Competencies for Librarians Serving Young Adults

In the 2003 revision of the "Competencies for Librarians Serving Young Adults", three new competencies are added (8,9,10) in Area I-Leadership and Professionalism. These competencies reinforce the significance of youth participation in libraries, the role of library schools in training future YA librarians, and a commitment to building assets for young adults . Also, competencies 1 and 7 are more elaborate and effective in nature.

In the revision of competencies, Area II-Knowledge of Client Group has two new competencies that are added. Competency 1 is more concise and effective than in its previous edition. Although the remaining rules are not verbatim, they do contain the same message as the 1998 edition of the competencies. The new rules once again highlight that it is essential that libraries incorporate services based on youth participation, and programs that create a special bond with young adults and their libraries.

The revision of Area III-Communication includes three new competencies which accentuate the need for libraries to focus on the rights of young adults, and services for young adults. Section C of competency 2 is new and it notes that libraries should be developing partnerships with organizations that are young adult oriented.

In the revision Section A: Planning of Area IV-Administration has an additional competency (6) which expands on library policies that enforce the rights of young adults. Competency 1 has two more sections (e,f) which recommend that libraries pair up with other libraries and involve young adults in decision making. Section B: Managing of Area IV-Administration has six new competencies (6-11), but the first five competencies remain intact in message, and wording is slightly changed from its original form. The new competencies that were introduced (6-11) deal with the following: the relationship between young adult and library, training staff to work with young adults effectively, promote young adult services, and developing programs that put young adult talents to use in school or community.

The revision of Area V- Knowledge of Materials combines competencies 1 and 2 of 1998 edition into one competency. An extra competency is added that states that young adult librarians should serve as research experts when teachers need assistance switching from textbook-based instruction to resource-based instruction. The competencies all remain the same but there is just a change in wording.

The revision of Area VI- Access to Information once again includes competencies 1-5 which remain the same, but also includes new competencies 6-10. The new competencies stress the following: guaranteeing equal access to young adults, preparing young adults with the needed skills to find and understand information, and create promotional methods that will increase collection usage.

The revision of Area VII-Services includes four new competencies which emphasize the importance of customer service practices and library collaborations with other organizations. Competencies 1-6 are still the same in the 2003 version, the only difference is a new competency is added in number 1 which deals with working together with young adults to implement and evaluate programs that best meet the developmental needs of young adults.

The changes that have taken place in the newest edition prove that there is a greater emphasis on the rights of young adults, services and programs to young adults, and youth participation. Not only were these competencies added to the latest edition, but they were also mentioned more than once under different areas. The changes prove that libraries have changed a lot since 1998, and library professionals serving young adults need to offer more opportunities to help meet the demanding developmental needs of young adults.

The new competencies added to the 2003 edition of the "Competencies for Librarians Serving Young Adults" helps reflect the Adolescent Developmental Assets and Needs. For example, Area VII mentions how libraries should work together with teams to evaluate and implement programs, and this Young Adult Librarian Competency helps define the Adolescent developmental need of empowerment. Young adults become empowered when adults in the community use teens as resources by giving them useful roles in the community. Area III, Section A also deals with the developmental need of empowerment which notes that libraries and teens need to collaborate and join forces to help the community.

Area III, Section B speaks of fulfilling the developmental need of youth programs as a constructive use of time. According to the development asset teens need to spend a few hours each week in clubs or organizations that are school or community oriented.

Area IV mentions a professional competency where librarians should be ready to work with young adults and teachers alike to help foster a commitment to learning. This competency helps fulfill the young adult developmental need of school engagement. When adults work closely with young adults and teachers to discuss textbook and resource based material, a young adult is likelier to remain motivated and succeed in school endeavors.

There are a few implications that modern young adult library professionals will have to adapt to when serving young adults. First off, young adult library professionals will have to put existing misconceptions and stereotypes about teens far behind them and learn to cater to teens with excellent customer service. Today's teens are the taxpayers of tomorrow. Library professionals need to lure teens into the library, not drive them out. Librarians act as role models and help mold the developmental needs of teens by helping them build assets. Libraries today are geared more toward influencing teens. Modern libraries need to effectively reach out to teens so that teens learn to love and appreciate their libraries and when they pay taxes they will vote in favor of higher state/federal funds for libraries. The 2003 revision of the "Competencies for Librarians Serving Young Adults" highlights that library professionals need to increase library participation among young adults; that they need to collaborate with teens and listen to their feedback and build effective young adult programs.