially you can think of so many others. And yes, to support teens and reading in all the teens—to have access to these age- there is also plenty of light reading mate- forms and formats continues. So let me appropriate materials. rial. But where would the quality titles be say thank you for giving me the chance to Censorship is something we have if YALSA had not included them on selec- represent you this past year. Whether you to be ever-vigilant about, because it can tion and awards lists and defended their LOL or chuckle quietly to yourself over happen so easily. Look at what happened place in our collections? The last fifty years the YALS offerings, remember you are the with the latest Newbery Award winner. have produced many excellent novels and gateway for our teens and their reading. The Higher Power of Lucky, written by other materials for teens. YALSA and its Continue to stay strong, defend their right librarian Susan Patron, created a firestorm members have advocated for the inclusion to read, and plan a rib-tickling celebration because of the use of the word scrotum, an of quality modern teen literature in class- for Teen Read Week. YALS anatomically correct word for a male body room curricula as well as on public library part, in this case that of a male dog. As shelves. We have also encouraged teachers teen librarians, most of us have faced some and parents to consider audiobooks as an

Summer 2007 | Young Adult Library Services | YALS Harlem Summer By Walter Dean Myers Waves Montmorency’s Revenge 0-439-36843-X • Ages 12 and up • 244 pages • $16.99 By Sharon Dogar 0-439-87180-8 • Ages 12 and up • Harlem Summer By Eleanor Updale “Myers brings Mark face-to-face with a 0-439-81373-5 • Ages 12 and up • 368 pages • $16.99 dazzling host of Harlem Renaissance A-listers, including Marian Anderson, Langston Hughes, “A haunting mystery packed with suffering, “With all the fast-forward energy and ﬁ nely and Countee Cullen.” —School Library Journal hope, and personal growth. Riveting.” detailed settings…of his earlier adventures, this —Kirkus, starred review one is easy to fall into, and it ends with a breath- “Peppered with hilarious dialogue…an catching cliffhanger.” exuberant meld of fact and ﬁ ction.” —Kirkus “An eerie debut novel.” —Publishers Weekly —Voice of Youth Advocates (VOYA)

A Friendship for Today Being By Patricia C. McKissack So Totally Emily Ebers By Kevin Brooks 0-439-66098-X • Ages 9 – 12 • 240 pages • $16.99 By Lisa Yee 0-439-89973-7 • Ages 12 and up • 368 pages • $16.99 0-439-83847-9 • Ages 9 – 12 • 304 pages • $16.99 “Wraps high-speed, adrenaline-laced “Immediate and affecting. A real, at times adventure around a thought-provoking raw, tale about a winning and insightful “It’s Emily Ebers’s turn to tell about the summer exploration of the very nature of identity young heroine during a bittersweet era.” she meets Millicent Min and Stanford Wong, each and existence.” —Publishers Weekly, starred review of whom has charmed readers in earlier books.” —School Library Journal —Publishers Weekly, starred review “Fresh, credible, and engaging.” “Brooks takes the fantasy of being —The Bulletin of the Center for Children’s Books special…and mines its dark side with grit, compassion, and intrigue.” —Horn Book

SCHOLASTIC and associated logos are trademarks www.scholastic.com and/or registered trademarks of Scholastic Inc.

October 14-20, 2007

TM Teen Read Week (TRW) is a national literacy initiative of the Young Adult Library Services Association (YALSA) aimed at teens, their parents, librarians, educators, booksellers, and other concerned adults. This year’s theme encourages teens to use the resources at their libraries to ﬁ nd books, magazines, comics, graphic novels, audiobooks, and other resources that are entertaining or humorous. To ﬁ nd out more visit www.ala.org/teenread.

TRW Banner Words 30" × 50" THANK YOU! Your purchases support ITEM #5046-0704 $49 the programs Suitable for indoor/ of YALSA and ALA. outdoor use, design is one-sided.

SAVE 20% " & $ $ !! $ " $ TRW Set #" 2 Posters, 3 Mini Posters, 2 Bookmark Packs TRW 2007 Poster LOL Mini Poster LOL Bookmark ITEM #5046-07S1 $36 18" × 24" 9" × 12" 6" × 2" 100/PACK ITEM #5046-0701 $7.95 ITEM #5046-0702 $4.95 ITEM #5046-0703 $7.50 TRW Set + Banner 2 Posters, 3 Mini Posters, 2 Bookmark Packs, 1 Banner LOL Magnetic Frame ITEM #5046-07S2 $75 This magnet frame celebrates teen reading with the humorous doodle art. Pop out the center LOL Flip Pen magnet piece and replace with a favorite photo. Teens will flip over this colorful, mini LOL Magnetic Frame 3¼" × 4" 8/PACK pop-up pen. Three of each color: red, ITEM #5046-0707 ¬$12 orange, teal. LOL Flip Pen 9/PACK ITEM #5046-0706 ¬$9 LOL Temporary Tattoos The new LOL tattoos apply in seconds, TRW Highlighters last for days, are safe, and look great! 8/PACK LOL Temporary Tattoos 2 OF EACH COLOR ORDER INFORMATION 2" × 2" ITEM #5046-0621 $8 20/SHEET, 2 DESIGNS SHOP ONLINE: LIMITED QUANTITIES ITEM #5046-0708 ¬$6 www.alastore.ala.org PHONE TOLL-FREE: 1-866-SHOP-ALA LOL Pamphlet Read for Fun Bookmark Distribute this pamphlet 2" × 6" 100/PACK FAX: 770-280-4155 TRW Stadium Cups ITEM #5046-0705 $7.50 22 OZ. EACH, 10/PACK during TRW and highlight MAIL: ITEM #5046-0620 $9 your humor collection. American Library Association P.O. Box 932501 LOL Pamphlet Atlanta, GA 31193-2501 10 PANELS, 50/PACK ITEM #5046-0709 ¬$16

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!MERICAN,IBRARY!SSOCIATION feature YALSA Perspectives

Fans of YA lit met and mingled with Printz and Edwards Award–win- Fifty Years of ning authors at Sunday morning’s breakfast, collecting autographs and enjoying “bookish” conversation. Visitors to the YALSA—and exhibits hall were treated to an afternoon of readings from new voices in the field, including Tiffany Trent, Cecil Castellucci, Reading for and Patrick Jones, as YALSA teamed with ALA’s Public Programs Office for Monday’s LIVE @ your library® Reading the Fun of It! Stage. Judy Nelson’s President’s Program, “A Day in the Life of a Teenager: Five Decades with YALSA,” showcased fifty By Mary Arnold years of books and writers teens love. Didn’t get to D.C.? Then visit YALSA’s Web site (www.ala.org/yalsa) and check out the conference information. We’re enlisting the expertise of our own resident summer reading maven, Kat ALSA is celebrating the big hosted by YALSA Past President David Kan, to post fifty—count ’em, fifty!—great 5-0 in 2007! Yes, we’re fifty years Mowery. summer reads at the YALSA Web site “young adult” and revved up to YALSA members and friends at the Y (twenty-five in July and twenty-five in serve twenty-first-century teen readers! It’s 2007 Annual Conference in Washington, August). YALSA members know how serendipitous that one of YALSA’s great D.C., partied hearty in honor of fifty years crucial it is to make reading part of teens’ reading initiatives is also celebrating a tenth of award-winning writers and books that summer fun, so make these lists, and all of anniversary in 2007: Teen Read WeekTM teen readers continue to embrace. Yes, for YALSA’s great selection lists, work for you (TRW) invites us to take time to read and fifty years now, YA literature has pushed and your teens. LOL October 14–20. the edge of the page, exploring issues and Each and every one of us is YALSA! The YALSA fiftieth anniversary group themes crucial to adolescent developmental So make your contribution to the fiftieth is working with so many of our wonder- needs, and authors, publishers, librarians, anniversary celebration and join the festivi- ful committees to make every second of and readers have often been challenged ties at the anniversary wiki (http://wikis this year special and helpful for members over the books we love. YALSA explored .ala.org/yalsa50). Check out the fabulous and the teens we serve. That includes a that ongoing history at The Sins of YA fiftieth anniversary quilt, with squares lot of reading fun, and what a wealth of Literature preconference that kicked off honoring members’ choices for favorite great reading we enjoy in 2007. I’m betting the conference, and the fiftieth anniver- YA book (mine is John Ritter’s Under the even Margaret Edwards herself would be sary group will extend that focus during Baseball Moon). Take time to say “thanks” surprised and delighted to see that YA lit- September’s Banned Books Week with a to all those whose influence and impact erature is now one of the biggest and most list on YALSA’s Web site of the fifty most helped shape our organization since 1957 exciting areas of book publishing, a very challenged YA titles. verdant garden indeed. In fact, YALSA inaugurated the first Support Teen Literature Day on April 19 to celebrate the MARY ARNOLD is a Teen Services Manager at Cuyahoga County variety of great reading out there for teens, (Ohio) Public Library. Being involved in YALSA as a Board to make everyone aware that YA lit is the place to be caught reading. Member, President, Committee Chair (Margaret A. Edwards 2006; If you were in New York City for Outstanding Books for the College Bound 2004), and current Chair Book Expo America, I hope you caught of the Financial Advancement and Fifieth Anniversary Task Forces the Day of Dialog session on YA literature has greatly enriched her professional life. Party on, YALSA!

YALS | Young Adult Library Services | Summer 2007

Arnold

at the Heroes of YALSA Honor Roll— then add your own personal mentors to the YALSA genealogy. Your memories “Knox’s literary duet is a unique blend are YALSA, so let’s include them in our YALSA memory book. Remember where of fantasy and history that stands out we’ve been and how we’ve grown in fifty years, and predict YALSA’s future— as a stunning achievement.” wiki on! —School Library Journal To support YALSA’s vital role for teens and teen library services for another fifty years and beyond, consider becoming a Friend of YALSA with a “fifty dollars for fifty years” contribution, or any amount at all! Check out the “Give to YALSA” link on the Web site—together we make all the difference. YALSA, fifty years young (adult) and going strong! YALS

Resources

Kan, Kat. Sizzling Summer Reading Programs for Young Adults. ALA, 2006; ISBN-10: 083893563X; $30. Ritter, John H. Under the Baseball Moon. Philomel Bks, 2006; ISBN-10: 0399236236; $16.99.

A Booklist Editors’ Choice A Booklist Top 10 Fantasy for Youth 978-0-374-31853-6 978-0-374-31854-3 ★“Dreamhunter, the first book in the Dreamhunter Duet, deserved the widespread notice it received. This companion is just as good, making the Dreamhunter Duet an organic whole that will be considered among youth fantasy’s most significant recent works.” —Starred, Booklist

“Dreamquake is rife with suspense and breathless moments but is most notable for its vivid interplay of powerful, mythic imagery . . . Knox’s fantasy is outstanding.” —The Horn Book

“Will certainly attract young fans of Dreamhunter, as well as other readers.” —VOYA FRANCES FOSTER BOOKS / $19.00 each / Ages 12 up FARRAR•STRAUS•GIROUX www.fsgkidsbooks.com

Summer 2007 | Young Adult Library Services | YALS feature YALSA Perspectives

goers to drop in and out. Other positives mentioned were the free breakfast at the Surveys Saturday All Committee meeting and the usefulness of that meeting as an interactive working session. The flyer listing all YALSA programs and events got high What Members Want marks, but many would have preferred to receive it earlier, before they made final travel arrangements. By Sarah Flowers When asked what YALSA should change for future conferences, respondents indicated that they would like to see YALSA do more with other relevant divi- sions of the American Library Association ALSA ran several surveys in authors, authors! They were also inter- (ALA), such as Public Library Association August and September 2006 ested in speakers from outside the library (PLA), American Association of School Y and is using the results to plan or publishing world, especially those Librarians (AASL), and Association for for future activities. Two surveys (one for who work with or for teens. On a similar Library Service to Children (ALSC). attendees of the 2006 Annual Conference note, respondents were interested in hav- Other suggestions included making the and one for non-attendees) were about ing speakers who are fresh and new, as YALSA booth more visible and keeping it Annual Conference programs and activities. opposed to speakers who have presented staffed at all times during the conference, The third survey was about professional at library conferences many times before. and making presentations, handouts, and development. Committees and others who Speakers on technology and information the like available more quickly after the are considering conference proposals might literacy are still of great interest to our conference. Along the same lines, several find it helpful to examine the results and members. respondents suggested that YALSA take even rethink the types of programs YALSA When asked what YALSA should advantage of podcasts, wikis, DVDs, and other technological methods to make con- normally offers to ensure that the division not change for future conferences, the is meeting the needs of its members. To respondents indicated that they especially ference programming available to all. view complete survey results, please visit liked the new YALSA 101 program (see When asked about programs or activi- these Web sites: Erin Helmrich’s article in the Spring 2007 ties they would like to see at future conferences, several topics came up repeatedly. issue of YALS). Many people mentioned These included more programs for school ● Attendees’ survey: www YALSA’s premier events, the Edwards .surveymonkey.com/Report Award luncheon and the Printz Award librarians, more workshops on technology .asp?U=240393267527 reception. Many also cited the Best Books (for example, using technology to reach teens, tech program ideas, demos of the lat- ● Non-attendees’ survey: www for Young Adults (BBYA) sessions, with .surveymonkey.com/Report special mention of the Sunday session est “tech toys,” and so forth), and more pro- .asp?U=241264684820 at each conference when local teens give grams on reaching different teen audiences (for example, urban, multicultural, special ● Professional development survey: input on the nominated titles. A num- www.surveymonkey.com/Report ber of people mentioned that they liked needs, ESL, and so on). Other desired pro- .asp?U=235788135154 having BBYA sessions in the convention gram topics were reference service to teens, center, where it is easy for conference- graphic novels, manga and anime, gaming, A survey of 2006 Annual Conference attendees received 137 responses, and a survey of non-attendees received 146 SARAH FLOWERS is the Deputy County Librarian at the Santa responses. Some common themes occurred Clara County (Calif.) Library. She is a member of YALSA’s Board of in the responses. Directors, a past member of many YALSA committees, including When asked about suggestions for the 2004 Michael L. Printz Committee (The First Part Last), and is speakers, respondents wanted authors, the Guest Editor of this issue of YALS.

YALS | Young Adult Library Services | Summer 2007

Flowers

and teen volunteers. General suggestions national conferences with multiple pro- YALSA should provide professional devel- included making more sessions interactive grams. Topics of greatest interest were YA opment, advocate at the national level for (not lecture format), offering programs tar- literature, youth participation, program- funding and support, and conduct and dis- geted to people at a specific level of exper- ming, and collection development. seminate research. tise (beginning, intermediate, advanced), When asked about the top three YALSA’s Board of Directors will and providing more informal networking issues facing them in their work today, be considering these survey results in opportunities in the evenings. respondents most often cited keeping up making decisions about future conference A survey on professional development with technology, reaching the teens in their programs and continuing education received 243 responses, of which 65.3 communities, and getting adequate fund- offerings. YALSA members are encour- percent were YALSA members. Of those, ing for their departments. Asked about the aged to submit proposals for conference 72 percent worked in public libraries, and top three issues facing the profession, they programs and journal articles on these and 24 percent in school libraries. When asked most often cited funding, technology, and other topics. See the YALSA Web page about their preferred format for participat- staffing levels. at www.ala.org/ala/yalsa/yalsapubs/ ing in continuing education opportuni- Finally, when asked how they saw publications.htm for more information ties, the overwhelming preference was YALSA’s role in advocating for the pro- on publications, and www.ala.org/ala/ for regional or local face-to-face one-day fession and for libraries, respondents yalsa/aboutyalsa/yalsaform.htm for institutes, followed by online courses and indicated that they strongly believe that program proposals. YALS

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Hundreds of Visit www.placonference.org for information high-quality about registration, conference programming, special educational events, travel, and insider tips on everything the programs, Conference and Minneapolis have to offer. preconferences, talk tables, and Join PLA and Save Big on Conference Registration! special events A bustling Become a PLA member and take advantage of early exhibits hall, bird registration! Register for the Conference before packed with the World-class January 2008 and take advantage of our lowest latest products and speakers and registration fee - $180, compared to ALA members information from presenters, who pay $260 and non-members who pay $315. Countless library and including the networking For more information about all the benefits of PLA information profession's leading membership, visit www.pla.org or call opportunities technology experts and and social vendors experienced 800.545.2433, ext. 5PLA. events practitioners PLA is a division of the American Library Association.

Summer 2007 | Young Adult Library Services | YALS feature Teen Perspectives

applying to become Flamingnet student reviewers are all “good readers,” in a recent Teens and Reading sampling of our applicants, more than 90 percent of those who applied have been between the ages of twelve and fourteen. Perhaps this reflects my own experience My Flamingnet that high school students are too busy aca- demically these days for pleasure reading. Even more surprising to me, 85 percent of Perspective the applicants were female. To confirm that teen girls are reading (or at least reviewing) more than their male counterparts, By Seth H. Cassel I took a separate look at the gender of all of our Flamingnet student reviewers. Sure enough, more than 70 percent of all Flamingnet student reviewers are female. On the application we ask that pro- spective Flamingnet student reviewers list ears ago Which Teens a sponsor, an adult who will be respon- when I Are Reading? sible for overseeing the books the student was in Y chooses to review. The sponsor also sees fifth grade, my I am always looking for teens interested in that the student completes and submits mom and my dad, helping me review books for my Web site. his or her reviews in a timely fashion. like most parents, My grandfather in Florida regularly sends Although a sponsor can be any adult, tried to get me to out letters to school librarians telling them librarians, teachers, and parents are most read more. At the about Flamingnet and this opportunity often listed. Interestingly, in my recent time, my dad was for student reviewers. A link on my Web sample of student reviewer applicants, stu- learning how to site also encourages students to contact dents listed a parent as their sponsor more design Web sites me if they are interested in reviewing for than 60 percent of the time. Thirty percent and told me that Seth H. Cassel Flamingnet. Through the applications of sponsors were teachers and 10 percent he would post my submitted by students wanting to become were librarians. This finding seems to comments about the books I read on my Flamingnet reviewers, I have a chance point toward a strong parental involvement own Web page. Together my dad and I to see which teens are reading, as well as among “good” teen readers and confirms created Flamingnet (www.flamingnet what they are reading. These applications my own middle-school reading experience, .com), a Web site dedicated to reviewing have highlighted some interesting pat- since at that time it was my mom who sug- teen books. Now more than five years later, terns regarding the age and gender of teen gested books for me to read. my initial book comments on the Internet readers. Although generally the students have grown to include reviews on hundreds of new and advance books sent to me by SETH H. CASSEL is a sixteen-year-old high school student in authors and publishers including Penguin, Baltimore, Maryland, and a member of ALA and YALSA. Along with HarperCollins, Scholastic, and Time his father, Seth is co-webmaster of Flamingnet Book Reviews, a Warner. Not surprisingly, as I received nonprofit Web site dedicated to promoting reading and featuring more books to review, I needed help. Thus, student reviews. When not working on Flamingnet or studying to my Web site now includes reviews of books from students all over the United States. keep up with a challenging academic schedule, Seth can be found Reviewers rate books on a 1 to 10 scale, pursuing tennis, robotics, and photography, participating in and any book receiving a 9 or 10 is desig- local charity work, or just curled up in his favorite chair with nated a “Flamingnet Top Choice.” a good book.

10 YALS | Young Adult Library Services | Summer 2007

Cassel

What Are Teens Reading? The student reviewers seem to love fantasy books. This was mentioned twice as often as any of their next four favorite genres: mystery, historical fiction, science fiction, and humor. Not surprisingly, many of these applicants listed among their favorite books J. K. Rowling’s highly publicized Harry Potter series, along with Eragon and Eldest by Christopher Paolini. The popularity of teen fantasy books is reflected in the large number of these types of books Flamingnet has been asked to review over the past several years. Among these fantasy books are several Flamingnet Top Choice Award titles such as Firestorm by David Klass, The Floating Island by Elizabeth Haydon, Bloodline: Reckoning by Kate Cary, and In the Company of Ogres by A. Lee Martinez. Authors of adult titles, such as Isabel Allende, Gena Showalter, Alisa Valdes-Rodriguez, and Mari Mancusi, also Flamingnet’s home page (image used with permission). seem to be reaching out to young adult readers through the fantasy genre. ter, Estrella, “seems very real.” Not surpris- as Runaway by Wendelin Van Draanen, ingly she rated Incantation a 10 on our 1 to books with messages about nature and What Are Teens 10 scale. And what author and publisher our environment such as The Great Tree Looking for in a Book? would not appreciate the reaction of our of Avalon by T. A. Barron, or self- student reviewer from Fountain Valley, improvement books such as Beyond Flamingnet student reviewers are often California, who reviewed Stephenie Basketball by the famous Duke University very natural and passionate when it comes Meyer’s New Moon? “This is one of my basketball coach Mike Krzyzewski. These to books that they really enjoy. In sur- favorite books. . . . I am absolutely obsessed books appear to make a lasting impression veying my Web site for books that our with it . . . it’s beautifully written . . . when on our reviewers. Flamingnet student reviewers have rated Bella’s in pain, you are in pain.” Connecting very highly, I found that they have espe- on this level with our student reviewer cially liked books with well-developed, makes it clear why this also was rated a 10 The Flamingnet believable characters—books in which and designated a Flamingnet Top Choice Content Rating they could relate to the characters’ age, gen- Award book. der, situation, or emotions. For example, Besides appreciating the character As a middle-school student I read a lot a fifteen-year-old student reviewer from development in the books they read, of books, and I did not enjoy plots that Asheville, North Carolina, commented on Flamingnet student reviewers also like included graphic descriptions of sex and Incantation by Alice Hoffman, saying that books that leave them with a better violence. It seemed to me that there should she found the book “very well written” and understanding of life. Reviewers have be some way readers could be alerted to that “the characters are all very believable.” especially enjoyed books with insight about a book’s content, especially to content She particularly felt that the main charac- those less fortunate than themselves such that might be inappropriate or offensive

Summer 2007 | Young Adult Library Services | YALS 11

Teens and Reading

to them for various reasons. I realized Hastings-on-Hudson, New York; librar- Meyer, Stephenie. New Moon. Little, that there could be a book rating, similar ies in Pennsylvania, Maryland, Texas, Brown, 2006; ISBN-13: 978- to the rating given to a movie, helping to Virginia, West Virginia, and the Virgin 0316160193; $11.33. guide the choice of readers and parents. Islands; and the Texas Library Association Paolini, Christopher. Eldest. Knopf, 2005; Therefore, my dad and I developed the for Hurricane Katrina Relief. We have ISBN-13: 978-0375840401; $12.99. Flamingnet Content Rating for the books also contributed to the Freedom to Read ———. Eragon. Knopf, 2004; ISBN-13: reviewed on our Web site. This is a series Foundation. YALS 978-0375826689; $18.95. of “happy faces” that groups books into Rowling, J. K. Harry Potter and the one of four content categories: books our Bibliography Sorcerer’s Stone. Scholastic, 1998; reviewers feel are suitable for their recom- ISBN-13: 978-0590353403; $14.48. mended age group, books we recommend Barron, T. A. The Great Tree of Avalon. ———. Harry Potter and the Chamber be selected with parental guidance, books Ace, 2005; ISBN-13: 978- of Secrets. Arthur A. Levine, 1999; our reviewers feel are only for a mature 0441013081; $7.99. ISBN-13: 978-0439064866; $14.48. reader, and books that are faith-based. Cary, Kate. Bloodline: Reckoning. ———. Harry Potter and the Prisoner of Although our Flamingnet Content Rating Razorbill, 2007; ISBN-13: 978- Azkaban. Scholastic, 1999; ISBN-13: is a subjective rating system, this has been 1595140135; $11.55. 978-0439136358; $12.64. my attempt to help people determine the Haydon, Elizabeth. The Floating Island. ———. Harry Potter and the Goblet of appropriateness of a particular book for Starscape, 2006; ISBN-13: 978- Fire. Scholastic, 2000; ISBN-13: 978- a reader. This content rating, along with 0765308672; $12.21. 0439139595; $18.89. our student book reviews, have helped us Hoffman, Alice.Incantation . Little, Brown, ———. Harry Potter and the Order of the encourage teens to find enjoyment in 2006; ISBN-13: 978-0316010191; Phoenix. Scholastic, 2003; ISBN-13: reading. $11.55. 978-0439358064; $16.49. Flamingnet is a not-for-profit limited Klass, David. Firestorm. Farrar, Straus ———. Harry Potter and the Half-Blood liability company. For all books or other and Giroux, 2006; ISBN-13: 978- Prince. Scholastic, 2005; ISBN-13: items purchased through the Web site, 0374323073; $11.56. 978-0439784542; $16.49. we receive credit from Amazon.com. We Krzyzewski, Mike, and Jamie K. Spatola. Van Draanen, Wendelin. Runaway. Knopf, use this credit to buy books for librar- Beyond Basketball. Warner, 2006; 2006; ISBN-13: 978-0375835223; ies in need. We have donated books to ISBN-13: 978-0446580496; $12.23. $10.85. the Wilmer Hall Children’s Home in Martinez, A. Lee. In the Company of Mobile, Alabama; Helping Hands in Ogres. Tor, 2006; ISBN-13: 978- Baltimore, Maryland; Books for Boys in 0765315472; $11.86.

12 YALS | Young Adult Library Services | Summer 2007 feature YALSAThe View perspectives from ALA

he Spectrum Scholarship Program turns ten years old this year. T Established in 1997, the Spectrum Spectrum Scholarship Program is the American Library Association’s (ALA) national diversity and recruitment effort, designed Scholars to address the specific issue of underrepre- sentation of critically needed ethnic librarians within the profession while serving Celebrate as a model for ways to bring attention to larger diversity issues in the future. Since its inception, Spectrum has supported 415 Ten Years students with scholarships worth more than $2.5 million. Additionally, many library schools and professional associations have built on Spectrum’s efforts by providing matching funds and development opportunities for scholars. Spectrum celebrated its tenth anni- Candice Mack in New Orleans, and became involved versary at ALA’s Annual Conference in with the Chinese American Librarians’ Washington, D.C., in June. Highlights Candice Mack, a student at UCLA’s Association, which recently nominated me included a fund-raising luncheon, Graduate School of Education and to be the 2007–2008 Local Arrangements Spectrum’s annual Diversions tour, daily Information Studies, was a 2005–2006 Committee Chair. celebrations in the ALA Pavilion on the Spectrum Scholar. Also, through the Spectrum Scholar exhibits floor, a where-are-they-now pro- program, I gained the skills and confidence gram highlighting past scholars, a session YALS: Tell us about your experience as a to run for and become ALA Student on networking, and a ’zine showcasing Spectrum Scholar. Chapter co-president, organize a talk by scholars’ creative talent. ALA President Leslie Burger at UCLA’s The sixty-nine Spectrum Scholarships MACK: I am absolutely thrilled that I Graduate School of Education and awarded for 2006–2007 mark the largest was chosen as a Spectrum Scholar! The Information Studies, get an internship cohort of Spectrum Scholars to date. The program has provided an endless number in YA services and help organize a substantial increase in available scholar- of fantastic opportunities. First, the schol- department-wide résumé workshop featur- ships is due both to the generosity of arship portion of the program allowed ing seventeen panelists, including Virginia individuals and organizations and to a me to attend graduate school. Second, Loe, senior librarian in Los Angeles Public substantial grant from the Institute of the program provides leadership training Library’s Teen’Scape department. The Museum and Library Services (IMLS). and a myriad of networking opportuni- résumé workshop that I helped organize Through the three-year “New Voices, New ties. While at the 2006 ALA Annual is modeled on one held at the Spectrum Visions” grant, IMLS funded thirty-five Conference, I was able to attend YALSA’s Scholars preconference. scholarships per year in 2005, 2006, and Great Graphic Novels for Teens panel, 2007. The IMLS is an independent federal where I won a graphic novel giveaway, got YALS: Have you considered becoming grant-making agency dedicated to creat- to ogle my favorite author, Neil Gaiman, involved in ALA or a division? ing and sustaining a nation of learners by who was in the audience, and had a chance helping libraries and museums serve their to meet Kat Kan and personally thank her MACK: Yes! I would love to be member communities. for her assistance with an assignment in of a YALSA committee, especially the A few past and present Spectrum my Young Adult Services class. In addi- Great Graphic Novels for Teens commit- Scholars spoke with YALS, and we were tion, I was able to organize a group of tee. I was ecstatic that Gene Luen Yang extremely impressed with their enthusiasm fellow UCLA library-school students to won the Printz Award this year and was a and encouraged for the future of our volunteer for the ALA Office of Diversity’s finalist for the National Book Award last profession. Nora Navra branch clean-up project year! I have been a great fan of graphic

Summer 2007 | Young Adult Library Services | YALS 13

Spectrum Scholars Celebrate Ten Years

novels since I was in high school, when YALS: You mentioned in your original approaching someone who shares their a good friend of mine slipped me a copy e-mail to me that you are impressed with cultural background—it’s like a magnetic of Neil Gaiman’s Sandman: Preludes & teen librarians. Tell us more. connection, and something that goes Nocturnes, and am a firm believer that deeper than words. It can also be as super- visual literacy greatly encourages and WONG: I subscribe to many ALA- ficial as feeling safer approaching someone enhances standard literacy. related blogs, including YALSA’s. I’m most who looks like you. For example, when I impressed by how YALSA is sort of a worked at a preschool, I noticed that the YALS: Do you want to work as a teen pioneer within ALA for a lot of Library Chinese American kids gravitated toward librarian? 2.0 applications. I think teen librarians are me, probably because I looked most like some of the most dynamic and forward- their mommas. MACK: Most definitely! thinking professionals in the library field. And it’s important to not just have I say this because I recently participated isolated token minorities. A community on the Blogging Committee for the King should not congratulate itself for including County (Wash.) Library System, through one person of another ethnicity; unless he Michelle Wong which I met several teen librarians, includ- or she is extraordinarily bold, he may just Michelle Wong is a current (2006–2007) ing Sarah Hunt, Rick Orsillo, and Dawn be forced to assimilate with the majority, Spectrum Scholar, studying at the Rutherford, who have used MySpace and or his or her voice may simply be ignored. University of Washington’s Information gaming programs to connect with their That can be a very discouraging experience, School. teen patrons. These librarians are willing and nobody benefits from that. I believe to go where young people are, to adapt to all kinds of diversity are needed, though in YALS: Tell us about your experience with their needs, and to experiment with new particular, ethnic and cultural diversity is the Spectrum Scholar program. ways of reaching out to them. Teen librar- crucial to welcoming all kinds of patrons ians are probably the most likely of all to the library. WONG: I’m a 2006 Spectrum Scholar, so library staff to shatter stereotypes about still new on the Spectrum scene. I’ve met crusty ol’ librarians that persist in the some of the alumni through an informal minds of patrons. Alberto Martinez dinner in Seattle during the Midwinter My manager, Angie Benedetti, used Meeting, and have joined several divi- to be a teen librarian and still devours Alberto Martinez is a current Spectrum sions that interest me, including YALSA. young adult literature as a member of the Scholar at the School of Information, I am super excited about participating in Printz Committee. Thanks to her, I have University of Texas, Austin. He worked the Leadership Institute before the ALA realized that YA lit is much richer than the as a young adult assistant at Tomball Annual Conference in D.C. I love think- Sweet Valley High or Christopher Pike College and Community Library, part of ing about big picture stuff, professional books that I used to associate it with. I the Harris County (Tex.) Public Library development (for me and others), and just have recently adored the Attolia series by System. libraries in general. Megan Whalen Turner (an Angie recom- mendation), and King Dork by Frank YALS: What do you like best about work- YALS: Are you interested in becoming Portman. ing with teens? involved in ALA committees? YALS: What would you like YALSA MARTINEZ: Teens are technologi- WONG: I’ve considered applying for an members to know about the Spectrum cally driven and are not the stereotypical ALSC committee (Best Web Sites for Scholar program? library user. In working with teens you are Kids). I’d love to apply for a book or video required to be on top of not only popular selection committee for children’s or young WONG: I think it’s important to support culture, but the technological break- adults’ materials one day, though at this this program to encourage members of throughs that are currently taking place. point I’d like to continue to read widely American ethnic minorities to get more You are required to think outside the box, and write reviews. involved in the library profession. Frankly, as well as find innovative ways to provide some people just feel more comfortable guerrilla reference on the fly using what-

14 YALS | Young Adult Library Services | Summer 2007

Spectrum Scholars Celebrate Ten Years

ever resources are available to you at that During my youth, I was not enthusiastic BARNES: Receiving the Spectrum moment. about reading graphic novels—or any Scholarship has transcended my expec- other book, for that matter. I was lucky tations. Not only did I receive money YALS: Do you plan to continue to work enough to climb my way out of the miser- that enabled me to pursue my dreams of with teens? able existence that many communities of becoming a librarian, the program taught color face. Working in libraries provided me (among other things) leadership and MARTINEZ: Regardless of what I do me the opportunity to extend my learning self-confidence. Most importantly, it has within the information field, I will keep far beyond the community college level. It given me the opportunity to become in mind all underserved communities, gave me enough knowledge to believe that actively involved in a great profession. In especially young adults who come from I could actually attend a university. The my dual roles as young adult librarian economically disadvantaged communi- library continued to provide enough sup- and assistant manager with the Brooklyn ties and communities of color. Many of plemental reading to attain a high school- (N.Y.) Public Library, I serve as an example these populations have oftentimes been level education, and eventually to challenge that librarians come in all shades. I love the overlooked. We cannot create blanket pro- my own professors during their lectures. looks of surprise on the kids’ faces when I grams with the assumption that whatever While working in these libraries I was walk into a classroom to promote library might work for suburban teens can be immediately aware of the underrepresenta- programs or do book talks. I also get a applicable in urban communities. There is tion of people of color within the profes- kick out of hearing their whispers of “She a great need to create services and systems sion. I was also aware of the inability of doesn’t look like a librarian.” across the information field that cater to some librarians to relate to youth of these I think one of the most important young adults. These services range from communities. Communication was also a things I’ve learned from the Spectrum creating information retrieval interfaces barrier due to the lack of Spanish-speaking Scholarship Program is the importance that take the information-seeking behav- librarians. Librarians should look to their of giving back to “Let the Circle Be iors of young adults into consideration, support staff and encourage them to pursue Unbroken.” As a Spectrum Scholar, I stood to creating spaces that are best suited for their degrees, and help them throughout the on the shoulders of those who came before their needs. process. I bet there are many support staff me—my librarian heroes and “sheroes.” who only need the encouragement of their Now, it seems that I’ve come full circle. YALS: Is there anything you would like superiors to take that next step. Recently, I was given the opportunity YALSA members to know about the to host a Queens College Library and Spectrum Scholar program or about Information Studies student at my branch; Spectrum Scholars? Angela Barnes I received a lot of positive feedback from the students about the experience. YALS MARTINEZ: I was the typical reluctant Angela Barnes was a 2000 Spectrum reader during my youth. I had not stepped Scholar. into a public library of my own will until I was eighteen years old, and that was YALS: Has the program achieved its goal to look for work. I grew up in the San of giving you opportunities to be involved Antonio barrios and Houston ghettos. in the profession?

Summer 2007 | Young Adult Library Services | YALS 15 feature teenAuthor perspectives Perspectives

MCCAFFERTY: Did you read on your The Power own as you were growing up? JAMES: When I was really little, up until the age of five or so, my mom read to me of Words and my older brother every night. I still have the Grimm’s fairytale book that she read to us from. My mother was a reader. Books were always something she valued. An Interview Even though we didn’t have much money then, we always had a great library. I didn’t read on my own very much at with Brian James all as a child. I read what I was supposed to read for school and that was about it, with a few exceptions. The funny thing is By Dominique McCafferty that I still knew I wanted to be a writer, even though I didn’t like to read. I actually first attempted to write a novel when I was eleven, because I just loved the idea of telling stories. rian James is the author of sev- sports. I became a Yankees fan when I was MCCAFFERTY: You say you read what eral novels, including Dirty Liar, a kid. I just always knew that’s where I you were supposed to read for school, with Perfect World, Pure Sunshine, and wanted to be. And then I finally moved to B a few exceptions. What was one of those Tomorrow, Maybe. He currently lives in New York when I was eighteen to attend exceptions? upstate New York. “I believe that what’s New York University. inside us is more interesting than what is JAMES: I would have to say Watership in the world around us,” writes James on MCCAFFERTY: Did you know you Down [by Richard Adams]. I read it in his MySpace profile (www.myspace.com/ wanted to be a writer when you were a seventh grade, and it’s the book that I brianjamestheauthor). “I believe music and child as well? credit for changing my perception about words have the power to save us.” reading. It’s the first “real” novel that I read JAMES: Not really, or at least not in the from beginning to end. . . . and I loved it. It MCCAFFERTY: Where did you sense of actual writing. As a child, I pre- was also the first book I read where I felt I grow up? ferred to play alone with toys rather than could actually “see” the story. I still reread it with other kids. Action figures, dolls, and every few years. JAMES: I grew up mostly in New stuffed animals were my toys of choice, and It wasn’t until I was about sixteen or Jersey, about fifteen minutes outside of I used to make up stories and act them out so that I started to read on my own on a Philadelphia. for hours. I really see that as my first step regular basis, and then I took to it pretty in becoming a writer. I gave my toys voices passionately. MCCAFFERTY: But you loved New and personalities the same way I do with York City. the characters in my novels. MCCAFFERTY: What sort of books JAMES: Yeah, I knew I wanted to live in were you reading at that point? New York when I was very young. I can remember being ten years old and getting some of the New York television stations DOMINIQUE MCCAFFERTY is Special Services Librarian at the where I lived, and I would always watch Riverside (Calif.) Public Library and also a part-time Reference them. I watched their news and their Librarian at California State University in San Bernardino.

16 YALS | Young Adult Library Services | Summer 2007

McCafferty

JAMES: I read a lot of avant-garde literature from the ’40s to the ’60s, which is why I think my writing style is very different from what is expected of YA novelists— because the writers who’ve influenced me are by and large writers most people have never read.

MCCAFFERTY: Have you ever taken any writing classes?

JAMES: Nope . . . never, not a one. I never believed in writing classes when I was younger. I didn’t feel that imagination and style—which I consider to be the two most important things you need to become a writer in the first place—could be taught. I did take some painting classes, and I had tons of friends at New York University who were film majors and writing majors, and so I heard about the workshops, but I never wanted to subject my work to that. Brian James I often find that in any artistic field there is so much competition to be the best, and read my books. I hope they’ll skip this or a novel for adults, and a new YA novel that often there is this need to put down other that book. is not a coming-of-age story. students’ work in order to make yours So to get back to your question as to seem better. There’s no real desire to help MCCAFFERTY: Do you consider your- whether I’m a young adult writer, I guess students become better. self a young adult writer? I don’t know. I write what interests me at However, I have changed my opinion the moment, I suppose. I like inhabiting slightly in that I think a writing course JAMES: Not necessarily. My books are all kinds of characters and the teenage could be helpful to young writers if it about coming of age, and I suppose that years are always interesting from a writing focused on editing and revision. is the type of story I’ve always loved to perspective. Unlike adult characters, teen read, but it’s not the only kind of story I characters can be confident and sure of MCCAFFERTY: What about a writing love, and it won’t be the only kind of story the world one minute, and vulnerable and group? that I write. I think I’ll continue to write afraid of it the next—but it doesn’t neces- YA as long as I feel that I have something sarily make them feel ashamed. JAMES: I don’t belong to a writing group to say about it. I do have another book either. Writing has always been a very pri- that should be coming out in the spring of MCCAFFERTY: You capture the vulner- vate thing for me. I had a few people that 2008 that follows the character Elizabeth ability of being a teenager so well, and that I would let read some things, but that was from Tomorrow, Maybe, but ever since I goes for all of your books. I was thinking it. My writing was very personal and the finished that manuscript, I’ve been work- the other day of how nice it would have thought of sharing it made me uncomfort- ing on decidedly different projects. been to have had all these wonderful books able. The funny thing is it still does, but as I’ve been concentrating on two new for teens in the mid-1980s, when I was a published writer, it’s easy to forget that chapter-book series that are coming out going through that stage. The only books anyone reads my writing because I rarely in 2007—written for first through third I can recall—those books that appealed to come in contact with them. But I still get grade. I love that sort of writing as well. me—often involved characters whose lives a little weird when my friends or family I’m also working on a middle-grade novel, were rather different from mine; teens who

Summer 2007 | Young Adult Library Services | YALS 17

The Power of Words

were also orphans or endowed with magi- MCCAFFERTY: You certainly achieved always interested in out-of-body experi- cal powers. And those set in suburbia were that in your book Pure Sunshine. Will you ences, space travel, the afterlife, and other often of the Sweet Valley High variety. talk about that book? mind-altering journeys, so drugs were a I related to Lacie in Perfect World. natural fit during my teenage years. Had she been around when I was thirteen, JAMES: I wrote Pure Sunshine in order I would have taken her with me into my to give a realistic point of view on drugs. I MCCAFFERTY: Well, the book struck teenage life. didn’t want it to be preachy or moralistic. me as quite personal. I didn’t want for the characters to be on JAMES: Hey, thanks for saying that about drugs because they had horrible lives and JAMES: Pure Sunshine is based on my life Perfect World. I’m really proud of that book. that was their only escape. I wanted to and the characters in it are all modeled I think there’s something about Lacie that accurately depict the drug experience for after my best friends from high school. everyone can relate to. We all have this side most teens. I still talk to all of them and it’s strange to us, a part of us that doesn’t share what It was one of those things that I knew how half of us have turned out okay and we’re feeling. Perfect World and Dirty Liar even at the age ten or so—I knew that one the other half have really f****d things up. are meant to complement each other in day I would do drugs. I grew up in the That’s the nature of the lifestyle, though. that way. Both books explore the ways we ’80s with all the Just Say No propaganda It’s a gamble, and everyone thinks they’re hide from ourselves and others, and what but it never really put the fear in me. I going to win. YALS we choose to reveal. I was also interested in was always attracted to that image. I was exploring the idea that everyone else seems more “normal” than we are.

MCCAFFERTY: “Everyone else on the planet is normal except for me.” Sounds familiar, but it was never true. We all have insecurities. The only difference lies in how we manifest them. Some do it by joining a fraternity, and others choose to be alone.

JAMES: Exactly.

MCCAFFERTY: On a similar note, one of my writer friends, when I expressed my concern over a piece of very personal writing, told me that writing was all about vul- nerability. What do you think about that?

JAMES: Yes, I think that’s true. Even when I write children’s books that are humorous in nature, there is a certain vul- nerability in them. As a writer, you can’t help but open yourself up to your readers, weaving your thoughts and personality into the story. Every character, plot point, and even the setting have the potential of leading readers to an interpretation of the author’s state of mind. In order to make something great, you need to come face- to-face with your own psyche, I think—to bear witness to those parts of your life that cause you pain (or pleasure).

18 YALS | Young Adult Library Services | Summer 2007 feature authorteenBest perspectives Practices

ichael Stephens is a prolific library technology blogger, M writer, and speaker. Currently, A New Mantra he is an instructor in the Graduate School of Library and Information Science at Dominican University in River Forest, Illinois. Stephens also worked as the spe- An Interview with cial projects librarian at the St. Joseph County Public Library (SJCPL) in South Bend, Indiana. When he’s not on the road, Michael Stephens Stephens splits his time between Evanston, Illinois, Mishawaka, Indiana, and Traverse City, Michigan. By Meg Canada In June, Michael presented “Using Technology to Market to Young Adults” with Kimberly Bolan at ALA Annual Conference in Washington, D.C., for YALSA’s Technology for Young Adults Committee. You also need buy-in from teens in gaming programs in libraries not only The following interview is from a libraries. Information technology depart- shatter the stereotypes of shushing librar- video and text chat between Stephens (in ments and librarians have to understand ians trying to control young people, but Indiana) and the author (in Minnesota). that tween technology might be different. offer a noisy, exciting, and fun place to be Let them try stuff using software like Deep after school. Librarians can crush gaming if CANADA: In your previous role in public Freeze. they try to impose their paradigms on the service at SJCPL, did you serve teens? events. CANADA: Right, Deep Freeze is an Here’s a plea for libraries to hire STEPHENS: I only worked with teens example of a program that lets tweens or TEEN LIBRARIANS! Not just some who attended Internet classes, and they teens download whatever they want and librarian who takes on teen duties, but were few and far between. I remember a return computers to their original state. someone who gets them. LIS education couple of digital camera classes at a branch Can you think of examples of libraries who also needs to offer classes and education that attracted all ages. are letting teens play? for teen librarians. We need “how to make a podcast” classes and “how to set up a stu- CANADA: How can librarians use tech- STEPHENS: I love watching Kankakee dio” projects. nology to spread the word about library (Ill.) Public Library. They have a green My new mantra for all librarians is: services? screen. Honestly, four years ago I would have laughed out loud at putting a green 1. Learn to learn STEPHENS: Technology is only a tool, screen in the library. Now it makes total 2. Adapt to change right? If I knew then what I know now, sense. Why? Content creation is the new 3. Scan the horizon I would have pushed for teen areas with black. The Pew Report confirmed this, 57 more technology. Nothing set in stone, percent of teens create content. We need to CANADA: How can librarians “scan” or but I would have a place where they could reach them—and the 43 percent that don’t. keep their technology awareness current? discover stuff and grow into the technol- Look at The Public Library of ogy. Teens could mold and plan the next Charlotte & Mecklenburg County (N.C.) STEPHENS: Use the tools we have such things we buy. and their Studio-i at ImaginOn. Successful as blog aggregators like Bloglines.com or Netvibes.com to read about libraries and read outside our literature. MEG CANADA is a Senior Librarian in the Center for Innovation and Design at Hennepin County (Minn.) Library in Minnetonka and CANADA: What is the transparent the Chair of YALSA’s Technology for Young Adults Committee. library?

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A New Mantra

STEPHENS: Are we listening to our made went on and on. By the end of my users? Our staff? Do we hear them when talk she was thinking of opening the meet- they ask for change, for new services? Do ing room as a teen computer lounge. we hear them when they tell us that what we’re doing isn’t working? The transparent CANADA: How far removed are they library both listens and talks. The trans- from the way we select and distribute parent library is connected, and connec- books? tions between people breed expectations for open conversations. How transparent is STEPHENS: Yes, teens should be guid- the library for teens? ing the collections and hours. Why would you want to close gaming on Saturdays, CANADA: That is a good question. It if you are getting crowds? That’s where probably is transparent to members of teen you assign your staff. Keep it coming, and advisory groups or volunteers. hopefully teens will remember the library forever. Michael Stephens (photo by Adam STEPHENS: But not to the ones the Give teens a place to have conversa- Tarwacki, www.lowlifephotos.com) librarians call “disruptive” or those they tions online or in person. We need to want to quiet down or move on? “They remember the whole education piece, bother the other patrons. They need to be teaching them to be good digital quiet,” a woman at a recent presentation I citizens. YALS

at a conference at the beach over breakfast where do at the airport Tell us where you read your ovacation YALS! Send us a photo of all at the library the places you read your in the living room issues of YALS, and we’ll YOU at the zoo include them in future read your on the bus issues! in the office Please send hi-res photos in the parklunch to [email protected]. Include lunch break your name, title, and the in a train location where you are YALS?in the office reading your YALS. ibefore bed \at the reference desk . . . anywhere

20 YALS | Young Adult Library Services | Summer 2007 feature teenBest perspectives Practices

The following is a report on the YALSA Midwinter Meeting preconference. Building Teen he crowd was energized and up for anything, as the karaoke ses- T sion proved (who knew that YA Communities librarians knew all the words to the theme song for Fame?). In fact, while the overall theme was online social communities, Online the informal theme was: Listen. Listen. Listen. In the morning session, director Audra Caplan advised the audience how to market online social activities for teens to Listen, Listen, their directors and Linda Braun explained the social technologies available. In the afternoon, attendees listened to some real- and Listen life YA librarians who are using Web 2.0 technologies to build social communities online for their teen patrons and to a panel By CD McLean discussion on online social communities and what it all means for YA services.

From the Director plan of attack would be to anticipate the makers. Staff and public may not see tech- “I’m your token director,” said Audra questions and come to the meeting with nology and online community building as Caplan, past president of YALSA and answers. A director may be concerned that part of the library’s mission. You need to director of Harford County (Md.) Public a small library does not have the financial make sure that you highlight the relevancy Library. Her informative presentation on reserves to run a new program. The system of your program. the barriers (both hidden and visible) that may be suffering from cutbacks or the “It seems like the higher you go in YA librarians may face when pitching a director may know that future cutbacks administration, the more administrators program to their directors included infor- are coming. Your director may ask what you find who would have liked technol- mation on how to make talks with a direc- you are willing to give up to start this new ogy and services to have stopped in 1967,” tor or administrator more fruitful, the best program or may ask how you will get your Caplan said. The director may not know ways to create a proposal in order to have other duties done and still run this new much about technology or may not be it approved, and how to work with many program. If colleagues are not comfort- comfortable with it. Then there is your different administrative personality types. able with teens, they may not be willing network: Can it handle technology pro- When approaching your director to to support your program. Administrators grams? Do you have the equipment? If not, start a YA program, it is important to be and board members may see teens as more then you may have a financial problem as aware of financial, staff, and maintenance trouble than they are worth or generalize well as a technology problem. Be prepared concerns, Caplan told the audience. A good all teens as gang members and trouble- to answer technology-needs questions from your administrator. Your community may include very protective parents who want strong fil- CD MCLEAN is the Director of the Jean Ann Cone Library and ters and no access to Web sites such as Library Department Chair for Berkeley Preparatory School (a MySpace. These patrons may create a deli- pre-K–12 independent school) in Tampa. She is a member of the cate tightrope on which your administrator YALSA Publications Committee. must balance. Additionally, parents may be

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Building Teen Communities Online

asking how the library is going to be pro- library and turning them into teens who If you have a director who is ignorant tecting their child from predators if Web are committed and loyal to your YA on technology-related topics, keep your sites such as MySpace are permitted. Plan programming. proposal simple. Write it in layman’s terms to have answers to address community “Many directors are really, really busy,” or consult one of the Dummies guides to concerns. Caplan continued. “Your program may be see how they talk about the technology. Directors come in all shapes and sizes your top priority, but we see everyone else’s You can always plant a seed, nurture it, and and it is important to be cognizant of the top priorities. Be patient. The best thing to then harvest it later on down the road. It details of the director’s administrative style do is to gently nudge them. Don’t badger may take some planning to get your tech- and background in order to couch your them.” nology-phobic director on board. Don’t be request in a way that will predispose your YA librarians need to realize there discouraged with a “no.” director to approve the YA program. Was is never an endless stream of money. When you are writing your proposal, the director a former reference desk librar- Additionally, there may be restrictions use YALSA resources. YALSA’s Teen ian or cataloger? Or was he or she a YA in moving money from one account to Tech Week institutionalizes and, in a way, librarian? Caplan explained that there are another. A director may have to seek legitimizes, teens and technology in the several types of difficult directors. board approval to use money for a means library. Use that to your advantage. There The benign director doesn’t under- different from what it was originally are plenty of places you can go besides stand and rules by benign neglect. Any approved for. YALSA to give strength to your proposal. proposal will need to be couched in So how do you overcome these One such source is the Pew Internet and layman’s language. The cautious director barriers? American Life Project (www.pewinternet doesn’t want to move quickly and will dig “First and foremost: you must come .org). Another is the Chapin Hall Center in his or her heels if a quick decision is with a well-thought-out proposal,” Caplan for Children at the University of Chicago required. Planting a seed and watering is advised. Ask yourself some questions (www.chapinhall.org). Additionally, the method that will work with this kind and then answer them in the proposal. YALSA has been working with the Public of director. The results-oriented director Questions to consider include: What do Library Association (PLA) to develop will only approve programs with a high you want to do? Who is going to run the young adult statistics. Last year PLA did a likelihood of success. Make sure that you program? How much money will it take test survey and this year, YA-related infor- have statistics or data to prove potential to run the program? How much time mation will be included in the survey. success in your proposal. The standoffish will it take from staff? What will you give Another sure-fire way to ensure that director often can’t be found. Diligence up to take on this project? What are the your proposal is approved is to have in is required with this director, as you will intended and unintended consequences mind how approval of this proposal will need to repeat requests for meetings. (think technology problems here)? What make your director, head librarian, or Giving the director info in advance and are the arguments against doing your administrator look good. sending out frequent reminders of upcom- program and how can you counter them? “It’s the ‘what’s in it for me?’ approach,” ing meetings raise the likelihood of success. What are the problems that your program Caplan said. Additionally, collaborative It is important to be aware of your might create, such as a bandwidth short- efforts are always good and will make your library’s technology infrastructure. New age? What statistics do you have to back proposal stronger. technology can eat up bandwidth, leaving up your proposal? As a final note to the YA librarians in old programs without the resources to Consider proposing a trial run or the audience, Caplan told them that the continue. New technology requires that prototype to try out a new program. Also best way to provide great YA services is to all the staff be aware of what is going on. consider writing a grant proposal, but become an administrator or director. As There may be complaints from patrons and always keep your director in the loop. It administrators and directors, YA librarians they may see online gaming or some of the would be very bad form to write a grant will be more likely to approve YA projects. other online social communities as rowdy proposal that your director doesn’t know “You are the future. Take the future and inappropriate behavior. There could about, have it funded, and have the fund- in your hands. It is really important work,” actually be some behavior problems result- ing organization or your local paper call she said. ing from the new programs. It is important your library director to get comments on to try to turn lemons into lemonade by winning the proposal. Never blindside taking rowdy teens who already are in the your director!

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Social Technologies Braun then discussed podcasting. messages. It’s all about connecting with One of the most entertaining podcasts she people through their devices. The workshop then turned from the talked about was found at www.sdlax.net/ director’s vantage point to the inner work- longfellow/sc/ck/index.htm, the site for ings of technology with speaker Linda the Longfellow Middle School (La Crosse, Braun. Within a minute of stepping to Wisc.) Coulee Kids’ Podcast. The teacher Lunchtime Panel the podium, Braun was able to show how who created this project started small and easy it is to create a social community. She then grew it. For lunch, the preconference audience showed the audience www.singshot.com, Many YA librarians feel their teen joined the Advocacy Institute audience an online karaoke Web site, and got volun- advisory board (TAB) isn’t working or to listen to a panel of speakers: Richard teers to sing the Fame theme song. Braun is too small, and therefore they can’t do Sweeney, Dr. Ismail Abdullahi, and Patrick pointed out that the singers became their things such as podcasting. Braun said it’s Jones. own community and that the YA librarians not about the size of the group, it’s about Richard Sweeney spoke first, dis- in the audience were also a community having teen groups based on the technol- cussing the characteristics of Millennials brought together by the performance. So ogy they like. You can have a podcasting (born between 1979 and 1994) and how how do you define a community? There are TAB or a gaming TAB that is completely they differ from GenXers. For example, plenty of examples: libraries, Second Life, different from your regular TAB. You Millennials are more outgoing, more adap- people who have pets, electronic discussion could try to connect those teen communi- tive and mature, more rule-conscious and lists. But a community is a group of people ties or leave them separate, depending on dutiful, and more socially bold. They are who are bonded over the love of something the personality of the groups. more sensitive, more self-doubting, more or who share similar experiences. Braun introduced attendees to open to change, more organized and self- Braun then discussed the social book- the Briarcliff Manor (N.Y.) Public disciplined, less self-reliant, and less soli- marks editor del.icio.us (http://del.icio.us), Library MySpace page (www.myspace/ tary and individualistic. Sweeney said that as one method of social networking. When briarclifflibrary). Briarcliff defines who can Millennials are the first generation not to you have a del.icio.us account you can post be a friend, why they have friends, and have a particular type of music ascribed to a URL, its description or title, any notes how they verify the friends. The policies them, showing that they are open to it all. that should go along with it, and tags. All and guidelines are the framework that is They see no reason to conform to others, of the links that Braun spoke about are used to show the library community that saying, “Don’t label us.” They want more at the following del.icio.us site: http:// the library’s MySpace page is a safe place selections, more customization, and more del.icio.us/teen_community?page=3. for teens. Using MySpace is a way to start personalization. Braun asked, what if your teen advi- a conversation with teens who might Sweeney had some suggestions for sory board added links to the library’s not come into the physical library, but how to get Millennials involved in the del.icio.us page? What if you turned the would be interested in visiting the virtual library. First, he said, recognize that library’s teen del.icio.us page over to the library. Millennials are digital natives, not immi- teens to maintain? You’re using a simple YA librarians need to know about the grants, are media- and format-agnostic, tool to build community and loyalty. devices that their teen patrons are using and are good collaborators, all of which You’re giving them a sense of owner- and be aware of what other institutions are bode well for interaction with YA librar- ship. Del.icio.us is not about collecting doing to keep up with teens. For instance, ians and for YA programming. resources; it is about connecting people. Montclair (N.J.) State University and “Get them in the library however you For those who are visual learners, Georgia Gwinnett College are using wire- can. Have 9 p.m. to 2 a.m. interactive ses- a great spot to see what tagging is all less phones to build community sions. Keep them involved, because they about is at www.ala.org/ala/yalsa/ (for details, see www.ravewireless.com/ want to be involved. Create an e-buzz: electronicresourcesb/electronicresources spotlight_overview.htm and www.ggc.usg get them talking amongst themselves .htm. At the bottom of the page is a visual .edu/newsdetail.php?newsID=30). about what the library is doing.” Sweeney representation of the tags for the YALSA “Teens send out text messages about concluded by saying, “It’s all about del.icio.us site. The larger the font a tag has what books to read,” Braun said. They are relationships.” (look for DOPA), the more info there is using cell phones in ways that build com- Patrick Jones was the next speaker. on a tag, or the more popular it is. munity in spite of the cost of sending text “You need to invest in teens,” Jones said.

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Building Teen Communities Online

“They won’t be advocates until they believe and provide the services they need and to the list and one of the teen admininis- and they won’t believe until they are want. Finally, he said, it is important for trators wrote a very sweet response to the invested.” librarians to create advocates for the library poster. YA librarians need to shift their goals by mentoring young adults into library “They didn’t notify us, but after we from outputs for the library to outcomes advocacy. talked with them and told them that we for users. needed to be in the loop on those kinds Jones stated that there are two major of occurrences, they know to let us know,” trends in teen services. One is youth she said. involvement—moving teens from being My Own Café She stressed that while online com- passive customers to active contributors. munication is great, face-to-face interac- YA librarians need to tap into teen creativ- After lunch, the audience moved back to tion with your teens is still important. ity, such as teen poetry. A TAB is a formal the YALSA agenda with a presentation by Teens will take responsibility for their own group, but YA librarians may need to seek the YA librarians (Vickie Beene-Beavers, community if you let them. Beene-Beavers more informal groups and create more assistant administrator for youth services, added that her final tip was that you can interactive programs such as gaming. and Kathy Lussier, technology consul- never budget too much money for publicity. A second trend is looking at services tant, Southeastern Massachusetts Library for libraries in the context of our larger System) who created My Own Café, society. an interactive site for the teens in their The Search Institute has published community. Panel Discussion on the forty developmental assets critical to Lussier spoke first and said that to Creating Community raising a successful young person (www create the site, they realized they needed to through Gaming .search-institute.org/assets). The key find- hire a professional Web design firm. They ing from this research is that relationships also hired a project manager. The final session was a panel discus- are the most important thing, he said, “It was the best thing we did,” Lussier sion on creating community through echoing Sweeney. said. “Talking to others is the number one gaming. The panel consisted of Kelly “This work is about relationships with thing that teens do on the Internet. So we Czarnecki (YA librarian, ImaginOn, teens, listening to them, listening to them knew we needed interaction on our site,” Charlotte, N.C.), Andy Fletcher (Upper talk about books.” For an example of a she said. They had teen focus-group meet- Deck Entertainment), Beth Gallaway user-centered model, he suggested, create ings with the design firm. Out of those (trainer/consultant for Metrowest [Mass.] an “all-time best books” list of the books focus groups came a list of recommenda- Regional Library System), Jean Gardner that are stolen from your library. “Replace tions for My Own Café. The teens were (YA librarian and team leader for Topeka any books that have been stolen, as they then involved in administering parts of the and Shawnee County Public Library in are often the most popular books on the site, including message boards. Kansas) and Jami Schwarzwalder (recent shelves,” he advised. Beene-Beavers said, “Our slogan is MLIS graduate and instructor and volun- The third and final speaker was ‘It’s the library, only better.’ The kids chose teer on Second Life). The panel answered Professor Ismail Abdullahi, who asked it. They feel comfortable on the site.” In the following questions: why schools of information science haven’t addition to the site, My Own Café has a made classes on YA librarianship an creativity center. “We’ve had some really What sort of advice can you give for important part of the curriculum. “Library interesting discussions between teen building a gaming community smartly schools teach very little about YA issues or administrators on appropriate language. and safely? not at all. Library schools are in denial, are They are very smart and reasonable kids,” neglectful, or plain have no interest in YA she said. GALLAWAY: Get the teens involved. services,” he said. Lussier’s and Beene-Beavers’s experi- Most adults don’t realize how social it is. Librarians need to understand the ences with My Own Café proved to them Explore what exists and then partner tasks, behaviors, and needs of users from that teens are very willing to help, both with them. nine to eighteen years old. Librarians need with the administration of a site and with to understand the language young adults other users. For example, Beene-Beavers FLETCHER: Safety isn’t an issue here; use, the technology and devices they use, said that there was a suicide poem posted libraries are safe. In terms of “smartly”: Pay

24 YALS | Young Adult Library Services | Summer 2007

McLean

attention to journals such as Shonen Jump. FLETCHER: What we see is a first- tars and participate together. One example Think of Dungeons and Dragons and the person or person-to-person element, one is World of Warcraft (WoW), which has a stigma that used to exist and that no lon- individual interacting with one game at series of podcasts that gives hints or talks ger exists. These games are so mainstream. a time. You can get around that sort of a about how to get out of jams. If you’re Realistically, there is a great progression. first-person performance by using DDR from China and don’t speak English, you Younger kids start with younger games, and Guitar Hero. What sort of dialogue are going to need to learn English to play but what hooks them is the community does gaming create? You have the online WoW and the Chinese teens do learn it. that is out there. They’ll be able to grow. community, fan sites, forum sites, and the Pay attention to any aspect of gaming and like. There is a community component to How can we in libraries facilitate the it will help you. all games now. I don’t think there is a game community-building aspects of gaming? platform that won’t lend itself to building a SCHWARZWALDER: It’s important community. GALLAWAY: Just be open to having for librarians not to be watchers, but to gaming in your library. participate. Ask them to teach you how to GARDNER: We find that especially with play. Teens need strong role models. RuneScape. They come to the library for FLETCHER: Check out what Ann the participation aspect. Arbor (Mich.) District Library is doing. Are there certain types of gaming that They have a gaming blog (www.aadl.org/ are better at creating social communities? SCHWARZWALDER: MMORPGs node/2445). They have practice runs and (Massively Multiplayer Online Role- finish with a large tournament. There is GALLAWAY: DDR (Dance Dance Playing Games). Part of playing the game trash talking, predictions of winners and Revolution) in the library. It is fun to play is when your guy is up, you enter a com- losers. Blogs and wikis: Let the teens mod- in a big group. mand and interact with other people’s ava- erate them. MMORPGs have no boundar-

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Summer 2007 | Young Adult Library Services | YALS 25

Building Teen Communities Online

ies. Six to seven million regular users pay FLETCHER: Yu-Gi-Oh! This game FLETCHER: Gaming is mainstream. It is a monthly fee to get online. Eighty to 85 skews so young. The young gamers really not a subculture. percent of the things they do online are don’t know what to do, and librarians can quests. It can be done individually, but offer them guidance. They are looking for there are requirements to work in groups. someone to show them what to do, either It’s part of the product strategy. How a peer or a YA librarian who is young Resources and can libraries help? Pay attention. Ask enough or hip enough to show them. Be Conclusions questions. aware of the other resources, such as gam- Going to the YALSA Web site is a good ing stores and producers. Know what your place to start if you want to find out infor- GARDNER: Listen, listen, listen. And role as librarian is. mation relating to online teen community observe. I can’t say that enough. Monday building (www.ala.org/teentechweek). and Thursday nights are our Xbox pro- SCHWARZWALDER: Most games Since everyone suggested that listening grams. We have blogs on Xboxes. We have have conferences. Get associated with was one of the most important things to Yu-Gi-Oh! and Texas Hold ’Em. We have them. In some ways you can incorporate do, YA librarians should start there. Begin purchased an island on the teen grid on the conference programs in your library a dialogue with teen patrons and find out Second Life. as well. what teens want. Don’t forget to listen to your director as well. By listening and SCHWARZWALDER: Try to work GALLAWAY: Use www.meetup.com to working together, teens and YA librarians with them and see where it would be find affinity groups. There is a whole com- can start small and build on successes to appropriate to do gaming. We don’t want munity of people looking for people to develop strong online communities that to turn them away. We want to help them play games with. Look by geography and create lifelong library advocates. get what they want from the library. They see what exists and see how your library And if you really want to see are technology agnostic. Put out gaming can build on it. and listen to YA librarians singing magazines for them. If you are doing a the theme song to Fame, all you need display on the holocaust, bring out Maus, What are the trends librarians should to do is go to www.youtube.com/ DVDs, and books. Try to mix it up. be aware of? watch?v=Hn0LDm6LlcA. Don’t say I didn’t warn you. YALS GALLAWAY: When you listen, you need GALLAWAY: Be aware that there are to follow through. The best way is to get communities out there and venture out. them to write the proposal. If you use Teens pay $5 an hour [plus a monthly fee] the Search Institute’s forty developmental to play WoW. We can offer it to teens for assets, you can justify almost any teen free in the library. program!

26 YALS | Young Adult Library Services | Summer 2007 feature teenBest perspectives Practices

any libraries now offer gaming programs for their teens M that involve console games and Gaming in sometimes MMOGs (massively multiplayer online games). These programs give teens a very positive and educational expe- Libraries 2.0 rience in the library and usually generate a good turnout. However, these programs are often similar to gaming events teens could By Katherine Makens find elsewhere. The library is not the only place where gaming can become a social event. The question is: How can we apply Library 2.0 concepts to make gaming events that are truly unique to a library version available for free or a full version summer 2007. The goal of the grant is to setting? There have been several takes on at $20 per user. This software does allow provide an enjoyable video game design this idea. In some libraries, the teens run for surprisingly sophisticated game design program for teens that will teach them the gaming programs, decide what games for the money. However, it is not intuitive useful skills, expose them to a career that to have, compete in library teams, or post to use and requires at least one person on otherwise they would not have access their comments about games in general or staff to learn the software very, very well to, and to test these products for pos- library tournaments on their library’s blog. for an ongoing summer program. It also sible system-wide use in Broward County Another possibility would be to provide takes a very long time for teens to learn Libraries. The program will take place at a program that shows teens how to make enough to create a really satisfyingly com- three branches over the summer. By the the games that they are playing and allow plex game from start to finish. This proved end, these teens should be able to create a teens to really control the content that they to be difficult with a large group of teens. game with Multimedia Fusion 2. consume. This article will be an examina- The solution for which we opted was to This summer we will be having a con- tion of one library’s experiments with find- give teens a ready-made game and then test for the best game at each of the three ing a viable option for such a program. show the teens how to alter or “mod” the locations, chosen by the teens themselves. Last year, the North Regional/ game in interesting ways. This was a less However, this could be extended to hav- BCC Library of Broward County (Fla.) stressful option that let teens get some- ing teens create games to teach other teens Libraries tried testing several programs for thing quickly that they had made their different library skills. A contest could be a video game design for teens. Since the own, but didn’t require the time and skills held to see who can create the best game library had a license for Flash, we tried a to create an entire game independently that promotes the library. Staff who learn small experiment showing Actionscript to from start to finish. how to design games can create games a small group of teen volunteers. This was Because the summer program from to teach other staff new skills or to test quickly abandoned as a summer program last year had shown that there was com- current skills in a fun way that does not since it was too labor-intensive for staff munity interest in video game design, require an individual instructor for each and not workable for a large group. we wrote and were awarded a grant for session. Although it takes a while to design The next experiment was with a piece Multimedia Fusion 2 and a subscription a game, the library can save money in the of shareware called Game Maker (www for online classes from the Youth Digital long run since once the game is created, .gamemaker.nl). Game Maker has a basic Arts CyberSchool (www.ydacs.com) for there is no longer a need for an individual instructor for each class session. There are myriad possibilities for what could be accomplished with a successful game KATHY MAKENS has been the Young Adult Librarian at the North design program that truly incorporates Regional/BCC Library for the last year, and has also worked as Library 2.0 concepts and lets our teens an Adult Reference Librarian and Law Librarian after joining the generate their own content—and lets Broward County (Fla.) Library system in 2003. She is a current the librarians generate their own games YALSA member and can play DDR on the “heavy” setting. as well. YALS

Summer 2007 | Young Adult Library Services | YALS 27 /FX'BOUBTZGPS5FFOT 5IF#POFNFOEFST$IPJDF CZ)PMMZ#FOOFUU

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YA Summer 07.indd 1 6/6/2007 9:49:11 AM feature Hot Spot: LOL @ your library®

aughter can boost your endor- TM phins, lower your blood pressure L and heart rate, and improve your Teen Read Week immune system, not to mention lighten your mood.1 Thus, with this year’s theme of LOL @ your library® for Teen Read Collaboration WeekTM (TRW), teens can enter their school and public libraries for a visit that will produce a smile and improve their By Megan Fink health, if not have them laughing out loud! Communication, collaboration, and implementation are the three most important components of a successful TRW celebration at a school or public library. end up on TRW with teen events and ates literature and other creative expres- then start planning in August. If you’re sions of information.”2 The tenets of TRW Communication a public librarian, ask the principal or from YALSA highlight the same goal of and Collaboration the school media specialist at your local promoting teen literacy, which intersects middle or high school if you can visit dur- with many middle and high school English The most important aspect of TRW is ing a work day and discuss TRW events classes and their collaborations with the to talk to your students and your teen coming up in October. Then, meet with school library. From the simple to the patrons about what they like. It sounds the school media specialist and coordinate superb, these activities are suggestions simple, but successful teen programming events. School librarians should contact to celebrate TRW in a school or public consists of activities that teens enjoy—and their local public libraries and ask for library. who is a better expert than your target the YA librarian or teen services direc- audience? If you don’t have a teen advisory tor. According to Michele Gorman, teen board or teen book club, ask your frequent services/library supervisor at ImaginOn patrons and students what they would like in Charlotte, North Carolina, a “com- Implementation for a TRW party. Explain the ideas behind municative partnership” is the first step and Activities

TRW, offer them some examples, and let for successful collaboration and involves ● Soundtracks: Ask students to select them suggest activities. One of my eighth- sharing information about TRW for the their favorite humorous books. Their grade students suggested this teen-friendly benefit of both school and public libraries. assignment is to make up soundtracks activity: host a movie trivia contest where Likewise, school librarians can promote for the books. They can compile any you use quotations from famous comedic literacy with TRW and highlight new type of music or songs. Have them movies (such as Napoleon Dynamite) and genres with their students. TRW can even bring in CDs and iPods with their teens have to guess which movie they’re serve to enhance the school library’s mis- books’ soundtracks. Then, ask the from, à la Jeopardy! game rules. Buy prizes sion of supporting school curriculum. The group to compare them. While this with the money from the copy machine. goal of Standard 5 from Information Power activity can be used on a variety of For events, try backwards planning: states, “The student who is an independent books or on the same book, students in other words, know where you want to learner is information literate and appreci- should be able to explain why certain songs belong with certain chapters, plots, and characters of the book.3 ● Films: Host a comedy movie festival MEGAN P. FINK is a Middle School Librarian at Charlotte Country with snacks. Include old cartoons Day School in North Carolina. She began her career in children’s as well as new favorites, such as book publishing, but fell in love with the library while working for Anchorman—The Legend of Ron the New York Public Library. She is an active member of YALSA’s Burgundy. (Editor’s note: also see Robyn Teen Read Week Committee. Lupa’s article in this issue.)

Summer 2007 | Young Adult Library Services | YALS 29

Teen Read Week Collaboration

● Cartooning: Invite local artists and arm or leg, such as the Flingshot References and Notes amateur cartoonists to submit their Flying Chicken.5 creations and hang them in the library. ● Contest: Invite teens to make a funny, 1. Peter Doskoch, “Happily Ever Laugh- Host an open house and display their short video like Whose Line Is It ter,” Psychology Today (July/Aug. 1996), cartoons. Teach teens how to use Anyway? (A group acts out a scene, http://psychologytoday.com/articles/ animation software like Flash to create incorporating audience-suggested lines pto-19960701-000032.html (accessed a short, animated cartoon. Then have on pieces of paper given to them.) Feb. 27, 2007). a cartoon marathon, projecting them Then, the winner will be shown 2. American Association of School Librar- on a big screen. during TRW celebrations. ians, Information Power, Standard 5, ● Improv night: Invite a local improv ● Carnival: Have a dunk tank, pie- www.ala.org/ala/aasl/aaslproftools/ group to teach kids how to act or throwing contest, sumo wrestling, informationpower/Information ask the drama teacher from the local gladiator joust, bungee run, or other LiteracyStandards_final.pdf (accessed school to help instruct. carnival-type event. Most of these Feb. 27, 2007). ● Can you judge a book by its cover? activities require a rental, but parent- 3. The British Council, “Teenage Reading Copy twenty book covers and the teacher associations are a possible Group Ideas,” www.encompassculture blurbs on the back and inside flap. funding source, or propose that the .com/readinggroups/readinggroupideas/ Then create false blurbs for those public library partner with the school. teenagergideas (accessed Feb. 25, 2007). same twenty books. Let the students 4. Ibid. decide which is the true blurb and Libraries are known as sources of 5. Flingshot Flying Chicken available for which is false and why.4 information, but the laughter during TRW $4.95 from Gag Works, www.gagworks ● Game night: Use board games such may improve teenagers’ health. According .com/index.asp?PageAction=VIEW as Catchphrase, Balderdash, or to Psychology Today, “laughter may also PROD&ProdID=3359 (accessed Guesstures. improve our mood through social means. Feb. 27, 2007). ● Wacky Olympics: Make up a series Telling a joke, particularly one that illu- 6. Doskoch, “Happily Ever Laughter.” of “wacky Olympic” challenges. Go minates a shared experience or problem, through an obstacle course with “x-ray increases our sense of ‘belonging and social glasses” on and try to beat the other cohesion,’” thus improving the mood of teams. Use other gag games where you your everyday, stressed-out teen.6 YALS have to perform with your opposite

Best Books for Young Adults Now available for preorder at the ALA Online Store! Best Books for Young Adults is back! Teen services librarians, along with parents and English teachers, will welcome this fully updated third edition, the most comprehensive and eﬀ ective reference for great reading for young adults. Edited by Holly Koelling. Preorder yours at the ALA Store, www.alastore.ala.org. Publication expected in Fall 2008. Best Books for Young Adults. (ALA Editions, 2007) 0-8389-3569-9. ISBN-13: 978-0-8389-3569-9. 7 x 10. 376p. $42.00 (ALA Members: $37.80).

30 YALS | Young Adult Library Services | Summer 2007 feature Hot Spot: LOL @ your library®

aitlyn is a reader. The fifteen- year-old Arizona honor student C devoured at least two books a day Get Out the during her mid-March spring break. She delighted in a suitcase full of book galleys, willing to read and give her take on those Vote for Teens’ that struck her fancy. When told about teens who actually read books and share their opinions Top Ten with publishers, her bright eyes sparkled. “How could I get to do that?” she asked, and the door was open to explain all about By Diane P. Monnier YALSA’s YA Galley project and the Teens’ Top Ten (TTT) list (www.ala.org/ and Diane P. Tuccillo teenstopten). Caitlyn was all ears. True, her local library may not be among the current crop of Galley Groups (the closest participating group to Caitlyn’s Glendale, Arizona, address is the Teen we come in—the librarians, media special- 5. Encourage students to read the Reading Club of the George L. Campbell ists, and other YA fans who are in perfect nominated books during summer Library in Phoenix), but Caitlyn and every positions to promote the project, letting vacation so they are ready to cast their other reading teen can be part of the excit- individual teens, classes, groups, and entire votes for favorites during TRW. ing adventure that makes the TTT list a school populations know about TTT by 6. Hold discussions of the nominated reality each year. following some simple basic guidelines: books. TTT, YALSA’s only book list nomi- 7. Enthusiastically support a “get out nated and voted on by teens, needs Caitlyn the vote” campaign in your school or and countless other reading teens every- 1. Go online to www.ala.org/teenstopten. library in the fall so students will be where to participate in the online vote 2. Copy the list of 2007 nominations. motivated to vote online the third each October during Teen Read WeekTM There are twenty-five titles nominated week in October. (TRW) to help make this list an annual this year. reality. Any teen from any community 3. Order copies of the nominated titles The entire YA Galley/TTT idea, can join in, and more and more are doing for your school or public library. rooted in teen reactions to newly published so as librarians and teens learn about the 4. Include these titles on summer titles, started as a YALSA pilot project in project and spread the word. That’s where reading lists. 1999, became official in 2003, and is being honed to improve its procedures and teen DIANE P. MONNIER is the Senior Librarian for Children’s and Adult involvement each year. The project relies Services at the Rockville (Md.) Library. She is a member of the YA on the work of a variety of appointed Galley Committee, having served as the committee’s first chair school and public library reading groups in 2003. She was also the first Coordinator of Youth Participation from all over the country. It also encour- for YALSA. She is a current member of Quick Picks and was ages teens to read the titles nominated by YALSA Local Arrangements Chair for this summer’s Annual the YALSA-appointed groups and to vote online for their ultimate “top ten” favorites Conference in Washington, D.C. DIANE P. TUCCILLO was the Young each year as a major highlight of TRW Adult Coordinator at the City of Mesa (Ariz.) Library for almost (www.ala.org/teenread) in October. twenty-five years. She presents workshops for libraries on youth The YA Galley project involves fifteen participation, based upon her book, Library Teen Advisory Groups: teen book discussion groups selected by A VOYA Guide (Scarecrow, 2005). She is currently on YALSA’s YA YALSA’s YA Galley Committee. Groups Galley Committee. come from all ages of YA and from all

Summer 2007 | Young Adult Library Services | YALS 31

Get Out the Vote for Teens’ Top Ten

parts of the country. There is an effort to a particular book—from the topic, votes the first year it was an official project ensure that the appointed groups come to the writing, to the cover art—is and more than 5,000 votes just three years from a variety of locales and library types. an invaluable service for publishers. later. Five of these groups read, discuss, and The untempered comments from YALSA members interested in hav- nominate what they think are the best the kids always delight and often ing groups participate as one of the fifteen books published during the previous year surprise us. We use the information official Galley Groups are encouraged to through April of the current year. For any to help us develop a sense of what begin now to form teen book discussion book to make the list, three teens (rep- we think kids are reading and what groups, to continue working with students resenting at least two of the five groups) we think they will respond to. It on the development of thoughtful evalu- must nominate the title. The nominations is great to add the kids’ opinions ation skills, and to get teens in the habit are teen centered. The other ten groups to the mix of information that of reading the nominated TTT books to are reading, evaluating, and voting groups. continually informs our publishing vote for favorites in October. This will help These teens read books supplied through decisions. groups be experienced and ready to fill out the galley project by more than two dozen an application in 2008 for the November publishers. They provide feedback to pub- Eller adds, “If Teens’ Top Ten grew 2008 to October 2010 term. lishers through online evaluation forms, and became a more visible part of Teen Teens will sometimes read what which are sent by Galley Group advisors Read Week, it would help other teens con- adults recommend. They will sometimes to the publishers themselves. nect with books, knowing that the books read what they find on a reading list. They Without publishers’ generous par- have been selected by their peers, rather will read what they have to for school. But ticipation, the project could not exist. than by adults.” when it comes to their own, independent Beth Eller, from Bloomsbury/Walker As YALSA works to get the word out, reading, which is something they need to Marketing, says, teens are encouraged to promote the proj- learn about if they are going to become ect in their libraries by holding TRW vot- dedicated and astute readers into adult- Any project that helps get books ing parties and book discussions, making hood, what better way than to let them into the hands of teenagers and bulletin boards, and distributing reading evaluate and experiment for themselves? provides a conduit for us to learn lists. The number of teen participants has YA Galley/TTT encourages them to do their thoughts and feelings about been growing each year with 1,700 online just that. YALS

32 YALS | Young Adult Library Services | Summer 2007 feature Hot Spot: LOL @ your library®

featuring Suze, the stepbrothers she’s nicknamed for Disney’s Seven Dwarfs, Audiobooks and her ghostly sidekick. Griffiths, Andy.Just Tricking! Performed by Stig Wemyss. Bolinda Audio, that Tickle the 1999; 2 cassettes, ISBN-13: 978- 1876584979, $24; or 2 discs, ISBN- 13: 978-1740308878, $24; 2 hours Funny Bone and 20 minutes. Part of an informal series that also includes Just Annoying and Just Stupid, these short stories By Francisca Goldsmith are exemplars of both the author’s and the narrator’s work. Basically middle-school tall tales—including how the author was threatened with burial by his exasperated parents—the scenes and characters are universally udiobooks offer teens an alterna- Beddor, Frank. The Looking Glass recognizable. The narrator’s pacing tive method of access to tradi- Wars. Performed by Gerard Doyle. suits both the content and the A tional literary works, an intimate Scholastic, 2006; 7 discs, ISBN-13: listener’s interest in having the funny experience with performance, and the 978-0439898485, $74.95; 8 hours parts exaggerated. opportunity to sample genres and subjects and 41 minutes. This retelling ofAlice Keillor, Garrison. A Prairie Home while occupied with other activities such in Wonderland is grisly and streaked Companion Pretty Good Joke Tape. as traveling or exercising. Audiobooks cur- with high-flying puns, just the right Performed by Garrison Keillor, Paula rently come in several formats, including antidote to tales that take themselves Poundstone, Ray Blount, and others. cassette, compact disc, MP3 disc, Web- too seriously, or take their audiences HighBridge, 2000; 2 cassettes, ISBN- based MP3 file, and housed MP3 file (such for granted. 13: 978-1565113695, $18.95; or 2 as Playaway). Teens can listen to classics, Cabot, Meg. Shadowland. Performed by discs, ISBN-13: 978-1565113886, prize-winning YA authors, poetry, plays, Johanna Parker. Recorded Books, $24.95; 2 hours and 30 minutes. High and documentary recordings. They can 2005; 5 cassettes, ISBN-13: 978- school students who prefer sly wit to also listen to some downright funny stuff. 1419341427, $51.75; or 6 discs, ribald jokes will appreciate this, its It’s this last category that I’m promoting ISBN-13: 978-1419355981, $66.75; sequel, A Few More Pretty Good Jokes, here—audiobooks that provoke chuckles, 6 hours. Teenaged Suze not only can and a series of short stories featuring a smiles, and even some belly laughs. see ghosts, but she helps them work Prairie Home Companion character in Identifying what’s funny can be a mat- through their unfinished business The Adventures of Guy Noir. ter of personal taste. There’s the silly, the with the living. Both written and Korman, Gordon. Son of the Mob. witty, the ironic, and even the gross when performed with perfect irony, “The Performed by Max Casella. Listening it comes to answering the question “Why Mediator” series continues with Ninth Library, 2002; 3 cassettes, ISBN-13: am I laughing?” Some of the audiobooks Key, Reunion, and other episodes 978-080729714, $30; or 4 discs, listed here offer subtler—and some more raucous—humor than others. Happily, FRANCISCA GOLDSMITH is a Library Services Manager at many humorous audiobooks are actually parts of series, so if you find that one Berkeley (Calif.) Public Library, working with materials and online episode strikes your funny bone, there are collections, as well as with teen services. She has been an active others holding a similar promise based on YALSA member for fifteen years and is currently serving on ALA’s a similar premise. newly created Odyssey Award Committee.

34 YALS | Young Adult Library Services | Summer 2007

Goldsmith

ISBN-13: 978-0739348987, $38; 4 Pratchett, Terry. The Wee Free Men. not a demigod make, so the adventures hours and 36 minutes. Boy meets girl, Performed by Stephen Briggs. continue in Sea of Monsters. boy and girl are happy together in Harper Children’s Audio, 2003; 7 Winton, Tim. Lockie Leonard: Human spite of parental incompatibility, boy cassettes, ISBN-13: 978-0060566258, Torpedo. Performed by Stig loses girl, boy and girl are reunited $29.95; or 7 discs, ISBN-13: 978- Wemyss. Bolinda Audio, 2000, c. with surprise ending about one of 0060785987, $29.95; 9 hours. This 1998. 3 cassettes, ISBN-13: 978- their parents. In this case, the boy episode in the author’s Discworld 18644231743, $28; or 3 discs, ISBN- is the straight-laced son of a local series features miniature blue pixies 13: 978-1740305976, $28; 3 hours. mobster, while the girl is princess- that drink and cause trouble for a The title character is featured in a daughter to the FBI man assigned to young witch in training. The humor series of novels describing his life in watch the boy’s family. here ranges from broad physical antics an Australian coastal town, where Limb, Sue. Girl, 15, Charming but Insane. to bad (good) puns. he is plagued by his own relatives: a Performed by Katherine Kellgren. Riordan, Rick. The Lightning Thief. poetry-spouting policeman father, Listening Library, 2004; 5 discs, Performed by Jesse Bernstein. a metal-sculpting mother, and a ISBN-10: 1400094828, $26; or 4 Listening Library, 2005; 6 cassettes, little brother who is embarrassingly cassettes, ISBN-10: 1400091098, $26; ISBN-13: 978-03072452998, $45; or incontinent. Outside the home, Lockie 6 hours. Jess has issues: friends more 8 discs, ISBN-13: 978-0307245311, has to deal with girls, guys, and his beautiful and glamorous than she and $60; 9 hours. Percy Jackson is the own sensitivities. Check out Lockie a slightly daft father who leaves her offspring of a modern American Leonard: Scumbuster as well. YALS “horrorscopes.” She deals by using her woman and a Greek god. Fortunately, sense of humor—and it’s infectious. there’s a summer camp for kids like Her madcap narrative continues in Girl him, replete with a Diet Coke-can- (Nearly 16), Absolute Torture. munching satyr. One summer does

Volunteer for a YALSA Committee! This fall, YALSA chooses its selection committees for its 2009 booklists and media awards (evaluating 2008 titles). We need your help!

 Make sure your YALSA membership is up-to-date! We can only offer committee appointments to current members.  Fill out the Committee Volunteer Form at www.ala.org/ala/ here’s yalsa/joinus/joinus.htm.  Contact the chair of the committees you’re interested in, your and let them know! Names and contact information are available at the “Governance” link on the left-hand side at chance www.ala.org/yalsa.  Committee members are expected to attend Midwinter Meeting and Annual Conference, so plan your schedule to get accordingly. Media consumption begins in February 2008. involved Find more ways to make the most of your YALSA membership at www.ala.org/ala/yalsa/joinus/howparticipate.htm!

Summer 2007 | Young Adult Library Services | YALS 35 feature Hot Spot: LOL @ your library®

Ellis, Warren. Nextwave: Agents of H.A.T.E.—Volume 1: This is What Looking for the They Want. Marvel, 2007; ISBN-13: 978-0785119098; $14.99. Edgy, wild, and surprisingly clean enough for even Comic in Graphic a school library, I laughed out loud many times reading this fresh look at the super-hero team-up genre. Plus, Novels? the book directs you to their Web site, so you can even listen to the team’s terrible (yet hilarious) theme song! Kobayashi, Makoto. What’s Michael? Try These Humorous Book 1. Dark Horse Comics, 2006; ISBN-13: 978-1593075255; $9.95. An entire manga series focused on Reads for Teens! cats! Picture Garfield if it was written for adults. A great peek at Japanese culture and the universal oddities of By Dawn Rutherford cat lovers. Nibot, Root. Banana Sunday. Oni Pr., 2006; ISBN-13: 978-1932664379; $11.95. A girl has to try and fit in at her new high school while also dealing with her three talking monkeys. What could possibly be funnier than talking t seems like everywhere you look at her strangeness. How unusual can monkeys? nowadays, you are starting to see a child be? Even her dad thinks she’s Nonaka, Eiji. graphic novels pop up. I could tell they super weird. Why does she have green Cromartie High School— I ADV Manga, 2005; Volume 1. were becoming truly widespread when I hair? Nobody knows! Discover the ISBN-13: 978-1413902570; $10.95. even started seeing them at garage sales this wonder of the world again through the In this Japanese award-winning year! There are mysteries, dramas, science eyes of one odd little kid. manga, Takashi is the odd duck fiction, romances, and all kinds of serious Baker, Kyle. Rubber Bandits: Plastic Man. out at Cromartie High School, literature winning prizes and places in DC Comics, 2006; ISBN-13: 978- home to thugs, bullies, fighters, and school curriculums. But over the summer, 1401207298; $14.99. By playing with delinquents. Everyone assumes he many teens want nothing more than a light contemporary issues, Eisner Award- must be the toughest guy in school, read, something silly that can get them into winning cartoonist Kyle Baker delivers since a wimp like him should be afraid a healthy giggle fit. Here are a few of my a delightful reinvention of the classic to even be there! Mind-bendingly favorite humorous graphic novels, good for hero Plastic Man. weird at times, this is not for every chuckles, snorts, and laughing out loud. Why are they funny? To try and tell you that would be like trying explaining why a joke is funny without telling it: you’ll just DAWN RUTHERFORD is a Teen Services Librarian for King County have to read them yourself to find out! (Wash.) Library System. She served on the planning committee for the 2002 YALSA preconference on graphic novels, writes graphic Azuma, Kiyohiko. Yotsuba&! Volume 1. ADV Manga, 2005; ISBN-13: 978- novel reviews for School Library Journal, and chaired YALSA’s 1413903171; $9.99. A super-naïve first Great Graphic Novels for Teens committee. She is also a five-year-old moves in next door to a Serving the Underserved Trainer for YALSA. While her humor house full of teenage girls who marvel tends to be dry, she loves a good knock-knock joke.

36 YALS | Young Adult Library Services | Summer 2007

Rutherford

reader, but only the most sophisticated bumblers turn up to witness key crush, Hoshino vows to pursue her of humor lovers. moments and cause chaos at every with complete and utter honesty. This Rubio, Kevin. Star Wars: Tag and Bink turn. A must read for anyone who of course leads to awkward situations, Were Here. Dark Horse Comics, loves Star Wars. embarrassment in front of classmates, 2006; ISBN-13: 978-1593076412; Toyoda, Minoru. Love Roma—Volume and a genuinely sweet romance. YALS $14.95. Like Rosencrantz and 1. Bantam Bks., 2005; ISBN-13: Guildenstern turned loose in your 978-0345482624; $10.95. Frustrated favorite science fiction trilogy, these by his hesitation at approaching his

Summer 2007 | Young Adult Library Services | YALS 37 feature Hot Spot: LOL @ your library®

examples of what teens read using Reading—It’s Not technology-based tools. ● Blogs—Teens read blogs to keep up on topics of interest, including Just about Books technology, world news, and gossip. They read blogs written by friends and favorite authors. This reading is a way By Linda W. Braun to collect information, find out about the world, and learn about how people think and live. Teens read fiction to be carried away by a good story and to live vicariously through others. That’s some of what they get from blog n the YA literature class I teach for much and how often they read on a regular reading. Similarly, teens read magazine Simmons College Graduate School basis. Many of the teens say they don’t articles to learn about something in I of Library and Information Science like to read, but then they realize, “Oh, it’s which they are interested or to find in Boston, I ask students to find out what not that I don’t like to read, I read a lot, out what’s hot and what’s not. They do thirteen- to eighteen-year-olds say about it’s that I don’t like to read certain types of the same with blogs. their reading interests and preferences. As things.” ● Games—To succeed in game play, a part of the process, the library school More adults realize that teens read teens often have to read about students ask each teen to fill out a reading constantly. What is less often realized is characters in the game, the history of log. The log is used to chart reading during the need for librarians and teachers to the game, ways to improve play, and so a twenty-four-hour period, and is meant to accept and promote nontraditional forms on. In many ways this reading is very include anything and everything that a teen of reading—blogs, wikis, text messages, similar to the nonfiction reading teens reads. In the most recent set of logs, the fol- and the like—as readily as they accept and are frequently required to complete lowing reading was listed: promote traditional forms of reading— as a part of a school assignment. books, magazines, and so on. If adults do For school they read history about ● Text messages accept and promote the nontraditional places, directions on how to complete ● E-mail (or new), they will realize that reluctant a task, and biographies of famous ● MySpace/Facebook readers and nonreaders are few and far people. In the game-related reading ● Orchestra music between. They’ll notice that every teen is of teens, there is an investment in the ● Seventeen magazine indeed a reader. content that perhaps is different from ● iTunes The reading logs, mentioned previ- the investment they might have for ● IM ously, are a real demonstration of the school assignment reading. Because ● Specific Web sites frequent reading in which teens take part. of the high interest in learning how They read via technology in order to find to succeed in a game, teens are more While traditional forms of reading information, communicate with others, likely to remember, understand, and did appear in the logs, book-reading was improve skills, and so on. Consider these value what they read about game play. almost always related to school assignments. The reading assignments listed included textbook reading as well as fiction LINDA W. BRAUN is an Educational Technology Consultant with reading assigned for a particular class. LEO: Librarians & Educators Online. She works with schools Sometimes I ask teens with whom I’m and libraries on finding the best ways to integrate emerging working to fill out the same kind of reading log. Whenever I ask teens to fill out a technologies into their programs and services. She is YALSA’s log and then talk to them about what they blog manager and her latest book is Teens, Technology, and recorded, it’s quickly apparent to me how Literacy: Or Why Bad Grammar Isn’t Always Bad (Libraries surprised many of the teens are about how Unlimited, 2006).

38 YALS | Young Adult Library Services | Summer 2007

Braun

That’s quality reading, even if it’s not school related. ● Podcasts—Most podcasts include a show notes site. This site provides information on topics discussed and includes links to resources mentioned in each episode. These show notes pages are not much different from annotated resource lists and bibliographies that teens read as a part of research they might need to do for a school assignment. After listening to a podcast teens like to go to the show notes site to find out more about topics discussed in the audio. They want to find out more. Again, they are invested in the reading. This is exactly the kind of investment we would like teens to have when they look through the resource lists and bibliographies associated with school assignments. ● MySpace/Facebook—Reading dialogue. Imagine if teens compared consider text messaging, IMing, and biographies is often a requirement the dialogue in a text-message reading blogs as reading. Find out why for teen English or history classes. conversation with their friends to the or why not. Ask what kinds of reading Aren’t MySpace and Facebook forms dialogue in a favorite book or class- they would like to be able to do for of biography? Teens read about the assigned book? What would they school assignments. What forms and interests of others via MySpace and discover? What would they learn? formats should school-related reading Facebook pages. They learn about take? Find out what type of reading the lives of authors and the lives of Librarians regularly encourage teens teens would like to see promoted in entertainers. Is it possible to suggest to read fiction, history, biography, and so the library. that MySpace and Facebook are the forth. As the above list demonstrates, this ● Talk to teachers about the technology- early twenty-first-century version of a reading doesn’t have to take place within based reading teens are involved in profile or interview in a magazine? the traditional book and magazine format. and help them to see how these newer ● iTunes—Finding and downloading If you think about the technology-based forms and formats connect to the music requires research skills similar reading in which teens are currently more traditional reading promoted to those librarians strive to teach. involved, in most cases you’ll be able to see on a regular basis. Consider working Using iTunes also gives teens the connections between that reading and the with teens or teachers on a chart, chance to read about the music and more traditional forms of reading librar- diagram, or other graphic organizer musicians in which they are interested: ians and teachers promote on a regular that shows the connections between more biography and history reading. basis. the traditional and the new. ● Text messaging and IM—Texting What can librarians do to recognize ● Rethink your use and publication of and IM is all about dialogue and and promote nontraditional forms of read- materials and booklists. Move away dialogue is something that’s a key part ing in which teens take part? Consider from calling lists “booklists” and of many high school English classes. these ideas: begin to use a more encompassing When teens communicate via text term. Maybe you can simply call all messaging or IM, they continue to ● Initiate conversations with teens about materials lists “favorites” (to connect process, learn about, and participate what they spend time reading that with what teens save in their Internet in dialogue. It’s a different form of isn’t a book or magazine. Ask if they browser.) Whatever you call the lists

Summer 2007 | Young Adult Library Services | YALS 39

Reading–It’s Not Just about Books Anymore

you create to let teens know what’s remember that writing on the Web—for blogs, wikis, and social networking sites to available to read, make sure to include example a blog post—doesn’t equal bad or find out what’s available and to learn about blogs, wikis, Web sites, MySpace poor writing. There are numerous blogs by the writing that’s taking place online. Visit pages, Facebook pages, and game sites teens, adults, and journalists that are excel- music and gossip sites to learn what teens and resources on the lists. lent examples of high-quality writing. Of are reading about their favorite entertain- course not all blog posts are high- ers and entertainments. Don’t make negative judgments on the quality writing, but not every magazine The more willing adults are to recog- quality of what teens read simply because article or book is either. nize the important role that technology- the reading is taking place through non- Most important, don’t make judg- based reading has in teen lives, the more traditional means. As of today, whenever ments based on what you don’t know. Start likely it is that teens will start to think of you find yourself questioning or judging text messaging and IMing so you know themselves as readers (and the adults will what a teen likes to read using technol- first-hand what that dialogue is like and think of them as readers, too.) After all, ogy, ask yourself, “Why is this different entails. Remember that to encode and that’s what we want, isn’t it? We want a or less valid than reading a book?” Is your decode messages in these real-time instan- world of readers, not just a world of those answer one related to format? If so, then taneous formats takes great skill. Read who read books. YALS

Guidelines for Authors

Young Adult Library Services is the official publication of the Young relating to teen services and spotlights significant activities and pro- Adult Library Services Association, a division of the American grams of the division. Library Association. Young Adult Library Services is a vehicle for For submission and author guidelines, please visit www.ala continuing education of librarians working with young adults (ages .org/ala/yalsa/yalsapubs/yals/authorguidelines/htm. twelve through eighteen) that showcases current research and practice

Index to Advertisers

AASL ...... 33 Neal-Schuman ...... 25 ALA Editions ...... 30 Orca Book Publishers ...... 28 ALA Graphics ...... 5 PLA ...... 9 Farrar, Straus and Giroux ...... cover 2, 7 Scholastic ...... 4, 50, cover 3 Hyperion ...... cover 4 YALSA ...... 20, 35, 37, 56 Marjorie Pivar ...... 18

40 YALS | Young Adult Library Services | Summer 2007 feature Hot Spot: LOL @ your library®

elebrate the 2007 Teen Read WeekTM (TRW) theme of LOL @ C your library® by hosting a comedic film festival and related activities that will offer teens humor-filled October after- LOL on Screen noons and evenings. Arm yourself with a good overview of this film genre (check out http://en.wikipedia.org/wiki/Comedy By Robyn Lupa _film for some ideas) and get started!

Set Up

Get a license (from www.movlic.com/ In advance, ask teens to vote on favor- Repeat the same event featuring library/faq/faq.html) to show movies at ite comedians and plan to screen one or classic comedians. Compare and con- your library. To address parental concerns, more of their films for a few consecutive trast actors from earlier generations to be sure to include film ratings on adver- days after school. Some possible choices those who are popular today: How is Jim tisements and stick to G, PG, or PG-13 with accompanying films may include: Carrey’s physical comedy like Jerry Lewis’s? flicks. If necessary, have parents sign per- Jim Carrey’s Ace Ventura: Pet Detective What similarities may be drawn between mission slips that teens may turn in at the and Liar Liar; Will Ferrell’s Kicking and the wacky antics of Mike Myers (as Austin door, ensuring it is okay for them to view Screaming and Elf; Adam Sandler’s Happy Powers) and the Marx Brothers? Find a selected films. Book your meeting room, Gilmore and The Waterboy; Ben Stiller’s comprehensive list of comic entertainers set up a DVD player and projector, put Meet the Parents and Starsky and Hutch; on Wikipedia (http://en.wikipedia sodas on ice, order some pizza, throw Will Smith’s Shark Tale and Men in Black; .org/wiki/List_of_comedians) as well popcorn in the microwave, and you are Jack Black’s Nacho Libre and Shallow Hal; as information on today’s greats at good to go! Eddie Murphy’s Dr. Dolittle and The Nutty Comedy Central (www.comedycentral Professor; or Ice Cube’s Are We There .com/comedians/index.jhtml). Yet? and Barbershop. In conjunction, go Within certain broad topics, watch Ideas through books such as Lisa Bany-Winters’s films and then talk about their funniest Funny Bones: Comedy Games and Activities moments. Some ideas to get you started Sponsor a Saturday afternoon game ses- (Chicago Review Pr., 2002) or Bob include: science fiction (Back to the Future sion by playing Scene It? Movie Edition, Bedore’s 101 Improv Games for Children and Spaceballs); romance (John Tucker which combines a traditional board game and Adults (Hunter House, 2004) to Must Die and 10 Things I Hate About with DVD clips (www.sceneit.com). prepare activities for the program. Offer You); popularity contest (Legally Blonde Trivial Pursuit’s Pop Culture Editions various prizes (movie tickets, Blockbuster and Clueless); school (Bring It On and will also test the kids’ knowledge of the coupons, Netflix gift certificates, popcorn Napoleon Dynamite); sports (Dodgeball and silver screen (www.trivialpursuit.com/ and candy bundles) to celebrate talent The Bad News Bears); buddies (Bill and trivialpursuit/board_games.html). within the audience. Ted’s Excellent Adventure and Dumb and Dumber); slackers (Employee of the Month and Big Daddy); lost in the ’80s (Pretty in ROBYN LUPA is the Head of Children’s Information Services at the Pink and Ferris Bueller’s Day Off); vehicles new Arvada Library of the Jefferson County (Colo.) Public Library. (Talledega Nights and R/V); music (School and ); Monty She has worked with children and teens since 1993, within various of Rock The Wedding Singer Python (Monty Python and the Holy Grail branches of the Queens Borough (N.Y.) Public Library. Her YALSA and The Meaning of Life); and fantasy (The involvement began in 1998 as a member and chair of the Selected Princess Bride and Shrek). Check out the DVDs and Videos for Young Adults committee. Currently she is a Internet Movie Database (www.imdb member of the Teen Read Week and Outstanding Books for the .com ), click on the “trivia” link for each College Bound committees. film, and obtain some “look for this” or

Summer 2007 | Young Adult Library Services | YALS 41

LOL on Screen

“did you notice” fun facts to share with the audience. Also print out quotes from IMDB so that budding comedians may do impromptu skits. “Read the Book/Watch the Film” may be another fun series. Look for teen- friendly titles such as:

● How to Eat Fried Worms ● How to Deal (read Someone Like You by Sarah Dessen) ● Mean Girls (read Queen Bees and Wannabes by Rosalind Wiseman or Queen of Cool by Cecil Castellucci) ● Freaky Friday ● Cheaper by the Dozen ● About a Boy ● Charlie and the Chocolate Factory ● Clueless (read Emma by Jane Austen) ● Confessions of a Teenage Drama Queen ● Ella Enchanted ● Princess Diaries

Find other ideas at http://movies .yahoo.com/mv/upcoming/bygenre/ basedonabook/ and www.mcpl.lib.mo .us/readers/movies. Watch remakes followed by a discussion to compare, contrast, and analyze the sociocultural differences between each flick. Some teen-friendly options include: Doctor Doolittle, Cheaper by the Dozen, The Nutty Professor, Fun with Dick and Jane, Have Fun highlighting the lighter aspects of your col- Freaky Friday, Flubber (The Absent-Minded lection. Enjoy this type of programming, Professor), Father of the Bride, The Pink Be sure to pull biographies of actors, relive humor from your own favorite com- Panther, The Parent Trap, The Shaggy Dog, books about film, pop culture magazines, edies, and laugh out loud right along with and The Bad News Bears. and DVDs to display during programs, your teens! YALS

42 YALS | Young Adult Library Services | Summer 2007 feature Hot Spot: LOL @ your library®

OL @ your library® is an excellent theme for creating programs dur- L ing Teen Read WeekTM (TRW). Got Laughs? It creates a wide-open field for interpretation, giving the freedom to create innovative programs dealing with laughter and humor. The greatest thing about laughing Programs @ is that everyone does it; there are no barriers to laughter. Humor is thought to be a means to promote teamwork, reduce stress, your library stimulate creativity, and improve communication, morale, and productivity.1 Creating programs around humor and comedy will By Nichole Pereira make a fun and inviting atmosphere for all teens, and really make them feel great about themselves.

standup comedians; include a group sec- Comic Drawing Program Program Ideas tion for skits as well. This would be great Comic books are a classic and innovative Funny Movie Film Festival for a series of programs, over a month or so, with the number of participants dwin- way to bring humor to the library. The Pick a day during TRW to show a series dling down until the last teen is crowned Sunday comics have been a long-standing of funny movies. You can show random the last comic standing. The finals could be staple of humor. Contact a local comic art- movies, or choose certain comedians to held during TRW at a ceremony that the ist and propose a program at the library spotlight. Some examples include Adam community can attend. where the artist can discuss what daily Sandler, Chris Farley, Eddie Murphy, Ben life is like in his or her profession. Teens Stiller, or even some classic funny televi- would also love to create their own comic strip from start to finish. Have the comic sion episodes with the Three Stooges or “So You Want to be Lucille Ball. Many TV shows are available book artist teach the teens how to create on DVD, making it possible to show a A Comedian” Career comics, including everything from creating couple of episodes from funny sitcoms. Presentation an original and humorous story, to design- ing a comic strip and drawing it out, to col- Look to animated TV series, such as Look to local comedy clubs or theatre oring it in. So many teens already sketch The Simpsons, for a large teenage draw. groups for comedians who may want to and doodle, this program is a chance to speak to teens about what it’s like to make showcase what they can do. Last Comic Standing people laugh for a living. Promote it as Competition a career presentation that could include a comedy sketch, as well as ways to get Improvisation Program Using the reality show Last Comic Standing started and what to expect in the industry. as a model, create a similar program. This serves as a great chance to reach out Many cities and towns have local improv Provide an outlet for teens to showcase to teens who may not be interested in tra- comedy clubs or theatre companies. their comedic talents. Don’t limit it to only ditional jobs. Approach some of these businesses with the idea of an improvisation program. Some high schools may also have a theatre or improv club that would be willing to share its talents. Once you have the improv Nichole Pereira is the Teen Services Librarian at the Morgan or theatre group set up, use your program Hill Library in the Santa Clara (Calif.) County Library System. She room to create a stage or staging area for serves on the YALSA Selected Audiobooks Committee. the group. Promote it for teens, and create a

Summer 2007 | Young Adult Library Services | YALS 43

Got Laughs?

comedy club-like atmosphere. Another key In addition to programs, showcase the to a great improv program is audience par- funny books in your library. The easiest ticipation. Teens really like to get involved. way is with a display. Pull out all the funny Discuss with the group doing the program YA books from your collection, both fic- that audience participation is a must. tion and nonfiction, and use them to create an inviting display. Create a booklist with humorous books that teens can take with Reader’s Theatre them, not only promoting the books that Rob Reid, author of Something Funny are on display, but showcasing others. Use Happened at the Library, wrote: the booklist as a bookmark so that teens “Humorous stories come alive through can be inspired to read more humorous readers’ theatre presentations.”2 Imagine stories. how much funnier a book would be if teens were acting it out. Have them become part of the process. Choose a Conclusion funny picture book or short story and have them adapt it into a screenplay. This http://en.wikipedia.org/wiki/Emoticon. The TRW theme, LOL @ your is also a great way to get the community Some examples of emoticons that work library, is a great opportunity to use humor involved by allowing the teens to present with the LOL theme include: : ) (smile), in your programming. By incorporating their adapted humorous screenplay at the XD (laughing hard), and X8 (laughing one of these programs into the week, teens library in front of the community. hard while covering your mouth with your will flock to the library and hopefully hands). With these characters, the teens become lifelong users. Depending on will create their own emoticons, leading the success of these programs, you may Comedy Club to a slew of creative and funny expres- even look to continue them when TRW is over. YALS During TRW, start a teen comedy club sions. Take those emoticons, judge them, that encompasses a variety of programs, and choose a winner, then display them in ending with a finale comedy show for the library, or even create a little emoticon friends and family. One great example of book for the attendees. Additional Resources this program was the ArtsReach Comedy Nonfiction Club for Kids at the Louisville (Ky.) Free Funny Book Club or Book 3 Public Library. The Comedy Club met for Discussion Group Allen, Steve. How to Be Funny: six weeks, incorporating programs such as Discovering the Comic You. improvisation, acting exercises, and writing During TRW, develop a book club or dis- Prometheus Bks., 1998; ISBN-10: comedy routines. During the sixth meet- cussion group that will promote the funny 1573922064; $17.95. ing, there was a reception that included books in the library. For the book club, Carter, Judy. The Comedy Bible: From routine performances and was even cov- create a display in the library and set aside Stand-up to Sitcom—The Comedy ered by local media. a day for teens to come to the library and Writer’s Ultimate “How To” talk about any funny books they have read Guide. Fireside, 2001; ISBN-10: lately, including comics. Providing refresh- Create Your Own Emoticons 0743201256; $15. ments will also bring the teens in. Another Dean, Greg Step by Step to Stand-up One way to interpret the LOL theme option is a true book discussion group. Comedy. Heinemann Drama, 2000; is by creating emoticons. Emoticons are Pick a funny title and provide enough cop- ISBN-10: 0325001790; $18.95. often used in e-mails, messaging, and ies for the teens to read, and then hold a Horn, Delton T. Comedy Improvisation: chat; three things that are most certainly discussion group. Either of these programs Exercises and Techniques for Young important parts of teenagers’ lives. Give will bring to light the number of humor- Actors. Meriwether Publishing, 1991; the teens a list of emoticon characters, ous books for teens the library has, and ISBN-10: 0916260690; $14.95. including colons, semicolons, dashes, encourage some teens to enjoy reading Reid, Rob. Something Funny Happened at and hyphens. A great list can be found at in general. the Library: How to Create Humorous

44 YALS | Young Adult Library Services | Summer 2007

Pereira

Programs for Children and Young Dreams. HarperCollins, 2006; ISBN- Web Sites Adults. ALA, 2002; ISBN-10: 10: 0060752521; $15.99. 0838908365; $32. ———. Tell it to Naomi. Delacorte Books So You Wanna Be a Comedian? Sanderson, David W. Smiley’s. O’Reilly for Young Readers, 2004; ISBN-10: www.soyouwanna.com/site/syws/ Media, 1997; ISBN-10: 1565920414; 0385731299; $7.95. standup/standupfull.html $7.95. Korman, Gordon. Son of the Mob. Humor Project Schreiber, Brad. What Are You Laughing Hyperion, 2004; ISBN-10: www.humorproject.com At?—How to Write Funny 0786815930; $5.99. Emoticon Resource Screenplays, Stories, and More. Limb, Sue. Girl, 15, Charming but Insane. http://en.wikipedia.org/wiki/Emoticon Michael Wiese Productions, 2003; Delacorte Bks. for Young Readers, ISBN-10: 0941188833; $19.95. 2005; ISBN-10: 0385732155; $8.95. Smith, Ronald. Who’s Who in Comedy: Mackler, Carolyn. The Earth, My Butt, and Comedians, Comics, and Clowns from Other Big Round Things. Candlewick, References Facts 2005; ISBN-10: 0763620912; $8.99. Vaudeville to Today’s Stand-ups. 1. Leah Black and Denise Forro, “Humor in on File, 1992; ISBN-10: 0816023387; Moriarty, Jaclyn. The Year of Secret the Academic Library: You Must Be Jok- $40. Scholastic Paperbacks, Assignments. ing! Or, How Many Academic Librarians Todd, Anne M. 2005; ISBN-10: 0439498821; $7.99. Chris Rock: Comedian Does It Take to Change a Light Bulb?” and Actor (Black Americans of Powell, Randy. Is Kissing a Girl Who College and Research Libraries 60, no. 2 . Chelsea House Pubs., Achievement) Smokes Like Licking an Ashtray? (Mar. 1999): 165–72. 2006; ISBN-10: 0791092259; $30. Farrar, Straus and Giroux, 2003; 2. Rob Reid, Something Funny Happened Vorhaus, John. The Comic Toolbox: How ISBN-10: 0374436282; $5.95. at the Library: How to Create Humorous to Be Funny Even If You’re Not. Rennison, Louise. Angus, Thongs, and Programs for Children and Young Adults Silman-James Pr., 1994; ISBN-10: Full-Frontal Snogging: Confessions of (Chicago: ALA, 2002): 55. 1879505215; $14.95. Avon, 2003; ISBN- Georgia Nicolson. 3. Lisa Sizemore, “Comedy @ your library,” Voytilla, Stuart. Writing the Comedy 10: 0060521848; $6.99. ALSConnect 3, no.3 (Sept. 2005), Michael Schreiber, Ellen. Katherine Film: Make ’Em Laugh. Comedy Girl. www.ala.org/ala/alsc/alscpubs/ Wiese Productions, 2003; ISBN-10: Tegen Bks., 2004; ISBN-10: alscconnectnew/sept05/brightideas/ 0941188418; $14.95. 0060093382; $15.99. brightideas.htm (accessed May 10, 2007). Shields, Gillian. The Actual Real Reality Fiction of Jennifer James. HarperTeen, 2006; ISBN-10: 0060822406; $16.99. Behrens, Andy. All the Way. Dutton Van Draanen, Wendelin. Flipped. Knopf Juvenile, 2006; ISBN-10: Bks. for Young Readers, 2003; ISBN- 0525477616; $16.99. 10: 0375825444; $8.95. Ehrenhaft, Daniel. Drawing a Blank, or, Yoo, David. Girls for Breakfast. Laurel How I Tried to Solve a Mystery, End Leaf, 2006; ISBN-10: 0440238838; a Feud, and Land the Girl of My $5.99.

Summer 2007 | Young Adult Library Services | YALS 45 LITERATURELITERATURE SURVEYS SURVEYS AND AND RESEARCH RESEARCH creel

Early Adolescents’ Reading Habits By Stacy L. Creel

Editor’s note: This article is based on a class or plays) for pleasure, Gambrell ponders 4. How do teens feel about the services project and paper by St. John’s University the question: “Are adults reading less or are they are offered at their local public Division of Library and Information Science, they just reading differently?”3 No matter and school libraries?6 LIS 226: Young Adult Literature and how different the views brought forth by Resources. the professional literature are, everyone can While evaluating circulation records agree with Patrick Jones’s emphasis on may tell what teens are borrowing, deter- here are numerous articles about giving young adults a voice and a chance mining what young adults enjoy reading teen reading habits and library to speak.4 may be best determined by using a survey T services for teens, written by pro- The extent to which teens find time designed to answer the questions librarians fessionals who understand the value of in their schedules for independent reading have about teens and their reading habits. reading, but these articles do not always and what value they place on this activity According to the text Literature for Today’s agree on what—and why—teens are or are central concerns to teen librarians who Young Adults by Nilsen and Donelson, aren’t reading. In Marc Aronson’s book of perform library outreach and reader advi- surveys and forms are often used in an essays titled Exploding the Myths: The Truth sory services for this demographic group.5 attempt to match books and readers, but about Teenagers and Reading, he presents a With these concerns in mind, librarians there is a problem with using surveys and collection of popular misconceptions about conduct surveys to analyze the interests of forms. The problem with such forms is the reading habits of teenagers, including teens. YA librarians can provide materials that they are usually filled out and then three of the most common: that accommodate the reading habits of stored in a drawer. No one has the time their customers if they know the inter- or the expertise to interpret them.7 As an 1. teens don’t read at all; ests of these teens. For example, each exercise in how to gather information and 2. teens only read adult books; and year during Teen Read WeekTM (TRW), how to use it once they are practitioners 3. teens don’t have time to read.1 SmartGirl.org conducts a survey online to in the field, the students in LIS 226 sur- determine the reading habits of teenagers veyed 127 young adults between the ages Yet in contrast to these myths, the nationwide focusing on the following of eleven and fourteen to determine the National Endowment for the Arts (NEA) questions: current trends in reading interests in their Reading at Risk report states that “liter- service areas. ary reading is declining among all age 1. What are the reading habits of There is a vast difference between groups.”2 If less than half of the adults sur- teenagers? a twelve-year-old and an eighteen-year- veyed in 2002 by NEA reported reading 2. Why do teens read? old. As Eliza Dresang, quoted by Smith, literary works (novels, short stories, poetry, 3. Why don’t teens read? and pointed out,

STACY L. CREEL currently teaches at St. John’s University a young person in that cross-over (Queens, N.Y.) in the Division of Library and Information Science zone—ages twelve to fourteen— may be a child one moment, hour, and is finishing her Ph.D. at the University of North Texas. She has or day and a young adult the served YALSA as a member of Quick Picks, Chair of Organization next moment, hour, and day in and Bylaws, a member of the Teen Web Site Advisory Committee, psychological needs, in perspective, and a member of the Sins of YA Literature Preconference and in interests. And finally we Committee. realized in terms of resources that

46 YALS | Young Adult Library Services | Summer 2007 Summer 2007 | Young Adult Library Services | YALS 47 LITERATURELITERATURE SURVEYS SURVEYS AND AND RESEARCH RESEARCH creelCREEL

reader response differs from reader ticipants were fairly evenly distributed with Some examples are Animal Farm, Anthem, to reader so that the very same book twenty-three participants being eleven The Chocolate War, The Giver, Hatchet, may be read differently by a “child” years of age; thirty being twelve years of Night, The Odyssey, Of Mice and Men, and who is twelve from the reading by a age; thirty-two being thirteen years of age; The Scarlet Letter. However, new and pop- “young adult” who is twelve.8 and forty-two being fourteen years of age. ular titles, such as the Harry Potter series, The Sisterhood of the Traveling Pants, the These tweens and early adolescents On Books and Reading Secret of Droon series, and the Warriors are often the library’s heaviest users, so the series were also included. As seen in figure survey was narrowed to focus on the ages As seen in figure 1, almost half (44 per- 2, of the titles read for a school assignment, of eleven to fourteen. cent) reported reading more than once almost 74 percent were from the 1990s or a week and 22 percent reported reading prior in contrast to approximately 19 per- once a week. The following reasons were cent of titles read for fun being from the given by participants for not reading: no 1990s or prior. The Process time/too busy (9); boring/not fun (4); not Of the titles reported by participants The LIS 226 students approached early interested/don’t like it (3); prefer comput- as read for fun, 57 percent were books adolescents at public venues and asked ers or games (2); prefer TV or movies (1); (with 12 percent of the books being in a them if they were interested in giving and unknown (1). These reasons echoed series), and 30 percent were magazines. their opinion on reading. They asked 127 the information reported in the 2001 and Surprisingly, only 6 percent reported that random early adolescents, ages eleven to 2002 Teen Read Week Survey.9 the last title they read for fun was a comic, fourteen, to participate. Surveys were col- Participants were asked the name of graphic novel, or manga. As seen in fig- lected at public libraries (8), malls and the last book they read for a school assign- ure 3, the two main genres participants shopping centers (4), middle schools (3), ment (this could be a self-selected book to reported reading for fun are realistic fic- high schools (2), on the street (2), and at a fill a requirement or assigned class reading) tion (32 percent) and fantasy (21 percent). church (1). The surveys were done without and the name of the last book/magazine/ Often the last item they read for fun was the presence of a parent or other adult to graphic novel/thing they read just for fun. reported as their current favorite (27 per- elicit honesty in the responses and to cre- Many of the titles one would expect for cent); this pattern may be partly due to the ate an atmosphere of comfort. No one was school reading did in fact make the list. fact that the last thing read is still fresh in excluded based on race, beliefs, gender, or socioeconomic status. The survey was brief; it took no more than three to five minutes. There was no penalty if they declined, and there was no penalty if they wished to stop and did not finish the survey and interview after starting. The survey was completely anonymous; no identifying information was taken. There were no personal benefits for the participants other than the pleasure that comes from being heard and giving their opinion.

The Results Of 127 survey participants from Nassau, Queens, Suffolk, and Westchester counties (New York City and surrounding areas), seventy-six (60 percent) were female and fifty-one (40 percent) were male. The par- Figure 1. Time Spent Reading

Summer 2007 | Young Adult Library Services | YALS 47 early adolescents’ reading habits creel

Figure 2. Books Read by Publication Date Figure 3. Genres Read the memory and answers might be com- feel books are boring. But they will find it is a separate section; like the programs; pletely different if they took more time to something of interest and research about and like the computers. Some examples think about it or if you asked them again it, often finding a book on the subject to of negative comments were: not enough in a month. further their reading literacy.11 When teens books; too many girl books; embarrassed Twenty-four percent of participants say they do not read for fun, do they oper- to go; been banned for inappropriate were not enthusiastic readers and reported ate under the assumption that reading only behavior; too girly; need more current that they read once a month (13 percent), counts if it comes from a book?12 series; and broken computers. Figure 4 once a school term (5 percent) or never (6 shows the comments broken down by percent). However, students are also not gender. referring to their time spent browsing the On the Library Internet as reading, although case studies Patrick Jones states, have proven that the Internet can be just as Conclusion beneficial as printed text. Even participants A library of the future that who claim they do not read every week provides a space for teens along Libraries must continue to meet teens’ might not be thinking of the reading they with quality programming and reading needs by purchasing current mate- do through technology through e-mails, opportunities for young people to rials, including a wide variety of magazines MySpace, blogs, online articles, and so share their voices and their unique for pleasure reading and school “classics.” forth. Reading even comes into “play” when experiences on advisory committees The emphasis on free reading for school playing video games, which often require and as volunteers will continue to requirements should be continued and an reading for the player to know what to do remain a place where information emphasis on variety of genres may need to for the next mission. The myth of great and education collide; thereby be implemented. Students are definitely digital divide is not as true as it once was. contributing to the development of reading, but they may not be experienc- In Education Week, Andrew Trotter states lifelong library users.”13 ing the wonderful variety out there. that “children in the U.S. are going online Participants are reading a large variety of in greater numbers, more often, and for In addition to questions on their read- teen and adult magazines, including People, longer periods, regardless of age, family ing habits, participants were asked if they Teen People, Ebony, Vibe, CosmoGirl!, income, and race or ethnicity, according to had any comments they would like to and others, which teenagers can read by a study for children up to seventeen com- make about the library. Some examples of themselves or which can be a catalyst for paring Internet use in 2000 and 2002.”10 positive comments included the following: interaction with their peers with quizzes, To really gauge what a teenager is read- helpful librarians; like the food; like the gossip, articles, and discussion of their cul- ing, the Internet should be included in DVDs; like the collection and has what ture and pop culture. This project showed future surveys. Many kids will choose to I’m looking for; well organized; positive surveys are a good and reliable way to go online rather than read a book. They comments about the atmosphere; like that determine the interests and preferences

48 YALS | Young Adult Library Services | Summer 2007 Summer 2007 | Young Adult Library Services | YALS 49 creelCREEL

LaSpina, Myung Lee, Danielle LoDolce, Gisela Ramos, Jacquelyn Rizzo, Michelle Samuel, Lissetty Thomas, and Myrna Velez.

References 1. Tiffany Marra and April Witteveen, “Survey Says . . . Trends in Teen Reading 2001–2003,” Young Adult Library Services 4, no. 1 (Fall 2005): 17. 2. National Endowment for the Arts, “Read- ing at Risk: 10 Key Findings,” http:// arts.endow.gov/about/NEARTS/ 03-2004augsep/ReadingAtRisk2.html (accessed May 10, 2007). 3. Linda Gambrell, “Reading Literature, Reading Text, Reading the Internet: The Times They Are a’Changing,”Reading Figure 4. How They Felt about the Library Teacher 58, no. 6 (2005): 588. 4. Patrick Jones, New Directions for Library of YA readers. Librarians can collect and out to be much less painless than Service (Chicago: ALA, 2002). document their findings and plan for their anticipated.” 5. Marra and Witteveen, “Survey Says . . . ” collection development, teen services, and “As students in a young adult literature 6. Ibid.; Krista Swenor, “A Teen Take on teen spaces in an informed manner based class, we were pleased to have the Reading: Results from the 2005 Teen on input from library users, but they have opportunity to meet with a number Read Survey,” Young Adult Library Services to survey and then do something with the of teenagers and hear their thoughts 4, no. 4 (Summer 2006): 42. results. Surveys help librarians give their and opinions about what and why 7. Alleen Nilsen and Kenneth Donelson, user populations what they want. If used they read.” Literature for Today’s Young Adults, 7th ed. effectively, surveys provide valuable infor- “The teenagers were eager to share their (New York: Longman, 2004), 305. mation for collections development and for reading trends, feeling important and 8. Vicky Smith, “Disappearing Children’s keeping patrons satisfied. proud once they saw on paper how Books,” School Library Journal 52, no. 6 often they were really reading.” (2006): 38. “Some of the answers were completely 9. SmartGirl, “Report on Teen Read Week DLIS Student Comments unexpected to me. This showed 2003: Smart Girls Decide for Themselves,” me the importance of speaking to www.smartgirl.org/reports/2734196.html on the Process actual young adults in order to help (accessed Nov. 25, 2006). “The teens were more than happy to determine which materials will best 10. Andrew Trotter, “Study Shows a Thinner participate. It seemed to give them a suit their needs.” YALS ‘Digital Divide,’” Education Week 22, no. feeling of importance to be heard and 28 (2003): 9. to have what they were saying written 11. Stephanie Rosalia, “Looking for Lizard down and recorded.” The Writers and Music: The Internet as a Reading Motiva- “This process turned out to be a great Contributors tion Tool,” Voice of Youth Advocates 25, no. learning experience, and we enjoyed 3 (2002): 3. the interaction with the teens as much Faculty Member: Stacy L. Creel 12. Marra and Witteveen, “Survey Says . . . ” as they enjoyed being asked their Students: Marie Accardi, Kristyna Acerno, 13. Patrick Jones, Michele Gorman, and Tri- opinion.” Tammy Alcalde, Christine Alexander, cia Suellentrop, Connecting Young Adults “This was a very interesting process and Kathryn Burns, Pamela Cook, Victoria and Libraries 3rd ed. (New York: Neal- learning experience. Survey-taking was Drescher, Cheryl Drozd, Wendy Garry, Schuman, 2004), 62. a slightly daunting idea that turned Jeanne Herbst, Melissa Kangas, Diana

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oung readers The “The Bluford novels have been wildly popular with y Until We Meet Again entice reluctant readers.... Anne Schraff across the country and continue to 0-439-90488-9 ges that kids face today.” books are well written, treat the problems of inner-city youth with The ALAN Review respect, and avoid easy answers to thetion challenat Arizona State University, coeditort Literacy of (IRA). Professor of English Educa Journal of Adolescent & Adul singame, Associate ” section of the —James Bla “Books for Adolescents (NCTE), and editor of the

SCHOLASTIC and associated logos are trademarks and/or registered trademarks of Scholastic Inc. www.scholastic.com YALS Professional Resources

Jurkowski, Odin L. Technology and the School Library: video games themselves, but there are also extensive programming A Comprehensive Guide for Media Specialists and ideas that are useful to game-savvy librarians. All of the material is other Educators. Scarecrow Pr., 2006; ISBN-13: 978- presented in a straightforward manner with talking-point summa- 0810852907; 236p. $45. ries at the end of each chapter. Levine’s emphasis is on the use of video gaming in programs rather than on collection development. This title provides a school librarian with a beginner’s overview The first sections of the report deal almost exclusively with the jus- of the selection and application of technology commonly used in tification for the inclusion of gaming programs within the library. school libraries. The book is separated into broad topical areas Levine draws on recent research and observation supporting both that include descriptions of hardware, software, and networks, the social and educational benefits of video games as well as the the development and maintenance of information resources, the evolving gaming culture growing around them. She documents integration of technology tools into classroom teaching, uses of successful programs that librarians at public, school, and academic technology and the Internet within the library setting, and sug- libraries have created for each of their institutions. There is enough gestions for guiding teachers through technology professional step-by-step information and resources outlined in this report to development. The author outlines the historical development of give a clear view of how to create a successful gaming program for various hardware devices and software applications, explaining most libraries. The author includes a brief description of the differ- how the different iterations of technology tools have been used in ent types of video game hardware with emphasis on console games, the field of education. Historical background on the development although some of this information is out of date. However, the of the Internet provides a nice context for descriptions of today’s programming models are still relevant. This resource is most help- Web and commonly used Web browsers. Early chapters include ful for librarians just beginning video game programming.—Don some incomplete or erroneous information, sometimes using Phillips, Teen Services Librarian, Milpitas Library, Santa Clara incorrect terminology or narrow examples to describe broad topi- County (Calif.) Library cal areas; it is in the later chapters of the book that the author’s expertise is most apparent. A casual writing style makes the text seem approachable, but occasional poor grammar and confusing Brown, Joyce and Marge Rizzo. Building Character through descriptions can make this a difficult book to read. A number of Community Service: Strategies to Implement the Missing useful Web sites have been included at the end of each chapter, but Element in Education. Rowman and Littlefield Education, source citations are sometimes of questionable authority. While 2006; ISBN-13: 978-1578863662; 208p. $32.95. school librarians certainly have a need for books on this topic, this would serve best as an additional purchase rather than a first Nearly all the philosophy in this book is in the title. Almost every- choice.—Cathy Rettberg, Head Librarian, Menlo School, Atherton, thing else between the covers of this user-friendly, ultimately prac- California tical manual is directed toward achieving that goal. The authors’ aim is to provide educators with a step-by-step guide to organizing a half-day community service project for eighth-grade students. Levine, Jenny. Gaming and Libraries: Intersection of Initiating such a project means organizing enough details to drive Services. ALA TechSource, Library Technology Reports 42, a Broadway producer insane, but why risk that when it’s all here no. 5 (Sept./Oct. 2006); 80p. $63. from soup to nuts? Each chapter deals with a specific aspect of the project (for example, agencies, students, chaperones, and so on) In this issue of Library Technology Reports, Jenny Levine presents and includes valuable tools such as timelines, agendas, checklists, an overview of the place of gaming, particularly video games, evaluation forms, and lesson plans. Some of these are admit- within various library service models. Most of the material is tedly so simple and obvious that there’s no need for them, but the aimed at librarians who may have little or no experience with using important thing is that all the eventualities have been anticipated

Summer 2007 | Young Adult Library Services | YALS 51 and accounted for here. The plan outlined and the materials pro- will also be inspired by the programming ideas offered within vided for its execution are entirely flexible, and this roadmap could the book. easily be adapted to projects of longer duration and more frequent This is a guide best suited to children’s librarians, but the incidence or with older students. Anyone endeavoring to establish teen librarian can glean many tips for teen programming. Teen a community-service project would do well to start with this guide. drama clubs can also benefit from many pointers in this guide. The authors offer an opportunity not only to avoid their mistakes, Additionally, A Crash Course in Storytelling will be useful in train- but to capitalize on their successes.—Peter Rivard, Bullitt Central ing teens in the art of storytelling for outreach with younger chil- High School Library, Shepherdsville, Kentucky dren. This guide will encourage teens as well as professionals in the use of creative expression in storytelling as well as in reading written stories aloud. While this is a professional guide, the teen National Writing Project. Writing for a Change: Boosting librarian can use it as a reference when teaching teens. Literacy and Learning through Social Action. Jossey-Bass, A Crash Course in Storytelling is one of a series of Crash 2006; ISBN-13: 978-0787986575; 192p. $22.95. Course books published by Libraries Unlimited. As with the other volumes, this concise guide is easy to read, inspirational, and an Writing for a Change is a book from the National Writing Project. excellent resource for public librarians.—Vicky Lopez-Terrill, Teen Written primarily for K–12 educators, the book is divided into Librarian, Loveland (Colo.) Public Library three segments: the definition of Social Action, anecdotal stories of teachers who have used this model successfully, and activities that educators can use to facilitate communication, problem-solve, and Opposing Viewpoints Resource Center: Critical Thinking identify commonalities. Social Action is about opposing injustice (www.galeschools.com). Thomson Gale. and oppression. Focusing on creating change for the better is the motivation for writing and for honing writing skills. The beginning Critical Thinking is a new, add-on module to Thomson Gale’s segment describes and defines Social Action in detail, and defines Opposing Viewpoints Resource Center. Once patrons click on the the role of the teacher as facilitator for the information-gathering Critical Thinking module, their next step is to choose from the activities found later in the book. picklist of 250 topics (more than twice the size of the picklist in How does it work? The book has numerous stories from the standard Opposing Viewpoints). teachers from different grade levels who used the Social Action For each topic, a few questions to ponder are given and three model both to create change and to boost their students’ literacy essays are provided, sourced from the series included in Opposing skills. In these different stories the educator will be able to see how Viewpoints Resource Center (for example, At Issue, Teen they may incorporate this model into their own classrooms. The Decisions). Each essay is enhanced with these features: an audio latter portion of the book has activities for facilitators to use to recording of the entire essay; a ten-question quiz; highlighted analyze issues, uncover opinions, to plan an event, and so on The advanced vocabulary—their definitions appear and disappear with activities are simple, with most needing little more than flip charts, a mouse hover, are gathered in a list, and each word comes with a markers, and Post-It notes. This book has clear definitions and sound file; and, finally, links are provided to subject searches for activities for teachers, and fulfills its promise of boosting literacy related topics in the standard Opposing Viewpoints. through promoting Social Action.—Rochelle Carr, Fresno County The Critical Thinking module can facilitate vocabulary learn- (Calif.) Library ing and provides material for auditory learners. Its longer picklist will make research easier for students. The thoughtful, ten-question quizzes for each essay would help self-learners or curriculum Haven, Kendall, and MaryGay Ducey. A Crash Course developers, either traditional or homeschooling. These features in Storytelling. Libraries Unlimited, 2007; ISBN-10: all work well, but are slim additions to the vast wonders of the 1591583993; 121p. $30. standard Opposing Viewpoints Resource Center. Purchase if these features resonate with your library’s mission.—Sally Leete, Adult Frequently, library staff defer to professional storytellers when pro- Program Librarian, Gilroy Library, Santa Clara County (Calif.) viding storytelling programming. Why? Haven and Ducey assert Library YALS that we are all storytellers, and they guide us through the process of learning to tell stories with A Crash Course in Storytelling. Experienced storytellers themselves, the authors provide a thor- ough guide to the process of storytelling. Techniques, contingen- Editor’s note: Please submit professional resources for review to YALS, cies, and story suggestions are a few of the topics that Haven and c/o Valerie Ott, Wadsworth Public Library, 132 Broad Street, Ducey adeptly address. The pros and cons of props and the guide Wadsworth, Ohio 44281. For inquiries about the resources reviewed in through various problem situations are especially useful. Readers this column, contact Valerie Ott at [email protected].

52 YALS | Young Adult Library Services | Summer 2007 the YALSA Association news update

Debraski Elected YALSA librarian at its branch of the Somerset New YAttitudes! Vice President County Library System, eventually becom- Editor Named ing head of its youth services department. Sarah Cornish Debraski has been elected She left Warren Library in 2005, following YALSA named Erin Downey Howerton, vice president/president-elect of YALSA. the birth of her son, Clark. She now lives school liaison for the Johnson County She will assume office following the in Neshanic Station, New Jersey, with her (Kans.) Library, as editor of its quarterly 2007 ALA Annual Conference in husband and son. Debraski earned her online newsletter, YAttitudes! She will Washington, D.C. MLS from the University of Pittsburgh. begin a three-year term with the Fall 2007 Debraski has worked for YALSA issue. YAttitudes! is a members-only elec- for several years, including chairing the tronic newsletter that spotlights significant Program Clearinghouse Committee news and events of the organization and and serving as a representative to ALA’s YALSA 2007 its member groups, including articles, Conference Planning Coordinating Team. Election Results interviews, and other information. In 2004, she was elected to the Board “I feel very privileged to contribute of Directors for a three-year term. She Elected Members to the organization in a way that affects is involved in the New Jersey Library our members so directly,” Howerton said. Vice President/President-Elect: Sarah Association and has published extensively “YALSA does such good things, and this Cornish Debraski on romance novels and booktalking, two of is a perfect way to make our information Board of Directors: Michelle Gorman her favorite topics. more accessible to them in a fun and func- and Dawn Rutherford She hopes to encourage participation tional way.” Margaret A. Edwards 2009 Award in YALSA as the organization continues Howerton will earn her MLIS from Committee: Sharon Rawlins, Stephanie to grow quickly, finding innovative ways to Florida State University in December Squicciarini, and Kristine Mahood allow YALSA members to participate and 2007. A YALSA member since 2004, Michael L. Printz 2009 Award be active within the association. Howerton has served on several commit- Committee: Karyn Silverman, Elizabeth “So many people have great skills, tees, including the Margaret A. Edwards Burns, Marin Younker, and Alison experience, and knowledge to share, but Award Committee and as chair of the Hendon not everyone is able to travel twice a Program Clearinghouse Committee. (Terms officially begin at the close of the year to conference,” said Debraski. “With She is a certified YALSA Serving the 2007 Annual Conference.) growth comes change and challenges. Underserved trainer. We’ve already expanded opportunities with the creation of interest and discussion Proposals Passed groups, and we need to continue thinking Two New Books from of opportunities such as that.” ● The proposal to amend the bylaws to Debraski began her career as a chil- increase the member representation YALSA This Summer dren’s librarian at the Tecumseh branch of on the Board of Directors by Get Connected the Allen County (Ind.) Library System, increasing the number of Directors-at with her interest in teen services deepen- Large from six to seven passed. Get Connected: Tech Programs for Teens by ing after she accepted a position at the ● The proposal to amend the bylaws RoseMary Honnold, published by YALSA Vineyard Haven (Mass.) Public Library. to add to the Board of Directors a and Neal-Schuman in June, offers tried- Later, she returned to her hometown of Secretary position who will also serve and-true, practical tips for young adult Warren, New Jersey, to be a young adult on the Executive Committee passed. library workers seeking to incorporate

Summer 2007 | Young Adult Library Services | YALS 53 technology into effective reference for great reading for to raise the level of library services to teens their programs young adults, including forty years of best in Arkansas, Louisiana, and Mississippi by and services. YA books. using TRW as a focal point. Each of these Topics include Teen service librarians in public and states reported having fewer than forty- recreation- and school libraries, along with parents, and nine librarians in their states implement- education-based middle and high school English teachers, ing TRW in 2005 and 2006 and all three programs, work- will welcome this fully updated third edi- states have standardized reading scores ing with special tion, which includes: below the national average. teen populations, The $10,000 World Book—ALA drawing young ● Background on the history, committee Goal Grant is donated by World Book, readers in the procedures, and current issues facing Inc., and is awarded to ALA units for the social networking the BBYA Committee; advancement of public, academic or school scene, tips for working with teen advisory ● A recap of the current trends in teen library service and librarianship through groups and YALSA’s innovative ideas for literature as reflected in the past the support of programs that advance the celebrating Teen Tech Week. decade of BBYA lists; mission, goals and priorities of ALA. Honnold, a longtime YALSA mem- ● Twenty-seven themed and annotated ber, brings her teen expertise to the table reproducible booklists, perfect in her fourth book on teen services. “Teens’ for reader’s advisory with teens, love for technology and the new Teen Tech parents, teachers even for collection Teens’ Top Ten Week initiative pointed us in the direction development; and Nominations Ready of technology related programs to recog- ● Indexed, annotated lists extending for Reading nize the changing trends in libraries due back to 1966. to technology,” she said. “YALSA members Encourage Teens to Read are generous in sharing their expertise, The third edition of BBYA (ISBN- Now, Vote in October experience, and ideas with their colleagues. 10: 0838935699; ISBN-13: 978- The 2007 Teens’ Top Ten (TTT) nomi- I’m very happy to have been involved in 0838935699) costs $42 ($37.80 for ALA nees include twenty-five books released this project.” Honnold is the young adult members). For more information, or to between January 2006 and March 2007 in services coordinator at the Coshocton preorder, visit www.alastore.ala.org or call several genres, including mysteries, science (Ohio) Public Library. 1-866-SHOP-ALA. fiction, fantasies, and realistic fiction. Get Connected (ISBN-10: Librarians seeking new titles for 1555706134; ISBN-13: 978- readers’ advisory, collection development, 1555706135) costs $45 and is available at or simply to give to their teens as part of www.neal-schuman.com or by calling 1- YALSA Wins World Book—ALA Goal Award summer reading programming can see the 866-NS-BOOKS. A discount is available 2007 nominations at the TTT Web site at for YALSA members (use discount code ALA named YALSA as its annual World www.ala.org/teenstopten. Teens across the GCTT). Book—ALA Goal Award, with a grant country are encouraged to read the nomi- totaling $10,000 to improve teen library nated titles and participate in the national Best Books for Young Adults, services in three key states: Arkansas, vote during Teen Read Week, October 3rd Edition Louisiana, and Mississippi. The award was 14–20, 2007. The votes will determine the accepted at the ALA Annual Conference 2007 TTT booklist of the best new books Preorders are now available for the third in Washington, D.C., in June. for young adults. TTT is the only national edition of YALSA’s unparalleled Best Books YALSA will host two workshops in literary list selected and voted on entirely for Young Adults (BBYA), due out from each state—A Beginner’s Guide to Teens by teens. ALA Editions in Libraries and Power Up with Print— TTT is a part of YALSA’s Young this fall. Expertly and give free Teen Read WeekTM (TRW) Adult (YA) Galley Project, which facili- edited by Holly resource kits to library workers in each tates access to advance copies of young Koelling, out- state, including tips on collection develop- adult books to national teen book discus- reach services ment, programming, and marketing library sion groups. Fifteen public libraries and manager for the services to teens. school library media centers from across King County YALSA Immediate Past President the country evaluate books from publish- (Wash.) Library Judy Nelson identified three key problems ers; five of those groups nominate submit- System, BBYA facing the nation’s teens: poor literacy ted books for TTT. YALSA’s YA Galley continues to be skills, inadequate service in the nation’s Committee chooses groups every two the most com- libraries and a low rate of participation in years; new groups will be chosen for the prehensive and TRW in several states. The project seeks 2008 observance.

54 YALS | Young Adult Library Services | Summer 2007 vision production. Burgmayer works the camera and feels that one of his strengths is in finding that perfect shot. Gillman serves as editor/reviewer, and identifies what needs to be added or redone. Morse comes up with the ideas and produces the video. When the YALSA contest was announced, Morse and Burgmayer approached their school librarian, Erika Miller, and asked her what she thought should absolutely be included in the video. From there, they took on the project themselves, working primarily with their teachers and just checking in with the library staff to let them know when they would be coming in to work on the video. Plymouth Whitemarsh High School is one of Pennsylvania’s Classrooms for the Future schools, and Miller feels very Left to right: Plymouth Whitemarsh High School Librarian Erika Miller fortunate to have wonderful databases with contest winners Dave Burgmayer, Michael Morse, and Michelle and e-books, a new Web-based catalog, a Gillman. supportive administration, good staff, and cooperative faculty. Miller’s goal is to work Teen Tech Week Video highlighting the many great technological with the school community to integrate the Contest Winners resources the library has to offer students. technology, the curriculum, and informa- Their film, which can be seen on tion resources so that they work as a whole Michael Morse, Michelle Gillman, and YALSA’s Web site (www.ala.org/ala/yalsa/ and are understood to be vital to the suc- Dave Burgmayer of Plymouth Whitemarsh teentechweek/contests/contests.htm) asks cess of each student. High School in Plymouth Meeting, the question, “What’s so great about the The teens each won $50 Borders gift Pennsylvania, won YALSA’s Teen Tech library?” All three filmmakers are seniors cards, and Miller received $100 in books WeekTM video contest with a short video taking an independent study class in tele- from YALSA. YALS

Teen Read Week Wiki The Teen Read Week Wiki is located “We wanted to give librarians a at http://wikis.ala.org/yalsa/index.php/ resource they could use to jump-start dis- Librarians prepping for Teen Read Week Teen_Read_Week. cussions with teens about Web 2.0 in their (TRW) have a unique resource to look to lives,” said Linda Braun, chair of YALSA’s for help: the TRW Wiki. Launched last Website Advisory Committee and YALSA spring, the TRW Wiki is a great place to blog manager. “June is Internet Safety find creative program ideas; smart profes- YALSA Releases Guide Month, so it’s a great time for librarians to sional resources; and recommendations for to Social Networking do just that.” funny books, media, movies, and Web sites Software for Teens Written expressly for teens, the guide to share with teens. offers definitions of online social network- But the wiki is far from complete— In honor of National Internet Safety ing software, gives teens practical safety and that’s where YALSA members come in! Month, YALSA published “Social advice, explains why social networking YALSA invites its members and any other Networking: A Guide for Teens.” YALSA causes so much debate, and provides sev- TRW stakeholders to visit and contribute created the brochure with teen audiences eral online resources for safe, smart use of to the TRW Wiki. Librarians, teachers, in mind to assist librarians in educat- online social networking software. parents, or anyone else who wants to paring teens about safe use of online social “Teens need help understanding why ticipate can add recommendations to the networking software, including sites like adults are concerned about teen use of humor book and media lists, provide links Facebook, MySpace, Flickr, YouTube, and social networking,” said Braun. “As librar- to articles that may help others plan their LiveJournal. The guide is available as a ians who serve teens, it’s our responsibility TRW celebrations, or brainstorm creative PDF on YALSA’s Web site at www.ala to help show them how they could get program and activity ideas. There’s even .org/ala/yalsa/profdev/socialnetworking. involved in educating others about social space for librarians to provide links and htm. Librarians can download the color networking and how it has an impact on information about their own TRW plans! brochure to distribute to their teen users. teen lives.” YALS

Summer 2007 | Young Adult Library Services | YALS 55

PUSH founder and Editorial Director David Levithan’s ofﬁ ce door.

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