The official journal of the Young Adult Library Services Association young adult library services

volume 5 | number 2 Winter 2007 Issn 1541-4302 $12.50 The official journal of the Young Adult Library Services Association young adult library services

vol ume 5 | nu mber 2 Winter 2007 Issn 1541-4302

YALSA Perspectives 34 Out of the Basement The Social Side of Gaming 4 Excellence Recognized Eli Neiburger and Matt Gullett Award Winners Speak Kerry Sutherland 40 Web, Library, and Teen Services 2.0 Kimberly Bolan, Meg Canada, and Rob Cullin 7 Announcing Teen Tech WeekTM Don’t Miss It! Literature Surveys and Research Linda W. Braun 44 Youth and the Internet Teen Perspectives June Abbas, Kay Bishop, and George D’Elia 9 I Can’t Live without My . . . Teens’ Top Ten High-Tech Gadgets and Web Sites Ann Pechacek Plus . . . 2 From the Editor Author Perspectives Staying Connected 11 The Naked Truth through 2.0 An Interview with Alyssa Brugman Valerie A. Ott Dominique McCafferty 3 From the President Best Practices Judy Nelson 14 Cosplay, Gaming, and Conventions 49 Guidelines for Authors The Amazing and Unexpected Places an Anime 49 Index to Advertisers Club Can Lead Unsuspecting Librarians 50 The YALSA Update Paula Brehm-Heeger, Ann Conway, and Carrie Vale Hot Spot: Teens and Technology 17 Homework Help Is a Click Away Sarah Cofer, Janet Ingraham Dwyer, Suzanne Harold, Ann Pechacek, Karen Kolb Peterson, and Sara Ryan 21 Reading with Your Ears Preconference Workshop at ALA’s 2006 Annual Conference C D McLean About This Cover 24 Cyberbullying From Playground to Computer Poster art for Teen Tech Week™ (TTW), Tara Anderson and Brian Sturm March 4–10, 2007. TTW is a new event designed to assist library workers in illustrat- 28 Social Networking Sites ing the wealth of technology that school and Why Teens Need Places Like MySpace Sean Rapacki public libraries have to offer. Let the teens in your community know that the library is the 31 All Thumbs Isn’t a Bad Thing source for electronic resources such as DVDs, Video Game Programs @ your library® Beth Saxton databases, audiobooks, electronic games, and more. To purchase the poster and other TTW materials, go to www.alastore.ala.org. Poster design by Distillery Design Studio. YALSA Publications Committee (performing referee duties and providing advisory input for the journal) Julie Bartel, Chair, Salt Lake City, Utah from the Sophie Brookover, Voorhees, New Jersey Erminia Mina Gallo, Seven Hills, Ohio Cheryl D. McLean, Tampa, Florida Julie Marie Scordato, Reynoldsburg, Ohio Editor Laura Leonard Stiles, Austin, Texas Amy Alessio, Schaumburg, Illinois Executive Director Beth Yoke Valerie A. Ott Editor Valerie A. Ott Circulation Young Adult Library Services (ISSN 1541-4302) is published four times a Staying Connected through 2.0 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 Association (YALSA), a division of ALA. Subscription price: members of Internet 2.0, Library 2.0, Teen 2.0. What does it all mean? Kim YALSA, $25 per year, included in membership dues; nonmembers, $50 per Bolan, Meg Canada, and Rob Cullin do an excellent job of explain- year in the U.S.; $60 in Canada, Mexico, and other countries. Back issues within one year of current issue, $15 each. Periodicals postage is pend- ing the ideas behind the 2.0 concept in their article, “Web, Library, ing at Chicago, Illinois and additional mailing offices. POSTMASTER: and Teen Services 2.0.” But, in a nutshell, the main thrust behind Send address changes to Young Adult Library Services, 50 E. Huron St., Chicago, IL 60611. Members: Address changes and inquiries should be sent the 2.0 version of anything, really, is improved usability. This idea to Membership Department, Changes to Young Adult Library Services, 50 may seem threatening if it’s taken to mean creating something E. Huron St., Chicago, IL 60611. Nonmember subscribers: Subscriptions, orders, changes of address, and inquiries should be sent to Changes to Young bigger, better, and faster by adding bells and whistles, and in the Adult Library Services, Subscriptions, 50 E. Huron St., Chicago, IL 60611; case of libraries, more services. The beauty of 2.0, however, is that 1-800-545-2433, press 5; fax: (312) 944-2641; [email protected]. it largely depends on user feedback and user-added content. The Statement of Purpose Internet, for instance, personifies 2.0 concepts through blogs, cus- Young Adult Library Services is the official journal of the Young Adult Library Services Association (YALSA), a division of the American Library tomized interfaces, and sites that allow user comments and reviews Association. YALS primarily serves as a vehicle for continuing education for or even invite authorship, as Wikipedia does. So, Library 2.0—and librarians serving young adults, ages twelve through eighteen. It will include articles of current interest to the profession, act as a showcase for best prac- by extension Teen Services 2.0—is a similar concept. Instead of tices, provide news from related fields, and will spotlight significant events of providing core services the same way libraries have essentially done the organization and offer in-depth reviews of professional literature. YALS will also serve as the official record of the organization. for centuries, why not ask what users want from us and invite them to interact with those services? (Hint: “Because we’ve never Production ALA Production Services—Troy D. Linker, Angela Hanshaw; Angela done it this way” is not an acceptable response.) Gwizdala, Christopher Keech, Stephanie Kuenn, and Christine Velez, The fact is, libraries are losing ground to for-profit entities like Production Editors. Starbucks, Borders, Amazon, and Netflix because they have strived Advertising to make the user experience what users have indicated they want The Goldman Group, 14497 N. Dale Mabry Hwy., #205N, Tampa, FL it to be. We all know what happens to companies that don’t listen 33618. (813) 264-2772; [email protected]. YALS accepts advertising for goods or services of interest to the library profession and librarians in service to their customers. Why should libraries be any different? The to youth in particular. It encourages advertising that informs readers and good news is that the 2.0 concept embraces the idea of throwing provides clear communication between vendor and buyer. YALS adheres to ethical and commonly accepted advertising practices and reserves the right to something out that doesn’t work, so instead of just providing more reject any advertisement not suited to the above purposes or not consistent services, you’ll have ample opportunity to provide more effective with the aims and policies of ALA. Acceptance of advertising in YALS does not imply official endorsement by ALA of the products or services advertised. services. The great news is that the 2.0 concept really just puts a techy-sounding name to something we already do: Find new and Manuscripts Manuscripts and letters pertaining to editorial content should be sent better ways to involve young adults through materials, program- to YALSA, 50 E. Huron St., Chicago, IL 60611; e-mail: [email protected]. ming, and technology. By listening to teens, observing their online Manuscripts will be sent out for review according to YALS’s established ref- eree procedures. Visit www.ala.org/yalsa for further information. habits, and incorporating their feedback into the services we pro- vide, 2.0 status can surely be achieved. Indexing, Abstracting, and Microfilm Young Adult Library Services is indexed in Library Literature, Library & In recognition of YALSA’s first-ever Teen Tech Week™, to Information Science Abstracts, and Current Index to Journals in Education. be celebrated March 4–10, 2007, this issue of YALS is dedicated Microfilm copies of Journal of Youth Services in Libraries and its predecessor, Top of the News, are available from ProQuest/Bell & Howell, 300 N. Zeeb to all things electronic. The benefits of providing chat refer- Rd., Ann Arbor, MI 48106. ence are discussed in “Homework Help Is a Click Away”; Beth The paper used in this publication meets the minimum requirements of Saxton details how to hold video game programs at your library, American National Standard for Information Sciences-Permanence of Paper while Matt Gullett and Eli Neiburger explain the social benefits for Printed Library Materials, ANSI Z39.48-1992. ∞ © 2007 American Library Association achieved through such events; and the darker side of the Internet All materials in this journal subject to copyright by the American Library is explored in Tara Anderson and Brian Sturm’s eye-opening piece Association may be photocopied for the noncommercial purpose of scien- tific or educational advancement granted by Sections 107 and 108 of the on cyberbullying. These are just a few of the topics I hope you Copyright Revision Act of 1976. For other photocopying, reprinting, or trans- find useful as you stay mindful of the 2.0 concepts that are so lating, address requests to the ALA Office of Rights and Permissions. central to providing excellent services to teens. Here’s to staying connected! YALS

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

y first assignment as a student people and editors of major newspapers, using social in a YALSA online class was trying to bring reason and logic to the networking M to set up a MySpace account, national discussion taking place on the sites. But teens edit my profile, and invite fellow classmates subject of social networking. But here I don’t necessar- to be my friends. Simple, right? Teens do was, having a very different reaction per- ily have that this every day so I could, too. I logged in, sonally to what I was saying professionally. knowledge yet. In fact, studies show that signed up, looked at the “Edit Profile” page, The truth is, the mom and grandma in me many young people who use social net- and realized I was short of breath and my were distinctly uncomfortable with social working venues don’t realize that the rest blood pressure was rising. I was suddenly networking! of the world can peek into their online lives very uncomfortable with this assignment By week two, the class set up blogs on while they’re innocently connecting with because completing it meant sharing myself our MySpace pages. I was poking around friends. Technology constantly changes, publicly with the world at large, or in this my classmates’ pages and even venturing and while this is familiar to those who’ve case, the world online. As a dutiful student, out to discover family members’ personal grown up with it, there are many adults I did the assignment; after all, I was tak- accounts. Yet, I was still talking to friends in positions of power who aren’t yet com- ing this class to educate myself about new about my discomfort even though I was fortable with technologies considered old literacies for teens. However, my first efforts starting to have fun. school by our teens. were as generic as I could make them, The third week saw the class advance So, while you read this issue of YALS even though I learned to create an avatar into the world of online gaming, wikis, and about the hottest technologies your teens instead of uploading a personal photo- other technologies. I felt more comfort- are using, and you are figuring out how to graph. Through the first week, I diligently able with this stuff. Blogging seemed like add them to your services, don’t forget to completed the readings and responded to old hat to me now, and that’s when it hit educate the adults around you. By offering the questions posed, but I found myself me—there is no substitute for education. adult learning opportunities, you’ll gain talking about my unexpected discomfort to After two and a half weeks of discomfort, more supporters for your work. Make sure everyone around me. Honestly, I was flab- my anxiety about exposing myself online to check out Teen Tech Week, and don’t bergasted by my own reaction. was gone, and I was enjoying playing forget about all the great online courses While this was going on, I was being around with these technologies even if I YALSA offers. Did I mention that YALSA your president. I was writing letters (or wasn’t very good at them. Now I’m a pretty is turning fifty? Yeah, that sounds old, but sometimes just signing my name to letters competent, reasonably savvy adult. I am hey . . . if I can open a MySpace account from ALA) that were going to congress- wise enough to know the boundaries when how old is YALSA really? YALS

Winter 2007 | Young Adult Library Services | YALS  feature YALSA perspectives

for many reasons. The folks who wrote letters in support of me from local and Excellence national contacts are people I greatly admire and respect. I was stunned to receive it. My state is just starting to Recognized organize a young adult forum, and I feel that my winning this award validates the importance of teen services in Illinois. I have tried to be a voice for Illinois Award Winners Speak and Midwest teen services while on the YALSA Board, and winning this award makes me feel as if my efforts are being By Kerry Sutherland recognized.

JONES: I’m most proud of the accomplish- ment of visiting erving teens can often be a thank- accomplishments all fifty states to less job, but YALSA members in young adult train library staff S continue to demonstrate the services are you on working with passion and commitment necessary to most proud of and teens. My hope is successfully advocate for young adult ser- why? this training has vices. This year, three of those members Patrick Jones done three things: reaped the benefits of their dedication ALESSIO: first, made some by winning prestigious awards. YALSA Thank you for direct changes in the Fiscal Officer Amy Alessio, teen coordina- the compliment. skills, attitudes, and behaviors of staff who Amy Alessio tor of the Schaumburg Township (Ill.) I usually say that might have viewed teens as problems to be District Library, won the Illinois Library the Schaumburg solved rather than customers to be served. Association Davis Cup Award. Patrick Township District Second, although I can’t prove it, I have Jones, young adult author and manager of Library (STDL) Teen Advisory Board is reason to believe that the spike in member- outreach for the Hennepin County (Minn.) the thing of which I’m most proud. The ship in YALSA, which I promote at most Library, received the ALA Scholastic board started eight years ago with seven training sessions, has something to do with Library Publishing Award for his contribu- teens and has driven everything good my road work. Third, these training ses- tion to the field. Past YALSA President about teen services at STDL, including sions have taught me more about the real Bonnie Kunzel celebrated her retirement redesigning the teen area at the Central work librarians, many of whom are not YA from her position as youth services con- Library. I would have to say that I am librarians or YALSA members, are doing sultant for the New Jersey State Library almost as proud of winning the Illinois to connect young adults and libraries. I with the New Jersey Library Association Library Association Davis Cup this year have learned much more than I’ve taught. Librarian of the Year Award. All three were kind enough to share their thoughts on winning, work, and why young adult ser- KERRY SUTHERLAND is a Teen Librarian at the Akron-Summit vice is so important to them. County (Ohio) Public Library. She is a member of YALSA’s Book Wholesalers Grant Jury Committee for 2006–2007 and recently SUTHERLAND: You’re obviously accepted an appointment to YALSA’s selected DVDs and Videos leaders in your field. Which of your for Young Adults Committee.

 YALS | Young Adult Library Services | Winter 2007

Sutherland

KUNZEL: harm themselves. While I love that they Collaborative Summer Library Program to Obviously the are comfortable enough to confide in me, a state that had just started doing its own first accomplish- I want to see them all happy and success- statewide summer reading program two ment that comes ful and it is painful when they struggle or years before I joined the state library staff. to mind is being hurt. I can direct them to counselors and elected president other resources, but it often does not feel SUTHERLAND: What motivates you to of YALSA. It is like enough. continue working in teen services? such an honor to receive the over- JONES: The most difficult part of my job ALESSIO: I want to do more for teens, Bonnie Kunzel whelming support as manager of outreach for the Hennepin so I keep trying. They are so often just of your peers. This County Library in suburban Minneapolis missing some encouragement or support. I year I was selected is really twofold. The big picture is not so thought I first began advocating for teens Librarian of the Year by the New Jersey much time management, but mind man- when I started at STDL, but my mother Library Association. This is an incredible agement. On my work commute, I used recently reminded me that I used to write honor, especially since I represent youth to think about work: projects, programs, letters to the editor of the paper of the services in the state. I’m only the second personnel, and so forth. Now, I’m think- suburb where I grew up. I would complain youth services librarian to receive this ing about plots, characters, and scenes for when they would accuse teens of crimes prestigious award, and the first young the teen novels I’m writing (the third one, without facts, and about how the town adult librarian in the state to receive this Chasing Tail Lights is due out in spring offered nothing for teens. I guess those honor. Being selected as the first youth 2007 from Walker Bloomsbury). The feelings have not changed. services consultant for the New Jersey smaller challenge is in working with juve- State Library in over a decade was also nile correctional facilities, which restrict JONES: In the day-to-day work, it is see- a considerable honor. In this position, I access to certain materials, and balancing ing the “aha” when a teen in corrections represent youth services—both children’s between intellectual freedom, the benefits finds the book that makes him or her—if and young adult—and work with all the of partnership, and providing access to the only for the short term—a reader. What youth services librarians in the state. I’m most materials for the most residents. motivates me most now is . . . [writing] fic- retiring and leaving New Jersey at the end tion that empowers young adults to exam- of November. I still plan to stay active in KUNZEL: I love my job and really hate ine the facts in their lives, perhaps leading youth services, but on a part-time basis. I the fact that I’m retiring; however, I also to making a positive change. Oh, and to will continue to go around the country as a love my husband, who has already retired. sell some books, too. Bureau of Education and Research speaker The most difficult part of my job is the on the subject of young adult classics. fact that there is not enough of me to go KUNZEL: I like teens. I see our future around. There are 311 library systems in in them. They’re inquisitive and curious SUTHERLAND: What is the most dif- New Jersey, from countywide systems to and challenging and demanding. It is so ficult part of your job? independent libraries, and approximately extraordinarily rewarding to connect a teen 450 library buildings in the state. I started reader with the right book. I always had ALESSIO: The hardest part for me in a discussion list (NJYAC) just for youth such fun with the members of my book serving teens has always been the heart- services people, and I’m available to do clubs. Some were voracious readers who break of some of their issues. I was very programs, including staff in-service on loved talking about books with each other disappointed recently that one of my teens youth services and collection develop- and me; but, even more rewarding were who was a top student chose not to go to ment; regional and statewide programs those who were just being introduced to a four-year college. Another started col- on Best Books; science fiction and fantasy the joys of reading. I continue to be moti- lege, then dropped out. I recently gathered books; graphic novels, and so forth. I also vated by the truths that Mary K. Chelton some of my son’s old baby items for one of run three annual statewide programs: shared in the speech I heard that first my teens who is now a new parent. Some Youth Services Forum (hot topics of inter- turned me in the direction of becoming of my younger ones have run into trouble est to youth services people); the young a young adult librarian. Teens need at home, with the law, or at school. I have adult and children’s author conference; advocates in the library community— seen some struggle with dating or sexual and summer reading. The other big chal- identity issues, and I worried they might lenge was introducing membership in the EXCELLENCE continued on page 8

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YA Soundings.indd 1 11/17/2006 10:06:19 AM feature YALSA perspectives

t YALSA’s Midwinter Institute in January 2006, Anthony Bernier, A assistant professor at San Jose Announcing State University School of Library and TM Information Science, challenged librarians to move beyond their focus on books and Teen Tech Week to center their attention on technology and the important role that it plays in the lives of the teens they serve. He highlighted all the ways that librarians promote books Don’t Miss It! through events and awards, and lamented the lack of efforts being put towards recog- nizing technology as a key ingredient in the By Linda W. Braun lives of contemporary teens. YALSA’s first annual Teen Tech Week™ (TTW) will take place March 4–11, 2007. This is an important step in helping librarians balance their efforts between traditional ways of serving teens Bowling Green won through books and book-related activities, the contest with an and using new technologies to support the image that integrates needs of teens in the twenty-first century. a plug and the TTW By sponsoring TTW, YALSA makes initials. Ghadban was a commitment to recognizing that technol- awarded a $50 gift ogy is important to YA librarians and the certificate to Borders people they serve. TTW will be a time to as a prize. (You can celebrate technology in teens’ lives; learn read more about more about the technologies teens use; and Ghadban at www learn how libraries use technology to pro- .ala.org/ala/yalsa/ vide programs and services for them. teentechweek/ YALSA staff and the TTW logo.htm.) Committee have been working to get ● The TTW Web The winning Teen Tech Week logo design (left) by things ready for the March event. Here site (www.ala.org/ Ahmad Ghadban (right). are some components that have already teentechweek)— launched: This is the place to Visitors to the wiki will find activity find general information on how to ideas, information on technology ● A TTW logo contest—The winner participate in TTW, information on tools, booklists, and examples of how of the contest was selected by the sponsorship, and links to resources of libraries are integrating technology TTW Committee at ALA Midwinter interest to those who will participate into their programs and services. Meeting in San Antonio. Ahmad in TTW. YALSA and the TTW Committee Ghadban of the Wood County ● The TTW Wiki (http:// decided to use a wiki for providing (Ohio) District Public Library in teentechweek.wikispaces.com)— this information because it gives teen librarians a chance to participate in creating ideas and content for TTW. Librarians are encouraged to take LINDA W. BRAUN is a New York City-based Educational a look at the wiki and add activity Technology Consultant with Librarians and Educators Online ideas, technology tools, book titles, (LEO). She is also an adjunct faculty member at Simmons College and examples of their library’s use of Graduate School of Library and Information Science in Boston. technology with teens.

Winter 2007 | Young Adult Library Services | YALS 

Announcing Teen Tech Week™

● TTW podcasts—YALSA plans to A TTW kick-off event is planned for resources. Participation in TTW is also produce monthly podcasts on topics Sunday, January 21, 2007, from 10:30 a.m. a way to demonstrate to a larger audience related to teens and technology. to 12:30 p.m. at ALA’s Midwinter Meeting that libraries are thinking about the future The first podcast launched in late in Seattle. The kick-off will include give- and are not moribund. Help send these September with an interview with aways and news about activities and events messages to your community and to your teen librarians Kelly Czarnecki and for TTW. Librarians planning to attend teens—show that you are a part of the Christy Mulligan about the Deleting Midwinter should be sure to put this event twenty-first century and are ready, willing, Online Predators Act (DOPA). on their schedules in order to be up-to- and able to provide library programs and Future podcasts will be produced date on YALSA’s plans for TTW. services using the same tools that teens by teens and librarians and include There’s no denying it, technology is use. To register for Teen Tech Week™, visit teens talking about technology use, central to the lives of many teens. They http://tinyurl.com/yxf2q4. YALS and librarians talking about how they use technology to communicate, collabo- have implemented technology for and rate, create, find, and use information. with teens in their libraries. Podcasts Through participation in TTW, librarians are available at www.pod-serve.com/ can demonstrate to teens that libraries podcasts/show/yalsa-podcasts. are no longer only about books and print

EXCELLENCE continued from page 5 librarians who understand them and JONES: Ball Four by Jim Bouton. Hautman, and Daniel Hale, so I’m reading can support and encourage them as they their mysteries first. navigate the rocky shoals of the adolescent KUNZEL: We only went to the library years. Librarians who appreciate their liter- every two weeks, and I was a fast reader. JONES: Endgame by Nancy Garden and ature, of course, but also their music, mov- This was in the days before the flowering Between Mom and Jo by Julie Anne Peters. ies, and so forth, and who make an effort of young adult literature. I read histori- to familiarize themselves with pop culture cal fiction, mysteries, Westerns—never KUNZEL: I’m reading Delia Sherman’s as it pertains to teens. The world of teen nonfiction. That was for school work. My Changeling, and Ellen Kushner’s new service is expanding by leaps and bounds. favorites were science fiction and fantasy. one, Privilege of the Sword. I just finished I love working with teens and hope to be I was introduced to science fiction when Stephanie Meyer’s New Moon, the were- able to continue doing it long after I retire. I read Star Beast by Robert Heinlein and wolf sequel to the fascinating vampire immediately wanted another book just like novel Twilight, and the new Temeraire SUTHERLAND: What was your favor- it. I read all the Tarzan books as well as the dragon series by Naomi Novik, which is ite book as a teenager? Mars books by Edgar Rice Burroughs. At a cross between Anne McCaffrey’s Pern the same time that I discovered Heinlein, I series and [Mercedes] Lackey’s Dragon ALESSIO: As a teen, I was a reluctant also discovered the Witch World books by Jousters series, or Jane Yolen’s Pit Dragon reader, although I enjoyed creative writ- Andre Norton and went on to read every- Chronicles and C. S. Forester’s Admiral ing and journalism. I would enjoy a book thing by her that I could get my hands on. Hornblower series. I’m listening to the as a school assignment, then get hooked entire Gregor the Overlander series by on that topic. For example, The Chosen by SUTHERLAND: What are you reading Suzanne Collins. I’m eagerly waiting to Chaim Potok really affected me, so I read right now? read Megan Whalen Turner’s The King of the Asher Lev books and some nonfiction Attolia and the sequel to Hidden Talents by on Hasidic Judaism. I had other phases ALESSIO: I just started reviewing teen David Lubar, which should be out soon, when I read biographies, some teen series, mysteries for CrimeSpree Magazine and not to mention the next Bartimaeus title nonfiction on magic, true crime, and his- have about twenty on my nightstand. I by Jonathan Stroud. So many books, so tory. I read in-depth on any topic that am also speaking at a mystery conference little time. YALS caught my fancy for that particular month. with Kathleen Ernst, Stacey Cochran, Pete

 YALS | Young Adult Library Services | Winter 2007 feature teen perspectives

honograph, radio, telephone, television, computer, MP3 player. P People of every generation of I Can’t Live the past century can probably remember the one piece of technology that changed their lives. My mother remembers quite without My . . . fondly the event that changed her teenage years: watching American Bandstand. As a teenager in the 1980s, I could not have lived without my portable cassette player Teens’ Top Ten and INXS’s “Need You Tonight” video on MTV. Not long ago, the CD player was the most popular gadget. But now, mobile High-Tech Gadgets phones with video, text messaging, Web, and MP3 capabilities are the thing to have. Members of the Worthington (Ohio) and Web Sites Libraries’ teen advisory board, TWI (Teens with Ideas), were asked, “What is the one piece of technology that you can’t By Ann Pechacek live without?” After some of the more stubborn teens initially asked, “Do you mean things like lights? Or are you talking about high-tech items like computers?” we came up with a list of ten must-have items connection to the world outside my for teens today. house. Oh yeah, and it also has all my music on it!”—Adam L., college freshman Top Ten Gadgets 2. Cell phone—“Cell phone! It is my main communication with friends and 1. Computer—“My family.”—Amanda L., twelfth grade number one choice 3. iPod/MP3 player—“It’s so much is the computer more convenient than carrying around (now my own a bunch of CDs.”—Annie W., twelfth laptop). I use it to grade 16. Flash drive—Great for transferring read webcomics, 4. Digital camera—“I am addicted talk on discussion songs, school papers, and anything else to taking pictures of my friends.”— between home, school, and friends’ forums, do research, Claudia D., eighth grade amuse myself, play houses. 5. Game systems (Nintendo DS, 7. Television—Some things never games, e-mail people, and Xbox, PlayStation 2, PlayStation video-conference with change! Portable [PSP])—“It’s all about 8. TiVo—“Now it never matters when my girlfriend in Quebec. the Super Smash Bros. Melee.” My computer is my you’re up, you can watch whatever you —Adam L. want.”—Annie R., tenth grade 9. DVD player ANN PECHACEK has been a Teen Librarian for Worthington (Ohio) 10. Microwave—“Gotta have that Libraries for five years. She received her MLIS from the University microwave!”—Shruti P., college of Southern Mississippi. Ann’s teen advisory board, TWI (Teens freshman with Ideas), was formed in spring 2002. I CAN’T LIVE continued on page 16

Winter 2007 | Young Adult Library Services | YALS  Thanks Its 2006 TEEN READ WEEK TM Promotional Partners

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TRW_sponsors.indd 1 12/13/2006 4:09:57 PM feature author perspectives

lyssa Brugman is an Australian YA writer whose novels Finding Grace, A Walking Naked, and Being Bindy The Naked Truth have had success around the world, and have been shortlisted for numerous awards. She has also recently released a series of pony books published by Random House An Interview with Australia: For Sale and Swap, Beginner’s Luck, and Hot Potato. Her forthcoming novel, Solo, is scheduled for release in 2007. Alyssa Brugman She lives in the gorgeous Hunter Valley, Australia’s oldest wine producing region, where she writes full time. By Dominique McCafferty

MCCAFFERTY: You’ve lived in Australia all your life. Where in Australia did you grow up? child, the only girl, the youngest of four After Year Four I pretty much gave up BRUGMAN: I grew up in a few places. girls, with a single parent, in a nuclear on fiction until I was in my early twenties When I was a child we moved from the family, and so forth. I’ve experienced most and I started again with Finding Grace. I mining towns out west to the northern incarnations you can imagine. It all sounds did become involved in drama at school, beaches in Sydney. a bit bogan (you would probably say and actor-improvised pieces in particular, “trailer park”) when you summarize it like which is storytelling. Writing essays is sto- MCCAFFERTY: What was it like for you that, but it all happened over the space of rytelling. Entertaining friends and family growing up? twenty years or so. with tall tales over a meal is storytelling. We all do it every day. BRUGMAN: It’s probably too compli- MCCAFFERTY: When did you begin cated to go into at any length; but, to sum- writing? MCCAFFERTY: I agree that we’re all marize, my parents divorced when I was storytellers in one way or another. It was six. I had one brother at the time, and then BRUGMAN: I can remember sitting in Maeve Binchy who wrote that writing my mother married a man who had three class in Year Four and embarking on a very is talking. Surely you were a reader, too. daughters. They had two sons together. Enid Blyton–inspired piece and being frus- What were some of your favorite books as Then my father married a woman who trated because I didn’t have the vocabulary a child? had a daughter and a son. And then both to express the story I was trying to tell. I my mother and my father divorced from must have been okay since I was selected BRUGMAN: Writers that spring imme- their second partners. So at one stage I for a special class with a visiting author diately to mind are Joan Aiken, Robert had four brothers, four sisters, and four (which was much less common than it is Cormier, and John Wyndham. We didn’t parents. Now I have one brother and two these days). It was during that visit that have a television when I was growing up. half-brothers—technically—and only one I decided writing wasn’t for me because I Other kids used to stare and ask, “Do you parent who I am still in contact with. had a lot of trouble doing the task that the have electricity?” as if they are mutually Over the course of the years I have writer set for me. So I’m careful these days inclusive. My stepfather “didn’t believe in it” lived in many different arrangements. I’ve when I visit schools, not to make the exer- [television]. So I read. I must have always been the oldest, the youngest, the middle cises too daunting. had some interest in structure, because in primary school I read all the Agatha Christie mysteries. I would bookmark the DOMINIQUE MCCAFFERTY is a Librarian at the Riverside (Calif.) pages with notes on how I thought the Public Library and a part-time Reference Librarian at California murder happened and then at the end I State University, San Bernadino. She recently made a promise to would go back and see if or when I figured herself to read all of Dickens’s novels. it out. My mother was an English teacher

Winter 2007 | Young Adult Library Services | YALS 11

The Naked Truth

because essentially I run a small business Bindy would forgive Janey. They wanted now. I do accounts and pay tax, I market a Janey to get her just desserts, and I was product, and negotiate contracts. disappointed, because for me the whole book was about love in a family, and MCCAFFERTY: Did you take any writ- about a family’s infinite capacity to forgive. ing classes along the way? Several reviews pointed to that aspect of forgiveness as the novel’s major flaw. BRUGMAN: I haven’t gone to any writ- ing classes. I suspect that the best way to MCCAFFERTY: Forgiveness as a major learn how to write a novel is to write one flaw? Not according to the Dalai Lama. To (or ten). I did read Story by Robert McKee, my mind the reviewers are wrong. Indeed, On Writing by Stephen King, Vogler’s I thought Being Bindy was wonderful. But Writer’s Journey, and How to Write a Walking Naked is my personal favorite. Screenplay by Richard Walters. There were What sort of reader response have you useful tips in all of them. I did find McKee been getting from teens with regard to that frustrating because so many of the screen- book? plays that he held up as shining examples Alyssa Brugman of innovative storytelling were novels first. BRUGMAN: The book is studied in schools [in Australia], so usually people so she gave me a lot of books to read and MCCAFFERTY: Do you rely on a writ- ask me to do their homework. It would most were YA. She would give me eight ing group? never have occurred to me when I was at or ten books and ask me to pick the ones I school that the writer was accessible to me. enjoyed most, and she would teach those. BRUGMAN: I used to try. I haven’t found “Dear Miss Austen, I was just wonder- In later years, I would be given a book in a group that works for me. People either ing which revelation do you think is most class, and I would think, “Hey, I’ve read said, “It’s good,” and that’s all, which is influential in the development of Emma’s this already!” not very helpful, or they would pick up character?” My parents had an extensive library, typos, which is also not so helpful when and they didn’t censor my reading. I think the changes you are hoping they will con- MCCAFFERTY: Walking Naked brought they probably should have, but as you tribute are structural. People are too polite. back all those awful junior high memo- can imagine, there were a lot of kids to Nonwriters also don’t really understand ries—the heartlessness and certainly the watch in my family, so the one sitting on how a novel grows. They’re often quite lin- beauty, but mostly the heartlessness of that the couch reading was the least of their ear in their view. Now I pretty much rely time. I imagine you had some difficulty worries! For example, I read Lolita when on my editors who are, after all, profession- yourself—nearly everyone does. I was about eleven. I picked it up because als at this. They are usually very perceptive. the cover had a young girl, not much older We also communicate in a shared language BRUGMAN: Actually, I loved school! than me, in funky sunglasses. I found it that evaluates a piece of writing objectively. I have certificates for 100 percent atten- quite confusing. It’s hard to do that with a layperson with- dance. out sounding like a wanker. MCCAFFERTY: Would you talk about MCCAFFERTY: Really? So you are one your college experience? MCCAFFERTY: Despite your not hav- of the exceptions! ing attended workshops, you’ve done BRUGMAN: I went to University of extremely well as a writer. And the review- BRUGMAN: I had chicken pox once Newcastle [in Australia]. I did a bachelor ers have been kind to you. in primary school, but other than that of business majoring in marketing. I had I went every day. Besides, if you stayed no idea what I wanted to do with my life, BRUGMAN: Thank you, Dominique! home you missed what happened—not so I picked business because it seemed the Although I had some trouble with the just academically, but in the playground. broadest degree with the most potential feedback from Being Bindy. A lot of read- Who loved whom, which allegiances had in the workplace. It has come in handy ers and reviewers couldn’t understand why switched, abrupt shifts in territory. What

12 YALS | Young Adult Library Services | Winter 2007

McCafferty

was happening at home? Nothing! My parents were at work. I could sit around Get books from the library without ever leaving by myself, or I could go to school where all these social dynamics were happening. No your house! Listen to Lemony Snicket on your iPod! contest. Read Meg Cabot on your computer! MCCAFFERTY: Maybe you were bear- ing witness in your own way because you were a future young adult novelist at work?

BRUGMAN: Oh, I wasn’t just witness- ing. I was an active participant, believe me! I went to five different schools and what I saw were just versions of the same thing. Lots of young people ask me if I do research on what it’s like going to school, which makes me laugh—as though I dropped onto the planet at age twenty-five! While I think the culture has changed significantly, I don’t think the species has evolved so much since I went to school. YALS

E-books and downloadable audio put your favorite authors at your fingertips. Reading is faster, easier, and better then ever!

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Winter 2007 | Young Adult Library Services | YALS 13 feature best practices

When a teen at one branch asks if the library system can purchase a new anime Cosplay, Gaming, or manga series, we do our best to make that happen—preferably before the next time that branch’s anime club gets together. and Conventions Once anime club teens realized the library was paying attention to their DVD and book suggestions, they started voicing their opinions and offering suggestions The Amazing and about some other, slightly stranger- sounding ideas. Unexpected Places an Anime Club Can Lead Idea One: Cosplay The term “cosplay” is derived from combin- ing the words, “costume” and “play.” There Unsuspecting Librarians is evidence that the trend of dressing up for conventions started not in Japan, but in the United States, when twenty- By Paula Brehm-Heeger, two-year-old Forrest J. Ackerman and a friend attended the 1939 Science Fiction Ann Conway, and Carrie Vale Worldcon dressed in futuristic costumes.1 In the 1980s, masquerading and cosplay made a big splash in Japan, garnering much science-fiction media attention. To gain a real-world understanding of cosplay, close your eyes and picture cat een services librarians have worked teens crowd into a program room to watch ears, humongous swords, and hot-pink hard during the last few years to anime, chat with friends, sketch manga hair. This is the stuff of which cosplay is T respond to teens’ love for manga characters, play Yu-Gi-Oh, and snack on made. Lots of librarians probably know and anime. As a result, anime clubs have Pocky. For two hours the library is com- firsthand that teens devoted to manga and become a staple at many libraries. The pletely theirs and they know it. anime enjoy dressing up as their favorite dedicated librarians who run these clubs, PLCH’s embracing of anime clubs has characters. Serious fans may come in many of whom have spent hours preview- given teens a feeling of ownership. Anime costume to regular anime club meetings. ing screeners and watching many, many club teens know their ideas are valued. But when the anime club teens at PLCH’s episodes of Inu-Yasha and Full Metal Alchemist, will testify that it seems anime is PAULA BREHM-HEEGER is the Teen Services Coordinator for the more popular than ever. They realize that Public Library of Cincinnati and Hamilton County (PLCH) in Ohio hosting regular anime nights is a terrific and President-Elect of YALSA. ANN CONWAY has worked for PLCH way to serve an often hard-to-reach cus- as a Reference Librarian (teen services) for twenty years. She tomer base. At the Harrison Branch of the has been facilitating an anime club for four years, and presents Public Library of Cincinnati and Hamilton County (PLCH) in Ohio, for example, workshops at the local and state levels on anime, cosplay, and anime night may bring in anywhere from merchandising teen collections. CARRIE VALE has worked for twenty-five to forty teens ages fourteen PLCH as a Reference Librarian for fifteen years, and has been to nineteen. What’s even more surpris- in teen services for the last six years. (Photos courtesy of PLCH ing is that half of them are guys. These except where indicated.)

14 YALS | Young Adult Library Services | Winter 2007

Brehm-Heeger, Conway, and Vale

Anderson Branch suggested that the ter, and creativity. As participants’ numbers library host a cosplay event, they wanted a are called, either the panel of judges or the Additional Resources stand-alone event with a convention-like facilitator asks questions about choice of Costuming.org atmosphere. character or costume. http://costuming.org In Cincinnati, the library’s cosplay The second element of the library’s This site offers an interesting perspec- event is a chance for the anime faithful to cosplay event is the skit. These are usually tive on cosplaying, costuming, and show off their creativity. Two basic com- kept to fewer than two minutes and fea- masquerade. petitions are included: costume and skit. ture pairs or groups of teens. Skits can be Such rules as no nudity, no lethal or real judged independently or as extra points for Cosplay.com weapons, and no flashpots (a pyrotech- the costume competition. Again, the skits www.cosplay.com nic device), were used when advertising give participants a chance to show off their Features discussion forums and conven- the costume part of the cosplay. These extensive anime and manga knowledge and tion information. rules are a little tongue-in-cheek, but do highlight their own creativity. SugoiCon acknowledge that serious cosplay costumes Many cosplayers use skits as an www.sugoicon.org can be pretty unusual. Costumes run the opportunity to describe invented char- Example of a smaller, local convention. spectrum from very simple to extremely acters that fill in missing themes or plot elaborate. Some participants come in pur- elements of their favorite manga or anime. Gen Con Indy chased costumes, but those that show real One of our regular skit participants is a www.gencon.com ingenuity in utilizing what’s at home are poetry-writing, gourd-playing character A big convention with a lot to offer and often the most impressive, like using PVC created by a teen who felt the Mews from experience. pipe as armor or airbrushing fabric or skin. Tokyo Mew-Mew could use a little extra When participants arrive, they sign up help in getting out of trouble. wrote successful grants to purchase Sony and are assigned a number. Three or four PlayStation 2 consoles, and then began volunteers from the audience who are not hosting teen-only gaming nights. These dressed up serve as judges. Judging criteria gaming events quickly moved beyond the include the effort put into assembling the Idea Two: Gaming circle of anime teens, drawing in a regular costume, realistic portrayal of the charac- Anime club teens were also the first to crowd of guys and a few brave girls, many bring up the idea of gaming at the library. of whom had previously never set foot in Teens originally asked about playing Dance the library. Other than the demand for ( ) as part of their Dance Revolution DDR DDR, the influence of gaming is apparent regular meetings. DDR became a huge hit in other aspects of the cosplay, with more and is now part of every cosplay. Gaming and more teens coming dressed as their other than DDR is still in the early stages, favorite characters from such games as but with some strong encouragement Final Fantasy. from anime teens, two of our branches

Idea Three: Conventions In 2005, Anderson Branch teen librarian Ann Conway received the highest honor from one of her longtime anime club teens. He asked her to stop by a local Cincinnati anime convention where he would be competing in a cosplay competition and selling his own original manga. Intrigued, Recent winner of a cosplay Conway took a trip to SugoiCon. There costume competition. Cosplay skit competitors. she received an up-close-and-personal look

Winter 2007 | Young Adult Library Services | YALS 15

Cosplay, Gaming, and Conventions

and anime fans; the enthusiasm for both; to visit “anime alley” and hear a panel of and, the amazing potential that existed for anime industry experts speak. Next year, engaging young people at the library. they plan to take several librarians and stay When Conway told her teens how for more of the four-day event. much she enjoyed SugoiCon, they urged Who would have dreamed that tak- her to consider traveling to Gen Con Indy ing a chance and starting monthly anime (Indianapolis), one of the country’s big- clubs would lead to so many inspiring and gest and longest-running gaming conven- unusual programs and experiences? But tions. Teen Services Coordinator Paula that is the joy and power of working with Brehm-Heeger ran this by a few cosplayers teens: you just never know what amazing and they, too, thought it was a great idea. things can happen! YALS Armed with their teens’ support and advice to “make sure you wear something black,” Reference PLCH librarians Ann Conway and Conway and Brehm-Heeger traveled to Natalie Fields enjoy the company Gen Con Indy. 1. Dragon*Con Web site, “Biography of of Pikachu at Gen Con Indy. Gaming conventions can be mind- Forrest J. Ackerman,” www.dragoncon (Photo by Paula Brehm-Heeger) blowing for anyone who has never gone to .org/people/ackermf.html (accessed one. Conway and Brehm-Heeger attended Nov. 9, 2006). only one day, but learned more about at the popularity of anime, manga, and role-playing, board, and video games than gaming; the connection between gaming they ever expected. They also had a chance

I CAN’T LIVE continued from page 9

Top Ten Sites 4. AOL Instant Messenger (www.aim 8. Photobucket (www.photobucket .com) .com) Once we had the high-tech gadgets taken “AIM is more secure than other Most TWI teens use this site to link care of, the teens voted for their favorite instant messenger services.”—Peter pictures to their MySpace pages. Web sites and one game. O., college freshman 9. RuneScape (www.runescape.com) 5. Facebook (www.facebook.com) “You are either an extreme RuneScape 1. Google (www.google.com) This is a site like MySpace, but users user or an extreme anti-RuneScape “I use Google for its great images, to have to have a valid e-mail address user. There isn’t a middle ground.”— help me with my school work, and from a college, high school, or Claire M., eighth grade to read the current news stories.”— supported organization or company. 10. Worthingteens blog (www Frances L., eighth grade In late September 2006, Facebook .worthingtonlibraries.org/teenblog) 2. Wikipedia (www.wikipedia.org) expanded service to more users, but The place for Worthington Libraries’ “I use Wikipedia for all my homework many teens still use it because it is teens to connect to the library. YALS assignments. I normally get to more secure than MySpace. Wikipedia from Google since I can 6. Dance Dance Revolution never spell Wikipedia correctly.”— “Not a Web site, but no one can resist Claudia D. DDR.”—Andrea B., ninth grade 3. MySpace (www.myspace.com) 7. YouTube (www.youtube.com) “ ’Cuz that is where all my friends This is likeAmerica’s Funniest Home are.”—Amanda L. Videos for today’s teens.

16 YALS | Young Adult Library Services | Winter 2007 feature Hot Spot: Teens and Technology

hat a great time to be a youth librarian! Granted, teens might W think that search engines are Homework Help the be-all and end-all of research, and they have more options than ever for entertain- ment—but librarians have more options, Is a Click Away too. Today, as never before, librarians can put their services in front of teens and meet them where they seem to live nowa- By Sarah Cofer, days—online. We didn’t really need the 2005 Pew Janet Ingraham Dwyer, Internet & American Life Project study to tell us what we already know: 87 per- Suzanne Harold, cent of people between the ages of twelve and seventeen are online.1 Approximately Ann Pechacek, eleven million teens go online daily; 75 percent of these teens—about two-thirds Karen Kolb Peterson, of all teens—use instant messaging.2 Teens online create opportunities for librar- and Sara Ryan ies—especially when they can offer services indispensable to their daily lives. And what could be more indispensable than home- work help?

In Minnesota, there is a lot of interest (LHH), Tutor.com’s unique online ser- in what students do with their time spent vice that matches students in grades four out of school. A major focus of Saint Paul through twelve with a tutor for one-on- Live Homework Help Mayor Chris Coleman’s administration is one help with math, science, English, and Generates Local the Second Shift initiative, which focuses social studies questions. This service is Government Praise attention on the need to increase students’ provided in English seven days a week and and Support access to after-school programs. Mayor in Spanish five days a week throughout the Coleman is a reader and values libraries. year. LHH is a good match for the Second According to a 2006 report, three-quarters He believes that communities can sup- Shift initiative, in that it supports parents, of Americans believe it is a high priority port families and play a role in the lives schools, and children. Funding was pro- for local public libraries to offer a safe place of school-age children by providing pro- vided by the Friends of SPPL. where teenagers can study and congre- grams and safe places for them to be after Like many other public libraries, 3 gate. Two-thirds of people say that having school. In February 2006, Mayor Coleman SPPL’s views on the role of libraries and online services should be a high priority announced Saint Paul Public Library’s homework have changed. SPPL sees 4 for their local library. (SPPL) launch of Live Homework Help providing homework help as a way to improve its service to learners and support SARAH COFER is a Teen Librarian, JANET INGRAHAM DWYER the work of the local schools. Teens are is the Outreach Services/Volunteer Coordinator, and ANN SPPL’s resources and assets. Libraries can PECHACEK is a Teen Librarian at Worthington (Ohio) Libraries. play an important role in youth develop- ment by providing safe places, as well as KAREN KOLB PETERSON is Youth Service Coordinator for Saint the resources teens want and need, readily Paul (Minn.) Public Library. SUZANNE HAROLD is Live Homework available in the formats they prefer to use. Help Coordinator/School Corps Librarian and SARA RYAN is the The planning and launch of LHH at Teen Services Specialist for the Multnomah County (Ore.) Library SPPL was managed by Outreach Services system in Portland. Librarian Ginny Brodeen. SPPL has a

Winter 2007 | Young Adult Library Services | YALS 17

Homework Help Is a Click Away

central library, a bookmobile, and twelve at the library. LHH complements the branches. When the system launched the library’s homework centers and supports program, every branch had at least one its goal of having materials and services person who had been trained to instruct that users want in the formats they prefer. others on LHH and to remind staff about what a good tool it is. Visits were made to every school—public, private, and char- ter—with information about LHH in Expanding Online hand. Once the kids tried it, they loved it. Homework Resources No other service SPPL offers gets the level with Live Homework of positive feedback that LHH does. Help Users signing on to LHH are anony- mous and communicate with tutors using Meeting the homework help needs of kids interactive chat and a two-way whiteboard; is considered a core service at Multnomah they can also share relevant Web pages County (Ore.) Library. One of the most Inside the LHH online classroom, and files. Providing what teens need in a popular pages on the library’s Web site is student and tutor can commu- way that is interesting and matches the the Homework Center (www.multcolib nicate through instant messag- way they communicate through instant .org/homework). Here, students find ing and two-way whiteboard, as messaging makes it easier—and less resources for common homework topics well as share useful files and Web threatening—for them to seek help in and carefully selected Web sites for back- pages. the first place, and encourages them to ground information as well as a link continue going back for help once they get to LHH. accustomed to the service. Teachers are What does a typical LHH session subject experts, graduate and undergradu- delighted to know this resource is available look like? First, it starts with a login screen ate students from accredited universities, and welcome the library as their partner where the students identify their grade and other professionals. Tutors must in education. LHH is truly a community level and the subject with which they need complete an extensive online application initiative. help. The students are then connected process that includes submitting a number Although touted as a service primar- to an appropriate tutor for assistance. of work samples in the subjects they wish ily for students in grades four through Primary interaction inside LHH’s online to tutor, demonstrating how they would twelve (as well as those in introductory classroom is through instant messaging— guide a student to discover an answer and college courses), LHH is also used by which the kids are familiar with and love. learn. All LHH tutors receive a third-party adults. Parents use it to get help for their Students can also upload files—like an background check that includes a crimi- children, and it is also used by adults reen- English paper to be reviewed—and either nal background check and verification of tering school. In particular, SPPL finds party can write or draw on the two-way their educational background and degrees. that English-language learners use LHH whiteboard to explain a math problem, sci- They also complete mock sessions prior to because they are sometimes more comfort- entific concept, or diagram a sentence. All beginning tutoring. These safety precau- able writing words than they are speaking the while, chat is used to control the learn- tions and preparations, as well as regular them. The flexibility of LHH allows the ing process during the session and ensure mentoring and ongoing professional devel- library to serve these adults in a way that that the student understands what is being opment, compose the Tutor.com Tutor is helpful and nonthreatening. explained. Certification Program. SPPL librarians have been amazed There is a distinct difference between In Multnomah County, every branch at how the use of LHH has skyrocketed. reference help and homework help. The has at least one youth services librarian. From February through June 2006, they great thing about LHH is that the tutors In half of its locations, the size of the completed more than 2,500 sessions, and are trained to help students solve prob- branches cannot accommodate large teen estimate that about half of these sessions lems—not provide the answers. In this areas with comfortable furniture, so com- came from students using the service way, the service is a logical extension of munity rooms are taken over and turned remotely through the library’s Web site what Multnomah County librarians have into teen lounges once a week. The lounges (www.stpaul.lib.mn.us). Librarians are built in their Homework Center. are equipped with computers for two to thrilled that kids are taking advantage of LHH tutors include certified teach- three hours after school and everyone who library resources even when they’re not ers, college professors, professional tutors, helps in the lounges is trained on LHH.

18 YALS | Young Adult Library Services | Winter 2007

Cofer, Dwyer, Harold, Pechacek, Peterson, and Ryan

Teen volunteers are used to help spread the word and contribute to the success of In Their Own Words these teen spaces. Multnomah County Library started Comments from Live Homework Help post-session surveys: using the LHH program in 2003. Since then, program usage has steadily increased. “My tutor was so nice and great! She helped me work through the problem and made During the 2005–2006 school year, there sure that I got it! I’m so glad you made this program and hired the best tutors!!!!!!!” were more than 5,600 homework help —Worthington Libraries, sixth grader sessions completed. A primary contribu- tor to this growth is the School Corps “My tutor just spent 25 minutes helping me cite an ancient Roman work. It was incred- program. In addition to trying to reach ibly helpful and I couldn’t have done it without this program.” as many media specialists and teachers as —Multnomah County, tenth grader possible in eight school districts through a quarterly newsletter, three full-time librar- “This is an outstanding service! I like the late hours too because night time is when I get ians provide resources for teachers and all my homework done. It’s a lifesaver! Thanks!”—Saint Paul, college student visit schools to do presentations every year. Librarians also occasionally give presenta- “This is so great. I’m going to pass this test I know it.” tions at teachers’ meetings, but in general, —Multnomah County, seventh grader they reach out directly to the students. During presentations to students, live “I like the way the tutors can show us what to actually do on the board. The teacher I demonstrations—during which librarians had made the subject so much easier to understand. This is a great service!” connect to actual LHH tutors—really —Worthington Libraries, seventh grader wow the kids. Bookmarks and postcards are then left behind to remind kids to “It is an awesome site that everyone should know about!”—Saint Paul, fifth grader use LHH. Many of these promotional items must find their way home with the “Wow I really like it it’s very helpful . . . one-on-one learning without even seeing the kids because two-thirds of all usage of other person, I’m gonna come back and do some more work. Thanks.” the LHH program is remote, through —Saint Paul, twelfth grader the library’s Web site. Therefore, LHH addresses a challenge many libraries today “Live Homework has helped me for a long time! I’ve been using it for 4+ months, and it are facing: how to attract new kinds of continues to help me. Thanks Tutor.com!”—Worthington Libraries, eighth grader users (that is, those who prefer to interact using the library’s online resources rather than the resources in the physical building). lenge. One reason staff at Worthington in the past often simply ask the librarian Since teens often look for interactiv- (Ohio) Libraries (WL) love LHH is that to connect them to a tutor. The librarians ity, LHH is a great way for them to have it gives them a tool teens need and respond typically honor such requests without chat interaction and get homework help to that helps make the library cool. asking further questions. The statewide at the same time. LHH also recognizes WL subscribe to LHH individually KnowItNow/HomeworkNow program that librarians aren’t tutors, and provides as an institution (in addition to offer- extends students’ access to Tutor.com’s a quality service that teens can access in a ing access to it through Ohio’s statewide online tutors until midnight. Between way that is compatible with their lifestyle KnowItNow/HomeworkNow initiative, midnight and 2 p.m., tutors are not avail- and comfort level. a live online reference service). Through able, but the KnowItNow/HomeworkNow its own subscription, WL provide direct program provides online access to reference access to LHH tutors from 2 to 10 p.m., librarians who can assist students with Marketing Live seven days a week. With direct access, questions every day, 24/7. The availability Homework Help students are connected to tutors without of the statewide program allows WL to to the Community having to go through the extra step of first offer around-the-clock reference service connecting to a librarian as they do with that they couldn’t provide on their own. Reaching teens with information about HomeworkNow. Students who have con- One great advantage of sub- library events and services is always a chal- nected to LHH through HomeworkNow scribing to LHH is the availability of

Winter 2007 | Young Adult Library Services | YALS 19

Homework Help Is a Click Away

Spanish-speaking tutors for math and sci- ence in a Spanish online classroom. Like many libraries, WL serve a diverse popula- tion for whom English is not the primary language. LHH allows students who are struggling with school to get help in their native language. To expand their marketing to teens, WL launched a teen blog in June 2006. Just one month after its launch, the blog Bookmarks created with Tutor.com templates are used in the library had 1,600 hits and more than 300 kids and on all school visits to remind parents, teachers, and students of the had signed up for the RSS feed. Everyone access to free online tutoring available through the library. who signs up for the blog has to have a valid library card. Postings from library- way to introduce LHH to parents as offer the service and would even recom- card holders are unmediated and posted well as spread the word to the rest of mend LHH to friends.5 These comments immediately. The blog is still in its early the community. speak volumes about the value of this type stages, but is viewed as the library’s home WL enjoy a great relationship with of service. What a great use of technology page for teens. Teen librarians love the their schools and an active Ambassador to serve teens! YALS blog’s flexibility; they can post to it any Program that sends librarians into the time without having to contact the library’s schools to talk about library services and webmaster. This allows them to respond to provide live demonstrations of online References and Notes topical issues and react quickly to trends. homework resources. In the elementary Since the blog debuted during the summer, schools, the librarians generally work with 1. Amanda Lenhart, Mary Madden, and Paul the main focus was on summer reading, school library media specialists on the Hitlin, “Teens and Technology: Youth but with the start of school, the blog began schools’ staff, while in the middle and high Are Leading the Transition to a Fully highlighting tools and resources teens need schools, they usually work directly with Wired and Mobile Nation,” Pew Internet for school, including LHH. teachers. Once the kids see LHH, they’re and American Life Project, July 27, 2005, While WL librarians are excited much more likely to go back and use it than www.pewinternet.org/pdfs/PIP_Teens about blogging, they also recognize that they are to use a database. The interactivity _Tech_July2005web.pdf (accessed Oct. reaching teens effectively requires a variety really grabs them; spikes in usage almost 8, 2006). of activities. To market the LHH program, always occur after these school visits. 2. Ibid. several tools are used, such as bookmarks, 3. Public Agenda, Americans for Libraries fliers, posters, school presentations, and Council, and the Bill and Melinda Gates the blog. Also, a quarterly teen newslet- Live Homework Help Foundation, “Long Overdue: A Fresh ter is distributed to about 500 people and Speaks for Itself Look at Public and Leadership Attitudes is used to highlight different resources, about Libraries in the 21st Century,” June including LHH. Tutor.com tutors completed half a mil- 2006, www.publicagenda.org/research/ Tutor.com provided WL with book- lion homework help sessions during the research_reports_details.cfm?list=99 marks and other marketing tool templates, 2005–2006 school year alone. After every (accessed Oct. 31, 2006). as well as LHH “business cards” that LHH session, the student is asked to com- 4. Ibid. students love. These are customized with plete a survey. Nationwide, students who 5. These statistics reflect the cumulative the library’s URL and hours of operation use LHH report they are gaining confi- responses gathered by Tutor.com from and distributed at library service desks and dence, completing their assignments, and voluntary post-session user surveys of all during school visits. The bookmarks are improving their grades. Ninety-five percent LHH clients during the 2005–06 aca- extremely popular and are a great of students say they’re glad their libraries demic year.

20 YALS | Young Adult Library Services | Winter 2007 feature Hot Spot: Teens and Technology

ere is a familiar story to all audiobook publishers: A clean- H ing lady who was working on Reading with the floors at a major audiobook publishing house stopped to ask one of the company’s producers what kind of work he did. Your Ears When the producer told her that he pro- duced audiobooks, she stopped mopping to say she had a lovely voice and would love to do an audiobook. Preconference It seems that everyone feels they have the perfect voice to narrate an audiobook. Perhaps our work as librarians for children Workshop at and teens has made us particularly vulner- able to believing the rapt attention and enthusiastic response of our listening audi- ALA’s 2006 Annual ence means we are, in fact, the best living audiobooks there are. Whatever the rea- son, the preconference workshop at ALA’s Conference 2006 Annual Conference in New Orleans proved the above story’s point; the line to audition for a chance to record a literacy By C D McLean message on a Listening Library audiobook was very long. Obviously, audiobooks feed a need whether you are a reader with learning difficulties, a commuter, or just like to lis- ten as a family activity. The popularity of Hedberg Public Library in Janesville, positive aspect to audiobooks is their abil- Jim Dale’s rendition of the Harry Potter Wisconsin, and Mary Stump of Arlington ity to “model fluent reading and proper books attests to this. The majority of the (Va.) Public Schools started the morn- pronunciation” and to improve a reader’s audience at the preconference had listened ing by playing clips of their favorite comprehension.3 This fact is especially true to Dale’s narration and were suitably audiobooks and talking about how they for auditory learners. impressed when informed that Guinness shared them with their students and fac- Grover and Stump trumpeted the World Records lists Dale as the record ulty. One of the most important aspects use of audiobook sound clips as a way to holder for creating the “most character of their presentation was how they were jazz up ordinary booktalks. Their example, voices in an audiobook” at 134 for able to defend audiobooks against some using Nathaniel Philbrick’s Revenge of the Harry Potter and the Order of the teachers’ charge that using an audiobook Whale narrated by Taylor Mali, was grip- Phoenix.1 YALSA’s preconference is cheating. According to Grover and ping. In addition, Grover and Stump rec- workshop, “Reading with Your Ears,” Stump, “Research has shown that listen- ommended audiobooks for international was a soup-to-nuts program on ing to audiobooks builds vocabulary and students, because they can improve their everything audio. increases fluency.”2 By allowing listeners English verbal skills; for remedial read- The morning began with a presenta- to let go of the anxiety sometimes associ- ers, because they allow students to bridge tion on how to connect audiobooks to ated with reading, students are able to the vocabulary gap between listening and schools’ curriculum. Sharon Grover of develop a concept of the story. Another reading, forcing them to concentrate on the story’s elements; and for tech-savvy teens who may enjoy using their iPods as a way C D MCLEAN is Director of the Jean Ann Cone Library at Berkeley to listen to audiobooks. Preparatory School in Tampa (Fla.). She is a member of YALSA After discussing the curricular and serves on the Publications Committee. advantages, Grover and Stump defined the

Winter 2007 | Young Adult Library Services | YALS 21

Reading with Your Ears

various types of voicing an audiobook The new trend in delivering audio- had told him that her father was blind and may have: books is the Playaway. The Playaway, couldn’t read her books, but because of from Findaway World and BWI (www audiobooks, he was able to hear her books, ● Fully voiced: One narrator, with a .bwibooks.com), is an all-in-one audio- which strengthened the bond between the different voice for every character. book that provides listeners with head- author and her father. After a question and ● Partially voiced: Some voices are phones and a preloaded playing device so answer session, both actors performed a spoken with different tones or pacing, that all they need to do is check it out, cold reading from a work with one of the with some characters fully voiced. plug in the earphones, and start listening. Full Cast producers guiding them through ● Unvoiced: No character voices, but a Alternatively, teens wanting to use their the script to show the attendees what a typ- nuanced reading. iPods can download books from iTunes; ical audiobook recording session was like. ● Two speakers: Two different voices, unfortunately, Apple has not created a After the talented voice actors spoke, usually used for books with two library-friendly format for downloading Junko Yokota, professor of education at characters—one male and one female, audiobook copies to patrons. The panel National-Louis University in Chicago, or two very different characters. lamented this fact and encouraged the spoke about multicultural literature and (Avi’s Who Was the Masked Man audience to complain to Apple. its presentation in audiobook format. She Anyway? features one voice for the Noted fantasy author Tamora Pierce stressed that multicultural titles must have main character and another voice spoke during the keynote address at lunch cultural authenticity. Cultural markers for the character on the radio. Using about how comforting it is to be read to. that make the experience more authentic two distinctly different voices may She described the magic we all felt as we include metaphors and the proper pronun- allow children to follow the plot more listened to parents, friends, and babysit- ciation of foreign words or names. Yokota easily.) ters read to us throughout our childhoods, described three ways to experience a multi- ● Full cast: Every character has a and how we were first introduced to new cultural audiobook: different actor narrating the part. characters such as the Cat in the Hat by the spoken word. She said that a good 1. as a mirror reflecting an experience; Finally, Grover and Stump high- performer will make the literature “stick” 2. as a window that allows listeners to lighted how specific audiobooks can to you, and that the voice has a power to see outside more clearly; or be tied to a state’s scope and sequence which we are genetically programmed to 3. as a sliding glass door through which requirements, proving that not only is pay attention. Pierce went on to say that, listeners can move in and out of a “reading with your ears” not cheating, it “[Audiobooks] take the pressure off kids culture and come away with a deeper actually encourages reading and learning and adults who have trouble assembling understanding of that culture. for a whole variety of students. the printed word.”4 As opposed to films, Following Grover and Stump was audiobooks still allow for internal movie- It is important for multicultural a panel of audiobook producers: Daniel making and appeal to sophisticated and audiobooks to be culturally true, and for Bostick and Bruce Coville (Full Cast reluctant readers alike. them to add “a richness to the book that Audio); Tim Ditlow (Random House/ Following Pierce’s talk, workshop the printed word can’t give you.”5 When Listening Library); and Eileen Hutton attendees were entertained by two voice assessing the quality of a multicultural (Brilliance Audio). These producers actors from Full Cast Audio, Spencer audiobook, one should ask two questions: emphasized that the cassette format is Murphy and Carmen Viviano-Crafts. dead, saying that major bookstores no Viviano-Crafts said she really enjoys how ● Does the cultural and linguistic longer accept cassette audiobooks. In fact, audiobooks affect kids and that kids still background of the reader match the they predict audiobook downloads to get to imagine the characters when they book’s setting and characters? have 50 percent of the audiobook market hear a book. Both actors were a bit con- ● Do the music, sounds, and other in four to five years. The industry is so cerned that the profession of being a voice effects enhance the audio experience convinced of this trend that Fisher-Price is actor did not garner much respect and and accurately reflect the culture? making a downloadable audiobook player noted that positive feedback from listeners for children. Additionally, the members was important to them. Murphy narrated The panel that followed Yokota’s pre- of the panel expect to see a phone chip the part of Justin in Buddha Boy by Kathe sentation featured five audiobook review- developed that will allow users to listen to Koja, which won the 2005 Audie Award ers from Booklist, KLIATT, The Horn audiobooks on their mobile phones. for Audio Drama. He related that Koja Book, VOYA: Voice of Youth Advocates, and

22 YALS | Young Adult Library Services | Winter 2007

McLean

Audiofile, who discussed how reviewing an ● http://hometown.aol.com/kliatt; .ala.org/ala/yalsa/booklistsawards/ audiobook differs from reviewing a printed ● http://schoollibraryjournal.com; and selectedaudio/selectedaudiobooks book. Mainly, the job of an audiobook ● http://voya.com. .htm. YALS reviewer is not to review the plot elements of the story (that having already been The workshop concluded with a panel covered in the print-version book review). discussing the marketing of audiobooks. Rather, the reviewer should concentrate As mentioned before, using a dramatic or References on the particular challenges presented funny sound bite from an audiobook will when transferring the printed word to the generate interest. Other ideas included 1. Jim Dale’s homepage, www.jim-dale.com spoken word. KLIATT does not print celebrating an audiobook month (for (accessed Dec. 4, 2006). negative reviews and stresses the pacing, example, Tune In @ your library®) or 2. Sharon Grover and Mary Stump, “Reading voice, and accents of the performance. This adding downloadable audiobooks to your with Your Ears,” preconference workshop review journal also points out if strong collection for tech-savvy teens, with the at ALA Annual Conference, New Orleans, language or sexual situations are present in idea being that the delivery format (iPod, June 23, 2006. the title. VOYA includes an age range for Playaway, and so on) may generate 3. Ibid. their audiobook reviews and tries to review interest where a plain CD or cassette 4. Tamora Pierce, “Reading with Your Ears,” the audio experience. Audiobook reviews would not. Another resource that may preconference workshop at ALA Annual can be found at the following Web sites: help market audiobooks to library Conference, New Orleans, June 23, 2006. patrons, students, and faculty is YALSA’s 5. Junko Yokota, “Reading with Your Ears,” ● www.audiofilemagazine.com; Selected Audiobooks for Young Adults preconference workshop at ALA Annual ● http://booklistonline.com; (1999 to 2006) available at www Conference, New Orleans, June 23, 2006.

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Winter 2007 | Young Adult Library Services | YALS 23 feature Hot Spot: Teens and Technology

technologies such as e-mail, cell phone and pager text messages, Cyberbullying instant messaging, defamatory personal Web sites, and defamatory online personal polling Web sites, to support deliberate, repeated, and From Playground hostile behaviour by an individual or group that is intended to harm to Computer others.2 Cyberbullying is the newest form of bullying, emerging as children become By Tara Anderson more adept at using computers and cell phones for communication and socializa- and Brian Sturm tion, but the topics of abuse are the same in cyberspace as in face-to-face commu- nication. Bullies can harass victims about their appearance, sexual promiscuity, poverty, grades, diseases, or disabilities. Bullying can also be based on “others’ per- hile bullying may affect anyone parent’s radar, and can continue for years ceptions of a student’s value based on gen- in any situation, childhood without intervention.1 It is this quiet, psy- der, race/ethnicity, color, religion, ancestry, W and school are the prevailing chological aggression that has migrated to sexual orientation or ability level (mental/ age and context for bullying, as children the digital world to become “cyberbully- physical/sensory).”3 interact with peers and struggle to assert ing,” as bullies of all ages and genders have There are several types of cyberbully- their identity and understand appropriate taken advantage of the anonymity and ing, depending on the available technology. social behavior. Schoolyard bullying has accessibility of digital technology to harass Instant messaging (IM) services such as received considerable attention in psycho- their victims. AOL Instant Messenger (AIM) or Yahoo! logical journals and child behavior manuals, Messenger allow children to have private which suggest that bigger children (typi- conversations with friends, or “buddies,” cally boys) resort to physical violence and in real time. These services combine the threats against younger or smaller children What is Cyberbullying? instant communication style of the chat at school. Society is moving away from According to Bill Belsey, room with the personal style of e-mail, the attitude that bullying is just a part of creating an arena where youth can establish growing up, to understanding the deep, Cyberbullying involves the use of social networks. This type of communica- emotional damage it can cause. The recent information and communication tion has provided fertile ground for the rash of violence in schools has highlighted just how angry and helpless children can feel. Many schools have begun awareness TARA ANDERSON is a graduate of the University of North Carolina programs promoting anti-violence and an at Chapel Hill (UNC-CH) School of Education where she majored end to bullying. in middle-grade education with a focus in language arts and The definition of bullying is slowly social studies. This article began as an idea for Dr. Brian Sturm’s expanding. In the past three or four years, graduate-level Children and Technology course, and builds on her nonphysical aggression has been high- lighted in the world of female bullying. experience with early adolescents in the classroom. DR. BRIAN Girls will often use rumors, social exclu- STURM is an Associate Professor at the School of Information and sion, and other forms of quiet aggression Library Science at UNC-CH. His areas of research and teaching to attack other girls. This form of bully- include youth and technology; literature for young people; youth ing falls beneath the typical teacher’s and services in public libraries; and storytelling.

24 YALS | Young Adult Library Services | Winter 2007

Anderson and Sturm

bully to send mean or obscene messages others in some way, as well as pictures— to others. Children may be bullied by a often digitally altered—that support the friend on their buddy list or by peers with prejudice. The link to the Web site or mes- anonymous screen names. Added features, sage board is then sent anonymously to such as buddy profiles, allow buddies to other children as well as to the victim with insert derogatory or slanderous remarks a message that will convince them all to about peers for anyone to read, and bud- visit the site. dies can also create false personal profiles Blogs are online journals where a of their targets that insult or ridicule them. reader can comment on other users’ entries. Children can also block other children A bully can use a blog to write derogatory from—or refuse to add them to—a buddy thoughts about a victim (a “bashboard”), fact, a bully may be devious enough to list, creating an effect called relational aggres- similar to the thoughts posted on a bul- convince adults that he or she is the victim, sion, in which children engage in “the hurtful lying Web site. If the victim has a blog, a getting the actual victim in trouble. It is a manipulation of peer relationships/friend- bully could either read the entries as an myth that victims of bullying are weak or ships that inflicts harm on others through anonymous guest and post mean com- wimpy; in fact, “people who are targeted behaviours such as ‘social exclusion’ and ments about the victim’s personal thoughts, by bullies are sensitive, respectful, honest, ‘malicious rumour spreading.’”4 or take the victim’s blog comments out creative, have high emotional intelligence, Similar to the harassment done of context, quoting the victim’s personal a strong sense of fair play and high integ- through instant messenger services, bully- thoughts in the bully’s own blog, Web site, rity with a low propensity to violence.”6 ing can also occur through text messaging. or message board. These qualities are exactly what makes it Cell phones are one of the newer tools put easy for a bully to hurt a target. Victims into the hands of children, and they pro- will respond to bullying with dialogue and vide an extremely mobile method for bul- Who Is Involved? a sense of fairness, which the bully then lying other children. All the bully needs is exploits. the target’s phone number, and a message Older children are the largest group using Bullies see their victims as weaker or threat can be sent anywhere, anytime. computers and experiencing cyberbullying. than they are and will use any vulner- E-mail bullying works in a similar fash- Younger kids may not be able to use ser- ability against them. Bullies may have low ion, and while the originating account can vices like e-mail and IM programs without self-esteem and act aggressively to over- be traced, it is often impossible to prove their parents’ help, but young adults are compensate for their weaknesses, but often who actually wrote the message.5 Mobile often left alone at the computer. Privacy is bullies are the socially dominant children phones and e-mail can be used by the bully a huge concern for teens, and parents often who ensure their power by degrading oth- to transmit unflattering photos, such as try to respect this privacy when it comes to ers. They have bullied before and have pictures of the victim dressing in the locker e-mail and instant messaging. Young adults gotten away with it, so they continue to do room, wearing the wrong outfit, or eating have a strong desire for social acceptance it. This is especially true of cyberbullying, a large lunch. Digital technology facilitates as they shift their dependence from family where anonymity allows the bully protec- capturing unprotected moments that can to peers, so they may be unable to resist tion from being caught. be used as weapons in the wrong hands. responding to mean or threatening mes- Web sites and message boards are sages, and they may give into the tempta- another avenue for cyberbullying. A bully tion of looking at a bullying Web site link Is Cyberbullying can very easily create a free Web site or they’ve received. As teens increasingly rely Worse than Face- message board devoted to the ridicule of on computers and cell phones for their to-Face Bullying? another child. This form of cyberbullying social networking, they become more sus- creates the feeling of group bullying, where ceptible to cyberbullying. Skeptics of cyberbullying say that multiple students post hateful thoughts on Cyberbullying can happen to anyone. victims are not hurt physically, so it is a message board or the Web site is written Both the bully and the victim can be very not as harmful as face-to-face bullying. as a club that is against the victim. Lists quiet and subtle about the abuse, and most These skeptics, however, overlook the can be posted on Web sites and message adults in the children’s lives may not know psychological damage caused through boards of reasons the victim is inferior to that anything untoward is happening. In online and mobile phone bullying. Recent

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Cyberbullying

scrutiny of psychologically damaging involved; they are left confused and dis- against the bully if the actions are mali- bullying among girls suggests that such trustful of everyone, even the innocent. cious and in violation of their privacy or aggression is just as damaging as physical The faceless threat is often more frighten- Internet use policies. aggression.7 Victims may experience stress, ing than the identified one. Before taking the situation to civil tension, low self-esteem, and depression. Victims often avoid telling adults authorities, parents and children can block Cyberbullying, like bullying in general, can about the abuse because they fear that users or e-mail addresses attached to hurt- also have extreme repercussions such as nothing can be done to help. In the case ful messages (AIM even offers the abil- suicide and physical violence.8 Marr and of cyberbullying, schools have often been ity to block messages from users not on Field refer to suicide brought on by bully- helpless due to the nature of the offense; the child’s personal buddy list). Children ing as “bullycide,” and report that sixteen schools feel they cannot take action on can change their screen names or e-mail children commit bullycide each year in the something that is occurring outside of addresses, controlling who receives their United Kingdom alone.9 People published a school hours or off school property. new contact information. Parents can also 2005 article on the effects of cyberbullying, Victims may feel as though adults will tell contact a mobile phone company to block telling the story of thirteen-year-old Alex them to ignore the bullying or to stand up certain numbers or turn off text messaging from Virginia. Alex spent a lot of time on to the bully. Parents and school officials services. Higher quality message boards his computer, and a group of girls used an are often ineffective against cyberbullying, often have moderators who will take action instant message service to tease him about since children know more about new tech- against bullying. Contact information for his size and his physical ability. In June nologies than many adults. the moderator is usually available. 2004, Alex committed suicide by shooting Bullying has spread to the computer As awareness of cyberbullying and its himself with his grandfather’s gun. The because it provides a greater advantage effects on children grows, more informa- suicide was linked to cyberbullying when for the bully. The bully can remain anony- tion is becoming available on the topic. Alex’s suicide note was found on his com- mous, inflict greater psychological harm, Educating teens about cyberbullying can puter. The computer was emptied of all harass a victim at home, and rest easy help victims realize that the aggression is files except a note stating, “The only way to knowing that most authority figures will be not their fault. Future cyberbullying can get the respect you deserve is to die.”10 unable to trace or stop the harassment. A be minimized if they learn how to recog- Cyberbullying has the added effect victim, on the other hand, feels more vulner- nize the attacks, how to deal with them, of reaching victims in their own homes. able and alone and experiences emotional and how to stop the bully from contacting Before computers, children could generally damage that lasts longer than a black eye. them in the future. As parents and teach- feel safe from other bullies in their own ers learn about the dangers of cyberbul- bedrooms, but now a cyberbully can enter What Can Be Done? lying, they can reduce future problems that sanctuary. While children can tempo- by monitoring children’s online behavior, rarily get rid of cyberbullies by changing One easy answer when it comes to any helping them set up their online accounts, screen names, going offline, or turning off form of bullying is to tell victims just to asking them about their online friends, the computer, it is unreasonable to ask vic- ignore it. While this is easy to do by sim- and watching for sudden changes in their tims never to use a computer again. Teens ply turning off the computer or phone, children’s attitudes toward the Internet. especially may feel alienated from their doing so deprives victims of their digital Bullies need to be held accountable for peers if they must refrain from IM, e-mail, social network. Teens should continue their behavior whenever possible, and and text messaging due to a fear of bully- to use these technologies but should victims need to have the support of caring ing. In the case of mobile phones, children not respond to the bully’s advances, and adults. Schools may need to extend their need to keep them turned on in case a they should take the time to document disciplinary purview beyond school walls parent or guardian calls, so being victim- all communication made by the bully.11 to match the information services they ized by phone bullying is a constant threat. Documentation can be used later when provide, although this is currently a legal Cyberbullying is much harder to escape or discussing the bullying with school officials nightmare. Finally, ISPs need to continue avoid than face-to-face bullying. or with the local police if the situation gets to improve their methods of handling The anonymity of cyberbullying is out of hand.12 If a cyberbully commits a misuse of their services. also damaging because kids don’t know serious offense, parents can try report- If parents, caregivers, and technology if the bully is a best friend or a complete ing the abuse to their Internet Service experts work together, they can help chil- stranger, or if there is more than one bully Provider (ISP). The ISP can take action dren cope with this potentially devastating

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Anderson and Sturm

form of abuse. Concurrently, we must also of Social Workers, Washington State www.bullyonline.org/schoolbully/myths try to protect our children’s privacy, their Chapter, 2001, www.nasw-wa.org/pa_sj/ .htm (accessed Nov. 10, 2005). freedom of expression, and their right documents/2001PositionPapers.pdf 7. Simmons, Odd Girl Out. to access these new communication and (accessed Apr. 13, 2006). 8. Staying Safe Online, “Cyberbullies,” 2004, information technologies. It is a difficult 4. Nikki R. Crick and Jennifer K. Grotpe- http://groups.msn.com/stayingSafe balancing act, but as information profes- ter, “Relational Aggression, Gender, and Online/cyberbullies.msnw (accessed Apr. sionals who work with children, it is our Social-Psychological Adjustment,” Child 11, 2006). responsibility to accept this challenge, and Development 66, no. 3 (1995): 710–22; 9. Neil Marr and Tim Field, Bullycide: Death to mentor children in socially beneficial Dieter Wolke et al., “The Association at Playtime (Didcot, Oxfordshire: Success ways. YALS between Direct and Relational Bullying Unlimited, 2001), www.successunlimited and Behaviour Problems among Primary .co.uk/books/bullycid.htm (accessed Apr. School Children,” Journal of Child Psychol- 6, 2006). References ogy and Psychiatry 41, no. 8 (2000): 989, 10. Bob Meadows, “The Web: The Bully’s New http://journals.cambridge.org/bin/blad Playground,” People 63, no. 10 (Mar. 14, 1. Rachel Simmons, Odd Girl Out: The erunner?30REQEVENT=&REQAUT 2005): 152–56. Hidden Culture of Aggression in Girls H=0&500001REQSUB=&REQSTR1 11. Staying Safe Online, “Cyberbullies.” (New York: Harcourt, 2002). =S0021963099006381 (accessed July 28, 12. Terry Bitman, “N.J. Schools get Tougher 2. Bill Belsey, “What is Cyberbullying?,” 2005). on Bullying: A New State Law Requires 2004, www.bullying.org/external/ 5. Bill Belsey, “What are the Forms that Policies and Action,” The Philadelphia documents/ACF6F8.pdf (accessed July Cyberbullying Might Take?,” www Inquirer (Nov. 11, 2003), www.philly.com/ 27, 2005). .cyberbullying.ca/examples.html mld/inquirer/living/education/7232756. 3. Glee Palmer Davis, “An Act to Prevent (accessed Nov. 11, 2005). htm (accessed Apr. 10, 2005). Bullying and Intimidation in Wash- 6. “Myths and Misperceptions about School ington Schools,” National Association Bullying,” Bully OnLine, Apr. 20, 2005,

Winter 2007 | Young Adult Library Services | YALS 27 feature Hot Spot: Teens and Technology

what we were thinking to have worn such an outfit, sported such an outland- Social ish hairdo, or hung with a certain crowd? When we’re lucky, embarrassing photos or memories are the only things left to Networking Sites chronicle our experiments and mistakes. For the less fortunate, lapses in judgment can lead to permanent reminders like scars, bad credit, and tattoos. For teens trying Why Teens Need to find their own path, social networking sites like MySpace are closer in nature to an easily airbrushed photo than they are to Places Like MySpace a tattoo that requires painful laser surgery to remove. Identity, particularly for young adults, can be a liquid concept, and the By Sean Rapacki Web can be the ideal means for navigating the waters of self discovery. Many librarians and historians have pointed out how the fluid nature of the Web has made it difficult to keep records over a period of time of high-profile Web here’s a song by new-wave rock- and similar social networking sites. The sites, like those for the White House. The ers (and hair-mousse proponents) recent Deleting Online Predators Act very same characteristics that make archi- T Echo & the Bunnymen titled (DOPA) controversy, if nothing else, val work with the Web a challenge, how- “What Are You Going To Do With Your illustrates that there is a certain amount of ever, are what make it a great way for teens Life?” in which the singer answers the titu- social inertia towards keeping kids off of to find out who they are. Web sites aren’t lar question by stating that he is going to these parts of the Web. But let’s put things set in concrete; they are malleable, like “be me.” Such simple direction, while admi- into perspective. With more than 100 mil- Play-Doh. Few places on the Web empha- rable, is easier said than done—especially lion users on MySpace alone, the anecdotal size this fluidity better than MySpace and for an adolescent going through a turbulent evidence of a few scattered news stories its ilk. The best way to illustrate this is phase where the very issue of what consti- really doesn’t suggest that the Internet is any 2 to take a look at the major elements of a tutes “me” is constantly up for grabs. Read more unsafe than crossing the street. And, MySpace account (user profiles, bulletins, any parenting book or ask any psychologist as the chicken would be quick to point out, blogs, and friend lists) and examine how and they’ll tell you that young people need the goal is to get to the other side. they offer opportunities for fluid explora- space in which to discover their identities. Getting to the other side of adoles- tion of identity. What kind of “space,” you ask? Well, a lot cence in one piece is no easy trick, espe- of teens are using MySpace to explore who cially with the media, peers, and society they want to be, and, believe it or not, this pulling kids in frequently disparate direc- User Profiles can be a very good thing. tions. Even some adults find themselves Many parents (and even a few teen listening to voices and following paths not The core of a MySpace account is the user librarians) might raise their eyebrows at truly their own. How many of us have profile, which consists of a basic template this claim. A recent study by the nonprofit looked back at old photos and wondered containing personal data and pictures. organization Common Sense Media showed that parents they polled consid- SEAN RAPACKI began working as Teen Services Librarian for ered the Internet a bigger threat to their children’s safety than television.1 After all, Wadsworth (Ohio) Public Library shortly after obtaining his we’ve all seen the horror stories on the MLIS from Kent State University in May 2006. He received his news about innocent teens lured from their undergraduate degree from the University of Chicago. He loves homes by sexual predators using MySpace his adopted dog, indie rock, and playing guitar.

28 YALS | Young Adult Library Services | Winter 2007

Rapacki

Users are also allowed to personalize or themselves with the five most recent bul- Friends “pimp” their pages by adding background letin posts that appear when they log into images, artwork, songs, videos, and various their account. If users post something in The tagline for MySpace is “A Place for style elements unique to the layout. Many a bulletin and then change their minds Friends,” and the idea of the Internet as a teens change their profile constantly, using about it later, they have the option to edit place where you can find your friends is a variety of other Web sites that will cre- or delete the bulletin, making it possible especially true for young people. According ate the HTML code needed to produce to substitute “I HATE CHELSEA” with to Diana and James Oblinger, 96 percent a custom layout, which users can design “katy & chelsea bff!!!!!!!!!” once Katy’s tem- of children ages 8 to 18 have gone online, by choosing elements (colors, fonts, pat- per simmers down. (Of course, if Chelsea and students in grades 7–12 know more terns) through a graphic interface. Feeling is one of her MySpace friends and has instant-messaging screen names than they goth? Try a black background with ani- already read the bulletin, Katy better hope do home phone numbers.3 Social network- mated skulls falling across your page. Like that Chelsea has either a forgiving nature ing sites have become the virtual commons anime? Maybe some wallpaper with char- or a short memory.) where teens go to hang out with their acters from such manga series as Bleach A MySpace blog has several interac- friends. The “My Friends Space” feature or Fullmetal Alchemist will let the world tive features that allow teens to explore on MySpace lets users determine who is know who you are. A song that plays when who they are. One popular feature is the going to be part of their digital posse, or someone views your profile can be selected search engine that is linked to Amazon their network. Moreover, best friends can by visiting a musical artist’s profile and .com, which allows users to attach an be arranged in a user’s “Top Friends” group clicking “add” next to the song you want. image of a CD they’re listening to, a book of 4, 8, 12, 16, 20, or 24 people. This Thus, it is a simple matter to change music they’re reading, a movie they’re watching, order can be rearranged frequently if one as your moods and tastes change, even or a video game they’re playing. Letting is fickle, friends can be removed or added within the space of a single day. Similarly, friends know that a blog entry was written to reflect changes, and the list can even be it requires little effort on the part of users under the influence of, say, Panic! at the kept private. As with adults, teens tend to change the information in their “About Disco’s CD can be a literal representation to define themselves by the company they Me” and “Interests” sections if they decide, of what is currently playing or yet another keep, and this feature allows teens a variety for example, that a potential employer way for users to broadcast their moods of ways to experiment with defining them- might be more impressed with what books at that point in time. Similarly, users selves through their friends. they read than by how high they can per- have the option of choosing their current form an ollie on a skateboard. mood from a pull-down menu. Unlike a A Powerful Tool traditional diary, which is generally kept Bulletins and Blogs completely secret unless your mom or little If you haven’t already done so, this is brother finds it, blogs have privacy set- probably a good time to create your own Journaling or keeping a diary has long been tings that can be applied to each individual MySpace account. It’s free (the only a way for teens to carry on a dialogue with entry. That is, users can decide to make requirement is that you have an e-mail themselves about their lives, and MySpace’s extremely personal entries available for address), and having one will allow you to bulletin and blog features allow teens to viewing only to themselves, extend that experience firsthand the array of ways in extend such dialogues to their network of viewing right to a select group of people, which social networking sites can be used, friends (or even the entire MySpace uni- further extend it to everyone in their net- as well as communicate and engage the verse). The bulletin feature allows a user to work of friends, or make it available to the teens your library serves. The first thing post a message simultaneously to everyone whole MySpace community. Blogs, like you’ll probably notice when signing up for in his network, perfect for when a teen bulletins, can also be edited or removed, an account is that all personal information wants his posse to know he has posted and privacy settings can be changed. Teens is self-reported. As long as your e-mail new pictures (pics), changed his profile can write about a budding romance, for address is valid, you are trusted to properly layout, or just wants to chat. The appeal of example, and either remove it later if report your age, gender, name, and other the bulletin is its immediacy. Although it things don’t work out or make it public characteristics. It is an understatement is possible to access an archive of bulletins when it comes time to share their joy with to say that many users take advantage of from the past ten days, most users content the world. this situation to misrepresent the facts,

Winter 2007 | Young Adult Library Services | YALS 29

Social Networking Sites

of giving out their account password to very teens we might turn away because Other Social friends (a common practice, particularly of lurid content on their profiles are Networking Sites as friends often help each other customize exactly the sort of at-risk youth we want AIM Pages their profiles). More than one young adult to engage. As the word gets out about the www.aimpages.com has had to deal with a damaged reputa- library’s MySpace page and more local tion resulting from someone hacking into teens request to be added as friends, this Facebook their account to post false or damaging site becomes an increasingly effective http://hs.facebook.com information. So even though there is noth- method of promoting programming and Friendster ing permanent about a MySpace account, discovering the dreams and challenges of www.friendster.com the effect it can have on the transitory, our YA community. You tell me: Doesn’t My Yearbook often melodramatic, emotional landscape this make it worth putting up with all www.myyearbook.com of a young adult can be powerful. Social those tacky banner ads MySpace sticks on networking sites can be powerful tools for your page? YALS self discovery, but—to quote Spider-Man’s whether for innocent or nefarious pur- Uncle Ben—with great power comes great poses. The most common example of mis- responsibility. representation is teens under age fourteen The Wadsworth (Ohio) Public References lying about their age to beat the minimum Library decided to use that power by 1. Common Sense Media, press kit for age requirement for using the service. creating a MySpace account for our National Parents Internet Poll, June 7, It is only natural that young adults teen department (www.myspace.com/ 2006, www.commonsensemedia.org/ strive impatiently for the freedoms taken wadsworthpubliclibrary) as a means to news/press-releases.php?id=24 (accessed for granted by adults and older teens, better engage the teens in our commu- Sept. 29, 2006). but there is a very real danger present nity with the library. To be honest, it has 2. Abbi Adest, “Rupert Murdoch Comments when such role-playing gets out of hand created some interesting issues, such as on Fox Interactive’s Growth,” Seeking on social networking sites. Teens trying deciding who will be added as friends. Alpha: Internet Stocks, http://internet to appear sophisticated and worldly to Young adult authors, librarians, and other .seekingalpha.com/article/15237 their peers will often lie about or exag- “book” folk generally get the thumbs-up. (accessed Nov. 17, 2006). gerate experience with sex, drugs, alco- Local teens are approved, unless their 3. Diana Oblinger and James Oblinger, “Is hol, violence, and other risky behaviors. screen names contain offensive language It Age or IT: First Steps toward Under- While putting information on a MySpace the library doesn’t want associated with its standing the Net Generation,” EDU- account is not the same as having it on page. On the other hand, it was decided CAUSE, June 2006, www.educause their permanent records, the short-term that the actual content on teens’ pages .edu/content.asp?page_id=6058&bhcp results can be just as devastating for young should not be a factor in deciding whether =1 (accessed Sept. 29, 2006). adults. Teens often don’t realize the danger to add them as friends. This is because the

30 YALS | Young Adult Library Services | Winter 2007 feature Hot Spot: Teens and Technology

ould you like to attract new teens to your library? Are you W wondering how you can reach All Thumbs Isn’t those teens that only come to the library to camp out on the computers for as long as possible? Would you like to get more boys a Bad Thing involved in your activities? Then warm up your thumbs and plan some video game programs. Programs that capitalize on teen Video Game Programs interests are how we maintain relevance in the busy lives of our teens. By taking ® traditionally solitary activities like reading, @ your library writing, and crafting and adding expertise, structure, and community, libraries offer teens enhanced experiences they are unable By Beth Saxton to create on their own. Giving video games the same consideration can attract new teens to the library and improve your rela- tionship with teen gamers. read. Your teens are a key resource when mended that you choose the best quality planning video game programs. dance mats you can afford.) Go to the Source There are several ways to procure equipment depending on your library For librarians who are not active gamers, Equipment and community. Several libraries have it can be hard to keep up with what the purchased the equipment, either out of most popular games and systems are in If you are considering a tournament or their budgets or with grant funds, as part your community. This presents a great free-play program, equipment can be one of plans for ongoing video game program- opportunity for teen input and leadership of the major obstacles in planning. For ming. This is the optimal solution if you in your library. Consider forming a gaming each game station you will need a televi- plan on multiple, well-attended events, and or technology-specific teen advisory board. sion, game system, game, and the correct your library can afford it. Seek out your most game-obsessed teens, number of controllers. You will likely need If this is not an option, then you may and be sure to talk to teens that don’t usu- two controllers each for Microsoft Xbox or be able to solicit help from your local video ally attend other types of programs. Let Sony PlayStation systems and two to four game store by asking them to cosponsor an them guide your program choices and controllers for each Nintendo GameCube. event and loan the equipment. Employees recommend game-related titles for your Consult the back of the game package for at your local store are generally quite collection. Find out what systems they own the number of players to be sure. If you are knowledgeable about their products. An and what games they are playing, includ- planning to play Dance Dance Revolution ongoing relationship with the staff can be ing those for portable systems. Ask them (DDR) or another game with special a strong asset, especially for librarians who what games they think would attract a lot equipment, make sure you have enough are not gamers themselves. Beyond loaning of players for a tournament. Finally, browse equipment for each game station. (If your equipment, these experts can tell you what the gaming magazines and Web sites they game of choice is DDR, it is highly recom- the most popular games and systems are in your area, help you reach your target audi- ence, and may even be willing to volunteer BETH SAXTON is a Young Adult Librarian at the Martin Luther at your event. The store benefits from the King Jr. Branch of Cleveland (Ohio) Public Library. She has been publicity and from your teenagers test- working with teens as a librarian for four years and is a member of driving games and systems they may later YALSA’s Technology for Young Adults Committee. decide to buy.

Winter 2007 | Young Adult Library Services | YALS 31

All Thumbs Isn’t a Bad Thing

If you are just starting out and do not the length of the time it takes to determine There are several ways to enhance expect more than about twenty partici- a winner. For example, it is possible to your tournament. Ann Arbor (Mich.) pants, you can run a tournament on one adjust the length to half or a quarter of District Library projects key games on a or two systems that can often be borrowed the time in many sports games, and Super big screen and invites teens to contrib- from library staff. Look into renting addi- Smash Bros. Melee offers a sudden-death ute commentary for the featured games. tional copies of a game for these events mode that shortens playing time consider- Allowing teens to predict the winner after as it can be significantly cheaper than ably. Consult the game’s manual, gaming the first round is fun, and a small prize can purchasing games for a one-time event. Web sites, or ask your teens for shortcuts be distributed to the best prognosticators. Finally, it may be possible to ask partici- to chosen games. It is a good idea to have a large copy of the pants to bring in their own equipment. MarioKart and Super Smash Bros. tournament bracket posted in the room as Do this only if you can be sure everyone Melee, both for GameCube, allow four well. This ensures all players understand is aware that the library cannot be held players to compete simultaneously and fin- how the tournament works, and adds the responsible for damage or theft. ish a game in a relatively short amount of fun of predicting future match-ups as well. time, making them ideal for tournaments. Madden NFL is available for all systems and is incredibly popular with boys, Tournaments although it has a high learning curve for Free Play A proven way to attract gamers to your those unfamiliar with sports video games. A second option for video game program- library is to hold a tournament. These For a more active tournament, consider ming is to simply set aside a time for free events can range from informal, after- some popular rhythm games. DDR has play. This works especially well as part of school competitions with one game system versions available for all systems and is a larger program such as an after-school to a large scale, day-long affair with mul- played on a dance mat on which players drop-in time, community outreach event, tiple systems. There are several advantages step in-sync with arrows on the screen. or lock-in. As with a tournament, the to holding a tournament. First, this type Other options include Donkey Konga for more spots you have available for players of event offers something patrons would GameCube, during which players beat the better your program is likely to be be hard-pressed to organize on their own. bongos, or Guitar Hero for PlayStation received. Games that work well for tour- Second, the structure of the tournament with its guitar-shaped controller. naments also work well for free play. You helps to ensure that everyone gets an equal When planning your tournament might also consider collections of classic turn, the most common reason for disputes find teens who are experts at the game games and mini-games such as the Mario during free-play programs. Finally, few you have chosen and ask them to bring Party series. teens can resist the idea of proving they are their memory cards. Nearly all games have Decide in advance how players will the best at anything, especially something special features that can only be accessed take turns. You may choose a set length as central to their existence as video games. after a certain level of play is reached. To of time, a single game, or multiple games When planning a tournament, con- give your players the best experience pos- depending on the games offered. For short sider the number of playing spots you will sible, it is important to make sure all these multiplayer games like Mario Kart, you have available. The more spots you can little extras are available. When possible, may consider allowing the winner to keep offer, the less players will try to entertain avoid single elimination tournaments and their seat while rotating the other players. themselves with things you would rather give each player as many chances at the You’ll also want to decide which they didn’t do. This is one way in which controller as possible. There are several games will be available and who will be the GameCube is superior to PlayStation freeware generators to help you create your allowed to change the games and have 2 and Xbox—many popular GameCube tournament bracket. Have game-related access to the games not being played. Be games allow four people to play at once activities available for participants when sure to check the rating of any games your with only extra controllers required. it is not their turn at the controller. Board players bring from home and stand firm on Your choice of game and the time games and a selection of gaming books and the Entertainment Software Rating Board available for your tournament will also magazines are a good start, although many (ESRB) age guidelines. There are plenty of influence the format of your tournament. teens will simply choose to watch others popular and challenging games rated “E” Many popular games have ways to shorten compete. for “Everyone” or “T” for “Teen.”

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Saxton

Meet-ups game advisory group. This is an area, how- thanks to improved relations with the ever, where it is crucial to have teen input. librarian and teens who feel a sense of A third type of game-related program- Your own attempts may backfire, leaving ownership of the library. Many teens who ming is to have a portable system meet-up. teens with the impression that the library initially became involved in the library A meet-up is simply a group of people can make even video games boring. through gaming events have gone on to with a common interest who get together Form a video game discussion group attend other library programs as well. face-to-face. Both Nintendo DS and Sony at your library in addition to your book Adopting any of these options for video PlayStation Portable (PSP) allow players discussion group. Attendees can discuss game programming can have great benefits to compete across a wireless connection. titles they have played and enjoyed, ele- for both your teens and the library. YALS If your teens express interest in Nintendo ments of what makes a good game, the best DS or PSP, this is the simplest way to get games they’ve played, sources of video game gamers into the library. information, and the issue of violence in Additional Resources This program has a clear advantage video games. The discussion group may in that there is no equipment to provide also complete world-building exercises. Beth Gallaway and Alissa Lauzon, “I Can’t and only the amount of space available Many libraries put together publica- Dance Without Arrows: Getting limits the number who can participate. tions featuring teens’ creative writing and Active @ your library® with Video Participants in this type of program move artwork. This idea can be adapted by Game Programs,” Young Adult Library through the group, playing games and inviting gamers to write for a video game Services 4, no. 4 (Summer 2006), swapping virtual items. Specify one or two magazine instead. Allow the gamers to 20–25. specific games for each meet-up so gam- decide what types of things should be Erin Helmrich and Eli Neiburger, “Video ers know what to expect. Nintendo DS included and if they are going to limit con- Games As a Service: Hosting has many games in which interaction with tent to console games or include table and Tournaments at Your Library (No other players has a significant advantage in computer games as well. They may want to MARC Records Required),” Voice of game play. For example, players of Animal include teen-generated game reviews, play- Youth Advocates 27, no. 6 (Feb. 2005), Crossing Wild World “live” in their home- ing tips and tricks, or articles about gaming 450–53. town, but reap high benefits from traveling topics. You can even assign a reporter to Jenny Levine, “Gaming and Libraries: and accepting tourists. Puppy parents in cover your own tournaments. Intersection of Services,” Library Nintendogs can swap goods and arrange Career-related programs are another Technology Reports 42, no. 5 (Sept./ playdates for their furry friends, and Wi-Fi place to capitalize on the popularity Oct. 2006). competition adds an extra dimension to of video games. Seek out profession- staples like MarioKart DS and Tetris DS. als in your community who have careers Web Sites The biggest disadvantage to this type related to the gaming industry includ- of program is that teens must have their ing programmers, designers, marketers, Bracket Maker own systems to participate; however, if or small business people. Invite them to www.bracketmaker.com your teens have expressed interest in meet- give presentations and ask their advice DDR Freak ups, this should not stand in your way of on books related to their area of exper- www.ddrfreak.com offering this type of program. Remember tise. Professional organizations, colleges, Entertainment Software Rating Board that you are trying to fill a specific need and universities are a good starting point (ESRB) with this program and other events will fill to make these kinds of contacts. This is www.esrb.org the needs of the teens who can’t participate another way to involve your local game store. Game FAQs this time. www.gamefaqs.com Game Over Game Spy Video Games and www.gamespy.com Traditional Library Librarians holding video game programs Nintendo Programming report that they have no more—and often www.nintendo.com fewer—behavioral issues at game program- PlayStation There are many options for integrating ming events than any other kind of event. www.us.playstation.com gaming into more traditional types of Many have reported better library behavior Xbox library programming, in addition to the overall among game program participants, www.xbox.com

Winter 2007 | Young Adult Library Services | YALS 33 feature Hot Spot: Teens and Technology

embedded within a framework of artificial, gameplay-optimized worlds that often Out of the add story, character, excitement, and eye candy into the mix, producing a compel- ling and rewarding environment in which Basement social interaction can take place. The only fundamental difference between a video game and a chessboard in the park, a bingo night, or an evening of bridge, is the for- The Social Side mat, and libraries should have learned by now that when we don’t deliver formats that our customers demand, entire indus- of Gaming tries spring up to fill that void. When people play games together, the competition has value in and of itself, but By Eli Neiburger the sharing of knowledge that occurs also increases the social value of the encounter. and Matt Gullett While both the loser and the winner learn something from every chess match, video games are usually so full of arcane secrets and exploitable glitches that exclamations of “How did you do that?” are central icture a gamer for a moment. A Video Games Are components of any gaming event. Players teenage boy, probably, sitting in a Positive Social who can reliably execute difficult maneu- P dark basement on a smelly couch, vers, but also explain how they were done, bathed in that flickering glow, slack-jawed Activities have cachet and credibility among their and drooling. All alone, completely antiso- There are reasons why games have been peers that simply can’t be obtained in the cial, shutting out the world. Right? a central component of leisure culture for classroom. These are useful life skills here, Well, not exactly. It’s not that that millennia: they provide mental stimulation, unlike trigonometry. scenario doesn’t exist within the gaming solid entertainment, attainable mastery, Of course, the social benefits of com- culture, but video games are rarely a soli- and, most importantly, the possibility of petition itself are central to the appeal of tary activity. The positive social aspects of proving beyond the shadow of a doubt that video games. In addition to the opportuni- gaming are wide-ranging and an important you are better than your friends. Video ties for sweet victory, the simple opportu- part of the social habits of the gaming games offer players all these opportunities nity for mutual enjoyment and excitement generation. Since Pong (which was popu- lar thirty years ago already), the focus of video games has been to play against your ELI NEIBURGER has been the Technology Manager and king of friends, get the whole family involved, and geeks at the Ann Arbor (Mich.) District Library (AADL) since be the best in the neighborhood. While the 1997. He has two young children with outlandish names and a equipment is a little more complex, video tattoo consisting solely of Nintendo intellectual property. MATT games are still games, and just like canasta, GULLETT is the Technology Education Librarian at ImaginOn: The Monopoly, or euchre, they’re just not as Joe & Joan Martin Center of the Public Library of Charlotte and much fun to play solo. Mecklenburg County (N.C.). In 2006, he was named a mover and shaker by Library Journal for his work with youth and technology at Bloomington (Ill.) Public Library, where he served as the IT services manager for eight years.

34 YALS | Young Adult Library Services | Winter 2007

Neiburger and Gullett

that video games provide to a group of a common interest, and provides shared a library setting. The all-ages Dance Dance players help knit that group closer together experiences they can fondly reflect upon. Revolution (DDR) tournaments at Ann and form bonds that last after the plug is Again, libraries have been doing this for Arbor (Mich.) District Library (AADL) pulled. You feel closer to someone who decades in the story room; gaming is just a routinely attract more than one hundred you’ve almost beaten again and again, newer format. people, including parents with both teen- and you feel kinship with those around Another similarity to storytime is a agers and elementary children, twenty- you as you witness the final moments of a gaming event’s ability to introduce new somethings looking for a pre-bar activity, close match. people to each other. Team events are and even groups of older women. Bringing It’s also worth stating that despite especially successful at creating new friend- these different groups together in one some high-profile and undeniably prurient ships or strengthening old ones as players room to play one game creates a wonder- titles, video games are not an inherently attempt to form mutually beneficial rela- fully welcoming atmosphere that provides degenerate or violent pursuit. Only 15 tionships. Add in the relatively wide mix unique social benefits to all involved. percent of the games sold in 2005 were you can get at a tournament event, and rated “M” for “Mature” (for ages seventeen you can form some friendships that simply and older), despite receiving extensive would not have happened any other way. coverage from major media outlets.1 Non- Of course, any contest of skill is going Social Creativity in gamers may decree the popularity of video to produce some conflict, but the common games among young people as a sign of the goal and desire to proceed with the next the Gaming Culture downfall of humanity and ruination of fine match will often lead to emergent compro- Gaming becomes even more interesting young minds, but that actually places video mise and conflict resolution. Tournament and productive when it’s taken to the next games in good company alongside other events especially foster this kind of interac- level by offering learning opportunities for forms of entertainment that have borne tion. With equal stakes and opportunity those teens who are motivated to create the same accusations over the years, such on the line for all involved, there is great their own games and interactive applica- as comic books, movies, the telephone, incentive to exercise diplomacy and settle tions. If you’re one of many who think the waltz, and the novel. (Most of these disputes instead of dissolving into chest- that offering such learning opportunities are now well-ensconced within libraries, thumping. is totally out of the realm of possibility, making it fair to say that public librar- think again. There are many options avail- ies specialize in materials that were once able to those that are sufficiently moti- thought to lead to the ruination of fine vated. Librarians do not have to be expert young minds.) Gaming as Equalizer programmers, artists, or multimedia pro- Because of the broad appeal of video ducers to offer these learning opportunities games, especially among today’s teens, to youth. Social Aspects gaming events have the ability to bring When connecting with teens in this of Gaming and together players from different schools, way, new interactions and social con- cliques, castes, races, ages, or cultures, nections open up. Many of the products Tournaments and give them a relatively level playing available offer self-learning components Never underestimate the power of com- field that they can’t find anywhere else. that connect learners and interested par- mon cause. Simply bringing together a The authors of this article have witnessed ties together in the game-making endeavor. group of players who all seek mastery eight-year-old girls playing Donkey Konga These software programs and online of, say, Super Smash Bros. Melee, has sig- with seventeen-year-old tough guys; inter- tutorials are designed to be self-sustaining nificant social benefits for all involved. racial matches—that could have flared and also socially engaging to learners. By It’s not just the sharing of information up—ending with handshakes and mutual offering this opportunity to youth, it’s easy and excitement; it’s the simple power of respect; and even friendly matches between to see just how collaborative and socially getting a group of people together to do competitors who had almost no common engaged a person must be to create games something that they might otherwise do language except button-mashing. and interactive media. Through this pro- alone. Bringing an audience together and In addition, gaming events provide cess, youth learn that the game-making focusing its attention promotes the estab- opportunities for intergenerational social- process is a team effort that relies upon lishment of friendships among people with ization that are extremely rare, especially in community.

Winter 2007 | Young Adult Library Services | YALS 35

Out of the Basement

Gaming Is the Best games and learning, the pastime that some tion technology and young adult services Kind of Learning call mindless may result in faster, more departments, as well as an administration capable minds than ever before. with some big plans in the works. While the social and recreational benefits alone make gaming events a good fit for any public library, games are also learning activities and even, in many cases, literacy AADL-GT in a Nutshell PLCMC/ImaginOn activities. On the most basic level, all video AADL-GT is the name of the gaming ser- in a Nutshell games require the development of cognitive vice at Ann Arbor District Library. Staff Gaming events for teens at ImaginOn: the skills that are useful in the always “on” mod- members host a weekend of tournaments Joe & Joan Martin Center of the Public ern world, such as pattern recognition, spa- almost every month for different games Library of Charlotte and Mecklenburg tial reasoning, and information processing. and audiences, featuring a six-month- County (PLCMC) in North Carolina For example, one study found that surgeons long Saturday tournament for teens that began in October 2005, at the first Teen who played video games worked faster and culminates in a Grand Championship Read Week party, attended by more than made fewer mistakes than their nongaming Event. They also hold tournaments for five hundred teens. Since then, the center counterparts, and that study only tested the kids, twentysomethings, and adults for has established an after-school gaming effects of !2 Super Monkey Ball such games as DDR, Guitar Hero, Mario club that meets twice a month. Last sum- Kart, Super Smash Bros. Melee, Pokémon, mer, the center pulled off a county system- Games are widely used as and more. AADL’s gaming services began wide Soul Caliber tournament. Sixteen educational tools, not just for in 2004. They are wrapping up the third teenage boys qualified throughout the pilots, soldiers and surgeons, but annual championship season, which rou- PLCMC-area libraries. Gaming is becom- also in schools and businesses. . . . tinely draws more than one hundred play- ing a key component of most PLCMC Games require players to construct ers to the library. program developers. In fact, PLCMC has hypotheses, solve problems, develop one of the most successful and active adult strategies, learn the rules of the gaming initiatives out there. in-game world through trial and error. Gamers must also be able BPL Game Fests to juggle several different tasks, in a Nutshell evaluate risks and make quick Staff Benefits decisions. . . . Playing games is, thus, Game Fest is a program that developed an ideal form of preparation for at the Bloomington (Ill.) Public Library In addition to the socialization that hap- the workplace of the twenty-first (BPL) in 2004. It started with quarterly pens among players, one of the most posi- century, as some forward-thinking events that were, for the most part, com- tive benefits of these gaming events has firms are already starting to realise.3 prised of open-play on computer, video, been the relationship that staff has been and board games. After the second event, able to build with an audience that previ- In addition, the built-in social aspect the program quickly morphed into multi- ously could not have cared less about the of gaming, combined with the positive ple competition activities playing Battlefield library. By meeting gamers’ interests head- feedback and inherent incentive to con- 1942, Mario Kart, and DDR. During on and delivering a high-quality, compel- stantly improve, provides players with the course of a year and a half, Guitar ling service, staff at these libraries have a positive learning experience they may Hero and other experimental ideas were been able to forge meaningful, mutually- not even know they’re having. The classic added. In their first two years, Game Fests respectful relationships with some tough game Oregon Trail has been an example of brought in far more than three hundred customers who associate a negative stigma this for more than twenty years. As gam- youth to interact, play, learn, compete, and with being seen walking into the library. ing generations raised on edutainment network. Keep your eyes on BPL, because Through adults’ validation and embracing continue to grow up and further enhance it has new leadership in the informa- of gamers’ interests, new connections are Continued on page 38

36 YALS | Young Adult Library Services | Winter 2007 ad 37

Out of the Basement

Continued from page 36 upcoming events, tournament results, Clearly, there is much more to gaming and other items of interest to our play- in libraries than just playing. Putting an created that not only garner high-quality ers. Players are encouraged to comment, educational spin on the community and feedback about how services should evolve, allowed to trash-talk, and empowered culture of games in libraries puts a much but also gives staff the credibility it needs to convince us when something needs to different face on the activity than many to adequately control boisterous events and change. Tournaments are already more perceive. Take some time to really think help lead the way towards peaceful resolu- interactive than almost any other library about what fits best in your library and tion of conflict. program; finding ways to further involve your community, and let us know what you the players and make them feel a part of the think. E-mail Eli Neiberger at eli@aadl action greatly increases the positive social .org or Matt Gullett at mgullett@plcmc Participatory Elements impact for attendees and the library alike. .org. YALS Developing learning and social inter- Encouraging players to come to a gam- action around gaming interests addresses ing event is the first step; but, getting many of the developmental assets and them involved in the production of such skills that speak to our public and com- References events delivers even more benefits and munity leaders. Some emerging methods 1. Electronic Software Association, “2006 promotes several of the Search Institute’s are available to direct libraries in this Essential Facts about the Computer and 4 Developmental Assets. Teen players were activity, such as teaching teens how to Video Game Industry,” www.theesa.com/ asked to add color commentary during create their own games using Multimedia archives/files/Essential%20Facts%202006 tournaments. This has become so popular Fusion software or the online curricu- .pdf (accessed Oct. 14, 2006). at AADL that we have to hold auditions lum available through the Youth Digital 2. MSNBC, “Super Monkey Ball Could each season to pick the best commenta- Arts CyberSchool (www.ydacs.com). The Help Train Surgeons: Playing Video tors. We also added a clan scoring system Alliance Library System in East Peoria, Games Can Speed Surgery and Reduce to allow players to form teams of up to Illinois, and PLCMC have recently Errors, Study Finds,” www.msnbc.msn six players and work towards a higher announced a new collaboration to build .com/id/12955998 (accessed May 24, total score. Clans also earn bonuses for a cultural and informational service with 2006). each new player or—taking a suggestion and for teens as part of Teen Second Life 3. The Economist, “Breeding Evil?,” from one of our female gamers—a bonus (http://teen.secondlife.com), a 3-D virtual Aug. 4, 2005, www.economist.com/ for each girl they welcome into their clan. online community for youth ages thirteen printedition/displayStory.cfm?story Players also like to come early and stay to seventeen. _id=4247084&fsrc=RSS (accessed late helping set up and tear down. When By offering teens opportunities to Dec. 5, 2006). we have live broadcasts, sideline interviews learn about creating music videos and 4. Search Institute, “What Are Develop- are conducted with players to help cement movies, image editing, computer graphics mental Assets?,” www.search-institute their “celebrity” status and provide ample and drawing, and writing and storytelling, .org/assets (accessed Oct. 12, 2006) opportunity for shout-outs. We also host we are speaking their language and creat- a blog where we post information about ing a culture in which they love to interact.

38 YALS | Young Adult Library Services | Winter 2007 n ode to love and friendship “Ato delight Brashares’s legions of fans.” —Kirkus Reviews “A strong, satisfying conclusion that won’t disappoint.”—Booklist

he series’ legion followers . . . “Twill again be heartened by the teens’

rock-solid friendship.”—Publishers Weekly

HC: 978-0-385-72936-9 (0-385-72936-7) • $18.99/$23.99 Can. GLB: 978-0-385-90413-1 (0-385-90413-4) • $21.99/$29.99 Can. CD: 978-1-4000-9859-0 (1-4000-9859-9) • $37.00/$47.00 Can.

HC: 978-0-385-72934-5 (0-385-72934-0) $15.95/23.95 Can.

HC: 978-0-385-72933-8 (0-385-72933-2) GLB: 978-0-385-90852-8 (0-385-90852-0) HC: 978-0-385-72935-2 (0-385-72935-9) $15.95/$22.95 Can. $17.99/$26.99 Can. $16.95/$23.95 Can.

TR: 978-0-385-73058-7 (0-385-73058-6) TR: 978-0-385-73105-8 (0-385-73105-1) GLB: 978-0-385-90919-8 (0-385-90919-5) $8.95/$13.95 Can. $8.95/$12.95 Can. $18.99/$26.99 Can. MM: 978-0-440-22970-4 (0-440-22970-7) MM: 978-0-553-49501-0 (0-553-49501-1) TR: 978-0-553-37593-0 (0-553-37593-8) $6.99/$10.99 Can. $6.99/$10.99 Can. $8.95/$11.95 Can. CD: 978-0-307-24327-0 (0-307-24327-3) CD: 978-0-8072-0967-7 (0-8072-0967-8) CD: 978-1-4000-9943-6 (1-4000-9943-9) $30.00/$42.00 Can. $18.00/$28.00 Can. $34.00/$50.00 Can.

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SLM_ForeverInBlue_YALSad.indd 1 12/12/06 3:21:28 PM feature Hot Spot: Teens and Technology

networking, personalization, and individu- alism.”2 One early adapter to Web 2.0 Web, Library, and was Amazon.com. Amazon opened its e- commerce site to allow users (not necessarily customers) to add comments Teen Services 2.0 about books and products. Amazon allows its users to catalog or add tags to their inventory, making it easier to search. Users By Kimberly Bolan, can also make lists to combine interests or compile favorites. See the Web 2.0 sidebar Meg Canada, and Rob Cullin for more examples.

What is Library 2.0? t seems like you can’t go anywhere is created, distributed, and disseminated, The leap from Web 2.0 to Library 2.0 these days without someone throwing and how people interact with that con- was the brainchild of Michael Casey, who Ithe 2.0 moniker around. Some argue tent and each other through a whole new first used the term on his blog, Library it’s the future of libraries and others main- generation of Web platforms and tools. Crunch. Casey asserts that Library 2.0 tain it’s hype. The truth is, it’s somewhere Wikipedia (a Web 2.0 concept in itself ) will “embrace disruptive ideas.”3 At its in between the two. Library 2.0 was signifi- says that the term Web 2.0 is attributed to heart, this means that in order to embrace cant enough to merit a multiple-week staff Tim O’Reilly of O’Reilly Media and refers Library 2.0, those who manage and work training course for ALA leaders, but what to a second generation of Internet-based in libraries must be willing to make sig- does it mean for everyone else? How does services such as social networking sites nificant changes in the way they think and 2.0 apply to those working in YA services (MySpace, Friendster), wikis (collabora- conduct business. This shift will result and why does it matter? And, more specifi- tive, shared-content sites), communication in taking the traditional library of sterile cally, how does 2.0 apply to the teenagers in tools, and folksonomies (shared tagging spaces, static collections, and vanilla cata- our schools and communities? In simplest and labeling, short for “folks” and “taxon- logs to the next level in a variety of areas. terms, 2.0 is a new way of thinking about omy”).1 These tools let people collaborate Library 2.0 may initially seem painful for libraries. First and foremost, it follows one and share information online in previously libraries as it requires radical trust, a con- underlying golden rule: to dynamically unavailable ways. Everything to date has cept highlighted by Darlene Fichter, data interact with and listen to your users to cre- been Web 1.0, which consists of static library coordinator at the University of ate more user-centered services, both physi- Web sites containing graphics, or perhaps Saskatchewan Library in Canada. Radical cal and technology-related. Fundamentally, multimedia, and links to other static Web trust encompasses the community, library 2.0 is the willingness to enhance library sites. According to Stephen Abram, Web staff, and leadership; radical trust is about services through user collaboration. 2.0 is about “conversations, interpersonal trusting the community; it means allowing

KIMBERLY BOLAN is a Library Consultant currently based in What is Web 2.0? Indianapolis. She is the author of Teen Spaces: The Step-by- Step Library Makeover (ALA, 2003) and Technology Made Simple Even though Library 2.0 isn’t solely about (ALA, 2006). She is an active member of YALSA’s Technology for technology, it’s useful to know how the Young Adults Committee. MEG CANADA is the Senior Librarian at 2.0 concept evolved. The phenomenon the newly formed Center for Innovation and Design at Hennepin began outside the library world with the moniker Web 2.0. In simplified terms, County (Minn.) Library. She is the chair of YALSA’s Technology Web 2.0 is the next generation of the for Young Adults Committee. ROB CULLIN is the cofounder of Internet. It is not so much defined by E*vanced Solutions, the coauthor of Technology Made Simple speed or infrastructure, but how content (ALA, 2006), and a Community Editor for WebJunction.

40 YALS | Young Adult Library Services | Winter 2007

Bolan, Canada, and Cullin

and encouraging customers and patrons to participate in shaping and creating the Examples of Web 2.0 in the Library library.4 This calls for library administra- tors and frontline staff to let go of some of RSS (Really Simple Syndication)— tions, interviews, events, resources, and their control; it also means building some- a way to easily collect news, announce- tours) to sharing sites such as YouTube thing without setting the end result in ments, postings, and content from a in streaming format or in downloadable stone. Perhaps librarian Michael Stephens variety of Web sites in an automated way. formats such as podcasts. of the Tame the Web blog has the most Feeds could be used to broadcast arrivals Personalized alerts—e-mail and text of new materials (books, audiovisual, etc.), unambiguous definition of how this comes messages about reserved and overdue announcements, and event information. together. He writes, “Library 2.0 simply materials, program and event reminders, means making your library’s space (virtual Commentary and user-driven rating and more. and physical) more interactive, collabora- functionality—the inclusion of patrons’ tive, and driven by community needs.”5 Interactive Web services—instant mes- comments in online catalogs, online Essentially librarians have to listen saging (IM) reference, dynamic and review sharing, and so on. more, trust more, and be willing to relin- searchable online program and event quish some control to allow customers of Blogs—Web pages that serve as publicly information with online registration, all ages and backgrounds to have the best accessible personal journals that include online summer reading programs, and library experience possible. The focus of commentary and idea sharing. online access to meeting room and equip- Library 2.0, however, is not just on tech- ment information with the ability to sub- Wikis—collaborative Web sites (for nology components. Library 2.0 concepts mit electronic reservation requests. example, Wikipedia) that are the collective are just as applicable and important to the work of many authors and allow anyone Personalization and “My Profile” fea- building’s physical design (for example, to edit and modify content. tures—use a library barcode and pin comfortable and inviting spaces that number to manage subscriptions to elec- encourage excellent customer service). If Social networking sites (for example, tronic newsletters and announcements the focus is only on the technology aspects MySpace and Facebook)—sites that allow and allow users to personalize a Web page of Library 2.0, we’ll end up with Library 1.5 librarians to create library profiles, link to with content and color. instead. Library 1.5 would consist of plenty “friends,” share what’s new, and just gener- of interesting Web 2.0 technologies with ally network in a virtual environment. Folksonomies, tagging, and tag clouds— which few people would be familiar, ema- in library catalogs, users can add their Photo sharing sites (for example, Flickr)— nating from buildings that have the same own categories and keywords with fre- sites to post pictures of various library and look, feel, and customer-service approaches quently used words appearing in a cloud community functions, services, and activities. they had before the Internet age. of hyperlinked words. Audio and video—post digital audio or video (of library and community func- Teen Services 2.0 (the library’s Web site, blog, and so on)? use library services. Teen involvement is So, what does all this mean for library How can a teenager’s library experience not only a Library 2.0 concept unto itself, service to teens? Basically, it all boils become more interactive and user-driven? it is also what drives the other elements down to looking to teen users and nonus- of 2.0. For instance, how can a library be ers—engaging them; listening to their Teen Involvement more interactive, collaborative, and driven needs, wants, and ideas; and actively by community needs without directly ask- implementing and moving forward. Think Community involvement from participants ing and involving the community? When about their experiences with the library of all ages is the most important ingredi- it comes to getting teenagers involved, the and then design library services for them ent of almost anything a 2.0 library does, most successful libraries encourage teen (not us). Ask these questions: What kind and the backbone of the Teen Services 2.0 input and assistance from the beginning, of encounter can a teenager have with the movement is teen participation. It’s about and continue encouraging them into young physical library? What kind of encounter keeping those teens you currently serve adulthood. This means involving can a teenager have with the virtual library while actively seeking out those who don’t young adult users in service creation

Winter 2007 | Young Adult Library Services | YALS 41

Web, Library, and Teen Services 2.0

and evaluation, including information other teens and library staff, take quizzes, Library 2.0 beliefs. Contrary to what gathering, assessment, library planning, submit reviews, play games, look up infor- some may think, gaming is recognized as and implementation. Participation can mation, chat with library staff for assis- a literacy activity. Cynics might consider come in the form of teen advisory boards, tance, post messages and comments, get gaming to be a disruptive or noneduca- focus groups, committee work, and even current information on library programs tional activity, but administrators and staff teen representatives on the library board. and registration, participate in online at libraries such as Ann Arbor (Mich.) Involvement and input should relate to all summer reading, and more. The Prince District Library, Bloomington (Ill.) Public areas of the library including technology, William County (Va.) Library enhanced Library, and Kansas City (Mo.) Public customer service, space design, marketing, its Web site by offering online summer Library recognize that teens self-regulate collection development, programming, and reading in 2006. They increased active their behavior for the privilege of partici- more. Ask teen collaborators about Web reader participation by 70 percent and the pating in events and using the library’s 2.0 concepts and ideas. Get their input and number of reviews submitted increased space. Even smaller, rural libraries such their assistance. Since some of Web 2.0 almost 500 percent.7 Starting a mediated as Carver’s Bay (S.C.) Public Library, are ideas are still foreign and intimidating to blog or a library wiki, answering reference incorporating gaming as a part of regular many adults working in libraries, teens can questions sent by IM or text, or adding an services by purchasing dedicated gaming often be a great resource for incorporating RSS feed to the teen Web page are just a workstations.8 Some libraries invite teens what’s hot and relevant. few simple ways to get on the path to 2.0. to bring in their own game consoles and use a meeting room with a projector to display the games. Circulating video games Physical and Virtual Space Customer Service as part of the collection is another way to Another key component of Teen Services incorporate games in libraries. 2.0 is the creation of comfortable, invit- Customer service is yet another important ing teen spaces. When polling teens ages element of Library 2.0 centered around 13–18 about what they like in their physi- breaking down the barriers of traditional Podcasting cal library space they consistently want: library customer service. Getting out from Podcasting and vodcasting (video pod- behind the desk (or eliminating the desk casting) are two ways libraries can har- ● a recognizable space—something that altogether) and moving toward a more ness the energy young adults bring into they know is for them and that they proactive interaction with customers is key. the library. At ImaginOn’s Library Loft, can call their own; Examples of this include examining self- part of the Public Library of Charlotte ● an area that is colorful, comfortable, serve options where staff is readily avail- and Mecklenburg County (PLCMC) in energizing, spacious, and welcoming; able for patron assistance, using library North Carolina, Studio-i is a multimedia ● a well-organized and well-laid-out greeters, implementing information kiosks production studio where teens produced place where materials can easily be and digital signage throughout the library, a commercial about the summer reading found; and and using roaming librarians. Another program to vodcast to their peers. Rather ● someplace where they can stay awhile relevant aspect involves changing how than expect teens to view the video only and just hang out, read, do homework, libraries deal with teens—too often with on the Library Loft page, the teens also listen to music, or work on the double standards—by writing teen- and uploaded the commercial to YouTube computer.6 user-friendly policies. Many of these ideas, (www.youtube.com/watch?v=J_foIxyL- coupled with working to eliminate the CPU). Likewise, many libraries produce Hand-in-hand with physical library us-versus-them mentality among library podcasts by and for teens and make them space is virtual space and the development administration and staff, constitute a more available on iTunes, as well as on their own of library Web sites. Just as with physical retail-minded approach. libraries’ Web sites. space, teens have an abundance of opinions and requests when it comes to library Web sites. Functionality is number one on their list. They want clean, easy-to-use sites that Gaming Social Networking aren’t overloaded with text. Young adults Gaming is one of the newer services that As more and more teens join social net- ask for sites they can use to interact with libraries are implementing that embraces working sites like MySpace and Facebook,

42 YALS | Young Adult Library Services | Winter 2007

Bolan, Canada, and Cullin

it no longer seems adequate to simply pro- Five Weeks to a Social Library, will be Library Technology Reports 42, no. 4 vide pages on library Web sites that “adver- presented free of charge online from (July/Aug. 2006); ISSN 0024-2586; tise” to young adults. Libraries can create February 12 through March 17, 2007 $63. accounts on social networking sites to (www.sociallibraries.com). Topics will promote events, garner teen input, and link include blogging, RSS, wikis, social back to the library home page. Creative networking software, Flickr, and References and Notes libraries, such as Alexandria (Ind.) Public SecondLife (http://secondlife.com), an 1. Wikipedia, s.v. “Web 2.0,” http:// Library, use MySpace accounts to advertise online digital “world” created entirely by its en.wikipedia.org/wiki/Web_2.0 new books. A social networking site can residents. Library Success: A Best Practices (accessed Sept. 28, 2006). also be an excellent way to connect with Wiki (http://libsuccess.org/index 2. Stephen Abram, “Web 2.0, Library 2.0, teens by linking to popular authors and .php?title=Main_Page) provides examples and Librarian 2.0: Preparing for the 2.0 teen advisory group members with their of cutting-edge ideas and resources. The World,” SirsiDynix OneSource 2, no. 1 (Jan. own accounts or profiles. wiki collects lists of libraries that use dif- 2006), www.imakenews.com/sirsi/e Photo sharing sites like Flickr.com are ferent technologies such as instant messag- _article000505688.cfm (accessed Oct. 8, another excellent venue for pictures taken ing to provide reference assistance online. 2006). at teen-oriented programs. Flickr allows The teen services section contains a list of 3. Michael Casey, “Working Towards a Defi- users to upload digital photos yielding a library blogs for teen patrons as well as a nition of Library 2.0,” LibraryCrunch, searchable database of pictures and the list of library MySpace profiles with teen Oct. 21, 2005, www.librarycrunch stories they tell. The search terms “teen” services as their focus. YALS .com/2005/10/working_towards_a and “read” in Flickr’s search field results _definition_o.html (accessed Oct. 8, in photos of Teen Read Week™ displays, 2006). summer reading programs, and volunteer Additional Resources 4. Darlene Fichter, “Web 2.0, Library 2.0 and photos. This gives the library a human face, Radical Trust: A First Take,” Blog on the showing a visual representation of teens Bolan, Kimberly and Robert Cullin. Side, Apr. 2, 2006, http://library.usask actively participating in its services. Flickr Technology Made Simple: An .ca/~fichter/blog_on_the_side/2006/04/ is also easy to update and offers another Improvement Guide for Small and web-2.html (accessed Oct. 8, 2006). dynamic service as photos may be added Medium Libraries. ALA, 2007; ISBN 5. Sarah Hoghton-Jan, “Library 2.0 Discus- regularly. 0-8389-0920-5; $40 ($36 for ALA sion: Michael Squared,” Dec. 19, 2005, members). http://librarianinblack.typepad.com/ Demsey, Beth. “Power: Designing librarianinblack/2005/12/library_20 Learn More about the Buildings and Services from the End _disc.html (accessed Sept. 28, 2006). Web 2.0 Movement User’s Viewpoint Transforms Access 6. Comments taken from teen focus groups for Everyone.” Library Journal 130, no. held by Kimberly Bolan, 2004–06. Several libraries are incorporating training 20 (Dec. 2005), 72–75. 7. Cathy Chang, e-mail message to author to help familiarize staff with Web 2.0 con- ImaginOn: The Joe & Joan Martin Center, Kim Bolan, Aug. 17, 2006. cepts. One notable example is PLCMC’s www.imaginon.org 8. Betha Gutsche, “Carvers Bay (SC) Learning 2.0 project. While the training Steinkuehler, Constance. “Why Game Branch Library: Gaming the Way program offers incentives for PLCMC staff (Culture) Studies Now?” Games and to Literacy.” WebJunction, Aug. 1, to participate, the curriculum and activities Culture 1, no. 1 (Jan. 2006), 97–102. 2006, http://webjunction.org/do/ are available to anyone (http://plcmcl2 Stephens, Michael. “Web 2.0 & Libraries: DisplayContent?id=13796 (accessed -about.blogspot.com). Another program, Best Practices for Social Software,” Oct. 8, 2006).

Winter 2007 | Young Adult Library Services | YALS 43 LITERATURE SURVEYS AND RESEARCH

Youth and the Internet By June Abbas, Kay Bishop, and George D’Elia

ow many youth have Internet (grades 5 through 12) in public and pri- ● 85.8 percent from home; access? Where and how often vate schools in the Buffalo–Niagara area ● 78.2 percent from the house of a H are they accessing the Web? of western New York during the spring of friend or relative; What types of activities do they engage in 2003. Urban, suburban, and rural schools ● 66.2 percent from a school classroom when they are online? These are a few of were represented in the sample. Teachers or computer lab; the questions asked in a study conducted administered the questionnaire during the ● 58.5 percent from a school library by faculty members in the department of students’ regular classroom periods. The media center; library and information studies at the State data were weighted to make them repre- ● 24.7 percent from a public library; and University of New York at Buffalo; the sentative of current national ethnic and ● 15.7 percent from some other place. Institute of Museum and Library Services racial characteristics of students in public funded the research, which was completed and private schools. Internet access in homes with simi- in 2004.1 This article presents a portion of larly aged young people was somewhat information from the larger study, which higher in the current study than in other explored the impact that youth’s use of Results and Discussion recent studies: Seventy-nine percent of the Internet had on their use of the public Sources of Access Silicon Valley youth between the ages of library, as well as their reasons for use or 10 and 17, and 83 percent between the nonuse of the public library. All of the youth in this study (100 per- ages of 15 and 17, had Internet access at cent) reported having access to the Internet home.2 from at least one location, but 1.8 per- Using the demographics gathered in Research Methods cent of the students responded that they the current study, some interesting and did not use the Internet and 0.8 percent statistically significant (using a chi-square The University at Buffalo (UB) research- reported that they did not have parental analysis) items resulted. For instance, male ers designed the survey, which contained permission to use the Internet. students were more apt to have Internet questions related to Internet use, as well Most of the youth (90.3 percent) access at home (90.6 percent) than females as some demographic inquiries. Before reported having Internet access from more (88.4 percent). Grade point averages, administering the survey, researchers sent a than one location, which included: as reported by students from their last copy of the questionnaire to administrators and teachers at the participating schools and asked for possible changes to the ques- tions. They wanted to make certain the DR. JUNE ABBAS is an Assistant Professor, DR. KAY BISHOP is questions used age-appropriate language an Associate Professor, and DR. GEORGE D’ELIA is a Professor that would easily be understood by middle in the department of library and information studies at the State and high school students. Additionally, one University of New York at Buffalo. June teaches and conducts of the researchers pretested the question- research on the organization of information, information naire at one middle school and one high retrieval, and digital libraries. Kay serves as the Director of school by having a small sample of students complete the questionnaire and asking the School Library Media Program. At the time this study was them to suggest any changes or additions. conducted, George was Associate Dean for Research in the school Researchers obtained completed of informatics and director of the Center for Applied Research in questionnaires from 4,237 young people Library and Information Science.

44 YALS | Young Adult Library Services | Winter 2007 abbas, bishop, and d’Elia

marking periods, also revealed statistically These demographic statistics dem- the demographics previously discussed. significant differences in Internet access at onstrate that a digital divide based on It was also interesting to the authors that home: economic status still exists for middle and the public library was the location least high school students. Thus, educators can- used for Internet access. This could suggest ● A student: 93.5 percent not assume that all students have an equal that youth choose not to use the public ● B student: 88.6 percent opportunity to complete assignments out- library for Internet access because: (1) of ● C student: 86.1 percent side of school if Internet usage is required. lack of privacy, (2) lack of available com- ● Less than C: 82.2 percent Also, there continues to be a need for puters during times young adults are in public libraries to provide Internet access the library, or (3) youth are not using the There was more Internet access in to students and for schools to provide public library. homes in which parents had more formal after-school hours for school library media education: centers or computer labs.

● Graduate degree: 97.5 percent Personal Interests ● College graduate: 92.4 percent Frequency of Access ● Some college: 90 percent Gender ● High school graduate or less: Researchers asked how frequently stu- Included on the questionnaire were fif- 77.7 percent dents went online from different locations. teen personal interest areas that students Results from the students noting frequent might pursue when accessing the Internet. High school students were more access (either “every day” or “a couple times Table 1 shows the comparison of male likely to have Internet access at home a week”) are as follows: and female responses to this section of the (90.8 percent) than middle school stu- survey. dents (88.3 percent). Students in private ● 73.3 percent from home; While the largest percentage of both schools had more Internet access at home ● 36.8 percent from the house of a genders indicated they go online for fun (96.6 percent) than those in public schools friend or relative; or to pass the time, it is interesting to note (88.5 percent). Ninety-five percent of the ● 22.9 percent from a school classroom that more female students (88.3 percent) students in suburban schools had Internet or computer lab; reported spending time surfing the Web access at home, while 85.3 percent of stu- ● 14.5 percent from a school library for fun than boys (84.7 percent). Since dents in rural schools and 64.2 percent media center; much has been written about having more of students in urban schools had Internet ● 8.6 percent from some other place; computer games for boys than girls, it is access at home. and not surprising that more boys (80.6 per- The administrators of the schools ● 5.4 percent from the public library. cent) accessed the Internet for this activity involved in the study advised that the than girls (77.7 percent). While there does questionnaire not ask about economic From this data it is obvious that most exist a gender gap for computer game use, status; thus, parents’ incomes were not spe- use of the Internet is occurring in the research now shows that this gap has been cifically solicited in the survey. However, homes of students. It is surprising to the narrowing during the past few years, per- some of the demographics gathered in this authors that there is not more frequent haps due to an emphasis on creating more study (formal education of parents, type use of the Internet in school settings even computer games that appeal to girls.4 and settings of schools) are often related though the students reported a much Fairly large differences between the to income levels. Assuming this to be the higher percentage of accessibility in those genders are apparent in such responses as case, one might conclude that economic locations. Perhaps educators are provid- “go to Web sites about movies, TV shows, status of a home does affect whether stu- ing less time for students to work on music groups, or sports stars”; “look for dents have Internet access at home. This is assignments requiring use of the Internet sports scores or sports information”; “get substantiated by other research, that “the at school while assuming most students information about your hobbies”; and “look income of a child’s family is a significant will have Internet access at home. Such for health, dieting, or physical fitness infor- factor on whether or not he or she has an assumption again reflects an inequity mation.” More girls (80.2 percent) reported 3 access to the Internet at home.” of Internet access at home according to that they went to entertainment Web sites

Winter 2007 | Young Adult Library Services | YALS 45 youth and the internet

TABLE 1. Personal Interests in Which Youth Engage on the Internet: in creating or working on their own Web A Comparison of Male and Female Students pages, writing opinions on Web sites, and going to chat rooms, all of which demon- % Males % Females strate a definite female presence on the Go online for fun, to surf the Web, or to pass the time 84.7 88.3 Web in this age group. Lenhart, Rainie, Play games online or download games 80.6 77.7 and Lewis reported that all three of these Send instant messages 76.0 79.6 activities were engaged in fairly equally 8 Download music files 73.0 71.7 by both genders. Since their survey was conducted a few years earlier than the sur- Send or read e-mail at a location other than school 72.2 79.0 vey reported in this article, it appears that Go to Web sites about movies, TV shows, music groups, 70.6 80.2 we are seeing more females accessing the or sports stars Internet for these types of activities. Look for sports scores or sports information 68.6 35.4 Get information about your hobbies 65.0 52.9 Get news or information about current events 56.9 56.7 Grade Level Shop for things online, such as books, clothing, or music 52.5 47.7 Analysis of the data from the survey also Go to chat rooms 40.2 43.0 made it possible to compare the responses Create or work on your own Web page 27.1 31.0 of high school students to those of middle school students. Table 2 shows these Go to Web sites and bulletin boards where you can write 26.2 30.3 comparisons as they relate to the personal opinions interest activities that students engage in Look for health, dieting, or physical fitness information 22.8 34.8 on the Internet. Send or read e-mail at school 22.2 20.2 For all but two of these items the percentage of students engaging in these activities increases from middle school to (movies, TV shows, music groups, sports such as stamp or coin collecting or model high school. This is partially explained by stars) than male students (70.6 percent). building—than females during their pre- the larger number of high school students The researchers have no logical explanation teen and teen years, although the research- having Internet access at home, as reported for this divergence. ers have no data to definitively support this earlier in this article (high school, 90.8 Lenhart, Rainie, and Lewis, authors idea. The variation in interest in obtaining percent; middle school, 88.3 percent). One of the report “Teenage Life Online,” used health and dieting information (females, exception to such an increase is the item the Pew Internet and American Life 34.8 percent; males, 22.8 percent) might “play games online or download games” Project Teens and Parents Survey to be explained by the dramatic changes in (high school, 73.6 percent; middle school, report differences and similarities of teens female bodies during the preteen and teen 83.7 percent), where it is apparent that online.5 They too found that girls go to years, as well as greater pressure from soci- more middle school students are spend- entertainment sites more often; however, ety for females to be slim.7 The findings in ing time engaging in this activity. The the difference between genders was not as the current study generally demonstrated a other exception is somewhat troublesome significant (females, 85 percent; males, 81 larger percentage of teens in each of these and should be noted by parents, for 40.4 percent).6 In the current study, the differ- online activities than reported by Lenhart, percent of high school students and 43.1 ence between the genders in accessing the Rainie, and Lewis, but the differences in percent of the middle school students Internet for sports scores or information the genders was fairly similar. reported spending time in chat rooms. (females, 35.4 percent; males, 68.6 per- It is also interesting to note that the Lenhart, Rainie, and Lewis found an even cent) is most likely reflective of the general male students (52.5 percent) were more larger percentage of young people visiting level of interest in sports by each gender. likely to shop online than females (47.7 chat rooms (high school, 60 percent; mid- To explain the difference in the item con- percent), which is the antithesis of society’s dle school, 49 percent); but, in their survey cerned with hobbies (females, 52.9 percent; view of females as more avid shoppers than this activity was engaged in more by older males, 65 percent), it could be assumed males. The data in the survey revealed that teens (ages 15 to 17) than younger teens that boys are more involved in hobbies— female students are more active than males (ages 12 to 14).9 They also reported more

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game playing among younger teens than Table 2. Personal Interests In Which Youth Engage on the Internet: A older teens.10 Like the researchers of the Comparison of High School and Middle School Students current study, they found from their survey an increase (from younger teens to older % High School % Middle School teens) in all other online activities. Go online for fun, to surf the Web, or to pass 87.5 85.8 the time Send instant messages 85.5 71.6 School-Related Send or read e-mail at a location other than school 82.0 70.6 Activities Go to Web sites about movies, TV shows, music 80.0 72.6 Gender groups, or sports stars Download music files 77.4 68.5 Ten items relating to use of the Internet Play games online or download games 73.6 83.7 for school-related activities were a part of the survey. Comparisons of the responses Get information about your hobbies 66.7 51.4 of the male and female students can be Get news or information about current events 64.7 50.0 found in table 3. Shop for things online, such as books, clothing, 57.5 43.5 It is particularly interesting to note or music that a larger percentage of females than Look for sports scores or sports information 51.1 50.1 males engaged in all but one of these activ- Go to chat rooms 40.4 43.1 ities (“work on creating a Web page for a Look for health, dieting, or physical fitness school project”). In some of the instances 39.3 21.2 (“use online reference books,” “visit Web information sites assigned by teachers,” “e-mail about Send or read e-mail at school 34.4 10.6 assignments,” “download study aids,” and Go to Web sites and bulletin boards where you 31.9 25.7 “use homework helper sites”), there were can write opinions at least nine percentage points of variation. Create or work on your own Web page 30.0 28.8 Although the researchers cannot explain these differences, they may be indicative Table 3. School-related Activities in Which Youth Engage on the of females being generally more willing Internet: A Comparison of Males and Females to ask for help since most of these items have to do with seeking some type of assis- % Males % Females tance. This finding also agrees with other Do research using an Internet search engine 81.2 86.6 research that indicates that female students are more likely to do their homework Find pictures and clip art for school projects 75.5 83.4 assignments than male students.11 Use online reference books (such as a dictionary 61.6 73.6 or encyclopedia) Grade Level Visit Web sites assigned by teachers 51.0 60.7 Use school Web site databases (such as SIRS, InfoTrac, 35.5 38.3 Table 4 presents a comparison of high Electric Library) school and middle school students in their Visit your school’s Web site 34.0 38.0 use of Internet for school-related activities. E-mail or instant message your teachers or classmates For many of these school-related activi- 31.3 41.8 ties, we again see an increase in use from about schoolwork Download study aids off the Internet (such as middle school to high school. Exceptions 30.4 31.8 include “visit Web sites assigned by teach- CliffsNotes, Monarch Notes) ers,” where the percentage of both groups Use homework helper sites (such as Homework Hotline, 30.3 39.9 of students is identical (56.5 percent); “visit Ask Dr. Math) your school’s Web site,” which was reported Work on creating a Web page for a school project 18.8 17.2

Winter 2007 | Young Adult Library Services | YALS 47 youth and the internet

Table 4. School-related Activities in Which Youth Engage on the ● How has the Children’s Internet Internet: A Comparison of High School and Middle School Students Protection Act (CIPA) requirement of installing filtering software affected % High School % Middle School the use of the Internet at public libraries and schools? Do research using an Internet search engine 89.1 79.9 ● Are young people (and parents) aware Find pictures and clip art for school projects 83.4 76.7 of the safety issues involved with accessing chat rooms and other online Use online reference books (such as a dictionary 74.0 63.1 community sites (blogs, electronic or encyclopedia) discussion lists)? If so, are young Visit Web sites assigned by teachers 56.5 56.5 people heeding safety precautions? Download study aids off the Internet (such as 44.0 20.5 CliffsNotes, Monarch Notes) Additionally, school library media specialists can use the findings of this E-mail or instant message your teachers or 43.0 32.1 study to help encourage equity of access to classmates about schoolwork the Internet by collaborating with teachers Use homework helper sites (such as Homework to make certain students have adequate 37.3 34.2 Hotline, Ask Dr. Math) time at school to work on assignments Visit your school’s Web site 36.0 36.8 that require Internet access. Also, media specialists and teachers should inform par- Use school Web site databases (such as SIRS, 35.6 38.5 ents of statistics dealing with students who InfoTrac, Electric Library) participate in chat rooms and other online Work on creating a Web page for a school project 20.7 16.2 communities. While the gender gap seems to be narrowing for activities in which young people participate online, media specialists and teachers should continue to by 36 percent of high school students and student grade point averages, parents’ encourage computer use by females. Young 36.8 percent of middle school students; and education, school settings, gender, grade adult librarians can also use these findings “use school Web site databases,” reported level, and activity type. While there are to develop or enhance existing services by 35.6 percent of high school students and an increasing number of research studies and programs designed to teach youth 38.5 percent of middle school students. In focused on young adults’ online activi- about Internet use. Young adult librarians some middle schools, teachers limit the use ties, there is still much that we need to and school library media specialists are in of Internet sites and encourage students learn. Some of the following topics would a unique position to positively influence to use articles from selected databases for be ideal for action research by practicing youth’s use of the Internet and to contrib- assignments since they think these younger young adult and school librarians: ute further to our understanding of young students may have difficulty evaluating people’s online use. YALS the validity of information on the general ● How efficient are young people at Web. This may be one explanation for more finding good quality information References middle school students than high school online? students reporting the use of school Web ● Are young people able to successfully 1. George D’Elia et al., “Impact of Youth’s site databases. evaluate the content of Internet Web Use of the Internet on the Public Library,” sites? If so, what are their criteria for 2004, www.urbanlibraries.org/ choosing what to use? youthsuseoftheinternet.html (accessed Applications and ● Are teens aware of the copyright July 26, 2005). Future Research issues related to the use of Internet 2. Henry J. Kaiser Family Foundation, information? “Survey on Youth and the Internet in Youth access the Internet for a variety of ● How is remote access to public the Silicon Valley,” May 2003, www personal and school-related reasons. This and school databases affecting the .kff.org/entmedia/20030518a-index study demonstrates differences based on schoolwork of young people? .cfm (accessed July 26, 2005); Victoria

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Rideout, Generation Rx.com: How Young Differences,”Journal of Educational Multi- 6. Ibid. People Use the Internet for Health Informa- media and Hypermedia 10, no. 2 (Summer 7. Ibid. tion (Menlo Park: Henry J. Kaiser Family 2001): 125–40; Denise E. Agosto, “Girls 8. Ibid. Foundation, 2001). and Gaming: A Summary of the Research 9. Ibid. 3. Grunwald Associates, “Kids Control of with Implications for Practice,” Teacher 10. Ibid. Media and the School Market: Data and Librarian 31, no. 3 (Feb. 2004): 8–14. 11. Caroline Sharp, “Review of Studies on Insights from Grunwald Associates,” www 5. Amanda Lenhart, Lee Rainie, and Oliver Homework,” National Foundation for .grunwald.com/surveys/si (accessed July Lewis, “Teenage Life Online: The Rise of Educational Research, June 2001, www 26, 2005). the Instant-message Generation and the .nfer.ac.uk/research-areas/pims-data/ 4. Leslie M. Miller, Heidi Schweingruber, Internet’s Impact on Friendships and Fam- summaries/hwk-review-of-studies- and Christine L. Brandenburg, “Middle ily Relationships,” June 21, 2001, www on-homework.cfm (accessed July 26, School Students’ Technology Practices .pewinternet.org/PPF/r/36/report 2005). and Preferences: Re-examining Gender _display.asp (accessed July 26, 2005).

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

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Winter 2007 | Young Adult Library Services | YALS 49 the YALSA update Association news

YALSA Turns 50 in 2007 May July

YALSA celebrates its fiftieth anniversary ● May 1–2: Join YALSA during ● Visit YALSA’s Web site for a list of in 2007, and we want you to join in on the National Library Legislative Day. the fifty best summer reads for teens. festivities! If you have a memory or photo Download YALSA’s Legislative of something YALSA-related, please share Advocacy Guide from YALSA’s it on our anniversary wiki (http://wikis Web site to help you prepare and August .ala.org/yalsa50). Here is a calendar of keep an eye out on the same site for ● Back to school with YALSA. Visit the events for our yearlong celebration: information on how to participate virtually. Web site for fifty back to school tips and resources. ● May 31–June 3: Book Expo America’s January Day of Dialog will include a session on YA literature. ● Kick off YALSA’s anniversary with September refreshments at the Joint Youth Division Member Reception, Monday, June ● Visit YALSA’s Web site for a list of January 22, from 6 to 7:30 p.m. during fifty banned YA books. ALA’s Midwinter Meeting in Seattle. The following events will be held during ALA’s Annual Conference in Washington, D.C.: October February ● Oct. 14–20: Celebrate the 10th ● June 22: Booklist’s Books for Youth ● Look for an article by Betty Carter Forum will feature the authors who Annual Teen Read Week. and Pam Spencer Holley in School ● were honored in 2000 for the first Fiftieth anniversary issue of Young Library Journal outlining the major Printz Award. An anniversary party Adult Library Services is published. accomplishments of YALSA over the will follow. past fifty years . ● June 24: YA Author Breakfast. ● Fifty teen spaces in libraries will be YALSA is inviting all of the past November featured on the YALSA Web site winners of our Printz and Edwards (www.ala.org/yalsa). ● Visit YALSA’s Web site for a list of awards. Come mingle with them at an fifty Web sites for teens. informal breakfast. March ● June 25: ALA’s Public Programs Office (PPO) and YALSA will December ● March 4–10: Celebrate the first feature YA authors (including Cecil annual Teen Tech Week™ (TTW). Castellucci, John Green, and Patrick ● American Libraries features YA Learn more at www.ala.org/ Jones) all day long at the Live @ your literature with an article from Michael teentechweek. library® Reader’s Stage in the Exhibit Cart. Hall. April ● June 25: YALSA’s President’s Program Thanks to the Fiftieth Anniversary Task will feature five decades of YA Force for coordinating the anniversary ● April 19: Celebrate the first Support literature and an author from each celebration. Teen Literature Day. decade.

50 YALS | Young Adult Library Services | Winter 2007 2007 YALSA Election Teen Read Week 2006 YALSA Expands Use Candidates YALSA has successfully completed its of Online Resources TM YALSA’s Nominating Committee has ninth annual Teen Read Week (TRW), ● YALSA’s blog gets nearly 2,000 hits submitted the following slate for 2007. Get Active @ your library®. Thousands of per day and can be accessed at http:// According to YALSA’s bylaws, the school and public libraries and bookstores blogs.ala.org/yalsa.php. Committee will obtain at least two candi- celebrated the event October 15–21, 2006, ● Podcasts are available through the dates for Vice President/President-Elect, by hosting an array of events that focused YALSA blog. four candidates for Board Directors-at- on the resources libraries have to give teens ● YALSA has a TTW wiki at http:// Large, two candidates for each unexpired an opportunity to “read for the fun of it” teentechweek.wikispaces.com. vacated position of Director-at-Large, and help them lead active lives and find Members can post their own ideas at least six candidates for the Edwards books on sports, fitness, volunteerism, and information about teens and Committee, and at least eight candidates activism, college preparation, and career technology. for the Printz Committee. Elections will be direction. ● YALSA is listed on Technorati at held March 15 to April 24, 2007. To learn Libraries nationwide encouraged teens www.technorati.com/search/http:// more or to specify your ballot preference to nurture both mind and body, holding blogs.ala.org/yalsa.php. Technorati (printed or online), go to www.ala.org/ala/ up as examples such standout reading helps users find other blogs that ourassociation/governanceb/electioninfo/ enthusiasts as Major League Soccer play- cover topics relating to issues in YA alaelectioninfo.htm. ers and event co-chairs Kevin Hartman, librarianship. goalkeeper for the Los Angeles Galaxy, and ● YALSA can be found on del.icio.us Chris Armas, midfielder for the Chicago at http://del.icio.us/yalsa. Del.icio. Vice President/ Fire. Olympic skater and avid reader us is a social bookmarking tool where President-Elect Kimmie Meissner served as this year’s users can compile, annotate, and share National Teen Chair. Sarah Cornish Debraski recommended Web resources with This year’s TRW again offered an Kevin Scanlon others. opportunity for teens to speak up. Teens ● YALSA’s Flickr account is at www voted on their favorite book for Teens’ .flickr.com/photos/yalsa. Share your Board of Directors Top Ten (TTT). More than five thousand Teen Read Week photos and other votes were cast and Harry Potter and the YALSA images. Jana Fine Half-Blood Prince by J. K. Rowling took ● Contribute your YALSA memories to Michele Gorman the number one spot. To view the entire the fiftieth anniversary wiki at http:// Mary Hastler TTT, please visit www.ala.org/teenstop wikis.ala.org/yalsa50. Dawn Rutherford ten. Teens also voted on the theme of ● Don’t forget that YALSA has TRW 2007, which will be held October electronic discussion lists on several 2009 Margaret A. Edwards 14–20. The winning theme is LOL @ different topics. The newest one was Award Committee your library®. established by the Teen Music Interest This was the first year that TRW Group. Go to www.ala.org/yalsa and Carrie Bryniak was extended. The World Wrestling click on “Electronic Resources” from Steve Crowley Entertainment (WWE) and YALSA the left menu to learn more or to Kristine Mahood 2006–07 WrestleMania Reading subscribe (it’s free and open to both Diane Monnier Challenge took place between October and members and nonmembers). Sharon Rawlins January for librarians who registered to ● YALSA’s MySpace page (www Stephanie Squicciarini participate during TRW. The contest chal- .myspace.com/yalsa) is currently lenges teens in grades nine through twelve in beta. YALS to read one book a week between TRW 2009 Michael L. Printz and January 16, 2007. Award Committee For information and ideas about Elizabeth Burns TRW and teen reading visit www.ala.org/ Donna Cook teenread. Stacy Creel-Chavez Alison Hendon Celia Holm Ellen Loughran Karyn Silverman J. Marin Younker

Winter 2007 | Young Adult Library Services | YALS 51