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Assignment #3:
Physical and Virtual Teen Space Design
for a Public Library
Jessica E. Branciforte
Southern CT State University

















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Abstract
Through well-thought-out, forward thinking facilities planning, committed
collaborations, and open minded adults, libraries will become increasingly important and
significant to teenagers instead of becoming irrelevant places of the past (Bolan, 2009).
It is imperative that a library committed to providing suitable services to young adults
creates a physical and virtual public teen space.





















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Just as there is no mistake that childrens libraries are intended for young
children, there should be no mistake that at teen area or facility is intended especially for
teenagers (Bolan, 2009, p.11). As noted by the Young Adult Library Services
Association (YALSA,) an organization created in order to expand and strengthen library
services for teens; libraries should be able to properly engage, serve and empower teens
(YALSA, 2011, p.1). It is imperative that a library committed to providing suitable
services to young adults creates a physical and virtual public teen space. Designed below
is each of these things: the theoretical blueprints for a physical teen room in a public
library and a virtual teen space in the shape of a library teen webpage.
Teen customers deserve to have a home of their own. Teens want and need to
know that they have a space that is set aside just for them, a place where they can meet
their friends, listen to music, work on their homework, cruise the Internet or curl up with
a good book (Miller, 2008, p.95). Even with a small space, at the minimum, a space
away from all other departments should be designated for teens to find and call their own.
Young adults should be able to find their collection and know that the space belongs to
them (Nichols, 2002, p.3). This would include obvious signage with large letters above
the department and a thematic design. Bright and bold colors should coat the walls and
stacks and vibrant signs should notate each section in the collection. Books should be
labeled with obvious YA collection location stickers on the spines as well.
Obviously, the environment in the teen library should be teen friendly and
comfortable for teens, but the area may also need to be a bit nontraditional in terms of
typical thinking about what a library should look like (Miller, 2008, p.95). Layout and
furniture selection will say a lot about the distinctiveness and invitational qualities of the
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department. The department should include a combination of seating and table space.
One section should include a number of tall caf tables and stools for friends to gather or
for individuals to sit and read or use their electronic devices. Large rectangular tables
should also be included for group study sessions, gatherings, game playing or tutoring.
Aside for upright chairs and tables, comfortable furniture like basket seats and bean bags
may be included to add an inviting and cozy feel.
The Young Adult Department should represent a micro chasm of the entire library
itself. Just as the library as a whole contains DVD, music, audio book and book
collections, the teen department should have young adult-specific materials and genres as
well. Along one shelving unit in the back, YA fiction section would brag current
collection of authors with new and peer-reviewed selections up on display. The non-
fiction shelving unit, topics of self-help, test practice, Manga and do-it-yourself would be
presented as well. Pulled from the central non-fiction section and presented in a specific
display unit would be college prep and test prep materials as well as information on the
librarys digital resources. Included would be books on essay writing, information on
PSAT, SAT and ACT test taking dates and workshops and test manuals and CD-ROMs.
College preparation materials would include information on schools, the application
process and publication with advice from older students.
Also included should be a small teen DVD section with films and television
shows and a small music section with a storefront display. The teen department would
also have a small section designated for teen magazines including those with topics of
gaming, beauty, sports and more. Included in this magazine section would be at least one
or two comfortable lounging chairs. Audio books would also have a designated shelving
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unit with room for a shelf of Playaways and information on digital downloads from the
library. A u-shaped shelving until might wrap around the entirety of the department and
on its outer display teens would see new items and peer promoted theme displays as well.
On the inside of the department, if supplies and a bit of staff surveillance could be
accommodated for, a Do It Yourself table could be left with crafts and supplies to make
independent projects. Often times, young adults will not have the time or do not want to
be guided through a session of creativity and this will allow for them to create at their
own speed. Also along these lines, a creative software area would be included to provide
students with a computer installed with music, film and photo software so that students
could work with and experiment on projects.
Technology should be pervasive throughout the teen area so that teens can
quickly move from one task to another without undue effort (Miller, 2008, p.97). A
small number of computers for Internet use and homework would be installed without a
specific designation and others would be pre-loaded with creative software, the library
catalog and research guidance. Surrounding the tables set aside specifically for work and
study would be resources for homework help and research. These would include
reference texts as well as written tutorials on how to use search tactics and online
databases.
Along side the new book and teen-made displays, a small readers advisory section
would be made apparent. This section would include reader reviews of books, a binder
filled with book lists and annual book awards and information on where to find books of
interest.
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A bulletin board will post upcoming events and teen artwork and poetry. It will
also allow for program registration and the display of photos from recent library
gatherings. It might also include promotional posters from new film releases and book
titles. A magnetic poetry board might be installed near any of the display areas so that
teens can leave artistic statements are memos for one another.
Included at the entrance of the teen department would be paper blueprints for the
young adult area. These small maps would help students locate information or find their
way to an area that they would like to browse.
Teen Webpage
A website is another one of the librarys public faces, the virtual counterpart to
the physical space. It should be just as enticing, informative, and comfortable to use as
the real-world facilities (Doyle, 2007, p.xvii). Alongside being easily located on the
main page of the librarys website, A web space for teens should be easily identifiable
by its audience. Teens should recognize instantly that the site is meant for them, and the
design should appeal to their tastes (Doyle, 2007, p.xvii).
A virtual teen space for library patrons should be visually alluring, comprehensive
yet concise, and easy to navigate. Successful websites include many if not more of the
following: links to the library catalog, library location and contact information, research
and web browsing guidance, a calendar with teen library programs, a link to local
resources and a section for readers advisory. Another important addition might be a
linked page or section for the Jr. Friends or Teen Advisory Board of the library. Fun
incentives like contests and games as well as links to other interesting web sites should be
included as well. While summer reading occurs only for few short months throughout the
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year, it is important to designate space for this subject area specifically. In the summer,
the library is a resource that can connect students directly to school requirements and
information. If a summer reading section is not included year round, a link to each of the
local schools and available resources should be.
Upon entering the site, a link to the library catalog and a readers advisory section
should be easy to find and accessible. A short tutorial on using the catalog and placing a
hold should be available on a side bar as well. A readers advisory tab would include teen
genre lists, award winning titles, teen picks, teen reader reviews and staff picks. It would
also include links to other significant teen read blogs online and may include a button to
bring readers to http://www.yalsa.org. This would be a space on the webpage where teens
are encouraged to upload digital book trailers that they have made for titles that they have
read and want to promote.
Just as it would be included in a physical library space for young adults, the teen
website should have a tab designated for testing prep, college prep and research. A link
and tutorial to the Connecticut Digital Library and a connection to an official formatting,
styling and citation guide for research purposes would be included as well. It would also
behoove a young adult librarian to speak with local teachers about what they are using for
education standards and curriculum and it would be helpful to include links to these
specific topics as well.
Creating original and innovative virtual library spaces for teens is just as
important as crating actual physical spaces where teens feel comfortable spending time
(Gorman, 2010, p271). A virtual link to a library teen department is a great resource for
upcoming library programs and events. A calendar page with registration links could be
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included so that participants can sign up and track events as they occur. It would also be
helpful to use the website as a way to ask participants if they would like text or e-
reminders about teen programs. It would be wise to allow participants to send pictures of
themselves at programs so that the teen librarian can approve and post them to the
website or use them on the teen space bulletin board.
If the library has a Jr. Friends or Teen Advisory Board group helping them, the
website should have a tab designated to their work as well. This might include profiles of
the involved students, upcoming activities and a small mission statement. If it is not
possible to include an entire tab for this group, there should be a place to link viewers to a
separate blog designated specifically for their work.
It is important for any resource for teens to include an accessible section on
resources for mental and physical health. This virtual resource might be a more
comfortable route for teens to access sensitive information about personal health and
development, happiness and information on relationships. Links should include
dependable book titles, reliable health websites and contact information for local youth
services and hotlines.
Another important section could be entitled, Talk to Us! This section might be
reserved for feedback and could include space for teens to send in comments, photos and
you tube videos for approval. It could be a type of soundboard for future program ideas
and a place to talk about enjoyable library experiences. It may include a teen library you
tube channel or journal blog where teens can express themselves through creativity, art
and poetry.
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Rather than include a page designated specifically for resources, content related
links should be included in each section as mentioned above. A section may, however, be
designated for unrelated fun and interesting links that might enthuse or interest readers.
This section might be entitled Just For Fun and would include writing contests,
surveys, quizzes, games and puzzles, applications, news and media updates and
animations. As recommended by Miranda Doyle of 101+ Great Ideas for Teen Library
Websites, Once your site has all the elements you consider essential, consider adding
some fun features. Doyle also notes that a few, carefully chosen, entertaining ideas may
make your site more welcoming and enjoyable for visitors (Doyle, 2007, p.259).
Creating inviting virtual and physical spaces for teen library patrons allows for the
understanding of the many things that a public library has to offer them. Through well-
thought-out, forward thinking facilities planning, committed collaborations, and open
minded adults, libraries will become increasingly important and significant to teenagers
instead of becoming irrelevant places of the past (Bolan, 2009). Creating a teen-friendly
library means creating a comfortable space of their own both physical and virtual.








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References
Bolan, K. (2009). Teen spaces: The step-by-step makeover. Chicago, IL: American
Library Association.
Doyle, M. (2007). 101+ great ideas for teen library websites. New York, NY: Neal
Schuman.
Gorman, M. Suellentrop, T. Connecting young adults and libraries: A how-to-do-it
manual. New York, NY: Neal-Schuman.
Jones, P. (2002). New directions for library service to young adults. Chicago, IL:
American Library Association.
McGrath, R.V. (2004). Excellence in library services to young adults. Chicago, IL:
American Library Association.
Miller, D. (2008). Crash course in teen services. Westport, CT: Libraries Unlimited.
Nichols, M. (2002). Merchandising library materials to young adults. Greenwood
Village, CO: Libraries Unlimited.
Vaillancourt, R. (2002). Managing young adult services: A self-help manual. New York,
NY: Neal-Schuman.
Welch, R. (2007). The guy friendly YA library: Serving male teens. Westport, CT:
Libraries Unlimited.
YALSA. (2011). YALSA teen services evaluation tool. Young Adult Library Services
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Association. Retrieved from http://www.ala.org/yalsa