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The Building of a Public Library Teen Advisory Board
Jessica Branciforte
Information and Library Science 503
Dr. Gayle Bogel
April 22, 2009


Websites:
http://essexlibraryteenspace.blogspot.com/
http://www.facebook.com/profile.php?id=1600357873&ref=name
http://www.facebook.com/group.php?gid=89835065537






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Research and Literature Review
Teen advisory boards show first hand the importance of libraries by placing
teens in vital roles for operational success. They provide social connections and show
teens that libraries can be fun, informational and educational. Ultimately, teen advisory
boards lay the foundation for a lifetime library use and support (Tuccillo, 2005, p.1).
Teen advisory boards [TAB] do not just happen spontaneously but are developed over
time and with great heart. Aspects to be considered while building a teen advisory board
or group in a public library include: recruiting members, program funding, leadership,
organizing meetings, communication, projects and services, and possible challenges and
benefits.
Developing a teen advisory group incorporates some of the basic assets needed by
teens along side needs of the library. Teen advisory boards give teens a voice,
demonstrate that adults care and listen, and gives the library teen perspective (Orsillo
2007, p.1). Teens have a profound impact on your library and they are instrumental in
helping librarians make savvy programming and collection development decisions. A
TAB can increase your program attendance, boost your circulation, and help your library
and community recognize the value of its teen citizens (Chapman, 2003 p.1).
Before youth participation can occur within the walls of a public library, potential
board members must be recruited. Librarians must avidly pursue connections with
schools, outside organizations, and volunteer groups. It is important to concentrate on
current library patrons as well. Get the word out through nicely designed publicity and,
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well, Ask them! claims an article written by the Jervis library of New York entitled,
Even for the Faint of Heart: Getting Teens to Participate in A Teen Advisory Group.
The article suggests, be prepared to write down names, phone numbers, and email
addresses. Approach teens, post flyers and make displays (Even, 2003, p.1). Its
important not to stop within the library itself. Send press releases to local newspaper
and radio stations, get the library added to local volunteer recruitment brochures and ask
teachers and school librarians for recommendations. Recruitment is a process of ongoing
work and fluctuating members. One might even consider appointing already involved
teens as a special recruitment committee to encourage other teens to join. (Tucillo,
2007, p.5) Make sure that while recruiting, you make clear the perks and benefits!
Students should know how getting involved can benefit them. Some perks that you
might want to offer aside from awarding typical community service hours might include,
reduced library fines, pizza parties or volunteer luncheons, increased internet access,
food, or even some type of plaque with charter and graduated member names in the teen
room (Tucillo, 2007, p.7).
One can have a world of teens arrive for a first advisory board meeting yet not
enough funding to carry through with the projects and programs that keep them there.
Luckily, there are numerous resources for monetary support of your new or established
teen advisory council (Tucillo, 2005, p. 13). Funding considerations might include
grants (state and local, private industry, special grants), friends of the library support,
funding from the regular funding budget, or even fundraisers held by the teens
themselves for special projects and activities (Tucillo, 2007, p.4). For a complete list of
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grant opportunities, scan pages 13-20 of Diane P. Tuccillos Library Teen Advisory
Groups. Teen advisor of the Coshocton Public Library in Ohio notes,
The friends of our library provide the funding for the teen advisory board. Our
expenses include refreshments for the meetings and expenses for the book
shopping trips. The refreshment budget is about $200 per year. The book trip
budget about $400 per trip. In exchange, the board helps set up and tear down the
annual big book sale sponsored by the Friends of the Library (McGrath, 2004,
p.64).
Some ideas for potentials fundraisers put on by teens include car washes, snack
sales, book sales, read-a-thons, and handmade item sales. Although not always popular,
you might consider, Setting dues, even if very low it increases the importance of the
group and helps to raise programming money (Fact Sheet p. 1). It seems most
advisable, however, to stick with a method where, the teens can focus on doing their
volunteer work and creating programs rather than trying to raise money (McGrath, 2004,
p.64).
Any and all library youth participation groups require a leadership role.
Interaction with another adult in the library who cares about the teens shows teens that
they are valued by the community (McGrath, 2004, p. 64). The role of benevolent
dictator includes: guiding students when necessary, occasionally bringing the hammer
down and being ultimately responsible for what the group does (Orsillo, 2007, p. 2).
Teens need to have interested, objective and friendly adults in their lives who enjoy their
company and encourage their dreams (Chapman, 2003, p. 1). In order to provide great
youth leadership, one must, enjoy working with teens, be familiar with or wiling to learn
about library programs, services and collections for teens, and have an interest in teen
culture (Tucillo, 2007, p.4). It is up to you to create an atmosphere where teens feel
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safe and comfortable to express themselves and their ideas. Encourage teen planning of
teen activities and act as an advocate for teens in the local community (Honnold, 2003,
p. 2).
Advisory board meetings have a great role in keeping the group active and
productive. In most cases, it is important to let the young adults in the room run their
own meeting. One might consider electing positions such as group president, vice
president, publicity chair and recruitment chair. The first meeting, however, has an
agenda all of its own. Be prepared and have a clear-cut and well-planned agenda. Jervis
Library suggests, Make clear introductions, feed them, consider having background
music, follow the agenda but loosely with time for talking, be prepared with ground
rules and laugh! (Even, 2003, p.1). The first meeting should have some sort of project
even if very small. It may simply mean discussing some ground rules and leadership
positions for the next meeting. Do not forget the possibilities provided by snacks. You
might use eating time to, Discuss books, review materials, plan a program or to discuss
big issues (Orsillo, 2007, p.2). Diane P. Tuccillo suggests some simple steps for a
successful start within a first meeting:
Schedule a comfortable meeting place, contact members and make reminders and
set an agenda. Introduce and share something about yourself and after some
icebreakers, explain the ground rules. Allow the group to select a name and let
them help you develop a plan for the groups operation. (2005, p.39)

Be sure to schedule a time for the next meeting within the first. Participants will need to
know ahead of time when to come back and what to expect.
Jan Chapman (2003) suggests, Jazz up your meetings! and writes,
I try to keep meetings lively by introducing new elements in every meeting.
Icebreakers and games are a great way to make your meetings fun, and they also
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help newcomers acclimate to your group. Book talk new books at every meeting.
Bring in other materials such as new CDs, DVDs and videos. Occasionally, to
break routine, I will have a meeting that is simply a fun get-together, when we
dont do any planning, but instead enjoy a game like a library scavenger hunt.
(p.2)

Meetings are essential in keeping youth participation groups organized and interested.
Without communication, library youth participation would not be feasible.
Whether it is email, phone or carrier pigeon, one must find the means to connect with
participants. More and more, teens are favoring technology as means of connection, and
not only with peers but teachers, friends and family. It is necessary to incorporate these
means into the library world, for the benefit of the young adults and the library. Consider
making a teen blog to connect to your library home page where information can be
updated and commented on by participants. Dont forget about social networking sites,
as they provide and interactive and informative experience. Rick Orsillo of the King
Country Library in Washington suggests utilizing shotstab.blogspot.com and MySpace
to connect with teens. He also advises the use of contact through instant messenger or
texting messages to member phones. Through, emailyoure speaking their language
many times and its easy to attach the agenda and have it answered (Even, 2003, p.2).
Send or post an agenda before each meeting with the date and time scheduled, keep
minutes of meetings flowing through the internet, and provide contact opportunities
before after and in between meetings. Make sure they know your e-mail address and
phone number (Tuccillo, 2007, p. 8). Along with technology utilization, making phone
calls, and sending hand written or typed letters or postcards gets a direct message to your
teens.
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What would youth participation be without projects? Potential projects for teen
friends are: writing book reviews for other teenssponsoring for various contests, and
helping with story hours and community festivals (Fact Sheet p.1). Any type of
community service work that aids in library development and teen empowerment can be
manipulated into working for a public library. Monthly book talks can lead to circulation
development. Teens can even be taken on a field trip to make purchases for the YA
department of their library. Other examples of programs that, encourage challenging,
teen-driven opportunities are: Teens top Ten YA Galley Project from YALSA, [creating]
videos or DVDs to promote books and/or the library, teen library web pages, TAB
newsletters, VOYA magazine partner book reviewing and online or in print literary
magazine publications (Tuccillo, 2007, p.1). It is nice, as well, to have your board
members help you to plan and run programs for summer reading in your library. Who
better to decide program topics than the participants who will show up for them? Teens
can work with your childrens department helping with story times and performing
readers theater. Even the small activities that might take staff members hours to finish
like setting up and tearing down the annual book sale or wrapping gifts for
homebound patrons might be perfect projects for your board (Honnold, 2003 p.2). Teen
advisory board activities and programs differ depending on the library the group is in,
and the role that the board plays in that library. The opportunities are virtually limitless,
as long as group meetings are organized and your members are eager and willing to be
involved.
Challenges are bound to arise with any organization, small, large, young or old.
Young adults are working to find themselves, connect with peers and are still gaining
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insight in the world of socialization. All small groups develop an occasional
dysfunctional tic. Personalities will clash. These tics often resolve amicably and without
intervention, but sometimes you need to speak to members privately about behavior
concerns (Chapman, 2003, p.2). Other challenges to consider are clique behavior,
stagnation, and dropouts. It is important to squelch clique behavior the moment it
surfaces. Small groups run out of steam from time to time, when they just need to re-
evaluate their goals or their mission (Chapman, 2003, p.2). Experiencing a low turnout,
or having dropouts can be very disheartening challenges. With all the activities
competing for the attention of teens these days, its inevitable that some TAB members
will drop out because of hectic schedules. It is important to cultivate new potential
members to save your group from an untimely demise (Chapman, 2003, p.2).
Where there will be small challenges involved in library youth participation, there
will be greater and larger benefits. Positive developments will occur for the library, teen
participants, and for the area community. In most cases, great collection development
will happen as teens begin to help with ordering choices. Coshocton Public Library
comments on benefits linked with the establishment of their teen advisory board and
states:
Collection development in the young adult area has been greatly improved. The
board has improved the environment of the YA room by suggesting the type of
furnitureand posters to add. Their suggestions and participation have made the
library a more welcoming and accommodating place for the teens in the county.
(McGrath, 2004, p.64)

One of the most wonderful reasons to begin a teen board is to find extra help for your

library but another is to make a direct difference in the lives of young volunteers.

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Productive meetings and volunteer activities provide teens with an avenue to be
creative, experience positive peer pressure and develop positive values. Planning,
accepting responsibility, and learning to work together helps the teens to be more
socially competent and find a place where they belong and can contribute.
(McGrath, 2004, p.64-65).

Developing a teen advisory board involves a great deal of planning,
implementation, and devotion of time. A library and its staff must first justify having
youth participation in their library before board development. The staff member(s) in
charge must work on building the board and recruiting members, finding sufficient
funding, providing leadership, and planning efficient and organized meetings. A practical
board can not be run without clear lines of communication, the development of group
projects and services, and resolving challenges and honoring benefits that grow from
board accomplishments. In turn, creating a teen advisory board is not going to create less
work for the library or staff in charge. The outcome, however, is full of worth. Youth
participation in library decision-making is important as a means of achieving more
responsive and effective library and information service for this age group. It is even
more important as an experience through which young adults can enhance learning,
personal development, and citizenship while making the transition into adulthood
(YALSA, 2005, p.1).





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Project Narrative
The Building of a Public Library Teen Advisory Board
In order to best support the direction of a YA librarian track, as well as the
development of a small town library and community, I thought it best to build a teen
advisory board at the Essex Library Association in Essex, CT. A small town library
association with very minimal funding, this professional community could not have
afforded to build up a teen department or advisory board without the work of a volunteer.
As determined by YALSA in Excellence in Library Services to Young Adults, A teen
advisory board [TAB] or group becomes official when a library invites teens in seventh
through twelfth grade to participate in monthly meetings, program planning and
implementation, and materials selection for the young adult collection. Teen advisory
board members plan programs for library users of all ages, assist with planning the
young adult summer reading program, provide input on collection development
decisions, and volunteer on various library projects (McGrath, 2004, p. 63). This project
initiative was embraced in order to bring help to the library, to bring outreach to the
community, and to provide a positive outlet for local teens.
As explained early on by my project mentor, Judith McCann of the Essex Library,
much goes into the building of YA advisory board. The focus isnt just around the
meetings, but getting the library to a place where teen board meetings can succeed.
Rather than trying to implement a TAB meeting right off the bat, I was asked to look at
the teen department, and young adult involvement in the library as a whole. What would
it take to get teens into the library? The goals and objectives that we decided upon
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together included: building teen outreach through digital media, applying for any
accessible funding, getting information from already successful TAB boards, recruiting
possible members and scheduling a potential first meeting date. More specifically, the
steps taken over the course of the semester included: researching local and national
successful advisory groups, finding funding, building publicity outlets, making
connections with local schools, preparing and implementing teen programming and
building up the physical YA department of the library. As a goal for the time frame of
this project, we were focused on developing the building blocks of the teen department.
You cant build a house without a foundation, and so I began from the very beginning.
Before jumping in, I wanted to take a look at successful YA departments and their
leaders throughout the state. I got my hands on any information flaunting titles like, The
Care and Feeding of a Teen Advisory Board by Jan Chapman. Through a professional
list-serve, I found a group of YA Roundtables that meets monthly in Connecticut. These
roundtables gather up teen librarians in certain areas and hold discussions on current
topics. The experience and knowledge gained from attending these informal discussion
sessions has been priceless. Participants are always more than happy to share program
ideas that have worked (as well as those that havent), great ways to save money, how to
deal with troubled teens, and even exciting creative projects for summer reading
programs. Ive made time to attend both the Central and Eastern YA roundtables and
have gained enormous insight as a potential teen librarian.
It was important to utilize the connection that public libraries have with the CT
state library resource centers. Though this connection I was able to find numerous
professional development texts, resources, and websites based solely on YA library
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departments and TAB development. With the help of resources found (both in text and
human form), I was really excited to apply the advice I was gaining to the development
of a teen base at the library.
Previous time and financial restraints truly prohibited our library to allow a teen
outreach program. In turn, we were hard-pressed to find a teen attending programs, or
even visiting at all. In order to convince young adults that their attendance mattered to us,
it was pertinent that we found even the smallest amount of funding to help us with
program supplies and YA library materials. As a whole, the current teen population is
weighed down by the stresses of school, college applications and extracurricular
activities. On top of that the library is viewed by a majority of the teen population as
uncomfortable and unfashionable. The very students who exuberantly entered the doors
as younger children now avoid the library. Students seem to associate the library with
schoolwork and strict librarians that greet teen patrons with narrowed eyes. In cases of
successful library teen advisory boards, the students who return have a staff member that
they feel comfortable around and trust, and an inviting area where they feel they can
relax. In order to become well known by area teens, I had to get them involved in library
programming and material selection. In order to get them involved in these things, a bit
of funding and a heap of determination were needed.
After speaking with the library director, it was clear that there would be zero
funding for the building of a TAB. The library had lost the majority of its endowment in
the stock market and is funded only minimally by the town and through membership
dues. While the library was working on survival, I was working on getting teenagers to
access its front doors. I spoke with the director and my mentor about the volunteer
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service potential that the project might unveil and was supported with a great deal of
encouragement and enthusiasm. I was on my own in the funding department, however.
I began with a donation letter that I originally drafted in college as a way to fund
campus programming. I reworked the letter into a few simple paragraphs explaining our
situation and expressing the importance of the library as a resource for local teenagers.
The letter was quickly approved by both the director and my mentor and put onto library
letterhead. With the hopes that local businesses and organizations would support the
library as a non-profit organization and valuable resource, I hit the road. (Please see
Appendix A for the letter in document form.) A few hours a week were spent
frequenting businesses in the area and speaking with managers about the project. Many
were incredibly receptive but simply did not have any funding to share. In a time where
neighbors were losing jobs and small businesses were closing down it was extremely
hard to ask for money. I spent time going door to door hoping I could find at least one
response. After gaining insight from a few local business people, I went for larger
corporations that might have a community outreach fund designated for such programs.
While working on some program ideas, one of our library patrons brought a grant
application in as a member of the local Tri-Town Youth Services Board. The deadline
was five days ahead and I was dead set on filling out the application and earning some
sort of grant. After dropping the application off in person, I was notified that our
organization couldnt be accepted because we didnt attend the teen asset-building
seminar required to apply for the grant. It was settled that the library be kept in the
running if I would be willing to attend a personal session afterwards and they accepted
the application. Not only was it accepted but it was a finalist, and a winner. The Tri-
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Town board awarded a $250.00 grant that was to be used for asset building programming
with teens at the Essex Library. (Please see Appendix B for the completed grant
application and Appendix C for the letter of agreement and acceptance from Deep River,
CT Tri Town Youth Services.) The very day that the grant funding was collected from
Tri Town Youth Services, a phone call was received from the Old Saybrook, CT Wal-
Mart informing us that that the library was rewarded a $500.00 grant from their
community outreach fund. My excitement skyrocketed, as did the possibilities. (Please
see Appendix D for the a copy of the grant funding awarded by Wal-Mart.) With this
financial help, the possibilities seemed endless.
Along side funding development, I worked to build some YA accessible publicity
outlets. Teens certainly werent coming in to sign up to get involved. It was clear that I
had to bring the information to them. Technological sources including social networking
sites seemed to provide the most promise for connection. According to Even for the
Faint of Heart: Getting Teens to Participate in A Teen Advisory Group, Its important to
use websites, blogs and emailyoure speaking in their language (2003 p.1).
As a branch off of our library website, my mentor had started up a teen blog in
order to post college prep information and popular teen reads. I spent a bit of time with
her learning the ropes and was then given the OK to take over blog updates. A bit
daunting at first, the process became incredibly easy and fun. If teens didnt want to come
in, perhaps they would check for updates at home. (Please visit the blog to view current
updates at http://essexlibraryteenspace.blogspot.com/ or view Appendix E for a screen
shot.) Until I could find a way to include a viewer counter on the website, however, I
couldnt be sure if there were visitors reading the blog or not.
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Having had created my own Facebook account in the past, I offered to develop an
account for the Essex library as a way to attract patrons and to post publicity. While it
was created for patrons of all ages, most that took interest were young adults. In order to
make an Essex Library group, I needed to make a personal account as a staff member. I
created a profile for the founder of our library, Captain Josiah Tucker. I use his profile
to invite members and his status to suggest great YA books. If a Facebook account is in
service, you can visit (and friend) Josiah Tuckers profile by searching his name in the
search box. (You may also view a screen shot of his profile page in Appendix F). With
Josiahs profile I was able to create the Essex Library Association group, which is often
frequented by teens to hear about or RSVP for upcoming events, to post information on
discussion boards, and to see pictures of previously attended programs. (As a Facebook
member, you can visit the group by typing Essex Library into the search box, or you
can see a screen shot in Appendix F.) Whether members were charmed into joining by
Captain Tucker or not, its a form of publicity that not only works, but gives me some
YA feedback on our library!
Aside from using web publicity to connect with local teens, paper publicity was
found to be important as well. Any time I jumped on the web to promote a program or
put out an idea, I made a paper poster and sign up sheet to accompany it. After making
local business contacts with area stores and companies, I was welcome to post updated
information on their bulletin boards and wall space. I would send batches up to the
regional high school as well, in hopes that at least one teacher would have time to pass
them out to students. (For examples of paper publicity and handouts created during the
time span of this project, please view Appendix G.)
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Aside from written publicity, within and outside the walls of the library, I made it
a point to connect with the occasional teen that stopped by to do research or homework. I
continue to introduce myself, tell the teen that their opinion is important to the library,
and ask them if they have any ideas for programs that they would like to see at the
library. As time went on, a few young adults became comfortable with me and began to
bring in a friend or two to study with them. If they seemed like they needed a break from
their work, I would bring over my upcoming program list and ask them what they would
change, or if they thought others would be interested. It was magnificent to see that these
patrons understood that their ideas were valid and important to the library. After a while,
I even had a program request, which I went through with almost immediately. The
turnout was small, the numbers were low but it was progress.
A real connection was still lacking with the area high school. Although I would
contact the principle and get the go-ahead to deliver my publicity, the secretaries
wouldnt always forward my paper work, and the teachers forgot to promote it. At a
roundtable I learned that if I could make at least one solid connection with one person at
a local school, my involvement would be taken more seriously. Although it can be hard
to jump out and make a connection to very busy teachers and administrators, I knew it
would be the only way to solidify the school as a source of support. One day while
working the reference desk, I was building a large pile of holds for a patron with great
YA titles, and many of them right up on the top of the best voted books for teens.
Usually very careful not to intrude on what a patron takes out, I couldnt help but to tell
the patron that I thought she had great taste in YA literature. She ended up being a head
of the English department at the local high school. She was so excited to meet an excited
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advocate of teen literature that she invited me to be on the schools summer reading
committee. At Valley Regional High School, students form a committee to choose the
books they would like to have on their summer reading list, an exciting and empowering
process that actually gets them reading over the summer. I joined the weekly meetings as
a way to get to know the teens invested in reading, to get a feel for what they liked, and to
become a recognizable (and trustworthy face) among the crowd. At the gatherings I
always felt lucky to see a familiar face from the library that would pipe up and say that
they recognized me and that I tried out cool ideas. This connection was an absolute
blessing. The teachers even asked for help developing a digital summer reading program,
which could be linked with our library this year.
My next focus in the project timeline was to develop programming that could
impress and entice local teenagers. Since Februarys end of this year, I have offered my
time to plan and implement small teen programs at the library. Program topics have
included movie making software tutorials, D.I.Y. project nights, green teen initiatives,
video game championships, Music Swaps, and more. For more information on the
programs held during the time span of this project, please see publicity featured in
Appendix G, as well as the teen blog at http://essexlibraryteenspace.blogspot.com/.
Using minimal amounts of the grant money collected, we are able to provide supplies and
snacks at each event. Weve had quite a few programs since the initiation of this project
and teens seem impressed with the topicsbut dont commit well to participation. While
RSVP and sign ups do happen, many participants have had to back out because of
schedules, because they forget, or because they change their mind. With the actual
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development and first meeting of a teen advisory board, I hope that group participation
will help interest and attendance.
Going into this project, it was clear that it would take a good deal of time to
develop the grounds for an advisory board, and my mentor warned that the first meeting
might not happen before the class ended for the semester. Our goal indeed was to build
up a supportive structure for teens in the Essex Library so that a TAB could be possible
and successful. Because of the connections made with the high school and the funding
given from grants, we were able to pick and promote the date for our first official
meeting. Scheduled for May fifth is a drop in meeting with snacks for our first TAB
gathering. This was promoted at the high school, on the website, and in the library. We
agreed that we would be satisfied with a small group of interested and eager teens. I am
using some of the research found on the topic to help me prepare for the first meeting.
Some ideas include, guiding, but letting teens decide on mission and format, great
communication, and providing YA perks and benefits before they leave that day
(Tuccillo, 2007, p. 1). I hope to have a few objectives to discuss in between ice-breakers
in order to ensure that participants will not only want to return, but will recruit friends as
new members. After reading a variety of sources on the matter, I have made a conscious
decision not to include an application process. I fear that, at least in the beginning,
making a new TAB hard to approach might mean losing anyone whos interested. The
publicity that has gone out reads as follows: Like it when your voice is heard? Join us
for our first Teen Advisory Board Meeting at the Essex LibraryFor you, run by you.
All time spent with us earns you community service hours, and helps us to run programs
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and get supplies that YOU want. Drop by to get involved. Help us plan our next coffee
house, movie film festival, photo contest, and D.I.Y. project night. Only time will tell!
While it is impossible to present statistics from our first official meeting, enough
progress has been made to enable the chance to schedule one. While the goal of this
project was to build a teen advisory board, a majority of the focus has gone into the
development of the YA department of the library itself. Through a small effort, we have
gained a more than fair amount of funding and the ability to buy new materials for our
YA shelves. We have indeed seen an increase in teen patron numbers and have been
lucky enough to build great relationships with them. After visiting with other libraries
known for their great teen departments, I have done my best to make our teen area
comfortable, partially private, accessible and inviting. I was able, even, to see a preview
for the new floor plan of the Cromwell Belden Public Librarys teen space, a project they
are working on to invite teens into their library as well. I have been trying to find ways to
include a caf table as shown in these floor plans as well as a display board into our very
own YA department. (To see a picture of our teen area as well as the floor plans being
used at the Cromwell Belden Public Library, please see Appendix H.)
In conclusion, our little library has yet to report on its first Teen Advisory Board
meeting, but has much to say about new teen involvement and a great connection to our
local high school. Elderly patrons have commented more than once on the hard working
behavior of our teens, and a handful of young adults have asked to become library
volunteers. Enough funding has been collected to support a Teen Advisory Board and
there are an abundance of projects that young volunteers can help with in order to support
our small library. While we dont yet know how many participants we might have, were
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already working on whats next, and new goals for the teen department as a whole. If
asked in January of this year about involvement, a teen might have said, the library staff
doesnt want us here, or what would I do at the library? If asked today or tomorrow,
local teens would know that there are programs and a department tailored specifically for
their needs, and that their opinions are indeed heard at the Essex Library Association. In
turn, they might even turn up to share some with us.













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References
Anderson, S. (2007). Serving young teens and tweens. Westport: Libraries
Unlimited.
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Chapman, J. (2003). The care and feeding of a teen advisory board. [Electronic version].
VOYA, 25(6), 449-50. Retrieved April 12, 2009 from Hilton C. Buley Library
Database.
Dias Fisher, J. & Hill, A. (2002). Tooting your own horn, web based public relations for
For the 21
st
century librarian. Worthington: Linworth Publishing, Inc.
Edwards, K. (2002). Teen library events: a month-by-month guide. Westport: Greenwood
Press.
Even for the faint of heart: getting teens to participate in a teen advisory group.
Retrieved January 29, 2009 from
http://www.jervislibrary.org/yaweb/teenparticipate.html
Fact sheet 5: how to organize a teen friends of the library group. Retrieved April 12, 2009
From http://www.folusa.org/resources/html-versions/fact-sheet5.php
Harold, R. (2003). Active teen advisory board gets results. Retrieved on January 29,
Honnold, R. (2006). The teen readers advisor. Boston: Neal-Schuman.
Jones, P. (2004). Connecting young adults and libraries: a how-to-do-it manual.
Jones, P. (2002). New directions for library service to young adults. Chicago, ALA.
McGrath, R.V. (2004). Excellence in library services to young adults. Young Adult
Library Services Association. Chicago: ALA.
Miller, D.P. (2008). Crash course in teen services. Connecticut: Libraries Unlimited.
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Norbut, K. (2003). Manual for the development and implementation of a library-based
teen advisory board: open project grant 2002 2003; the Mason Free Library
teen advisory board grows up. Robert and Sons Printing.
Pierce, J. (2003). Talking books with teens. [Electronic version]. American Libraries.
34(8) 56-57. Retrieved April 12, 2009 from Hilton C. Buley Library Database.
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Connecticut: Libraries Unlimited.
Siegal, J. (1999). Seventeen squares our teen advisory board takes the pulse of
North Americas teen scene. [Electronic version]. Seventeen 258-270.
Retrieved April 12, 2009 from Hilton C. Buley Library Database.
Taney, K. (2003). Teen spaces: the step-by-step library makeover. Chicago: American
Library Association.
Tuccillo, D. (2005). Library teen advisory groups: a VOYA guide. Boston: Scarecrow.
Tuccillo, D. (2007). Youth participation in your library in ten steps. Connecticut State
Library: Mesa Library Friends Association.
Welch, R. (2007). The guy friendly YA library: serving male teens. Westport:
Libraries Unlimited.
Yalsa. (2005). Yalsa guidelines or youth participation in libraries. YALSA. Chicago:
American Library Association.
Yalsa (2005). Competencies for librarians serving youth: young adults deserve the best.
Chicago: American Library Association.
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Library Services Association. Chicago: American Library Association.
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2009, from http://www.rwcteens.com/.








































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Appendix A
Letter for Potential Donation






To Whom it May Concern,

As the new Teen Services Assistant Librarian at the Essex Library in Essex, CT, I have been
putting together a number of events to encourage young adults into the library. In a time of economic
distress, we are unable to use money from our library budget to purchase necessities for certain programs
and incentives.

Any donation that you might be able to spare would be greatly appreciated and would make a
large impact on our library during this trying time. Getting young adults into the library makes a great deal
of difference not only in their lives but in the worth of the library as well. Your potential generosity
means the world to us. If interested in a tax exemption number, it is available on request.

Thank you so much for your time,

Sincerely,

Jessica Branciforte
Jessica Branciforte
Teen and Childrens Services Librarian Assistant
jbranciforte@essexlib.org
(860) 767 - 1560

Judie McCann

Judie McCann
Teen and Childrens Services Librarian
(860) 767 - 1560




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Appendix B
Tri-Town Youth Services Grant Application

Healthy Communities; Healthy Youth
2009 Mini Grant Application for
Asset Building Programs

1. Briefly describe the sponsoring organization(s) for this project.

Essex Library Association
33 West Ave
Essex, CT 06426

The Essex Library is a professionally directed, free public library that encourages all visitors to explore
lifelong learning opportunities and locate recreational reading materials. Through its collections, services,
and programs, it brings people of all ages together to share common cultural and educational interests.

2. Please describe the proposed prevention projects and address the
following:

What will happen?
This project will encompass the development of a Teen Advisory Board (TAB) that will become a
community service group to the library and community. The collaborative group will meet once
monthly to give insight into library programs, material and community service projects.

Happenings may include YA book discussions, fundraising for the teen department and entire
library; the making of items to sell that benefit local charities or families in need; filming, editing
and airing library events as well as working with digital media through our Comcast Community
Center connection; emphasizing a teen green effort; community recycle projects; producing a teen
library newsletter; designing a YA summer reading program; and creating teen centered library
displays.

When will it happen?
Start date: April 1, 2009
End Date: Once established TAB projects will be ongoing!

Who will be involved?
Those involved will include: Teen and Childrens Service Librarian Jessica Branciforte, Teen and
Childrens Service Librarian Judie McCann, The Essex Library Staff, the YA population involved
with the Essex Library, and local high schools.

Who will be served by this project?
The Essex and Shoreline Community
The Community of the Essex Library
Teen participants.

What are the Project Goals?
!To devote more effort, time, and funds to the young adults of
the Essex community.
!To create a Teen Advisory Board of at least six members that
meets monthly to develop ideas and programs to contribute to local
town and community needs.
!To instill developmental values in teens, including internal and external assets through social
competence; regard for community service; a constructive use of time, support, and personal
empowerment.
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3. The connection between your proposed project, building assets and prevention is essential. Please
describe this connection and how your project is directly related to the assets model. What assets will
be built by this project?

External Assets
Support: Through this project, young individuals will receive support from non-parent adults, caring
neighbors, family involvement and through the support of the library staff and community.

Empowerment: This project will help our organization to display the concept that adults in the community
value the ideas and volunteer efforts designed and run by local youth. Young people will be used as a
valuable resource and will have useful roles in the maintaining of the library. TAB members will be
contributing community service hours and will therefore feel more safe and established in their own
community.

Boundaries and Expectations: Adult Role models involved with the Teen Advisory Board will model
and expect respect, as well as positive, responsible behavior. All youth involved must model responsible
behavior as it will be encouraged and expected by adults involved.

Constructive Use of Time: TAB members must attend scheduled meetings in order to be involved in the
planning and scheduling of programs. These programs will include: acoustic coffee house nights of music
and art, various craft and art activities, Green Teen recycling programs, and digital media programs which
include working with computers and filming and editing equipment. Teens will also spend time reading to
children attending library programs.

Internal Assets:
Commitment to Learning: The Teen Advisory Board will support a love of learning through scheduled
book discussions, writing workshops, and read-alouds with younger children. Members will also have
scheduled homework hours where they can use all library resources to help with projects and assignments.
College prep programs will also be available periodically. Young persons involved will be rewarded
through the program if they can show that they are doing well in school through progress report results and
school club accomplishments.

Positive Values: In order for the Teen Advisory Board to work most effectively, values including caring,
equality and social justice, integrity, honesty, responsibility and restraint must be showcased during all
TAB programs and activities. A simple book discussion, for example, demands a love for ones own
opinions as well as a respect for opinions of others.

Social Competencies: Social competencies are extremely important in the teen advisory group setting, as
members are responsible for planning and decision-making, as well as making great choices. Interpersonal
competencies will be developed working with peers, as well as individuals in other age groups like adults,
senior citizens and children. In a library setting, cultural competence will be developed in order to best
serve everyone in the community. Peaceful conflict resolution and resistance skills will certainly be
developed and necessary while working in a group that advocates positive change for the community.

Positive Identity: Working for a group that reciprocates community respect will help a great deal in the
department of personal power for young adults. Making choices regarding library materials important to
them, as well as deciding, which programs will occur, based on their own wants and needs will fuel a great
sense of purpose. Having a leadership role in the Teen Advisory Board and community will lend to a
higher level of self-esteem and hopefully a positive view of the future. Hard work and positive feedback
will lend to a sense of accomplishment for the young adults involved and in turn will help our library to
grow in new ways.


4.) How will the project be evaluated? How will you know the project has met its goal? How will you
collect data?
"##$ %&'()*+, -*.+& 05

Three measurements will be used to evaluate this project and determine its worth.

1. Data collection through surveys, evaluations and circulation statistics.
A comparison of responses on library and community resources will occur prior to TAB
establishment and periodically throughout programs. An evaluation form where
participants can rate effectiveness of programs will be distributed as well. Circulation
statistics regarding teen materials and attendance will help to determine the increase or
decrease in teen library use.
2. Successful establishment of a board will be determined if members attend meetings
when scheduled, create a mission statement, and complete at least one program.
3. Successful creation of an informatory teen advisory board blog or website
showcasing a calendar of events, members, mission, etc.
5.) Budget. Please list project expenses and a brief explanation for each (For example: $40 for
materials to make craft project.)
-$40 for craft supplies for clothing making program (craft supplies and snack)
-$40 for craft supplies for jewelry making program (craft supplies and snack)
-$20 for craft supplies for a digital filming contest program (software, prizes and incentives)
-$20 for digital music swap program (food and music)
-$80 for acoustic coffee house (food, publicity, and incentives)
-$20 for teen green project (gardening and recycling supplies)
-$30 for bookmark design project (publication of first place design)
-$75 Misc. (snacks and incentives for monthly board meetings)
-$10 for community program publicity materials
-$85 to purchase materials to add to our own collection











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Appendix C
Deep River, CT Tri-Town Grant Agreement Form
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Appendix D
Old Saybrook, CT Wal-Mart Grant Funding
























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Appendix E
Blog Screen Shot: http://essexlibraryteenspace.blogspot.com/


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Appendix F
Captain Josiah Tucker (Library Founder) Facebook Account
http://www.facebook.com/profile.php?id=1600357873&ref=name
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Appendix F
Essex Library Facebook Group Screen Shot
http://www.facebook.com/group.php?gid=89835065537
























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Appendix G
Paper Publicity and Handouts
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Appendix H
Physical Layout: Photo and Floor Plan Ideas









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