THE ADVOCACY ISSUE

THE OFFICIAL JOURNAL OF THE YOUNG ADULT LIBRARY SERVICES ASSOCIATION

VOLUME NUMBER 15 03

CYPHER AS YOUTH ADVOCACY

SPRING 2017 LIBRARIES AS REFUGE FOR ADVOCATING FOR CREATING A UNIQUE MARGINALIZED YOUTH TEENS IN PUBLIC BRAND FOR YOUR $17.50 » ISSN 1541-4302 LIBRARIES + SCHOOL LIBRARY registration now open!

YALSA’SYALSA’SYoungYoung AdultAdult ServicesServices

Louisville,Louisville, KYKY •• NovemberNovember 3–5,3–5, 20172017

# YA LS A17

JOIn us as we explore ways to empower teens to increase your library’s impact! The Official Journal of the Young Adult Library Services Association

SPRING 2017 VOLUME 15 | NUMBER 3 CONTENTS ISSN 1541-4302

HIGHLIGHT FEATURES 4 25 YALSA’S SELECTED LISTS, 2.0 ADVOCATING FOR TEENS IN PUBLIC LIBRARIES+ 6 » Tiffany Boeglen & Britni Cherrington-Stoddart THE LIBRARY’S ROLE IN PROTECTING TEENS’ PRIVACY: 31 A YALSA POSITION PAPER CREATING A UNIQUE BRAND FOR YOUR SCHOOL LIBRARY 8 » Kelsey Barker ANSWERING THE CALL FOR MIDDLE SCHOOL COLLEGE 36 AND CAREER READINESS: YALSA “FUTURE READY” LIBRARIES AS REFUGE FOR MARGINALIZED YOUTH PROJECT KICKS OFF » Deborah Takahashi » Laura Pitts 40 10 FROM AWARENESS TO ADVOCACY: AN URBAN TEEN REIMAGINED LIBRARY SERVICES FOR AND WITH TEENS LIBRARIAN’S JOURNEY FROM PASSIVITY TO ACTIVISM 11 » David Wang 2017 YALSA BOOK AWARD WINNERS AND SELECTED 43 BOOK AND MEDIA LISTS MAKING A CASE FOR TEENS SERVICES: TRANSFORMING LIBRARIES AND PUBLISHING » Audrey Hopkins

EXPLORE 15 RESEARCH ROUNDUP: ADVOCACY: A FOCUS ON PRIVACY PLUS AND SURVEILLANCE » Lucia Cedeira Serantes 2 45 FROM THE EDITOR GUIDELINES FOR AUTHORS » Crystle Martin INDEX TO ADVERTISERS 3 46 TRENDING FROM THE PRESIDENT THE YALSA UPDATE 18 » Sarah Hill USING MEDIA LITERACY TO COMBAT YOUTH EXTREMISM » D.C. Vito YALS ON THE WEB 21 » Want more YALS ? Members and subscribers can access the latest and CYPHER AS YOUTH ADVOCACY back issues of YALS digitally on the YALSAblog at http://yalsa.ala.org/ » Rica G blog/yals/, as well as browse supplemental YALS articles and resources.

WINTER 2017 » YOUNG ADULT LIBRARY SERVICES » YALS 1 FROM THE EDITOR

Crystle Martin

n 2015, YALSA embarked on the safe spaces and unhampered access to strategic planning process. The new resources. Iorganization plan (adopted by the In the Trending section, D. C. Vito, YALSA Board in Spring 2016) centers executive director and cofounder of on three priority areas that YALSA The LAMP, ties teaching teens media will focus on over the next three literacy as a way to help them take years. Those priority areas are Advo- action for themselves. Rica G., an cacy, Fund and Partner Development, Atlanta-based lyricist and educator, and Leading the Transformation for describes using Hip Hop as a way to Teen Services. The Winter 2017 issue empower youth. focused on Cultural Competence, a Three articles focus on taking action part of Leading the Transformation for for teen services in public and school Teen Services. This issue will focus on libraries. Kelsey Barker, a teacher Taking Action through Advocacy. librarian from Longfellow Middle The issue covers taking action from School, looks at creating a library different angles. The research roundup brand as a way to emphasize the im- article, by Lucia Cedeira Serantes, an pact of school libraries in their com- assistant professor at Queens College, munity. Audrey Hopkins, who oversees covers supporting teen privacy and teen services at Smith Public Library, protecting against surveillance in the makes a case for advocating for teen library. This dovetails nicely with the services. David Wang, a librarian at the new YALSA position paper by Mary Elmhurst Community Library, de- K. Chelton, “The library’s role in scribes how he moved from awareness protecting teens’ privacy,” adopted by to taking action both with his library the YALSA Board at Midwinter 2017. administration and larger bureaucratic Deborah Takahashi, a branch librar- structures outside of the library. ian at the Pasadena Public Library, Don’t forget that the YALSAblog expands the idea of teens needing includes additional materials that com- to have trust in the library by offer- plement the print YALS. You’ll fi nd ing perspective on how libraries can that content at: http://yalsa.ala.org/ reaffi rm their roles as providers of blog/category/yals

Masthead

2016-2017 YALS/YALSABLOG EDITORIAL ADVISORY BOARD E. Huron St., Chicago, IL 60611. It is the o cial publication of IL 60611; 1-800- 545-2433, press 5; fax: (312) 944-2641; Dr. Crystle Martin, Long Beach, Calif., & Allison Renner, Memphis, Tenn. the Young Adult Library Services Association (YALSA), a division [email protected]. Co-Chairs; Megan Ballengee, Millwaukee, Wisc.; Audrey Hopkins, Wiley, of ALA. Subscription price: memb ers of YALSA, $25 per year, included in membership dues; nonmembers, $70 per year in the STATEMENT OF PURPOSE Tx.; Carrie Kausch, Falls Church, Va.; Amanda Kordeliski, Norman, Okla.; Young Adult Library Services is the o cial journal of the Young Adult Jennifer Luetkemeyer, Tallahassee, Fla.; Tara Smith, Charlotte, N.C. U.S.; $80 in Canada, Mexico, and other countries. Back issues within one year of current issue, $17.50 each. Periodicals class Library Services Association (YALSA), a division of the American YALSA EXECUTIVE DIRECTOR postage paid at Chicago, Illinois and additional mailing o ces. Library Association. YALS primarily serves as a vehicle for continuing Beth Yoke POSTMASTER: Send address changes to Young Adult Library education for librarians serving young adults, ages twelve through eighteen. It will include articles of current interest to the profession, EDITOR Services, 50 E. Huron St., Chicago, IL 60611. Members: Address act as a showcase for best practices, provide news from related fi Crystle Martin changes and inquiries should be sent to Membership Department, Changes to Young Adult Library Services, 50 E. Huron St., Chicago, elds, publish recent research related to YA librarianship, and will CIRCULATION IL 60611. Nonmember subscribers: Subscriptions, orders, changes spotlight signifi cant events of the organization and o er in-depth Young Adult Library Services (ISSN 1541-4302) is published of address, and inquiries should be sent to Changes to Young reviews of professional literature. YALS will also serve as the o cial four times a year by the American Library Association (ALA), 50 Adult Library Services, Subscriptions, 50 E. Huron St., Chicago, record of the organization.

2 YALS » YOUNG ADULT LIBRARY SERVICES » SPRING 2017 FROM THE PRESIDENT

Sarah Hill

he timing of our YALS advocacy ies, and can interlibrary loan them, issue couldn’t be better—the thanks to daily delivery, funded, in Trecently released White House part, with LSTA funds and the Illinois budget is a call to action for all who State Library. My patrons wouldn’t support teens and libraries. The budget receive the library service they expect eliminates all funding to the Insti- without LSTA funds. And so, I advo- tute of Museum and Library Services cate to #saveimls. (IMLS). Many people I’ve spoken to ALA and YALSA need your help aren’t sure how IMLS funding affects to ensure that IMLS is saved, because their library or their community. without libraries, teens will not have Check out this database (https:// the resources and support they need www.imls.gov/grants/awarded-grants) to succeed in school and prepare for to fi nd out, but remember that IMLS college, careers, and life. Please follow provides more than just competitive the YALSA blog to track our recent grant monies. The IMLS Grants to efforts to #saveimls, and join the fi ght States Program is its largest grant at ALA’s new website http://www.ala. program – providing funds to all states. org/advocacy/advleg/federallegislation/ In my state of Illinois, that amount was fi ght-for-libraries. Don’t forget to more than $5.4 million in 2016. How invite your Congress members to your do your state libraries use those funds? libraries during District Days in April Click on your state to fi nd a fi ve-year (check out the YALSA wiki for more plan: https://www.imls.gov/grants/ information) and sign up to partici- grants-state/state-allotments. pate in National Library Legislative Thanks to LSTA funds from IMLS Day. Held on May 2nd in Washington through the Illinois State Library, my D.C., you can also participate virtually regional library system (covering most through social media, and, as always, of central and southern Illinois) added by calling and emailing your own 61 new libraries to our consortial members of Congress. online catalog through the Dream Advocacy was also on everyone’s Grant. Thanks to this FY15 grant, my minds at ALA Midwinter in Atlanta. community college patrons have easy access to the materials in those librar- (continued on page 5)

PRODUCTION aims and policies of ALA. Acceptance of advertising in YALS available from ProQuest/Bell & Howell, 300 N. Zeeb Rd., Ann Cadmus Communications does not imply o cial endorsement by ALA of the products or Arbor, MI 48106. services advertised. ADVERTISING Bill Spilman, Innovative Media Solutions; 1-877-878-3260; MANUSCRIPTS The paper used in this publication meets the minimum Manuscripts and letters pertaining to editorial content should fax (309) 483- 2371; e-mail bill@innovativemediasolutions. requirements of American National Standard for Information be sent to YALSA, 50 E. Huron St., Chicago, IL 60611; e-mail: com. View our media kit at www.ala.org/yalsa/mediakit. Sciences-Permanence of Paper for Printed Library Materials, [email protected]. Visit http://yalsa.ala.org/blog/yals/ for YALS accepts advertising for goods or services of interest to ANSI Z39.48-1992. ∞ ©2014 American Library Association All further information. the library profession and librarians in service to youth in materials in this journal subject to copyright by the American particular. It encourages advertising that informs readers and INDEXING, ABSTRACTING, AND MICROFILM Library Association may be photocopied for the noncommercial provides clear communication between vendor and buyer. Young Adult Library Services is indexed in Library Literature, purpose of scientifi c or educational advancement granted by YALS adheres to ethical and commonly accepted advertising Library &Information Science Abstracts, and Current Index to Sections 107 and 108 of the Copyright Revision Act of 1976. For practices and reserves the right to reject any advertisement Journals in Education. Microfi lm copies of Journal of Youth other photocopying, reprinting, or translating, address requests not suited to the above purposes or not consistent with the Services in Libraries and its predecessor, Top of the News, are to the ALA O ce of Rights and Permissions.

SPRING 2017 » YOUNG ADULT LIBRARY SERVICES » YALS 3 HIGHLIGHT

YALSA’s Selected ast year YALSA’s Board of an online member chat in Nov., and Directors voted to change the then reworked the plan based on that Lprocess of how YALSA’s lists of feedback. The plan was then submitted Lists, 2.0 recommended reading are developed. back to the Leading the Transforma- To make sure we’re all on the same tion of Teen Services Board Standing page, these are the selected lists the Committee to ensure alignment with Board addressed: YALSA mission and Organizational • Amazing Audiobooks for Young Plan, and that the plan addressed the Editors note: This Adults (AAYA) stated goals of the project: • Best Fiction for Young Adults (BFYA) is a modifi ed • Great Graphic Novels for Teens During the January YALSA board (GGNT) meetings in Atlanta, a board doc- • Popular Paperbacks for Young ument was approved with modifi - version of a Adults (PPYA) cations. Check out this document • Quick Picks for Reluctant YA (http://www.ala.org/yalsa/sites/ala. Readers (QPYA) org.yalsa/fi les/content/SelectedList blog post from None of the lists are going away; Transition_MW17.pdf) that outlines rather, the process for which they are the transition of Phase 1. However, the YALSAblog being developed is changing to: keep in mind that the Board added • Provide more timely information a modifi cation to that original pro- to members posal, which is that Popular Paper- by YALSA Board • Share information in an easier to backs for Young Adults (PPYA) will use format also have a “Best of” list. • Create new resources to meet the Member Franklin needs of today’s diverse teens So what’s new is that instead of stand- • Ensure the fl exibility to embrace new ing committees, the lists will be devel- Escobedo http:// genres and formats as they emerge oped by YALSA members through The • Include new and diverse voices in Hub. This allows for virtual participa- the process tion as well as for sharing information yalsa.ala.org/ • Create new resources for library staff in a more timely way. Between January beyond traditional collection devel- 27 and Feb. 12, YALSA collected 51 opment and readers’ advisory tools volunteer forms from members who blog/2017/01/27/ As part of the August 2016 board would like to work throughout 2017 to document “Recommendations for develop the next Amazing Audio and Transforming Remaining Work Quick Picks lists. 10–15 members were some-of-yalsas- Groups,” a Selected List Transition Task selected to work on each list (20–30 Force was created to offer recommen- members total), and as part of their selected-lists- dations for transitioning selected lists to work, they’ll be writing blog posts for The Hub in two phases: the fi rst to take The Hub about the books they nomi- place in 2017 with Amazing Audio- nate. As you’ll see in the Board Docu- are-changing- books, Popular Paperbacks, and Quick ment #29 (http://www.ala.org/yalsa/ Picks. Throughout the fall of 2016, the sites/ala.org.yalsa/fi les/content/Selected task force worked virtually to create a ListTransition_MW17.pdf), The heres-the-scoop/ draft plan, shared the draft plan with Hub manager, Molly Wetta, has worked members and gathered feedback during out a process that will help make the

4 YALS » YOUNG ADULT LIBRARY SERVICES » SPRING 2017 writing process easy for members. with us to become guest bloggers remaining two selected lists (BFYA These are actually tools and skills that for the list. There are other exciting and GGNT) will move to The Hub. members can use in their everyday jobs, changes, as well, which are outlined in With feedback from the chairs, list whether writing a press release for a the document, so I encourage every- coordinators, and the YALSA mem- program or writing a proposal for more one to read it carefully. And be sure to bers working on the lists, improve- funding for your teen services program. check in with The Hub (http://www. ments will be made to the process Another addition to this effort is yalsa.ala.org/thehub/) to see what while increasing opportunities for getting teens involved in the process. nominations there are so far this year! members who haven’t been able to When I worked on PPYA, I would The Board realizes that there are participate in developing the lists in often ask my teens which books they challenges that might come up, but the past. The virtual experience will liked, especially if it were a genre that this is still an evolving process. As make it easier for more YALSA mem- I wasn’t familiar with. This was always we move forward with this fi rst phase, bers to get involved. And like every- a great way to engage my teens and I the Board will evaluate how every- thing new, there might be challenges, would take back their comments and thing is working, and use that but with board members, YALSA reactions back to the committee. Now information to inform planning for staff, and members working together, those same teens will be able to work phase 2. In 2018, for phase 2, the the plan will succeed!

FROM THE PRESIDENT (continued from page 3)

Advocating for libraries, advocating the new strategic plan. As you read YALSA’s updated Advocacy Toolkit for facts, and advocating for those who over the documents (see http://www. (see http://www.ala.org/yalsa/sites/ have been unjustly treated were topics ala.org/yalsa/2017-midwinter-meeting- ala.org.yalsa/fi les/content/2017%20 of conversations for library staff who agenda-and-documents) presented Advocacy%20Toolkit.pdf) was updated attended the conference. to the board, most of them involve in January to include timely resources As you’ve heard, YALSA is in the advocacy. Why? Because in the Imple- to help you advocate for teens in your midst of organizational change in or- mentation Plan, one goal is that 100% community. No matter your famil- der to meet the goals in our three-year of YALSA members will “conduct iarity with advocacy, you can use the organizational plan (see http://www. advocacy at some level and know they different levels of the Advocacy Bench- ala.org/yalsa/aboutyalsa/strategicplan) are doing so.” The YALSA Board is marks to gain knowledge and develop that was adopted by the Board in April also taking steps to include advocates new strategies and goals for yourself, 2016. I can’t believe it’s been one for libraries (who aren’t librarians) on your teens, or your library (see http:// year! YALSA staff and board members the YALSA Board (see http://www. www.ala.org/yalsa/sites/ala.org.yalsa/ are trying to effi ciently bring about ala.org/yalsa/sites/ala.org.yalsa/fi les/ fi les/content/AdvocacyBenchmarks_ changes in the organization to make it content/BroadeningBoard_MW17. Activity.pdf). more #teensfi rst to meet our vision. pdf). How will we do that? Begin- If you’d like to stay current about In the YALSA board room, simplify ning this year, the YALSA Governance what’s happening within YALSA, was the word of the weekend, Nominating Committee will include please check out the Issues and Cur- because board members are stream- one advocate on the election slate. rent Projects page (see http://www. lining processes for members and Hopefully, the presence of advocates ala.org/yalsa/issues-current-projects) YALSA staff so that time is created on the YALSA Board will bring on our website. Read on to learn for new membership engagement unique perspectives and broaden our more about how you can advocate for opportunities that meet the goals in outlook on serving youth. teens in your communities!

SPRING 2017 » YOUNG ADULT LIBRARY SERVICES » YALS 5 HIGHLIGHT

The Library’s Role in ditor’s Note: This position pa- refer more suspects showing leanings per was written for YALSA by toward becoming terrorists—particu- EMary K. Chelton and adopted larly juveniles—to interventions by in- Protecting by YALSA’s Board of Directors, Janu- volving community leaders, educators, ary 22, 2017. mental health professionals, religious leaders, parents and peers, depending Teens’ Abstract on the circumstances.2 In these cases, The rights of young people are regularly the FBI will not necessarily cease challenged across the country by schools, its criminal investigation and will organizations and individuals. Libraries, remain alert to suspects who become Privacy: however, play a fundamental role in pro- dangerous or plan to travel to join tecting the intellectual freedom rights extremists overseas. To assist this effort, of everyone, including teens. In a recent the FBI has published guidelines for A YALSA example of a challenge to adolescent secondary school personnel regarding rights, the FBI has proposed as set of at-risk behaviors that serve as “drivers guidelines for surveilling Internet use of violent extremism,” to facilitate by at-risk students in secondary schools, intervention activities that would Position in an attempt to prevent recruitment of disengage youth from them youth in the United States by terrorist While this may seem expedient from organizations on the Internet. Besides the FBI’s law enforcement perspective, Paper the lack of published evidence that this there is little published evidence that is a widespread problem or that being high schools are hotbeds of potential categorized as “at-risk” leads one to suc- terrorist recruits. For example, the Sep- cumb to terrorist recruitment any more tember 2015 report lists 54 “American than other antisocial or self- harming foreign fi ghter aspirants and recruits” behavior, the guidelines contradict the in Appendix II whose ages are listed. role of school librarians and staff in Of these 54, 3 are age 15-17 (all are supporting the critical thinking and in- from one Colorado family), and 2 are quiry activities of 21st century learners. age 18 (both from Minnesota). Far Find out why it’s Furthermore, the guidelines promote more are over age 30.3 increased surveillance of innocent stu- As noted in Standards for the 21st dents already overly surveilled in schools Century Learner 4, school librarians are important for as well as in other contexts, which is expected to help students “make sense an ongoing problem for students of of information gathered from diverse color. Library staff in schools and public sources by identifying misconceptions, libraries serving libraries are urged to adhere to the 21st main and supporting ideas, confl ict- century learner standards, to commu- ing information, and point of view teens to protect nicate their importance to administra- or bias.” Given this standard, and the tors in protecting student privacy, and usual array of classroom assignments to resist unwarranted surveillance, as a on contemporary issues in the school the privacy of professional social responsibility. curriculum, it might be said that school librarians and staff and their Background instructional colleagues are already teens. As pointed out in Intellectual Freedom helping adolescents think critically News1, the FBI has announced plans to about the information they fi nd on

6 YALS » YOUNG ADULT LIBRARY SERVICES » SPRING 2017 the Internet, and do not necessarily terrorists, and may only be looking resources such as ALA’s District need FBI interventions in the absence for information for a school assign- Dispatch and the YALSAblog of direct evidence. ment. Library staff need to remember • Seek out training on topics in- that being curious and being young cluding but not limited to: privacy, Position does not automatically make one sus- students’ rights, libraries’ role in The FBI Guidelines imply that there pect, nor in-need of a mind-changing intellectual freedom, and how to le- should be increased surveillance of intervention, even among at-risk verage technology tools that protect adolescents deemed “at risk” by a va- youth. privacy riety of criteria, especially those youth Besides Articles 1-3 in the Library Bill • Participate in events such as the who use social media and the Inter- of Rights, the American Library Associ- ALA Offi ce for Intellectual Free- net to access information. Given the ation (ALA) has stated that the privacy dom’s Choose Privacy Week, changing demographics of the high of user interactions, including those https://chooseprivacyweek.org/ school population, it is incumbent on by young people, are to be protected,7 • Take advantage of technology that school librarians and staff and their that prohibitions on censorship apply protects library patrons’ privacy public library counterparts to remem- to school library settings as well other • Make a commitment to reach out ber that students of color (the ones types of libraries8, and the use of on- to and serve at-risk youth in the usually considered most “at risk”), are line resources by youth is important9, community and address their needs, already over surveilled online and in but none of these statements directly whatever they may be person in a variety of school and retail addresses the FBI concerns over the • Identify and work with community contexts.5,6 Adding libraries to this dangers of “at risk” status and access partners who are also committed to list of surveilled institutions runs in to specifi c types of information on the protecting teens’ rights direct opposition to the institution’s Internet. mission as well as its attractiveness and Libraries have a strong history of Conclusion usefulness to young people, and should promoting and preserving users’ intel- Promoting intellectual freedom is not happen. lectual freedom rights, including pri- at the core of what libraries do, and In addition to the role of school li- vacy. Youth and their families depend this is articulated in key publica- brarians as digital literacy instructors, on the library as a place for unfettered tions from ALA, such as the Intel- the existence of the FBI Guidelines access to information. In order protect lectual Freedom Manual. Therefore, warrant a reminder that confi dential- the privacy rights of teens, library staff resistance to excessive surveillance ity of library records is a core value of should of Internet use in secondary librarianship. For libraries to fl ourish • Refresh their knowledge of key schools by any young adults in the as centers for uninhibited access to documents, like the Intellectual absence of direct evidence provided information, library staff must stand Freedom Manual and 21st Century by law enforcement is a social between users’ right to privacy and Learner Standards responsibility of library staff in and freedom of inquiry on the one hand • Report challenges or violations of out of school settings.10 Library staff and perceptions of prohibition (real teens’ privacy to ALA’s Offi ce for should ensure that teens’ intellectual or imagined) against their exercise on Intellectual Freedom via this online freedom rights are protected, and the other. Just as people who borrow form: http://www.ala.org/tools/ work with administrators, educators murder mysteries are unlikely to be challengesupport/report and other stakeholders to protect murderers, so there is no evidence • Embed educating teens and their teens’ privacy. that seeking information on the parents and caregivers about their For the references check the digital Internet about terrorism produces rights into library services and version of the paper: http://www.ala. terrorists, regardless of age. Those programming org/yalsa/library’s-role-protecting- seeking information on the Internet • Keep up to date on privacy teens’-privacy-yalsa-position- about terrorism are unlikely to be and surveillance issues through paper

SPRING 2017 » YOUNG ADULT LIBRARY SERVICES » YALS 7 HIGHLIGHT

Answering Laura Pitts

the Call for hen the opportunity to apply for YALSA’s fi rst cohort of the three-year IMLS funded Middle School W“Future Ready with the Library” (http:// www.ala.org/yalsa/future-ready-library ) program College came my way, I was immediately on board with the mission behind the project—develop a way, through partnerships with community organizations or educa- and Career tional outlets, to address the issue of college and career Readiness: readiness initiatives among middle school students. s a librarian at The Scottsboro New York, to Ohio to Florida, and Public Library in Scottsboro, will be working to not only recognize YALSA “Future AAlabama, the language of pre- the needs of college and career readi- paring students for college and career ness among middle school students, futures is familiar. In our own com- but working on pathways of part- Ready” Project munity, the local economic develop- nerships that can provide resources ment authority, the local community to middle school students, families, college, two public school systems educators and community entities. and various non-profi t organizations Through weekly online Commu- Kicks O utilize the language of college and nity of Practice postings, group work career readiness in planning for the and constant dialogue regarding our future—both for growth in their own successes and failures as the proj- organizations and growth in bringing ect moves along, we are all working Learn how rural, workforce development to Jackson toward a common goal of helping our County. After all, the workforce is libraries provide needed services to moving toward a 21st Century skills the people in our communities. small and tribal set that prides itself on encouraging While students of all grade levels students to look at the various career, should be afforded opportunities of ex- libraries are vocational, and educational opportu- posure to college and career readiness, nities that may be available to them in it’s the needs of middle school students their own backyard. that have been ignored for far too long. helping middle Because of that, YALSA’s “Future A study conducted by ACT titled “The Ready” program is a perfect fi t for my Forgotten Middle” (https://www.act. community. However, its not just my org/content/dam/act/unsecured/ schoolers with community that is benefi ting from documents/ForgottenMiddleSum the year-long program and all of it’s mary.pdf) found that fewer than two college and counterparts. Fifteen other rural, in ten eighth graders are on target to small, and tribal libraries in the U.S. be ready for college-level work by the are taking part in the project. These time they graduate from high school. career readiness. libraries span America from Alaska to The study goes on to say that the level

8 YALS » YOUNG ADULT LIBRARY SERVICES » SPRING 2017 of academic achievement met by these STEAM learning and now college a two-day workshop to meet the eighth graders has a “larger impact on and career readiness must recognize other participants in the program and their college and career readiness by the this role as an extension of the school tackle some of the “cold feet” feel- time they graduate from high school,” classroom. Schools are faced with ings as the project started. One of the than the rest of their high school time and budget constraints to simply biggest questions that came up had academic endeavors. So what exactly is meet all of the needs that a student to do with the anticipated end result going on with these students the years may have. Libraries can fi ll those gaps of the project. The answer: whatever before entering the eighth grade that with fl exible literacy learning, meeting we need it to be. Each community is causing them to not be on track for those needs head on in unique ways. is different. Each library is different. success after high school? Is this lack of Each community, school system and Each set of middle school students preparedness a result of academic needs library will defi ne college and career are different. With that in mind, even not fulfi lled or something else that readiness differently. What is important the way a community (and a library) stems from an emotional learning need is that the community and its coun- tackles the need to provide college that students are simply not getting at terparts all get on board with the same and career ready services to students is home or at school? The beauty in those concrete defi nition. While the defi - different. questions is that the answers are not clear and because of that YALSA recog- nizes the need to address these learning concerns for middle school students. Yet, how does the library answer the This question leads libraries to an call for college and career readiness? For the generations of library users opportunity to help address real issues before now, libraries while always val- ued as places of learning, brought with that affect the long-term growth and it a simple feeling of being the place where books are checked out. Times survival of communities and the youth are a little different now. Technology, in all it’s glorious uses and accessibility, that live in them. has changed both services and pro- grams that are offered at libraries. On any given day at The Scottsboro Public nition may seem as simple as having American poet William Butler Yeats Library not only are we helping people the skills and knowledge needed to once said, “Education is not the fi lling check out a book, but we are also succeed after high school by either of a pail, but the lighting of a fi re.” And helping them answer questions about furthering academics or entering sometimes, the simple act of lighting job applications and resume develop- the workforce, if you dig deeper the that fi re is through providing a student ment. On the other side of the build- defi nition maybe more rounded and with the materials needed for long-term ing children are engaging in popup focused on the needs of your immedi- learning success. Libraries should be in a brick building Makerspaces, taking on ate community. constant state of fi lling pails and lighting reading challenges at the reading wall While the main focus for “Future fi res of learning. Not only do we show and fi nding the latest fi ction or non Ready” is to target the needs of mid- how the library is able to work with -fi ction topic that Dewey, the library’s dle school students, the even bigger community members and community live aquatic turtle, has suggested for the focus is partnerships. How can a partners, we set ourselves up to tackle day. Learning is immersed in all levels library partnership with a community the bigger issues facing our young pa- for all ages throughout the building. entity meet the needs of the middle trons, including those about how to plan Take a look at your own library and school students? This question leads the best possible route for life, regardless you will see learning emerging at all libraries to an opportunity to help where the wind and sails may lead. levels in your building. When a library address real issues that affect the long- embraces the idea of future ready, it term growth and survival of commu- must be willing to engage in a new nities and the youth that live in them. role—the role of education extension. The fi rst cohort of “Future Ready” LAURA PITTS is the director of the Scottsboro Libraries in the age of STEM and met together in Atlanta, Georgia for Public Library in Scottsboro, Ala.

SPRING 2017 » YOUNG ADULT LIBRARY SERVICES » YALS 9 HIGHLIGHT

Reimagined

Library ditor’s Note: This is a new YALSA infographic Services for illustrating the teens fi rst approach to library Eservices. and with Teens

REIMAGINED LIBRARY SERVICES FOR AND WITH TEENS

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http://www.ala.org/yalsa/teens-first Created by Casey Rawson, UNC Chapel Hill

10 YALS » YOUNG ADULT LIBRARY SERVICES » SPRING 2017 HIGHLIGHT

2017 YALSA Book Award Award • The Truth About Forever • Along for the Ride ALEX Award • What Happened to Goodbye? Winners and • The Queen of Blood by Sarah • This Lullaby Beth Durst, published by Harper Voyager. HarperCollins Publishers. William C. Morris Award Selected Book • The Regional Offi ce is Under Attack! by Manuel Gonzales. Winner Riverhead, an imprint of Penguin The Serpent King by Jeff Zentner, Random House. published by Crown Books for Young and Media • In the Country We Love: My Readers, an imprint of Random Family Divided by Diane Guerrero House Children’s Books, a Penguin with Michelle Burford. Henry Holt Random House Company. Lists and Co. • Buffering: Unshared Tales of a Life Finalists Fully Loaded by Hannah Hart. Dey Girl Mans Up by M-E Girard, pub- Street an imprint of William Mor- lished by HarperTeen, an imprint of row, a division of HarperCollins HarperCollins Publishers. A full list of YALSA Publishers. Rani Patel In Full Effect by Sonia Pa- • Arena by Holly Jennings. Ace tel, published by Cinco Puntos Press. Books, an imprint of Penguin Ran- The Smell of Other People’s Houses by award winners dom House. Bonnie-Sue Hitchcock, published by • Every Heart a Doorway by Seanan Wendy Lamb Books, an imprint of McGuire. a Tor Book published by Random House Children’s Books, a and the top 10 Tom Doherty Associates. Penguin Random House Company. • Romeo and/or Juliet: A Choos- Tell Me Something Real by Calla lists for each of able-Path Adventure by Ryan Devlin, published by Atheneum Books North. Riverhead Books, an im- for Young Readers, and imprint of print of Penguin Random House. Simon & Schuster. the association’s • Die Young with Me: A Memoir by Rob Rufus. Touchstone, an imprint YALSA Award for Excellence of Simon & Schuster. in Nonfiction selected lists. • The Wasp that Brainwashed the Caterpillar by Matt Simon. Pen- Winner guin Books, an imprint of Penguin March: Book Three by John Lewis, Random House. Andrew Aydin and Nate Powell, • The Invisible Life of Ivan Isaenko published by Top Shelf Productions, an by Scott Stambach. St. Martin’s imprint of IDW Publishing. Press. Finalists Margaret A. Edwards Award Hillary Rodham Clinton: A Woman Sarah Dessen for: Living History by Karen Blumenthal • Dreamland and published by Feiwel and Friends, • Keeping the Moon an imprint of Macmillan Children’s • Just Listen Publishing Group.

SPRING 2017 » YOUNG ADULT LIBRARY SERVICES » YALS 11 HIGHLIGHT

In the Shadow of Liberty: The Scythe by Neal Shusterman. Simon Crouch, Alicyn Packard, and Caitlin Hidden History of Slavery, Four & Schuster Books for Young Read- Davies. Listening Library, 2016. Presidents, and Five Black Lives by ers, an imprint of Simon & Schuster’s Kenneth C. Davis, and published by Children’s Publishing. Best Fiction for Young Henry Holt, an imprint of Macmillan The Sun is Also a Star by Nicola Adults Children’s Publishing Group. Yoon. Delacorte Press, an imprint of • Berry, Julie. The Passion of Dolssa. Vi- Samurai Rising: The Epic Life of Random House Children’s Books, a king Books for Young Readers. 2016. Minamoto Yoshitsune by Pamela S. division of Penguin Random House. • Chee, Traci. The Reader. G.P. Putn- Turner. Illustrated by Gareth Hinds, am’s Sons Books for Young Read- and published by Charlesbridge. Book and Media Lists ers. 2016. This Land is Our Land: A History *Below are the top ten titles for each • Hardinge, Frances. The Lie Tree. of American Immigration by Linda list. In addition to the top ten, the full Harry N. Abrams. 2016. Barrett Osborne, and published by lists of each are available at http:// • McGinnis, Mindy. The Female of the Abrams Books for Young Readers, an tinyurl.com/yalsabookawardslists. Species. Katherine Tegen Books. 2016. imprint of ABRAMS. • Medina, Meg. Burn Baby Burn. Amazing Audiobooks for Candlewick. 2016. Odyssey Award Young Adults • Reynolds, Jason. Ghost. Atheneum/ • Anna and the Swallow Man by Caitlyn Dlouhy Books. 2016. Winner Gavriel Savit, read by Allan Cor- • Sepetys, Ruta. Salt to the Sea. Philo- Anna and the Swallow Man written duner. Listening Library, 2016. mel Books. 2016. by Gavriel Savit, narrated by Allan • Beast by Brie Spangler, read by An- • Shusterman, Neal. Scythe. Simon & Corduner. Listening Library drew Eiden. Blackstone Audio, 2016. Schuster Books for Young Readers. • Gemina by Amie Kaufman and 2016. Honor Recordings Jay Kristoff, read by Carla Corvo, • Yoon, Nicola. The Sun is Also a Star. Ghost written by Jason Reynolds, MacLeod Andrews, Steve West, and Delacorte Press. 2016. narrated by Guy Lockard. Simon and a full cast. Listening Library, 2016. • Zentner, Jeff. The Serpent King. Crown Schuster Audio. • Kill the Boy Band by Goldy Mol- Books for Young Readers. 2016. Dream On, Amber written by Emma davsky, read by Barrett Wilbert Shevah, narrated by Laura Kirman. Weed. Scholastic Audio, 2016. Great Graphic Novels Recorded Books. • Nimona by Noelle Stevenson, read for Teens Nimona written by Noelle Steven- by Marc Thompson, Rebecca Soler, • Allison, John and Lissa Treiman. son, narrated by Rebecca Soler, Jona- January LaVoy, Peter Bradbury, • Giant Days, Volume 1. 2015. Illus. than Davis, Marc Thompson, January Jonathan Davis, David Pittu, and Boom! Box. LaVoy, Natalie Gold, Peter Bradbury, Natalie Gold. HarperAudio, 2016. • Giant Days, Volume 2. 2016. Illus. and David Pittu. HarperAudio. • Orbiting Jupiter by Gary D. Schmidt, Boom! Box. read by Christopher Gebauer. • Coates, Ta-Nehisi and Brian Stel- Michael L. Printz Award Recorded Books, 2015. freeze. Black Panther, Book One: A • Salt to the Sea by Ruta Sepetys, read Nation Under Our Feet. 2016. Illus. Winner by Jorjeana Marie, Will Damron, Marvel Comics. March: Book Three by John Lewis, Cassandra Morris, and Michael • Hatke, Ben. Mighty Jack. 2016. Illus. Andrew Aydin and Nate Powell. Crouch. Listening Library, 2016. First Second. Top Shelf Productions, an imprint • Star Wars Ahsoka by E.K. Johnston, • Lemire, Jeff and Emi Lennox. Plu- of IDW Publishing. read by Ashley Eckstein. Listening tona. 2016. Illus. Image Comics. Library, 2016. • Lewis, John, Andrew Aydin, Honor Books • Traffick by Ellen Hopkins, read by and Nate Powell. March: Book Asking for It by Louise O’Neill. Kirby Heyborne, Julia Whelan, Three. 2016. Illus. Top Shelf. Quercus, a Hachette Company. Madeleine Maby, Rebekkah Ross, • Ross, Edward. Filmish: a Graphic The Passion of Dolssa by Julie and Jacques Roy. Simon & Schus- Journey Through Film. 2015. Illus. Berry. Viking Books for Young Read- ter, 2015. Self Made Hero. ers, an imprint of Penguin Young • Wink Poppy Midnight by April Gen- • Russel, Mark, Ben Caldwell, Readers. evieve Tucholke, read by Michael and Mark Morales. Prez, Volume

12 YALS » YOUNG ADULT LIBRARY SERVICES » SPRING 2017 1: Corndog in Chief. 2016. Illus. DC • Yancey, Rick. The Monstrumol- Fiction Comics. ogist. Simon and Schuster/Saga • Buxbaum, Julie. Tell Me Three Things. • Takano, Ichigo. orange: The Complete Press. 2015. 2016. Delacorte Press/Random Collection 1. 2016. Illus. Seven Seas • Farish, Terry. The Good Braider. House Children’s Books. Entertainment. Amazon Children’s Publishing/ • Garvin, Jeff. Symptoms of Being • Vaughan, Brian K. and Cliff Skyscape. Human. 2016. Balzer + Bray/Harp- Chiang. Paper Girls 1. 2016. Illus. Image. • Forman, Gayle. Just One Day. Pen- erCollins. • Vaughan, Brian K., Steve Skroce, guin Group/Speak. 2013. • Johnston, E.K. Exit, Pursued by a and Matt Hollingsworth. We Stand • Niven, Jennifer. All the Bright Places. Bear. 2016. Dutton Books/Penguin On Guard. 2016. Illus. Image. Random House/Ember. 2016. Random House. • Oliver, Lauren. Vanishing Girls. • Lemire, Jeff. Plutona. 2016. Illus. Popular Paperbacks for HarperCollins/HarperCollins Chil- Image Comics. Young Adults drens Books. 2016. • Lukavics, Amy. Daughters Unto Devils. • Copeland, Misty. Life in Motion: • Patel, Sonia. Rani Patel in Full 2015. Harlequin Teen/Harlequin. An Unlikely Ballerina. Simon and Effect. Cinco Puntos Press. • Nijkamp, Marieke. This Is Where It Schuster/Touchstone. 2014. 2016. Ends. 2016. Sourcebooks. • Grande, Reyna. The Distance • Reynolds, Jason and Brendan Kiely. Between Us: A Memoir. Simon and Quick Picks for Reluctant All American Boys. 2015. Atheneum/ Schuster/Pocket Books/Washing- Young Adult Readers Simon and Schuster. ton Square Press. 2013. • Russo, Meredith. If I Was Your Girl. • Satrapi, Marjane. Persepolis: The Nonfiction 2016. Flatiron. Story of a Childhood. Random • Higgins, Nadia Abushanab. Femi- • Tash, Sarvenaz. The Geek’s Guide House/Pantheon Books. nism: Reinventing the F-Word. 2016. to Unrequited Love. 2016. Simon • Bray, Libba. The Diviners. Hachette/ Illus. Twenty First Century Books/ & Schuster BFYR/Simon & Little, Brown and Co. 2013. Lerner. Schuster.

SPRING 2017 » YOUNG ADULT LIBRARY SERVICES » YALS 13 Free Advocacy Toolkit www.ala.org/yalsa/advocacy

Use this updated toolkit to speak up for teens, libraries & the Institute of Museum & Library Services

Can’t make it to D.C. May 1-2 for National Library Legislative Day? Virtual Library Legislative Day allows you to participate from home. Visit www.ala.org/united/vlld and let your members of Congress know how critical your library is to your community.

We'll send you reminders to take action, along with talking points, email templates, and other resources to help you craft your message. We'll also include a link to the live webcast from National Library Legislative Day, so you hear the issue briefing live from D.C. on May 1. EXPLORE

Research Lucia Cedeira Serantes RoundUp: elcome to Research Roundup. The pur- Advocacy: pose of this recurring column is to make W the vast amount of research related to youth and families accessible to you. To match the A Focus on theme of the spring issue, this Research Roundup column focuses on activist aspects of advocacy and Privacy and technology. For each item listed below you’ll fi nd a short overview of what the research resource is all about and some ideas about how you might inte- Surveillance grate the fi ndings and recommendations into your work with youth. What privacy hen exploring the topic of I am going to briefl y discuss two proj- and surveillance advocacy in LIS one can fi nd ects and the work of one researcher Wthat it is often connected to that will hopefully help librarians who two different realms: activism/social work with youth/teens to strengthen mean for justice and management/marketing. their knowledge about privacy pro- For this column, I would like to focus tection and data surveillance issues to on the activist aspect of advocacy consequently feel more comfortable advocacy for and and one topic that is frequently and creating events and activities for and unquestionably connected to youth: with teens about these topics. Some- technology. For information related to times it is hard to advocate for teens’ with youth. other aspects, one can always start at privacy and safety online when it the ALA Advocacy offi ce and explore is also diffi cult for us to follow the the toolkits and related documents many news reports and developments prepared by each association, including about the changes and advances in YALSA (http://www.ala.org/yalsa/ the different platforms we use in our advocacy). daily lives. The following two projects As information professionals, we try offer a manageable starting point, easy to keep up with the many tech devel- for newbies and with more advanced opments and fi nd ways to successfully resources for those already involved in implement them in libraries. Some of this type of tech-focused advocacy. these developments explicitly target youth as early adopters, highlight- The Glass Room and ing its strengths (often connectivity, MyShadow.org convenience, portability, and social The Glass Room is a project created status) but forgetting their weaknesses in collaboration between Mozilla and (privacy and data collection issues). the non-profi t organization Tactical

MONTH 2016 » YOUNG ADULT LIBRARY SERVICES » YALS 15 EXPLORE

Tech. During the end of November and December 2016 it had a physical space in NYC that some of us were lucky enough to visit. While the space took on the aesthetics of many tech stores, it was fi lled with examples of activist projects, artwork, and research that refl ected and commented on online security, surveillance/privacy, and personal data. Even though the physical space is no longer available, the digital space remains. In the Resources area, one can fi nd some of the videos that accompanied the ex- hibition as well as links to the SmartOn series from Mozilla and an- other Tactical Tech project, MyShadow and Me, that was awarded a BOBs award (https://thebobs.com/; Best in Online Activism) in the category of Most Creative and Original. The Resource section serves as a helpful fi lter to aspects of those two projects that should be part of digital learning spaces for teens. Even easier to use is the Data Detox kit. This kit was part of the Data Detox Bar area of the By Rhododendrites - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/ physical exhibition and is available in index.php?curid=54291140 pdf form (https://theglassroomnyc. org/fi les/2016/12/DataDetoxKit_ optimized_01.pdf). The kit is orga- data that is being collected from our Data Privacy Project nized as an 8-day challenge where online selves (https://www.google. Most of the time when one speaks each day focuses on different aspects com/takeout). Each of the eight of privacy or surveillance, external of your technology use and guides sections comes with specifi c and easy forces such as corporations, govern- you in the process to recover control to follow instructions to add or edit ment, or criminals are at the center over your digital self. After one has privacy settings in different aspects of the discussions. Libraries and done it oneself, it is easy to adapt to of your digital self and life. A Day librarians, however, should also be one-shot sessions or a long workshop Challenge after each section invites the involved in these discussions because for teens. The 8 sections are: user to take the work for that day a bit of our role in offering free access to 1. Discovery further. This project perfectly com- many different types of technologies 2. Being Social plements the work already advanced and connectivities. The Data Privacy 3. Searching, Surfi ng, Shopping by the Library Freedom Project where Project is the result of an IMLS grant 4. Connecting teen librarians can also fi nd a selection and brings together an interdisci- 5. Making Choices of resources useful to use with youth plinary team formed by academics, 6. Who Do They Think You Are? (https://libraryfreedomproject.org/ librarians, tech experts and activists. 7. Creating a New You youthonlinesafety/). This collection Melissa Morrone, a librarian at the 8. So…What Next offers less guidance than the 8 day Brooklyn Public Library and mem- The process starts with a simple challenge kit, but would be a helpful ber of Radical Reference, is at the exercise to see the degree to which complement for librarians and patrons core of the project. One aspect of Google is embedded in our digital life already aware or active in tech activ- this project that would be of extreme and, for example, to see the type of ism or advocacy. interest for teen (or any) librarian

16 YALS » YOUNG ADULT LIBRARY SERVICES » SPRING 2017 is the Privacy Literacy Training, an many projects and initiatives, some I do not want to fi nish this column initiative focused on training and funded by prestigious organizations without acknowledging the polit- developing online tools that showcase such as the MacArthur Foundation ical climate for the next four years how information moves, is shared or European Union agencies. Among that will likely make efforts related and stored online and consequently her work, such as the 2016 book to advocacy, social justice, and ac- the importance of digital privacy and with Julian Sefton-Green, The Class: tivism even more important in the data literacy. Although the project is Living and Learning in the Digital Age, daily work of any librarian. For those still in development, there are already I’ll briefl y discuss an article written readers who have missed these three some examples of resources in this with Alicia Blum-Ross and available YALSA publications here you have a section: Historical Overview and the open access. It offers a short and reminder: Mapping Data Flows sections. For solid introduction to her approach to • Chelton, Mary K. (January 22, instance, through an exploration of the relationship between youth and 2017) The Library’s Role in Protecting the technological changes in libraries, technology: Teen Privacy: a YALSA Position Paper. the fi rst section brings to the fore- Accessed January 31, 2017. http:// front patrons’ privacy issues that these Blum-Ross, Alicia, and Livingstone, www.ala.org/yalsa/library’s-role- technologies have created or exacer- Sonia. (2016). From youth protecting-teens’-privacy-yalsa- bated. During the past year, in-person voice to young entrepreneurs: The position-paper training sessions were offered in the individualization of digital media • “Supporting Youth in the Post- NYC area and in the near future, and learning. Journal of Digital and 2016 Election Climate.” YALSA training materials will be also avail- Media Literacy 4, no 1-2 (2016). Wiki. Last modifi ed December 22, able on the site. The ideas and tools Accessed January 15 2017. http:// 2016. http://wikis.ala.org/yalsa/ already on this site and the ones to be www.jodml.org/2016/06/27from- index.php/Supporting_Youth_in_ soon added will certainly support the youth-voice-to-youngentrepre- the_Post-2016_Election_Climate work of librarians who serve teens to neurs-the-individualizationof- • Takahashi, Deborah. “When Li- be aware of privacy issues that could digital-media-and-learning/ braries Become a Refuge for Youth potentially emerge inside of the walls in a Post-Election World.” YALSA of the library. Makerspaces and other tech-ori- Blog. Last modifi ed November ented spaces and events are increas- 19, 2016. http://yalsa.ala.org/ Sonia Livingstone ingly central to library teen spaces blog/2016/11/19/when-libraries- Sonia Livingstone is a professor in and teen activities. Blum-Ross and become-a-refuge-for-youth-in-a- the department of Media and Com- Livingstone, however, refl ect over post-election-world/ munication at the London School these celebrated initiatives to ques- Also, be aware that you are not of Economics and Political Science. tion a rhetorical shift from what they alone in your community and there Her work focuses on children and call a “voice” discourse to an “en- are many organizations in your youth and the opportunities and risks trepreneurial” discourse, connecting proximity that have experience in afforded by digital and online tech- these initiatives with job-readiness resistance and advocacy. Visit these nologies. For LIS professionals, her instead of creative expression and organizations and let them know that work is especially relevant if they are civic engagement. Their exploration teen librarians are allies and are keen working in schools or in close collab- and analysis of these digital learning to support, collaborate, and spearhead oration with education environments initiatives are guided by interviews their initiatives. and families, as well as with younger from their previous project Parent- teens, between 10–14 years old. For ing for a Digital Future where they teen librarians already familiar with interviewed formal and informal the work of danah boyd, Living- educators. If your professional inter- stone could expand their knowledge ests align with youth and technol- through her cross-national approach ogy and you would like to be more as well as multiple collaborative proj- knowledgeable about advocating for LUCIA CEDEIRA SERANTES is an assistant ects. Her professional page (http:// youth rights and better understand professor at the Graduate School of Library www.lse.ac.uk/media%40lse/Whos the often overlooked risks, I would and Information Studies (Queens College). Who/AcademicStaff/SoniaLiv seriously invite you to follow Living- Her research interests include youth media, ingstone.aspx) is a clearing-house of stone’s work. reading and public libraries.

SPRING 2017 » YOUNG ADULT LIBRARY SERVICES » YALS 17 TRENDING

Using Media D.C. Vito Literacy to uring the last few years, I’ve been heartbro- Combat Youth ken by stories about young people choosing Dpaths of violent extremism. I’m talking about people like Dylann Roof (https://www.nytimes. Extremism com/2015/06/21/us/dylann-storm-roof-photos- website-charleston-church-shooting.html?_r=2), the young white supremacist whose shooting rampage left nine black churchgoers dead in South Carolina, At The LAMP, or Hoda Muthana (http://www.al.com/news/ sta teach youth birmingham/index.ssf/2015/04/meet_hoda_ muthana_the_quiet_gi.html), a young Muslim to comprehend, woman who left her family in Alabama to marry an ISIS fi ghter in Syria. Their choices are stunning for create and critique their impact on the lives of innocent people, and media messages, because the path to redemption after such a choice as a way for youth seems nearly impossible. to advocate for read these stories but had never It actually took very little time for really considered them through the me to see how The LAMP could add Ilens of media literacy. That is, until I value to the conversation about youth themselves. received an invitation from UNESCO extremism. During the opening session to attend a conference (http:// of the conference, panelists immediately en.unesco.org/ConfQcUNESCO/ took issue with the subtext of the con- home) on the internet and what they ference, saying it was too easy to blame term “youth radicalization.” As the the internet for turning normal-seem- Executive Director of The LAMP ing youth into rage-infused extremists. (Learning About Multimedia Project), It was argued that this approach gives a nonprofi t media literacy organization the internet way too much credit, teaching people to comprehend, create while giving hardly any to young and critique media messages, the ex- people. Of course I agree; we at The perience transformed the way I think LAMP speak often about the faulty about our work, and opened my eyes logic of blaming media or technologies to a new potential for how expanding instead of the people responsible for access to media literacy and critical creating and interpreting them. It’s one thinking can change the lives of young of the reasons why we do what we do people worldwide. in the fi rst place. We believe everyone

18 YALS » YOUNG ADULT LIBRARY SERVICES » SPRING 2017 is a producer and a reader, and that we found inherent to our culture, which as a crucial part of the solution to all share the responsibilities that come reinforced their status as outsiders and combating extremism and misinfor- with those privileges. undesirables. I was equally struck by mation, two epidemics which in many When three different high-ranking another comment the young people ways march hand-in-hand. Particularly UNESCO offi cials used the term “me- made. They provided more insight, because library spaces often function dia literacy” in their opening remarks, it saying that the same things that caused for young people as bridges from their was music to my ears. It only got better them to pursue a violent pathway was school lives to their out-of-school when Ross Lajeunesse the same things that caused them to lives, librarians have to be included as (http://en.unesco.org/internet- abandon it: the search for answers. front-line activists to ensure that all and-radicalization-youth-preventing- I wondered how their lives might youth can comprehend, create and acting-and-living-together/ross- have been different if they had been of- critique media messages. lajeunesse) from Google stood up fered the skills, tools and the agency to Believe me, I’m not saying media lit- to say that the most effective way to push back on those messages. Maybe if eracy is the end-all solution to ending steer youth away from violent they could have found purpose in cre- violent youth extremism. The issue is extremism was to give them a safe space ating positive representations of Muslim far too nuanced and complex for any to challenge harmful and misleading identity and culture, they might have single silver bullet, so to speak. But media. That’s exactly the kind of space chosen a different path. What if their I’m more convinced than ever that it created by The LAMP in its hands-on youthful energy could be channeled is a vital tool, and that so far we have programs, and through the use of media into creating remixes of propaganda barely begun to tap into its potential remix tools like MediaBreaker/Studios videos, where they could refute the to address a range of ills. Regardless of (http://mbstudios.thelamp.org). We’ve never pitched these tools and programs as a means for combating terrorism, but hearing these experts and leaders speak so passionately about the potential of Regardless of how different people media literacy to do just that was like an alarm bell directly striking my brain. may vote, I think we can all agree that I counted at least a dozen more times when media literacy was raised we want more peaceful places where as an antidote for violent extremism. I’m used to meeting with people and young people can grow with promise making the case for how media liter- acy can help young people fi nd jobs, and con dence. become more engaged in their com- munities and make more informed choices, but not avoid a life of domes- false manipulations of Koranic doctrine how different people may vote, I think tic or international terrorism. directly into the videos? we can all agree that we want more Perhaps one of the most disturbing Since returning from the confer- peaceful places where young people parts of the conference was the (only) ence—and since the end of the 2016 can grow with promise and confi dence. session in which actual youth were presidential election, which concluded But how to do this? The challenges present, hidden by a scrim and with shortly thereafter—I’ve sensed a new in teaching media literacy are legion, their voices altered to protect their urgency for media literacy. I person- for school-day educators and for identities. Both young people had ally have heard from many who say librarians alike. Media literacy skills been detained at the airport en route they now, fi nally, understand why The are diffi cult to measure, and access to to join ISIS, and when a member LAMP does what it does. In some technology and broadband are often of the audience asked what piece cases, people are motivated by the rise unreliable, particularly in low-income of propaganda compelled them to of what is often called “fake news” in communities. Media and technology defect to a terrorist organization, both the media (which I prefer to simply are constantly shifting, as industries agreed that there was no single piece call lying), but in other cases I hear invent new ways to reach and of media. Rather, it was the collec- fears of extremist thinking and activity. engage our senses. Competing ide- tion of anti-Muslim messaging they Media literacy is now widely cited ologies and the fear of accusations of

SPRING 2017 » YOUNG ADULT LIBRARY SERVICES » YALS 19 TRENDING

indoctrination, copyright violations or and write. So when The LAMP teaches career readiness. We believe by ad- censorship also crop up in my conver- media literacy, we spend time discuss- dressing the tangible benefi ts of media sations with practitioners. Yet no one ing, or close reading, a piece of media. literacy, we can begin to address an can deny the importance of meeting Then we move on to writing, so that unfathomably diffi cult issue like youth these challenges, and offering young students create their own commercials, extremism. people the best we have to give them documentaries, podcasts, etc. Combined, If you’re interested in learning more in media literacy education. these processes build basic critical think- about how to harness media literacy One challenge which came up in ing skills and empower young people education for your library programs, I a recent Twitter chat we hosted with to express themselves positively, while invite you to visit The LAMP online librarians is that critiquing media is engaging in what we refer to as the (http://thelamp.org/) where you can often seen as akin to bashing media— “productive struggle” of problem-solv- sign up for our mailing list. You’ll get because criticism can equate with ing and learning to work with others. free tools and resources from us and negativity. This is problematic because In this way, the teaching of media from other leading experts in the fi eld teaching media literacy typically literacy can help young people make of media literacy, and you’ll learn includes critiquing media. Sometimes, smart decisions, even through personal more about upcoming virtual training those media include TV shows, video struggles like those faced by many opportunities. games, music and movies we enjoy or of the young people who turn to even love. We at The LAMP believe extremism. Other benefi ts for teach- this challenge can be overcome by ing media literacy include increased focusing on the skills which are culti- empathy, as learners are often asked to D.C. VITO co-founded The LAMP (Learning vated by critiquing media. consider other perspectives, and the About Multimedia Project) in 2007 and is the For example, literacy, as it is widely development of research and technical current Executive Director. Follow The Lamp on understood, is the ability to both read skills to support increased college and Twitter: @thelamp.

20 YALS » YOUNG ADULT LIBRARY SERVICES » SPRING 2017 TRENDING

Cypher Rica G as Youth n January 2016, my dear friend Because we know the youth are up next Adrian Gardner and I held our We understand it takes a village Advocacy Ifi rst club meeting in a high school So it’s all hands on deck. science classroom. Back then, we were both fresh out of college serving in From its origins as an extracurricu- AmeriCorps and trying to fi gure out lar club geared toward students who how to best connect with our men- hadn’t previously been involved in tees. Initially, we set out as lyricists their school community, to the all-age seeking to assist younger writers with encompassing, Atlanta-based commu- Teaching Hip Hop their craft. Thus we set out on a mis- nity program it is now, CYPHER is as sion and the Cultivating Young People organic as fresh produce from a com- as a way of life and Harnessing Energy & Respect Pro- munity garden. What we do is apply gram (CYPHER) was born.At that what we have learned over the years as means to empower point, we had no idea that CYPHER emcees, producers, engineers, etc. and would become the family that it is. encourage our students to build on Our youth advocacy developed into our knowledge. It helps that our team youth. us teaching Hip Hop as a life skill. is comprised of individuals who are Those of us who were schooled by lifelong citizens of Hip Hop as well as Hip Hop come from a community students of the game.1 There is much with a history of our cultural ex- more to be learned about life from periences being neglected by tradi- Hip Hop culture than its more obvi- tional education. I am now aware ous potential in the classroom (Kelly of the available research about Hip 2013).2 Hop Based Education (HHBE), but I rarely hear about it from people The Content outside of the academic sphere. Our As an American literary art form, efforts go towards providing young Hip Hop lyricists provide texts that people with the resources and oppor- speak to and for us in a way that is far tunities that we desired at their age. less abstract than say the traditional clas- We implement HHBE to host public sics of William Shakespeare or John speaking workshops, put students in Steinbeck. Not to negate or discredit professional recording studios, and the relevance of non-Hip Hop texts help them book performances. The in education, but there is something CYPHER Program, Inc. does not inherently electrifying about lessons operate primarily on fi ndings from found in rap music. Powell outlined the scholarly articles or interviews with source of this feeling: experts in the fi eld of HHBE. With that in mind, our mantra outlines our [Rap] emerged from the streets of method of operation: inner-city neighborhoods as a genu- ine refl ection of the hopes, concerns, We Are Cultivating Young People, harnessing energy and respect 1By “the game” I mean the music industry. This is a commonly used colloquialism for any form of We do this for the love; business activity. we don’t do this for a check 2The list of citations is available in a companion Put our all into all we do piece on yalsa.ala.org/blog/yals/

SPRING 2017 » YOUNG ADULT LIBRARY SERVICES » YALS 21 TRENDING

and aspirations of urban Black youth room. Suddenly, it became accept- ship building. The life of a performing in this, the last quarter of the 20th able for these teenagers to develop artist does not allot much time for century. Rap is essentially a home- and share their honest opinions about stringent commitments like those typ- made, street-level musical genre. . . . gender equality and domestic violence. ical of a formal mentoring program. Rap lyrics concentrate primarily on Whether they agreed to curb their It is important to us that the students the contemporary African American use of oppressive language or not, learn that lesson as well. From that ‘Black’ experience. . . . Every issue they learned how to address sensitive perspective, the rules of formal men- within the Black community is sub- topics in a non-combative way. It was toring are not really applicable with ject to exposition in the rap arena. apparent that by engaging in that type our program. Hit rap tunes have broached touchy of open conversation, we grew as a We explain to our mentees that guest subjects such as sex, sexism, racism, family unit. There were none of the mentors are like cousins in our family. and crime. . . . Rap artists, they con- restricting elements of power and rigid They may not be there every time you tend, ‘don’t talk that love stuff, but structure apparent in the room. What go home, but when they are present ‘rather’ educate the listeners. occurred was a connection between you are reminded that they, too, are high school students and recent college members of the family. In formal men- In fact, that further demonstrates my graduates that proved to each of us that toring, consistency leads to longer and goal of using HHBE to teach beyond by collectively exploring the powers stronger relationships (Rhodes 2007). what school curricula seems to label as of Hip Hop, we were certainly tapping Alternatively, our approach is marked standards of achievement. For example, into something more grand than a by the notion that the relationships during one of our earlier CYPHER simple afterschool club for rappers. 3 should be forged between the mentees and Hip Hop rather than stressing the importance of individual ties. A key factor in our high school member involvement is that they are In a sense, Hip Hop is and has been vital to the success and sustainability of CYPHER’s mission. I refer to it as our a mentor to students of the game like multi-generational mentoring program. Middle school students receive men- myself. toring from the high school students. Everyone receives mentoring from the meetings, I played the music video for The Mentoring adult mentors. This provides teen- “U.N.I.T.Y.” by Queen Latifah. For As a member of the black community, agers with an opportunity to groom reference, the song addresses street I grew up hearing the phrase, “it takes younger students while learning harassment, domestic violence, and a village to raise a child.” As a mem- important organizational and life skills. intragender violence among women. ber of the Atlanta artist community, Instead of challenging the adolescent My intention was to create a discourse I have witnessed countless poets and fi ght for independence, we equip them about gender, womanism, and the role rappers use their platforms to speak with the tools and the confi dence to of oppressive language in our culture. on the needs of the people or how much achieve new gains. As they demonstrate Of the students in attendance, none of needs to be done in our community. an understanding of the responsibility the high schoolers had ever listened What has been missing, however, is a tied to the powers of Hip Hop, we to the song or watched the video. rolling opportunity for those artists to place students in positions that chal- What I thought was a timeless classic be held accountable for their claims. lenge them to become servant leaders. turned out to be a lost staple among By extending an invitation for local For example, our high school students the youth. That sparked an entirely artists to join CYPHER as guest now like to coordinate their own new experience for all of us in the mentors, we provide students with a studio sessions. This was a process they broader and more realistic perspec- had to learn from us walking them 3I refer to the fi ve elements of Hip Hop as the tive of mentoring. During my service through it a few times. They also like “powers of Hip Hop.” A widespread understand- with AmeriCorps and my previous to invite or coach younger students ing of these elements is outlined by the teachings mentoring/tutoring involvements, in these sessions. On many occasions, of the Universal Zulu Nation. They are Graffi ti, Emceeing, DJing, Bboy/girling, and Knowledge. program directors always stressed the my team and I have watched students See http://new.zulunation.com/elements/ importance of consistency in relation- pass down lessons and sometimes exact

22 YALS » YOUNG ADULT LIBRARY SERVICES » SPRING 2017 quotes from our work with them. you want to ask yourself, ‘Is it possi- munity to complain about the prob- In a sense, Hip Hop is and has been ble?’ or tell your future self, ‘I can do lems with “kids these days.” It perplexes a mentor to students of the game this, just keep on trying.’” The likeli- me when we as a community expect like myself. I learned to be keen to hood of unknowingly teaching nu- young adults to just know all there is toxicity of domestic violence from anced lessons like that to a sixth grader to know about life because everything Eve’s hit song, “Love is Blind.” Master in a traditional program does not seem is best learned through experience. P’s journey as an investor and busi- probable. This is why I emphasize My hope is that students continue to nessman taught me about the linkage Hip Hop culture. At every turn in life, fi nd themselves in the work that I do between street hustle and business I have consciously and subconsciously integrating Hip Hop into my com- acumen (Strauss 1998). When the viewed the world around me through puter science classroom and my youth early 2000s ushered in the Snap Music this lens. Perhaps students like Taygen mentoring organization. CYPHER as craze, my friends and I learned how to will take into account what they learn youth advocacy is a challenge and a improvise with numbers of people by from CYPHER and apply it to areas call to socially conscious artists to step engaging in synchronized social dance that are not clearly demarcated as up and put our actions where our (Clark 2016). The list of fond memo- within the boundaries of Hip Hop. words are. ries and the lessons they taught me is Imagine the power behind imple- endless. In summary Hip Hop teaches menting that level of metacognitive its loyal students how to be whomever thinking to everything from educa- they want to be. tional pursuits to social settings or business ventures. The Process and the Point Being committed to youth advocacy ERICA LOUISE RICHARDS, best known as RICA G., One of my twelve-year-old students, forces me to push the boundaries of is an Atlanta-based lyricist and educator who Taygen, says it best, “I realize Hip Hop existing practices. It is inexplicably believes in using Hip Hop culture to improve is more complex than it seems. Do common for people within our com- the conditions of the world around her.

SPRING 2017 » YOUNG ADULT LIBRARY SERVICES » YALS 23 YALSA’S YALSA’S TOP READS YALSA’S TOP READS TOP READS Digital Publications a compilation of YALSA's Community Engagement and best articles and resources STEM and Making Collaboration on hot topics in the library Edited by Trent McLees for YALSA Edited by Trent McLees for YALSA

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Advocating Ti any Boeglen & Britni Cherrington-Stoddart for Teens ccording to the U.S. Census Bureau, there were 41,731,233 young people ages 10–19 living in in Public 1 Athe United States in 2015 . That’s roughly thir- teen percent of the total U.S. population. Yet, teens are Libraries+ often underserved and underrepresented in public librar- ies. The reasons why are both frustrating and sometimes predictable. Defi ciencies related to funding can play a Exploring the large role in reducing or eliminating services for teens. Whether it’s scarcity of resources, a reduction in open ways library sta hours, or the absence of dedicated teen-serving staff, some public libraries have found themselves struggling can advocate to provide even minimal services for teens. In addition to these challenges, at times there is also resistance in provid- for teens in the ing services for this age group simply because of percep- library. tions people have about teens. Behaviors such as talking loudly, extreme fashion choices, engaging in horseplay, etc., can cause a great deal of frustration for staff and library customers, resulting in a lack of support for pro- gramming and services that keep teens in the library.

espite these challenges, there advocating for young adults can be are still many passionate librar- a powerful tool. The question then Dians working in public libraries becomes how do we advocate effec- across the country whose drive to tively? Fortunately there is a great deal work with teens compels them to fi nd of evidence backed up by compelling ways to overcome these obstacles so research that supports the many ben- they can provide valuable and much- efi ts of having teen services in librar- needed programming for this often ies. By looking at current research, perplexing age group. The struggle this article will address why offering comes in how to prevail in spite of the teen services in public libraries is so diffi culties. It can be hard to convince important. It will consider the impact those resistant to teen services of their that developing programs and services value, but purposeful and thoughtful in direct line with the emotional and

1. ACT for Youth: http://www.actforyouth.net/adolescence/demographics/)

SPRING 2017 » YOUNG ADULT LIBRARY SERVICES » YALS 25 FEATURES

social needs of this age group can have In the late 1990s, the Search Insti- twenty-fi ve of the Search Institute’s on participants. It will also address the tute, a Minnesota-based organization forty assets. importance of partnering with other dedicated to researching what it takes One of CMLibrary’s strongest exam- teen-serving organizations within the for young people to succeed, devel- ples of a program designed with ado- community, highlight the many bene- oped a list of assets or experiences lescent developmental needs in mind fi ts such relationships offer the library, that children and teens must have is the system’s VolunTeen program. In and explore ways in which library staff to grow into healthy, responsible, the mid-2000s, CMLibrary began to can effectively advocate locally and and well-rounded adults. These 40 create a volunteer program specifi cally nationally for teen services. Developmental Assets (http://www. designed for young adults. Notably, search-institute.org/content/40- that this program was not intended Research and Teens developmental-assets-adolescents- to mirror the system’s active adult vol- As community-minded organizations ages-12-18) take into account the unteer program. While adult programs with missions ranging from enriching emotional and social needs of young afford volunteers the chance to give lives and creating lifelong learners to adults at a time when their brains back to their community, they are nurturing a thriving community, pub- are experiencing signifi cant changes based more on what adults can give lic libraries are a natural space to foster and outlines different ways specifi c the library. While teens also volunteer unique and much-needed services for experiences can positively benefi t to give back, the VolunTeen program young adults. In order to understand and prepare them as they grow into is more about what the library can how libraries can positively affect the adults. The list highlights both provide for them. lives of teens through programming external and internal assets, identify- For example, interested teens are and services, it’s important to fi rst ing key experiences teens need. These required to apply for the program understand what it is that they need assets include, but are not limited during a designated time frame. This and why they need it. According to to: Caring Neighborhoods, Service requires them to plan ahead and make The Teen Brain: Still Under Construc- to Others, Positive Peer Infl uence, decisions in order to be considered. It tion, a publication released by the Creative Activities, Reading for Plea- also emulates the process of applying National Institute of Mental Health, sure, Personal Integrity, Planning and for college. Applicants are required to teenage brains experience extensive Decision Making, Resistance Skills, attend a professional style interview changes throughout adolescence. Peaceful Confl ict Resolution, and for which staff help them prepare. Once believed to reach maturity in Sense of Purpose. These resources and They are required to read and respond childhood, we know how the human research provide us with a road map to e-mail in a timely fashion and brain experiences signifi cant growth to help us know how to better serve follow directions. If selected, partici- and change throughout adolescence our teens. pants then must attend a mandatory (https://www.nimh.nih.gov/health/ orientation and training. Teens in the publications/the-teen-brain-still- Programming for Teens program are held accountable for be- under-construction/index.shtml). For the past decade, the Charlotte ing on time, communicating with staff Studies have shown that at the time of Mecklenburg Library (CMLibrary) has when they need to make scheduling adolescence the area of the brain most used the extensive research centered adjustments, managing their time ef- fully developed is the part responsible on teen brain development along with fectively, their work performance, and for instinctual reactions and emotional the Search Institute’s forty develop- more. They learn the importance of responses; while the area responsible mental assets to build a core catalog asking for help when they need it. For for managing more complex thoughts of programming and services that take teens who return to the program for like reasoning, long-term planning, into account the exceptional needs of additional sessions, many have the op- impulse control, judgment, and antic- the young adult population. Programs portunity to take on leadership roles, ipating consequences is not yet fully such as Tutoring for Teens, Commu- such as helping to train new incoming mature until our early twenties. So nity Service Saturdays, and College participants. Staff take time to provide what does this mean? In short, teens 101 offer participants the chance to feedback so teens are aware of how don’t think like adults. How they experience some of the Search Insti- they’re doing and what, if anything, make sense of the experiences they tute’s healthy building blocks. Through they need to work on. For many kids have and the environment that they these programs, CMLibrary can rea- the experience they gain from grow up in can have a signifi cant im- sonably expose teens who participate participating in a program like this is pact in shaping their future behavior. in teen programming to approximately the only workforce development

26 YALS » YOUNG ADULT LIBRARY SERVICES » SPRING 2017 experience they may have before they of the library. CMLibrary sustains a teens can go after school or in the apply for jobs or college. While a pro- number of these partnerships, one of summer to stay off the streets. For gram like this is more demanding for the most extensive being the rela- many homeless teens, the library is staff, it has a lasting and quantifi able tionship between the library and the a place to be out of the elements impact on those who take part. public school system. CMLibrary and to connect with others.”(11) This program doesn’t benefi t only and Charlotte Mecklenburg Schools Safe Place takes this a step further the young adults who are accepted. (CMS) have worked together to by making the library a place that All teens who apply are granted an create ONE Access, a program that teens may turn to in times of crisis. interview, so even applicants who are makes the library’s resources avail- Safe Place is described as “a na- not selected benefi t from the initial able to all CMS students by allowing tional youth outreach and preven- communication requirements as well their student ID to function as a li- tion program for young people in as the experience of the interview brary card. According to the library’s need of immediate help and safety. itself. They are given feedback on website, “…more than 100,000 of As a community-based program, their interview as well as a list of 147,000 CMS students accessed Safe Place designates businesses and other volunteer opportunities in the Library services using their student organizations as Safe Place loca- community and are encouraged to IDs in an initiative called ONE tions, making help readily available apply again. Staff make every effort to Access” (https://www.cmlibrary. to youth in communities across the positively impact teens regardless of org/oneaccess). The success of this county” (http://nationalsafeplace. how they interact with them through program highlights the important org/what-is-safe-place/). Teens and this program and are fortunate to role that the library plays in supple- children that are experiencing a often have the opportunity to forge menting the education of teens and crisis may come to the library and relationships, many of which last into children within the community. request a “Safe Place,” and library adulthood. College 101 represents another staff will work with community This represents just one of the many partnership that serves to enhance partner, The Relatives, to ensure programs the library offers that was the educational opportunities of that these individuals receive the designed specifi cally to meet the de- community teens. College 101 is a help needed. The Relatives is an velopmental needs of adolescents. The series of college readiness programs organization that exists to help creation of such programs demon- implemented by organizations such “children and youth find shelter and strates the ways in which using current as the Princeton Review and local support … The Relatives serves as research on the social and brain devel- community college, and offered by the Safe Place agency for Mecklen- opment of teens may be used to create the library. These programs provide burg County and the surrounding programming designed to benefi t teens with information and advice area, partnering with local busi- them as they grow into adulthood and concerning college prep, fi nancial nesses to ensure young people in work toward becoming productive aid, scholarships, college admissions need have access to immediate help members of society. These programs essays, and more. They also allow and supportive resources” (http:// may then be used to demonstrate the students to take free practice ACT www.therelatives.org/about-us/). positive effect that the library has on and SAT exams. College 101 pro- This allows the library to play a vital the lives of community teens and to gramming offers teens information role in positively affecting the lives argue for more funding and greater that is vital to their college career at of youth by serving as a place of support for the library and its services. no cost, allowing them to more con- safety and refuge. fi dently pursue a college education. In addition to serving as a Safe Place, Partnering with Local Safe Place exemplifies another the library partners with other commu- Organizations unique partnership that the library nity organizations that help to promote Opportunities to positively affect has formed. Libraries have tradition- inclusivity and diversity. One such part- teens should not be strictly lim- ally been viewed as a “safe space” ner is Time Out Youth (TOY). TOY is ited to in-house efforts. Fostering for teens and children. YALSA’s “A described as an organization that “is a partnerships with teen-serving Call to Action,” addresses this saying, place where you can experience a sense organizations within the commu- “At the most basic level, libraries of belonging and community. Whether nity is another great way to bolster provide a safe and welcoming place you are lesbian, gay, bisexual, transgen- services and strengthen advocacy for all teens. Public libraries are der, queer, questioning, a straight ally— efforts for teens outside the walls often described as safe places where or just don’t want to be labeled, you

SPRING 2017 » YOUNG ADULT LIBRARY SERVICES » YALS 27 FEATURES

will be welcomed here” (http://www. youth. Demonstrating this vital com- directly inquire after the needs of this timeoutyouth.org/content/about). munity role allows the library to more age group, especially as they relate to Many libraries within the system have effectively advocate for funding and workforce development and edu- invited speakers from TOY to discuss support for enhancing and extending cational support, provide additional LGBT issues with teens and promote services. evidence to support the need for teen their organization. The importance of services. such services is highlighted in YALSA’s Advocating Locally and Dedicated teen services staff are in a “A Call to Action” saying, “Schools Nationally position to provide information that nationwide are hostile environments Advocating for teen services within indicates the extent to which teens for a distressing number of LGBT the public library can be diffi cult, use the library. Teen services staff students.” In offering such programs the especially when faced with issues spend time fostering relationships with library is expressing to all teens that it such as unsupportive staff and lack of their teen patrons, determining their is a safe place regardless of race, gender, funding. An effective way to combat needs, and really getting to know and religious belief, or sexual orientation. this is to present a carefully com- understand them. YALSA’s “A Call to In turn the library is able to offer piled list of statistics and research that Action” relates the importance of re- programming and services to TOY demonstrate teen presence within lationship building saying, “To support that support the organization and its the community and the library. Such their learning—personal, work-re- mission, as well as community teens. information provides support for the lated, and academic—library staff must connect with teens as individuals . . . This theme was echoed by other par- ticipants, who used words like allies, mentors, coaches, and partnerships to Demonstrating this vital community describe the relationships that library staff must develop with teens in order role allows the library to more to provide effective and substantive programs and services” (Braun, 10). effectively advocate for funding and Staff that take the time for relation- ship building with their teen patrons support for enhancing and extending can design and implement dynamic programming and services, and relate services. to others why this is necessary. One very effective form of advocacy used within by CMLibrary is Stories of Each partnership that the library inclusion of programming and ser- Real Success. Stories of Real Success creates serves to enhance the services vices for teens. It may also be used are interactions with patrons, in which and programming offered to teens so to demonstrate the diversity of the staff or the library have had a positive that their needs may be more effec- teen population. YALSA’s “A Call to impact on a customer. In relation to tively met. In doing so, the library also Action” discusses the signifi cant shift teens specifi cally, these stories often creates an ally within the community in the demographics of the teen pop- take the form of a teen participating that is able to articulate how their ulation saying, “there are currently in the library’s VolunTeen program work with the library directly benefi ts 74.2 million children under the age and later using that experience to youth. These partnerships may then of eighteen in the United States; 46% obtain a job, or developing a love of be used to exemplify the important of them are children of color . . . the library while participating in teen role that this organization plays in the Children of mixed race grew at a programs and then choosing to pursue community as a leader in the effort to faster rate than any other group over a career in library services. These meet the developmental and academic the past decade, increasing by 46 %.” stories provide tangible examples of needs of teens. The library is there- Demonstrating the diversity of the the ways in which the library can play fore not operating within a vacuum teen population effectively argues for a vital role in positively infl uencing but is actively involved with various the development of a wide variety of a young person’s growth and devel- community organizations that allow programs and resources. Circulating opment. Combining statistical data it to expand its efforts and reach more surveys and hosting focus groups that with examples of impact provides a

28 YALS » YOUNG ADULT LIBRARY SERVICES » SPRING 2017 strong case for the development and funding and staff for teen services and needs of this age group can have on implementation of services for teens. consistently being faced with obstacles. participants. They can also address the This information may then be shared However, hearing from others who many benefi ts that partnering with with library administration, staff, and have encountered the same issues and other teen-serving organizations can members of the public to demonstrate found ways to overcome such road- give to the library. Armed with this why offering teen services is necessary blocks is extremely empowering and information and support, teen- and benefi cial. encouraging. serving staff have the tools necessary Sharing this information on a to effectively advocate for teen ser- national level is equally important in Conclusion vices at all levels. terms of advocating for teen services While teens represent a sizable por- as a whole. Professional development tion of the population, they are opportunities, such as conference often underserved and underrepre- TIFFANY BOEGLEN has been a librarian with presentations and poster sessions, as sented within the public library. It the Charlotte Mecklenburg Library, North well as writing for blogs and journals, therefore becomes the responsibility Carolina, for eleven years, seven of which allow teen services staff to impart of teen-serving staff to advocate were spent in teen services. She currently valuable knowledge and experience for this group of individuals, as this serves as an adult services librarian in the with others. These venues promote staff is in a unique position to share main library of the Charlotte Mecklenburg the sharing of ideas and information current research and personal experi- Library system. BRITNI CHERRINGTON- that may be used to improve upon ences that demonstrate a need for STODDART has been a teen services library services nationally. Advocat- services for teens. Teen-serving staff librarian for four years and is currently ing on a national level also allows the can point to the impact that develop- the teen services lead librarian at the library to tell its story. It can often be ing programs and services in direct Independence Regional branch of the very discouraging when fi ghting for line with the emotional and social Charlotte Mecklenburg Library.

SPRING 2017 » YOUNG ADULT LIBRARY SERVICES » YALS 29 Build Your Advocacy Skills

http://tinyurl.com/AdvocacyCE

Showcase Your Teen Services Teens need you to speak up about the many ways libraries help them. Visit your elected official's local office or invite them to your library. Use the free resources on this web page to plan a great visit!

http://wikis.ala.org/yalsa/index.php/District_Days FEATURES

Creating Kelsey Barker

a Unique wish I could just sit in here and institution and the community. I have read all day!” created a unique and authentic brand “I Approximately the one for my library that portrays cohesion, Brand for thousandth time I heard that state- consistency, and professionalism to my ment in just my fi rst year, I nearly stakeholders. lost my mind. As a school librarian, I When it comes to advocating for know that I am an integral part of my your school library, you are probably Your School school—and I am busy every second already sharing on the school web- of the day!—so why do students, par- site or social media, holding special ents, and staff continue to saddle me events, and sharing pro-library liter- Library: with this antiquated stereotype? ature with your administrators and Frustrated and desperate for the staff. So how will creating a library credit I felt I deserved, I did some- brand help elevate your advocacy thing that would later prove to be efforts? The American Association of Values, one of the most valuable advocacy School Librarians (AASL) advocacy moves I could make. I made a logo committee defi nes advocacy as an for my library, and I put it on every- “on-going process of building part- Vision, Voice, thing—all my lesson plans, how-to nerships so that others will act for technology guides for teachers, parent and with you, turning passive support communications, and anything else I into educated action for the library could copy and paste that JPEG onto. program. It begins with a vision and and Visuals Suddenly, teachers, administrators, and a plan for the library program that parents were stopping by to recognize is then matched to the agenda and my contributions. Just identifying priorities of stakeholders.” Creating the origin of something useful was a library brand makes this happen in enough to create a connection with two ways: it establishes vital foun- stakeholders! dations of your program that will Excited about this idea, I read every- inform how the library is seen by thing I could fi nd about branding on stakeholders, and it clearly commu- Increasing your websites like Spruce Rd, Career Con- nicates the library’s worth and roles tessa, Brit and Co, and Levo League. in the lives of students, teachers, I learned that branding is so much and community members. Rather library’s visibility more than a logo—it is the intentional than concentrating advocacy efforts alignment of everything you do to to reactively insist on importance, support a larger goal. Because branding we proactively focus on conveying as a form of my school library would look differ- that the library’s vision and plan ent from personal or entrepreneurial are already aligned with that of the advocacy. branding, I distilled ideas from these larger organization and the goals of resources down to four main concepts teachers and students. Unite the great that apply to branding a library: Values, work you are already doing under a Vision, Voice, and Visuals. These ideas common purpose, then let that great have aligned everything from the pol- work speak for itself. Instead of de- icies I set to the displays I create with manding to be seen and appreciated, the thoughtfully formed purpose of refi ne your program and show how my program and emphasizing the role your program shines in your school, that the school library plays within the organization, and community.

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Organizations spend thousands for of the things you fi nd most important, tion about the priorities, purpose, and professional branding, but you already it is easy to see what components align long-term goals of the organization. have everything you need to create and which do not. Consider how you Writing mission and vision state- a library brand—your unique library spend your time in the library. How ments for your library is not only an program! Carefully consider the much of your week is fi lled with tasks important part of advocacy but, like values that drive your program, how that truly align with your values? If identifying your values, it is a bene- you want it to grow and develop, the a driving value is continued educa- fi cial exercise in mindfully refl ecting voice you use to communicate about tion, you should be spending time on your practice. It can be diffi cult your program, and how it is visually reading professional journals or blogs, to distill all of the many important represented. Each area will help refi ne attending professional development, functions of your library into a couple your message and allow you to create or viewing webinars online. If you are of powerful sentences, but once you a library brand that is professional, sacrifi cing these activities for others do, your mission and vision will guide authentic, and uniquely your own, and that do not support your values, it may your practice forward. that will function as an advocacy tool be time to adjust your schedule. It A mission statement is a one- to for your library. can be enlightening to compare your two-sentence declaration of your priorities in principle to the things library’s values, purpose, and impor- Values you prioritize in practice. Assess other tance. Think of it as an elevator pitch The important fi rst step of developing aspects of your program with your for your program; a mission statement your library’s unique brand is identify- values in mind, and you may fi nd areas conveys what you stand for in a way ing the values that guide it. These are that are ripe for improvement. that is easy for stakeholders to un- the big ideas that form the foundation There are so many incredible things derstand. When writing your mission of your library program. Your values happening in school libraries all over statement, consider how you want refl ect your “why”—the reason your the world. Every time I read a blog or your program to be seen by students, program exists. With solid values in look at Twitter, I see another brilliant teachers, administrators, parents, place, the path forward is clear. Your idea that I am itching to try. Identify- and the community. If your district values inform everything you do, and ing the values that drive your program or school has published a mission establishing them provides a reference will make it clear which new ideas statement, let it inspire your own. A point for every decision. They reveal refl ect those values and are worth pur- mission statement that clearly supports the priorities and strengths of your suing, which ideas you might revise to that of the larger organization with program, and determining which values better serve your purpose, and which like ideas and similar language leaves are right for yours will enable you to are not a good fi t for your program. no question that the library is a vital create a clear message for your brand. This relieves you from the pressure to component that supports the goals of To pinpoint which values drive your do it all, instead doing the important the parent organization. program, make a list of as many of things well and creating a more cohe- Other things to consider when cre- the important elements as possible; sive program. Your values inform the ating your mission statement include you may value collaboration, creativ- curation of a quality library program, community partnerships, the role of ity, openness, or imagination. Your and when they inspire your unique the library in student learning, and list should include both the existing brand, that quality shines through. leadership responsibilities. Ask yourself strengths of your program and your how you would like people to feel aspirations for the future. Narrow Vision when they visit your space, and revisit down the list to the three to fi ve most Once you have established the values your values to make sure your mis- essential ideas. Congratulations, you that inspire your program, take a page sion aligns. It may be useful to look have found your values! Labeling these from the books of countless major at the mission statements of organiza- key concepts is the fi rst step to brand- organizations and create mission and tions you admire, but it is important ing your library. vision statements for your library. to make your statement refl ect your The values of your library pro- There is a reason that many corpora- library’s unique nature. Your mission gram will form the heart of a clear tions, institutions, and most likely the statement tells the world what your and cohesive library brand, but you school or district that employs you program is all about, so make sure should also use your values as a guide have published mission and vision what it is saying is authentic. to inform your practice. When you statements; these statements clearly When you have written a mission examine your library through the lens and concisely provide critical informa- statement that clearly defi nes your

32 YALS » YOUNG ADULT LIBRARY SERVICES » SPRING 2017 values, purpose, and importance, you When you have polished your mis- mission, and vision in practice, includ- can begin to think about the orienta- sion and vision statements, make them ing the application of these principles tion of your program moving forward. visible to the people who matter. Pub- as well as the tone of written and A vision statement requires you to lish them on the home page of your verbal communication. The 2017 consider how to continuously stay library website where users will see YALSA Advocacy Toolkit (http:// true to your mission, and it will be the them every time they visit. Post them www.ala.org/yalsa/advocacy) explains guiding force that leads you into the on the wall in your library where they that effective advocacy includes “iden- future mindfully and in alignment with are noticeable to any student, parent, tifying the right audience: in the case your values. A vision statement conveys or staff member who enters. And do of libraries, this could be your library the direction that your program is not forget to make them visible to the director, coworkers, board of trustees, headed in by defi ning the ideal future. most important person—you. Post school board, city council, county What does it mean to succeed in your your mission and vision statements commission, or some other group or mission? What does your school or somewhere you will see them every individual.” For school libraries, this library look like if everything you day: on your computer, framed on list could also include parents, students, do is one hundred percent effective? your desk, or taped to the coffeemaker. and site or district administrators. What strengths and assets will get you there? Though it may seem unreal- istic to consider the answers to these questions, clarifying your defi nition of success shows stakeholders that Creating a library brand supports the library program is dedicated to continued growth and improvement. advocacy in two ways: it establishes Understanding where you are headed provides motivation and direction for vital foundations of your program your program and can help inspire the creation of the more tangible daily, that will inform how the library is monthly, and yearly goals that will get you where you want to be. seen by stakeholders, and it clearly If you look to other institutions for vision statement inspiration, you communicates the library’s worth and may fi nd that many do not have one. Whether these organizations keep roles in the lives of students, teachers, their visions internal or overlook their value altogether, school librar- and community members. ies should not follow their lead. A published vision statement empha- sizes both the relevance and future Constant reference to the mission A thoughtfully defi ned brand voice orientation of the school library, and and vision you have established will expresses professionalism, awareness, every school librarian knows the im- help keep it cohesive, consistent, and and authenticity and gives credibility portance of demonstrating these two headed in the right direction. to your cause by aligning your com- qualities in advocacy. If your school munication style to your goals. The or district does have a vision state- Voice Advocacy Toolkit also directs librarians ment, aligning yours emphasizes the With the foundation of guiding values, to have a persuasive message: “clearly signifi cance of your library program a powerful mission, and an ambitious state what you want and why it is within the larger organization. If vision, advocating for your school important… always tie the ‘ask’ into you are working from scratch, check library program is only a matter of the needs of teens and their families.” out the statements of other school conveying these ideas to the world. Consider how your values might or public libraries. Another great Determining the unique voice of come across in your advocacy, and example is the YALSA “About” page, your library enables you to commu- appeal to your audience by sharing which features both a mission and a nicate with stakeholders in a way that how they can help the library achieve vision statement. supports your mission. Voice is values, its vision.

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If you have not put much thought your values are just as important as the Chrome to get the color codes; then into the voice of your library before, it tone with which you communicate you can be sure to use the exact right helps to consider it in terms of the es- them. Students may not read your shade every time. Keeping your color tablished brands you encounter every mission statement on the wall but they palette consistent shows that you are day. Marketing and advocacy are not will come to understand what the li- mindful about the message of your dissimilar, and marketing campaigns brary stands for when they experience library brand. for your favorite brands are a great it fi rsthand. Between constant presentations, place to fi nd inspiration. Take notice displays, and instructional tools, school of the brands you use and why you Visuals librarians publish a lot of written con- prefer them over others. Note what Each part of branding your school tent, and font has likely been the last they do well, how they present them- library shapes the next—the mission thing on your mind. Like a consistent selves, and how they are perceived statement is inspired by the values, color palette, uniform typography by the public. How do your favorite and the vision statement positions the displays a professional and cohesive brands express their values through mission toward the future. The brand brand. We have all seen signs typed in marketing, and how can your library voice is informed by the values and an unattractive mix of fonts; you have show yours through the words and drives the mission and vision forward. worked hard to build your program, images you share in advocacy? Con- All of the work to defi ne your library why not market it with a polished, sidering the voice of other brands you brand so far builds to the fi nal com- distinctive look that shows you are admire can inspire the unique voice of ponent—the visuals. Brand visuals thoughtful about your communica- your library. include the color palette, typography, tions? When choosing fonts for your A brand voice is the unique per- and imagery that give your library library brand, keep it simple; choose sonality of your program that comes brand cohesiveness and a esthetic one font that has some character for through in everything you do, in- value. Visuals are the graphic repre- your logo and headers, but make sure cluding written and verbal commu- sentation of values, vision, and voice, it is readable. Then choose a simple, nication. The tone of your brand and they convey the elements of your classic font for body text, comparing voice may be serious or light-hearted, brand to the world with straightfor- the two to be sure they pair well. Use emotive or understated, academic or ward, professional style. only these two fonts on everything humorous, depending on the values A consistent color palette for your from the library website to your hall of your library. An elementary school visuals emphasizes the consistency of passes. The use of consistent typog- library that values curiosity and play your library brand. There may already raphy is one of the simplest ways to may communicate in a bright, bub- be colors that show up repeatedly in create a professional look for your bly tone, while a prep school library your space in fi xtures or decor. The program. Even if your users do not valuing tradition and achievement may colors you choose for your palette consciously recognize the fonts you interact with formality and restraint. will appear on library signage, your choose, your brand typography is a No matter how you decided to com- website, and social media, and inform key component of your overall brand municate, it is essential that the tone the creation of your logo. To keep message. Think of it this way—if no of your brand voice is consistent and your brand polished and cohesive, one notices the font, you are doing supports the values of your program. choose one or two bold colors and something right! The unique voice of your library two to three neutral colors for your The color palette and typography brand is important not only in the palette that refl ect your values. No you choose for your library brand will words you share but also in the deci- need to dive deep into the psychology inform the creation of a brand logo. sions you make that convey that voice of color; consider bright colors for The quickest way to advocate for your to students, staff, and the community. energy and enthusiasm, cool tones for program, a logo is also one of the most The policies and environment of the calm and relaxation, or neutrals for valuable advocacy tools you can have library reveal its values whether inten- a traditional feel. Keep your space in and serves many purposes for your tionally or not. A library that values mind, including wall color, carpet, and library brand. Identify library property student ownership may have a space fi xtures, and choose colors for your such as offi ce supplies, technology, for students to post and share their palette that match or complement and carts by labeling them with your work, while one that values indepen- the existing elements. When you have logo. Use the logo to validate library dence might emphasize a self-check- selected your colors, use tools like helper name tags and hall passes, and out station. The practices that refl ect the Eyedropper extension in Google add it to instructional materials so

34 YALS » YOUNG ADULT LIBRARY SERVICES » SPRING 2017 that parents and teachers realize your placed logo alone can be one of the A library brand is most useful in role in student learning. When your most effective advocacy tools. advocacy when it is consistent across logo is featured on everything you The purpose of school library ad- all platforms. When your values, vision, create, your stakeholders will come to vocacy is to demonstrate the value of voice, and visuals align in a cohesive recognize it and more clearly under- what we do. Unfortunately for school package, your users recognize that they stand how valuable the library is to the librarians, advocacy often involves can expect you to maintain the same school and community. justifying our role to legislators, com- priorities, communicate the same way, If you have never created a logo, munity members, and administrators. and act in the same manner all the do not worry, good logos are very Fighting stereotypes and budget cuts time. They come to expect a certain simple. Spend some time looking may leave us feeling undervalued. standard of performance from you; the at the logos of brands you admire Creating a quality brand adds value expectation of high standards creates for inspiration. Consider symbol- to any product or service, and school value. Applying branding principles to ism and what kinds of images you libraries are no exception. A cohe- advocacy sets your program apart by might use in your library logo. Using sive brand speaks for itself, allowing clarifying your message and showing the color palette and typography of the amazing work you already do to stakeholders the importance of your your brand and an image if you like, function as advocacy for your program program. By mindfully branding your make a simple logo that conveys your without adding to your workload: let school library, you show the world a library’s values. Free online tools like your value of technological literacy consistent, quality picture of the con- Pixlr and Canva can help you easily inform your program choices, and sistent, quality work you already do. create a simple, beautiful logo to students will share with teachers and show the world what your library is parents that the library is where they all about. When your logo is ready, learned to code; add your logo to put it on everything: social media, materials you create, and teachers and desktop backgrounds, presentations administrators will recognize all that KELSEY BARKER is the Teacher Librarian to staff and stakeholders, newsletters you contribute to the school; use your at Longfellow Middle School in Norman, and parent communications, reports, unique voice to tell the story of an Oklahoma. She is the winner of the 2016 even your e-mail signature. The more awesome day in the library and earn Outstanding New Librarian Award from the frequently users see your logo, the community support that can help Oklahoma Library Association and is actively more recognizable it becomes, and support your mission. Branding boosts involved in AASL, YALSA, and the school the more effectively it can be used to your advocacy efforts by adding value librarians division of Oklahoma Library advocate for your program; a well- and visibility to your existing program. Association.

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Libraries as Deborah Takahashi

Refuge for ibrary staff working with teens bership in excluded demographic have always been dedicated to groups, including: women, indig- Lmaking sure that teens see the enous, disabled, LGBTQI, refu- Marginalized library as a space that is safe and free gee, ethnic minority, migrant, and from judgment and/or harassment. As economically impoverished... This many teens in the United States are layered marginalization not only confronted with challenges related to infringes upon the human rights of Youth the current political and social climate, young people, but also has negative it’s important for teen library staff to effects on the cohesion and stability reaffi rm their role as provider of safe of the societies in which they live. space where teens can discover re- sources and people that will help them In the wake of the election re- make good decisions about their lives sults, youth who identify as LGBTQ Why it’s important and their futures. This is particularly fl ooded national suicide networks ex- important for those youth who are pressing their despair and fear. Accord- marginalized and who, as a result, may ing to Steve Mendelsohn, Executive for library sta be in the most need of the services the Deputy Director for the Trevor Project, library does and can provide. With the reporting to CNN (http://www.cnn. to continually implementation and adoption of com/2016/11/11/health/election- YALSA’s 2016–2018 Organizational crisis-suicide-prevention-hotlines/): Plan (http://www.ala.org/yalsa/sites/ advocate for ala.org.yalsa/fi les/content/Org It’s been ongoing since Tuesday PlanAdoption_AN16.pdf) and Core night,’ he explained. ‘Young people Professional Values for the Teen Services are calling us who’ve never called us marginalized Profession (http://www.un.org/youth before. They’re scared, and they don’t envoy/wp-content/uploads/2014/10/ know who to turn to.... Given all the teens. Columbia-Youth-Report-FINAL_26- rhetoric that they’ve heard leading July-2014.pdf), we have been asked to up to the election, it makes sense reaffi rm this role of advocacy. that they’re frightened.

Identifying and Serving As young adult (YA) library staff, we Marginalized Youth are called to help teens advocate for In 2014, Columbia University hosted themselves by providing them with the Columbia Global Policy Initiative uncensored access to information and in conjunction with The Office of resources that will assist them in their the United Nations Secretary-General’s time of need. In other words, we Envoy on Youth to discuss marginalized need to provide teens with resources youth. According to Overcoming Youth that are up-to-date and relevant to Marginalization Conference Report and their needs. We also need to be pre- Policy Recommendations (http://www. pared in case a teen has a crisis in our un.org/youthenvoy/wp-content/ library where we can assist them in a uploads/2014/10/Columbia-Youth- timely and supportive manner. Since Report-FINAL_26-July-2014.pdf): we are not mental health experts, social workers, or legal advocates, we Youth are also likely to face mar- should have the skills to recognize ginalization due to their mem- youth in need and refer them to

36 YALS » YOUNG ADULT LIBRARY SERVICES » SPRING 2017 someone, or an organization, that can mate and serving diverse teens. These for teachers on empathy. help them. resources provide a wealth of informa- tion to help us fi nd a starting point to He said teachers can also play a role Providing Support to Youth ensure that marginalized teens are able helping students distinguish between and Library Staff to access our services and resources in rumors and reality. The district said it Teens have been asking questions a safe and welcoming environment. will closely monitor attendance and that we were not prepared to answer. dropout rates going forward, which In fact, library staff may have had to Collaborating with Schools can spike particularly among undocu- endure interactions with patrons where and City Agencies mented students who may feel a sense they are upset, grieving, or frustrated. A If the library has yet to work with city of hopelessness about their futures. few teens may have even confi ded in us or county public health departments, As teachers, counselors, leaders, and as to what they can do to help them- I highly recommend that we connect administrators mobilize to help their selves, their families, and/or someone with these agencies as they can provide students navigate these next four years, they know. As these concerns grow, trainings that focus on marginalized libraries can provide another network now is the time to provide or create youth. Furthermore, we need to estab- of support. resources (i.e., handouts, brochures, lish, or reestablish, relationships with Whether it’s providing teachers and books, LibGuides, online weblinks local schools. When teens returned to counselors with information about collection) that include topics such school (postelection), teachers facil- our services, we need to engage these as health care (mental and physical), itated diffi cult conversations where individuals and ask them what we LGBTQ advocacy services, transgender students expressed concern, anxiety, can do to support their students. In health services, immigration advocates, and fear for their families, friends, and other words, we must go out into legal advocates, how teens can spot themselves. Denver Public Schools, our schools to talk with students. A and report hate crimes, emergency housing, and support groups. We also need to make sure these materials can be accessed in the library and online. If possible, leave information in every If possible, leave information in every corner as anonymity is important to those who feel most vulnerable. Lastly, corner as anonymity is important to reach out to community partners and agencies to share these resources and those who feel most vulnerable. continue to work closely with these partners as their services and resources are always changing. where minority and immigrant great place to start is to meet with Share these tools with staff who students make up a large percentage school organizations and clubs. By don’t normally work with teens. of their student population, deployed talking with these teens, we can have Whether it’s a training notebook, or groups of teachers, counselors, leaders, an honest dialogue about the library, guides that contain a list of commu- and advocates to help their students its services, and fi nd out how we can nity organizations, websites, phone grieve and process their feelings. help teens in our communities. More numbers, or scripts, staff should be Alan Smith, Denver Public Schools importantly, these teens may be able to prepared to provide assistance with Associate Chief for Culture, connect us with groups of marginal- confi dence and empathy. As YALSA Equity, and Leadership Teams, stated ized youth who may not be aware of members, we have access to great (http://www.cpr.org/news/story/ what we offer at the library. If getting resources such as Webinars on Demand denver-teachers-students-are- to the library is an issue, defi nitely (http://www.ala.org/yalsa/ confronting-the-anxiety-of-a-trump- reiterate that we have online resources onlinelearning/webinars/webi presidency): that can be accessed any time via narsondemand) and the YALSA Wiki their mobile devices or computers at (http://wikis.ala.org/yalsa/index. The district will explain to undoc- schools or at home. As we talk with php/Supporting_Youth_in_the_Post- umented families that students will teens, we also need to communicate 2016_Election_Climate) particularly still be educated under federal law. with teachers by asking them if they the sections on the post-election cli- They’ll also be providing training would like us to present our resources

SPRING 2017 » YOUNG ADULT LIBRARY SERVICES » YALS 37 FEATURES

at the next department meeting. As events of the last century shifted the help and safety. As a community-based educators and YA library staff, it’s vital library paradigm where libraries have program, Safe Place designates busi- that we work and support each other evolved from exclusive to inclusive nesses and organizations as Safe Place as teens are fretting about the future to a place of refuge. From New York locations, making help readily available and it’s our job to ensure that they are to Washington, D.C., and to Arkansas to youth in communities across the safe, welcome, and accepted in our (http://www.programminglibrarian. country. Locations include: libraries, school and libraries. org/articles/post-election-library), YMCAs, fi re stations, public buses, libraries came to the aid of their teen various businesses, and social service Evaluate and Update patrons who were reeling from the facilities. Policies and Procedures November election. From displays to Along with Safe Place, there are By supporting our schools and staff, creative outlets, teens now know they various organizations such as the Safe we need to take an even bigger step have a place to decompress and pro- Zone Project and the GLSEN Safe that conveys to the community our cess the events of today and tomorrow. Space Kit that can provide guidelines stance on serving and advocating for For marginalized youth, they need to on how to build a safe space for teens. teens. The fi rst step we can take is to know they are welcome and wanted Once we have established a safe space, evaluate ALL of our policies (e.g., be- in the library, so now is the time to we must defi ne what it means and havior, collection, circulation, Internet, dedicate our YA areas and buildings as how staff can assist teens who are etc.) by asking teens to get involved. safe spaces. being bullied or discriminated against. One way is to start a discussion with In 2014, the city of Ferguson, Staff may need additional training or our teen advisory boards, local youth Missouri, exploded after the death of a resource explaining the purpose of organizations, and marginalized youth, a local teen, Michael Brown. In an the space and how they can help teens. to provide valuable insight that can effort to help the community heal, Lastly, the public needs to be educated change how we provide service to Scott Bonner, Director of the Fergu- about safe spaces and understand that their groups. When reviewing these son Public Library, put up a simple teens need to have a place to be who policies, ask teens to pay attention to sign stating: “During diffi cult times, they are without fear or judgment. language and timeliness of statements. the library is a quiet oasis where we As information centers, we can easily If polices were adopted twenty years can catch our breath, learn and think create an advocacy campaign using ago, have them note groups of people about what to do next. Please help displays, posters, and fl yers informing who may have been overlooked (i.e., keep our oasis peaceful and serene,” patrons where we stand on creating a people with disabilities and people (http://www.programminglibrarian. welcoming inclusive environment for who identify as LGBTQ). Granted org/articles/post-election-library). By everyone, especially teens. this could take a signifi cant amount of designating the library as a “peace- time, but these meetings will convey ful oasis,” patrons were able to sit The Importance of to teens that their voices matter and and process what happened in their Self-Care their dedication to the library and city without fearing for their safety. If you were to ask any one in our community is powerful. With this Although events like Ferguson could profession what words describe YA feedback, we need to have a conversa- happen again, libraries need to be pro- library staff we will most likely hear: tion with our directors about revising active and take the necessary steps to passionate, dedicated, and commit- and/or adopting these new ideas to creating a safe space for all, especially ment to teens. As we go into the protect the rights of youth and their the youth. world advocating for teen rights, we rights to use the library and have ac- So where exactly do we start? One need to recognize that we are also cess to resources. thing we can do is connect with net- human beings who need time to rest works that specialize in providing services and regenerate. Just like teachers, Transforming YA Spaces to marginalized youth with services and YA library staff are there to wipe the into Safe Spaces staff training. In 2014, the King County tears and listen to the fear, shame, Prior to the twentieth century, li- Library, in the state of Washington, con- anger, and sadness. As the country braries have served in many different nected with Safe Place (http://national grapples with the current adminis- capacities including guarding sacred safeplace.org/what-is-safe-place/): tration, we must work together to texts, acting as the epicenter of edu- Safe Place is a national youth out- support and care for each other. More cational pursuits, and, to some extent, reach and prevention program for importantly, we must learn to advo- “members only” clubs. However, the young people in need of immediate cate for ourselves by recognizing that

38 YALS » YOUNG ADULT LIBRARY SERVICES » SPRING 2017 we need to take care of mental and can be found in books and online, so any opposition, or resistance, from physical health. take some time to fi nd the routines the community, know that we can If issues arise in our libraries and/ that work best for our schedules and rely on each other, our state library or communities, and we need to vent, lifestyles. As YA library staff, we have organizations, YALSA, and ALA to get in touch with colleagues, and take a tendency to not disconnect from help us fi ght for these teens. Teens a night off. Whether it’s meeting at our jobs, but with the issues that we (regardless of their background and a bar, a restaurant, or coffee shop, we are facing today, we need to be more circumstances) should never have to need to feel like we are not alone—so proactive in our self-care or we will fear for their right to live a happy and make some time to vent to some- burn out. healthy life. However, when society one other than our signifi cant others says otherwise, the call to action will and families. Also, when we leave the The Future of Libraries as sound and it will be up to us to take a library, try to leave work issues at work Refuge for Marginalized stand. The future may seem bleak for and NOT bring them home; although Teens some, but as Albus Dumbledore said our loved ones are there to listen to Serving marginalized teens is not a in The Prisoner of Azkaban, “Happiness us, sometimes it can be too much and new phenomenon. Depending on can be found, even in the darkest of cause friction at home, which isn’t where we are located and the type of times, if one only remembers to turn helpful or productive. community we serve, it is important on the light.” When dealing with diffi cult patrons to recognize that there will always be or situations, remember to take breaks one or many teens who feel like they and get some fresh air. If we need to don’t belong. By providing these teens watch fi fteen minutes worth of super with a place to call their own, and cute animal videos to make us smile, creating services to help them navi- DEBORAH TAKAHASHI is a branch librarian for then bookmark a few websites just in gate this chaotic world, we are telling the Pasadena Public Library, specializing in case. There are many self-care tips that them that they matter. If we run into children and young adult library services.

SPRING 2017 » YOUNG ADULT LIBRARY SERVICES » YALS 39 FEATURES

From David Wang

Awareness to oday, community engagement In October 2012, after working for and advocacy are essential com- approximately three years as a YA Tponents of our yearly strategic librarian in an upper-middle class Advocacy: An planning for public libraries. My community in northeast Queens, I journey started approximately seven was transferred to central Queens years ago when I began feeling the tasked with building relationships with effects of the economic downturn. I teens and tweens from working-class Urban Teen will discuss my thoughts, reactions, communities (Corona and Flushing). and also the initiatives I introduced One of the challenges of working in to combat my growing disillusion- such an ethnically diverse county in Librarian’s ment with funding issues. For me, it the country is that each neighbor- started as an inception of awareness hood may require somewhat different and became a passionate pursuit for types of engagement. In my former the welfare and improvement of community readership was relatively Journey from the teens, both living and attending high among tweens and teens, so my school, in my community library. The primary goals were collection devel- rise in importance of community en- opment and arts programming. In Passivity to gagement, precipitated by the fund- the new-immigrant Asian and Latino ing fallout from the 2008 recession, communities of Corona and Flushing, created new opportunities for part- I was more concerned with literacy nerships and more opportunities for and college and career readiness. The Activism demonstrating our role as educational population density combined with linchpins in the community. the number of families turning to the A chain of events connected origi- community library for afterschool nally to the Great Recession of 2008 programming from homework help to led to the tri-library systems of New college and career guidance was quite York City (New York Public Li- substantial. So, given the budget crisis Why it’s important brary, Brooklyn Library, and Queens and understaffi ng, librarians and sup- Library) losing roughly $65 million in port staff were often juggling multiple funding (annual operating funds) from roles but continuing to provide quality to be an active FY 2008 through FY 2014 under service through day-to-day reference the Bloomberg administration. The and related programming. fi rst major restoration of funding for During this time, I became more advocate. NYC library systems took place in FY active in YALSA, attending confer- 2015 with the advocacy efforts of a ences, participating in award jury united front consisting of library staff, committees, and developing profes- administrators, patrons, supporters, and sionally while recharging my batteries other various community stakehold- in a manner of speaking. In spring ers. Mayor Bill de Blasio, the current 2014, I began my turbulent odys- mayor of New York City, working sey toward advocacy when Queens together with members of the City Library reopened the Queensboro Council, provided a total restoration of Hill community branch after approxi- $43 million spread between the three mately three years of renovation. Over library systems of New York Public the span of fi fteen to twenty years, the Library, Brooklyn Public Library, and demographics and ethnic makeup of Queens Library. this south-Flushing neighborhood had

40 YALS » YOUNG ADULT LIBRARY SERVICES » SPRING 2017 transformed into an enclave of mostly teachers. I attempted to connect students with whom I could develop single-story homes largely owned by volunteer mentors with many of them, a rapport. mainland Chinese and Chinese Amer- introducing them to career options The local high school has a senior icans from Wenzhou and Fujian. Most through Career Discovery work- class of roughly 900 students with two of these families were new immigrants shops. We wanted additional librarians college counselors and six guidance who tended to be apolitical, insular, to help in the overall community counselors. The challenge of overcom- and extremely hard working. engagement and day-to-day pro- ing the systemic problems of over- Children and young adults from the gramming revolving around children, crowding and understaffi ng in New community were often left on their tweens, and teens. York City Public schools is real; with own after school in the library while In the YALSA “Issue Brief: Teens my burgeoning drive to connect my their parents were at work; grand- Need Libraries,” the point about teens advocacy to my day-to-day work, I mothers often tried to keep up with needing additional help and guidance began to apply for grants, write game their dependent grandchildren and preparing for college and the work- design and coding class proposals, and looked to the library staff for support. force particularly struck a chord with organize and facilitate career develop- On top of barriers related to language me. When I attended high school in ment/guidance workshops. I invited and culture working with ethnic New York City, we had roughly eight people from across my network to communities, our staff of three librar- hundred students in our graduating speak about their careers and the work ians were asked to embrace, engage, class but only two college counselors and choices they made that helped them reach their goals. I wanted my teens to be able to connect with real people who are working in careers they may aspire to or have questions about. I wanted positive change in the form My teens were an incredibly diverse group hailing from countries including of staf ng reinforcements and greater Jamaica, Haiti, Dominican Republic, China, Guatemala, and Mexico. funding for engaging, life-changing Beginning in 2015, I began request- ing more staff and assistance from programs, so I decided to move from my manager and administration so that I could dedicate more of my administrative pleas to advocacy. time to program development in- stead of spending time staffi ng the reference desk. Usually, the answer, and foster relationships with a daily and four guidance counselors. Fig- rarely provided in a direct fashion, was average of thirty to forty high school uring the poor ratio of students to often equated with a general theme students from the local high school. counselors, I realized, thinking back, of budget cuts and decreased funding As the YA librarian, I quickly realized that it was a combination of a special from the city. The essential takeaway that we would be overwhelmed with mentor and my support network of for me was that advocacy would help everything from issues of delinquency friends and classmates that helped me bridge the gap between what was and nascent gang violence to cultural navigate the college exploration and possible to what was ideal. Over time, and language communication issues. application process. Today, speaking I concluded that the only way for me After six months, we were in need of with young adults and college stu- to proactively address these issues of more staffi ng in the form of bilin- dents at the library, I connect, using understaffi ng and limited resources at gual youth counselors and librarians a shared experience, by talking about the library was to advocate for greater and more funding for educationally the fi rst job I held at my high school funding and champion the needs engaging programs. New immigrant and how it is similar to a page position of my community library. I wanted youth groups visited our branch daily, for a teen here in the library. As the positive change in the form of staffi ng hanging out with their ESL brethren, YA librarian at my community library reinforcements and greater funding for ostracized by their more assimilated in Queensboro Hill, I realized that I engaging, life-changing programs, so I peers, and given up on by their over- could serve as that special mentor for decided to move from administrative burdened ESL or bilingual education a number of my teens and high school pleas to advocacy.

SPRING 2017 » YOUNG ADULT LIBRARY SERVICES » YALS 41 FEATURES

These advocacy efforts I took part in before the NYC budget was to be step for me, but I realized that in order all took place within a span of approx- fi nalized, my staff, administration, and to create a teens-fi rst atmosphere and imately ten weeks between early April community leaders helped to orga- effect positive change in our com- and mid-June 2015. First, I signed up nize our own community library rally munity and our library, many voices to attend an “Invest In Libraries” cam- at Queensboro Hill (https://www. needed to come together to echo our paign rally at City Hall (http://www. youtube.com/watch?v=_39MpGQ- plight to both our mayor and elected investinlibraries.org/) where library dKTw). It was a display of civics in politicians. I saw my activism as a form staff, administration, and community action and the power of a community of advanced civics; my community supporters coalesced to voice their when it is united for a just cause. needed advocates to help with ade- concerns and announce the demand The Queens Library administration quate funding of public libraries, and for full budget restoration to the three worked hand in hand with frontline I decided that I needed to step up and library systems of New York City. In staff, the union leadership (Local serve as an advocate. the following weeks, I joined fellow 1321), Urban Librarians Unite (a librarians, library government and library advocacy organization), elected community affairs staff, and our union offi cials, and community stakeholders leaders (Local 1321) to convince local across practically every neighborhood politicians, through scheduled face-to- in the borough. As an example of an face meetings, to demand that Mayor introverted librarian, my personality DAVID WANG is a general librarian at the de Blasio restore $65 million to the did not fi t the profi le with that of a Elmhurst Community Branch of the Queens NYC library systems. In the last week community activist. It was a diffi cult Library (Elmhurst, NY).

42 YALS » YOUNG ADULT LIBRARY SERVICES » SPRING 2017 FEATURES

Making Audrey Hopkins

a Case ontemplating the evolution of youth services is similar to revisiting my own childhood. for Teens CI’ve always been a library kid. My mother is a librarian, so I grew up in and around librarians and libraries. I would spend hours navigating the physical Services: library, microfi che, and later databases on my own. As a teenager I became a volunteer at a local library and Transforming assisted with their summer reading program. Having practically grown up in libraries, advocating for teen Libraries and services came naturally, and established the founda- tion of my passion for youth advocacy. I had a phys- ical space I could go to that made me feel safe, and Publishing countless resources; whether it was librarians eager to assist me, or books that exposed me to different thoughts, worlds, or perspectives. Though I didn’t Advocacy can realize it at the time, reading for pleasure was a gift. It taught me practical knowledge, as well as empathy, come in many and helped me fi nd my voice for the things that were and are important to me, such as social justice and forms, but always human rights. My experiences reinforced a love and commitment to information, public service, equal focuses on the access, and the belief that the public library should be teens. an inclusive community without confi nes.

s a Teen Services Librarian As a teen I read the Sweet Valley High now I realize how lucky I was series, followed by S.E. Hinton’s The Ato have those experiences, Outsiders countless times. I only knew and I appreciate the transformative of realistic fi ction in the young adult impact they’ve had on me. Through genre. Then, the Harry Potter series my involvement with libraries as a came along which had a huge impact youth and a professional, I was able on me, my peer group, and the young to experience and participate in the adult demographic. Finally, a magical evolution of youth and teen services high fantasy series of considerable fi rsthand. girth in which I could also grow with

SPRING 2017 » YOUNG ADULT LIBRARY SERVICES » YALS 43 FEATURES

the characters, and I had options! growth in both revenue (20.9%) and access, opportunities to volunteer, Harry Potter served as a gateway for units (13.5%). Children & Young Adult teen-friendly spaces where they can not only young people, but also the Fiction surpassed the Adult Fiction study and socialize, useful teen websites, young adult publishing industry. Due market with 843 million units and access to technologies they value, as to a baby boom in 1992, a renaissance 746 million units sold respectively” well as technology-driven services that of Young Adult Literature occurred in (http://newsroom.publishers.org/us- include online personalized readers’ ad- the early 2000’s, and has been on the publishing-industrys-annual-survey- visory and mobile apps” (http://www. rise ever since. In return, we also have reveals-nearly-28-billion-in-revenue- yalsa.ala.org/jrlya/2014/05/beyond- as many options if not more for young in-2015). That was also the year that books-nooks-and-dirty-looks-the- adults in variety and genre selection John Green’ The Fault in Our Stars history-and-evolution-of-library-services- when compared to Adult. Science was released in paperback. A pivotal to-teens-in-the-united-states/). Fiction has its Dystopian subgenre, milestone for Young Adult Literature, My own current experience cor- and more recent successors such as which would also go on to help pave roborates this information. I presently Steampunk, Cyberpunk, Social Sci- the way for New Adult; Literature that oversee Teen Services for a public ence Fiction, etc. Not to mention the bridged the gap between young adults library in Texas. In order to meet those needs we have a teen room for 6th through 12th graders that features laptops, gaming units, and a maker- space where teens can create elec- No matter how teens make use of the tronic textiles using Arduinos, as well as traditional making materials. It also library’s teen spaces for technology, houses the Young Adult collection. The room constantly buzzes with teens and social reasons, reading, or community, energy. It was designed with a pop art aesthetic reminiscent of the artist Roy they have a place to call their own. Lichtenstein, and is radically differ- ent from the subtle organic aesthetic found throughout the Children’s and coalescence of completely different and early 20 somethings. One could Adult departments. It also has music genres, such as Alternative History’s say that 2014 was the year that Young of teen interest playing at all times. that combines Historical Fiction with Adult Literature saved the publishing Having a separate space designated for any other genre. The possibilities of industry. teens is ideal, and has had a profound previously unheard of and untapped In sync with literature, Teen Services effect on the popularity of the library’s hybrids were now a reality (http:// has also evolved. Teen Services have services as well as our personal rela- www.cnn.com/2013/10/15/living/ been making strides from the tradi- tionships with teen patrons. young-adult-fi ction-evolution/). tional house of books and extension of The popularity of the Smith Public The hallmark of what makes Young the public school system, to fulfi lling Library’s teen programs and services is Adult Literature is the refl ection of other roles involving civics and com- also due to staff having a teen cen- fi rsts and the shared human experi- munity. A fi rst priority for libraries is tered attitude. For example, instead ence of transformation which, prior to present unbiased information and of having a traditional book club, we to the early 2000’s was not as readily materials while providing safe spaces incorporate activities, and depend accessible. Young Adult Literature has for ingenuity and creativity inclusive on feedback from the teens on what been an unstoppable powerhouse ever to all teen populations. No matter it is they want to read. This year we since. Not only because it provides a how teens make use of the library for discussed Red Queen by Aveyard and relatable teen voice previously over- the teen space, technology, social rea- played “headbands”. Teens had differ- looked, but also because of adult sons, reading, or community, they have ent characters and terms relating to interest in the genre. As quoted by the a place to call their own. the book on their forehead and Association of American Publisher’s Teens within the past two decades would try to guess what was on the in 2014, “The area of largest growth have requested the following needs card based on clues from other for the trade category was children & from their libraries: “Research and teens. We also discussed Shanna young adult, which had double-digit homework help, Internet/computer Swendson’s Rebel Mechanics and hosted

44 YALS » YOUNG ADULT LIBRARY SERVICES » SPRING 2017 a steampunk party with cosplay and leading a discussion for aspiring teen interests of teens you can advocate for Steampunk crafts as the activity tie-in. writers. teen lives and promote lifelong library The book club averages 30+ partic- The Smith Library’s teen program- users. ipants per meeting and grows each ming is a huge success for several basic I realize what a privilege it was for year in response to the teen centered reasons. We und erstand that teens want me to grow up in and around libraries philosophy of staff. content, camaraderie, and value our and I am forever grateful. However, I A popular teen program we’ve teen centric approach. Also, that teen’s can’t help but imagine how I would offered the past two summers is don’t attend our programs with the have fl ourished and loved libraries even called Canvas Vandals. It’s a Street intent of eating food. That is a mis- more if I would have had access to Art Workshop where teens learn the conception one sometimes hears as an the private space and programs aimed history and techniques of Street Art, incentive to get teens to attend library specifi cally at teens that are available and create an original stencil that they programs. Of course they like food, today. I am hopeful for the future, and then spray paint on to a surface to they’re humans! The way to build eager to watch the continual evolution take home. Other popular programs a teen patronage is to consistently of library services for teens. include Roller Derby 101, where advocate the lives and needs of teens, the Dallas Derby Devils, one of the and to understand that teens are their 2 Roller Derby Organizations of own population in need of their own the Dallas/Ft. Worth area come and ecology. Show the community that AUDREY HOPKINS is a feminista librarianista advocate the sport, explain the game, teens are of value, and that they need extraordinaire who has been working in youth and we fi nish up with a few rounds of as well as deserve their own space, col- services for the past 5 years. She presently sock derby. This year popular young lection, and consideration. By recog- oversees Teen Services for the Smith Public adult author Julie Murphy will be nizing the distinct needs and collective Library of Wylie, TX.

Guidelines for Authors

Young Adult Library Services is the offi cial publication of the showcases current research and practice relating to teen Young Adult Library Services Association, a division of the services and spotlights signifi cant activities and programs American Library Association. Young Adult Library Services of the division. is a vehicle for continuing education of librarians work- For submission and author guidelines, please visit http:// ing with young adults (ages twelve through eighteen) that yalsa.ala.org/blog/yals/submissions/.

Index to Advertisers

Symposium ...... Cover 2 District Days ...... 30 AdvocacyCE ...... 30 AdvocacyToolkit ...... 14 Top Reads Publication ...... 23 Webinars ...... Cover 3 YALS digital ...... 24 Disney-Hyperion Books ...... Cover 4

SPRING 2017 » YOUNG ADULT LIBRARY SERVICES » YALS 45 PLUS

web pages will only be available until • The Impact of Libraries as Teen The YALSA May 1. Learn more and start exploring Formal and Informal Learning the new database at http://booklists. Environments yalsa.net. • Library Staff Training, Skills and Knowledge Update Apply Now for YALSA’s 2017 • Equity of Access Symposium Travel Stipend • Cultural Competence, Social Justice Any individual interested in attending and Equity YALSA’s 2017 Young Adult Services • Community Engagement Symposium, taking place in Louisville, Read the full agenda at www.ala. KY November 3-5, 2017 can apply by org/yalsa/guidelines/research/ June 1 for one of two travel stipends researchagenda. Be Part of National Library to offset travel expenses. Legislative Day Each stipend offers up to $1,000: Join YALSA at the 2017 Teens and libraries need your sup- one to a library worker who works ALA Annual Conference port now more than ever. Do your directly with young adults, with at YALSA has big plans for Annual 2017 part and learn more about how you least one year of experience; the sec- – join us in Chicago, IL June 23-26 can participate in National Library ond to a student enrolled in an ALA for four action-packed days with Legislative Day (NLLD) at www.ala. or NCATE accredited library program an abundance of opportunities for org/NLLD. Can’t make the trip to (you must be a graduate student as learning, networking, and face to face Washington, D.C.? ALA and YALSA of November 2, 2017) with a focus interactions with your favorite authors are planning several easy ways that you on serving young adults in a library and experts in the teen services fi eld. can participate virtually. To learn more setting. Learn more and apply now For a complete listing of YALSA about what you can do from your through June 1 at www.ala.org/yalsa/ events, please visit: tinyurl.com/ home state, visit www.ala.org/united/ yasymposium/stipend. YALSAac17. advocacy/virtuallegday. Don’t forget To register, please visit www.alaan- YALSA has lots of advocacy resources Unleash Your Story! Teen nual.org. Advance registration rates to help you speak up for teens and Read Week™ 2017 end June 16, 2017 at noon. Already libraries year-round at www.ala.org/ Teen Read Week 2017 will be cele- registered? Add special events such as yalsa/advocacy. brated October 8-14 with the theme the brunch honoring Edwards Award of “Unleash Your Story!” The theme winner, Sarah Dessen, to your existing Teen Book Finder Database encourages libraries to share great registration in two ways: (1) by phone: Launched! stories, tales, memoirs, autobiographies Call CompuSystems at 855-326-8344 YALSA has launched its Teen Book and more from their collections with and ask to add the Edwards Brunch Finder Database, the highly-antici- teens and to help teens write, tell, to your existing registration; or (2) pated counterpart to its Teen Book record, and share their own personal online: Click on the dashboard link Finder app. The database, generously stories. found in your registration confi r- funded by the Dollar General Liter- Visit the offi cial Teen Read Week mation email. If you need additional acy Foundation, is a free resource that site (www.ala.org/teenread) for great assistance with adding events, email allows users to search by award, list resources on planning, marketing, and [email protected]. name, year, author, genre, and more, more to help you celebrate. as well as create personalized lists and Conference Events locate titles in nearby libraries. The New 2017-2021 National YALSA will also be hosting the database is replacing all the web pages Research Agenda following ticketed events: on the www.ala.org/yalsa/booklists YALSA has published its new 2017- • YALSA and Booklist Present: part of YALSA’s web site, except for 2021 National Research Agenda, The Michael L. Printz Program the current year’s nominations and lat- which identifi es fi ve priority areas and Reception est winners. If you have bookmarked of research intended to help scholars Friday, June 23, 8-10pm these pages on your library’s site, frame and build more robust fi ndings Kick off your Annual Conference please change those to the database: in their research. The fi ve priority by attending the Michael L. Printz http://booklists.yalsa.net/. The old areas are: Program and Reception! Listen

46 YALS » YOUNG ADULT LIBRARY SERVICES » SPRING 2016 to the 2017 Michael L. Printz ALA Annual Conference in New If you have an interest in putting award-winning authors, John Lewis, Orleans, LA: June 22-25, 2018 will be your name on the ballot for one of Andrew Aydin, and Nate Powell, accepted starting June 1, 2017 through these positions, we recommend that and honor book authors, Louise August 1, 2017. the fi rst thing you do is learn about O’Neill, Julie Berry, Neal Shuster- YALSA is accepting proposals for what the expectations are for board or man, and Nicola Yoon, speak about creative, innovative programs that ad- committee members. These resources their writing, followed by a recep- dress topics of focus in Organizational can help: tion. The annual award is sponsored Plan: www.ala.org/yalsa/aboutyalsa/ • Talk to current board members to by Booklist magazine. Tickets – $34. strategicplan learn more about board service: Proposals must fall within one of the www.ala.org/yalsa/board-direc- Margaret A. Edwards Brunch following categories: tors and read about board service Saturday, June 24, 11:30am-1pm • Administration/Policy online: www.ala.org/yalsa/work- Join us for brunch and listen to the • Advocacy ingwithyalsa/election 2017 winner, Sarah Dessen, speak • Collections & Content Curation If you think you have both the nec- about her writing. The award honors • Community Engagement & Part- essary experience and time available an author’s signifi cant and lasting nerships to serve on YALSA’s Board, please contribution to writing for teens. • Programming contact the Governance Nominating The annual award is sponsored by • Spaces (physical and virtual) Committee Chair, Governance Nom- School Library Journal. Tickets – $34 • Staffi ng inating Committee Chair at sarah@ • Teens/demographics masslibsystem.org to express your YA Author Coffee Klatch • Youth Voice & Participation interest. Sunday, June 25, 9-10am Individuals may submit multiple pro- This informal event gives you an posals; however, no individual will be 2017 Teens’ Top Ten opportunity to meet authors who chosen to present or co-present more Nominees have appeared on one of YALSA’s than one program. Proposals that are By the time you receive this issue, the six annual selected lists or have re- largely sales pitches or that focus on offi cial nominees for the 2017 Teens’ ceived one of YALSA’s fi ve literary only one particular product will not Top Ten will have been announced. awards. Every 3 or 4 minutes, a new be accepted. All presenters, modera- Be sure to encourage teens to check author will arrive at your table to tors, speakers, etc. will be expected to out the list and read them over the talk about their upcoming book! cover their own travel and conference summer so they can vote for their Tickets – $25. Coffee, tea, and a registration costs. Most program time favorite titles in August! Find the list continental breakfast included. See slots are 60 minutes in length. How- of nominees and information about the full list of authors participating ever, there are a limited number of voting at www.ala.org/yalsa/teen- at tinyurl.com/YALSAac17. 90-minute time slots available. stopten. The YALSA membership will vote Advanced registration ends June 16, on all of the programs that were Apply by June 1 for Funds 2017. Register in advance and save on submitted to determine which pro- to Present a Paper at the onsite registration costs. grams will move forward. Those who 2018 ALA Midwinter Find more details about registra- submitted proposals will be notifi ed Meeting tion and housing at the ALA Annual of their status the week of September One successful applicant will receive website, www.alaannual.org. For 18, 2017. Visit the YALSA website at up to $1,500 to defray the cost of more information on YALSA’s Annual www.ala.org/yalsa/events for updates. travel to Denver, CO, to present a Conference schedule, visit the YALSA paper that addresses one or more pri- Annual Conference wiki page, tinyurl. YALSA Seeks Nominees orities in YALSA’s Research Agenda. com/YALSAac17. for 2019 Slate The paper will also be published YALSA is currently seeking candidates in an upcoming issue of YALSA’s 2018 Annual Conference for the following board positions: peer-reviewed, open source Journal of Program Proposals Open President-Elect, Board Members At- Research on Libraries and Young Adults. June 1 Large, and Division Councilor. Elected Learn more and apply at http:// Proposals for continuing education board members will begin their work www.ala.org/yalsa/awardsandgrants/ sessions to be presented at the 2018 June 25, 2018. mwpaper

SPRING 2016 » YOUNG ADULT LIBRARY SERVICES » YALS 47 Interested in getting involved in YALSA?

advocating, Evaluating networking supporting YA materials leading

Check out our quick and easy infographic to learn about the many ways you can get involved virtually and in person! www.ala.org/yalsa/getinvolved

NEWNEW Teen Book Finder Database

Find and create lists of great recommended reading from titles from YALSA’s award, book, and media lists!

booklists.yalsa.net FREE E-Learning just for Members

Monthly interactive webinars on timely topics. Presented by experts and commercial free.

Live webinars are available exclusively to members as a free member benefit the third Thursday of each month. Make your Webinars available 24/7: YALSA membership All archived webinars are free for work for you! members and available after the live presentation via the Members Only section of the YALSA website at tinyurl.com/yalsamembersonly.

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