A library can collect thoughtful teen feedback and still leave participants unsure how their answers informed a decision. Teens contribute time and ideas, and they deserve to know what the library did with their input and what happens next. Building on ALSC’s discussion of program evaluation, I recommend identifying the decision teens can influence and planning how staff will report back before collecting feedback.
Ask About a Real Decision
A useful survey begins with a decision teens can help shape. They might influence program topics or room features within available staffing and budgets. Explaining which decisions teens can influence and who holds final authority helps participants understand their role before they respond.
At my branch, a space-use survey asked patrons ages 13 and older about a possible conversion of an enclosed quiet study room into dedicated teen space. Separate questions addressed the importance of teen space and support for exploring the conversion. A respondent could favor dedicated teen space while opposing the loss of a quiet room. Asking both questions helps staff distinguish support for a goal from agreement with a proposed solution.
The American Association for Public Opinion Research’s guidance recommends checking whether a survey fits the question and testing it before use. A brief trial with teens can reveal confusing or leading wording before distribution. Participants need an option to respond without a device and an explanation of who can see responses and how long they will be kept.
Interpret the Responses Carefully
A voluntary survey does not necessarily represent every teen in the community, so a summary needs to explain how responses were gathered. Counts should identify both how many selected an option and how many answered the question. When feedback comes mainly from current attendees, outreach beyond programs can bring additional perspectives.
Science in the Stacks is our library system’s effort to expand learning in science, technology, engineering, and mathematics (STEM). Our teen survey for the initiative asked about program topics and formats, along with reasons teens might not attend. A teen might be interested in coding, for example, but need a beginner-friendly format or a different meeting time. Reading preferences alongside participation barriers helps staff decide how to offer a program. An access need deserves consideration even when few respondents mention it.
Make the Decision
Making a decision means weighing teen preferences alongside available space, staffing, and funding. A popular option may need adjustment to address an access barrier or fit the library’s resources. Within the agreed scope, teens can help interpret findings and select a response.
In Empowering Student Voice in the Library, elementary students surveyed peers, analyzed requests, and selected library purchases within an assigned budget. Their role included a concrete decision and resources to carry it out, offering a useful model for teen participation.
Report Back
Reporting back makes the decision visible through a handout, posted summary, discussion, or another channel participants are likely to encounter. Six prompts can guide updates as planning moves into action:
- You said: The main themes and the participants represented in the responses.
- We considered: Other evidence and practical constraints.
- We decided: The commitment, responsible person, and timeline.
- We changed: The changes made and any results observed.
- We could not change: The remaining limits and the reasons for them.
- We will follow up: The date and format of the next update or opportunity to respond.
A hypothetical update might say: “Respondents expressed interest in coding and asked for activities beginners could join. We will offer one introductory session next month and use participant feedback to plan the next step.” A later update would describe whether the session took place and what participants recommended. If a decision is still pending, a status report can explain what remains unresolved and name the next update date.
Teens also need a chance to correct a summary or explain a response staff misunderstood. When libraries show how teen input shaped a decision, explain the limits, and follow through on promised updates, teens can see what their participation helped accomplish.
This post addresses ALSC Core Competencies 1.6 and 6.5.
Photo by Witt Salley, ALSC member.
The post From Teen Input to Library Decisions appeared first on ALSC Blog.
Discover more from DrWeb's Domain
Subscribe to get the latest posts sent to your email.
