Teens need easy access to quality library resources and trained library professionals in order to master the critical literacy and technology skills they need in order to lead successful careers and personal lives. Free access to books, the Internet, information technologies and other library resources that reflect a wide range of topics and opinions also helps prepare teens to become informed, active participants in a democratic society.
The research describes the important role played by public libraries in bridging the gap between secondary education and the requirements for college and career readiness. An environmental scan of current teen programs and services at libraries across the country shows that public libraries strive to meet a major need. The evidence also demonstrates how public libraries are addressing the digital divide that otherwise keeps low income students at a disadvantage. By providing free access to a heavily used resource for young people, libraries ensure that economic factors do not prevent young people from gaining the digital skills they need for college and careers.
Best Practices in Public Library Programming for Teens
Best Practices in Young Adult Services in Texas Libraries
A list of best practices in 10 key areas of library services to teens, contributed by librarians from around the state who attended a workshop series in early 2002. http://www.tsl.state.tx.us/ld/projects/ya/practices.html.
Brooklyn Public Library
Offers online and in-person tutoring. The Williamsburg Tutoring Annex is a partnership between BPL and 826NYC, an organization that supports students with their creative and expository writing skills. Brooklyn Public Library also offers “My Own Biz” (http://www.brooklynpubliclibrary.org/teens/), an entrepreneurship training site, and “Today’s Teens, Tomorrow’s Techies (T4@BPL)”. The two services directly respond to need for career readiness programs that address work experience, interpersonal skills, and computer training. T4@BPL enrolls teens in a two-week intensive computer training program after which they volunteer assisting library staff with computer troubleshooting and computer training workshops for the public. http://www.brooklynpubliclibrary.org/teens/.
East Brunswick Public Library
Reading Buddies program promotes literacy development among elementary school students and community activism among teenagers by pairing teens with 1st through 5th graders. There are many opportunities to volunteer at the library and in the community, and a teen writers club. http://www.ebpl.org/teens/.
Los Angeles Public Library: Teen Web
Hosts Live Homework Help and links to hundreds of online resources organized by subject category. Offers on-site college readiness support programs, including Student Smart (an initiative offering citywide seminars), and new SAT, PSAT, and ACT practice test sessions that are conducted by The Princeton Review Instructors in LAPL Branches/Central Library. Student Smart enables middle school and teens to develop effective study and test taking strategies for college. http://www.lapl.org/ya/.
Multnomah County Public Library
Teen Lounge events at local branches combine homework help with informal opportunity to socialize and listen to music; online homework help through tutor.com. http://www.multcolib.org/teens
Nashville Public Library
Provides leadership experience through participation on Teen Library Council; Offers workshops including “Music and Technology Workshop,” which teaches the basics of music production and posts MP3s of teen productions on Teen Web; Created programs including “After School Snack Attack” and Video Game tournaments that draw steady teenage crowds, ensuring broad awareness of college and career readiness services; Summer reading program begins with a kick-off party including refreshments, games, and a dance contest. http://www.library.nashville.org/teens/teenweb.asp
Oakland Public Library
Teen Advisory Board advises library system on teen programs and provides invaluable leadership experience. Youth Leadership Council serves as a junior speaker's bureau for teens and provides invaluable experience in learning how large public service organizations make decisions and manage change; YLC members also represent the library at community and national functions. There is drop-in tutoring. Also offers volunteer opportunities and helps interested teens explore non-library volunteer options. http://www.oaklandlibrary.org/links/teens/index.html
San Francisco Public Library
Career builder website guides teens through the many steps of career building from exploration, to internship and education, to resume building and job search. There are free SAT and college readiness workshops; also a Teen Advisory Council. SFPL's Teen Advisory Council web page introduces their purpose: “We meet every month to plan library events such as the teen summer read program, Teen Zine production, and other teen-related programs. We make ideas happen.” http://sfpl.lib.ca.us/sfplonline/teen/teens.htm
Seattle Public Library
Offers online tutoring through tutor.com, and in-person free drop-in tutoring at 10 local branches during the school year. Teen librarians visit high school classrooms to orient students to services and opportunities at the library, and they host class visits to the Central Library in downtown Seattle or to the school's local branch. Hosts writing workshops and publishes teen poetry and book reviews. http://www.spl.org/default.asp?pageID=audience_teens
Published Works and Websites
Alessio, Amy. Excellence in Library Services to Young Adults, 5th ed. Chicago: YALSA, 2008.
Alexander, Linda and Nahyun Kwon. Multicultural Programs for Tweens and Teens. Chicago: ALA Editions, 2009.
American Library Association.
The State of America’s Libraries: A Report from the American Library Association. April 2008.
Reviews the year of 2007 in library services. Notes that teens are regular library users and that almost all public libraries offer programming for young adults. More than half of public libraries employ at least 1 FTE staff for young adult services, a sharp increase in the past decade. Since many teens are relying on online sources for information, libraries are expanding their efforts in educating teens in critical thinking skills and using electronic resources effectively. 70+% of libraries support gaming, which is often a big draw for teens users and also helps connect them to other library resources.
American Library Association. “Teens and Young Adults.” (wiki)
Basic information for anyone who works with teens, with special resource sections for graphic novels, technology, and gaming, as well as a bibliography and links to websites and blogs.
American Library Association and Information Institute, College of Information, Florida State University.
Libraries Connect Communities: Public Library Funding and Technology Access Study 2006-2007. Chicago: ALA, 2007.
Libraries Connect Communities: Public Library Funding & Technology Access Study 2007–2008. Chicago: ALA, 2008.
Demonstrates how key public libraries are in their communities as a provider of free public access to computers and the Internet.
Anderson, Sheila B. (ed.) Serving Young Teens and 'Tweens. Westport, Conn.: Libraries Unlimited, 2006.
Bartel, Julie and Pamela Holley. Annotated Booklists for Every Teen Reader. New York: Neal Schuman, 2009.
Behen, Linda D. Using Pop Culture to Teach Information Literacy: Methods to Engage a New Generation. Westport, Conn.: Libraries Unlimited, 2006.
Bolan, Kimberly. “The Need for Teen Spaces in Public Libraries.” Chicago: YALSA, 2008. http://www.ala.org/ala/mgrps/divs/yalsa/profdev/whitepapers/teenspaces.cfm
Cart, Michael. “The Value of Young Adult Literature.” Chicago: YALSA, 2008.
Casner-Lotto, Jill and Linda Barrington.
Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce. New York: The Conference Board et al., 2006.
Ching, Alison. "Holy Reading Revolution, Batman!" Young Adult Library Services 3.4 (2005): 19–21. Offers advice on developing a graphic novel collection for young adults.
Conley, David T.
Toward a More Comprehensive Conception of College Readiness. Eugene, OR: Educational Policy Improvement Center, 2007.
Prepared for the Bill and Melinda Gates Foundation. Conley identifies four components to college readiness: key cognitive strategies; academic knowledge and skills; academic behaviors; and contextual skills and awareness. Our current primary and secondary education system is failing to prepare students for the intellectual requirements of first-year college courses.
Corradini, Elena. “Teenagers Analyse Their Public Library.”
New Library World 107. 11/12 (2006): 481–498.
A small scale research study conducted in a small town in Northern Italy between December 2003 and April 2004 that gathered quantitative and qualitative data about adolescents aged 11 to 19. The teens answered 20 questions on their experiences, expectations and perspectives on library use and services.
Cranz, Galen and Eunah Cha. “Body-conscious Design in a Teen Space: Post-occupancy Evaluation of an Innovative Public Library."
Public Libraries 45.6 (2006): 48–56.
Discusses one library's design of their young adult space, with follow-up studies about what works and what could be improved.
Egan, Noelle. “Young Adults as Library Users: A Review of the Literature.” Posted May 29, 2003.
A review of the literature summarized into two categories: (1) what draws young adults to libraries, and (2) what are the barriers to young adult library use. Egan concludes that young adults are very interested in libraries as arenas for both research and social happenings. The key to keeping young adults in public libraries is communication. Teens appreciate the opportunity to voice their opinions about the library. Continuing to involve teens in a dialogue about libraries, as well as involving them in the planning of library activities and programs is the way to start providing adequate service to young adults in our public libraries.
Estabrook, Leigh, Evans Witt, and Lee Rainie.
Information Searches that Solve Problems: How People Use the Internet, Libraries, and Government Agencies When They Need Help. Washington: Pew Internet and American Life Project, December 30, 2007.
This joint project by Pew Center’s Internet and American Life Project and the University of Illinois-Urbana School of Library and Information Science emerges from a national survey that looks at how people use a variety of information sources to help them address some common problems that might be related to government. The authors found that the Internet is the “go-to” source for information. Libraries are especially important for young adults because they provide free Internet access. Young adults are most likely to visit the library for any purpose and are also the most likely to return to the library in the future for their information needs.
Frolund, Tina. The Official YALSA Award Guide Book. New York: Neal Schuman, 2008.
Gewertz, Catherine. “'Soft Skills' in Big Demand.”
Education Week 26.40 (2007): 25–27.
In an increasingly global economy, young people must also be able to work comfortably with people from other cultures, solve problems creatively, write and speak well, think in a multidisciplinary way, and evaluate information critically. They need to be punctual, dependable, and industrious. No Child Left Behind has undermined high school training in these soft skills, which are best cultivated in team-based, multi-disciplinary projects.
Gilman, Isaac. “Beyond Books: Restorative Librarianship in Juvenile Detention Centers."
Public Libraries 47.1 (2008): 59–66.
By expanding the vision of detention library services to reach beyond literacy and recreational reading, libraries can become integral partners in the restorative justice mission of the juvenile courts by having an effect on accountability and competency development, thus affecting a positive change in teens and in their communities.
Goodman, Jack. “Click First, Ask Questions Later: Understanding Teen Online Behaviour.”
Australasian Public Libraries and Information Services 20.2 (2007): 84–86.
Paper presented at Learning Futures conference, Adelaide SA, March 9–10, 2007. Examines how teenagers engage with technology, particularly the Internet; what services, sites and programs they find compelling; and how libraries can use this knowledge to tailor their services to this critical segment of the community.
American Library Association Youth and Library Use Study. 2007.
“Thirty-one percent visit the public library more than ten times a year and nearly 70% use their school library more than once a month. Of those who regularly use their libraries, more than three-quarters (78%) indicated they borrowed books and other materials for personal use from public libraries, while 60% sought out materials for personal use from the school library.
The Harris poll also found that nearly one-third of youth surveyed would use both public and school libraries more if they offered more interesting materials to borrow (32% public, 33% school). One-quarter of respondents said they would visit their school library more if its computers didn't block information they needed (one-fifth cited this for public libraries). Other suggestions to draw more youth into libraries included: offering more activities and events (32% public, 22% schools); staying open for longer hours (31% public, 21% schools); and creating a comfortable, welcoming atmosphere (22% public, 21% schools).” (Summary cited from ALA press release, “Youth and library use studies show gains in serving young adults.” http://www.ala.org/Template.cfm?ContentID=162233&Section=pressreleases&template=/contentmanagement/contentdisplay.cfm
Heaviside, Sheila et al. Services and Resources for Children and Young Adults in Public Libraries. Washington, D.C.: U.S. Department of Education, 1995. http://nces.ed.gov/pubs95/95357.pdf
Holley, Pamela. Quick and Popular Reads for Teens. Chicago: ALA Editions, 2009.
Honnold, RoseMary. Get Connected: Tech Programs for Teens. New York: Neal-Schuman, 2007.
Hughes-Hassell, Sandra and Denise E. Agosto. “Planning Library Services for Inner-City Teens: Implications from Research.”
Public Libraries 45.6 (2006): 57–63.
Presents the results from a three-year project undertaken to understand the role that information seeking plays in urban teens' everyday lives and to explore how successful libraries are at fulfilling urban teens' everyday information needs. The study found that the essence of these urban teens' everyday life information seeking (ELIS) is the gathering of information to facilitate their teen-to-adult maturation process and provides recommendations for how libraries can play a central role in this process.
Jones, Patrick. “Reaching Out to Young Adults in Jail.”
Young Adult Library Services 3.1 (2004): 16–19.
A survey conducted with libraries that operate outreach programs to juvenile correctional facilities to identify the “state of the art” for this type of service, with a particular focus on collection development issues. Discusses intellectual freedom issues and the challenges of working within the framework established by the correctional system. Focus on Hennepin County Library's outreach program to incarcerated youth and the benefits of providing this programming.
Kan, Katharine. Sizzling Summer Reading Programs for Young Adults, 2nd ed. Chicago: ALA Editions, 2006.
Koelling, Holly. Best Books for Young Adults, 3rd ed. Chicago: ALA Editions, 2007.
Lenhart, Amanda et al.
Writing, Technology and Teens. Washington, D.C.: Pew Internet and American Life Project, April 24, 2008.
Explores the relationship between intensive use of electronic communication (text-messaging, chat rooms, e-mail) and formal writing skills. Also tracks access points for teens’ online activities, finding that 60% of teenagers use public libraries for at least some of their online access. Students from low-income families are more likely to depend on libraries for Internet access.
Lenhart, Amanda and Mary Madden.
Teen Content Creators and Consumers. Washington, D.C.: Pew Internet and American Life Project, November 2, 2005.
American teenagers today are utilizing the interactive capabilities of the Internet as they create and share their own media creations. Fully half of all teens and 57% of teens who use the Internet could be considered Content Creators. They have created a blog or webpage, posted original artwork, photography, stories or videos online or remixed online content into their own new creations. Teens are often much more enthusiastic authors and readers of blogs than their adult counterparts. Teen bloggers, led by older girls, are a major part of this tech-savvy cohort. Teen bloggers are more fervent Internet users than non-bloggers and have more experience with almost every online activity in the survey. Teens continue to actively download music and video from the Internet and have used multiple sources to get their files. Those who get music files online believe it is unrealistic to expect people to self-regulate and avoid free downloading and file-sharing altogether.
Madden, Mary. “Teens, Libraries and Web 2.0: Snapshots from a New Media Landscape.” PowerPoint presented at the Northeast Kansas Library System Tech Day 2007.
This presentation examines technology use by young patrons and suggests how the behavior and expectations of young Internet users might shape the libraries of the future. Special attention is paid to the way teenagers have embraced social media tools, and the rate of adult adoption of various iconic “Web 2.0” applications is also considered.
A Passion for Print: Promoting Reading and Books to Teens. Westport, Conn.: Libraries Unlimited, 2006.
Beginning with research on reading, Mahood moves on to merchandising principles; developing teen collections, spaces, and Web sites; and finally to doing book talks, readers' advisory, and events scheduling.
Meyers, Elaine. “The Coolness Factor: Ten Libraries Listen to Youth,”
American Libraries 30.10 (1999): 42–45. Also available at the Urban Libraries Council website:
http://www.urbanlibraries.org/showcase/cool.html via the Internet Archive
The results of a study as part of the Public Libraries as Partners in Youth Development initiative. Teens at ten partner libraries gave their opinions of public libraries. “The ball is in the library court and our challenge will be to listen, learn, and act. Teamwork with teens should bring us into a new and exciting age of services and space. Ideally this work will usher in the next generation of library enthusiasts as well as those seeking careers in public libraries. The future truly is ours for the taking — if we think cool!”
National Center for Education Statistics.
Public Libraries in the United States: Fiscal Year 2005. Washington, D.C.: U.S. Department of Education, 2007.
Key statistics related to program attendance for youth under 18 years of age.
National Center for Education Statistics.
Public Libraries in the United States: Fiscal Year 1993. Washington, D.C.: U.S. Department of Education, 1995.
National Telecommunications and Information Administration, U.S. Department of Commerce.
A Nation Online: Entering the Broadband Age. September 2004.
Key statistics about types of Internet connections, and their relation to economic status and Internet use.
Nichols, C. Allen. Thinking Outside the Book: Alternatives for Today's Teen Library Collections. Westport, Conn.: Libraries Unlimited, 2004.
Olson, Lynn. “What Does 'Ready' Mean?”
Education Week 26.40 (June 12, 2007): 7–12. Also available at
While all evidence indicates that high school diplomas alone are not sufficient to secure access to living wage jobs, employers note that high schools are not providing crucial academic training, nor are they preparing young people with the “soft skills” they need for success in the job world.
Pierce, Jennifer Burek. Sex, Brains, and Video Games: A Librarian’s Guide to Teens in the Twenty-first Century. Chicago: ALA, 2007.
Public Agenda. Long Overdue: A Fresh Look at Public and Leadership Attitudes about Libraries in the 21st Century. New York, June 2006.
This in-depth national opinion study that placed libraries in their community contexts was prepared with the support of the Americans for Libraries Council and funding from the Bill and Melinda Gates Foundation. Based on extensive surveys in a range of large and small communities, the researchers find that people hold libraries in higher regard than they do other public institutions (schools, museums, etc.). It also found the people want to see libraries play an increasing role in the lives of teens: over 70% of respondents identified library services and spaces for teens as a top community priority; civic leaders are also in agreement that developing better programming and services for teens is important.
Public Library Association. Statistical Report 2007: Public Library Data Service. Chicago: ALA, 2007. Includes young adult services survey.
Blogs, Wikis, Podcasts and Other Powerful Web Tools for the Classroom. Thousand Oaks, Calif.: Corwin Press, 2006.
Richardson discusses how social networking technologies can be used in the classroom and library and why they should be.
Schoeff Jr., Mark. “Skills of Recent U.S. High School Graduates Leave Employers Cold.”
Workforce Management (April 13, 2007).
Describes the need to improve the high school education experience. Teens graduate without the basic skills or disposition to meet employer needs. College graduates are not significantly better. Programs are needed in high schools to improve literacy, critical thinking capacity, and oral communication skills.
Snowball, Clare. “Enticing Teenagers into the Library.”
Library Review 57.1 (2008): 25–35.
Discusses cementing lifelong memories and habits in young people, and includes peer-reviewed and anecdotal literature of teenagers’ use (or non-use) of libraries, the importance of library use, and methods to encourage library use in young people.
Snowball, Clare. “Teenage Reluctant Readers and Graphic Novels."
Young Adult Library Services 3.4 (2005): 43–45.
Presents the author's perspective on the importance of reading to teenagers. According to the author, reading can offer a wealth of experience on both an emotional and intellectual levels. It allows understanding of a whole range of issues and improves the ability to argue a point. The reason teenagers are reluctant to read is because they hate doing it. It has been noted that teenage reluctant readers are especially attracted to comics.
Spielberger, Julie, Carol Horton, and Lisa Michels.
New on the Shelf: Teens in the Library: Summary of Key Findings from the Evaluation of Public libraries as Partners in Youth Development, An Initiative of the Wallace Foundation. Chicago: Chapin Hall Center for Children at the University of Chicago, 2004.
Public libraries have the potential to design youth programs that provide developmentally enriching experiences to teens and have a positive effect both on youth services and on the library more broadly. Implementing and sustaining these projects is complicated, time-consuming, and expensive. The success or failure of particular programs depends on the library’s resources and the degree to which these programs are an integral part of the institutional mission and goals of the library. Potential Benefit for Teens: 1) Library-based youth development programs can provide both specific job skills and personal and social development; 2) Library-based youth programs can provide opportunities for teens to develop positive relationships with adults and peers; and 3) Library-based youth programs can increase knowledge and use of the library by teens. [Note: full report available for purchase from Chapin Hall: http://www.chapinhall.org/article_abstract.aspx?ar=1380.]
Steffen, Nicolle O. and Keith Curry Lance. “Who's Doing What: Outcome-Based Evaluation and Demographics in the Counting on Results Project.”
Public Libraries 41.5 (2002): 271–276, 278–279.
Describes how the outcomes of public library services vary by gender, age, and education based on the Counting on Results project funded by an Institute of Museum and Library Services National Leadership Grant project.
Taney, Kimberly Bolan and Lisa C. Wemett. “Teen Spaces and Marketing to Teens: A Selected Bibliography.” Dec. 2003.
Todd, Ross. “The Evidence-Based Manifesto.”
School Library Journal 54.4 (2008): 38–43. Also available as “The Evidence-Based Manifesto for School Librarians” (April 1, 2008) at
Todd discusses the results of the School Library Journal’s 2007 Leadership Summit, “Where’s the Evidence? Understanding the Impact of School Libraries,” which explored evidence-based practice (EBP). While this article focuses on school libraries, there is overlap in the audience of school libraries and public libraries that serve teens.
Making Cities Stronger: Public Library Contributions to Local Economic Development. Washington: Urban Institute, 2007.
Commissioned by the Urban Libraries Council, with funding from Bill and Melinda Gates Foundation and the Geraldine R. Dodge Foundation. Study conducted and written by the Urban Institute, Metropolitan Housing and Community Center, Washington, D.C.
Public libraries are working with other community agencies, education institutions, and employers to contribute to workforce development strategies. The combination of public access technology, enhanced workforce collections and training, and outreach partnerships put public libraries in a unique position as a resource to community-wide workforce development efforts. Libraries are important access points for building technology skills and competencies in communities today. Libraries are strengthening links between education and employment, as well as building workforce skills and participation. They are contributing training facilities and tailored instruction to a broad base of local residents. Targeted library services such as English language instruction, workplace literacy, and computer instruction are now considered routine. Public libraries, which enjoy high use rates nationwide, and are broadly distributed across metropolitan areas, are becoming increasingly engaged in local workforce support service networks. By consolidating resources in job information centers, broadening literacy training, expanding access to technology, and conducting targeted outreach to immigrant populations and technology “have nots”, public libraries are providing valuable support to building local workforce strength and resilience.
Walter, Virginia A. “Public Libraries: Partners in Youth Development.” Paper presented at the 68th IFLA Council and General Conference, August 18–24, 2002.
Walter discusses Public Libraries as Partners in Youth Development (PLPYD) project, administered by the Urban Libraries Council, which aimed to integrate principles of positive youth development into public library services.
Walter, Virginia A. “Public Library Service to Children and Teens: A Research Agenda.”
Library Trends 51.4 (2003): 571–589. Also available at:
Walter explores four questions relating to children's and young adult services in public libraries: 1. How have public library services to children and young adults developed over time? 2. How and why do young people use public libraries? 3. How can we evaluate the effectiveness of public library service for young people? 4. Why should policymakers fund public library services for children and young adults? Extensive bibliography.
Ward, David J. and Alan J. Hart.
The Economic Contribution of Wisconsin Public Libraries to the Economy of Wisconsin. Executive Summary. Madison, WI: NorthStar Economics, Inc., 2008.
A report commissioned by the state of Wisconsin on the direct economic impact of public libraries on the state’s economy. Finds that for every tax dollar invested, $4.06 is returned to the economy. Does not attempt to measure SROI (social return on investment), the soft but crucial contribution that comes from a better prepared workforce and better equipped students. Notes that libraries throughout Wisconsin provide free access to the Internet.
Winston, Mark D. and Deborah Fisher. “Leadership Education for Young Adult Librarians: A Research Study.”
Public Library Quarterly 22.3 (2003): 23–35.
The research presents the importance of the leadership role for young adult librarians and discusses the extent to which instruction in leadership is provided by Library and Information Science programs. If young adult librarians are expected to take leadership roles in their employing organizations, this training is critical.
Winston, Mark D. and Kimberly Lione Paone. “Reference and Information Services for Young Adults: A Research Study of Public Libraries in New Jersey.”
Reference & User Services Quarterly 41.1 (2001): 45–50.
A survey of all public libraries in New Jersey indicated that services are provided for young adults, but that such services are less formalized than those for other service populations. Staffing devoted to services for young adults is limited and other opportunities to enhance the services provided are missed. Despite the fact that the teenage population in public libraries is so large and in need of support, young adult services are seemingly not afforded the same amount of attention, or allocation of budget resources, as adult, or even children’s services. Evidence suggests that young adult services are lacking. Teen programs are often nonexistent. While young adults may need the most help, they sometimes get the least.
Wooden, Ruth A. “The Future of Public Libraries in an Internet Age.”
National Civic Review (Winter 2006): 3–7.
Civic leadership, public citizens, and library leaders agree there is a great opportunity to step in and address a community need through better teen programming and services providing them with safe and productive activities.
Young Adult Library Services Association. “A Legislative Advocacy Guide for Members”. Chicago: YALSA, 2007. http://www.ala.org/ala/mgrps/divs/yalsa/profdev/LegAdvocacyGuide.pdf
Young Adult Library Services Association. More Outstanding Books for the College Bound. Chicago: ALA Editions, 2005.
Young Adult Library Services Association. Speaking Up for Teens: A Guide to Advocacy. Chicago: YALSA, 2008. http://www.ala.org/ala/yalsa/advocacy_final.pdf
Young Adult Library Services Association. Teens & Social Networking in School & Public Libraries: A Toolkit for Librarians and Library Workers. Chicago: ALA, 2008.
Includes information to share with community members about how online social networking facilitates learning, tips for talking with legislators about social networking, educating the community and teens about online social networking, and other resources about online social networking.
Young Adult Library Services Association. “Young Adults Deserve the Best: Competencies for Librarians Serving Youth.” Approved by the Young Adult Library Services Association Board of Directors, June, 1981. Revised January, 1998, and October 2003.
Includes a link to a Spanish language version: http://www.ala.org/ala/yalsa/profdev/YADeservetheBest_Spanish.pdf.
Teen Book Awards & Selected Lists ( http://www.ala.org/yalsa/booklists)
Teen Read Week (http://www.ala.org/teenread)
Teen Tech Week (http://www.ala.org/teentechweek)
Young Adult Library Services Association (YALSA) ( http://www.ala.org/yalsa)
YALSA Wiki ( http://wikis.ala.org/yalsa)
Best of the Blogs
Brookover, Sophie et al. Pop Goes the Library blog. http://www.popgoesthelibrary.com/
Doyle, M. Teenlibrarian blog. http://teenlibrarianblog.blogspot.com
Iser, Stephanie et al. Alternative Teen Services blog. http://yalibrarian.com/
Young Adult Library Services Association. The official blog of the Young Adult Library Services Association. http://yalsa.ala.org/blog/
Useful Websites for Statistical Information
PUBYAC (for public librarians)