serving teens as they are: como presentation

cmlibrary.org | #cmlibrary


Serving Teens As They Are: Best Practices for Engaging Teens in

Your Community

Angela Craig & Amy Wyckoff


Angela Craig, Teen Services Coordinator

Amy Wyckoff, Teen Lead Librarian

Introductions


• Introduction to Teen Programming at CML• Focus Areas and Examples of Programming

Best Practices• Outcome Measurements

Topics Covered


Brainstorm: What are the best qualities of your teens?


http://bits.blogs.nytimes.com/2011/11/09/teenagers-tell-researchers-its-a-cruel-cruel-online-world/?_php=true&_type=blogs&_r=0


Introduction to Teen Programming at CML

Section One:


At what age has the frontal lobe completed development?

A) 16

B) 18

C) 21

C) 25

Pop Quiz


Which of these three assets are important to teen development?

A) family support

B) community support

C) academic support

D) all of the above

Pop Quiz


The Search Institute has identified the forty building blocks of healthy development—known as Developmental Assets—that help youth grow up into healthy, caring, and responsible adults.

http://www.search-institute.org/

40 Developmental Assets for Adolescents

http://www.search-institute.org/


• Commitment to learning• Positive peer influence• Engage in creative activities• Instills positive values• Interpersonal and social competence• Constructive use of time• Increased self-esteem• Positive identity

Library Impact on Teen Community


• Teens keep library services relevant• Teens are ambassadors for the library within

their social and educational environment• Teens are the future and also future voters

(who could vote for or against funding to libraries)

Teen Impact on the Library


Library Services Are Circular


• Initially we had limited teen staff/librarians at each branch

• Children’s Services was a big focus with not a lot of program structure or support in place for teens

• We needed to change the mindset of library staff by making Teen Services a priority

• We wanted to welcome teens into our branches and create age-appropriate spaces for them

Brief history of CML Teen Services


• We made excellent progress until budget cuts resulted in a significant reduction in staff in 2010

• We lost teen-serving staff and had to rethink programming for teens and pre-teens

• Four years later we have new programming guidelines and teen staff in every branch


• Show all teens they are welcome at your branch

• Set expectations for teens, communicate expectations, and then hold them to these expectations

• Set a positive tone towards working with the teens and keep this momentum going throughout the year

• Encourage branch staff to be involved with Teen Services (on even the smallest level)

The Branch Perspective


• Transitioning teens successfully to adulthood, however success looks for each teen

System Perspective: Teen Services


Questions?


Section Two

Focus Areas and Examples of Programming Best

Practices


•Workforce Development• Educational Success• Literacy

CML Programming Focus Areas


• In the beginning, there was a limited definition of our focus areas

• For example, Workforce Development Programs were thought to be just resume, cover letter, Microsoft Office basics, and interview skills programs

• Educational Success programs were thought to be just tutoring and study skills programs


….which didn’t work at all with teens


What Did Teens Want?• Food• Crafts• Games• Free stuff• Down time to hang out with friends and meet

new people• Something interesting to read


How do you connect these service areas to teen programming?

• Make the programs hands-on and interactive

• Make the topics relevant to your teens

• Give them time to be teens and interact with each other

• Turn it into a game if possible


“While we focus on early literacy as our top priority, the Library also emphasizes helping young students and teens achieve educational success, which is a strong predictor of career success. Whether providing a place to study, resources for research and learning, or special programming, we are dedicated to helping students succeed.”

– CML FY13 Annual Report

Focus Area: Educational Success


• What percentage of teens have smart phones?

A) 15%

B) 25%

C) 37%

D) 86%

Pop Quiz


• What percentage of teens have access to a computer at home?A) 50%

B) 60%

C) 74%

D) 93%

Pop Quiz


• 78% of teens have a cell phone, and almost half (47%) of those own smartphones. That translates into 37% of all teens who have smartphones, up from just 23% in 2011.

• One in four teens (23%) have a tablet computer, a level comparable to the general adult population.

• Nine in ten (93%) teens have a computer or have access to one at home. Seven in ten (71%) teens with home computer access say the laptop or desktop they use most often is one they share with other family members.

- From www.pewinternet.org

http://www.pewinternet.org/


• These programs introduce teens and pre-teens to various topics related to Science, Technology, Engineering, and Math

• Activities are always hands-on and encourage exploration and discovery

• Teens learn to investigate and come to their own understanding of the topic

• Often require collaboration to complete the project

STEM 101


• Sometimes have a theme, such as color theory, earth science, or architecture

• We often set up stations for the program and teens are able to try several activities at their own pace

• These programs range in price depending on the supplies needed

• May invite experts from the field to demonstrate

STEM 101


www.makeymakey.com/


“I like when we have STEM programs because we get to try new things and work together. Also, I like that we aren’t graded on the results like in school. We can just have fun and see what happens. It’s more fun than when we do experiments at school and the teacher expects it to turn out a certain way.”

- Katelyn, age 17

How do teens feel about STEM programs…


• The Kitchen Science tab on www.thenakedscientists.com

• “Educational Resources” section on www.billnye.com

• Technology related projects on www.makezine.com/projects/

• Search “Kitchen Science” or “STEM” on Pinterest

Recommended Resources for Stem 101

http://www.thenakedscientists.com/

http://www.billnye.com/

http://www.makezine.com/projects/


What percentage of students across the country graduate within four years of starting high school?A) 48%

B) 56%

C) 78%

D) 92%

www.washingtonpost.com/

Pop Quiz

http://www.washingtonpost.com/


What are the top fields for college graduates in 2014?

A) Software Developer- system software

B) Software Developer- Apps

C) Market Research Analyst/ Marketing Specialist

D) all of the abovewww.businessinsider.com/

Pop Quiz

http://www.businessinsider.com/


“College 101 (previously Operation College Launch) served 546 teens with 36 classes across the system in 2013, helping both teens and their parents navigate the challenging task of applying to and paying for college. 96% of evaluation respondents stated that they felt OCL classes helped them better prepare for college.”

– CML FY13 Annual Report

College 101


• This is a low-cost high impact program• Potential partners and guest speakers include:

- Staff and counselors from local universities

- College students at the local schools (home for holidays)

- Kaplan and Princeton Review

- Local high school guidance counselors

- Parent experts

College 101


• Writing a Winning College Application Essay• Accepted- Getting Into Your Top Choice School

with Kaplan• Scholarship Search with the Scholar Mom • Community College as a Choice• SAT or ACT Practice Exams with the Princeton

Review or Kaplan

College 101 Program Offerings


These programs are developed to help patrons develop reading and writing skills. Teen and pre-teen programs in this focus area include book clubs, author visits, and writing programs.

Focus Area: Literacy


• Teens read original poems or poems from library books and receive a freshly-made pancake

• Can be themed for a special occasion (Summer Reading or Black History Month, for example)

• Teens may also write original poetry in these programs if given the opportunity. We encourage them to write by using use mad libs poetry worksheets

Poetry and Pancakes (or Poetry and Popcorn)


Just because I'm half JapaneseI'm not a California rollI'm not a Sony TV or radioI'm not a Toyota or a NissanJust because I'm half JapaneseI don't like being considered one raceI'm not a "mixed up person"Just because I'm half JapaneseI do like things that you do like to doI do like and play basketballJust because I'm half JapaneseWhat is race?Is there a thing called race?Can't you just like me because I'm me?I think so.

Just Because Poems

Just because I am a teenage girlDoesn't mean I hate schoolDoesn't mean I dress inappropriately to get boys attentionDoesn't mean I stay all night on social mediaI am differentJust because I am quietDoesn't mean I don't have a voiceDoesn't mean I don't see what you're doingDoesn't mean I am naiveI am strongJust because I smileDoesn't mean I am happyDoesn't mean I don't cryDoesn't mean I don't get sadI am human.

https://worldpulse.com/node/83456

cmlibrary.org | #cmlibraryJust Because I'm a Librarian

Just because I'm a librarian Doesn't mean all I do all day and night is readDoesn't mean And doesn't mean Just because Doesn't mean Just because Doesn't mean Just because (Question)(Question)(Statement)


I make poetry like cookies from those Easy Bakes

I’m writing this for a second set of pancakes

My rhymes leave you confused and looking for the subliminal

This here’s another poem I wrote for Independence Regional

- Reggie, age 14

Pancakes at the Library


• Teens write positive messages of encouragement on slips of paper and place these in children’s books around the library

Kindness Quotes


• Teens write their original poetry on the windows of the teen area using washable window markers

Window Poetry


• Teens use weeded book pages and mark out words to form their own poems

• Provide a way for teens to share their work (via a display or reading)

Black Out Poetry


From blackoutpoetry.net


• Teens write original poetry on pavement outside the library, on chalkboards, or anywhere else you can think of that might be out of the ordinary

Pavement Poetry, Chalkboard Poetry, etc


• Teens are given comic strip templates with no text or partial missing text and they fill in the blanks

• Let teens create a display to showcase their work

Comic Creations


Workforce Development programs at CML are for adults who are seeking work or trying to improve job skills, as well as for teens who are exploring colleges and careers.

Focus Area: Workforce Development


• Invite in experts from the community to explain simple business skills such as tying a tie, dressing for an interview, and shaking hands

• Find a way to engage teens by making these skills relevant to them

Strictly Business


• Who can successfully tie a single Windsor knot?

Friendly Competition


• Keep it current and viable• The presenter provides the hands-on, we

provide the follow up for career path options • Hands-on professions with teen appeal

“I Can” Career Program Series


• Nail Technician or Hair Stylist• Photographer• Professional Artist • Small Business Owner • Vet or Animal Shelter Coordinator• Yoga or Fitness Instructor • App or Website Designer • Baker, Chef, or Restaurant Owner• Local Journalist or Newscaster• Any other professional with an unusual career

Possible Topics


• Vet your professionals

• Invite new professionals each time

• Ask your teens about their career interests

• Partner with local guidance counselors to market the programs

Lessons Learned


• They’re not here for us, we’re here for them

• We provide projects of meaning for our teen volunteers, not just busy work

Teen Volunteers: Guiding Principles


• Branch buy-in• Significant staff time• Volunteers can be difficult to recruit (but

worth the effort)

Limitations


• Teens join us for a 2-3 hour program once a month on Saturdays (or Sundays, or Tuesdays, etc)

• They earn service hours for school and are able to give back to their communities

Service Saturdays


• Bookmarks and cards for senior citizens living in a local senior citizen home

• Cards for soldiers• Friendship bracelets for children in the local hospital• Sandwiches for the local shelter• Cleaning up the library grounds• Planting flowers or a vegetable garden• Tech assistance program with seniors• Any other program that benefits the community

Projects include:


• Teens sign up to serve as homework helpers for PreK-5th grade students

• Teens receive training from library staff on how to work with students and assist with assignments

• Staff are always available in program to assist the teens and students

Teen Tutoring


• The Teen Summer Volunteer Program is designed to help teens develop leadership and workforce development skills

• This program is available to teens 13-18

• This program is highly competitive

Teen Summer Volunteer Program


• The program is designed to introduce teens to a variety of tasks within the library

• Requires them to adhere to a “work” schedule• Ensures that the tasks asked of the teens are

meaningful and not just busy work• We had 5,746 volunteer hours from 168 teen

volunteers for 2014, which translates to 15.6 FTE


Questions?


Section Three

Outcome Measurements


• How can you tell if a program was a success?A) No one threw up

B) No one was arrested

C) No angry parents

D) All of the above

Pop Quiz


• Program attendance• Surveys• Soliciting teen feedback• Teen Advisory Groups• Narratives – Stories of impact

How We Measure Outcomes


• Stories of impact help us demonstrate concrete outcomes for our programs and services

• They help us to tell the story of how we serve our patrons

• They put a face on the services we are offering

What is a Story of Impact?


A story of impact has four pieces:• Person (Caden was a bright young 6-year-old boy.) • Problem (Caden had a stutter, and was having trouble in school.)• Library intervention (Caden’s Mom took him to the Library, and he

saw a library program where children were reading to service dogs. Caden began reading to Fluffy and his stutter is improving.)

• Happy ending (Caden’s Mom stopped by last week, and reported that he’s doing much better in school!)

Story of Impact Formula


• Share with library administration

• Include in grant applications

• In monthly, quarterly, or yearly reports

• Include in your own performance review or branch yearly report

• Anywhere you want to showcase how the library helped teens grow and succeed

How to Use Stories of Impact?


Can you think of a story of impact from your branch? Turn to the person next to you and share. Help each other put it into the formula below.

• Person • Problem• Library intervention• Happy ending

Brainstorm: Story of Impact


What does serving teens as they are look like?

Wrap Up


Angela Craig, Teen Services Coordinator

[email protected]

Amy Wyckoff, Teen Lead Librarian

[email protected]

Questions?

mailto:[email protected]

mailto:[email protected]