Bibliographic record
Abstract
When I want to know how to promote reading to teens, I go to the fount of school library knowledge: independent school librarians! In recognition of YALSA's fiftieth anniversary, these fifty tips, hints, ideas, and techniques from independent school librarians across the United States and Canada will give many young adult librarians a successful start in promoting reading to their teen patrons for the next fifty years. First Step: Be Adventurous! 1. Step out of your comfort zone and promote something other than fiction. Many teens (boys especially) are not fiction readers; they may be more interested in your magazine collection. Let your teens know which magazines are available in their library. 2. Remember those reluctant readers. Promote Quick Picks for Reluctant YA Readers as Fast Reads, which is less pejorative. Have a spinner filled with fast reads and label it as such. One librarian uses neon green Fast Reads labels for easy identification. 3. Get graphic. Graphic novels are appropriate for boys and girls and for tweens and teens. Many times they appeal to students who wouldn't ordinarily pick up a book. If you have concerns about age appropriateness and have a collection that serves both middle and high school students, you can always break out the collection by division or grade level. 4. Think outside the book club box. An anime club can lead to a manga or graphic novel club; strategic games or MMORPGs (massively multiplayer online role playing games) can lead to a fantasy book club; and a writing or author club can lead to reading about writing or reading a particular writer's work. 5. Create some library leaders. Make the library in your school a place for young leaders to develop their skills. They can run your circulation desk, shelve books, and more. 6. Sponsor a poetry slam contest or partner with your school's literary magazine to host an event. 7. Have a Love session once a month. Serve cookies and ask teachers and students to talk about a book they have recently read and liked. 8. Consider reviewing for a young adult magazine and have your students review as well. Sometimes the lure of seeing their name in print may push them to read more books. 9. If you have all boys or have very competitive students, have a word reading club and stand back and watch the numbers grow! Some librarians have reported that they have several students who read more than a million words in one school year. Second Step: Be Bold! 10. Put your cool stuff up front. I have my graphic novel collection near the front entrance of the library. Other librarians use that high-traffic area to promote their magazine collection. 11. Books don't have to stay on the shelves. One librarian puts high-interest books next to her computers, and those books circulate. 12. Use the lure of the forbidden. Tell them a book is banned or controversial, or just give them some of the crazy details (for example, boyfriend is on crack and parents are abusive) and a questioning Are you up to the challenge? look. 13. Tie the book to a movie. If a movie is based on a book, you have an automatic tie-in; but, don't be afraid to go beyond the specific book and, for example, tie in the Dragonriders of Pern series with Eragon. 14. Make mine a contest. Have a book-related contest such as a Harry Potter contest, or a contest related to the last book ([The End) of Lemony Snicket's Series of Unfortunate Events. 15. Pimp your contest prizes. Book gift certificates are great, but go with whatever is going to draw your kids into the library, such as coffee cards, iTunes certificates, or local eatery certificates. 16. Make your prize match your audience. One librarian at a school for girls has a special bracelet for her seventh-grade Gone with the Wind (GWTW) readers. If they read all one thousand pages, they get a GWTW bracelet, which has been very well-received! …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.007 | 0.002 |
| Scholarly communication | 0.009 | 0.008 |
| Open science | 0.001 | 0.010 |
| Research integrity | 0.004 | 0.004 |
| Insufficient payload (model declined to judge) | 0.122 | 0.059 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".