TAB

Teen Advisory Boards: 

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

Coshocton Public Library: 

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

Where is Coshocton, Ohio??: 

Where is Coshocton, Ohio?? Coshocton

CPL’s YA Room: 

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

Why would a library want a teen advisory board?: 

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

The 40 Developmental Assets: 

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

The Key to building assets: 

The Key to building assets 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 Building relationships with non-parental adult role models is the key to help teens build assets It takes TIME to build relationships Find ways to spend time with the teens

External Assets: 

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

Support: 

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.

Empowerment: 

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.

Boundaries and Expectations: 

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.

Constructive Use of Time: 

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.

Internal Assets: 

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

Commitment to Learning: 

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.

Positive Values: 

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.

Social Competencies: 

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.

Positive Identity: 

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.

The Ten Developmental Assets Teens Experienced Least Often: 

The Ten Developmental Assets Teens Experienced 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 TAB?: 

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

Recruiting : 

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

TAB Application: 

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) ____________________________________________

Where and When?: 

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

What can you do with a room full of teens?: 

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

Decisions, Decisions: 

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

Consider yourself: 

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

Meeting Agenda: 

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

Be Creative: 

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

TABS Improve Your YA Collection and YA Room!: 

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

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

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

And Play!: 

And Play! Summer Reading Programs Children’s Parties

They Even Clean!: 

They Even Clean!

Then they will want to eat….: 

Then they will want to eat….

Show Them Off!: 

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

The TAB Can Promote Teen Read Week: 

The TAB Can Promote Teen Read Week Fantasy Theme Horror Theme

See Where They Go!: 

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

Keep It Going: 

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

Don’t Step Here : 

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 make plans that won’t be okayed by your administration Don’t allow teens to blackball other teens!!!! Don’t give up 

TAB Impact on Our Library: 

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

Things I like to brag about….: 

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

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

TAB member Mamie is a librarian in Nashville, TN!

TAB member Steven spoke at the statue dedication!: 

TAB member Steven spoke at the statue dedication!

TAB Book Tree photo in “American Libraries”!: 

TAB Book Tree photo in “American Libraries”!

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

TAB Teen Read Week photo in “American Libraries”!

CPL TAB included in Diane Tuccillo’s book! : 

CPL TAB included in Diane Tuccillo’s book!

Q & A and Sharing Time: 

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

Q & A and Sharing Time: 

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

Q & A and Sharing Time: 

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

Q & A and Sharing Time: 

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