So much to summarize

Whoa, so all of the reading about "identity" and who we are and the changing of hats and who we are expected to be just came to a halt when I was checking my e-mail (definitely NOT procrastinating doing my homework, no, no!) and felt for the very first time like I was cyber-bullied! A day care parent must have put on a red hat with horns before she sat down to write me the message and it left me wondering what got into her...do I really even know her - alter ego apparently.

My first response was to think of this parent as I know her through our daily interactions of drop-off and pick-up and our funny antidotes (her daughter proclaiming that her favorite vegetable is a jelly bean) that we exchange and the big achievements (little "insert name" washed her hands without being reminded after using the potty today-hooray) that we share...we communicate openly and work together as a team to provide the best care possible for her child. That is the identity that I relate to this parent, but I saw a very different side when I read her e-mail, which brings me to the role identity plays online and within the issues of "screen mean" people. I think everyone is prone to this syndrome, the whole idea that it is easier to say something rude or cutting when you are typing away, feeling frustrated or angry and then you hit "send" and it's too late - you cannot take it back! This is an example of people not thinking as clearly when they react to a situation since their "identities are hidden behind a computer screen" (Elizabeth Winchester). I am probably especially riled about this too because I have been reading up on the topic and came across the above quoted article in Time for Kids and then an article in Teen Voices, that reminded Internet users to "Be ethical: Maintain the same behavior online as in real life. Sometimes people forget that there's a human being on the other side of the computer, and they think that there is a lower standard of ethics or personal behavior acceptable in cyberspace" (Teen Voices).

I feel like the example of the day care parent turned rude and mean behind the shield of a computer screen could translate into a teen doing the same - either easing the ability to bully peers at a safe yet still invasive distance or also for teens who are identified one way to experiment with and exhibit different personas...anyway, I've gone off on a tangent but most simply said:

I think that modern teens who are struggling with the formation of their identity and consumed by others' perceptions of them are faced with very different challenges than I was as a teen 15+ years ago...although the Internet can act as a forum for positive creative expression (The Digital Girls project cited in Literacy & Identity) and identity exploration, it can also serve as a space to experiment with less desirable or more risky identities which can prove hurtful or damaging in a lot of ways. I know that cyber-bullying is a problem that is definitely on the radar of many schools and parents but unfortunately it is one that is difficult to monitor, so this is an important issue to raise with teens and have accessible information about.

Works Cited:
Winchester, Elizabeth. High-Tech Bullies. Time for Kids, April, 2007.
Jean-Baptise, Christa and Jatara Gray, eds. Caught in the Web: What You Need to Know about Online Safety. Teen Voices, vol. 15,no. 2, 2007.
Williams, Bronwyn T. Literacy & Identity - Girl Power in a digital world: Considering the complexity of gender, literacy, and technology. Journal of Adolescent & Adult Literacy, vol. 50, no. 4, 2006/2007.

Identity Crisis to the Max

So I have Paris Hilton all figured out, the mystery behind her ways seems so clear now-she is a vampire!! This book takes on so much (hopefully some conclusions will come in a sequel/series...), I had a difficult time figuring out the target audience. I know that De la Cruz has a huge following amongst teen chick-lit fans and I think all of the fashion and high society references would definitely appeal to that genre, but then the history tie-ins with the Mayflower diary and the obscure colony references seem too sophisticated or confusing for that type of light read...it left me wondering if it will find a niche. I personally felt bored and annoyed by all of the brand name dropping and longed for more fulfilling content in the historical area and craved (not raw meat) some answers rather than the thrill of being completely left hanging.

Blue Bloods does address the developmental assets for personal identity, but it was a little too cookie-cutter with the social cliques being made up of the typical outcast (Schuyler/Oliver), jock (Jack), prom queen (Mimi) and the socially mismatched couple (Dylan and Bliss)...the predictability of these characters sort of took away from the intrigue of seeing how their identities would develop. The book touched on many of the typical issues facing teens including: drugs/drinking, sexual relationships, social angst, parental struggles - all of which would appeal to a drama loving teen but would s/he be engaged enough by the plot?! I have no idea, I'm not a vampire fan so it's hard to tell, but I'll be curious to see how others viewed the overall quality of this book.

When Everyone's Personal Identity is at stake...

So after getting over the culture shock of listening to Anansi Boys versus Born to Rock (extremely different experiences, after all of my raving I'm sure you already know which I preferred) and getting into Born to Rock, I came out with some conclusions about my new "personal identity". Perfect timing for this week's theme!

Born to Rock was not my favorite book this semester (it seemed too contrived...and buttoned up so/too nicely at the end) but I learned a lot from "having to read" this book. With hysteria over the collection development assignment swirling around in my head and the residual glee from our presentations, I was able to center myself on striving to be a librarian dedicated to meeting the diverse needs of the patrons. So although this book was not one that I gained any personal fulfillment from, I realize that it probably appeals to so many teens out there and that is what needs to be kept in the forefront of my mind when selecting resources for a young adult collection...for me there is still the struggle of wanting to offer quality literature that will open hearts and minds.

It was obvious what the messages were throughout Born to Rock, and it was nice to see the characters exploring the depths of their identities and sometimes transforming and growing and sometimes sticking with what felt true and natural, I think teens will certainly relate to the overall experiences presented in this book. I also feel like this is such a popular theme for young adult authors and there are other, more realistic and sincere, books to offer a teen struggling with his or her identity. Which brings me back to the collection development piece, I have to remember to have available a broad variety for a diverse audience, and I cannot let MY own personal identity influence or interfere with the development of my patrons.

Trauma in room THIRTEEN

So after class on Saturday, feeling inspired and empowered by our super class presentations I stopped off at Movie Gallery to rent FREEDOM WRITERS...apparently 15 others did too because all copies were out! Still feeling like I wanted a movie that would connect me to teens I rented THIRTEEN (FOX Searchlight Pictures, 2003) and was left feeling more traumatized than inspired! The movie follows a 13 year old on her quest to fit in, which leads her deeper and deeper into drugs, sex, self-destruction and lies - it was terrifying. I expected the movie to center around the teen-age angst; entering high school and trying to figure out who you are and what you want to be is full of stress and risk...I did not expect such intensity and although I kept reassuring my self that this could not be realistic - most of the reviews praised the film's honesty and accuracy.
So yes teens struggle with peer and parental relationships, and especially in a situation like Tracy's where her own parents are unstable, it is never easy. Throughout the movie I just kept thinking how lost everyone seemed and that there was just so much hurting. The scariest part for me was seeing all of the predatory relationships at work, everyone taking advantage of each other's naivety, trust, guilt, ugh it was so depressing. The other thing that bothered me was the double standard for males and females - the brother was out until all hours, doing drugs too and sex crazed but no one seemed phased by that...anyway I think these are real issues and it was eye-opening for sure.
I still cannot figure out if this is a cautionary tale, are teens supposed to watch this and realize how shattered this girl's life became as a result of her risky behaviors...does that work or do teens just take away what they want from it - how cool it would be to go on a shopping spree with friends using stolen money, what a cheap/easy way to get high with a whipped cream container, the cutting and covering up with bracelets...it just all scares me. As a parent, what I took away from this film was a need to remain a positive role model for my children, keep the lines of communication open, find a balance between trust and protection, and to keep making myself watch and read things like this to keep current on what is going on and what signs to look for.

Such a smart group!

I just have to say that I learned SO much in class today...While working on the developmental assets assignment I was so focused on the challenge of finding diverse and accessible resources, that I didn't stop to think that everyone else was doing that too! It felt so time consuming and overwhelming while I was living it, but now that it is over and I realize that collaboratively we have compiled a powerhouse list of ideas, inspirations and recommendations I am so psyched!

Especially now, at the end of the semester, when I am feeling tired and burnt out and wondering why I would put myself through this torture anyway...along come these invaluable lists of resources, programming suggestions, new and fun technology and an energy and enthusiasm that was tapped out of me! I'm enlightened, empowered, and energized again - and ready to get out there and change lives...the peer networking aspect of this project is such a great reward for all of our hard work, now all I need is to find some time to kick back and explore all of the new knowledge at my fingertips!

When Tragedy brings People Together

I have to say that this tragedy at Virgina Tech. has affected so many people's lives, and it is hard at this point to even comment on the "story". This is a situation that is simply unexplainable, no one can make it right and no one can make people feel better-this is a situation when young adults NEED someone to open up and admit that everyone is confused and scared and that it is OKAY to feel like that. It has been on the news non-stop, we now know more about the student who committed this crime, but we don't know exactly what to do with the other students and families affected by this incident.

When I lived in Ireland, as a peace and conflict mediation student, back in 1997-1998, when the peace treaty was broken and I had to explain to my second grade students WHY this was happening...I felt the same way I do right now-helpless. It is so hard to try to explain the hurt and damage done, there is NO rationalization and NO comfort evident to the people who feel the ripple affects of such actions. The best I could do as an adult working with these children in conflict was to just be honest and talk through what I did know, and express my unease and insecurity with what I was not sure about, I was vulnerable too.

Listening to various media interviews; the one resounding message seems to be that although classes have been suspended and students are expected to flea home to their families...the students interviewed are talking about staying on campus and being together with their friends to work through this...it is amazing to see young adults making a choice to stay and face the grisly truth with their peers rather than running home to an easier comfort zone. The fact that they choose to wear their V.T. gear and stay on to support their peers and live through a very mature situation while relying on the support of one another is a very respectable act- my thoughts are with all of those directly and also rippled by this tragic event.

A Disney movie I really DON'T mind watching with my kids!

So I get it now, what all the "hoopla" is about the movie High School Musical! Besides the fun music ( I was so tempted to try the "dance-along" on disc 2 but my son protested) and fairly diverse cast, for Disney anyway, it sent a very valuable message. I started out thinking it must be a parody of school cliques and thought the "evil snotty twins" were just too over the top, but then settled in and realized that this is what pre-teens want...a day in the life of the cool and glamorous kids their own age or a bit older, but funny rather than too heavy or intense. Disney really hit the mark with the music too-it's great to sing along to in a group, it just invites slumber party viewers for years to come!
The movie contained an emotional storyline that pre-teens could relate to and the ultimate message to be yourself, follow your dreams, break through the social boundaries and expectations didn't seem any less inspirational being told by beautiful and talented actors. I was prepared for maximum cheesiness, but have to admit that knowing a bit more about what the target audience is looking for based on my various student interviews, I really think High School Musical is quality work and deserving of it's insane popularity.
Amongst the other positive messages in the movie, the one I appreciated most was the relationship between Troy and his father. As a parent I am maybe a bit hypersensitive about the typical portrayal of parents in Disney movies-wicked, unreasonable, evil, all-powerful, etc...it was just nice to see a parent portrayed as looking out for their child's best interest and having good intentions-yet realizing that "being yourself and in turn being truly happy" can supercede an all-star win or a sports scholarship. I am fine with my son loving toe-nail polish and don't think twice when my daughter wears a tool belt over her tutu for dance class, but if when they are older and my perspective shifts with their levels of self-expression, I hope I can come back around and step up the support like Troy's dad rather than turning into that weird mer-man/octopus thing from The Little Mermaid...
So I'm sure (at least I hope) it's been done all over the country, but this movie would obviously make a great discussion group opportunity for a library trying to lure in this age group. It is a nice, clean, appropriate yet still immensely popular movie that would draw crowds and also affords lots of dynamic discussion topics. It would be a safe and fun way for the group to broach topics including cliques, stereotypes, relationship issues (peer, parental, boyfriend/girlfriend), aspirations and struggles...hey I'd come with my dancing shoes on-but would leave my tool belt at home!

Competence = Confidence or Vice Versa?!

So I not only completed my homework assignment to watch the WB/CW network, I will admit that I also quickly became a teen TV junkie...FAQ by my husband: "What is THIS?!"
Anyway, I will have plenty to contribute to the conversation about the regular programming concerning the accessibility to teen dramas and peeks into the lives of characters that teens may or may not relate to, the choices they make, what is marketed, etc...I'm ready! What I want to highlight most from my binge, is the grateful opportunity that I had to catch "The Brick Awards" on Thursday night...the self-proclaimed "Oscars of Youth Services" which was an amazing project/program!

This awards show honored youth across America that sought to make a difference; whether it be community wide, country wide or globally- these youth were being recognized by pop icons and fellow activists that support the youth volunteers' inspiration in education and commitment to making a difference. I was amazed by the drive and passion expressed by the young adults presented in this awards show. It was NOT a red carpet affair (full of buzz about how people look or who they are with) but it did include guest appearances by celebrities who share a strong belief in the charities and "wish to inspire young active citizens"...that was Lance Armstrong!

It was amazing to see all of the talents and creative elements that young adults posses being tuned into something so positive; their "social competencies" (planning and decision making, interpersonal skills, cultural awareness, resistance skills and peaceful conflict resolution abilities) all contributed to the projects that they initiated, and in turn being recognized for them will build their level of confidence and only motivate them to do more! This is a great example of allowing the general public to view our youth as productive and positive members of our greater community rather than hormonal werewolves to tread lightly around!

So, this feels like an appropriate place to put another personal plug for Berkshire Idol at www.iberkshires.com/berkshireidol...our talent pool represents a group of Berkshire County residents willing to share their gift (that being a singing ability) to raise funds for local United Way Charities: Big Brothers, Big Sisters; The Elizabeth Freeman Center; Northern Berkshire Community Coalition as well as The Berkshire Food Project, representing a diverse group of organizations reaching out to locals of all ages and economics. This charity event enables participants to express themselves creatively, build self/social competence AND give back to a variety of members within their community! It is an amazing event to be a part of, and I won't hog all of that love because for every on-line vote via the web-site above, our sponsor will donate $1 to the cause...so you can see some fun singers, see some ingenious examples of social competency amongst young adults and give to charity all at the click of your mouse...talk about a confidence booster!!

Soccer and Swords

So, with "social competencies" in mind I quickly plowed through the books assigned for this week's class...The Hookup Artist tackled the topics of homosexuality and "interpersonal competencies" without being preachy or presenting the main character's sexual identity as the central topic or problem. Instead, the YA novel touched on the realistic issues faced by all teens when dating/match-making, and the fact that Lucas was a gay male looking for a partner was no bigger deal than his straight counterparts also looking for (or rejecting) love. I liked this about the book, besides the token homophobic jock (just a bad guy overall), the sexual identity piece for Lucas was pretty much a non-issue. This was a fun story about two best friends who have fallen for the same guy-yikes-I think teens would relate to the tension and humor as a result of this predicament, the language and conversations seem to reflect young adults I know (except would all teens appreciate the Spanish dialogue? oh wait "cultural competence"). Most young adults can probably relate however to the sensitive friendship issues raised (not speaking for a week to your best friend, talking behind each other's back, peer pressure...) and will admire the candid yet honest portrayal of the characters, I think this book would have been an easy sell if presented during my teen interviews for the last project!

A stranger but still fun read was Avalon High, a book that also raises many of the struggles faced by teens ( being the new kid, figuring out feelings, jealousy) but with quite a twist...I knew right away where this book was headed-yes the Tennyson quotes gave it away- and I thought I would hate it! I was however pleasantly surprised by the strength of the characters and the obvious, yet not too cheesy tie ins to the Arthurian legend seemed clever rather than lame. I think this book would be a great choice as a curriculum bridge for a reluctant reader or for the class to read together (or be read to) aloud. Cabot makes a heavy and sometimes dull history/literature lesson come alive with characters and side issues that young adults can relate to. Avalon High also addresses the internal assets of social competencies through it's projection of teens overcoming conflict and making difficult decisions through effective problem-solving, sensitivity, oh and an ancient sword!

The Grooove

The Meredith Farkas article, "An Outlet for Creativity: Plugging in with teen-centered podcasting", echoed much of my own research for the developmental assets project. Jessica and I have discovered a local Northern Berkshire group of teens involved in "The Grooove" as a method of self-expression and creativity. According to their homepage (http://www.nbccoalition.org/programs/grooove/index.htm):
"The Grooove is organized by teens, for teens. The Grooove organizes monthly events, including open-microphone coffeehouses ("Grooove Café") and concerts featuring local teen bands." I spoke directly with a teen member of the organization and learned that although she did not perform herself in the Grooove Cafe events, she gains positive peer to peer experiences and works creatively through the event planning and management opportunities. She is an experienced dancer but does not sing so she uses her talents to choreograph the performance routines for her friends and makes sure that things flow smoothly behind the scenes. I couldn't help but feel her enthusiasm when she spoke about the Grooove events and am looking forward to attending one myself to experience first hand the creative sparks flying!

The Cheshire Public Youth Librarian, Sarah Morgan, admitted "Although I am often tempted to rule with an iron hand, I know that would spell doom for the project." In a similar position is the UNITY (United, Neighboring, Interdependent, Trusted Youth) program associate, Kate Merrigan, of the Northern Berkshire Community Coalition. I spoke with Kate about her involvement with the Grooove organization and she agreed that rather than "being the bossy adult and telling them what to do I try to just give them my support, like being the safety net for their high wire act." I loved this quote, and really hit it off with Kate whom I highly respect for her role as an effective youth leader. I have passed the Farkas article along to Kate and the wheels are turning so keep your ears out for some "Grooovy" podcasting hopefully coming soon!

American Libraries. Volume 38, Issue 3, March 2007. Chicago, IL: American Libraries, p. 30.

We all have to eat so why not enjoy it!

So obviously taking this class has added the term "young adult services" to my radar...I see references to it wherever I look now and although my skeptical side feels frustrated by all of the targeted marketing to teens, I do think all the attention to teens as consumers means adults are beginning to respect their diverse wants and needs. One of my other identities is restaurant owner-and the latest issue of Restaurants & Institutions magazine had an article focusing on the consumer and health needs of young adults that I found very interesting.

Overall the article promotes offering a variety of choices for this new generation who are described as more adventurous and sophisticated than the baby boomers or generation X. "This is a generation educated by the Web rather than television, and, according to Nike executive Mary Slayton's often-cited quote in Business Week, "Television drives homogeneity. The Internet drives diversity." The article explains that it was the baby boomer generation who transformed eating out from being a special occasion into being a daily part of life, and now with more access to transportation and even more crowded schedules the challenge for restaurateurs is to appeal to the teens accessing the drive-thru and take-out services, as well as making the dining-in a "unique experience" every time in order to keep the teens coming back.

Although 25% of the teens surveyed said that the restaurants they choose reflect their personalities, the article explains how difficult it can be for restaurant owners to tailor their environment and services to the teens because they are constantly redefining what is "in" and "cool". Anyway, we are a steak and seafood restaurant with a family appeal but also a big following of Williams College students who like that it is a relaxed place to come for a "special occasion" when you are going to spend a bit more on a nice meal - I certainly wouldn't say we have achieved the status of being any young adults' "third space", but we are conscious of teens as independent consumers and welcome their business but don't try to be pushy or in their face about coming back. Article smarticle though, our own research (asking the teens who work in the kitchen why they come to eat at Hobson's Choice on their night off) proves that they like the "good food and good music"!

Self-Expression as an educational tool

I was a bit confused at first about why Peeps:A Candy-Coated Tale and PostSecret:Extraordinary Confessions from Ordinary Lives would fall under the week for "Commitment to Learning" but reading them in tandem with the Lenters article and all while doing research for the developmental asset project shed some light on the issue...Jess and I are investigating opportunities for young adults in the North Adams area to feel empowered through self-expression and creative outlets, this I thought would be a more appropriate tie-in for the books on this weeks list. After talking with a teen and adult involved in a local "performance and creative outlet project" (I don't want to give too much away before our presentation) it became quite clear that offering opportunities for self-expression (creative writing, song writing and performance choreography, etc.) is indeed a powerful learning tool. All of the developmental assets overlap of course and different external and internal assets can be applied for a common end result but the 2 books for class clearly reflected the ability to achieve motivation and engagement using constructive learning tools that also value creativity and self-expression and are therefore empowering.

I loved how PostSecret gave the participant concrete instructions with parameters that included and encouraged creative liberties, this project employed both critical thinking and problem-solving challenges along with the opportunity to be unique and express individual emotion. It is a project that appeals to all learning styles and interests because of the freedom to be straightforward or profound, polished or edgy, no answer is a wrong answer. It speaks directly to the issues raised in Lenter's "Resistance, struggle, and the adolescent reader" article, addressing the lack of interest and identification in more commonly assigned school work. PostSecret is an amazing read for a young adult who can learn from diverse teens' confessions and also directly relate to those contributors who share and therefore validate their own confessions. The teen I spoke with about her experience in the local creative writing workshop appreciated the opportunity to have a time and place to write freely without anyone telling her what to write about and the opportunity to share her work in a non-judgemental environment where she wasn't stressed about being "graded". PostSecret represents that same "place" only on a broader scale-and definitely meets the criteria for "commitment to learning"!

Peeps was a fun read, that made me laugh, made me hungry and reminded me of a similar assignment that a teacher friend did for her 7th grade class...she had the students collect data using any candy of their choice that is packaged with a variety of colors/flavors. It involved all the usual math curriculum framework components to have the students figure out the means, averages, percentages and then tied in a writing component which had the students use their statistical analysis to write (in business letter format) a summary of their findings to the candy manufacturer requesting answers to critical analysis questions that presented themselves based on the research (ie: are their 27% more red skittles per package because those are the consumers favorite or because red dyes are cheaper than having to mix red and blue dye to make purple skittles...) it was an amazingly involved project that engaged the students and taught them so much in the process. Peeps is like that for me, it is a story, a mystery that involves candy (who doesn't LOVE candy), it is eye-catching and creative, it references current icons and issues and it is funny! This is something that I believe would appeal to resistant or any readers who wanted a break from "agency" controlled reading and again I feel that the unique art and writing plus the creative measures employed in the making of this book would meet the assessment for commitment to learning since it would surely engage and motivate young adult readers for pleasure.

There is already so much valuable information that I can glean from the developmental assets paper research, I have learned that there are teens out there craving an opportunity to have their thoughts and creative expressions validated - they want to own their work and then share it with others who respect their voice. The readings this week have given me examples of materials that help to promote this goal, they value a commitment to the students' academic and creative achievements and together they motivate all types of students to read, write, think and learn!

Optimism Observed

I was pleasantly surprised by the YA collection at my local library...I remember telling someone in class awhile back that I had never been in the YA room and she said "that's good, the teens probably appreciate that"! When I learned though that the YA room doubles as the public library's computer lab and I also had an "assigned" reason for entering I felt safe to scope it out.

The fiction section displays the titles alphabetically by author and actually holds most of the titles included on our class reading list-I was impressed with the currency of the books and didn't feel like it was in dire need of being weeded. The collection is small but all the books and resources are clearly marked with yellow "YA" stickers to denote the audience. The fiction books subtly run into the non-fiction books and shelves housing materials ranging from travel, sudoku puzzles, eating disorders, to yoga-a strange layout apparently categorized by "subject"- but it seems a bit blase about where books lie within those subjects. I was happy to see such a range of needs and interests being met and I understand the space and shelving issues, but it is odd to see a "self-help" book like Battling Bulimia next to a Beginners Guide to Feng Shui...at least they're out there right?!

I was happy to see an entire wall devoted to music in the YA room and, despite the very dated cassette and Cd stereo unit with BIG (not Bose cushy big - but hearing test big) headphones, a couple of comfy chairs in that corner of the room to invite the teens to come in and sample music or the extensive audio book selection. There were also music anthologies and bibliographical and sheet music books available for all genres from classical, classic rock, hip hop and more! They had music oriented magazines, some play away units with instructions/invitations for borrowers and a wealth of Cd's-I'm going back, I really never knew that existed in my quiet little library!

Another wall consisted of "media selections" including a diverse array of magazines (the few graphic novels for YA's were included in this section which struck me as odd-it seems as if they are considered "magazines" rather than books) and computer software, information regarding reference sites and books about setting up web pages and blogging...it made me wish we had the old card in the back with the dates stamped inside the pocket so I could see if these materials were being checked out or not. There are A LOT of helpful and current resources at this library and I only hope they are being utilized so that they continue to be updated and offered. Sharing the "media selections" wall were the reference books- they left something to be desired...some old sets of encyclopedias and a newer version of reference books regarding religion, the saving grace to this tattered and outdated collection was a brightly colored sign explaining that the library has access to Encyclopedia Britannica on-line with instructions of how to use it within the computer lab-phew!
I was also psyched to see a bulletin board by the door offering book suggestions from "The Wakefield Public Library" (I'll have to check them out...) divided by genre and also a pen hanging from a string begging teens to suggest or request any materials to peers or library staff. Although there were no takers on the book or software sheets, lots of teens weighed in on requests for cds and the librarians follow through by writing in when the Cd was ordered and then again (with a smiley face sticker) when it is in-yippee!

So this was a long, boring, yet informational synopsis of my observations and new found obsession with the YA room at my local library-I will be careful to use it when I know "real teens" are tucked in at their school desks as to not invade their personal space!

Worlds Collide on the Beach

I'm not trying to rub it in that I'm spending two weeks on the beach in Puerto Rico with 30 of my closest family and friends (pina colada anyone!), I'm just sharing my observations of my mini case study...I'm here with a diverse group including sibling pairs from Medway, MA and Puducah, TX which presents an interesting opportunity for young adult interactions. The 9 and 12 year olds from MA attend a private school outside of Boston where their parents teach and are inundated with social and school related technology devices. The 11 and 15 year olds from TX attend a public school with 20 students per grade and live on a ranch where their Mom stays home and their Dad works for the Texas Parks and Wildlife Association. They are all amazing, kind, honest and fun-loving young adults who share a family tree but not much else!

We were talking about school and homework and I learned that although both schools have computers to use for research and projects, the Medway kids also use computers for social networking (the 9 year old boy exchanges information on-line with his friends about their "webkins" while the 12 year old girl has her own facebook account), they both said they are on-line several times a day between home and school. The Paducah girls do not have e-mail access from school (it is blocked) and have no computer at home but talked about using the internet for school projects under their teachers' guidance.

It was the Medway kids who seemed surprised and incredulous about their differences, asking their cousins how they talked to their friends after school or now while they were away. My Paducah neices explained that they hang out with their friends after school through 4-H or by going home from school with one another and Kylie (age 11) showed us a package she was sending a friend in Paducah with pictures, shells, an umbrella from a drink and get this---a hand written letter!

For his preschool class homework my son Connor is supposed to journal on-line (I am to type his narration into a template e-mailed by the teacher) but we were so inspired by Kylie's package that we are making an executive decision to change the assignment! Instead of typing, I have printed out the template and Connor (with the help of his creative cousins) is drawing pictures of the beach, gluing treasures on the paper to make a collage and handwriting letters to recount his trip. Our Medway cousins have joined in and are making scrapbooks to show their friends and teachers too!

We aren't taking a complete vacation from technology though because the Medway cousins are helping their Paducah kin to set up webkin and facebook accounts that they can check on the computers available at their public library, and we are all getting "better connected" and learning so much from one another!

Rules of Responsibility

I wanted to weigh in on the readings for March 10th since I wasn't in class-I know that as a long retired young adult my opinion doesn't count anymore but I have to congratulate myself on finishing the book Paranoid Park because it was a struggle. The problem for me was an inability to to connect to any of the characters-the nameless character and his whiney girlfriend failed to engage me (the plot developed while leaving the main characters behind) and even as what should have been an intriguing plot unfolded I was simply bored. I have not read any other works by Blake Nelson so it's not totally fair to judge-but I just wondered how would a teen stay interested in such a slow moving story? Anyway, one aspect that I did deem from this book (and the unresolved ending leaves a lot of openings for further discussion) was that a parent/teacher/librarian could use it as a tool for a conversation about responsibility. I believe that Paranoid Park raised important issues regarding a young person's struggle with independence versus asking for help-who do I ask, who can I ask, what are the rules or consequences-and perhaps a teen could relate with the skateboarder character's dilema to make the right choice in a difficult and unguided situation.

The subject of responsibility is tied too with the readings about copy written material and secrecy within on-line social networks. I think a similar (remove the death from the equation) dilema is posed to teens when confronted with endless opportunities to access on-line content which meets their wants and needs but do not quite understand the boundaries of legality-why is it out there if it's not allowed, other people do it so why shouldn't I, lots of adults do it too- it is a hard and confusing choice to make.

The same rings true for teens facing responsibility issues in their social networks on-line. The boundaries are fuzzy and although the companies claim to "put the power in [their] users' hands to make choices about how they reveal information" (Chris Kelly, DOPA) the consequences of good versus poor choices made concerning privacy and safety by even the most savvy teen given so much responsibility can haunt them for the rest of their life---see Paranoid Park for details.

Who's Empowering Who?!

I was amazed and inspired by the Judy Macaluso article heralding the success of the "We Empower Teens" program in Ocean County, NJ. The sheer accomplishment of pulling off such a large event involving so many details was impressive in itself, but the magnitude of it's influence on the teens and adults who were equally empowered by the program and it's lasting effects is dynamic!
While working on the "Talk to Teens" project for class I was surprised and disappointed to learn that neither public library in my area has a librarian specifically skilled to support teen interests, collection development or the teen room present in each library. When I inquired about speaking to the librarian that serves teens the response at both libraries was that the staff is small and they do not employ a separate teen librarian-I am sure that is a budget related decision and although it's a shame I can understand the reasoning. What I could not understand however was why neither library has a teen advisory board or any teen members on their regular boards. Both librarians expressed frustration with my questioning and argued that teens are not interested in being on boards, one librarian went as far as to say that "teenagers think libraries are for geeky kids and don't feel strongly enough to speak up about the library".

This made ME frustrated and sad, it also made me think back to the Peter Zollo description of teens needing "indi-filiation". The need for "individuality and affiliation", teens wanting to stand out in a crowd-having a voice and fresh ideas; but just enough to be recognized as unique rather than markedly different...This is what I felt the "We Empower Teens" program addressed, and it serves as a powerful model for anyone trying to reach teens. What was so amazing was the organizers' ability to bring together diverse groups of teens, all with unique backgrounds and interests and rally them together in a common cause and inspiring them to want to be leaders-this ability to get them to feel comfortable enough to step out and try something different, to meet new people, to LEAD!

I am not giving up at the local library here, I don't think it's fair to assume that teens are not interested in what goes on at the library- I doubt they've been asked in a serious manner...my hunch is that rather than making any enemies at my libraries it might be better to go at it from the other angle. The last statement by Macaluso was that through the program the entire library community realized that when "WE EMPOWER TEENS - THEY EMPOWER US!" and if this message can be passed on to the reticent librarians maybe they will be willing to give it a(nother) try...

My Kind of Manga!

So after V for Vendetta (you all know how I struggled through that one) I was dreading another manga read, but trusting Erin that it was a breeze I hoped to just get it over with last night...I LOVED Dramacon! This book really helped me to appreciate the "visual language" as described in the wiki definitions, I really liked seeing Christie's expressions and emotions change through the drawings (growing horns or fangs, getting visibly "mushy", etc.) and it was a safe exploration for me into the world of a comic convention!

The story tackled YA issues of social insecurities and emotional instabilities with an ultimate message of empowerment! Ugh-Derek was such a jerk but I was so involved in the story that I found myself being more mad at Christie than Derek because she "put up with it"-something I think teens will relate to as well. Another aspect of the story that I really liked was that the other couple they went with was so self-absorbed, I just thought that was so realistic...Christie felt very naive and alone at her first convention and really underwent a period of self-discovery.

From what I'm learning in class, the content and dialogue truly exemplifies the YA voice and the drama they feel...I can't believe I'm saying this but I wanted to read it again but felt guilty since every copy in Western Mass is checked out and has holds waiting-that speaks to the popularity of this book! So, I guess I'll have to get my hands on book #2 and see where Chmakova takes Christie next!

Keeping the "In" crowd In

So again it's my leisure reading that spurs a post...but I cannot resist! The February 2007 edition of School Library Journal has many (the Beatles cover art gave it away) great articles dealing with YA issues, but the most striking for me were those presenting arguments for why teens do not view the library as an inviting place. The editorial by Brian Kenney addressed a New Jersey public library's decision to close their libraries during the hours of 2:45-5 PM to "shut out" unruly teen attendance, while a column titled "Teenage Riot" by Paula Brehm Heeger discussed the startling results of teens reporting that a major reason they fail to use the library is because they cannot afford their overdue fines.

Both of these articles stunned me and prompted a feeling of age discrimination at work...teens who view the library as a social place to gather with friends are being shut out for being "disruptive", and others who view the library as a resource for borrowing materials and then (like most people of ANY age) who fail to return the materials exactly on time are fined and cannot pay the fines back so lose their library privileges are also shut out...well last time I checked teens were typically social so "talking with friends" should not be considered "disruptive or unruly behavior" and teens that attend school don't have a lot of free time to hold down high paying jobs so it would make sense that $1/day fines would add up quickly into unpayable debts!

I agree with the arguments of facilitating responsibility in both of these instances, and feel that the suggestions for paying back fines through volunteer opportunities (reading to children, shelving books, etc.) is perhaps feasible-but we have to create an environment that welcomes teens and then keeps them coming back and these two articles spoke to the counter productivity inherent in these issues. If we want teens to come to the library, we need to make a place that is truly inviting for them to come and then when they do, we need to be realistic about our and their expectations for the responsible return of materials.

My public library has "fine free cards" for children, I do not know what the age range is for a card holder to constitute as a "child" but I do know that in the beginning this really annoyed me...why should I be scrambling around, counting books, consulting my endless lists and docking my children's TV time for misplaced library books to instill the "responsibility of borrowing and then returning" when there is no consequence? I learned quickly in my own home that the "NetFlix" operation proves much happier, more efficient, less nagging results! If my children could not find or simply part with one of their books/videos-they could not take out one in exchange...Although my one gripe about this policy is that the due date listed in the online catalog can never be trusted, in the age of ILL I feel much less guilty holding onto the cassette version of Pippi Longstocking for 7 weeks because I know there is yet another out there longing to be borrowed!

This is the type of compromise we could be making with teens to encourage them to come in, have fun, borrow, come back (maybe without having remembered the last thing they borrowed-but that is OK), we want to keep them coming! Fining young adults to the point where their cards are blocked from borrowing does not seem like a solution, because then we never see them OR the late item ever again...but that is my opinion, I'd love to hear from those who work in libraries and can attest to the financial impact of having a "NetFlix"ish operation...

Serendipity

So in the past week I've spent more time in the pediatrician's waiting room than Paris Hilton can hold a boyfriend and therefore had the good fortune of getting my germ-xed hands on the most recent Newsweek [" Newsweek" (Feb 12, 2007): p 40. ] with an article closely related to our class discussions. The article is titled "Girls Gone Bad?" and debates the questions surrounding media influences (specifically the Brit Pack) and teens' moral development.

There are some laughable quotes, some scary stories related to the pop stars driving dangerously and falling down drunk, and disturbing photos of Britney Spears' cleavage-but overall what I took away from this article was the message of empowerment for teens (the focus being girls) in this century! The article reiterates the fact that "women are excelling in sports, academics and the job market" but we are also more savvy and intuitive and our next generation will certainly follow suit. In the grand scheme of things it can be considered a recent development that girls and women can (meaning permitted to) think for themselves, form opinions and challenge information presented...

Women have come a very long way on the road of social freedoms and expression and when Madonna passed along her title (and a lot of spit as well during their long french kiss) as the "Queen of Bad Girls" at an MTV Music Awards Ceremony she failed to include the brainwashing recipe. I think that Madonna held a much greater spell over her fans then Britney or her friends/fellow celebs could ever generate. Sure the Brit Pack has a huge following and girls do emulate the way the Brit Pack dress, what they own (purses,phones,etc.) and are curious about the sagas they are involved in-but I also think teens today see through it!

According to the Newsweek article:

"Some observers think the real effect of the Brit Pack on our culture is more subtle,

but no less negative. Rather than instantly inspiring kids to rush out and have sex,

out-of-control celebs create a sense of normalcy about behavior-drinking,

smoking, casual sex-that is dangerous for teens."

As we learned though from the "Merchants Of Cool" piece and reactions from teens stated in this article, teens are not fooled by the glitz and glamour and have higher moral standards than I think most give them credit for. I think the various inlets and outlets of media that surround present day teens allows for a broader yet sharper perspective, and they realize that the celebrities (pop stars, actors,athletes) are the minority and can "afford" to be out-of-control and although it may be fun to watch or read about-it is NOT what they are aspiring to...

My favorite quote in the Newsweek article speaks to this sense of empowerment:

"'They've got great clothes and boyfriends. They seem to have a lot of fun'...But fascination and admiration are two very different things. As they get arrested for drunk driving and feuding with their former BFF's, the Brit Pack makes it easy for young women like Boyce, a top student and accomplished equestrian, to feel superior to them. 'My friends and I look at them to laugh at them, our lives seem pretty good by comparison. We're not going to rehab like Lindsay'."

Anyway I found this article interesting and relevant and hope others in the class will check it out too!

Singing Their Tune

Through my acquisition of the books for this semester it is very clear that the purpose of this class is "to get into the heads of the young adults" and I appreciate all the help I can get! I have always worked with toddlers and pre-K children, something I enjoy very much, and always looked at the YA group as a "project for a later date" - people that I'd like to get to know but it is just SO much work to do so! Unlike their younger counterparts who can be won over with a nursery rhyme and a comfortable lap, young adults intimidate me with their one word answers and always looking like I am completely boring them!

Anyway, I am making breakthroughs with some young adults and I know this class will let me in on some other areas of interest and give me some fresh conversation starters (that is always the hardest part)! When I have a teenager over to take care of my children and the house is still standing and they are tucked in bed and breathing, I have learned to just take what I can get...the typical "they were fine" has to suffice because that is REALLY all I can get! My questions about school, their parents, potential next steps always flop and I send them off with their pay hoping they don't tell all their friends how lame that Kerri-Ann lady is!

Then these same teenagers and many more came to audition for a fundraiser that I co-chair, and treated me like I was completely cool! First I thought that without my kids and binder full of papers for a meeting or book club they saw me in a different light, then we talked more as I coached them through the nerves of the initial auditions and they said they were impressed with my knowledge of "good music" and they liked my boots! It was clear that "getting in their heads" works, they think Berkshire Idol is fun and a great way to be involved in the community and they like being taken seriously and judged on their talents.

I have two more rounds of Berkshire Idol (www.iberkshires.com/berkshireidol) in the next two months, and although my main goal is to raise funds for the charities, my secret goal will be to form relationships with these teens and their friends and try hard to conquer my fears and frustrations typically felt in the presence of these amazing new friends.