Running Head: The Young and the Restless: Resolving the Teenage Divide in Libraries

The Young and the Restless: Resolving the Teenage Divide in Libraries
Nicole M. Jenkins
Wayne State University

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For roughly three months out of the year, the **** Public Library remains a customarily
quiet, orderly space where patrons come to study, attend programs, check email, and borrow
materials. For the remainder of the year, however, anywhere from 80-150 teenagers descend
upon the building daily from the neighboring high school, and, in the opinion of many library
users, wreak havoc upon the peace and tranquility of the information center.
The library shares its campus with the local public high school, the main source of this
student influx. Each school day, at roughly 2:00 in the afternoon, there is a noticeable quiet that
permeates the building; the calm before the storm, if you will. It is almost as if the other patrons,
unconsciously responding to their Pavlovian conditioning, know to conclude their business by
this time and exit the premises in haste, in preparation for the coming teen invasion at 2:10 p.m.
Although young people frequent libraries for a myriad of reasons, it may come as a surprise to
some that their reasons are often the same as those of adults-free internet access, adequate
meeting spaces, and a place to do quiet work. So why do teenagers seem to come under more
scrutiny than older (or even very young) patrons? Why do they seem to be on the receiving end
of others ire, bias, and distrust? One reason for these reactions may be that some people suffer
from ephebiphobia, or, the fear of teenagers or youth. (Terrile, 2012, pp. 19-20). People
develop their opinions on what makes up the typical teenager by the information they process
from social and news media, and past experiences. Terrile concludes:
This reinforces our assertion that much of our response to teens is more about us than
them. Many of our supervisors, coworkers, and other adults have little interaction with
teens; they believe what they see on the news, the kinds of atypical behaviors that breed
fear. (p. 21)

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Another reason for fear from both staff and patrons is the sheer number of teens that enter at
once. It triggers a mob-fear reflex in some, and scheduling too few staff is simply ineffective in
meeting patron needs (McNeil, 1996, p. 45). Library staff and users alike may feel threatened by
the number of young adults pouring into the facility all at once.
Whether these are valid reasons or not, the fact remains that teenagers comprise a significant
percentage of the librarys patronage. For the library mentioned above, some specific problem
areas exist. One area is the increase of noise in the library once this large number of individuals
enters. Feeling at liberty to talk and interact freely away from the quiet confines of the
classroom, it may be easy to forget to keep ones voice down. Another issue is the general
boisterousness with which teens amble about. With a limited number of tables in close
proximity to cell phone charging areas and internet stations, haste is a perceived need in order to
snap up this prime real estate. The librarian on desk at the time does his or her best to remind all
patrons to keep their voices at an acceptable volume, but it appears that teenagers need to be
reminded a bit more often.
Also, teens misusing the quiet study rooms seems to be an issue. If the number of people
inside the room exceeds the set limit for a particular space, the occupants may be asked to
vacate. This is especially true if noise has become a problem, or if a group with the correct
number of members desires to use the room. Being asked to move has caused more than one
ruckus, as fairness was called into question. All this in spite of the posted policy. In his book
Black Belt Librarians, Warren Graham, (2006) who is a library security expert with over 17
years experience, discusses ways to explain policy to teens:
Show them some respect and educate them to the purpose of the library. Give teens a
little more leeway and an extra warning before you turn up the authority progressively if

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need be. I find that most teens are good kids and some of them just havent had much
guidance in their short lives. (pp. 26-27)
Because of the rate at which the brain develops, adolescents are still growing in their judgment
or decision making abilities. Therefore, they react with more impulsivity, and can make rash
choices (Joseph, 2010, p. 108). Simply being aware of this fact can help library staff develop
patience in their interaction with young adults.
A more serious recurring problem in the **** Public Library is the tendency of teens to
congregate in areas while engaging in inappropriate activities. The library utilizes many security
cameras, accessible to any reference desk staff at any time. Teenagers can be seen perched up in
the recessed windows hidden behind the stacks, kissing and engaging in other amorous activities.
One way that these issues involving the teens has impacted day-to-day operations at the
library is that staff were being pulled from their other duties, including off-desk time, to rove the
building in order to monitor teenage behavior. This resulted in staff becoming resentful of
administration and feeling a certain level of contempt for younger patrons. The **** Public
Library was not alone in this circumstance. For example, at the East Branch Library,
Fayetteville, N.C., staff were assigned to rove throughout the library in thirty-minute shifts
asking the teens to be quiet. This kind of interaction with the teens was very negative. Staff felt
like hall monitors. Some staff asked to be reassigned to other branches. (Hilyard, 2007, p. 23).
In response to the growing frustrations felt by both library staff and patrons, the library has
attempted to find a solution that will be of benefit to all involved. First, they have developed an
after school program housed in the large meeting room of the ground floor. This program has
been dubbed Teen Space, and it is only for patrons of high school age to use. If they desire,

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upon entering the library, they can go into Teen Space where they can socialize with their
friends, use their phones, listen to music, play games, do puzzles, do homework or read. There is
a paid staff member who arrives 10-15 minutes before school dismisses and works until Teen
Space ends, usually around 6 p.m. This 20 hour per week position was created specifically in
response to the need to have Teen Space supervised. The team member works diligently to
develop positive relationships with the teenagers who visit Teen Space.
Another solution was the decision to add a second position in the form of a building monitor.
This person works around the same time as the Teen Space staff, except they continually rove
the building, constantly moving and monitoring behavior in the library. This staff member is not
a librarian or clerk. They are a mild form of security, reminding people of library policy when
needed. They strive to develop and maintain positive relationships with the teenagers especially,
learning their names. When they see a problem, or are contacted by staff and alerted to an issue,
they address it immediately. If, for example, a teen is disrupting the library, the monitor will
approach them and speak to them about their behavior. Should the patron continue to cause a
problem, they are either directed to Teen Space, or, if warranted, they are asked to leave. The
building monitor has been given the authority to do this, and can give input as to how long a ban
(if any) should last. This seems to have had a positive impact at the library, freeing the reference
staff to focus on user inquiries. The library staff simply love this person!
So how can libraries work to fulfill the needs of their younger patrons while avoiding the
alienation of the rest of their customers? There have been methods that have been quite
unpopular at other public libraries. In the past, at the Joliet Public Library in Illinois, the
decision was made to demand that young people both sign-in and show identification before they
were allowed to use the library after 5 p.m. (Ishizuka, 2004, p. 16). This rule was waived if the

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child was accompanied by a parent. Although this decision was board-approved, some staff
were outraged, arguing that the rule violated the rights of the teens to have equal access.
Another unpopular method has been to consider closing the library entirely after school
dismissed (Hill, 2008, p. 28).
It seems as if the **** Public Library is heading in the right direction in managing the impact
of teenage patrons. Employing adequate staff to compensate for the number of adolescents that
are frequenting the library daily helps. So too does creating programs that teens will enjoy. It is
wise to remember that just because a program works once does not mean it will be a hit every
attempt. Quite often, this is not the case as peoples interests wane and change over time. Also,
coordinating teen programs that do not conflict with local school and other community events is
important. It would not be astute to schedule a program the same evening as Prom, for example.
Asking teens what they would like to see offered is another idea (Shay, 2011, pp. 42-43).
Teenagers love to give their opinions and have input. The **** Public Library occasionally
posts surveys to get the teens views on the things that they would like to see or change, and it
seems to be working well.
Just as the staff member at the **** Public Library makes a great effort to get to know the
teens, it is important that the rest of the staff do their best to do the same. Not all libraries have
the luxury of being able to employ a building monitor or teen liaison to keep the peace. The staff
as a whole needs to make a collective effort to do so (Savage, 2008, p. 69).
Other methods have shown some success in strengthening rapport with teenage patrons.
Those surveys that were mentioned earlier are great ways to mine the talents of teens. Using
teenagers interests as a springboard in assisting older patrons in learning how to operate newer
forms of technology is a wonderful way to bridge generational gaps (Hill, 2008, p. 31). Think of

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it as a reverse study group. Also, developing and maintaining positive relationships with parents
is key to reaching some teens. So too is keeping abreast of community events where the library
can be showcased, such as parades, community newsletters, school open houses etc. (Shay, 2011,
p. 45). Endeavoring to maintain diversity both culturally and linguistically as well as sustaining
relations with local social workers and other sources of guidance is valuable as well.
Perhaps one of the most important things to remember, is to make sure the library has clear
policies that make sense and follow them (Rogers, 2006, p. 84). Regardless of how much one
desires to keep teenagers actively participating in the library environment, disruptive behavior
cannot be allowed. Staff must consider all patrons in this (Savage, 2008, p. 70). Additionally,
this includes holding each patron to the same standard-the librarys policies. Holding teens to a
different standard than adults will result in a loss of respect and will be a step backward in
developing positive relations. Administrators must support the staff when they enforce policy,
and refrain from tying their hands when the time comes to ask patrons to leave (Rogers, 2006, p.
84). Warren Graham (2010) admonishes in Advanced Black Belt Librarians:
If you do not deny access to the kids who visit you for all the wrong reasons, then the
students who honestly want to use the library for reading and studying will stop coming,
thus you deny access to them. (p. 32)
In conclusion, it is vital that the library works to be as welcoming to younger constituents as
they are to the older. Teens are the future of information centers. Their presence in the library
need not have a negative impact. If they are made to feel unwelcome by being treated
disrespectfully based on their age, they may be less likely to frequent libraries as adults.
Teenagers must be heard and feel as valued as the older patrons. To do less is a tremendous
disservice to them, and the library would miss out on the blessings that teenagers can effect.

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References
Graham, W. D. (2006). Black belt librarians. Charlotte, N.C.: Pure Heart Press.
Graham, W. D. (2010). Advanced black belt librarians. Charlotte, N.C.: Pure Heart Press.
Hill, N. M. (2008, January-February). Teens - perpetual problem, or golden opportunity? Public
Libraries, 47(1), 24+. Retrieved from
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&u=lom_waynesu&it=r&p=ITOF&asid=d25469faf5d2aba0da034aab28f38eab
Hilyard, N. B. (2007, September-October). Dealing with problem behavior in the library. Public
Libraries, 46(5), 21+. Retrieved from
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Public Library's policy requiring teens to show IDs. School Library Journal, 50(1), 16.
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Joseph, M. (2010). An exquisite paradox: Making teens and young adults welcome in public

libraries. Aplis, 23(3), 107-110.

McNeil, B., & Johnson, D. J. (1996). Patron behavior in libraries: A handbook of positive
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Savage, D. D. (2008). Keeping the peace: A Playbook for dealing with teenage patrons in the

public library. Indiana Libraries, 27(2), 68-71.

Shay, C. (2011). The twilight zone: Bringing youth into libraries. Australasian Public Libraries
and Information Services, 24(1), 42-46. Retrieved from
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Terrile, V. C., & Echols, S. M. (2012). They don't leave their lives at the door, but neither do we:
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