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For author Alex London, dystopias are not just a fun premise for a novel. In a recent visit to the teens of Huntingdon Valley Library’s Teen Reading Lounge program, London emphasized the extent to which dystopias should reflect and engage with real-world issues in a meaningful way. When he was 21, London had the opportunity to work with Refugees International, an organization which advocates for the rights of displaced people around the world. He wrote a “grown-up book” based on this experience, One Day The Soldiers Came, in which he interviewed children in war-torn areas. This gave him an interest in how children and teenagers are able to adapt to adverse circumstances, which over time gave him the impetus to begin writing science-fiction novels, the first of which was Proxy. When a teen asked about his inspiration for writing Proxy, London said that he wrote the book that he needed when he was a teenager. Citing his love of Orson Scott Card’s Ender’s Game while decrying the blatant homophobia espoused by the author himself, London set out to write a dystopian novel that engaged with societal problems through the eyes of a protagonist who is openly gay while not being solely defined by his sexuality. Proxy is set in a rigidly structured society in which the poor are constantly indebted and are forced to serve as proxies to the wealthy elite, taking punishment for their transgressions. The novel examines many issues, including class, consumerism, and climate change, and in his talk London discussed the importance of these issues by connecting the fictional dystopia to aspects of the real world. The teens at Huntingdon Valley were enthralled by London’s charismatic presentation, and they never ran out of questions to ask. We at PHC did have the opportunity to ask more questions, and we were interested in what London had to say more broadly about the importance of literature and the humanities in the lives of teenagers. What motivated you to join and work with Refugees International in the first place? I wish I could say it was some noble drive; but I was 21 and really craved adventure. I was also terribly curious how, in the early days of the 21st century, wars were being fought by, for, and around children all over the world and no one was paying much attention to what they thought about it all. My curiosity got the better of me and I raised some funds, partnered with the amazing people at Refugees International, a refugee advocacy organization, and began traveling to learn about the lives and perspectives of young people affected by armed conflict. They very quickly showed me that they were the protagonists of their own lives with stories as epic as anything in literature. I knew I had to do what I could to amplify their voices rather than my own. What makes you enjoy working specifically with youth as much as you do? How else will I find new music to listen to? Seriously though, I think literature is a relay race, passing the baton from one generation to the next. I like doing my part to keep that race going, to inspire a few young thinkers the way older teachers and writers inspired me. That's how progress happens. Libraries often struggle to adequately serve the teen populations in their area, whether due to lack of funding or personnel who are passionate about working with teens. As someone who used to be a librarian, how do you think libraries can best serve and continue to be relevant to teens? Listen to teens; include their voices in the process of programming, organizing, and collection building. Keep them involved and value their perspectives as stakeholders. Show them they are valued and they will return the favor. You have mentioned before that you used to be a reluctant reader. What changed that for you? What do you think can be done to help more young people find their love of reading? It's no longer revolutionary to say the key is reading choice. Let readers read what they want and they will find what they want to read. Our job is to create access by building diverse collections that speak to a variety of levels, tastes, and experiences, and to help with the discovery process through book talks, displays, activities, programming, reviews, and encouraging peer to peer recommendations. The right book at the right time can unlock the parts of yourself you didn't know existed, but you have to access and that is where libraries do vital work. In light of the debate of whether funding should be cut to the National Endowment for the Humanities and the Arts (something that obviously impacts us a lot), do you have any opinions about humanities-based programing like Teen Reading Lounge, or about the importance of valuing literature and all the humanities as a society? Obviously, as a producer of books, I'm biased, but I believe these things are essential. There is a reason that art and literature have endured even the darkest times in human history and that brave souls have risked their lives to smuggle books in and out of repressive regimes. Individuals can be destroyed. Ideas endure. Our laws are the form our society takes, but the humanities--our intellectual traditions, our literature, our cultural institutions, those are the content. Those are the things that create meaning we can pass through generations, expanding and refining what we mean when we say 'We.' Without the humanities, the fabric of our society starts to unravel and we become mere products of our geography. Art, literature, ideas--and the institutions that make them accessible to all--those are the threads that stitch society together. I shudder to think what would happen if they all unraveled. It's not easy to stitch together again. But it's a challenge the humanities are up for if necessary. Come what may, art endures.
Valerie Adams-Bass is a developmental psychologist who focuses on adolescent development. A partner in the creation of our Teen Reading Lounge program, Dr. Adams-Bass has helped PHC understand how the humanities and the higher-order thinking skills associated with the humanities can prepare youth to participate in a larger civic and political arena. She shares some thoughts on these topics in the following post. ______________________________________________________________________________________ When youth are involved in projects in which they have an expressed interest or identified as important, they are excited about the initiative and are willing to take the lead; they are invested in the vision and the final project or product. This is defined as a youth-driven initiative--a hallmark of PHC's Teen Reading Lounge program. Take a minute to imagine how you feel when you are working with a team of colleagues or classmates and your ideas are central to the project. How much effort do you put into the project? What if you are in charge of planning a family reunion, how would you describe your efforts? Most likely, you were willing to work diligently towards a successful project or reunion. Youth often respond similarly when they are involved in youth-driven civic engagement, and with the support of adults, a dynamic project will emerge. As co-chair of this year’s annual Youth-Nex Center for Positive Youth Development at the University of Virginia’s Curry School of Education I am excited about researchers, practitioners and youth coming together for our theme of Youth Civic and Political Engagement. Civic engagement provides an opportunity for young people to become actively involved in their communities. Commonly referenced definitions of youth civic engagement focus on traditional activities that correlate with citizenship through political and community involvement. More comprehensive definitions of civic engagement for children and youth include a range of activities such as participation in food drives, an annual walk or run fundraiser, serving as a youth representative on community boards, involvement with local political organizations, participation in community preservation activities, or developing an agenda to address or bring attention to social inequities such as public education, gentrification-community displacement, police brutality or health disparities. For urban youth who are often racially/ethnically diverse, labeled at-risk, and silenced about issues that directly impact their lives, civic engagement projects allow them a platform to express their voice collectively and respond to challenges from a first-person perspective. Through their work, scholars such as Ginwright, Flanagan and Noguera provide examples of urban youth organizing using a Positive Youth Development framework. Positive Youth Development is an asset-based approach to supporting the healthy development of youth through the 6 “Cs”; Character, Competence, Confidence, Connection, Caring and Contribution (i). Youth who exhibit the first 5 Cs are more likely to be civically engaged, and providing them opportunities to contribute (civic participation) leads to further positive youth development (ii). Essential to supporting youth who are involved in, or developing youth civic engagement projects are caring adults who can help make connections to community resources. Public libraries are a rich resource for youth civic engagement. Connecting with youth who are involved with a project or providing an opportunity for youth to develop a civic engagement project is an ideal opportunity for librarians to introduce youth to the wealth of knowledge freely available to them and for libraries to gain new patrons who may become active supporters of the library. A few of the most valuable resources that libraries offer are caring adults, free safe space, free access to digital resources, free access to newer technologies, free access to a world-wide web connection, free access to thousands of books, videos, music, photographs, magazines, newspapers, maps, digital archives and in some cases microfiche--yes microfiche! Teenagers are at a stage in their lives where they are experiencing increased autonomy and decision making. Allowing them to take the lead is a perfect opportunity for them to practice and develop leadership skills and make decisions. Whether gathering support for involvement in an annual fundraiser of their choice or a social justice initiative, youth today are tuned into media more than any other generation and can likely put together a publicity campaign better than many adults, knowing where and how to target multiple audiences across the variety of social media platforms that are available today. Depending on the project, youth may develop a sustainability plan that includes recruiting additional youth and community partners as collaborators for the project and for the library. Youth civic engagement fosters the 6 Cs-Character, Competence, Confidence, Connection, Caring and Contribution. More and more practitioners and researchers are acknowledging the value of youth civic engagement. What are you waiting for? Make the connection! Valerie Adams-Bass is a developmental psychologist who earned her PhD in Interdisciplinary Studies in Human Development from the University of Pennsylvania’s Graduate School of Education. She focuses on adolescent development. Dr. Adams-Bass is an Assistant Professor of Youth and Social Innovations in the Department of Human Services at the University of Virginia Curry School of Education. She is a faculty affiliate with the Youth-Nex Center to Promote Effective Youth Development in the Curry School of Education at University of Virginia and an affiliate faculty member of the Racial Empowerment Collaborative with the University of Pennsylvania’s Graduate School of Pennslyania. (i) Sherrod, L.R., Torney-Purta, J., & Flanagan, C.A. (2010). Handbook of Research on Civic Engagement in Youth. Hoboken, NJ: Wiley & Sons Publications. (ii) Lerner, R. (2004). Liberty: Thriving and civic engagement among America’s youth. Thousand Oaks, CA: Sage Publications.
Learn how libraries and youth organizations successfully conduct outreach to recruit young people through this conversation on best practices, challenges and concrete strategies. This webinar on Outreach & Recruitment was produced by PHC and moderated by Valerie Adams-Bass, Assistant Professor of Youth and Social Innovations in the Department of Human Services at the University of Virginia Curry School of Education. Guest speakers include: Kelly Rottmund, Teen Services Coordinator for the Carnegie Library of Pittsburgh. Kelly manages CLP’s system of 38 Teen Specialists across the Library's 19 locations. She has been a Teen Librarian for eight years, and was previously the manager of the Teen Department at Carnegie Library of Pittsburgh’s Main Library and the Teen Librarian at the Sewickley Public Library, which is outside of Pittsburgh. Rachel Roberts, Program Director & Team Leader for Public Health Management Corporation’s Youth Educational Social Services. Rachel manages and trains PHMC’s extensive network of OST programs providers which includes more 250 programs in 70 locations across Philadelphia.
PHC board members are working hard to ensure strong public support for humanities, arts, and libraries in Pennsylvania. During the most recent "Focus on Education" program produced by the Education Policy and Leadership Center and Pennsylvania Cable Network, PHC board member Ron Cowell led a discussion on the implications of state and federal budgets for these areas. Featured guests included: Paula Gilbert, Director of Youth Services for York Co. Library System and PHC board member Rusty Baker, Executive Director of PA Museums Jenny Hershour, Managing Director, Citizens for the Arts in Pennsylvania The discussion on what state and federal budgets mean for arts and humanities throughout the commonwealth begins at 29:48.
On Friday, March 10, 32 members of Congress sent a letter to President Trump in support of the National Endowment for the Humanities and the National Endowment for the Arts. The letter outlines crucial services provided by the cultural agencies, including programs for veterans, and ends with the following statement: “Eliminating these programs would be detrimental to our military, our students, and our economy. We strongly urge you to support full and robust funding for the NEA and NEH in the FY 2018 budget, as exposure to the arts and humanities benefits all Americans.” The letter was coordinated by Representative Robert Brady (D-PA-01) and signed by four other members of Pennsylvania’s Congressional delegation: Brendan Boyle (D-PA-13), Ryan Costello (R-PA-06), Michael Doyle (D-PA-14), and Dwight Evans (D-PA-02). Read the full letter. And please call your elected officials to thank them for taking action on behalf of the humanities and the arts--or thank them through Facebook or Twitter.
The new Chester Made Exploration Zone pop-up makerspace at 511 Avenue of the States is officially complete! A special thank you to Chester Made artistic director Devon Walls, Alex Gilliam of Public Workshop and Chester residents for participating in #TheBuild and helping to make this possible! On March 10 we held a launch reception and tour of the pop-up makerspace program. The following day, Butcher Shop Rehab’s L. Ward and Kenya Abdul-Hadi shared the secrets behind making beautiful furniture using reclaimed wood through a Reclaim. Rebuild. Repurpose workshop in which they guided teams of community members through the process of creating designer-inspired tables. Take a look at the event photos below, and keep a look out for the finished tables that will be displayed throughout the City of Chester and the region. Butcher Shop Rehab Reclaim . Rebuild . Repurpose Workshop Chester Made Exploration Zone Launch Reception Related Content About Chester Made Chester Made Humanities Camp Tactical Urbanism Community Conversation and Workshop The Building of a Block: Community Archival Workshop Chester Made Exploration Zone Launch--and Butcher Shop Rehab Reclaim . Rebuild . Repurpose Workshop Chester Made #TheBuild Chester Made Artist Exchange
Through our award-winning Teen Reading Lounge program, the Pennsylvania Humanities Council (PHC) invests funds to help youth build 21st century learning skills. Preliminary data suggest that 84% of teens who participated in Teen Reading Lounge across Pennsylvania in 2015-2016 learned to recognize and respect differences and perspectives of others, 72% are better able to analyze and evaluate different points of view, and 64% have improved upon their ability to build on their own and others’ ideas. Beyond improving learning outcomes for teens, PHC also aims with Teen Reading Lounge to build the capacity of public libraries in Pennsylvania to offer quality humanities-based teen programming into the future, well beyond the initial period of PHC funding, training and technical support. In Lackawanna County’s system of seven libraries in Northeastern Pennsylvania, Teen Reading Lounge has become a mainstay of teen programming and the system itself is funding it. Teen Reading Lounge first launched in the county in 2015 as part of a project that aimed to reach the Northeast region’s 12-18 year olds. Albright Memorial Library, Carbondale Public Library and Valley Community Library kicked off programs that spring and, over the span of eight weeks, saw such great interest from young people that they applied to PHC for funding to run a second round. Early hosts sites were enthusiastic about the flexible, teen-centered approach to the humanities. They saw Teen Reading Lounge as unique in inviting young people to express their opinions and learn about the world around them. “Traditionally, a book discussion series is a hard sell for teens,” one site reported. “Incorporating the humanities aspect allows you to offer a variety of options related to the chosen book that will attract teens and keep their interests as well as appeal to the different learning styles.” This enthusiasm was central to Lackawanna County’s ability to follow through on a plan to make the program available to more libraries in the system. The capacity to channel the passion of all of Teen Reading Lounge’s site coordinators, facilitators, and participants was essential for creating interest for this program across the county. Mary Garm, the library systems administrator for Lackawanna County, says that she worked with the system’s board of directors to budget funds to support one system-wide Teen Reading Lounge coordinator, as well as funds for each library to hire a program facilitator and purchase books and supplies. Sandy Longo, the assistant director of the Abington Community Library, was tapped to serve as the system’s official coordinator. Longo was the original contact for the original Northeast PA project and knew the impact of the program well, which enabled her to become a leader for Teen Reading Lounge among Lackawanna libraries. “The teen librarians throughout the library system work tremendously together,” says Longo. “Most, if not all, experienced firsthand the benefits of including TRL in their core programming, so no convincing was needed on my part.” Working together, Longo and Garm established a timeline of participation for all member libraries, so that marketing could be coordinated for the most impact. This served to create a “county-wide TRL buzz” that, as Longo says, gave them a defined period of time to find artists and speakers to serve as co-facilitators. Libraries worked closely with these individuals and young people to plan their programs. In late 2015, Lackawanna-funded Teen Reading Lounge programs launched at the original three libraries and at five additional sites in the system: Abington Community Library, Nancy K. Holmes Branch Library, Dalton Community Library, North Pocono Public Library and Taylor Community Library. Outcomes for the Lackawanna expansion program tracked very closely to other cohorts across the state. For example, 88% of participants said they’d participate in Teen Reading Lounge again. One young person commented, “I mostly enjoyed talking to others about my thoughts about the book. I also enjoyed making new friends.” As librarians reflected on why this expansion worked, they reported that, “Teens liked having something that was ‘just for them.’ They cited the program’s flexibility, focus on open communication, and teen-centered content as reasons why Teen Reading Lounge was a success. One librarian said that she hopes to make Teen Reading Lounge a part of her core programming for teens. Longo and Garm insist that Teen Reading Lounge can be adopted by other library systems across the Commonwealth. “Libraries can do a lot with little money,” says Garm. “TRL can work, even without a dedicated budget, if librarians are able to assemble volunteer facilitators and borrow copies of popular books.” Not only does Teen Reading Lounge have proven outcomes that benefit communities on their own, but the documentation of this impact also makes it a program that could be, as Garm says, of great interest to local grantmakers. The Lackawanna libraries’ path to continuing Teen Reading Lounge beyond start-up funding from PHC can serve as inspiration to other libraries looking to provide quality teen programming into the future. “Our teen librarians were enthusiastic about continuing a program that encouraged teens to read, create, and interact with one another,” says Garm. “It is the enthusiasm of the participants and the doors they open for themselves that makes Teen Reading Lounge such a valuable program.”
Earlier this fall staff from PHC, the City of Chester, and Widener University, along with Chester artists traveled to Chicago, IL, and Gary, IN, for a peer exchange with local artists who are using their craft to make a change in their communities. The exchange, hosted by Illinois Humanities, gave us insight on creative placemaking at a grassroots level, and will inform our Chester Made Exploration Zone project. Check out the video playlist below to hear from participants about the exchange. Related Content About Chester Made Chester Made Humanities Summer Camp Tactical Urbanism Community Conversation and Workshop The Building of a Block: Community Archival Workshop Chester Made Exploration Zone Launch--and Butcher Shop Rehab Reclaim . Rebuild . Repurpose Workshop Chester Made #TheBuild Chester Made Artist Exchange
As we expand our work in civic engagement and humanities-based community development, PHC staff have built strong partnerships with likeminded organizations, including the Pennsylvania Chapter of the American Planning Association. We were recently able to catch up with James Cowhey, the president of the Pennsylvania chapter, to talk about the importance of engaging residents in community planning and how the humanities can inspire change in communities. Cowhey is also executive director of the Lancaster County Planning Commission. What intrigues you about community planning? Why did you choose/ how did you enter the field? The goal of a planner is to help a community think about changes that are occurring that determine the future of the community. Planners help a community articulate its aspirations for the built and natural environments and how to manage change in a way that delivers a prosperous future and a better quality of life. The change that is occurring, like whether population is increasing or decreasing or business is thriving or not, is constant. Planners can analyze the data and information about changing conditions and help a community outline choices for action that will result in the desired future for its citizens. I’m intrigued by the uniqueness of each community and how planners provide plans that fit to each situation in a way that helps to ensure implementation. I entered the field of planning with an undergraduate degree in geography. For me, there was an obvious link between the study of human activity on the earth and the phenomenon of how people plan the physical settlement of places they inhabit. The discipline of urban planning exists at the intersection of geography, engineering, architecture, landscape architecture, law, politics, ecology, economics, social studies, and other professions and disciplines. It never ceases to be interesting because planning is about the built and natural environment and such a variety of other aspects. Why is community engagement important in community planning processes? While experts can analyze data and provided policy choices for consideration, community planning in a democratic republic must be based on citizen participation. Inclusive planning processes ensure that the data is considered within the context of citizen thoughts, ideals, and aspirations. Citizen participation in community planning efforts is a fundamental way to participate in local democracy. Consensus is the goal. Consensus is brought about by elected officials of a community. Consensus is found by considering the multitude of views and elected officials using their judgement to adopt a plan that will provide the most good for the most individuals. Citizens have a fundamental right to participate in planning for their future. How do you go about engaging residents whose voices are not heard/ those who are usually not a part of the planning/decision making processes? Engaging disenfranchised or disinterested people is a vexing problem for planners. The engagement program of a plan must provide a variety of opportunities and venues so citizens can choose where and when to interact with planners and other residents. People have different needs and are more comfortable with some ways of interacting than others. We use public meetings, small group meetings, internet surveys, websites, written survey forms, etc. to connect citizens to the plan. We make specific outreach efforts to certain groups in an effort to provide them with a means to interact with the process. For example, we work with the Spanish American Civic Association to assist with outreach to the Latino community. We have contacts with the Old Order Amish Steering Committee that provides an opportunity to discuss planning issues with that group. Web access and social media has broadened the opportunities for interaction but has not replaced good, old fashion community and small group meetings. This past spring Lancaster Farmland Trust released results of a public survey about Lancaster County residents’ opinions on farmland preservation and policies. How will these results (the opinion of the residents) help to make change? The Lancaster Farmland Trust is strong partner in Lancaster County’s planning efforts as are several other countywide interest groups. The survey information, plus additional feedback from LFT, will be part of the background information considered for our new plan called Places2040. As part of this latest effort we have established our Partners for Place which is an alliance of about 18 countywide groups that play some role in thinking about and acting on the future of Lancaster County. These groups represent a range of interest groups: realtors, builders, agricultural preservationists, smart growth advocates, environmentalists, housing advocates, economic developers, business advocates, historic preservationists, and others. Each organization has a unique perspective and plays a distinct role in shaping the future of Lancaster County. Their participation, combined with the input from individuals, will be reflected in the adopted plan making sure it expresses the aspirations of our community. This will be the foundation for future action to implement the plan. Implementation will not simply be a county government role but job for individuals and organizations. What partnerships have you built as the executive director of Lancaster County Planning Commission? I believe strongly that a community that is not providing opportunity to generate wealth by providing opportunities for investment by business and job growth for individuals will not thrive. I’ve worked to strengthen the linkage of our work with that of the Lancaster Chamber of Commerce and Industry, the Economic Development Company of Lancaster County, the Lancaster County Agriculture Council, the Lancaster Housing Opportunity Partnership, the Lancaster County Redevelopment Authority, and the Lancaster City Alliance. Our partnership with Lancaster General Health/Penn Medicine is an equally important partnership that links planning for the physical livability of the county to opportunities for active lifestyles and healthier outcomes. Why is it important to build these partnerships and relationships? These groups recognize that a well thought out plan for the future is a foundation that helps to secure investment in new businesses and housing, and redevelopment of existing communities. A strong local economy will allow us to deliver the quality of life and built environment our citizens want and deserve. Economic development and regional planning are mutually reinforcing activities. The linkage between health and the built environment is an emerging planning issue that allows potential health outcomes to be part of planning for the future of the community. Walking and bicycling, for example, are transportation alternatives that have often been missed opportunities in community planning. However, we know that these active transportation modes are enjoyed by residents and can help people be healthier. Can you give me an example of when the planning department partnered with another organization to solve an issue? The lack of housing at affordable rents or purchase prices is a critical issue in Lancaster County and will be for some time to come. Over twenty years ago the Lancaster County Planning Commission along with other partners helped to found the Lancaster Housing Opportunity Partnership (LHOP) as a means to raise awareness about housing cost burdens for a large part of our community. Additionally, LHOP instituted programs that provided information and training that helped families and individuals find housing they could afford to buy or rent. LHOP has grown to be an exemplar of what a community housing organization can and should be. They have trained people how to be good renters, how to prepare their finances in order to buy their first home, and in the past several years have actually begun to redevelop older units to be re-inhabited at affordable purchase prices. As planners we deal mostly with the locational aspects of housing. Our partnership with LHOP adds a housing program service dimension in the community that deals with a vexing part of the shelter issue that planners are not given direct authority to fix. Recently, we worked with LHOP on a countywide housing market analysis that indicates that there are obstacles to allowing the market to deliver a range of housing options by unit type and price. There are no simple solutions but we are concerned that our future prosperity is threatened by our inability to provide housing that is affordable across the income spectrum. This partnership has raised awareness of the issue and begun to actively address them. How can the humanities inspire change in communities? Urban design principles have developed over thousands of years of human civilizations and are a result of environment, geography, culture, economy and history. At its best, urban and regional planning is an interdisciplinary exercise which may, but doesn’t always, include the humanities directly in the process. A study of the humanities informs the way we improve the physical environment we inhabit by pointing the way to improving social interactions and “livability” or quality of place. I think planners have to understand the history and culture of the place where they are working in order to truly elicit the vision and aspirations of the people. It’s been said that to understand where you want to go, you must understand where you are at the moment and where you came from. That is as true for community planning as for anything else. Understanding through history, architecture, and the arts how a place was settled or came to be reveals much about what a community is at present. Art and literature can help a community better imagine what it can be by providing a means of envisioning the future. Photography, videography, and storytelling are often used by planners to illustrate to community members what is, but also what can be. Recently, in a series of meetings about a new plan for the county, we asked residents to share their stories about why they believe Lancaster County is a special place. They told us stories about their childhood memories and experiences, about their observations of the changing landscape, or about what motivated them to move to the county from somewhere else. These stories affirmed the sense of place that the audience felt and helped the planners ground the plan in the citizens’ ideas about the community.
Imagine a space where teens feel comfortable discussing cultural issues, become motivated to learn, read and talk together outside of the classroom, and build trust with adults and one another. In libraries across Pennsylvania, this safe and intellectually engaging space is created through the Pennsylvania Humanities Council’s Teen Reading Lounge program. Teen Reading Lounge brings together diverse groups of middle and high-school youth and supports them in creating a humanities-based afterschool program that matches their interests. PHC offers technical assistance and training to program facilitators and librarians; teens then work with facilitators to select novels, design activities that correlate with the readings and lead discussions. Through evaluation data collected over the course of six years, PHC has found that this framework leads to excited teens taking on leadership roles and spreading the word about the program to their friends. During the 2015-2016 academic year, PHC presented its first cohort of Teen Reading Lounge programs that focused specifically on engaging youth from low-income areas and diverse backgrounds through civic engagement and youth identity readings and activities. Students participated at 15 public libraries across the state of Pennsylvania. All participants attended schools where 47.8%-100% of the students are eligible for free or reduced lunch. Preliminary data suggest that 84% of teens who participated in Teen Reading Lounge in 2015-2016 learned to recognize and respect differences and perspectives of others, 72% are better able to analyze and evaluate different points of view, and 64% have improved upon their ability to build on their own and others’ ideas. (Read the full report.) This Teen Reading Lounge cohort intentionally designed programs that would encourage teens to become active in improving their community. The results? 60% of participants said that they would help their library staff develop new programs for teens, and 40% said that Teen Reading Lounge made them want to get involved in activities that would improve their community, school, or neighborhood. Intentional youth programming leads to success The success of Teen Reading Lounge comes from the intentionality of meeting teens’ developmental needs: providing them with a safe space and positive adult role models, and giving them the option to lead discussions and design creative projects inspired by young adult literature. When a program framework meets these needs, teens have a better chance to think critically about issues and ideas, develop social skills and improve communication skills. 2015-16 Teen Reading Lounge facilitators and librarians reported that participating teens were able to develop a new appreciation for reading; gain a better understanding of their role in their school, community, or neighborhood; make new friends and take on active leadership roles in activities or civic engagement projects. Program facilitators and librarians agreed that the most beneficial aspect of the program for teens was that they developed a better understanding for themselves and their identity. This is likely due to the fact that each library participating in Teen Reading Lounge designed its program to reflect the culture of its specific neighborhood and the interest and needs of the teens that live there. For example, Lansdowne Public Library’s program explored a hero’s journey and diversity through the story of Yasuke, a powerful black samurai in Japan. This provided teens with a new appreciation because they were able to see a hero who looked like them. Teens participating in the program at Lansdowne also became better able to analyze and evaluate different points of view by connecting the manga (Japanese comic/novels) they were reading to their own lives; this prompted discussions about the portrayal of black characters from the points of view of different forms of media. Additional program outcomes include participants being better able to recognize and respect differences and perspectives of others, and improving their ability to build on their own and others’ ideas. For example, the Community Library of Shenango Valley had participants who were special needs –some with learning disabilities and others with socialization challenges. According to library staff, all participating teens showed respect for the differences and perspectives of the special needs youth, which created a safe, open, and welcoming space. By creating this safe space, participants with special needs felt so welcome and included that they continued to come back regularly over the 8 week program. In addition to reading popular young adult books like In Real Life by Cory Doctorow and Jen Wang, teens participated in a plant and terrarium workshop with the Master Gardener from the Penn State University Extension Program, produced and recorded their own poetry slam and designed their own videogames. All participants regardless of learning ability and socialization challenges, learned to show respect and understanding of the differences of others. On the other side of the state, in York County, participants at Guthrie Memorial Library improved their ability to build upon their own and others’ ideas while building mazes in Minecraft (a video game) and connecting the activity to the book The Maze Runner. “In the beginning the teens struggled with working in a team, however by the last challenge they were able to swiftly delegate tasks and roles and effectively solve any problems they encountered,” said Guthrie’s program facilitator Trenton Bankert. Ownership improves leadership skills and increases civic engagement Moving forward with Teen Reading Lounge, PHC will focus on more intentionally including civic engagement and leadership activities that will build teens skills and inspire them to be a positive force within their community. According to the Center for the Study of Social Policy, youth civic engagement leads to reduced risky behavior, increased success in school and leads to greater civic participation later in life. In addition, research from the Center for the Study of Social Policy confirms that Teen Reading Lounge already has the structure needed to be a successful youth civic engagement program: “Effective initiatives respect the value of young people in public problem-solving and provide young people and adults with information, tools and support to work effectively together as partners, allowing opportunities for youth to take ownership in parts of the process, mobilize others and become powerful role models.” By having teens create their own program with assistance from program facilitators, they become excited about taking ownership/leading the process; this also inspires them to become more active and involved in life outside the library. Teen Reading Lounge librarians and program facilitators reported that most, if not all of participants demonstrated improvement in their leadership/civic engagement skills. This was measured by teens ability or willingness to express interest in community issues, gain an understanding of how one’s community functions and why, get other people to care about a problem or issue, talk to people and explain why they should take action on community issues, and volunteer for the community. “In light of the chaos happening in our country we held group discussions and then had teens take on leadership roles by having them share how they would resolve issues if they were President,” said Leslie Stillings, director of youth services at Pottstown Public Library. Pottstown Public Library partnered with their local 21st century community learning center to reach a larger audience of teens within the Pottstown School District. By implementing this partnership Pottstown was able to attract a larger group for their Teen Reading Lounge program. A number of older teens took on the leadership role of discussion facilitators and worked with the adult program coordinators to guide dialogue, plan activities, and be mentors to younger teens. One of the activities they helped design was a photo challenge; inspired by Miss Peregrine’s Home for Peculiar Children, youth took disposable cameras and documented their community. Using the photos as a discussion prompt, the group discussed how the images represented their roles in their neighborhoods and what they loved about living there. Through the program teens were also able to build interpersonal skills, which consists of valuing helping others and diversity, ability to engage with people of different backgrounds and developing an awareness of a sense of self and of one’s social and cultural identity. Teens were not the only ones who benefitted from the program; Teen Reading Lounge served as a learning experience for the program facilitators and librarians alike. Adult participants reported that their highest personal benefits were: Getting to know teens in a different way, and expanding their repertoire of creating programs that incorporate leadership, civic engagement and/or community service into a literacy/humanities program. They also noted that the library benefited by having the ability to offer new programming beyond typical services and getting teens to interact with books and not just read them.