1. Teen Advisory Boards A great way to get to know your teens! RoseMary Honnold honnolro@oplin.org

2. Coshocton Public Library Main Library one branch one bookmobile serving 35,000 people 2005 Statistics 564,584 circulation 564,584 circulation 20,606 patrons 20,606 patrons 140,165 collection 140,165 collection

3. Where is Coshocton, Ohio?? Coshocton

4. CPL’s YA Room Books Magazines CDRoms Music CDs Comics Graphic Novels

5. Why would a library want a teen advisory board? Provide opportunities for teens to build the 40 developmental assets Provide opportunities for teens to build the 40 developmental assets To plan teen programs teens will come to To plan teen programs teens will come to To provide volunteer opportunities for teens To provide volunteer opportunities for teens To become a community center for all ages To become a community center for all ages To improve relations with the teens in the library To improve relations with the teens in the library To encourage lifelong library fans/readers To encourage lifelong library fans/readers

6. The 40 Developmental Assets The 40 building blocks of healthy development that help young people grow up healthy, caring, and responsible. ~The Search Institute~

7. The Key to building assets Teens with more assets exhibit more positive behaviors Teens with more assets exhibit more positive behaviors Teens with fewer assets are more likely to engage in risky self-destructive behaviors- drug use, unsafe sex, and violence Teens with fewer assets are more likely to engage in risky self-destructive behaviors- drug use, unsafe sex, and violence Building relationships with non-parental adult role models is the key to help teens build assets Building relationships with non-parental adult role models is the key to help teens build assets It takes TIME to build relationships It takes TIME to build relationships Find ways to spend time with the teens

8. External Assets Young people receive external assets from the people and institutions in their lives Support Support Empowerment Empowerment Boundaries and Expectations Boundaries and Expectations Constructive Use of Time Constructive Use of Time

9. Support Family support: Family life provides high levels of love and support. Positive family communication: Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s). Other adult relationships: Young person receives support from three or more nonparent adults. Caring neighborhood: Young person experiences caring neighbors. Caring school climate: School provides a caring, encouraging environment. Parent involvement in schooling: Parent(s) are actively involved in helping young person succeed in school.

10. Empowerment Community values youth: Young person perceives that adults in the community value youth. Youth as resources: Young people are given useful roles in the community. Service to others: Young person serves in the community one hour or more per week. Safety: Young person feels safe at home, at school, and in the neighborhood.

11. Boundaries and Expectations Family boundaries: Family has clear rules and consequences, and monitors the young person's whereabouts. School boundaries: School provides clear rules and consequences. Neighborhood boundaries: Neighbors take responsibility for monitoring young people's behavior. Adult role models: Parent(s) and other adults model positive, responsible behavior. Positive peer influence: Young person's best friends model responsible behavior. High expectations: Both parent(s) and teachers encourage the young person to do well.

12. Constructive Use of Time Creative activities: Young person spends three or more hours per week in lessons or practice in music, theater, or other arts. Youth programs: Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations. Religious community: Young person spends one hour or more per week in activities in a religious institution. Time at home: Young person is out with friends "with nothing special to do" two or fewer nights per week.

13. Internal Assets Internal Assets are the internal qualities that guide positive choices and foster a sense of confidence, passion, and purpose. Commitment to Learning Commitment to Learning Positive Values Positive Values Social Competencies Social Competencies Positive Identity Positive Identity

14. Commitment to Learning Achievement motivation: Young person is motivated to do well in school. School engagement: Young person is actively engaged in learning. Homework: Young person reports doing at least one hour of homework every school day. Bonding to school: Young person cares about her or his school. Reading for pleasure: Young person reads for pleasure three or more hours per week.

15. Positive Values Caring: Young person places high value on helping other people. Equality and social justice: Young person places high value on promoting equality and reducing hunger and poverty. Integrity: Young person acts on convictions and stands up for her or his beliefs. Honesty: Young person "tells the truth even when it is not easy.“ Responsibility: Young person accepts and takes personal responsibility. Restraint: Young person believes it is important not to be sexually active or to use alcohol or other drugs.

16. Social Competencies Planning and decision making: Young person knows how to plan ahead and make choices. Interpersonal competence: Young person has empathy, sensitivity, and friendship skills. Cultural competence: Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds. Resistance skills: Young person can resist negative peer pressure and dangerous situations. Peaceful conflict resolution: Young person seeks to resolve conflict nonviolently.

17. Positive Identity Personal power: Young person feels he or she has control over "things that happen to me.“ Self-esteem: Young person reports having a high self-esteem. Sense of purpose: Young person reports that "my life has a purpose.“ Positive view of personal future: Young person is optimistic about her or his personal future.

18. The Ten Developmental Assets Teens Experienced Least Often Cultural Competence 35% Parent Involvement in Schooling29% Planning and Decision Making29% Adult Role Models27% Positive Family Communications26% Caring School Climate25% Youth as Resources 25% Reading for Pleasure 24% Community Values Youth 20% Creative Activities 19%

19. Who should be on a TAB? Teens who hang out at the library Teens who hang out at the library Teens who need volunteer time Teens who need volunteer time Teens active in their school libraries Teens active in their school libraries Teens who need asset building opportunities Teens who need asset building opportunities Teen readers Teen readers Teen Internet users Teen Internet users Teens who come to programs Teens who come to programs Over-committed teens may not be your most reliable! Over-committed teens may not be your most reliable!

20. Recruiting Bulletin board displays – colorful with photos Bulletin board displays – colorful with photos Flyers- checkout desks, YA room, school libraries Flyers- checkout desks, YA room, school libraries School announcements, school newsletters School announcements, school newsletters Guidance counselors Guidance counselors Interest surveys Interest surveys

21. TAB Application Coshocton 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 RoseMary Please 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) ____________________________________________

22. Where and When? Schedule around school, jobs, sports, music, family, church, friends, homework, sleep Schedule around school, jobs, sports, music, family, church, friends, homework, sleep One hour for most meetings One hour for most meetings Once a month Once a month Variations that work Variations that work

23. What can you do with a room full of teens? Talk about books Talk about books Play an ice breaker game Play an ice breaker game Brainstorm Brainstorm Plan a program Plan a program Tour the library Tour the library Create a publication Create a publication Make a snack Make a snack Volunteer projects Volunteer projects Select books, music Select books, music Promote librarianship Promote librarianship Eat Eat Have Fun! Have Fun!

24. Decisions, Decisions Electing officers or Electing officers or Rotating duties Rotating duties Rules for behavior or Rules for behavior or Make rules as you need them Make rules as you need them Terms and membership limits or Terms and membership limits or Take everyone as long as they want to participate Take everyone as long as they want to participate Grades 7-12 or Grades 7-12 or 6-8 and 9-12 6-8 and 9-12

25. Consider yourself Personality- relaxed vs type A? Personality- relaxed vs type A? Tolerance level for chaos and noise? Tolerance level for chaos and noise? Comfort level in a room full of teens? Comfort level in a room full of teens? Flexibility balanced with control

26. Meeting Agenda Coshocton Public Library Teen Advisory Board Meeting Agenda August 29, 2005 Leader: Steven Recorder: Heather Booktalker: Jerod 1. Attendance and intros! 2. Volunteer recognition 3. Sign up for meeting jobs 4. Book talks, movie talks 5. 2004-2005 program evaluations 6. Program brainstorming, what would YOU like to do at the library? 7. Teen Read Week slogan vote 8. September 26: 4 pm Next TAB meeting. We will be taking photos for the Teen Read Week display case.

27. Be Creative Make publicity posters Make publicity posters Build displays Build displays Write newsletters Write newsletters Design bookmarks Design bookmarks Design web pages Design web pages Make things for Children and Seniors Make things for Children and Seniors

28. TABS Improve Your YA Collection and YA Room! Go Shopping! Books Music Magazines Software Posters Or generate a shopping list! Surveys Catalogs Online shopping

29. TAB Teens are Great Volunteers! They’ll Work… Children’s Storytime Friends’ Booksale Reader’s Theatre

30. And Play! Summer Reading Programs Children’s Parties

31. They Even Clean!

32. Then they will want to eat….

33. Show Them Off! Get them involved in community and library projects Make photo displays Share their successes

34. The TAB Can Promote Teen Read Week Fantasy Theme Horror Theme

35. See Where They Go! Role Playing Club Role Playing Club Teens Talk Books Teens Talk Books Manga Club Manga Club

36. Keep It Going Teens make authentic contributions Teens make authentic contributions Teens do meaningful projects Teens do meaningful projects Teen efforts are recognized and appreciated Teen efforts are recognized and appreciated Friends of the Library support teens Friends of the Library support teens You are flexible… expect and enjoy change! You are flexible… expect and enjoy change! You e-mail meeting minutes You e-mail meeting minutes You snail mail meeting reminders You snail mail meeting reminders

37. Don’t Step Here Don’t insist on doing something that worked last year with a different group of kids or in another library Don’t insist on doing something that worked last year with a different group of kids or in another library Don’t make plans that won’t be okayed by your administration Don’t make plans that won’t be okayed by your administration Don’t allow teens to blackball other teens!!!! Don’t allow teens to blackball other teens!!!! Don’t give up Don’t give up

38. TAB Impact on Our Library Teen collection has improved Teen collection has improved We have bigger, better programs with teen involvement We have bigger, better programs with teen involvement Staff and Friends’ attitudes towards teens improved Staff and Friends’ attitudes towards teens improved General interest in teen activities at the library increased General interest in teen activities at the library increased

39. Things I like to brag about…. Teens who stay from 7th - 12 th grade and bring younger siblings to the group Teens who stay from 7th - 12 th grade and bring younger siblings to the group YALSA Excellence Award for the TAB in 2003 YALSA Excellence Award for the TAB in 2003 First time I saw my TAB handout included in someone else’s workshop First time I saw my TAB handout included in someone else’s workshop

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

41. TAB member Steven spoke at the statue dedication!

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

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

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

45. Q & A and Sharing Time 1.What has worked well with your TAB teens? What do they think is fun to do at the library?

46. Q & A and Sharing Time 2. 2.What did you think would work, but it didn’t? Any real bombs?

47. Q & A and Sharing Time 3. 3.What are some of the things you like to brag about? Any meaningful moments?

48. Q & A and Sharing Time 4. 4.Are there other things you would like to comment on about teens and teen advisory boards?