Maricopa Keynote
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Keynote Presentation: Teen Library Behavior 101 Queens River Branch Library Friday May 7, 2010
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Maricopa Keynote
Editor's Notes
- Thank you YALSA!
- 1976-1996
- “ If you work in a library, you know this scenario: You can hear them coming before they actually hit the door. They travel in duos or groups - perhaps better called packs – and they bring their noise and chatter with them. Once inside the library, they are a challenge to all. At the reference desk, they ask demanding questions that require constant follow-up. They have very specific needs, as though there is only one answer to their question and it is some kind of test for you to find it. Even worse are those who ask the same simple questions requiring repeatedly the same sources, year after year. Some are adept at computers and microfilm, but most are not. They may also dress funny and behave oddly. Disorganization rules as they spread out their mounds of paper until they’ve buried an entire table (or tables). They rarely say “Thank you.” To the nonreference staff they are pestering – needing change for the copies, wanting special favors because they are “regulars” and often leaving a mess of crumpled paper and food crumbs behind them. Because of this pestering, and also because they are loud disorganized, messy and difficult, most staff consider them obnoxious and are happy to see them go away or find a specialist to help them. They are a difficult user group indeed.” (Patrick Jones, Connecting Young Adults and Libraries, second edition 2000 p 71) Thank goodness I work with teenagers, and not with genealogists…
- Cultural: Who taught you how to behave in the library? How do patrons know how to behave in the library Sociological Who do teens spend their time with? Personal What are some personal issues teens face the might influence behavior? Psychological What are teens going through during adolescence? What are the unique experiences that characterize them?
- The corpus callosum stopped developing around age 5 (grows through adolescence) The brain didn’t grow after age 10 (grows through adolescence) Myelination was complete before puberty (continues well into young adulthood) The Frontal lobe grows at the same rate as it did during the toddler years! Poor decisions Poor management
- Girl’s brains myelinate faster than boys – may account for earlier “emotional maturity” The amygdala prompter of gut impulses grows faster in boys, prompting development of physical and spatial skills, and other cerebellum processes The hippocampus memory center grows faster in girls, prompting development in social cognition Results: Reacting Poor memory/recall Lack of focus and attention Poor organizational skills Bad impulse control
- Results in: Risk-taking, novelty seeking Excitability, loudness
- Moodiness
- Brain development REM sleep has been linked to learning ability Sleep deprivation results in: Crankiness Depression Insomnia Perceived laziness Lack of energy Poor judgment
- Teens rebel when they have something to rebel against. Increase their responsibilities and freedom of choice, and they have nothing to rebel against, and can use their energy for other purposes.
- The scenario is group of five or six teens are sitting together after school in the library. They are talking and laughing very loudly, slouching on the furniture with their feet up on the coffee type table. You need to address their loudness plus you really don’t like how they are sitting on the furniture. How do you approach them and what do you say so that you don’t sound like their mother. Also as you are walking away, they are laughing and making comments about you. How do you ignore this behavior? Because you know if you turn around and say anything it will make it worse but yet you are fuming inside because you feel they are being disrespectful. How do you just let it go.
- We get a lot of teens after school (we are a shared use facility with a High School). Part of my job is to roam around and monitor the teens. I've noticed when I tell them to do something, like leave the vending area, they act like they haven't heard me. They don't respond.
- I try to remember to "disengage,” and not get sucked into an argument or discussion but it really hard. Any tips? For example, if I tell the teens they can’t sit in the children’s area, sometimes they will want to argue. Why? Isn’t the library a public building, I have rights, etc
- We are engaged in a lot of outreach right now before summer reading. How do you encourage adult library staff to support teen outreach and programming? Sometimes programming and outreach can take youth staff away from the library for certain periods of time (like right before summer reading). What are some good ways to get the staff to buy into programming and outreach efforts?
- Strive to offer quality service to all patrons. Take an interest in teen culture and activities. Get out from behind the desk. Be enthusiastic and respectful. Involve students as often as possible – volunteer opportunities, creating displays, tailoring your website to reflect current assignments, showcasing student work, etc…
- Strive to offer quality service to all patrons. Take an interest in teen culture and activities. Get out from behind the desk. Be enthusiastic and respectful. Involve students as often as possible – volunteer opportunities, creating displays, tailoring your website to reflect current assignments, showcasing student work, etc…
- Strive to offer quality service to all patrons. Take an interest in teen culture and activities. Get out from behind the desk. Be enthusiastic and respectful. Involve students as often as possible – volunteer opportunities, creating displays, tailoring your website to reflect current assignments, showcasing student work, etc…
- 1976-1996