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Why Rural Public Librarians Should (and How They Can) Serve Young Adults Young adults have traditionally been underserved customers at public libraries. In recent times, increasing teen violence
in schools and public places has led to calls for community action. For rural libraries this means an improvement in young
adult services. As multiple studies indicate, rural youth are not isolated from what has been dubbed the “National Youth Crisis.” Many
young adult specialists agree that public libraries can and should play a role in providing teens with a safe location to
hang out, and making activities and materials designed to promote healthy development available. Rural libraries with limited
staff and limited resources can provide young adult services by taking utilizing available community resources and volunteers,
including the teenagers themselves. This article provides rural librarians with a basic overview on how to successfully create a plan for a small staff to provide
young adult services within the constraints of a limited budget. With an understanding of the interests and needs of young
adults and an implementation and maintenance process for young adult services, the rural librarian can create a young adult
services plan, which will benefit teens, the community, and the library, without exhausting the library budget or the librarian.
The Statistics Young adults, defined for the purpose of this article as youth twelve to eighteen years of age, are an underserved, although
significant, portion of the public library clientele. According to the National Center for Education Statistics (NCES), young
adults make up twenty-three percent of public library users (1995, p. 3). Libraries that have a young adult specialist are
used more frequently by teens, but only eleven percent of public libraries employ a dedicated young adult specialist (NCES,
1995, p. iii). All the while, the young adult population in the United States is on the rise.
According to a 1994 Department of Education report, “public high school enrollment is expected to increase thirteen percent
between 1997 and 2007” (Vaillancourt, 2000, p. 2). Rural communities are not exempt from this growth, as research conducted
by the Rural Center for Pennsylvania reveals. The Center found that although Pennsylvania’s rural areas “aged faster” than
its urban areas, between 1990 and 2000, the number of rural youth still increased by two percent, and “according to the 2000
Census, there were nearly 190,000 more rural Pennsylvanians under the age of 18 than those over 65” (The Center for Rural
Pennsylvania, 2002). As many youth advocates argue (Jones, 1998; Vaillancourt, 2000; Wilson-Lingbloom, 1994), libraries have
an obligation to serve this growing sector of the public who need and can benefit from services the library can provide.
In addition, this increasing number of young adults will soon be a tax-paying citizen who will vote for or against libraries,
depending on their positive and or negative view of libraries and the services they provide. Compelling research has shown
that patrons who are lost during their teenage years often become non-users of libraries (Williams, 2002, p. 1). Thus, libraries
need young adults and, as Patrick Jones notes in Connecting Young Adults and Libraries, “In every community, now more than ever, kids need libraries. . . Youth have many problems and dangers and libraries offer
many solutions and successes” (1998, p. 71); hence, young adults need libraries as well.
The National Youth Crisis and Rural Youth Increasing rates of youth violence, drug use, crime, and poverty among young adults affect rural youth often as much, or more
so, than their urban counterparts. Rural youth are often considered to be isolated from the ills of the inner city and, typically,
do not fit the stereotype of the at-risk youth. However, as Daniel Perkins notes, “The disturbing truth is that rural communities
are not automatically safe havens” (2002). In fact, rural areas often have “higher child poverty rates and higher percentages
of poor school districts than urban areas, leading to a very large ‘at-risk’ population,” and recent studies “indicate a convergence
of urban and rural rates of substance use among youth” (Heartland Center for Leadership Development, 2002). Rural youth,
it would seem, are no longer isolated, and, as some studies suggest, may be more at-risk than urban youth.
According to a study conducted by the National Center on Addiction and Substance Abuse, “Rural eighth-graders are twice as
likely as urban teens to use amphetamines, 34 percent likelier to use marijuana, and 50 percent more likely to use cocaine”
(Lloyd, 2002). A 1997 study conducted by Christine Cronk, D.Sc. and Paul Sarvela, Ph.D. revealed that rural youth use alcohol
and cigarettes more than their urban counterparts as well. Cronk and Sarvela also note that binge drinking (drinking to excess)
is a practice more prevalent among rural than urban youth and also that rural youth begin drinking at an earlier age (1997).
Many factors have led to the increased substance abuse rate of rural teens.
The Cronk and Sarvela study suggests that the availability of drugs in rural areas has increased, while drug prevention measures
have decreased or become less effective. A survey conducted by the rural Alamosa school district in Colorado, which exposed
startling results, seems to support this assertion: “70 percent of eighth-graders said alcohol was easy to obtain, 62 percent
said marijuana was readily available, and 37 percent said they’d have little trouble getting a hold of cocaine” (Lloyd, 2002).
As the online article “Boredom, Hopelessness, and Risk Taking,” published by North Dakota State University (2002), notes,
negative social factors can also aggravate youth drug use. For example, when alcohol use and abuse by adults is a problem,
youth are also adversely affected. Loneliness, boredom and the small number of meaningful extracurricular activities contribute
to risk-taking behavior in rural areas with few social or recreational opportunities for youth outside of school (North Dakota
State University, 2002).
According to a study conducted by the Carnegie Council on Adolescent Development, forty percent of a young adult’s waking
hours are discretionary, uncommitted to either school, work, eating, and or other essential activities, and many young adults
spend this time without adult supervision (1992, p. 10). As Perkins notes, this discretionary time could be used constructively,
engaging in activities which enhance social skills and self-esteem; however, this extra time can also lead to risk-taking
behaviors (2002). In a paper presented at the Australian Library and Information Association Public Libraries National Conference
in 2001, Bruce Monley and Anne Spelman state, “In a study of more than 1,100 adolescents, it was found that those who felt
that they did not have enough to do were more likely to offend than those who felt they had enough to do.” This finding is
especially important when one considers the fact that rural communities, in Australia as well as the United States, often
“[lack] services and resources, including cinemas, youth-specific recreation areas, and a range of safe and accessible age-relevant
activities [and] also do not involve young people in the development of community youth services and decisions affecting them”
(Monley and Spelman, 2002). As a result, rural youth experience a lack of pride and ownership, and even insecurity, in their
communities. This lack of pride, purpose, and meaningful community connections often cause youth to leave rural communities
after graduation and can also contribute to risk-taking behaviors.
As the “Boredom, Hopelessness, and Risk Taking” article notes, “From a youth’s perspective, the community which is agriculturally
dependent, has little in the line of industry, a limited retail sector, and few other occupational options (other than teaching
and clerical jobs), the future may not look all that bright” (North Dakota State University, 2002). Higher education, which
translates into higher earning potential, draws young adults out of their rural hometowns. In addition, the community’s “best
and brightest” are those most likely to leave. Diane L. Heinold acknowledges the rural school’s frustration with the knowledge
that “the better they do in preparing students at the elementary and secondary levels, the less likely their graduates will
return to the community as taxpayers—the commonly called ‘brain drain’ theory” (1994, p. 34). The exodus of competent young
adults is detrimental to rural communities struggling to sustain a dwindling population.
Rural schools, recognizing the substance abuse problem, are becoming more proactive by developing and implementing drug-free
education programs at earlier age levels. However, it is clear that neither the schools, often plagued by “high rates of
poverty and low levels of educational attainment” (Heartland Center for Leadership Development, 2002), nor today’s single
mothers and two-career families, can successfully combat youth problems and the migration from rural areas alone. As the
Carnegie study notes, “Young adolescents do not become mature adults without assistance—influenced by the experiences they
have at home and in school, but are also affected by their experiences in their neighborhoods and the larger community”(1992,
p. 9). Indeed, if rural communities are to slow the migration of young people and also combat the growing substance abuse
problem, community services to youth need to be improved.
The National Youth Crisis and the Role of the Rural Public Library Studies show that young adults want to participate in meaningful activities which allow them to contribute to their communities
and are “protection from the hazards of drugs, violence, and gangs, and . . . loneliness that so many now experience”; young
adults desire opportunities to socialize, develop relevant skills, belong to a group, and feel competent and purposeful (Carnegie,
1992, p. 11). The Carnegie study suggests that the non-school hours, between 2:00 and 8:00 p.m., a time period identified
with an increase in crime perpetrated by youth (Long, 2002), present a unique opportunity for community institutions, like
the local public library, to offer “young adolescents useful experiences to promote healthy growth and development” (Carnegie,
1992, p. 12). In addition, providing youth with a connection to their communities may promote community ownership and, thus,
“increase the probability that young people will decide to continue living and working productively in a rural community”
(Hedlund and Ripple, 1990).
The Carnegie Council on Adolescent Development, Monley and Spelman, Long, Wilson-Lingbloom, and Jones, among others, all argue
that libraries are in a unique position to offer needed services to youth during the non-school hours and in general. According
to the National Youth Development Center (NYDIC), “Twenty-five million children in America have working parents” (2002).
In addition, the NYDIC cites a study released by the Urban Institute in 2000 which found that “between four and six million
twelve-year olds . . . and four million thirteen to fourteen-year olds are home alone” during non-school hours (2002). The
Carnegie study notes that young people and their overworked parents have already begun to use the library as a shelter in
the absence of affordable day care or as an alternative to staying home alone (1992).
The Carnegie study acknowledges the problems inherent with this situation—the possibility of marauding, directionless youth,
but advocates that libraries use this circumstance to their benefit by creating and implementing valuable after school programs
for youth, possible effective “programs could include library-based clubs, self-care and self-reliance courses, drop-in activities,
paid employment, and volunteer opportunities, such as working with younger children” and elderly adults (1992, p. 64). In
addition, a study conducted by Joseph L. Mahoney and Håkan Stattin found “that participation in highly structured leisure
activities was linked to low levels of antisocial behavior [i.e. alcohol/drug use, criminality, school dropout, etcetera],
while participation in activities with low structure [i.e. youth recreation center] was associated with high levels of antisocial
behavior” (2000). Thus, as Wilson-Lingbloom states, libraries, can play “a significant role . . . in the prevention of at-risk behaviors” by providing young adults with alternative, structured activities during the after school hours (1994).
Because of their unique position as a public institution responsible for serving all sectors of the population, rural public
libraries could also serve as a community nucleus for young adults; a place teens can go to learn about other youth-orientated
events, services, and to acquire needed information.
It is clear that young adults growing up in rural communities have special needs and that rural communities, in order to stem
out migration and promote healthy youth activities, must address these needs. The library, as a public service responsible
for providing equal access to all of the community’s citizens, can act as a catalyst for change by promoting youth programs
and services within the community and by involving youth in positive activities. However, the Carnegie study and various
other studies also note the funding problem most public libraries face. Funding problems also translate into staff shortages,
and, as statistics have shown, most public libraries in general and rural libraries in particular, are minimally staffed.
The NCES found that over fifty percent of public libraries are staffed by only one or two librarians (paid staff who work
directly with the public, regardless of educational status) (1995, p. 7). Thus, as Jones notes, libraries cannot be the
“sole answer to the ‘teen crisis,’ but they can be part of the solution” (1998, p. 5). So how can rural public libraries
best serve young adults within the constraints of a minimal budget and minimal staff?
Understanding Young Adults and Their Needs and Interests Multiple young adult specialists (Jones, 1998; Vaillancourt, 2000; Wilson-Lingbloom, 1994; Farmer, 1992) agree that the first
thing generalist librarians should do is develop a better understanding of young adults and their needs and interests, focusing
on the needs and interests of the young adults in the librarian’s community. Evie Wilson-Lingbloom’s portrayal in Hangin’ Out At Rocky Creek: A Melodrama in Basic Young Adult Services in Public Libraries of how young adults are often treated in libraries and their communities effectively illustrates the need for this understanding:
At the beginning of the school year, the Rocky Creek Public Library begins to experience a change in clientele between the
hours of 3-8 p.m. weekdays. Adults complain to staff about the noise emanating from the large numbers of adolescents (ages
11-18). These kids, students at the new Jr./Sr. High a block away, are now “hanging out” at the library where they can be
both comfortable and safe. . . Library staff are unaccustomed to dealing with large numbers of “animals,” as they frequently
call Young Adults. . . Local government has become increasingly concerned about the community’s “teens,” especially since
vandalism, substance abuse, suicide, and pregnancy among adolescents are on the rise. However, no leadership comes forward
to coordinate community youth services. There is no organized recreation for YAs and few employment opportunities. (1994,
p. xi)
As the above scenario indicates, young adults are often stereotyped as being loud, disrespectful, selfish, etcetera, and;
thus, some adults, including librarians, either do not know how to approach teens or do not want to. However, as Jones notes,
“Many of the behaviors librarians have always found annoying among YAs—mainly loudness and rudeness—are directly related to
the physical and psychological changes taking place in a YA’s life” (1998, p. 25). Librarians working with young adults should
recognize teens as “young people who straddle the fence between childhood and adulthood,” and that challenging authority is
a normal part of this transition, even though the challenges may be perceived by adults as being unnecessary rebellious behavior
(2002, p. Perkins). Thus, librarians can better serve young adults if they understand the developmental stages and characteristics
of adolescence.
There are a number of resources a librarian can turn to in order to learn more about adolescent development. Many of the
prominent texts addressing young adult services in libraries contain simplified chapters addressing this issue. For example,
chapter one of Renee Valliancourt’s Bare Bones Young Adult Services: Tips for Public Library Generalists briefly reminds librarians of some of the more prominent issues young adults face during this stage: the physical and emotional
challenges of puberty, the importance of social interaction, the peer pressure, and the resulting self-consciousness (2000).
Melanie Rapp also addresses some of the characteristics inherent in adolescence in “Adolescent Development: An Emotional Roller
Coaster,” by breaking adolescence into three categories: early, middle, and late. Rapp’s breakdown suggests that librarians
should not to lump all adolescents together; the concerns of a twelve-year old often are not the concerns of an eighteen-year
old (Nichols, & Nichols, 1998, 1-10).
Vaillancourt and Regina Minudri and Francisca Goldsmith also provide tips for developing a rapport with teens by acknowledging
their developmental needs (2000; 1999). All three authors suggest that the librarian treat young adults with the same amount
of respect they grant to adults; approaching teens with respect will result in young adults who are more likely to respect
the librarian and, hence, the library and its policies. Minudri and Goldsmith also note, however, that librarians should
“every now and then, expect to remind teens of the library’s rules,” reminding the teens “that nobody (not even an adult) is permitted to drink beverages in the stacks or play loud music,” for example (1999).
Librarians working with young adults should also attempt to stay abreast of events within the community and beyond which affect
teens. Minduri and Goldsmith remind young adult coordinators that teens are “often deeply affected by school and community
events surrounding their lives.” For example, the death of a classmate or even something less severe, such as a new school
policy requiring that students wear school uniforms can often have a deep impact on teen’s lives and information needs (1999).
Young adults just beginning to develop global awareness are often affected by national events. Librarians can prepare for
these occurrences if they make a point to monitor community and national events and develop a good rapport with teens who
will then feel more secure about asking the librarian for relevant information and support. Many resources addressing the
issue of adolescent development and the needs and interests of young adults are available for the interested librarian.
In addition to the texts focusing on young adult services in libraries, librarians should scour relevant periodicals for adults
and teens and publications of national youth service organizations, which often contain articles either about or pertinent
to young adults. Wilson-Lingbloom suggests a variety of authoritative texts written primarily on the subject of adolescent
development, such as Adolescent Development by Barbara and Philip R. Newman and Growing up Forgotten by Dr. Joan Lipsitz (1994, p. 8-9). Additionally, librarians should look to their local governments and school districts
for relevant studies and statistics more directly related to the community’s teens, an important resource for the rural librarian
(Wilson-Lingbloom, 1994, p. 9).
According to Lesley S. J. Farmer, author of Young Adult Services in the Small Library, in order to learn more about the needs of young adults in the library’s community, librarians should learn about the community
as a whole, while focusing on the community’s relationship with young adults. To successfully accomplish this, librarians
should evaluate the needs of young adults in the area by contacting both teens and the community organizations who work with
them: local school districts, religious youth groups, non-profit and governmental agencies, athletic organizations, etcetera.
(1992, p. 3). Reaching out to these organizations now will also prevent unnecessary competition and overlap of programs and
services. The library’s young adult services program should not compete with other community youth service organizations;
it should complement them. In order to learn about the interests of the community’s young adults, Farmer suggests that librarians
contact and explore areas in the community where young adults typically congregate.
Young adults often establish a few local “hang-outs” within a small community. In order to learn more about teen interests,
librarians should discover where some of these hangouts are and explore them, observing teens on their turf, so to speak.
Some typical teen hangouts include shopping malls, movie theaters, music and video stores, community centers, sports facilities,
popular restaurants and coffee shops, and also sites where young adults volunteer (hospitals, animal shelters, etcetera) (Farmer,
1992, p. 3). Librarians should also contact area hospitals, juvenile detention centers and homeless shelters to reach out
to disadvantaged teens who “may be the ones who need library service the most” in order to escape from their world (Herald,
in Nichols, 1998, p. 223). Contacting and exploring these places will not only help librarians learn more about the needs
and interests of the young adults within their community, it will also help the overworked librarian from the under-funded
library establish community contacts, perhaps resulting in both volunteers and donations.
Librarians may also want to distribute surveys to the community’s teens and youth-orientated community organizations in order
to uncover the needs and interests of area teens as seen by both of these groups. Jones and Vaillancourt provide sample user
surveys on pages 85 and 15 respectively (1998; 2000). Librarians should be sure to keep up with newly made contacts and continue
to monitor community and young adult needs and interests.
Evaluate Existing Resources and Services After developing a better understanding of adolescent development and the national and local needs and interests of young
adults, librarians should evaluate the library’s existing resources and services to determine current strengths and weaknesses
in young adult services. According to Farmer, librarians should focus on improving existing resources and services that are
beneficial to teens, while developing areas in which the library is deficient (1992, p. 3). Jones’s “Self-Evaluation Survey,”
published on page 87 in Connecting (1998), is designed to help librarians determine areas of strength and weakness in their library. The survey prompts librarians
to explore the existing young adult collection, if the library has one, and also the services the library provides which may
benefit young adults. After gathering information concerning the needs and interests of the community’s young adults and
evaluating the library’s current resources and services, the librarian will, most likely, need to convince the administration
and library board that this service is necessary and beneficial, both for the young adults and the library.
Convincing the Administration and Library Board Librarians serving young adults will need to work within the comprehensive mission and goals of the library. According to
Jones, the librarian should be able to show the administration and board how young adult services help fulfill the overall
mission and future plans for the library (1998, p. 75). After developing a better understanding of young adults, their needs,
and how the public library can help meet those needs, the librarian, armed with survey results, research statistics, and community
support, can begin to formulate a plan of action to implement young adult services.
Creating a Young Adult Services Plan According to Vaillancourt, a young adult services plan “should include your rationale for providing library services to young
adults, as well as a detailed description of what those services would entail. [The plan] might also include a timeline”
for implementing the services (2000, p. 25). Librarians may also want to develop a mission statement, goals and objectives,
and a long-range plan for the library’s young adult services program (Vaillancourt, 2000, p. 25). Vaillancourt’s Bare Bones Young Adult Services includes a sample young adult services plan.
For long-range action plans with a practical scope, interested librarians may also want to explore Patrick Jones’s year-long
“YA Librarian’s Planning Calendar,” published in the text version of Connecting Young Adults and Libraries (1998), and Lynn Cockett’s article “Youth Participation: Involving Young Adults in Library Services,” published in Young Adults and Public Libraries (Nichols & Nichols, 1998, p. 165-180). Jones’s timeline is a general list of tips and ideas on how to begin a young adult
services program and how to implement the services, while Cockett’s article is published in diary format, relaying her actual
experiences in initiating and maintaining a young adult services program. Issues which may be addressed within the Young
Adult Services Plan and the long-range action plan are policies, budget, staffing and training.
Policies Issues such as socializing, Internet access, and problem behavior will need to be addressed before any of these concerns become
a problem. Libraries may want to draft separate policies addressing these issues or integrate new rules of behavior targeted
towards teens in the existing policies. Vaillancourt provides a list of “Strategies for Dealing with Troublesome Behavior”
in appendix R of Bare Bones (2000). Sample policies can also be found on various library websites, for example, the Boston Public library has incorporated
their young adult behavior policies into their general patron behavior policy. In addition to behavior-related policies, librarians may want to create a separate
young adult collection development policy addressing how complaints concerning the controversial nature of some young adult
literture will be addressed. This concept will be discussed further in the section within this paper devoted to collection
development issues.
Budget Jones notes that most young adult materials are generally inexpensive (magazines, paperbacks, etcetera.) (1998, p. 88), but
in a small library with a small budget, inexpensive may not be good enough. Thus, Farmer notes that, most likely, the budget
will need to be reworked to provide money for young adult resources, and, hopefully, once the program begins to succeed, more
budget money, if available, will be allocated to the program. Farmer also suggests that libraries look to external sources
for funding such as grants, community agencies, and fundraisers (1992, p. 4).
The Young Adult Library Services Association (YALSA), a branch of the ALA, is a great all around resource and also offers
grants directed at libraries providing young adult services, such as the “Great Books Giveaway” grant, which provides recipient
libraries with approximately 1,200 newly published young adult books (2002). The most recent grant recipient, the Bell County,
Kentucky, Public Library System Bookmobile, the first bookmobile to be awarded the grant money, demonstrates that rural libraries
can apply for and receive this grant (“Bell County”, 2002). In addition, the U.S. Department of Agriculture offers grants
to rural communities for construction, service, technology and other purposes. Other more traditional grants are also available
such as federal (LSTA, for example), state, and foundation grants. Grants for Libraries and Information Services, published by the Foundation Center, is a great tool, identifying foundations that provide grants for various services.
Librarians can use this resource to locate foundations that award grants to implement, maintain or improve young adult services.
Additional sources of funding can also be found within the local community.
As Farmer notes, reaching out to community organizations and gaining their insight into the needs of the community’s young
adults may also result in monetary support in the form of donations (1992). In addition, libraries should conduct fundraisers,
run by young adult volunteers, if possible, in order to gain financial support and awareness for young adult services. For
example, teens in rural Emmett, Idaho, along with the Emmett Public Library planned and conducted a Birdhouse Silent Auction
in order to earn money for the creation of a separate teen area in the library. The auction included birdhouses donated from
community members and netted approximately $650 for the library and the new teen area (“Emmett Teens”, 2002). James Swan’s
book, Fundraising for the Small Public Library, which focuses on the particular fundraising needs and procedures of the small public library, is also a valuable resource
(1990). Swan discusses how small libraries can use the closeness of their communities and the personal ownership rural library
users often feel for their library to their advantage when planning and implementing fundraisers.
Staffing and Training The staffing issue is one that will, most likely, concern the library staff as well as the administration, considering that
the NCES study found that “insufficient library staff is a leading barrier to increasing services and resources for both children
and young adults” (1995, p. iv). Farmer suggests that one member of the library staff, or a competent volunteer, fill the
role of Young Adult Coordinator for the library. In a single-person library, Farmer notes that the librarian will need to
realistically reprioritize his or her time to fulfill this new role while also continuing to uphold present services. For
example, lone librarians could designate the hours between 3:00 p.m. and 5:00 p.m. as “teen time,” the period during which
the librarian will wear his or her young adult hat and focus on young adult services (1992, p. 3). Again, a knowledgeable,
dependable volunteer or volunteers may also serve in this capacity either partially or wholly, if necessary.
Depending on the extent of the young adult services program, the young adult coordinator may be responsible for collection
and program development, outreach services, youth participation coordination and implementation, young adult reference services,
and youth advocacy. Hence, the coordinator should become familiar with young adult literature, needs, and interests, and
should also enjoy working with teens. YALSA has also developed a more comprehensive list of competencies which they suggest
librarians or volunteers serving young adults should possess. The list of competencies is available on the YALSA website.
Farmer argues that young adults should have one person they can depend on, and “in a single-staffed library, teens need to
know that the librarian has their interests in mind” (1992, p. 3). However, ideally, the young adult coordinator should not
be the only staff person working with and advocating for youth services. Additional staff members should also develop an
awareness of young adult developmental needs and behaviors and work with teen library users.
For the rural librarian or volunteer with little experience working with young adults, the thought of becoming a young adult
coordinator may be daunting. However, there are numerous ways a novice young adult coordinator can receive training in how
to successfully work with teens. As Jones notes, reading any of the prominent texts (Bare Bones, Connecting, etc.) on how to implement young adult services is a good start; however, some hands-on training may also be necessary and
more effective, depending on learning styles and preferences (1998, p. 376). Interested librarians and volunteers can receive
personal training from knowledgeable trainers for themselves and the library staff in general by contacting YALSA’s Serving
the Underserved (SUS) trainers.
YALSA has trained various librarians from all over the country in the area of young adult services, and now these SUS trainers
offer their services to libraries. Libraries can directly contact the trainer in their geographical area to request a presentation;
contact information is available on YALSA’s website. According to the web page, presentations can be made on numerous topics,
including, but not limited to, adolescent development, behavioral problems, youth participation and facilities. Librarians
should also look to their local communities for education opportunities.
Vaillancourt notes, “Classes and lectures on adolescent development and behavior . . . are often sponsored by hospitals or
mental health agencies” (2000, p. 84). In addition, local school districts, community centers, and other youth-orientated
organizations may provide young adult-related educational opportunities in the form of workshops or lectures (Vaillancourt,
2000, p. 84). Other libraries in the community who serve young adults could also be a valuable resource, as could regional
and state library associations, which may have a youth services division. However, the best education is often hands-on;
thus, the teenagers themselves may be the best teachers.
Young Adult Participation According to Vaillancourt, “The easiest way to serve young adults in libraries is to get them involved in the planning process”
(2000, p. 13). Most young adult librarians note that initiating this participation is not easy, but the payoffs are well
worth the time and energy spent (Cockett in Nichols & Nichols, 1998, p. 165). In fact, Vaillancourt states that “involving
teens in library planning can actually save time by quickly identifying the most pressing needs and avoiding the trial and
error that often comes with collection development and programming for this age group” (2000, p. 13). The research indicates
that there are no hard and fast rules for soliciting and implementing young adult participation, however, there is some tried
and true advice and numerous resources to help the novice young adult coordinator. Although teen participation can come in
many different forms, perhaps the most organized approach is creating an actual library teen advisory board.
Creating a Teen Advisory Board A teen advisory board (TAB) is a group of young adults who are interested in working with the young adult coordinator to develop
young adult services (i.e. collection development, programming, fund-raising, etcetera). TAB benefits for the library include
developing a better understanding of the young adults the library serves and, in addition, the community involvement of youth,
which creates positive publicity for the library. Involved young adults benefit by learning to work collaboratively with
others to accomplish a common goal and also “develop a sense of responsibility and pride in public services that will serve
them and their communities” (Vaillancourt, 2000, p. 21). Young adults who are not directly involved also benefit from targeted
young adult programs and collection development formulated with teen input. Thus, implementing a TAB is an effective and
organized way to foster youth participation.
While librarians should strive to represent all of the young adults in the library’s service area, this is not a feasible
expectation, especially not in the beginning stages of a TAB. Instead, most of the research suggests that librarians who
want to involve young adults in the planning process for young adult collection development, programming, and/or creating
a teen space, should start by involving the teens who already use the library, whether they are customers or volunteers.
These young adults, once hooked, will spread the word to other teens. Librarians should also contact local school districts
and ask the school’s media specialist and or teachers to distribute or post flyers promoting the TAB. Flyers should also
be placed in the community’s teen hangouts and in other youth-orientated community facilities.
According to Amy A. Canadee’s “Ten Tips for Starting a Teen Advisory Board,” once a core group of TAB members has been established,
the members and the young adult coordinator should take some time getting to know each other while establishing some ground
rules and group responsibilities and duties (1999, p. 102). Canadee and others note that allowing for social time and rewarding
TAB members (food is always good choice) are necessities to keep the atmosphere fun and the group going.
As previously mentioned, interested young adult coordinators can look to a number of sources for advice on how to implement
a TAB. Canadee’s article is a great place to start for a simplified overview of what to expect when creating a TAB for the
first time. Vaillancourt also provides some tips for the novice young adult coordinator in Bare Bones. Most other young adult services texts also address the issue of youth participation and a number of journal articles have
been written on the issue as well. In addition, the November/December, 2002, issue of the Idaho Library News includes an article discussing how a small public library in Gem County, Idaho, population 15,145, created a TAB, which they
labeled a Youth Council, illustrating that a TAB can indeed be successfully established in a rural public library:
Teen customers are typically scarce in libraries and the Emmett Public Library is no different. That’s why in April 2001 the
Board of Trustees developed the Emmett Public Library Youth Council. The call went out from the board looking for youth council
members and, to their surprise, ten teens responded. "They were all so interested and enthusiastic we couldn’t turn any of
them down," said Lisa Bowman, youth council advisor. Bowman has led the Youth Council through several fundraising activities
to help redesign the reference area into a teen reading room. "They started out with a dream of a really cool place in the
library that they could call their own, and now they have it—Teen Alley."
Bowman noted the teens also put their writing skills to work. Under her guidance, they wrote and won three grant awards. The
Idaho Community Foundation gave $2,260. Another $1,000 came from the Idaho Children’s Trust Fund and Walmart earmarked $500
for the project. Part of the Idaho Children’s Trust Fund award went toward the Second Annual Teen Fair in September. Free
handouts, food and door prizes were among the favorites of the teenagers, along with the dunk tank, wheelchair obstacle course
and a hayride that took fair goers around the church parking lot. (“Emmett Teens”, 2002)
The article also notes the community support the library and the young adults have received. Individual community members and organizations donated money towards the creation of “Teen Alley,” as well as for other projects
and programs. In fact, Bowman notes that she gets “calls all the time from local community groups who want to know if the
teens have time to help them” (“Emmett Teens”, 2002). The Emmett Public Library Youth Council demonstrates how libraries
can promote community development and teen involvement through youth participation. In addition, the inception of Teen Alley
demonstrates how important it is for young adults to have a library space of their own.
Developing a Young Adult Space Many young adult specialists note how important it is for libraries to create a teen area, yet only fifty-six percent of rural
public libraries have a separate teen area where the young adult collection is housed (NCES, 1995, p. 37). Small public libraries,
most likely, will not have much space to work with, but, if at all possible, young adult materials should be separated from
the children’s and adult collections. As Jane McGinn noted in her seminar at the 2002 Clarion University Conference on Rural
and Small Libraries, the teen area can simply be a separate, brightly painted bookcase or paperback spinner racks, if this
is all that is available; the key is that the collection is separated, and young adults have a separate place to go to locate
materials they enjoy (2002). The young adult area should also include a sign designating it as such. Vaillancourt suggests
that librarians allow teens to choose the name of their area, promoting ownership of the area (2000, p. 32).
As the Emmett Public Library example illustrates, involving teens in the process of creating a teen area is both helpful and
important. At the Emmett Public Library, the young adults created Teen Alley to look like a real alley: “Brick walls are
adorned with graffiti (famous quotes from teen authors), street signs, and a whole lot more” (“Emmett Teens”, 2002). Involving
teens in the design of their space helps make the space their own; thus, they will be more likely to use the area and less
likely to vandalize it. If the library has space for a truly separate teen area, additional issues, such as layout, furniture,
décor, and technology, are raised.
Kimberly Bolan and Lisa Wemett in their joint article, “Makeover Madness: Tips for Revamping Your Young Adult Area,” which
is specifically directed to generalist rural librarians, suggest that young adult coordinators make a list of “plusses and
minuses” concerning the current condition of the designated teen space (1999). Once the “plusses and minuses” have been established,
the young adult coordinator, preferably with young adults, should explore some other venues which market to teens, such as
teen clothing stores, music stores, trendy cafés, etcetera, to develop a better understanding of the types of décor and layout
that attract teens (Vaillancourt, 2000, p. 29). Most likely, young adult coordinators will observe that teen-friendly venues
cater to the social needs of young adults. Thus, if able to choose a space within the library for the teen area, young adult
coordinators should keep in mind that young adults often “travel in packs,” and problems can be avoided if the teen area is
located some distance from the quiet areas of the library. In addition, the area should feel secluded but should also be
visible to supervising librarians. Strategically placed bookcases and furniture can create the illusion of privacy, while
also allowing librarians to observe the area (Vaillancourt, 2000, p. 34).
While exploring teen clothing and music stores, librarians will also most likely note the bright color schemes and current
trends. The library’s teen area should also include an eye-catching color scheme and, perhaps, posters of the latest teen
celebrities (easily obtained from teen magazines) or local student artwork could decorate walls or bookcases. Furniture,
if it is an option, should be comfortable, but durable, and arranged for social interaction (Bolan & Wemett, 1999). In addition,
most young adult specialists recommend that the teen area include some OPACs specifically designated for teen use. As Bolan
and Wemett note, “Today’s teens have never lived in world without television, computers, or Walkmans®” (1999). Again, if
possible, young adults should be included in the planning process to create an area they approve of and will want to hangout
in.
Collection Development A separate teen area will house the young adult collection. Collection development is a very important aspect of young adult
service; however, this article will cover only the basic elements rural public libraries should consider when deciding how
to begin building a young adult collection. Many excellent books and articles, which examine this topic and particular aspects
of collection development in-depth, are available. A short list of recommended titles addressing how to choose titles for
collection development is included within this section.
Before developing a young adult collection, libraries may want to create a separate young adult collection development policy,
focusing on issues particular to young adult resources. For example, when building the collection, consideration should be
given to the differences between the reading habits and interests of adolescents of various ages. As was mentioned previously,
materials attractive to a thirteen year-old will, most likely, not interest a seventeen year-old. Wilson-Lingbloom provides
a percentage-based breakdown addressing this issue:
In addition, a collection development policy focusing on young adult literature may address the need to keep the collection
up-to-date, necessitating regular weeding of the collection. Currency is especially important when building and maintaining
a collection for trendy young adults (Farmer, 1992, p. 5).
Censorship, and how the library will address complaints about books of a controversial nature should also be addressed in
a policy, if such a policy does not already exist. Young adult literature often incorporates difficult teen issues, which
may cause some unease with conservative groups. This may be a more immediate concern in smaller communities, which tend to
be more conservative in general. Thus, the library needs to determine how complaints will be dealt with, choosing an appropriate
stance based on the library’s mission and community needs and values. The ALA provides documents, such as “Free Access to
Library Services for Minors,” and “Challenged Materials”, which can help libraries when developing censorship-related policies.
With the community in mind, librarians should not avoid ordering controversial books if they are of good quality and fill
a need in the community and collection.
Once again, in order to better determine the reading needs, habits, and interests of teens, young adult coordinators should
involve young adults in the collection development process; young adults are often the best barometer of current trends and
topics. Young adult coordinators can solicit the opinions of both current library users and non-users by distributing surveys
designed to gauge the interests of young adult readers (Jones provides a sample reading interest survey on page 107 of Connecting) to area schools. Young adult coordinators with a limited budget should also take into consideration other community resources,
such as school libraries, when planning collection development.
If the local school districts have school libraries, the public librarian should attempt to determine the strengths of the
respective school libraries’ collections. Both rural schools and rural libraries often struggle with funding. By working
together, the public and school library can maximize their respective collections while avoiding unnecessary and costly overlap.
For example, as Farmer notes, if the school library has a good young adult reference or nonfiction collection, the public
library should focus on developing a collection of leisure reading materials and non-print resources (1992, p. 4). Likewise,
if the local schools do not have a school library, then the public library will need to balance the library’s collection,
perhaps focusing more on reference and nonfiction resources (Farmer, 1992, p. 4), especially considering a recent survey conducted
by Clarion University’s Rural Public Library Center, which revealed that young adults use the library most to complete school
assignments (2002).
In addition, Vaillancourt suggests that when young adult coordinators are deciding which materials to purchase, first priority
should be given to topics that seem to have wide-ranging appeal; thus, if surveys indicate that more teens in the community
enjoy reading fantasy books and fewer read romance novels, then more fantasy novels should be purchased than romance novels.
Reviews are also a useful tool when deciding upon which titles to purchase. The following list is a brief synopsis of some
of the more prominent resources available that are designed to help the young adult librarian make collection development
decisions:
Periodicals that publish reviews: Books: Book Lists and Award Winners: Whatever the focus of the collection, however, most of the books, or at least most of the books generally chosen for leisure
reading, should be in paperback format. According to Vaillancourt, “Many YAs prefer paperbacks to hardcover books because
they are lighter and travel more easily, and are less conspicuous,” which is important to image-conscious teens (2000, p.
37). Paperbacks are also inexpensive and with ever-changing young adult interests and trends, durability will not be an issue
for most titles.
Aside from the typical fiction and nonfiction print resources, young adult coordinators should also consider adding some of
the following popular non-print resources to the collection:
Although expensive, providing these resources will draw teens, library users and non-users, into the library, increasing circulation.
In addition, creating displays pairing books and non-print resources may increase the circulation of both materials (Vaillancourt,
2000, p. 43). A library with a teen area and a young adult collection should also include teen programming in their array
of young adult services. However, as Wilson-Lingbloom notes, “Many libraries with a limited staff feel that providing a small
YA materials collection with some reader’s advisory and reference service are all that is possible” (1994, p. 157). However,
as was already stated, providing healthy, structured activities for youth to engage in is an important role for rural libraries.
Programming Many librarians shy away from young adult programming because programs created for this age group are not consistently successful
and, thus, do not appear to be the best use of limited staff time and resources. As Elaine McGuire notes, the “great majority
of children will enjoy the heck out of a story time featuring Corduroy because he’s a lovable bear in a well-told story; you cannot count on teens to uniformly enjoy one thing” (Nichols & Nichols,
1998, p. 190). However, as Perkins notes, although difficult to achieve, “programming that links youth to peers in positive
ways and provides them with the opportunity to gain a sense of belonging is important” (2002). Farmer and Wilson-Lingbloom
both assert that small libraries “with few funds and little time can still develop effective programs” for teens (2002, p.
6; 1994).
Before implementing any particular program, however, the young adult coordinator should, once again, solicit teen input in
order to better gauge success. As Vaillancourt notes, “Some of the most successful program ideas are generated by teens,”
(2000, p. 69). Even if, at first, the teen’s suggestions seem ridiculous or too risky, the young adult coordinator and teens
should work together to create a program, because, as McGuire notes: “The hazards of basing programs on [teen] stereotypes
are numerous” (Nichols & Nichols, 1998, p. 193). Going it alone is not a good idea. Rural libraries can save staff time
and resources and still provide quality programs by creating one-shot informational programs, accessing community resources,
recruiting community volunteers and implementing intergenerational programs.
Wilson-Lingbloom suggests that small libraries with few resources should begin by creating programs which are held only a
few times a year or, perhaps, quarterly provide needed information to teens. For example, Wilson-Lingbloom suggests that
libraries offer workshops on babysitting, how-to get a job or how-to choose and or get into a good college (1994). Rural
teens, especially, may not be able to acquire information on these topics elsewhere. Additionally, time-starved generalist
librarians can look to local community organizations for knowledgeable volunteers to co-present or present these programs.
For example, the local fire department, hospital, career services agency, and or technical college, may be willing to provide
assistance for some of the programs mentioned above (Wilson-Lingbloom, 1994, p. 158). Libraries looking to combine services
might also consider intergenerational programs.
As Wilson-Lingbloom notes, in many communities, and, perhaps, rural communities in particular, “the interests of the young
and old collide”; yet, despite their perceived differences, both age groups are often struggling with their respective social
roles (1994, p. 158-9). Intergenerational programming can help these groups overcome misunderstandings and misconceptions
and also endow each group with a feeling of purpose and self-worth. For example, Tom Hindman’s article “Taming Teen Trainers”
addresses how young adults can serve as Internet volunteers, helping seniors learn how to navigate the World Wide Web. The
Stockton-San Joaquin Public Library’s two-hour training program successfully teaches teens how to deal with people who lack
computer skills, so “Hey, Old Man, haven’t you ever seen a computer before?” becomes “Can I teach you how the mouse works?”
(2000, p. 31). The young adults in this program develop new skills as well as a sense of self-pride, as do the seniors, and
both groups learn from and about one another.
McGuire also provides programming tips for the novice young adult coordinator, outlining two additional ways young adult coordinators
can acquire program ideas:
1) do what you already do 2) do what somebody else has done (Nichols & Nichols, 1998, p. 192) McGuire suggests that time and idea starved young adult coordinators should attempt to revamp some of the programs they have
already created to make them teen-friendly. For example, the annual Halloween candy giveaway could be turned into a haunted
house for young teens or the librarian could use the “American Girls tea party” format to create a coffeehouse poetry reading for teens (Nichols & Nichols, 1998, p. 192). McGuire also encourages
librarians to “steal and modify” tried and true programs developed by other libraries. In order to acquire these ideas, librarians
can access a variety of useful resources:
Periodical Articles: Listserv: Books: Library Websites: This is a very short list of the multiple resources available. For the programs chosen to implement however, Farmer provides
these “keys for success”: “Meaningful content, thorough planning, teen and community involvement, effective and widespread
publicity, and timely follow-up” (1992, p. 6). Just as when forming the TAB group, librarians should publicize the programs
in places teens frequent: schools, community centers, sports arenas, popular community establishments, etcetera. Program
evaluation is necessary in order to effectively gauge the program’s success, especially with this fastidious group.
Rural youth are not isolated from the violence, substance abuses, crime, and poverty traditionally associated with the inner
city. In fact, some studies suggest rural youth are more at-risk than urban youth. Rural youth often have few constructive
recreational activity options in their communities, which may result in high-risk behaviors. Teens also often experience
a lack of pride and ownership in their communities, contributing to youth out migration. However, studies show that young
adults want opportunities to contribute to their community and safe places to hangout and socialize with peers and adults.
Thus, rural public libraries should serve young adults.
Rural public libraries often struggle with poor funding and minimal staff, which suggests there is little room for added services.
Working with youth-orientated community organizations, other community members concerned about teens, and with teens themselves
can help alleviate the funding and staffing issues. In addition, there are a variety of resources available to help inexperienced
library staff implement young adult services. By beginning with the basics, such as exploring community needs, convincing
the administration of the need for such services, and building a young adult collection and program schedule with the help
of using young adults, the rural librarian can create a successful young adult services plan.
The Center for Rural Pennsylvania. (2002, November 28). About rural PA. National Youth Development Center. (2002, December 4). After school. Young Adult Library Services. (2002, December 4). Bell County Public Library System bookmobile wins Great Book Giveaway VI.
Bolan, K., & L. C. Wernett. (1999). Makeover madness: Tips for revamping your young adult area. Voice of Youth Advocates 22, no. 5: p. 322-3.
North Dakota State University. (2002, December 4). Boredom, hopelessness and risk taking. Rural Social Science Education.
Canadee, A. A. (1999). Ten tips for starting a teen advisory group. Voice of Youth Advocates 22, no. 2: p. 102.
Carnegie Council on Adolescent Development. (1992). A matter of time: Risk and opportunity in the nonschool hours. New York: Carnegie Corp. of New York.
Cronk, C. E., & P. D. Sarvela. (1997). Alcohol, tobacco, and other drug use among rural/small town and urban youth: A secondary
analysis. American Journal of Public Health 87, no. 5: p. 760-764. Retrieved November 4, 2002, from EBSCOhost.
Emmett teens get a place of their own. (2002). Idaho Library News 41, no. 6.
Farmer, L. S. J. (1992). Young adult services in the small library. Small libraries publication 19. Chicago: Americ. Lib. Assn.
Young Adult Library Services Association. (2002, December 4). Great books giveaway competition VII. Hedlund, D. E., & R. E. Ripple. (1990). Rural teens: Becoming an adult in rural New York State. Human Ecology 18, no. 2: 21-23. Retrieved November 4, 2002, from EBSCOhost.
Heinold, D. L. (1994). Cissna Park combined public/school library: A model of efficiency through cooperation. Illinois Libraries:
p. 34-36.
Hindman, T. (2000). Taming teen trainers: A public library’s guidelines for young Internet volunteers. School Library Journal 46, no. 7: p. 31.
Jones, P. (1998). Connecting young adults and libraries. 2nd ed. New York: Neal-Schuman.
Lloyd, J. (2000). Drugs take root in rural America. Christian Science Monitor 92: p. 1. Retrieved November 4, 2002, from EBSCOhost.
Long, S. A. (2002, September 4). After school initiative. Mahoney, J. L., & H. Stattin. (2000). Leisure activities and adolescent antisocial behavior: The role of structure and social
context. Journal of Adolescence 23: p. 113-127.
McGinn, J. M. (2002, October 1). Building on the enthusiasm: Young adult services in a changing rural America. Presentation given at the Clarion University Conference on Rural and Small Libraries II, Radisson Hotel Worthington, Columbus.
Minudri, R., & Goldsmith, F. (1999). The top 10 things you need to know about teens. School Library Journal 45, no. 1. Retrieved November 4, 2002 from EBSCOhost.
Monley, B., & Spelman, A. (2002, August). Featuring the future: New places and youth spaces. State Library of Queensland.
Nichols, M. A., & Nichols, C. A., eds. (1998). Young adults and public libraries: A handbook of materials and services. Westport, CT: Greenwood Lib. Management Collection-Greenwood.
Heartland Center for Leadership Development. (n.d.) Notes: Strengthening the rural-urban connection.
Perkins, D. (n.d.). Key issues facing rural youth. In depth: Strengthening the rural-urban connection.
Center for Research, Department of Library Science. (n.d.). Research on teens. Clarion University of Pennsylvania.
National Center for Education Statistics. (1995). Services and resources for children and young adults in public libraries: Statistical analysis report. U.S. Department of Education.
Swan, J. (1990). Fundraising for the small public library. A how-to-do-it manual for libraries 8. New York: Neal-Schuman.
Vaillancourt, R. J. (2000). Bare bones young adult services: Tips for public library generalists. Chicago: Americ. Lib. Assn.
Williams, D. (1999). Young adult services in public libraries. School of Library and Information Sciences. Wilson-Lingbloom, E. (1994). Hangin’ out at Rocky Creek: A melodrama in basic young adult services in public libraries. Metuchen, NJ: Scarecrow Press.
Young Adult Services Association. (n. d.). Young adult services trainers continue to offer their services to public libraries. |
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| Why Rural Libraries Should Serve Young Adults |
This originally appeared in Rural Libraries Journal in 2003, and explores the reasons why libraries should serve young adults and how to go about doing so.
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