beasts in the fair garden
TRANSCRIPT
Presented by B
eth Gallaway
Beasts in the
Fair
Garden:
Cultivating
Teens as Lif
elong
Library User
s
OLA Super
Conference
February 2
6 2010
Resources:
Slides: infogdss.wordpress.comSlides: infogdss.wordpress.com
Links:Links: delicious.com/informationgoddess29/brain delicious.com/informationgoddess29/brain
Contact: [email protected]: [email protected]
1.603.247.3196 1.603.247.3196
Do you have
ephebiphobia
?
Disruptive Library BehaviorsCongregatingCongregating
Courting BehaviorCourting Behavior
BacktalkBacktalk
Eating & drinkingEating & drinking
Cell phone useCell phone use
Dangerous Library Behaviors
LanguageLanguage
SexSex
VandalismVandalism
TheftTheft
ViolenceViolence
CyberbullyingCyberbullying
Differentiate Between the 2 DsDisruptiveDisruptive
NormalNormal
AnnoyingAnnoying
Dangerous Dangerous
AbnormalAbnormal
Harmful to self & othersHarmful to self & others
IllegalIllegal
Why Do Teens Act That Way?
Teen Behavior Influences
CulturalCultural
Sociological Sociological
PersonalPersonal
PsychologicalPsychological
BiologicalBiological
Frontal Lobe
Facilitates:Facilitates:
PlanningPlanning
Decision Decision MakingMaking
Myelin Sheath
Facilitates: Facilitates:
Learning new things Learning new things
Gut reactions Gut reactions intelligent response intelligent response
Concrete Concrete abstractabstract
Results in?Results in?
Dopamine
Controls:Controls:
Smooth motor Smooth motor skillsskills
Pleasure centerPleasure center
Volume regulatorVolume regulator
Serotonin
Regulates: Regulates:
TemperatureTemperature
MoodMood
AppetiteAppetite
EmotionEmotion
Melatonin
Controls:Controls:
Sleep/wake cyclesSleep/wake cycles
Biological clock Biological clock
On Rules
Create a behavior policy Create a behavior policy
Same rules for everyoneSame rules for everyone
Less rules = better Less rules = better
Be positiveBe positive
Be flexibleBe flexible
Set Boundaries
1.1.State unacceptable behaviorState unacceptable behavior
2.2.State consequence of continuing State consequence of continuing unacceptable behaviorunacceptable behavior
3.3.Ask teen to make a choiceAsk teen to make a choice
“John, it’s
too noisy ov
er here,
and some peo
ple are tryi
ng to study.
If the disru
ptive behavi
or continues
,
you will be
asked to lea
ve.
Example
You can choo
se to lower
the volume
level
and stay, or
you can cho
ose to
leave.
“Mary, your
computer ti
me is up, we
have
someone wait
ing. If you
continue to
violate the
time limit,
your compute
r
privileges w
ill be suspe
nded.
Example
You can choo
se to log of
f now and ge
t
more time to
morrow, or l
ose computer
access for 2
days.
“Librarians
do not kick
teens out
of the librar
y. Teens get
themselves ki
cked out of t
he
library, beca
use of their
behavior.”
~ Nick Buron,
NYPL
Reminder
!
Correcting Behavior
3 Strikes & You’re Out! 3 Strikes & You’re Out!
Target the Group LeaderTarget the Group Leader
Good Cop, Bad CopGood Cop, Bad Cop
Invade Personal Space*Invade Personal Space*
* follow your instincts
Follow Through
Welcome backWelcome back
Introduce Introduce
DiscussDiscuss
• ReinforceReinforce
Create Raving Fans
1.1. Cultivate relationshipsCultivate relationships
2.2. Engage teens in meaningful Engage teens in meaningful participationparticipation
3.3. Be an excellent librarianBe an excellent librarian
4.4. Give them a room of their own Give them a room of their own
5.5. EvaluateEvaluate
Cultivate Relationships
• Talk to teens when they do something Talk to teens when they do something RIGHTRIGHT
• GreetGreet
• Get OutGet Out
Meaningful Participation
Be an Excellent Librarian!• Customer ServiceCustomer Service
• ReferenceReference
• Reader’s Reader’s AdvisoryAdvisory
Excellent Customer Service
• Be respectfulBe respectful
• Greet by nameGreet by name
• Engage in their preferred mediumsEngage in their preferred mediums
• Anticipate needsAnticipate needs
• Find ways to say YESFind ways to say YES
• EvaluateEvaluate
CS Tip: Give ‘em the Pickle!
Excellent Reference
• Read the local newspaperRead the local newspaper
• Don’t ask, “Is this for homework?”Don’t ask, “Is this for homework?”
• Do ask, “Do you want me to show you Do ask, “Do you want me to show you how how to get it, or just get it for you?to get it, or just get it for you?
• Don’t point; take a walkDon’t point; take a walk
• Conduct a reference interviewConduct a reference interview
The Reference Interview
• Be approachableBe approachable
• Ask open ended questionsAsk open ended questions
• ConfirmConfirm
• Follow throughFollow through
RI Tip: Smile like you mean it!
Thibault, Pascal; Pierre Gosselin, Marie-Lise Brunel and Ursula Hess. “Children’s and adolescents’ perception of the authenticity of smiles.” Journal of Experimental Child Psychology. Volume 102, Issue 3, March 2009, pages 360-367
Excellent Reader’s Advisory
Right book, right person, right Right book, right person, right timetime
• DiscoverDiscover
• ClarifyClarify
• TuneTune
• DirectDirect
RA Tip: Incorporate MediaINSTEAD OF: INSTEAD OF:
• What authors do you What authors do you like to read?like to read?
• What are the last 3 What are the last 3 books you read? books you read?
• What did you like What did you like about them?about them?
ASK: ASK:
• What movies do What movies do you like? you like?
• What TV shows do What TV shows do you watch? you watch?
• What games do What games do you play?you play?
A Room of Their Own
• Go beyond a Go beyond a shelf and a shelf and a posterposter
• Convert a Convert a meeting roommeeting room
• Designate a Designate a staff personstaff person
The Search Institute’s
Developmental Assets
Reminders for Librarians
• Stay calmStay calm
• It’s not personalIt’s not personal
• Teens are job securityTeens are job security
• Learn to RAP Learn to RAP
Moment of Truth
• RRememberemember
• AAccept ccept
• PProjectroject
Thank You!
Slides: infogdss.wordpress.comSlides: infogdss.wordpress.com
Links:Links: delicious.com/informationgoddess29/brain delicious.com/informationgoddess29/brain
Contact: [email protected]: [email protected]
1.603.247.3196 1.603.247.3196