Increasing Young Adult Participation in Public Libraries

In an age where Guitar Hero, MySpace, and Manga reign as some of the many popular interests of young adults, librarians must learn to accommodate to teens' ever-changing media needs and wants in order to attract them to their local library. To lure teens into the library and make them receptive to this setting, librarians must find ways to provide a teen-friendly environment where programs, activities, and media act as positive and enjoyable outlets. As a result, all librarians, but especially those working with young adults should be easily adaptable to change. They should keep up with the latest teen interests and trends in order to cater to the needs of their teen patrons.

A major problem that public libraries face in terms of teen patrons is that they have difficulty making the library a fun meeting and learning space. In addition, for many libraries the problem is misconceptions that teens share about the library being a boring, quiet, and solitary place used solely for studying. These teens feel alienated or unwanted because they are forced to act against their instinctual social nature. To address these issues it is essential that librarians (begin or continue to) revolutionize their young adult library area. The ideal teen setting is laid-back and comfortable and provides instructional and social programs based on teen interests.

An excellent way to begin is through the incorporation of gaming into the library setting. Gaming is a popular activity among teens that can be fun and instructional at the same time. Many librarians are beginning to incorporate Guitar Hero and Dance Dance Revolution (DDR) competitions in their libraries. Also, if funding permits, many are purchasing video games that circulate in the library. Though the use of these methods might seem revolutionary, they actually support something that learning theorists have said for a long time. Most learning theories posit that instruction be engaging and meaningful. For young adults "engaging" must be fun.

For example, Reed (2008) mentions that: "A history student can read about the invasion on D-Day in World War II, but by playing the popular video game Call of Duty 2, the student can participate in the invasion" (p. 68). Similarly, Guitar Hero can create an interest in learning how to play a musical instrument or help someone find their voice. Reed emphasizes that: "Video games are important to education because they allow players to act, talk, think, and take on roles otherwise unavailable to them" (p. 68). By incorporating gaming programs into the library curriculum the library can gain a higher number of teen patrons and debunk misconceptions that teens share about libraries being quiet and boring.

Many might feel that gaming is a radical departure from the traditional library setting. Yet it is important to note that technology is changing the way information is accessed; consequently, it is also changing the role of the public library. Perhaps nowhere has the change been more profound than in teen patrons; these patrons no longer seek out the library solely for its long held traditional uses. Therefore, if teens will not go to their public library for research, they should be lured in by their interest in participating in a gaming event, competition, or club. Reed (2008) notes: "Video games are important to libraries because they offer a cutting edge learning medium that is popular among young people. Young adults are among the most reluctant library users; video games entice them to come to the library" (p. 67).

To further illustrate, Scordato (2008) notes: "Video game programs can promote the library as an authentic member of the teen's social network and be perceived not just as a place to 'get' Internet access but as a place to 'be'" (p. 69). Teens visit libraries to use the Internet, chat with friends, or simply hangout. If libraries incorporate gaming trends into their libraries and provide gaming-related programs to teens, participation among teens will increase. Ultimately libraries will change from a place to read books, to a place where teens can read, study, and also come to play, connect, and build relationships with others.

Similarly, Creel (2007) highlights that when libraries include diverse and unconventional library items like video games, not only do they attract a teen crowd, but more significantly they are helping teens learn how invaluable libraries are. "But how does playing a computer game...contribute to lifelong learning? 'That is not learning, that is playing.' Wrong-the young adult doing these things in a school or public library is learning something else...the value of libraries" (p. 53).

However, as was alluded to earlier, gaming is not without critics. Some argue that gaming is not an educational outlet, but a disruptive activity that will only create rambunctious teen behavior in public libraries. Contrary to this notion, several public libraries that have incorporated gaming into their curriculum have vocalized that gaming brings teens together, creates a sense of community, and helps teens learn and grow all the while having a fun time.

Reed notes: "Administrators and staff at libraries such as Ann Arbor (MI) District Library, Bloomington (IL) Public Library, and Kansas City (MO) Public Library recognize that teens self-regulate their behavior for the privilege of participating in events and using the library's space" (p. 42). Furthermore, there are many librarians who will agree that gaming in libraries has a positive effect by acting as an educational and entertaining medium, and does not have a negative effect of numbing brains or causing teens to misbehave.

Levine (2007) offers further defense of gaming by stating: "I have yet to hear about a library ending a gaming program because of negative reactions from the community. In fact, it is usually the reverse-positive reactions, praise, and strong support" (p. 32). Similarly, Saxton (2007), a YA librarian, mentions her positive experience with gaming events she coordinated at her library:

Many teens who initially became involved in the library

through gaming events have gone on to attend other library programs as well. Librarians holding video game programs report that they have no more--and often fewer--behavioral issues at game programming events than any other kind of event. (p. 33)

Finally, games should be viewed as complementary to other media outlets such as books, music, and movies. These different media types complement each other and will not replace each other in significance. Reed notes: "Video games are more than mindless entertainment. They offer learning environments that cannot be replicated by books, movies, or music" (p. 63). Instead of viewing books as the end and be all of libraries it is necessary to understand that different media types have different benefits and attract a different crowd, and that gaming specifically is an activity of great appeal to teens.

Another excellent way to revitalize teens' interest and perception of the library is to include reading materials that appeal to these patrons. Manga or Japanese graphic novels; and popular teen books have made a significant impact in the teen community. Many libraries have been very successful in attracting teen readers by providing a high volume and variety of manga series and coordinating manga and anime related programs. The teens who are turned on by manga or other light reads are normally reluctant readers and the fact that these books have turned so many non-readers into eager readers is a great accomplishment. Both educational and recreational reading will instill an appreciation and eagerness for learning in the individual.

For example, Cart (2007) describes the "Harry Potter Effect" and how the Harry Potter books lured teen non-readers into reading for fun. "The 2006 Yankelovitch Scholastic study reported that 51% of the 5- to 17-year-olds polled said they hadn't read books for fun until they started reading the J. K. Rowling series" (p. 53). Cart further mentions that "reading for fun can help a teen excel academically" (p. 53). It is completely acceptable if a teen is not turned on by the classics of Charles Dickens or Jane Austen, but instead would much rather crack open a graphic novel or a popular, light and fluffy read. A book does not have to be a "classic" in order to contain a valuable, truthful, and influential story.

It then follows that librarians should pick out popular books that will attract even the most reluctant teen readers; books that will persuade the teen to read. These books are usually devalued by librarians because they are so light and airy; some librarians even go as far as calling them "trashy". There is an existing misconception that reading should be done solely for knowledge gain and not entertainment. Creel (2007) debunks this misconception by stating: "Reading for pleasure is a major asset that shows a young adult's commitment to learning" (p. 52). Many reluctant readers are lured into reading by recreational books. The greatest contribution that a library can make is converting a teen who does not like to read into a reader. Teens have to start somewhere; that somewhere can be a popular novel or a manga.

But beware; not all teens are created equally. The trick is for libraries to provide an extensive and varied collection to cater to various teen needs and wants. It is imperative to keep in mind that teen patrons come from different genders, ethnicities, ages, and backgrounds. In a study performed by Creel (2007) it was found that: "The reading materials of choice for the participants [teens] varied greatly, from novels of specific genres, to biographies, newspapers, magazines, and the ubiquitous internet" (p. 111). One teen might enjoy perusing through a popular magazine, while another teen enjoys popular science fiction, and another teen might enjoy reading biographies.

It is important to note that just because a book is popular among teens does not make it second-rate. Research shows that most teens are more eager to read a popular work rather than a classic. Some popular fiction has depth and a purpose just as a book that is considered a classic. Take for example the emergence of popular teen vampire literature. Their fame continues to grow among teens in alarming rates. Meloni (2007) writes "In selecting quality stories to entice our students we may dismiss vampire literature as second-rate, when many vampire novels are thought-provoking and character-driven and overlap genres of humor, mystery, and romance..." (p. 30). Meloni (2007) also mentions that there are many positives to teens reading this popular genre, not just the literary benefits of reading that they gain, but also the drive and enthusiasm to read especially at a time where teen reading rates have decreased.

Past research has found that as children reach

adolescence, they become less likely to read in their leisure time and thus visit libraries less. One solution suggested to overcome this reluctance to read is the provision of a wide variety of reading materials, thus allowing choice in reading matter. Teenagers can be highly selective in what they choose to read, but will enjoy reading when they find something they connect with. (p.106)

Therefore, it is the librarian's duty to purchase and provide access to materials that will satisfy teenagers' different set of needs and interests. Creel accentuates the importance of libraries having access to different types of books for teens, (namely comic books and graphic novels): "If a young adult is at the level of reading comic books, we provide access to comic books and we provide access to graphic novels, but we should not disrespect reading at the level" (p. 52). To deny a teen access to a particular book because a librarian feels it is mediocre is discriminatory and infringes on a teen's right to equal access of information. Jones (2007) emphasizes how a librarian should respect the needs of teenagers if they would like to have their support: "Librarians who respect the unique needs of teenagers will advocate for intellectual freedom, for free access, and for solving problems to knock down barriers to youth access" (p. 49).

Other tools that can be used to address the problems posed by reluctant teen patrons are social networking sites and the Internet. Myspace and other social networking sites are technology avenues that make up a big part of every teen's social life. Unfortunately, some libraries are adamantly against social networking sites, and have actually banned MySpace, facebook, cell phones, and other technologies. These acts only work against teens by making them feel unwelcome in such an environment. Casey & Stephens (2008) note that banning these technologies from teens is extreme and ineffective, instead there should be regulations. "Don't ban technology or the web (cell phones, games, social sites) but instead offer guidelines for behavior" (p. 28). Myspace and other social networking sites can actually work in favor of the library by providing a medium where teens can express themselves. In fact, many teens go to their local libraries solely to use these social networking sites.

According to a teen survey performed by Pechacek (2007) about the top ten gadgets that teens cannot live without, the computer is ranked as number one. Needless to say teens have a great interest in technology, and many teens visit their local libraries because of free Internet access. The public library should not only aim to provide access to technologies, but also instruction on how to use technology. Creel (2007) notes how a majority of teens go online as a past-time, more so than read a book: "Many kids will choose to go online rather than read a book. They feel books are boring. But they will find something of interest and research about it, often finding a book on the subject to further their reading literacy" (p. 48). Thus, classes on Internet literacy can help attract teens to the library when they need assistance performing Internet research for schoolwork or recreational purposes.

Furthermore, although many fear that teens are not reading enough, research has surprising evidence showing that teens are indeed reading, they are just not reading enough books. Creel (2007) stresses that teens are not reading less; but instead are actively reading through the Internet. "Even participants who claim they do not read every week might not be thinking of the reading they do through technology through e-mails, MySpace, blogs, online articles, and so forth" (p. 48).

Consequently, books and other print media should not be considered the only form of media that can be read; digital media should also be considered. Teens read blogs online; read comments and biographies on Myspace and facebook; and read articles on current events on online news sources among other online literary activities. Oleck (2007) stresses: "Don't make negative judgments on the quality of what teens read simply because the reading is taking place through nontraditional means" (p. 40). It is a common myth that teens that use non-traditional reading mediums have inferior reading habits to teens who read books. Reading is essential whether it be non-traditional or traditional. As long as the desire for reading is sparked in the teen, that in itself is a great accomplishment.

Libraries come into place by providing access to computers with Internet access and digital literacy programs that will entice teenagers to come to the library and use their services. Myers (2008) further emphasizes this point: "If computers are to truly transform our lives in the future, we must treat computational literacy on a par with reading and writing" (57). Technology has transformed libraries and society. Modern day teens are born in a different generation, one that has a great reliance on technology. What better way can a library best serve the needs of teens, but by providing plenty of computers with Internet access, and Internet-literacy related programs. Librarians need to recognize the importance of technology in a teen's life and accept that reading is not only about books.

Librarians should be especially interested in the fact that social networking websites like MySpace and Facebook can actually work in a public library's favor by marketing the library and promoting books and other media; library programs; and special events. Since teens typically use these social networking a daily basis, libraries can reach out to them and persuade them of the many benefits the public library has to offer to them. Bolan, Canada, & Cullin (2007) note the many ways libraries can use these sites to lure teens into the library.

[Some] public libraries use MySpace accounts to advertise

new books. A social networking site can also be an excellent way to connect with teens by linking to popular authors and teen advisory group members with their own accounts or profiles. (p. 43)

Just as authors use MySpace to advertise their books, libraries use MySpace to advertise their services. More and more teens are adding their local libraries to their friends list in order to stay in contact with the latest events and programs in their library. Oleck (2007) mentions: "At last count, 55 public libraries in the U.S. and one in Canada had a MySpace page, complete with eye-catching banners, animation, and sound effects" (p.16). Teens also send messages to their library's MySpace page to voice their opinion on new books, or to request or recommend any new additions or changes they would like to see. Despite MySpaces' notoriousness, it does have a very marketable, positive, and attractive side to it when it comes to getting teens involved in their local library.

Yet another way to lure teens into the library is by creating a comfortable and laid-back atmosphere. Such an atmosphere will allow teens to feel at home, and further encourage them to use their local library. Teens are social by nature, they like to hang around with friends, and just have a fun time. Teens can feel repressed or unhappy in an environment where they are constantly being reprimanded for talking. Young adult librarians need to coordinate teen-friendly programs and events where teens can meet, socialize, learn something new. The libraries' young adult area should be made comfortable and inviting with beans bags, comfy chairs, inviting posters, fun bulletin boards, and other teen friendly eye-candy.

According to a study performed by Bolan (2007) on teens 13-18, teens admitted that a teen-friendly library environment is one where teens "can stay awhile and just hang out, read, do homework, listen to music, or work on the

computer" (p. 42). Teens really want a place that is laid-back, fun, and a place that they can call their own; like a home away from home. In a study performed by Wernett (2007), a teenager describes the ideal library teen space as: "a space where we simply like to be, curled up with a good read, watching television, or gathering with our family and friends" (p. 13). In short, teens want the comfort of their living room inside their local library. They want a place where they can read, study, but also enjoy themselves. Wernett (2007) also discusses the necessity of the balance of recreational and study atmosphere in a teen library space. Wernett notes:

A teen area should be a space for leisure, socializing, and

recreational reading, but also for study. Along with comfy lounge chairs, plan for a variety of seating options with a study niche, carrels, or reader tables. To be productive, learners of all ages need to be offered various environments

where they can just hang out or work to their capacity. (p.15)

Another big issue for teen patrons is food. The love of food is something most teens can relate to and what better way to attract teens into the library than by either providing food, or allowing it inside. YA librarians can provide food to complement certain teen events or programs. Munro (2007) mentions that: "Most important of all to teens is the presence of food. This can range from munchies - chips, pop, popcorn for movie nights, to a pizza and Monopoly night - the way to a teenager's heart is indeed through his/her stomach!" (p. 21) By providing food to teens in libraries you are making the library a welcoming place and helping teens feel at home. Many teens are often discouraged by some library policies that ban food and drink, and they avoid going to the library for this very reason.

Lastly, it is a well known fact that teens are naturally social, and love to be around friends chatting away or just having a good time. Sometimes libraries are not tolerant to the idea of teen being social beings, but actually expect them to always be silent and studious when in the library. It's no wonder that so many teens are not enticed to come to the library; some teens are discouraged when they are reprimanded for talking or laughing too loud and do not feel the need to come back. Chelton (2002) notes how the notion that teens should be silent in a library is ridiculous. "The irrational assumption that a group of healthy adolescents should behave like shy, friendless, hearing-impaired seniors is rarely questioned" (p. 26). Despite Chelton and others who understand that libraries have evolved from a study room to a place for entertainment and learning, some library professionals still have trouble with this idea. Casey & Stephens (2008) accentuate that: "teens will be teens-they need to talk and socialize-so don't expect a library with a lot of teens to be quiet" (p. 28).

The fact remains that it is essential that teens be involved in their local library because research has shown that teens who are active in their local library tend to excel socially and academically. They are enveloped in a positive atmosphere where learning and growing are essentials. Bauer and Bishop (2002) emphasize that: "Librarians must create programs in the crucial after-school time that will give young adults opportunities to develop a positive relationship with a supportive adult" (p. 36). Unfortunately, some teens who do not become involved with their library lack the social support or motivation to succeed in academic and personal endeavors. Even worse is the fact that some teens spend more time in the street than indoors and increase their likeability of mixing with the wrong crowd. Reed mentions a study that found "that highly structured leisure activities decrease the amounts of anti-social behavior (drug use, dropping out of school, criminal behavior) that teens face every day" (p. 64).

Libraries play a major role in preventing destructive behaviors in the lives of teens and they can present solutions to many of the problems teen face. Teens can socialize in the library, instead of socializing in the streets and possibly getting into trouble. They can receive homework aid and study further strengthening their interest in school and increasing their likelihood of graduating high school. The role of libraries is to serve the community, to provide a positive environment where all can grow and learn. Libraries provide a healthy outlet where teens can gather, socialize, learn, and have fun, while being protected from crime, drugs, and other dangerous activity. That is why it is so essential that libraries lure teens rather than push them away. Libraries are a positive community gateway meant to strengthen our communities, and aid individuals in furthering themselves.

The public library has the power to completely alter a teen's life for better or for worse. Sadly, some libraries have negative opinions about teens and some do not even want teens in their libraries. It's crucial that teens develop an interest in literacy and their public library so that this interest in reading and learning is instilled in them at a young age and remains with them in adulthood. Teens need positive role models in their lives to guide them in the right direction. Libraries that neglect teens from 3 p.m. to 6 p.m. put them at risk for blending with the wrong crowds or engaging in hazardous behavior.

Public Librarians have an obligation to serve their communities; they should treat children, adolescents, adults, and elders with equal respect, and should not neglect or treat any one as an inferior. Some teens lack positive role models in their life, they are neglected by their parents, or in difficult situations where for lack of knowledge they look for support in all the wrong places. In a study performed by Bauer and Bishop, a young homeless teen was interviewed about his opinions on his public librarian "A high school boy, whom the researchers learned was homeless and spent much time in a public library, stated, "I love the librarians, and they work really hard. They are very dear to me. We've been through three years of friendship. Now I know that isn't much, but they are the closest things to friends I have" (p. 43).

Simply put, young adult librarians should work toward providing a comfortable and inviting young adult area, and incorporate library programs that share the popular interests of teens all the while being fun and instructional. Even though Manga and popular teen literature are light and recreational in their nature, they can invite reluctant teen readers into the wonderful world of literature. Despite the many stereotypes of video games being violent and having a negative influence on the youth, Guitar Hero, Dance Dance Revolution and other games have proven to be a positive outlet for teens which actually incite creativity and spark a curiosity to learn new things (such as learning to play a musical instrument, or learn about different dancing styles). Myspace, Facebook and other social networking sites have a bad rap for a certain bad crowd they have attracted, but in spite of these past incidents, Myspace and other social networking sites can prove to be a fun way for teens to express themselves, and a great way for the library to market itself. Events centered on teen interests can make the teen community come together to socialize, have fun, but most significantly learn something new. The short term effects of efforts to lure teen patrons into the library will be seen immediately in increased teen participation. Yet it is the long term effects which are not immediate that will affect teens and society at large. Teens who are lured into the library will become adults who love learning and libraries; and who have fond memories of and are advocates for their public library.

References

Bishop, K., et al. (2002). Attracting young adults to public libraries: frances henne/yalsa/voya research grant results. Journal of Youth Services in Libraries,15(2). Retrieved November 1, 2008, from Library Literature & Information Science Full Text database.

Bolan, K., et al. (2007). Web, library, and teen services 2.0. Young Adult Library Services, 5(2). Retrieved November 1, 2008, from Library Literature & Information Science Full Text database.

Cart, M. (2007).Teens and the future of reading. American Libraries, 38(9). Retrieved November 1, 2008, from Library Literature & Information Science Full Text database.

Casey, M., et. al. (2008). Embracing service to teens. Library Journal, 133(9) Retrieved November 1, 2008, from Library Literature & Information Science Full Text database.

Chelton, M. K. (2002). The "problem patron" public libraries created. The Reference Librarian,75(76). Retrieved November 1, 2008, from Library Literature & Information Science Full Text database.

Creel, S. L. (2007). Early adolescents' reading habits. Young Adult Library Services, 5(4) Retrieved November 1, 2008, from Library Literature & Information Science Full Text database.

Jones, P. (2007). Connecting young adults and libraries in the 21st century. Australasian Public Libraries and Information Services,20(2). Retrieved November 1, 2008, from Library Literature & Information Science Full Text database.

Levine, J. (2007). Gaming and libraries: a perfect fit. Illinois Library Association Reporter, 25(3). Retrieved November 1, 2008, from Library Literature & Information Science Full Text database.

Meloni, C. (2007). The rise of vampire literature. Library Media Connection, 26(2). Retrieved November 15, 2008, from Library Literature & Information Science Full Text database.

Munro, H. (2007) Something for everyone - a mid sized library's experience with programming for babies to seniors. PNLA Quarterly, 2(1). Retrieved November 17, 2008, from Library Literature & Information Science Full Text database.

Myers, B. (2008).Minds at play. American Libraries, 39(5). Retrieved November 1, 2008, from Library Literature & Information Science Full Text database.

Oleck, J. (2007). Libraries use myspace to attract teens. School Library Journal, 53(7). Retrieved November 1, 2008, from Library Literature & Information Science Full Text database.

Pechacek, A. (2007). I can't live without my...teens' top ten high-tech gadgets and web sites. Young Adult Library Services, 5(2).Retrieved November 1, 2008, from Library Literature & Information Science Full Text database.

Reed, J. (2008).Young adults, video games, and libraries. Bookmobile and Outreach Services, 11(1).Retrieved November 1, 2008, from Library Literature & Information Science Full Text database.

Saxton, B. (2007).All thumbs isn't a bad thing: video game programs at your library. Young Adult Library Services, 5(2).Retrieved November 1, 2008, from Library Literature & Information Science Full Text database.

Scordato, J. (2008).Gaming as a library service. Public Libraries, 47(1). Retrieved November 1, 2008, from Library Literature & Information Science Full Text database.

Wernett, L. C. (2008). Teen space and the community's living room: incorporating teen areas into rural libraries. PNLA Quarterly 72(4). Retrieved November 1, 2008, from Library Literature & Information Science Full Text database.