Reading summary - Ito, Baumer, et al (2010)

Ito, M., Baumer, S., Bittanti, M., & Boyd, D. (2010). Hanging out, messing around, and geeking out. Cambridge: MIT Press.

This book describes the daily technology uses of several teens, using the term “media ecologies” to describe the observation and recording of these activities. The terms “hanging out,” “messing around,” and “geeking out,” were equated with specific sorts of online behavior. Hanging out refers generally to using social media such as Facebook to chat with friends, or arrange in-person hangouts. Messing around refers to pursuing interests, often mutually with friends, and developing those interests into clear pursuits. Geeking out refers to established pursuits and seeking out information and like-minded people online.

These behaviors are important, and have become the focus of many teen centers and programs at public and school libraries. Giving teens the space and equipment to hang out, mess around, and geek out, along with the guidance and support of dedicated library staff, is a primary focus of public library teen centers, including the new one opening soon in Bloomington.

Reading Summary - Flowers (2012)

Flowers, S. (2012). Evaluating Teen Services and Programs. Chicago: Neal-Schuman (imprint of American Library Association).

This book focuses on evaluating and improving existing teen programs, and contains a lot of background information on Millenials and how they differ from previous generations in their information-seeking behaviors, working styles, and preferences for group study over individual study carrels. Whether one approves of the differences or not is irrelevant. The job of the library is to be relevant to its users and support their interests and endeavors. To do this, it is important to understand the characteristics of your patrons.  Chapter 3 specifically describes the Millenial generation, and this knowledge is very pertinent to a teen services librarian trying to serve a particular group. The author is a member of YALSA, a part of the American Library Association dedicated to serving young adult library patrons.

Flowers also goes into a lot of very useful detail on the development of goals and objectives and how to evaluate with data what ideas are working and which ones are not. Because Millenials are far more likely to communicate via social media than other generations, paying close attention to making sure library teen centers and programs are providing access to things that are actually used and staying on top of changes is emphasized.

Reading Summary - Nichols (2002)

Nichols, M. (2002). Promoting the YA Collection: Other Ideas. In Merchandising Library Materials to Young Adults (pp. 101-118). Greenwood Village, CO: Libraries Unlimited.

This book is mainly about ways to display materials and promote collections to teen library patrons. Chapter 8 specifically focuses on other ways, including websites and other online resources. As early as 2002, pervasive computing was very influential in libraries. The conclusion is that the same things that are important to young adult patrons in physical space are important online as well. Teens need to be able to interact with each other and with librarians, and they need to have online access to library materials for more than just homework help and pleasure reading.

This chapter also states that only half of the librarians polled reported that young adult patrons were involved with the creation of online resources and choice of content. As far back as 2002, many librarians were already considering involving teens in the development of their own online space, and this idea has carried on into the present with the opening of Teen Centers like the one about to be opened at MCPL here in Bloomington.

Important information to include on an interactive website for teens:

1)      Book reviews, and the ability to write reviews of their own.

2)      Links to useful content online – encyclopedias, textbooks, coding manuals, etc.

3)      Resource lists – by subject. Where to go to find things.

4)      Program information – what programs, for whom, and where? With the ability for teens to ask and participate online. Announcements on a library Facebook or Twitter account.

5)      Information on library services – what can the library do for you, and how do you go about getting the things you need.

 

Reading Summary - Farmer (2005)

Farmer, L. (2005). Digital Inclusion: Teens and Your Library - Exploring the Issues and Acting on Them. Westport, Connecticut: Libraries Unlimited.

This book examines thoroughly how to include technology, social media, and other digital means into library planning for teens. Not only does it give practical guidance to librarians struggling with small budgets and limited community support, but it also goes into detail on the kinds of specific digital support young adults will need at varying stages and the library’s role in providing that support.

Chapter 5 covers the subject of access to technology and the library’s role in providing that access to patrons who might not have it otherwise. This is one of the most important ways a library can make itself useful to its patrons, and in this day and age, remaining relevant is extremely important. Chapter 2 goes into detail about “underserved groups” such as the disabled, the homeless, the poor, and other minority groups who have a need that can be served by library access to information and technology. Early intervention with teens in these populations significantly increases their ability to succeed in life. By providing young adults from all walks of life with the same technology their peers might have access to at home, the library plays an equalizing role, helping teens emerge into society as adults equipped for success.