Teen Advisory BoardsTeen Advisory Boards

A great way to get to know your teens!A great way to get to know your teens!RoseMary HonnoldRoseMary Honnold

honnolro@oplin.orghonnolro@oplin.org

Coshocton Public Coshocton Public LibraryLibrary

Main LibraryMain Library

one branch one branch

one bookmobileone bookmobile

serving 35,000 peopleserving 35,000 people

2005 Statistics2005 Statistics 564,584 564,584

circulationcirculation 20,606 patrons20,606 patrons 140,165 collection140,165 collection

Where is Coshocton, Where is Coshocton, Ohio??Ohio??

Coshocton

CPL’s YA RoomCPL’s YA Room

BooksMagazinesCDRomsMusic CDsComicsGraphic Novels

Why would a library Why would a library want a teen advisory want a teen advisory board?board? Provide opportunities for teens to build Provide opportunities for teens to build

the 40 developmental assetsthe 40 developmental assets To plan teen programs teens will come toTo plan teen programs teens will come to To provide volunteer opportunities for To provide volunteer opportunities for

teensteens To become a community center for all To become a community center for all

agesages To improve relations with the teens in To improve relations with the teens in

the librarythe library To encourage lifelong library To encourage lifelong library

fans/readersfans/readers

The 40 Developmental The 40 Developmental AssetsAssets

The 40 building blocks of healthyThe 40 building blocks of healthy

development that help young development that help young people people

grow up healthy, caring, and grow up healthy, caring, and responsible.responsible.

~The Search Institute~~The Search Institute~

The Key to building The Key to building assetsassets Teens with more assets exhibit more Teens with more assets exhibit more

positive behaviorspositive behaviors Teens with fewer assets are more likely Teens with fewer assets are more likely

to engage in risky self-destructive to engage in risky self-destructive behaviors- drug use, unsafe sex, and behaviors- drug use, unsafe sex, and violenceviolence

Building Building relationshipsrelationships with non-parental with non-parental adult role models is the key to help teens adult role models is the key to help teens build assetsbuild assets

It takes It takes TIMETIME to build relationships to build relationships

Find ways to spend time with the teensFind ways to spend time with the teens

External AssetsExternal Assets

Young people receive Young people receive external assets from external assets from the people and the people and institutions in their institutions in their liveslives

SupportSupport Empowerment Empowerment Boundaries and Boundaries and

Expectations Expectations Constructive Use of Constructive Use of

Time Time

SupportSupport

Family support: Family support: Family life provides high levels of Family life provides high levels of love and support.love and support.

Positive family communication: Positive family communication: Young person and Young person and her or his parent(s) communicate positively, and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel young person is willing to seek advice and counsel from parent(s).from parent(s).

Other adult relationships: Other adult relationships: Young person receives Young person receives support from three or more nonparent adults.support from three or more nonparent adults.

Caring neighborhood: Caring neighborhood: Young person experiences Young person experiences caring neighbors.caring neighbors.

Caring school climate: Caring school climate: School provides a caring, School provides a caring, encouraging environment.encouraging environment.

Parent involvement in schooling: Parent involvement in schooling: Parent(s) are Parent(s) are actively involved in helping young person succeed actively involved in helping young person succeed in school.in school.

EmpowermentEmpowerment

Community values youth: Community values youth: Young Young person perceives that adults in the person perceives that adults in the community value youth.community value youth.

Youth as resources: Youth as resources: Young people are Young people are given useful roles in the community.given useful roles in the community.

SService to others: ervice to others: Young person serves Young person serves in the community one hour or more per in the community one hour or more per week.week.

Safety: Safety: Young person feels safe at home, Young person feels safe at home, at school, and in the neighborhood.at school, and in the neighborhood.

Boundaries and Boundaries and ExpectationsExpectationsFamily boundaries: Family boundaries: Family has clear rules and Family has clear rules and

consequences, and monitors the young person's consequences, and monitors the young person's whereabouts.whereabouts.

School boundaries: School boundaries: School provides clear rules School provides clear rules and consequences.and consequences.

Neighborhood boundaries: Neighborhood boundaries: Neighbors take Neighbors take responsibility for monitoring young people's responsibility for monitoring young people's behavior.behavior.

Adult role models: Adult role models: Parent(s) and other adults Parent(s) and other adults model positive, responsible behavior.model positive, responsible behavior.

Positive peer influence: Positive peer influence: Young person's best Young person's best friends model responsible behavior.friends model responsible behavior.

High expectations: High expectations: Both parent(s) and teachers Both parent(s) and teachers encourage the young person to do well.encourage the young person to do well.

Constructive Use of Constructive Use of TimeTimeCreative activities: Creative activities: Young person spends Young person spends

three or more hours per week in lessons or three or more hours per week in lessons or practice in music, theater, or other arts.practice in music, theater, or other arts.

Youth programs: Youth programs: Young person spends three Young person spends three or more hours per week in sports, clubs, or or more hours per week in sports, clubs, or organizations at school and/or in community organizations at school and/or in community organizations.organizations.

Religious community: Religious community: Young person spends Young person spends one hour or more per week in activities in a one hour or more per week in activities in a religious institution.religious institution.

Time at home: Time at home: Young person is out with Young person is out with friends "with nothing special to do" two or friends "with nothing special to do" two or fewer nights per week.fewer nights per week.

Internal AssetsInternal Assets

Internal Assets are the Internal Assets are the internal qualities that internal qualities that guide positive choices guide positive choices and foster a sense of and foster a sense of confidence, passion, confidence, passion, and purpose.and purpose.

Commitment to LearningCommitment to Learning Positive ValuesPositive Values Social CompetenciesSocial Competencies Positive IdentityPositive Identity

Commitment to Commitment to LearningLearningAchievement motivation: Achievement motivation: Young person is Young person is

motivated to do well in school.motivated to do well in school.School engagement: School engagement: Young person is actively Young person is actively

engaged in learning.engaged in learning.Homework:Homework: Young person reports doing at Young person reports doing at

least one hour of homework every school least one hour of homework every school day.day.

Bonding to school: Bonding to school: Young person cares about Young person cares about her or his school.her or his school.

Reading for pleasure:Reading for pleasure: Young person reads Young person reads for pleasure three or more hours per week.for pleasure three or more hours per week.

Positive ValuesPositive Values

Caring:Caring: Young person places high value on helping Young person places high value on helping other people.other people.

Equality and social justice: Equality and social justice: Young person places Young person places high value on promoting equality and reducing high value on promoting equality and reducing hunger and poverty.hunger and poverty.

Integrity: Integrity: Young person acts on convictions and Young person acts on convictions and stands up for her or his beliefs.stands up for her or his beliefs.

Honesty: Honesty: Young person "tells the truth even when Young person "tells the truth even when it is not easy.“it is not easy.“

Responsibility:Responsibility: Young person accepts and takes Young person accepts and takes personal responsibility.personal responsibility.

Restraint: Restraint: Young person believes it is important Young person believes it is important not to be sexually active or to use alcohol or not to be sexually active or to use alcohol or other drugs.other drugs.

Social CompetenciesSocial Competencies

Planning and decision making:Planning and decision making: Young person Young person knows how to plan ahead and make choices.knows how to plan ahead and make choices.

Interpersonal competence:Interpersonal competence: Young person has Young person has empathy, sensitivity, and friendship skills.empathy, sensitivity, and friendship skills.

Cultural competence:Cultural competence: Young person has Young person has knowledge of and comfort with people of knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.different cultural/racial/ethnic backgrounds.

Resistance skills: Resistance skills: Young person can resist Young person can resist negative peer pressure and dangerous negative peer pressure and dangerous situations.situations.

Peaceful conflict resolution: Peaceful conflict resolution: Young person Young person seeks to resolve conflict nonviolently.seeks to resolve conflict nonviolently.

Positive IdentityPositive Identity

Personal power:Personal power: Young person feels he Young person feels he or she has control over "things that or she has control over "things that happen to me.“happen to me.“

Self-esteem:Self-esteem: Young person reports Young person reports having a high self-esteem.having a high self-esteem.

Sense of purpose:Sense of purpose: Young person Young person reports that "my life has a purpose.“reports that "my life has a purpose.“

Positive view of personal future:Positive view of personal future: Young person is optimistic about her or Young person is optimistic about her or his personal future.his personal future.

The Ten Developmental The Ten Developmental Assets Teens Assets Teens Experienced Least OftenExperienced Least Often Cultural Competence 35% Parent Involvement in Schooling 29% Planning and Decision Making 29% Adult Role Models 27% Positive Family Communications 26% Caring School Climate 25% Youth as Resources 25% Reading for Pleasure 24% Community Values Youth 20% Creative Activities 19%

Who should be on a Who should be on a TAB?TAB? Teens who hang out at Teens who hang out at

the librarythe library Teens who need Teens who need

volunteer timevolunteer time Teens active in their Teens active in their

school librariesschool libraries Teens who need asset Teens who need asset

building opportunitiesbuilding opportunities Teen readersTeen readers Teen Internet usersTeen Internet users Teens who come to Teens who come to

programsprograms Over-committed teens Over-committed teens

may not be your most may not be your most reliable!reliable!

Recruiting Recruiting

Bulletin board Bulletin board displays – colorful displays – colorful with photoswith photos

Flyers- checkout Flyers- checkout desks, YA room, desks, YA room, school librariesschool libraries

School School announcements, announcements, school school newslettersnewsletters

Guidance Guidance counselorscounselors

Interest surveysInterest surveys

TAB ApplicationTAB ApplicationCoshocton Public Library

Teen Advisory Board Application (for grades 7-12)Teen Advisory Board members meet the last Monday each month to plan programs

for teens, help select teen materials and volunteer at the library.

Questions? Call the library at 622-0956 and ask for RoseMaryPlease fill out the following information and return to the library.

NAME ________________________________________ Age _______ADDRESS _________________________________________________PHONE _____________________ EMAIL ________________________SCHOOL ______________________________ GRADE _____________

Help me get to know you!What are some of your hobbies and interests and other activities? Will they conflict

with your teen advisory board commitment?

Do you like to read? What are some of the books you have read lately that you enjoyed?

Tell me why you would like to be on the Teen Advisory Board and why the library is important to you:

I am aware that my teen is applying for a position on the Teen Advisory Board:

(Signature of Parent or Guardian) ____________________________________________

Where and When?Where and When?

Schedule around Schedule around school, jobs, sports, school, jobs, sports, music, family, music, family, church, friends, church, friends, homework, sleephomework, sleep

One hour for most One hour for most meetingsmeetings

Once a monthOnce a month Variations that Variations that

workwork

What can you do with What can you do with a room full of teens?a room full of teens? Talk about booksTalk about books Play an ice breaker Play an ice breaker

gamegame BrainstormBrainstorm Plan a programPlan a program Tour the libraryTour the library Create a publicationCreate a publication Make a snackMake a snack Volunteer projectsVolunteer projects Select books, musicSelect books, music Promote librarianshipPromote librarianship EatEat Have Fun!Have Fun!

Decisions, DecisionsDecisions, Decisions

Electing officers Electing officers oror Rotating dutiesRotating duties Rules for behavior Rules for behavior oror Make rules as you Make rules as you

need themneed them Terms and Terms and

membership limits membership limits oror Take everyone as Take everyone as

long as they want to long as they want to participateparticipate

Grades 7-12 Grades 7-12 oror 6-8 and 9-126-8 and 9-12

Consider yourselfConsider yourself

Personality- Personality- relaxed vs type A?relaxed vs type A?

Tolerance level for Tolerance level for chaos and noise?chaos and noise?

Comfort level in a Comfort level in a room full of teens?room full of teens?

Flexibility balanced with Flexibility balanced with controlcontrol

Meeting AgendaMeeting Agenda

Coshocton Public LibraryCoshocton Public LibraryTeen Advisory BoardTeen Advisory Board

Meeting AgendaMeeting AgendaAugust 29, 2005August 29, 2005Leader: Steven Leader: Steven

Recorder: HeatherRecorder: HeatherBooktalker: JerodBooktalker: Jerod

1.1. Attendance and intros! Attendance and intros! 2.2. Volunteer recognitionVolunteer recognition3.3. Sign up for meeting jobs Sign up for meeting jobs 4.4. Book talks, movie talksBook talks, movie talks5.5. 2004-2005 program evaluations2004-2005 program evaluations6.6. Program brainstorming, what Program brainstorming, what

would YOU like to do at the would YOU like to do at the library?library?

7.7. Teen Read Week slogan voteTeen Read Week slogan vote8.8. September 26: 4 pm Next TAB September 26: 4 pm Next TAB

meeting. We will be taking meeting. We will be taking photos for the Teen Read Week photos for the Teen Read Week display case.display case.

Be CreativeBe Creative

Make publicity Make publicity postersposters

Build displaysBuild displays Write newslettersWrite newsletters Design bookmarksDesign bookmarks Design web pagesDesign web pages Make things for Make things for

Children and SeniorsChildren and Seniors

TABS Improve Your YA TABS Improve Your YA Collection and YA Collection and YA Room!Room!

Go Shopping!BooksMusic MagazinesSoftwarePosters

Or generate a shopping list!SurveysCatalogsOnline shopping

TAB Teens are Great TAB Teens are Great Volunteers! They’ll Volunteers! They’ll Work…Work…

Children’s StorytimeFriends’ BooksaleReader’s Theatre

And Play!And Play!

Summer Reading ProgramsChildren’s Parties

They Even Clean!They Even Clean!

Then they will want to Then they will want to eat….eat….

Show Them Off!Show Them Off!

Get them involved in community and library projectsMake photo displaysShare their successes

The TAB Can Promote The TAB Can Promote Teen Read WeekTeen Read Week

Fantasy Theme

Horror Theme

See Where They Go!See Where They Go!

Role Playing ClubRole Playing Club Teens Talk BooksTeens Talk Books Manga ClubManga Club

Keep It GoingKeep It Going

Teens make authentic Teens make authentic contributions contributions

Teens do meaningful Teens do meaningful projectsprojects

Teen efforts are Teen efforts are recognized and recognized and appreciatedappreciated

Friends of the Library Friends of the Library support teenssupport teens

You are flexible… You are flexible… expect and enjoy expect and enjoy change!change!

You e-mail meeting You e-mail meeting minutesminutes

You snail mail meeting You snail mail meeting remindersreminders

Don’t Step Here Don’t Step Here

Don’t insist on doing something Don’t insist on doing something that worked last year with a that worked last year with a different group of kids or in different group of kids or in another libraryanother library

Don’t make plans that won’t be Don’t make plans that won’t be okayed by your administrationokayed by your administration

Don’t allow teens to blackball other Don’t allow teens to blackball other teens!!!!teens!!!!

Don’t give up Don’t give up

TAB Impact on Our TAB Impact on Our LibraryLibrary Teen collection has Teen collection has

improvedimproved We have bigger, We have bigger,

better programs with better programs with teen involvementteen involvement

Staff and Friends’ Staff and Friends’ attitudes towards attitudes towards teens improvedteens improved

General interest in General interest in teen activities at the teen activities at the library increasedlibrary increased

Things I like to brag Things I like to brag about….about…. Teens who stay from 7th - 12Teens who stay from 7th - 12thth

grade and bring younger siblings grade and bring younger siblings to the groupto the group

YALSA Excellence Award for the YALSA Excellence Award for the TAB in 2003TAB in 2003

First time I saw my TAB handout First time I saw my TAB handout included in someone else’s included in someone else’s workshop workshop 

TAB member Mamie is a TAB member Mamie is a librarian in Nashville, TN!librarian in Nashville, TN!

TAB member Steven TAB member Steven spoke at the statue spoke at the statue dedication!dedication!

TAB Book Tree photo TAB Book Tree photo in “American in “American Libraries”!Libraries”!

TAB Teen Read Week TAB Teen Read Week photo in “American photo in “American Libraries”!Libraries”!

CPL TAB included in CPL TAB included in Diane Tuccillo’s book!Diane Tuccillo’s book!

Q & A and Sharing Q & A and Sharing TimeTime

1.What has worked well with your TAB teens? What do they think is fun to do at the library?

Q & A and Sharing Q & A and Sharing TimeTime

2. What did you think would work, but it didn’t? Any real bombs?

Q & A and Sharing Q & A and Sharing TimeTime

3. What are some of the things you like to brag about? Any meaningful moments?

Q & A and Sharing Q & A and Sharing TimeTime

4. Are there other things you would like to comment on about teens and teen advisory boards?