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Teen services librarians are well positioned to embrace connected learning principles in designing and implementing teen programs and services at their libraries. Due to the proliferation of participatory culture among teens, it is crucial that teen services librarians obtain teens' voices (especially from non-dominant teens) as they conceptualize, design, implement, and evaluate connected learning programs and services for teens. By illuminating the desired librarian-teen engagement practices in connected learning using Radical Change theory, this paper describes six cooperative inquiry techniques utilized by human-computer interaction scholars to co-design technologies and learning programs with children that can be adapted for designing library programs and services with and for teens. In addition to explaining these techniques, potential ways that these techniques can be used by teen services librarians are presented. [ABSTRACT FROM AUTHOR]