Massachusetts Library Association Youth Services Section

Ad Hoc Committee on Young Adult Standards

Sub-committee on Young Adult Standards
2004-2005

• Beth Kerrigan, Co-Chair Memorial Hall Library, Andover
• Diane Sanabria, Co-Chair Leominster Public Library
• Laura Bernheim, Waltham Public Library
• Martha Coons, Springfield City Library
• Beth Gallaway, Metrowest Regional Library System
• Cathy Livingstone, Oxford Free Public Library
• Ellen Snoeyenbos, Duxbury Free Library

Sub-committee on Young Adult Standards
1994-1997

• Professor Margaret Bush, Chair Simmons College Graduate School of Library and Information Science
• Linda Braun, Eastern Massachusetts Regional Library System
• Paula Cardinal, Westfield Athenaeum
• Gloria Carver, East Longmeadow Public Library
• Janice Charbonneau, Central Massachusetts Regional Library System
• Janet Eckert, Western Massachusetts Regional Library System
• Jean Langley, Northboro Free Library
• Diane Sanabria, Leominster Public Library
• Beth Kerrigan, Flint Memorial Library, North Reading
• James Sutton, Memorial Hall Library, Andover

Standards for Public Library Services to Young Adults in Massachusetts

TABLE OF CONTENTS

Preface
Using the Young Adult Standards
Introduction
Service Principles
Service Bibliography
Planning and Policy Bibliography
Adolescent Development and Behavior Bibliography
Staff Principles
Sample Job Description
MLA Salary Recommendation
Collection Principles
Core Collection Checklist
Collection Development Bibliography
Facilities Principles
Facilities Bibliography
Web Design and Usability Resources
Programs Principles
Program Planning Worksheet
Programming Bibliography
Sample Volunteer Policy
Volunteer Bibliography

Appendices:
Confidentiality Law
Library Bill of Rights
Free Access to Libraries For Minors
Freedom to Read Statement
Intellectual Freedom Bibliography

PREFACE

Standards for Public Library Service to Young Adults in Massachusetts was developed as a companion document to the Standards for Public Library Service to Children in Massachusetts (Massachusetts Library Association, 1987, 1995). These standards were written in recognition that young adults have particular needs and that they too often receive limited library service as they make the transition from being served by the Children’s Department to achieving full use of the Reference and Adult Services Departments.

The Children’s Issues Section (CIS) of the Massachusetts Library Association (MLA), having fostered discussion and sponsored conference programs on young adult services issues, appointed a committee in 1994 to develop this set of standards. Representing public libraries across the state, the committee members included library directors, children’s and young adult librarians and consultants from each of the three regional library systems. A small group of library directors and young adult librarians in each region reviewed the draft standards to assure their usefulness prior to their approval by the CIS Executive Board, adoption by the MLA Executive Board and endorsement by the MLA membership. In late 2003 the Youth Services Section (formerly CIS) Executive Board voted to appoint a subcommittee to review and revise the standards document. This committee’s charge was as follows:

• Review the existing standards.
• Review American Library Association’s and other state associations’ existing competency statements regarding young adults’ access to and use of information media.
• Scan and summarize young adults’ services needs of the Massachusetts Library community.
• Decide the extent and content of the revisions.
• Prepare draft documents for approval of the MLA YSS Board.
• Conduct periods of public comment and town meetings on the document.
• Suggest implementation strategies to the YSS Board.
• Keep the YSS Board up to date on the progress of the document.

Standards for Public Library Service to Young Adults in Massachusetts is intended to guide the local library in its ongoing evaluation and development of young adult services as a strong unit within the overall services and planning structure. It is meant to be used in conjunction with other planning documents, including: the Massachusetts Board of Library Commissioners (MBLC) regulations governing public libraries, the service plans of the regional library systems, Virginia Walter’s Output Measures and More: Planning and Evaluating Public Library Services for Young Adults (ALA, 1995) and Sandra Nelson and June Garcia’s Creating Policies For Results: From Chaos to Clarity (ALA, 2003). Full implementation of these standards requires special planning and cooperation at the local, regional and state level. It is intended that the Standards for Public Library Service to Young Adults in Massachusetts will be reviewed for needed revisions every five years.

The standards formulated here continue to follow the pattern of other library standards in recent years in being outcome based. They describe the philosophy and principles underlying good library service to young adults and define essential characteristics of such service. Planning designated allocation of library resources for serving young adults, responsiveness to user needs and evaluation of services are fundamental principles upon which all sections of these standards were constructed.

USING THE YOUNG ADULT STANDARDS
These standards have been developed for use by:

• Young Adult Librarians to support requests to Library Directors and Boards for increased resources.
• Library Administration to advance young adult services with local and state governments and Boards of Trustees.
• Trustees to increase awareness of and support for young adult services.
• Regional Administrators and Regional Youth Services Consultants and Coordinators to strengthen existing services and create new ones.
• The Massachusetts Board of Library Commissioners to develop an action plan for implementation on a state level and to consider when formulating funding policy for Massachusetts libraries.
• The Massachusetts Library Association to advocate for young adult services in the professional community at large.
  Library School Faculty to strengthen the professional education of young adult librarians.
• Citizens to increase awareness of young adult library needs in their communities.
• Government and Local Officials to increase knowledge of the importance of library services to teens and the need for funding these services.
• Teens and Teen Advisory Boards to help develop a vision for services in their libraries and communities.

Quality library service to young adults is provided by staff who understand and respect their unique informational, educational and recreational needs. In accordance with the principles expressed in the Library Bill of Rights and Free Access to Libraries for Minors (Intellectual Freedom Manual, 6th edition, ALA, 2001), teenagers must have access on an equal basis with adults to all the services and materials the library provides. Cooperation among public, school and other libraries in the community is essential to serving young adults well.

I. PRINCIPLES
Services to young adults in each public library must be based on a written policy outlining philosophy, goals and objectives consistent with established roles as stated in the library’s long-range plan. The Young Adult Services staff and the library director should review both this essential document and its corresponding action plan on a regular basis to determine its effectiveness in serving the needs and interests of young adults in the community. The policy should be based on the following principles:

• Young adults need and are entitled to free and equal access to all library services and resources, including programs, information services, technology, reserves and interlibrary loan, virtual and remote services.
• Young adult department service hours will be no less than those of adult services, and staff will be available to serve young adults all the hours that the library is open.
• Young adults have the right to privacy and confidentiality in accordance with the principles expressed in the American Library Association’s Statement of Professional Ethics and Massachusetts State Laws regarding confidentiality.
• Public library services for young adults complement but do not take the place of school libraries in the community.
• Each public library has the responsibility to make access to electronic resources, such as online databases and unfiltered Internet access, equally available to people of all ages.

II. PRACTICES
To ensure that young adults are provided with the materials and information they need for school assignments, personal pleasure, and responsible decision-making each library must:

• Develop procedures for involving young adults in planning space, collections, services and programs.
• Establish a physical space for young adult collections, which creates an environment that invites teen use.
• Employ at least one qualified librarian who is responsible for planning and supervising services to young adults.
• Develop and maintain a collection of diverse and current materials in various formats.
• Develop and provide reference services, including homework assistance, personal, career and college information. This reference service also extends to telephone and electronic information and referral.
• Plan and implement a variety of programs that promote library use.
• Provide reader’s advisory assistance.
• Provide library orientation and skills instruction.
• Develop meaningful volunteer opportunities for young adults within the library.
• Publicize the resources and services offered to young adults.
• Collaborate and cooperate with schools and other community agencies serving teenagers.
• Create and maintain a web presence specifically geared towards the needs of youth.
• Participate in resource sharing among networks and regions.
• Allocate sufficient funding to accomplish a complete service package including programming, collections, staffing, and facilities.

YA SERVICE BIBLIOGRAPHY

Chelton, Mary K. Young Adult Services Professional Resources: A Selected Five-Year Retrospective Bibliography with some Classic* Exceptions. http://www.ala.org/ala/yalsa/electronicresourcesb/YABibliography2003.pdf. February 8, 2004.

Code of Ethics of the American Library Association. 1995. http://www.ala.org/ala/oif/statementspols/codeofethics/codeethics.htm. October 1, 2004.

Edwards, Margaret Alex. The Fair Garden and the Swarm of Beasts, Centennial Edition. Chicago: ALA, 2002. ISBN 0838935338

Jones, Patrick et al. Connecting Young Adults and Libraries: A How-To-Do-It Manual for Librarians, 3rd edition. Neal-Schuman Publishers, 2004. ISBN 1555705081

Jones, Patrick et al. Do It Right! Best Practices for Serving Young Adults in School and Public Libraries. Neal-Schuman Publishers, 2001. ISBN 1555703941

Jones, Patrick et al. New Directions for Library Service to Young Adults. Chicago: ALA, 2002. ISBN 0838908276

Vaillancourt, Renée J. Bare Bones Young Adult Services: Tips for Public Library Generalists. Chicago: ALA, 2000. ISBN 0838934978

Vaillancourt, Renée J. Managing Young Adult Services: A self-help manual. New York, NY : Neal-Schuman Publishers, c2002. ISBN 1555704344

Walter, Virgina A. and Elaine Meyers. Teens & Libraries: Getting it Right. Chicago: ALA, 2003. ISBN 0838908578

YALSA. Professional Development Center. http://www.ala.org/ala/yalsa/profdev/professionaldevelopment.htm. February 8, 2004.

Young Adults Deserve the Best: Competencies for Librarians Serving Youth. Chicago: ALA, 2004. http://www.ala.org/ala/yalsa/profdev/yacompetencies/competencies.htm. October 1, 2004.

PLANNING AND POLICY BIBLIOGRAPHY

Massachusetts Regional Library Systems Policy Collection. 2003. http://www.cmrls.org/policies/internet_use_policies.html. October 1, 2004.

Nelson, Sandra and June Garcia. Creating Policies for Results: >From Chaos to Clarity. Chicago: ALA, 2003. ISBN 0838935354

Walter, Virgina A. Output Measures and More: Planning and Evaluating Public Library Services for Young Adults: Part of the Public Library Development Program. Chicago: ALA, 1995. ISBN 0838934048

ADOLESCENT DEVELOPMENT AND BEHAVIOR BIBLIOGRAPHY

Afterschool Alliance. America After 3PM: First-Ever National Household Survey of How Kids Spend Their Afterschool Hours. 2004. http://www.afterschoolalliance.org/america_3pm.cfm. October 1, 2004.

Kindlon, Daniel. Raising Cain: Protecting the Emotional Life of Boys. Ballantine, 2000. ISBN 0345434854

McNeil , Beth and Denise J. Johnson, ed. Patron Behavior in Libraries: A Handbook of Positive Approaches to Negative Situations. Imprint: Chicago : American Library Association, 1996. ISBN 0838906621

Nichols, Mary Ann. Merchandising Library Materials to Young Adults. Libraries Unlimited, 2002. ISBN 0313313822

Pipher, Mary. Reviving Ophelia: Saving the Selves of Adolescent Girls. Ballantine Books, 1995. ISBN 0345392825

Rimm, Sylvia B. See Jane Win: The Rimm Report on How 1,000 Girls Became Successful Women, 1st ed. New York: Crown, c1999. 0517706660.

The Search Institute. 40 Developmental Assets for Young Adults. 2000. http://www.search-institute.org/assets/forty.html. December 9, 2004.

Strauch, Barbara. The Primal Teen: What the New Discoveries About the Teenage Brain Tell Us About Our Kids. New York: Doubleday, 2003. ISBN 0385503393

Lenherat, Amanda et al. Teenage Life Online: The Rise of the Instant Message Generation and the Internet’s Impact on Friendships and Family Relationships. Washington, D.C. Pew/Internet & American Life, 2001. http://www.pewinternet.org/pdfs/PIP_Teens_Report.pdf. December 9, 2004.

STAFF
The library acknowledges the distinct needs and characteristics of young adults by designating a staff member who will have professional expertise and responsibility in planning and supervising services for them. The library director and young adult librarian will work together to provide leadership that assures good library service to young adults, seeking additional expertise from the Regional Youth Services Consultant as needed. It is also essential that all staff members convey a service commitment to young adults since they are expected to use the full range of public library services. The goal of each library will be to employ a young adult librarian who has earned a master’s degree from an ALA accredited program with course work related to young adult materials and services.

I. COMPETENCIES
In order to be an advocate for young adults and an effective provider of library services, the librarian serving this age group must possess a wide variety of competencies and personal qualities.

As a person who is expected to attract young adults to the library, the librarian must have:

• Genuine respect for teenagers and an ability to establish rapport with them.
• Communication skills to involve young adults in planning and implementing services intended for their benefit.
• The ability to elicit the input of young adults on library programs and services and to present their ideas to the library administration and staff.
• Interest in and ability to learn new technologies and adapt them for use in young adult services.
• Interest in seeking out new trends in services to young adults.

As a professional librarian who is expected to develop services appropriate to this age group, the librarian must have:

• A broad and current knowledge of young adult literature, audio and visual materials, electronic resources, and emerging technologies.
• A broad knowledge of the intellectual, emotional, psychological, and physical development of adolescents.

As part of the management team of the library in which young adult services are valued, the librarian must have:

• A knowledge and understanding of the library’s mission, goals, objectives, and policies.
• The ability to plan and implement programs and to participate in the overall management and evaluation of library activities.

As an effective advocate for young adults, the librarian must have:

• The ability to communicate the needs of teenagers to library staff and administration.
• An awareness of current issues affecting adolescents in that community and society.
• The ability to communicate and collaborate with school personnel and other community agencies serving young adults.

II. RESPONSIBILITIES OF THE YOUNG ADULT LIBRARIAN

The young adult librarian must assume a wide variety of responsibilities in the areas of management, service, community outreach and professional development.

As a manager the young adult librarian will:

• Plan and implement activities to achieve short and long term goals and objectives for young adult services as part of the overall library planning process.
• Assess budgetary needs of the young adult department and work with other library personnel to plan and implement the budget.
• Advocate for young adults in library discussions of policy-making and implementation of budget priorities.
• Work with library administration to seek supplementary funding to enhance library services.
• Train, supervise, and evaluate staff and volunteers.
• Identify, collect and interpret statistics as needed.

As a service provider the young adult librarian will:

• Select, evaluate, maintain, and discard young adult materials based on the preferences of young adults and the use of a variety of review sources.
• Provide reference, reader’s advisory, and library orientation services to young adults.
• Promote information literacy skills by providing instruction in and access to electronic databases, the Internet, and other emerging technologies, and using those technologies to communicate with teens virtually.
• Involve young adults in planning and implementing services and selecting materials for their age group.
• Recognize diverse groups of young adults and develop programs and acquire materials appropriate to their needs.

As coordinator of outreach services the young adult librarian will:

• Establish contacts and collaborate with schools and other agencies to serve young adults.
• Promote, publicize, and represent young adult services and the library to the community and local agencies in cooperation with other library departments.

As a professional, the young adult librarian will:

• Participate actively in professional associations, take advantage of continuing education opportunities, and read professional literature related to libraries, youth services, and adolescent development.
• Identify current trends and issues affecting young adults and incorporate these findings into overall services to this age group.

III. RESPONSIBILITIES OF THE ADMINISTRATION
The library administration will ensure quality services to young adults by supporting the young adult librarian in the provision of these services and working with the young adult librarian in maintaining contacts with other community agencies serving youth. In addition, the administration will:

• Provide written job descriptions, which are regularly reviewed, for all staff responsible for young adult services.
• Assure regular performance evaluations are conducted using the job descriptions along with the goals and objectives set by each staff member.
• Designate a professional position in the library that will include responsibility for young adult services in the event the young adult librarian’s position cannot be full-time.
• Develop a specific budget for young adult materials, programs and services, with the young adult librarian’s input.
• Assure scheduled time in the designated librarian’s workweek that allows the librarian to serve young adults effectively.
• Allocate time for community outreach to schools and other agencies, for development of appropriate networks for serving young adult information needs, and for job-related professional activities.
• Compensate the young adult librarian with a salary commensurate with the formal qualifications mandated by the library and equivalent to that of other staff within the library who have similar levels of responsibility. The Massachusetts Library Association provides minimum salary recommendations.

IV. RESPONSIBILITIES OF THE REGIONAL LIBRARY SYSTEMS
Each regional library system, in its plan of service, must include:

• A consultant with expertise in young adult services who provides advisory services to staff in local public libraries.
• A program of service to those working with young adults.
• Continuing education programs on young adult services.
• Opportunities for regular meetings between local young adult services staff and regional consultants.

Definition
Professional, administrative and supervisory work in planning and managing the activities of young adult services in the library and all other related work as required.

Supervision

• Works under the general direction of the Library Director or Coordinator of Youth or Adult Services.
• Performs responsible functions requiring considerable judgment and initiative in planning and overseeing services to young adults both within the library and the community.
• Supervises two part-time employees and an active volunteer program.

Job Environment

• Performs work under typical library conditions; library hours may require evening and weekend work.
• Makes frequent contacts with the public, schools, other libraries, social service agencies, civic organizations and other professional organizations.
• Uses computers, peripherals, current technologies and other standard office equipment.

Essential Functions

• Plans, organizes, implements, supervises and evaluates services to young adults.
• Participates as part of the management team in developing goals, policies and procedures as relating to young adults.
• Advocates for young adults and young adult services with other community agencies.
• Initiates, plans and conducts a variety of programs and activities to encourage the use of the library by young adults between the ages of 12 to 18.
• Involves young adults in planning and implementing services for their age group.
• Selects, evaluates, maintains and discards young adult materials based on professional judgment, preferences of young adults and acknowledged review sources.
• Provides reference and readers' advisory services, and library orientation to young adults.
• Collaborates with schools and other agencies to serve young adults.
• Promotes, publicizes and represents young adult services and the library to the community and local agencies in cooperation with other library departments.
• Works with library administration to seek supplementary funding to enhance library services, including state and federal grants.
• Trains, supervises and evaluates staff and volunteers.
• Identifies, collects and interprets statistics as needed.

RECOMMENDED MINIMUM QUALIFICATIONS

Education and Experience:
Master's Degree in Library Science from an ALA accredited school; two years of professional experience, including supervisory and administrative experience, experience with young adults (ages 12 to 18) is preferred.

Knowledge, Ability and Skills:

• Broad and current knowledge of young adult literature, digital and multimedia materials, and electronic resources, including communication tools such as email and instant messaging.
• A broad knowledge of the intellectual, emotional, psychological and physical development of adolescents is essential.
• Genuine respect for young adults and an ability to establish rapport with them.
• Ability to administer and direct the work of staff and volunteers.
• Ability to express oneself orally and in writing.
• Flexibility, initiative, energy, patience and tact to deal effectively with the public
• .Excellent people and reference skills.
• Planning and organizational skills needed.
• Has access to a limited amount of confidential information
• Errors could result in lower standards of library service, waste of public funds and poor public relations.
• Familiarity with online circulation systems and online searching is required.

Physical Requirements

• Light physical effort required in carrying and shelving books, and in performing other typical library functions.
• Frequent standing, walking, bending, reaching and climbing.
• Ability to operate a keyboard at an efficient speed.
• Frequently required to sit and talk or hear, use hands to operate objects, tools or controls, and reach with hands and arms.
• The employee must regularly lift and/or move materials weighing up to 40 pounds.
• Vision and hearing at or correctable to "normal ranges."

Adapted from: Standards for Public Library Service to Young Adults in Massachusetts, Massachusetts Library Association, 1997

SALARY RECOMMENDATION FOR THE YEAR 2002: MLA SALARY RECOMMENDATION
The Personnel Committee Salary Recommendation for the year 2004 is $47,957 .
This figure is based on Massachusetts teachers' salaries with a master's degree and is derived by applying the following formula:

Librarians can use a similar formula in their own community by using the starting teacher's salary from the School Dept., and then determining the difference in the number of work days to use the percentage increase. The CPI (which changes from year to year) is useful if a year or more has elapsed since the salary figure has been used.

Revised 14FEB05

COLLECTIONS

The young adult collection represents the unique needs and interests of adolescents in the community. Resources selected for teenagers should contribute to their intellectual and emotional growth as well as appeal to their popular, current and recreational interests. Both the public library and the school library collections are necessary for meeting the educational needs of young adults.

This collection is the bridge for adolescents making the transition from juvenile collections and services to adult collections and services. It should contain materials appropriate for a wide range of abilities and maturity levels. Therefore, the collection may include items commonly found in either the adult or children’s collections. In accordance with the Library Bill of Rights and its interpretations, young adults must have access to all areas of the library’s collections.

I. POLICY
Every public library’s collection development policy, endorsed by the library’s governing board, must define the purpose of the young adult collection by stating the following:

• Responsibility and criteria for selection and evaluation.
• General and specific populations and interests to be served.
• Level of curriculum and homework support.
• Roles of young adults in collection development.
• Relationship between the young adult collection and other collections in the library.

II. CONTENT
Personal interest materials reflecting the needs and interests of teenagers are the primary focus of the young adult collection. Materials should be available in a variety of formats and subject areas, and the collection should meet the needs of teens of various ages and levels of maturity as well as reading abilities. No limit should be made on the availability of any material to all patrons.

Paperbacks, graphic novels, magazines and popular music recordings are included in any collection for this age group. Other media such as DVD’s, web sites, computer/video games and recorded books are also popular.

The young adult collection must reflect the cultural and socio-economic diversity of the community and acknowledge the emotional and informational needs of teens of all sexual orientations. It should serve the needs of the visually and hearing impaired, learning disabled, and non-English speaking populations.

Collection development also encompasses the full range of electronic resources available through the library website.

III. BUDGET
A portion of the library budget must be designated for young adult materials. Evaluation of the usage patterns of the library’s entire collection, as well as a variety of statistics and output measures supplied by the young adult librarian, should determine budget allocations. The young adult librarian should have full responsibility for expending the young adult materials budget. When the public library also serves as the school library, arrangements must be made for reimbursements from the school department budget.

IV. SELECTION
The young adult librarian will:

• Select materials (in a variety of formats) intended primarily for young adults, consulting a variety of professional selection and evaluation aids.
• Involve young adults in the selection process.
• Communicate with other library departments selecting materials used by young adults to determine the best location for these materials.
• Ensure prompt processing and full cataloging of young adult materials.
• Evaluate the strengths and weaknesses of the collection on a regular basis.
• Discard worn and outdated materials.

V. PROMOTION
To promote the collection effectively, the young adult librarian will:

• Identify the needs of the community, its teens, and its young adult service providers.
• Be familiar with materials in the collection in order to provide expert guidance to young adult and adult users.
• Encourage the independent use of the collection by using marketing strategies and reader’s advisory tools such as booklists, displays, signage, and an active web presence to help youth locate materials they will find enjoyable and suited to their developmental needs.
• Work with schools and community groups to keep teens and adults abreast of materials in the collection.
• Maintain and update a web page devoted to the library’s young adult services which publicizes materials to teens both inside and outside the library and encourages use of online databases.

VI. RESPONSIBILITIES OF THE REGIONAL LIBRARY SYSTEMS
The regional library systems are responsible for assisting member libraries in collection development by providing:

• Patron access to online databases that meet the informational needs of young adults.
• Access to a collection of professional resources.
• Continuing education programs.
• On-site consultations.
• Supplementary collections/deposits of young adult materials for public libraries under 25,000 population may be available.

CORE COLLECTION CHECKLIST
Though school assignments motivate teenagers to visit the library, a dynamic young adult collection focusing on popular, high interest materials will keep them coming back. Teen input is essential in developing a collection that reflects the interests and needs of a community’s young people, and affords young adults the opportunity to become involved in library decision-making. Your YA collection should include:

• Series books.
• Fiction:
Horror.
• Realistic teen novels.
• Mystery/suspense.
• Romance.
• Science fiction.
• Fantasy.
• Sports.
• Adventure/survival.
• Historical fiction.
• Short stories.
• Classics in paperback editions.
• Multicultural fiction.
• Comics and graphic novels.
• Media tie-ins.
• Magazines.
• Non-fiction:
  • Recreational, e.g. rock and rap music, skateboarding.
  • Informational, e.g. health and sex education.
  • Educational, e.g. careers and college.
  • Reference, e.g. encyclopedias, student dictionaries, atlases.
• Non-print:
  • Musical media.
  • DVD and video.
  • Computer/video games
  • Learning tools.
  • Audio books.
• Pathfinders, both print and web-based.
• Website/collection of links.

COLLECTION DEVELOPMENT AND LITERACY BIBLIOGRAPHY
Current booklists and award winning lists are available on the American Library Association’s web site at http://www.ala.org/ala/yalsa/booklists

Aronson, Marc. Exploding the Myths: The Truth About Teenagers and Reading. Rowman and Littlefield/Scarecrow, 2001. ISBN 0810839040

Brodart, Joni Richards. Radical Reads: 101 Young Adult Novels on the Edge. MD: Scarecrow Press, 2002. ISBN 0810842874

Bromann, Jennifer. Booktalking That Works. Neal-Schuman Publishers, 2001. ISBN 1555704034

Carter, Betty et al. Best Books for Young Adults, 2nd ed. Chicago, IL: ALA, 2000. ISBN 083893501X

Jones, Patrick et al. A Core Collection for Young Adults. Neal-Schuman Publishers, 2003. ISBN 1555704581

Levetow, Maria. Bettendorf Public Library Teens’ Page: Young Adult Books in Series and Sequels: What to Read Next. http://www.rbls.lib.il.us/bpl-bin/series.pl. Dec. 9, 2004.

National Endowment for the Arts. Reading At Risk: A Survey of Literary Reading in America. 2004 http://www.nea.gov/pub/ReadingAtRisk.pdf. October 1, 2004.

Outstanding Books for the College Bound. 2004. http://www.ala.org/yalsa/booklists/obcb. October 1, 2004.

Schall, Lucy. Booktalks Plus: Motivating Teens to Read. Englewood, Colo.: Libraries Unlimited, 2001. ISBN 1563088177

Collection Development Journals for the Young Adult Collection:

KLIATT
33 Bay State Road
Wellesley, MA 02481
phone: 781-237-7577
fax: 781-237-7577
e-mail: kliatt@aol.com
ISSN: 1065-8602

The Horn Book, Inc.
56 Roland Street, Suite 200
Boston MA 02129
phone: 800-325-1170 or 617-628-0225
fax: 617-628-0882
e-mail: info@hbook.com
ISSN:0018-5078

VOYA (Voice of Youth Advocates)
Scarecrow Press, Inc.
4501 Forbes Blvd. Suite 200
Lanham, MD
e-mail: voya@voya.com
ISSN: 0160-4201

Booklist
P.O. Box 607
Mt. Morris, IL 61054-7564
phone: 888-350-0949
http://www.ala.org/ala/booklist/booklist.htm
ISSN: 1055-4742

School Library Journal
360 Park Avenue South
New York, New York 10010
phone: 646-746-6759
fax: 646-746-6689
e-mail: slj@reedbusiness.com
ISSN: 0362-8930

FACILITIES
Every public library must have a clearly defined, separate area designated for young adults. This young adult area should be accessible to all adolescents, easily visible, functional and flexible in design. An environment that is comfortable and arranged to accommodate noise and movement will make young adults feel welcome. The design and graphics should make it evident that the area is for teens. Young adult involvement is essential in establishing an effective, dynamic young adult area.

I. SPACE
The young adult space should be established in a location that is easily supervised without making young adults feel intimidated. Because young adults need access to reference materials and assistance, proximity to reference services is important. The space should not be adjacent to the children’s service area. If the young adult area is unable to house programs and activities, teens should have equal access to other program facilities within the library. The space itself should be in compliance with the Americans with Disabilities Act. The area should accommodate:

• Leisure reading, socializing, and snacking.
• Individual and group study.
• A public service area and workspace for the young adult librarian.
• Sufficient shelving for a diverse collection.
• Displays and exhibits.
• Computer access proportional to teen population.

II. FURNISHINGS
Furnishings should be flexible so that as needs and activities change the area can be adapted accordingly. The young adult area will include:

• Shelving for materials in various formats.
• Comfortable and durable seating and tables.
• Directional and informational signs.

The young adult area should include or be in proximity to:

• A public service desk, clock and telephone.
• Listening and viewing equipment.
• Computers and peripherals.
• Display equipment such as bulletin boards, display cases and slat-wall shelving.

III. INFRASTRUCTURE
Services for young adults must take advantage of new methods to deliver the most effective access to information, learning and leisure pursuits. The library’s infrastructure should support changing technology and ensure adequate lighting, ventilation, temperature controls, and acoustics. Items to consider in the young adult area include:

• Electrical outlets in a variety of locations.
• Adequate wiring, including wireless capability, with flexibility to reposition and upgrade.
• Connections for in-house and external telecommunication resources.
• Soundproofing as required.
• Telephone jacks with convenient access.
• Trash receptacles.

IV. WEB PRESENCE
Just as libraries set aside physical spaces in their buildings for young adults, so should they set aside web spaces by creating and maintaining a page or pages specific to the interests and developmental needs of young adults. An attractive and functional page should be designed with young adult input, evaluated regularly by young adults, and have interactive features. The page may include but is not limited to:

• General contact information for library and specific contact information for the young adult librarian.
• A collection development policy for website content and links that includes a procedure for addressing challenges to controversial websites.
• Library programs and activities for young adults.
• Annotated booklists and book reviews, or links to young adult literature sites that provide reader’s advisory services.
• Promotion of young adult collections and resources.
• Informational and recreational links.
• Opportunities for teens to post reviews of materials.
• Interactive content that helps teens learn how to use library resources.
• Opportunities for teens to connect with each other.
• Opportunities for teens to connect with librarians who can assist them with research needs.
• Opportunities for taking part in programs virtually.

Bernier, Anthony. “On My Mind: Young Adult Spaces.”American Libraries vol 29 n 9 (Oct 1998) p. 52

Brawener, Lee B and Donald K. Beck Jr. Designing Your Public Library’s Future Size: A Needs Assessment and Planning Model. Chicago: ALA/American Library Trustee Association, 1996.

Brown, Carol. Interior Design for Libraries: Drawing on Function & Appeal. Chicago: ALA, 2002.

Del Vecchio, Gene. Creating Ever-Cool: A Marketer’s Guide to a Kid’s Heart. Lincoln, NE: Gretna, LA: Pelican, 1997.

Lushington, Nolan. Libraries Designed for Users: A 21st Century Guide. New York: Neal- Schuman, 2002. ISBN1-55570-419-0

MacRae, Cathy Dunn. “A Library Where Silence Is Banned.” VOYA Reader 2. Ed. Mary Kay Chelton and Dorothy M. Broderick. Lanham, MD: Scarecrow Press, 1998. ISBN

A Place of Our Own: Developing Effective Library Service for Young Adults (Santa Cruz, CA: Garfield Branch Library) http://63.193.16.16/grant_manual/toc.html

Sannwald, William W. Checklist of Library Building Design Considerations, Fourth Edition. Chicago: ALA, 2001.

Taney, Kimberly Bolan. Teen Spaces: The Step-By-Step Library Makeover. Chicago: ALA, 2003.

Vandermark, Sondra. "Using Teen Patrons as a Resource in Planning Young Adult Library Space in Public Libraries.” Planning the Modern Public Library Building. Englewood, CO: Libraries Unlimited, 2003. ISBN

“YA Spaces of your Dreams.” VOYA. Lanham, MD: Scarecrow Press. (featured in each issue)

WEB DESIGN AND USABILITY RESOURCES

Minkel, Walter. “Chat Room: How Does Your Site Measure Up?” School Library Journal, vol no 4/01/2004

Minkel, Walter. “Chat Room: Going Gaga over Google.” School Library Journal, vol no 9/01/2003

Nielsen, Jakob, and Marie Tahir. Homepage Usability: 50 Websites Deconstructed. New Riders Press, 2001. ISBN 073571102X.

Norlin, Elaina and CM Winters. Usability Testing for Library Web Sites: a Hands-On Guide. Chicago: ALA, 2001. ISBN 0838935117

“Site of the Month.” School Library Journal. Reed Business. (featured in each issue)

Usability of Websites for Teenagers. http://www.useit.com/alertbox/20050131.html. January 2005.

W3 Consortium. Web Standards Project. http://www.webstandards.org/. September 26, 2005.


PROGRAMS

Successful library programs support teens by meeting their developmental needs. They foster a sense of ownership and provide a structure for meaningful participation. Programming should be as varied as the needs and interests of young adults themselves and encourage use of the library. It is crucial that programs presented for this age group include teenagers in planning and implementation. Teens who are involved in the programming process are essential advocates and promoters of a library’s young adult services.

I. PRINCIPLES
Programs can range from informal activities to formally planned events and are intended to connect teens and libraries. The following principles govern the development, organization and management of library programs for young adults:

• The philosophy, goals and objectives for young adult programming should be included in the library’s written program policy and long-range plan, and should be revised as necessary.
• All programs should be created and developed with youth input, since the most successful programs are the ones in which the young adults themselves participate in planning and executing.
• A specific proportional budget should be designated for planning, publicizing, and presenting young adult programs.
• The young adult librarian must be provided with time and opportunities to establish relationships with teen users and to plan, prepare for, and carry out young adult programming.
• Ongoing communication and collaboration with schools and other community agencies serving young adults is essential in developing successful programming.

II. PRACTICES
The young adult librarian, with the support of the administration and other staff members, will assume the responsibility of implementing the library’s young adult programs. To ensure success, the following practices are necessary:

• Scheduling informational, cultural and recreational programs for young adults, parents, and community members who work with teens on a regular basis.
• Developing personal contacts with young adults and encouraging promotion among teens themselves in order to publicize programs.
• Utilizing high-quality print media, email notification or “blasts”, and website publicity to create visibility in the community.
  Evaluating programs and maintaining statistics unique to the young adult department to ensure continued improvement of and support for programming.
• Providing refreshments is an essential part of programming for teens.

III. PROGRAM CONTENT
Programming for young adults can be a rewarding and stimulating part of library service to adolescents. Library programs can attract new teen users to the library and increase awareness of resources and services provided by the library for young adults. As teens strive for competence, programs that allow them to showcase skills are important.

Youth participation programs give teens opportunities to become involved in library decision-making and should address a genuine need of both adolescents and the library. If the library discusses the creation of responsible roles and tasks for young adults and solicits their opinions, then the administration must be sincere in its efforts to implement reasonable recommendations. Examples of youth participation programs include young adult advisory councils, teen trustees, teen Friends groups, young adult book review groups and literary magazines. Teens should also be active participants in the creation and maintenance of the library’s web pages for teens. The following is a list of different types of youth participation programs with examples of each.

• Educational programs offer support for formal education and curriculum needs. Examples include SAT workshops, school booktalking programs, college application workshops and library skills orientation/tours.
• Cultural programs excite and involve teenagers in literature and the arts. Examples include art shows, photography exhibits, theater productions, poetry coffeehouses or “slams,” book discussion groups and writers’ workshops.
• Informational programs provide needed knowledge on a variety of subjects and may fill a void in the community. They also provide opportunities to form partnerships with other youth agencies. Examples may include substance abuse programs, career programs, babysitting workshops, craft classes, modeling seminars and forums on minors’ legal rights.
• Recreational programs are purely entertainment-oriented. Examples include role-playing or computer/video game tournaments, “battle of the bands” concerts, talent shows or “open-mic” nights.
• Intergenerational programs feature projects in which teenagers interact with and gain appreciation for younger and older members of the community. Examples include theater groups, a senior/teen book discussion group, community gardens and storytelling for young children.
• Volunteer programs in libraries foster self-confidence, self-esteem and dignity in young adults. Opportunities for volunteerism should include work that matters, not simply “busywork. Examples include summer reading program volunteers and computer instruction for younger and older patrons.
  

IV. RESPONSIBILITIES OF THE REGIONAL LIBRARY SYSTEMS
Regional library systems are responsible for assisting member libraries in program development by providing:

• Continuing education programs for librarians on effective young adult programming.
• Consultations, including on-site visits, to address specific needs.
• Professional resources to assist the young adult librarian in programming efforts.

PROGRAM PLANNING WORKSHEET

LIBRARY: ____________________________ LIBRARIAN: __________________

PROGRAM TITLE: _______________________________________________________

Brief description of program

PURPOSE OF PROGRAM: ________________________________________________

DATE: _______ DAY: __________ START TIME: ________ END TIME: _________

[ ] Date checked on library calendar
[ ] Date checked on school calendar
[ ] Date checked on community calendar

LOCATION FOR PROGRAM:
[ ] Library meeting room YA area Other

TARGET AUDIENCE:
[ ] Children [ ] YA [ ] Adult [ ] All

EXPECTED ATTENDANCE:
[ ] Children [ ] YA [ ] Adult [ ] All

BUDGET

ESTIMATED COST:
[ ] Speaker’s cost (fee, travel, meals, other)
[ ] Supplies and equipment (materials purchases, rentals, other)
[ ] Staff time (programmer hours x wage, PR department hours x wage)
[ ] Public relations (fliers, poster, bookmarks, press releases, mail outs, postage)
[ ] Other costs (display books, refreshments, follow-up mailings, miscellaneous)

FUNDING SOURCE:
[ ] Budget line- general revenue
[ ] Grant funds
[ ] Friends of the Library
[ ] Corporate sponsorship
[ ] Outside donations
[ ] Other

PROGRAM APPROVED:
[ ] Preliminary planning should be approved at this point before proceeding any further.
[ ] Approved by supervisor
[ ] Approved by director
[ ] Off desk planning time approved

EQUIPMENT NEEDED: (make arrangements to rent, if necessary)

SPEAKER CONFIRMATION:
[ ] Contract sent
[ ] Contract returned and executed
[ ] Follow-up call(s)

ROOM SET-UP: (preliminary plan)

PUBLICITY AND PROMOTION:
[ ] All library staff informed
[ ] Program information posted to library website
[ ] Fliers distributed to schools, community groups, businesses and other libraries
[ ] Media releases to local newspapers, school newspapers, radio, TV, Friends of the Library newsletter, etc.
[ ] Visits to schools planned and approved
[ ] Book displays
[ ] Email or direct mailings to YAs, school and community liaisons

PROGRAM DETAILS:
[ ] Room set-up
[ ] Equipment and supplies
[ ] Refreshments
[ ] Speaker’s introduction
[ ] Speaker’s check
[ ] Evaluation form and pencils
[ ] Fliers for next program
[ ] Room clean up
[ ] Other:

This program information sheet was adapted from one provided by Patrick Jones during his workshop on Alternative Young Adult Programs, and is a great checklist of necessary but often forgotten elements in planning.

PROGRAMMING BIBLIOGRAPHY

Braun, Linda W. Hooking Teens With the 'Net. Neal-Schuman Publishers, 2003. ISBN 1555704573

Braun, Linda W. Technically Involved: Technology-based Youth Participation Activities for Your Library. Chicago: ALA, 2003. ISBN 0838908616

Chelton, Mary K., ed. Excellence in Library Services to Young Adults: The nation's top programs, 3rd edition. Chicago: ALA, 2003 ISBN 0838907865

Gillespie, Kellie M. Teen Volunteer Services in Libraries. Lanham, MD: Rowman & Littefield/Scarecrow Press, 2003. ISBN 0-8108-4837-6

Honnold, Rosemary. 101+ Teen Programs That Work. Neal-Schuman Publishers, 2002. ISBN 1555704530

Honnold, Rosemary. 101+ More Teen Programs That Work. Neal-Schuman Publishers, 2005. ISBN 1555705294

Tucillo, Diane. Library Teen Advisory Groups. Lanham, MD: Rowman & Littefield/Scarecrow Press, 2004. ISBN 0810849828

Wilson, Heather. "YA 101: Gaming for Librarians.” VOYA. vol 27 no 6, p. 446-449 February 2005.

Wilson, Patricia Potter and Roger Leslie. Center Stage: Library Programs that Inspire Middle School Patrons. Greenwood Village, CO: Libraries Unlimited, 2002. ISBN 031300935X

Ziarnik, Natalie Reif. School & Public Libraries: Developing the natural alliance. Chicago: AA, 2003. ISBN 0838908411

SAMPLE VOLUNTEER POLICY

The library often has uses for volunteers. These volunteers can fulfill permanent or temporary needs. Volunteers and their supervisors must adhere to the following when performing duties:

• Anyone wishing to learn, have a direct impact on the library, and become more involved in the community is encouraged to volunteer at the library.
• Any teenager who is legally old enough to work may volunteer at the library. This includes anyone over the age of 14.
• Any volunteer under the age of 16 must comply with Massachusetts Child Labor Laws . This includes, but is not limited to, not working after 7 pm on a school night , more than three hours on a school day , and more than eighteen hours a week during the school year.
• Volunteers can be asked to perform a variety of duties at the discretion of the volunteer supervisor. Temporary duties include working at programs, or helping with a planning process. Teenaged volunteers are especially encouraged to become involved in writing any policies related to their needs and services.
• Volunteers will not be asked to perform duties also performed by paid staff. This includes working at public service desks. Adolescent volunteers should not be required to do identical work as high school pages.
• Those who are volunteering on a temporary basis, such as during a program, a Friends of the Library event, or on a planning committee are not expected to perform duties not related to that event.
• Volunteers who will be helping on a more permanent basis will set up a regular schedule with the volunteer supervisor.
• Volunteers are welcome to terminate the arrangement at any time. Volunteers are free to take vacations or days off, although they are asked to please give notice to the volunteer supervisor.

VOLUNTEER BIBLIOGRAPHY

Gillespie, Kellie M. Teen Volunteer Services in Libraries. Lanham, MD: Rowman & Littefield/Scarecrow Press, 2003. ISBN 0-8108-4837-6

Wilson, Patricia Potter and Roger Leslie. Center Stage: Library Programs that Inspire Middle School Patrons. Greenwood Village, CO: Libraries Unlimited, 2002. ISBN 031300935X

INTELLECTUAL FREEDOM BIBLIOGRAPHY

ALA/OIF. Intellectual Freedom and Young Adult Librarians.
http://www.ala.org/Template.cfm?Section=censorship&template=/ContentManagement/ContentDisplay.cfm&ContentID=73618. February 8, 2005.

ALA/OIF. Intellectual Freedom Basics. http://www.ala.org/ala/oif/basics/Default2272.htm. February 8, 2005.

ALA/OIF. Libraries and the Internet Toolkit: http://www.ala.org/ala/oif/iftoolkits/litoolkit/foreword.htm. February 8, 2005.

ALA/OIF. Office of Intellectual Freedom. http://www.ala.org/oif

ALA/OIF. Privacy Tool Kit. http://www.ala.org/ala/oif/iftoolkits/toolkitsprivacy/Default4517.htm. February 8, 2005.

Intellectual Freedom Manual, 6th edition. Chicago: OIF/ALA, 2001. ISBN 0838935192 http://www.ala.org/ala/oif/iftoolkits/ifmanual/intellectual.htm

Monks, Merri M. and Donna Reidy Pistolis, et al. Hit List: Frequently Challenged Books for Young Adults. Intellectual Freedom Committee/YALSA. Chicago: American Library Association, 1996. ISBN 0838934595

Standards for Public Library Services to Young Adults in Massachusetts