I have been spending a lot of time reflecting on my practice-- how to improve it and the quality of the instruction children obtain. This has brought me to struggle with certain physical limitations. How do you implement a program that strays from what is expected? The school library ought to provide access to a wide variety of services 24/7. At the elementary level this should include times for students to have regular book check-out and opportunities and to participate in ongoing inquiry based collaborative projects. Currently, the school budgets are not large enough to provide sufficient staffing to offer their school communities the breadth and depth of services they deserve. This is one of the challenges. I would like to improve the quality of the school media center's online presence that will allow for an increase in services at times I am not physically available. The VLC assignment gave me a number of ideas that I would like to think about implementing. It would be nice to have children be able to have access to so many of the tools that have been introduced to us.
I see so many ways that I would like the library lessons to evolve, and need to continue to think of small ways to try to help improve the quality of service. For example, I have decided to send teachers a weekly online survey asking what topics they are teaching that I could help find materials for. This would allow me to provide resources to classroom teachers, while also being able to teach information literacy skills relating to the content they are already studying.
I have also begun to think more critically about the types of experiences that I want to create for my students. This needs to extend beyond providing them experiences that introduce them to a variety of content-- I want to provide experiences that will help them to understand that content. As time and space constraints limit the ability to introduce concepts, allow students time to practice them, and to assess those ideas, it becomes easy to pass over the assessment phase. However, I am coming to see how that aspect of it can happen more easily than before. New ideas are presenting themselves to me. At the end of this class, I find I am more critical of the instruction I am providing to students.
I would like to continue to provide teacher in-services, and to try to design those based on input from the teachers. After reading The School Library Media Manager, I began to reflect on how to incorporate the ideas I was learning. "One of the most important services the media specialist can offer staff and students is training sessions that will keep them aware of and capable of participating in educational innovations and, most especially, using the new technologies as they evolve" (Woolls, 2008, p.174). The possibilities for ongoing teacher instruction could lead to powerful changes in the way that student instruction takes place within the school. If we all guide each other through the acquisition of new tools, we will all be more equipped to lead our students to the same possibilities.
Ultimately, I feel that at the end of this semester, I have come to envision a new evolution in my teaching style. I would like to push myself to embrace the uncomfortable unknown-- with a well-crafted plan that is guided by explicit goals, objectives. I am learning how to be more comfortable with uncomfortable learning processes-- to appreciate the evolution of understanding that would take place through collaborative inquiry.
The greatest challenge I face is a lack of time. I run two different elementary school libraries, which combined serve over one thousand patrons. Both of these school deserve to be able to afford a full-time librarian. Were I able to keep the school library open the entire school week, additional services would be easier to provide. With California's education budgets continuing to shrink, I worry about the effect on library funding.
Woolls, B. (2008). The School Library Media Manager. Westport: Libraries Unlimited.
Saturday, October 30, 2010
Advocacy in the school library
Advocacy is a necessary component of a school library program for many reasons. Not only is advocacy is a way that school librarians can demonstrate to their patrons the various resources available through the library, but it is also important way for school librarians to gather together a community who will support them in times of financial crisis. "For school library media programs to be given the appropriate high priority in funding and staffing plans, an advocacy program must be developed, implemented, and kept on the alert" (Woolls, 2008, p.189). When cuts to education hit schools, it is important that teacher librarians are prepared to demonstrate the value the library has to the school community.
Advocacy can take place in many forms, and towards many people. A school librarian is responsible for meeting the library needs for all members of their school community-- this extends beyond just students and teachers, but also includes all members of the staff or community volunteers. The more people who are able to use library resources, the greater impact the school library will be having on that school community.
Obviously, school librarians are more aware of the resources they offer than anybody else. Advocacy can take place through the publicizing of new resources-- both print and electronic. Not only will this help patrons to become aware of the resources that the library provides, but it will get some patrons excited about new materials, and also keep the library on the school community's radar. If patrons are unaware of the resources available to them, these resources will not be used. An unused resource is a waste of money, regardless of how potentially useful that resource could be. Therefore, school librarians need to make sure that their patrons understand that these tools are available and also how these tools can be helpful in their lives.
Various members of the school community will need different forms of advocacy, but a strong library program will advocate for itself through a variety of formats. The librarians in my district have been brainstorming groups of people we would like to target some outside advocacy to. We have come to appreciate the value of social organizations. There are a plethora of social groups devoted to the improvement of community resources. It is important for school communities to reach out and partner up with local organizations. The discussion has caused us to realize that sometimes we must look for benefactors outside of the communities in which our schools reside. This is especially the case for lower income neighborhoods. While these neighborhoods may have less resources available to them, outside parties are oftentimes more likely to contribute to schools in economically depressed locations. This brings the importance of library advocacy to even greater levels.
There are many challenges that face the modern school librarian. It is difficult to advocate for the library when many teachers are already overworked and underpaid. This means that librarians must sometimes play the cheerleader, trying to remind the school community how sunny and personally relevant the school library is to the community.
Woolls, B. (2008). The School Library Media Manager. Westport: Libraries Unlimited.
Advocacy can take place in many forms, and towards many people. A school librarian is responsible for meeting the library needs for all members of their school community-- this extends beyond just students and teachers, but also includes all members of the staff or community volunteers. The more people who are able to use library resources, the greater impact the school library will be having on that school community.
Obviously, school librarians are more aware of the resources they offer than anybody else. Advocacy can take place through the publicizing of new resources-- both print and electronic. Not only will this help patrons to become aware of the resources that the library provides, but it will get some patrons excited about new materials, and also keep the library on the school community's radar. If patrons are unaware of the resources available to them, these resources will not be used. An unused resource is a waste of money, regardless of how potentially useful that resource could be. Therefore, school librarians need to make sure that their patrons understand that these tools are available and also how these tools can be helpful in their lives.
Various members of the school community will need different forms of advocacy, but a strong library program will advocate for itself through a variety of formats. The librarians in my district have been brainstorming groups of people we would like to target some outside advocacy to. We have come to appreciate the value of social organizations. There are a plethora of social groups devoted to the improvement of community resources. It is important for school communities to reach out and partner up with local organizations. The discussion has caused us to realize that sometimes we must look for benefactors outside of the communities in which our schools reside. This is especially the case for lower income neighborhoods. While these neighborhoods may have less resources available to them, outside parties are oftentimes more likely to contribute to schools in economically depressed locations. This brings the importance of library advocacy to even greater levels.
There are many challenges that face the modern school librarian. It is difficult to advocate for the library when many teachers are already overworked and underpaid. This means that librarians must sometimes play the cheerleader, trying to remind the school community how sunny and personally relevant the school library is to the community.
Woolls, B. (2008). The School Library Media Manager. Westport: Libraries Unlimited.
Sunday, October 24, 2010
Censorship
Censorship is an issue that people usually feel strongly about, one way or another. It is one teacher librarians must deal with delicately, yet firmly. I have begun to experience small places where the school community unconsciously requests censorship. There was a problem with boys and some cards related to a popular manga cartoon. The principal asked me to remove a different set of manga books from the library-- as he didn't want to encourage the problem. The children, however, still go home and watch the t.v. show that created the initial problem. The content of the books is not too mature for the students, but the books were still removed. This happens because people understand, and fear, the power of books.
This can cultivate a culture of fear that relates to student selection of information. This extends beyond books, to any of the information kids receive. The concept of censorship is a double edged sword-- while as a librarian I feel I must vehemently fight to protect patrons right to information access, as a parent I feel that there are certain materials I do not want my child exposed to. A school librarian sits in a delicate position, balanced between parental desires, district influences, and their own personal beliefs regarding student access. Librarians need to carefully consider how they will deal with these multiple, often conflicting demands. "Make sure your school has a written selection policy and reconsideration policy that addresses written challenges to books" (Whelan, 2009). Make sure you are prepared.
Oftentimes, we begin to censor certain materials unconsciously, simply by choosing not to purchase them for the collection. School librarians need to assess their school communities and the ways that certain concepts are consciously and unconsciously included and left out from the collective culture. Librarians must pay attention to the biases inherent in their collections and decide which topics are the most important to add. For example, I have had seven girls ask me to get the Twilight books, which I am not convinced are appropriate for an elementary school. I had two students ask for a book on the Muslim holiday, Eid, which led me to realize that we didn't have many good books related to the Muslim culture. This felt like a much more important topic to address than the Twilight series-- even though Twilight is more popular. I feel good about the choice I made, but nonetheless, it was a conscious choice of how to spend the library's money-- and how not to. Each time we make a purchase or weed our collections, we are making choices regarding the content that will be available to patrons. It is important to think critically about these processes so that we can defend our choices. "If a book is age appropriate and there are students who would benefit from reading it, then removing a title based on the disapproval of its content raises a constitutional issue, says ALA’s Caldwell-Stone" (Whelan, 2009).
There are other choices being made at the district level. The San Francisco Unified School District has a very stringent block on internet sites. This makes it impossible for anybody to access these sites from a school computer. One of these sites is YouTube. Teachers and librarians are unable to show anything on YouTube-- even though there is a vast quantity of material that could promote learning. Students are creating multimedia projects and posting them on YouTube, but are unable to show them at school, because of these blocks.
Whelan, D. (2009). A dirty little secret: Self-censorship. School Library Journal. Retrieved from: http://www.schoollibraryjournal.com/slj/articles/censorship/856811-341/a_dirty_little_secret_self-censorship.html.csp
This can cultivate a culture of fear that relates to student selection of information. This extends beyond books, to any of the information kids receive. The concept of censorship is a double edged sword-- while as a librarian I feel I must vehemently fight to protect patrons right to information access, as a parent I feel that there are certain materials I do not want my child exposed to. A school librarian sits in a delicate position, balanced between parental desires, district influences, and their own personal beliefs regarding student access. Librarians need to carefully consider how they will deal with these multiple, often conflicting demands. "Make sure your school has a written selection policy and reconsideration policy that addresses written challenges to books" (Whelan, 2009). Make sure you are prepared.
Oftentimes, we begin to censor certain materials unconsciously, simply by choosing not to purchase them for the collection. School librarians need to assess their school communities and the ways that certain concepts are consciously and unconsciously included and left out from the collective culture. Librarians must pay attention to the biases inherent in their collections and decide which topics are the most important to add. For example, I have had seven girls ask me to get the Twilight books, which I am not convinced are appropriate for an elementary school. I had two students ask for a book on the Muslim holiday, Eid, which led me to realize that we didn't have many good books related to the Muslim culture. This felt like a much more important topic to address than the Twilight series-- even though Twilight is more popular. I feel good about the choice I made, but nonetheless, it was a conscious choice of how to spend the library's money-- and how not to. Each time we make a purchase or weed our collections, we are making choices regarding the content that will be available to patrons. It is important to think critically about these processes so that we can defend our choices. "If a book is age appropriate and there are students who would benefit from reading it, then removing a title based on the disapproval of its content raises a constitutional issue, says ALA’s Caldwell-Stone" (Whelan, 2009).
There are other choices being made at the district level. The San Francisco Unified School District has a very stringent block on internet sites. This makes it impossible for anybody to access these sites from a school computer. One of these sites is YouTube. Teachers and librarians are unable to show anything on YouTube-- even though there is a vast quantity of material that could promote learning. Students are creating multimedia projects and posting them on YouTube, but are unable to show them at school, because of these blocks.
Whelan, D. (2009). A dirty little secret: Self-censorship. School Library Journal. Retrieved from: http://www.schoollibraryjournal.com/slj/articles/censorship/856811-341/a_dirty_little_secret_self-censorship.html.csp
Wednesday, October 6, 2010
What's in a name?
The role of the school library has changed greatly throughout the past few decades. When I was in elementary school we would visit the library. By the time I was in high school, we went to visit the media center. The change in the name of the place we went to visit accompanied a change in the types of services which we were receiving. By high school, even though we were primarily only using written text, the library was home to a multitude of available media. Nonetheless, that which was available then pales in comparison to that which is available in the modern school library. As the word for the space evolved, so to did the title for the person who ran it.
I have worked for the San Francisco Unified School District for nine years. During that time I have worked at three different schools, but the school communities have all referred to me by the same title: librarian. But this is elementary school, and as the majority of my students are English Language Learners (some kids still call me Mr. instead of Ms.), I wouldn't expect them to quibble over distinctions in my title. Regardless, I find myself thinking differently about the role that I provide and consequently about the title I prefer to use.
Living in California, I have become accustomed to the title teacher librarian. I like this idea because it acknowledges the teaching aspect of the role. The job involves the instruction, not only of students, but also of the entire school community. It is up to each librarian to decide how best to serve their school community. "...the media specialist who is a true leader can manage instruction becoming a curriculim coach for teachers as well as students, while another might choose to collaborate with teaching" (Woolls, 2008, p. 22). However a librarian chooses to define their role will influence the entire school community.
With the rise of the media center, came the popularity of the term "media specialist". This term, I feel, acknowledges the changes in technology that have affected the library; it points to the fact that librarians are not just working with books, but with a wide range of sources available in numerous formats. For many years, types of technology with which we worked guided our self-definition. I feel as if this is beginning to change. Now, librarians are working to help students learn how to learn-- to become independent learners. "School library media specialists stress the elements of critical thinking that relate specifically to information literacy, such as analyze, verify, problem solve, infer, transfer, find evidence, and synthesize"(Woolls, 2008, p. 32). These skills are critical for students to receive and librarians have moved toward providing them. Does this mean that soon people will want to change the title to information literacy specialists?
The debate will continue, and there is no clear answer as to what teacher librarians ought to be called. "After a focused and extensive discussion, the AASL Board of Directors voted to adopt school librarian as the title which reflects the roles of the 21st-century school library professional as a leader, instructional partner, information specialist, teacher, and program administrator" (AASL Votes, 2010). I feel as if the title of school librarian does not fully depict the many aspects of the job. However, the title is just a title. The critical work that we do means so much more.
"adopt_aasl," American Library Association, January 16, 2010.
http://www.ala.org/ala/newspresscenter/news/pressreleases2010/january2010/adopt_aasl.cfm (Accessed October 06, 2010)
Document ID: 573600
Woolls, B. (2008). The school library media manager. Westport: Libraries Unlimited.
I have worked for the San Francisco Unified School District for nine years. During that time I have worked at three different schools, but the school communities have all referred to me by the same title: librarian. But this is elementary school, and as the majority of my students are English Language Learners (some kids still call me Mr. instead of Ms.), I wouldn't expect them to quibble over distinctions in my title. Regardless, I find myself thinking differently about the role that I provide and consequently about the title I prefer to use.
Living in California, I have become accustomed to the title teacher librarian. I like this idea because it acknowledges the teaching aspect of the role. The job involves the instruction, not only of students, but also of the entire school community. It is up to each librarian to decide how best to serve their school community. "...the media specialist who is a true leader can manage instruction becoming a curriculim coach for teachers as well as students, while another might choose to collaborate with teaching" (Woolls, 2008, p. 22). However a librarian chooses to define their role will influence the entire school community.
With the rise of the media center, came the popularity of the term "media specialist". This term, I feel, acknowledges the changes in technology that have affected the library; it points to the fact that librarians are not just working with books, but with a wide range of sources available in numerous formats. For many years, types of technology with which we worked guided our self-definition. I feel as if this is beginning to change. Now, librarians are working to help students learn how to learn-- to become independent learners. "School library media specialists stress the elements of critical thinking that relate specifically to information literacy, such as analyze, verify, problem solve, infer, transfer, find evidence, and synthesize"(Woolls, 2008, p. 32). These skills are critical for students to receive and librarians have moved toward providing them. Does this mean that soon people will want to change the title to information literacy specialists?
The debate will continue, and there is no clear answer as to what teacher librarians ought to be called. "After a focused and extensive discussion, the AASL Board of Directors voted to adopt school librarian as the title which reflects the roles of the 21st-century school library professional as a leader, instructional partner, information specialist, teacher, and program administrator" (AASL Votes, 2010). I feel as if the title of school librarian does not fully depict the many aspects of the job. However, the title is just a title. The critical work that we do means so much more.
"adopt_aasl," American Library Association, January 16, 2010.
http://www.ala.org/ala/newspresscenter/news/pressreleases2010/january2010/adopt_aasl.cfm (Accessed October 06, 2010)
Document ID: 573600
Woolls, B. (2008). The school library media manager. Westport: Libraries Unlimited.
Wednesday, September 29, 2010
The mission of the modern school library
What is the mission of the modern school library and how do the mission's relate to the common beliefs? After class discussion, and your thoughts last week how have your reactions to the common beliefs changed (maybe they haven't). If you had to write a mission statement what do you think would be important to include?
After reading numerous mission statements for various school libraries, I began to consider why it was that none of the school libraries I have worked in had a mission statement. At one of the schools where I used to work, it felt like we would create a new school-wide mission statement almost every year. Nothing was ever done with the mission statement, and so the creation of it didn't feel relevant to me. Consequently, I had never thought to write a mission statement for the libraries where I work now.
Reading the mission statements for other school libraries left me wondering a little bit. In an elementary school setting, what is the purpose of creating a mission statement? Who is the intended audience? In the schools where I have worked, I have come across only a handful of parents who would search out the library's website in order to read a library mission statement...but there are a handful. There are a few students, also, who would read it, just because I put it up there. Actually, it seems like it would mostly be for myself, to guide myself, an opportunity for reflection on personal goals, to acknowledge that which I am already doing, and to discover directions to improve the quality of services students receive in the library. Ultimately, it would be for the whole community, for any students, parents, teachers, administrators, neighbors, government representatives, researchers, fellow librarians, or students in library sciences, who might benefit from having the purpose of a particular community library being public to that community.
So, the way I am choosing to describe the mission of the modern school library is to create a mission statement for the two school libraries that I run. The two schools are located near one another, have many similarities, and I feel like the mission of the two libraries would be the same--even if some of the goals I have for each site are slightly different.
************************************************************************************
Mission Statement for _____________ Elementary School Library:
To nurture a passion for reading and learning through the introduction of quality resources and instruction.
To encourage staff and students to become effective users of technology and information.
To celebrate the rich diversity of the planet in a space that is safe for all students and staff to inquire, explore, discover, analyze, synthesize, collaborate and create.
***************************************************************************************
Okay, so now after taking a first attempt at a mission statement, let's look back at AASL's 9 Common Beliefs..
1. Reading is a window to the world.
2. Inquiry provides a framework for learning.
3. Ethical behavior in the use of information must be taught.
4. Technology skills are crucial for future employment needs.
5. Equitable access is a key component for education.
6. The definition of information literacy has become more complex as resources
and technologies have changed.
7. The continuing expansion of information demands that all individuals acquire
the thinking skills that will enable them to learn on their own.
8. Learning has a social context.
9. School libraries are essential to the development of learning skills” (ALA).
Re-reading those, I think that I tried to reflect some of the same concepts in the mission statement. I wish I could include all of them, but a mission statement that is too long doesn't work as well. I do feel as if the 9 Common Beliefs are a strong guide in the consideration of the mission of the school library itself. The modern library needs to herald to the community that there is a space where people can learn to use technology to acquire, analyze, assimilate and create knowledge.
After reading numerous mission statements for various school libraries, I began to consider why it was that none of the school libraries I have worked in had a mission statement. At one of the schools where I used to work, it felt like we would create a new school-wide mission statement almost every year. Nothing was ever done with the mission statement, and so the creation of it didn't feel relevant to me. Consequently, I had never thought to write a mission statement for the libraries where I work now.
Reading the mission statements for other school libraries left me wondering a little bit. In an elementary school setting, what is the purpose of creating a mission statement? Who is the intended audience? In the schools where I have worked, I have come across only a handful of parents who would search out the library's website in order to read a library mission statement...but there are a handful. There are a few students, also, who would read it, just because I put it up there. Actually, it seems like it would mostly be for myself, to guide myself, an opportunity for reflection on personal goals, to acknowledge that which I am already doing, and to discover directions to improve the quality of services students receive in the library. Ultimately, it would be for the whole community, for any students, parents, teachers, administrators, neighbors, government representatives, researchers, fellow librarians, or students in library sciences, who might benefit from having the purpose of a particular community library being public to that community.
So, the way I am choosing to describe the mission of the modern school library is to create a mission statement for the two school libraries that I run. The two schools are located near one another, have many similarities, and I feel like the mission of the two libraries would be the same--even if some of the goals I have for each site are slightly different.
************************************************************************************
Mission Statement for _____________ Elementary School Library:
To nurture a passion for reading and learning through the introduction of quality resources and instruction.
To encourage staff and students to become effective users of technology and information.
To celebrate the rich diversity of the planet in a space that is safe for all students and staff to inquire, explore, discover, analyze, synthesize, collaborate and create.
***************************************************************************************
Okay, so now after taking a first attempt at a mission statement, let's look back at AASL's 9 Common Beliefs..
1. Reading is a window to the world.
2. Inquiry provides a framework for learning.
3. Ethical behavior in the use of information must be taught.
4. Technology skills are crucial for future employment needs.
5. Equitable access is a key component for education.
6. The definition of information literacy has become more complex as resources
and technologies have changed.
7. The continuing expansion of information demands that all individuals acquire
the thinking skills that will enable them to learn on their own.
8. Learning has a social context.
9. School libraries are essential to the development of learning skills” (ALA).
Re-reading those, I think that I tried to reflect some of the same concepts in the mission statement. I wish I could include all of them, but a mission statement that is too long doesn't work as well. I do feel as if the 9 Common Beliefs are a strong guide in the consideration of the mission of the school library itself. The modern library needs to herald to the community that there is a space where people can learn to use technology to acquire, analyze, assimilate and create knowledge.
Saturday, September 25, 2010
The 9 Common Beliefs from AASL Learning Standards
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The nine common beliefs from the AASL Learning Standards brought to mind many intriguing ideas. They all tie in with student learning, which in itself demonstrates the belief held by librarians that student use of the school media center is an educational experience that transcends the traditional read-aloud. Each individual belief addresses a different way that students can improve their educational experience. I found the combination, as a whole, to reflect a number of values that I hold dear to my heart. I agree with them wholeheartedly. While initially the nine common beliefs seemed to be quite different from one another, they build upon one another to create a complete vision for the opportunities available through the school media center.
I feel a deep connection to the first belief (1. Reading is a window to the world.). I have traveled to many places where children are do not have the resources that are available to my students. In each of these places, books have been held with the highest regards. Students realize that they must read in order to truly be able to participate in the new, global society. As technology has become more pervasive, the reasons why reading is essential are beginning to change. While reading has long been considered a necessary component of a first-class education, it is also a powerful tool in communication that is not face-to-face. With the widespread dissemination of technology, more and more of our interactions take place through the computer. While there are programs that can read text out loud, the process is slow and awkward. When a user performs a Google search, the page of links appears on the screen, and users skim the page to determine where to focus their attention. This requires not only the ability to read, but also the skills discussed in the second common belief: inquiry provides a framework for learning. The users must be able to look at a page, quickly read it, and analyze instantly, making judgments and assessments as to the relevance of each link to that which they are attempting to do.
The third belief: ethical behavior must be taught, is of utmost importance in this new era. As cyber bullying has spread across the country and the need for children to learn to protect their privacy online has become an imperative, students need role models to teach them how to navigate this new educational landscape. These tie in together with the fourth belief: technology skills are crucial for future employment needs. If we fail to instruct our students not only in the use of technology, but the safe and socially responsible use of technology we are destroying their opportunity to be able to thrive in the new global economy. This makes the fifth belief all the more important; equitable access is a key component for education. As we have already determined that the abilities to read, inquire and safely and ethically use technology opens many doors that will remain closed to students who do not have the talents. Therefore, it is imperative that we provide that opportunity to all people. Knowledge does not belong to any one individual. It is a treasure that must be shared.
Schools are struggling to improve students’ scores on mandatory examinations, and teachers as struggling to meet all of the educational needs of students. Librarians sit poised to provide the training in information literacy skills. We understand, better than most, that the concept of information literacy has evolved greatly since its’ inception (Belief 6: The definition of information literacy has become more complex as resources and technologies have changed). This is because librarians have seen that transition change the ways and means through which services are provided to patrons. The new complexities in the idea of information literacy are, in fact, some of the most exciting developments in the modern library. Librarians are in the process of creating a new way to manage the availability of information. This information must be sifted through, assessed and examined by each individual to see if it is relevant to their personal schema (Belief 7: The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own). They must be able to understand and evaluate information to determine how that information ought to be used.
The eighth belief: learning has a social context, speaks directly to the explosion in the number of social networking sites. Knowledge is no longer a static thing. Instead it is shared, examined, and re-mixed for use in a variety of ways. The world is working together to create new understandings every day. All of these reasons bring us back to the heart of our belief system: School libraries are essential to the development of learning skills. We, as librarians, are responsible to the patrons whom which we serve. We must provide each and every one with the opportunity to use skills and tools that will transform their lives.
Sunday, September 12, 2010
Tuesday, August 31, 2010
The Role of the School Library
Describe your current understanding of the role and mission of school libraries. What are/have been your experiences with school libraries and how has this colored your understandings of what a school's library is and should be?
My memories of my own elementary school library are limited. In fact, there are only two. I remember sitting in the library watching the Challenger space shuttle disaster. The class sat in awe, first at the glory of the launch, and then at the horrible fate that met the crew. My other memory of my elementary school library is of the book fair. I was delighted to have so many exciting materials available for my perusal.
As I reflect on the memories from my elementary school library, I am a bit disappointed that I don't remember more. I was a voracious reader, spent each weekend at the public library, and I have an excellent memory. What this signifies to me is that my elementary library experiences were rather unremarkable. As I consider the role of the school library, I like to believe that what I do makes a difference in the lives of the children that I serve. I hope that as they look back on their elementary careers, their experiences in the library will stand out more than mine have.
This is my ninth year as an elementary school librarian. I have tried to create a bright, inviting safe space for students to gather. I began working in an elementary school in an economically depressed area that suffers from gang violence. After arriving in November, I learned that the school library had not yet been opened for the school year. The first day I opened it up at recess for all students who wanted to visit. I counted 96 kids that first day. Students raced around the room, thrilled to be allowed to visit. After eight years at that school, there was no doubt that the library once again belonged to the students. Funding was cut, and it was time for me to move on. The next two years were spent with students who were quiet and respectful. I had to challenge myself to find ways to get the students to participate. The library space, which is dominated by a computer lab only has one small table for people to sit at. That space, which was built to be the library, has also been used as a science lab and as a classroom. The place that students come to visit me in the library is actually a large closet off to the side of the room.
The variety between the experiences that I have had, both as a student and as a teacher-librarian, have led to me realize a couple of things. First of all, in all three of the experiences I described, the library was not honored as a community resource. They were barely used as school resources. The second thing this causes me to acknowledge is that the people who were left with the charge of maintaining this space were not doing their jobs. Libraries need representatives who will stand up and fight for their importance. With the rise of the Internet, it will become increasingly easier for schools to neglect libraries that do not make efforts to stay relevant to their learning communities.
School libraries exist as a resource for teachers and students alike. The traditional elementary school library was a place that students came to to listen to stories and check out books. By high school classes no longer came into the library for weekly visits, but instead to learn research skills and to put them into practice. In that sense, the high school library was a information storage facility. Until widespread usage of the Internet became the norm, students didn't have many places to go to find information. They could go to their school library or their public library. Either way, librarians were the gatekeepers to the information that students needed. Now, students will find the majority of their information through the Internet and are more independent in the search for that information. They do not, however, necessarily have the skills to effectively perform those searches. This is one way that librarians can prove their worth. Classroom teachers are completely bogged down with standardized curriculum and mandates. School librarians who do not have these same obligations have the ability to meet the new information literacy needs of students. This is where I see the role of the modern school library. If, as teacher-librarians we are able to find ways to use the school library space to make learning relevant by connecting it to the technological tools that have become embedded in the lives of our students, then we will be bridging the gap between what students learn and how they learn it.
My memories of my own elementary school library are limited. In fact, there are only two. I remember sitting in the library watching the Challenger space shuttle disaster. The class sat in awe, first at the glory of the launch, and then at the horrible fate that met the crew. My other memory of my elementary school library is of the book fair. I was delighted to have so many exciting materials available for my perusal.
As I reflect on the memories from my elementary school library, I am a bit disappointed that I don't remember more. I was a voracious reader, spent each weekend at the public library, and I have an excellent memory. What this signifies to me is that my elementary library experiences were rather unremarkable. As I consider the role of the school library, I like to believe that what I do makes a difference in the lives of the children that I serve. I hope that as they look back on their elementary careers, their experiences in the library will stand out more than mine have.
This is my ninth year as an elementary school librarian. I have tried to create a bright, inviting safe space for students to gather. I began working in an elementary school in an economically depressed area that suffers from gang violence. After arriving in November, I learned that the school library had not yet been opened for the school year. The first day I opened it up at recess for all students who wanted to visit. I counted 96 kids that first day. Students raced around the room, thrilled to be allowed to visit. After eight years at that school, there was no doubt that the library once again belonged to the students. Funding was cut, and it was time for me to move on. The next two years were spent with students who were quiet and respectful. I had to challenge myself to find ways to get the students to participate. The library space, which is dominated by a computer lab only has one small table for people to sit at. That space, which was built to be the library, has also been used as a science lab and as a classroom. The place that students come to visit me in the library is actually a large closet off to the side of the room.
The variety between the experiences that I have had, both as a student and as a teacher-librarian, have led to me realize a couple of things. First of all, in all three of the experiences I described, the library was not honored as a community resource. They were barely used as school resources. The second thing this causes me to acknowledge is that the people who were left with the charge of maintaining this space were not doing their jobs. Libraries need representatives who will stand up and fight for their importance. With the rise of the Internet, it will become increasingly easier for schools to neglect libraries that do not make efforts to stay relevant to their learning communities.
School libraries exist as a resource for teachers and students alike. The traditional elementary school library was a place that students came to to listen to stories and check out books. By high school classes no longer came into the library for weekly visits, but instead to learn research skills and to put them into practice. In that sense, the high school library was a information storage facility. Until widespread usage of the Internet became the norm, students didn't have many places to go to find information. They could go to their school library or their public library. Either way, librarians were the gatekeepers to the information that students needed. Now, students will find the majority of their information through the Internet and are more independent in the search for that information. They do not, however, necessarily have the skills to effectively perform those searches. This is one way that librarians can prove their worth. Classroom teachers are completely bogged down with standardized curriculum and mandates. School librarians who do not have these same obligations have the ability to meet the new information literacy needs of students. This is where I see the role of the modern school library. If, as teacher-librarians we are able to find ways to use the school library space to make learning relevant by connecting it to the technological tools that have become embedded in the lives of our students, then we will be bridging the gap between what students learn and how they learn it.
Wednesday, July 28, 2010
Let's talk booktalks!
Book talks are an exciting way to get kids attention and to introduce them to books that might otherwise be off their radar. Most people have certain genres of books that they prefer to read. A gripping book talk can help people find books outside of that genre, which might be fascinating. Sheila Anderson, in Serving Young Teens and Tweens, provides a number of helpful clues to remember while giving a book talk.
The first is to think about the order of the books you will book talk. Anderson prefers to start with a book that will grasp the attention of listeners before moving into books that are more realistic or historical. I know I have grabbed a stack of books that I was planning on discussing and presented them in an order that didn't facilitate listener's attention. I had thought to end with the most exciting, but by placing the more realistic books first, I had not reached in and grabbed students attention. Organizing the order of book talks is an art that will only improve the success of a book talk experience.
I appreciate Anderson's discussion of the mental preparation that is required for successful book talking. She recommends a review of characters, plot twists, settings, and some dialogue. However, when working with students, it is important to be able to grasp onto the teachable moment. Often, a situation will occur that provides an opportunity for a fascinating discussion to anyone who is bold enough to be able to jump onto that train of thought. For this reason, I appreciate that Anderson recommends that readers remind themselves about the book as a whole so that they might revise their book talk along the way.
While Anderson does a good job of addressing potential book talk fears, I feel as if her discussion on proper book talk hydration might have been a bit excessive-- it seemed like it wold make people more nervous than they had before! Regardless, her comments on using special effects, playing cool, but not trying to be cool, and making tweens laugh offers useful insights for potential book talk presenters.
Anderson, S. (2007). Serving Young Teens and Tweens. Connecticut: Libraries Unlimited.
The first is to think about the order of the books you will book talk. Anderson prefers to start with a book that will grasp the attention of listeners before moving into books that are more realistic or historical. I know I have grabbed a stack of books that I was planning on discussing and presented them in an order that didn't facilitate listener's attention. I had thought to end with the most exciting, but by placing the more realistic books first, I had not reached in and grabbed students attention. Organizing the order of book talks is an art that will only improve the success of a book talk experience.
I appreciate Anderson's discussion of the mental preparation that is required for successful book talking. She recommends a review of characters, plot twists, settings, and some dialogue. However, when working with students, it is important to be able to grasp onto the teachable moment. Often, a situation will occur that provides an opportunity for a fascinating discussion to anyone who is bold enough to be able to jump onto that train of thought. For this reason, I appreciate that Anderson recommends that readers remind themselves about the book as a whole so that they might revise their book talk along the way.
While Anderson does a good job of addressing potential book talk fears, I feel as if her discussion on proper book talk hydration might have been a bit excessive-- it seemed like it wold make people more nervous than they had before! Regardless, her comments on using special effects, playing cool, but not trying to be cool, and making tweens laugh offers useful insights for potential book talk presenters.
Anderson, S. (2007). Serving Young Teens and Tweens. Connecticut: Libraries Unlimited.
Reading aloud
While discussing the things that motivate tweens to read, Teri Lesesne discusses the importance of reading aloud. She points to Jim Trelease, the unofficial read-aloud guru, and his discussions of the importance of continuing to read aloud to all students--even in the upper grades. Trelease advocates for reading, but reminds all of us that sometimes reading needs to be done for pleasure. He notes that children might be in school for 900 hours a year, but they are out of school for 7,800 hours a year. This means that as much as students are expected to be exposed to these concepts within the school day, parents actually have a far greater responsibility to their children than do teachers. Trelease goes on to explain that children are sponges who will mimic whatever it is that they are exposed to and that it is society's obligation to ensure that they are exposed to positive messages.
Lesesne talks about the fact that read alouds help readers understand dialects and foreign words, and that they are especially important for English language learners. I work at a school where the vast majority of students have learned English as their second language. The students are dedicated to learning and are able to decode vocabulary far above their reading levels, but are struggling with comprehension at that level. Many problems with dialects, idioms, and pronunciation become clear when these students are able to listen to materials read aloud. Furthermore, much high quality literature contains concepts which must be pieced together to fully comprehend the depth of argument. Lesesne also discusses the importance of students being able to pick up vital information from observing a read aloud-- such as being able to observe the expressions on a reader's face, or picking up other non-verbal clues.
Follos, A. (2006). If teens want to listen, why do we shut up? School Library Journal. Retrieved July 20, 2010 from: http://www.schoollibraryjournal.com/article/CA6377863.html
Lesense, T. (2006). naked reading: Uncovering what tweens need to become lifelong readers. Maine: Stenhouse Publishers.
Trelease, J. (2010). Retrieved July 21, 2010 from: http://www.trelease-on-reading.com/rah-intro.html
Lesesne talks about the fact that read alouds help readers understand dialects and foreign words, and that they are especially important for English language learners. I work at a school where the vast majority of students have learned English as their second language. The students are dedicated to learning and are able to decode vocabulary far above their reading levels, but are struggling with comprehension at that level. Many problems with dialects, idioms, and pronunciation become clear when these students are able to listen to materials read aloud. Furthermore, much high quality literature contains concepts which must be pieced together to fully comprehend the depth of argument. Lesesne also discusses the importance of students being able to pick up vital information from observing a read aloud-- such as being able to observe the expressions on a reader's face, or picking up other non-verbal clues.
Follos, A. (2006). If teens want to listen, why do we shut up? School Library Journal. Retrieved July 20, 2010 from: http://www.schoollibraryjournal.com/article/CA6377863.html
Lesense, T. (2006). naked reading: Uncovering what tweens need to become lifelong readers. Maine: Stenhouse Publishers.
Trelease, J. (2010). Retrieved July 21, 2010 from: http://www.trelease-on-reading.com/rah-intro.html
Thursday, July 8, 2010
To print or not to print?
An article written by Laura Bruzas, entitled Before You Press the Print Button, Consider This, has caused me to analyze my printing passion and to reconsider an alternative. In the article, Bruzas discusses her experiences of learning about the not-so-green side of our computer lifestyle-- the obsession to "hit print" that has taken the world by storm since the personal home computer has become so central to our lifestyles. She reveals that 1 million tons of solid printer hardware waste was created in 2007. I can only imagine how much will be produced in 2010.
Instead of wallowing in our waste, Bruzas gives us a number of practical actions we can take to try to reduce our own personal impact. Number one would be to only print when we actually need to. How many times have I printed something because the information seemed important, and then lost that exact paper. As the computer age continues to dominate the ways we relate to information, we have become increasingly better at storing that information in an online environment. It seems like time for society to adjust to the use of online information storage and file sharing and learn to let go of the printed document. But, at what point will society completely let go of the written document and stop creating printed books. Does this mean that in the future, instead of buying books for the library I should go out and buy each student a kindle?
While Bruzas offers a number of other suggestions ranging from draft settings, to types of ink to purchase, and the reuse of ink cartridges, I think it is important to stop and reconsider her first tip-- to only print when it's really necessary. At the elementary school where I work, the teacher who runs the computer lab keeps the power to the printers turned off. Each time I want to print something I have to go to the computer lab, turn on the printer, return to my room to print, and then return to the computer lab to pick up the printed paper, and then return to my room. If something isn't lining up or working correctly, it can take over ten trips back and forth. Which, maybe, might have, kind of sort of driven me a little crazy before. Now, reconsidering the effect that this has had on the school, I realize that the computer lab teacher is doing his best to conserve precious resources, which, I might add, the schools have precious little of these days.
What I am getting at, is that sometimes changing our habits might feel annoying or restrictive, but that doesn't mean it isn't worth doing. Eventually, we adjust to the little bit of extra effort that it takes to try new ways of functioning. Maybe we don't need to print out everything. In the schools, we need to continue evolving toward the use of less printed materials. It's so hard for elementary teachers to transition from printed assignments to digital ones, but in doing so, we will be instilling values in our students that will allow them to try their best to save this planet we've been quietly destroying for years.
Bruzas, L. (2010). Before you press the print button, consider this. American Libraries Magazine. Retrieved July 8, 2010 at: http://americanlibrariesmagazine.org/green-your-library/you-press-print-button-consider
Instead of wallowing in our waste, Bruzas gives us a number of practical actions we can take to try to reduce our own personal impact. Number one would be to only print when we actually need to. How many times have I printed something because the information seemed important, and then lost that exact paper. As the computer age continues to dominate the ways we relate to information, we have become increasingly better at storing that information in an online environment. It seems like time for society to adjust to the use of online information storage and file sharing and learn to let go of the printed document. But, at what point will society completely let go of the written document and stop creating printed books. Does this mean that in the future, instead of buying books for the library I should go out and buy each student a kindle?
While Bruzas offers a number of other suggestions ranging from draft settings, to types of ink to purchase, and the reuse of ink cartridges, I think it is important to stop and reconsider her first tip-- to only print when it's really necessary. At the elementary school where I work, the teacher who runs the computer lab keeps the power to the printers turned off. Each time I want to print something I have to go to the computer lab, turn on the printer, return to my room to print, and then return to the computer lab to pick up the printed paper, and then return to my room. If something isn't lining up or working correctly, it can take over ten trips back and forth. Which, maybe, might have, kind of sort of driven me a little crazy before. Now, reconsidering the effect that this has had on the school, I realize that the computer lab teacher is doing his best to conserve precious resources, which, I might add, the schools have precious little of these days.
What I am getting at, is that sometimes changing our habits might feel annoying or restrictive, but that doesn't mean it isn't worth doing. Eventually, we adjust to the little bit of extra effort that it takes to try new ways of functioning. Maybe we don't need to print out everything. In the schools, we need to continue evolving toward the use of less printed materials. It's so hard for elementary teachers to transition from printed assignments to digital ones, but in doing so, we will be instilling values in our students that will allow them to try their best to save this planet we've been quietly destroying for years.
Bruzas, L. (2010). Before you press the print button, consider this. American Libraries Magazine. Retrieved July 8, 2010 at: http://americanlibrariesmagazine.org/green-your-library/you-press-print-button-consider
Saturday, July 3, 2010
Cyberbullying
According to an article in the New York Times entitled, Online bullies Pull Schools Into the Fray, cyberbullying has become an ever-increasing problem for students-- especially those in middle school. The article discusses a number of issues, but a few really stand out in my mind. Students are inundated with new forms of social networking. Tweens are obsessive about having friends, labeling them, and feeling included. Unfortunately, one of the major ways some tweens feel included is by excluding others. This used to take place at school, in a real environment that is easily observable. Now, the name-calling and back-stabbing take place in cyberspace and there is nobody who is able to monitor it all. The article quoted one young tween as saying, "It's easier to be mean on facebook". Many people who would not have the gumption to confront somebody in person are using cyberspace as an arena to act in ways that are deeply offensive.
Schools have tried to react to the cyberbullying phenomenon, but some have done better than others. Many schools are already weighed down with the bullying that takes place on school grounds, and might not feel as if they have the resources to address cyberspace situations. The problem is that the people who are fighting online are often the same ones who are doing so at school. Schools that neglect the issue of cyberbullying will eventually have to deal with it. What can we, as educators, do to prepare? Because if we do nothing, we will be in the same boat as BP-- cleaning up a giant mess that could have been prevented with careful planning and precautions.
It is time for us to embrace the era of social networking, to involve ourselves into the intricate media web so that we will better understand how to deal with these situations. The first way, is to educate students about the issues. If we do not become role models for proper social networking use, then tweens will only have each other to emulate. Secondly, schools must set up a way for students to anonymously report instances of cyberbullying. There are many kids who know that cyberbullying is painful and dangerous. It is our educational duty to provide them with a safe place to voice their concerns before they become insurmountable. Finally, we must come up with a consistent understanding for inappropriate behaviors and consequences. The courts haven't been consistent and they need to get with the times. Our students are depending on us.
Hoffman, J. (2010). Online bullies pull schools into the fray. The New York Times. Retrieved July 3, 2010 at: http://www.nytimes.com/2010/06/28/style/28bully.html?pagewanted=1&_r=1&adxnnl=1&partner=rss&emc=rss&adxnnlx=1278180054-W%20J6LWVlTpLVuvSf2vIglw
Schools have tried to react to the cyberbullying phenomenon, but some have done better than others. Many schools are already weighed down with the bullying that takes place on school grounds, and might not feel as if they have the resources to address cyberspace situations. The problem is that the people who are fighting online are often the same ones who are doing so at school. Schools that neglect the issue of cyberbullying will eventually have to deal with it. What can we, as educators, do to prepare? Because if we do nothing, we will be in the same boat as BP-- cleaning up a giant mess that could have been prevented with careful planning and precautions.
It is time for us to embrace the era of social networking, to involve ourselves into the intricate media web so that we will better understand how to deal with these situations. The first way, is to educate students about the issues. If we do not become role models for proper social networking use, then tweens will only have each other to emulate. Secondly, schools must set up a way for students to anonymously report instances of cyberbullying. There are many kids who know that cyberbullying is painful and dangerous. It is our educational duty to provide them with a safe place to voice their concerns before they become insurmountable. Finally, we must come up with a consistent understanding for inappropriate behaviors and consequences. The courts haven't been consistent and they need to get with the times. Our students are depending on us.
Hoffman, J. (2010). Online bullies pull schools into the fray. The New York Times. Retrieved July 3, 2010 at: http://www.nytimes.com/2010/06/28/style/28bully.html?pagewanted=1&_r=1&adxnnl=1&partner=rss&emc=rss&adxnnlx=1278180054-W%20J6LWVlTpLVuvSf2vIglw
Friday, July 2, 2010
Vampire vs. Werewolf?
Supreme Court nominee Elena Kagen sat in front of the U.S. Senate pondering a question that has been plaguing this country this month. Sen. Amy Klobuchar, of Minnesota, informed Elena Kagen that the question she wanted to ask was one that had been on her mind since she took a group of teenage girls to the midnight screening of the third Twilight movie the night before. It was the question of Edward vs. Jacob, or vampire vs. werewolf. Elena Kagen let her know that she wished the question were not asked, and Sen. Amy Klobuchar graciously moved things along. She commented on Kagen's inability to comment on any cases that might come before her in the future, and let her off the hook. Obviously, the nomination of a Supreme Court justice has nothing to do with teenage girls. Kagen made it quite clear that Stephanie Meyer's Twilight series is not on her radar. She best be careful walking through the streets alone late at night. Not that I'm saying she needs to look out for vampires or werewolves-- just the teens coming home from the movie theater still waiting for their answer!
Derschowitz, J. (2010). "Eclipse" review sidestepped by Elena Kagen. CBS news. Retrieved July 1, 2010 at: http://www.cbsnews.com/8301-31749_162-20009309-10391698.html
Derschowitz, J. (2010). "Eclipse" review sidestepped by Elena Kagen. CBS news. Retrieved July 1, 2010 at: http://www.cbsnews.com/8301-31749_162-20009309-10391698.html
Monday, June 28, 2010
Outliers
The very notion of outliers in middle school intrigues me. What I remember about being in middle school is that everyone felt like they were left out. We all tried desperately to do whatever we could to fit in. For some, however, this is far easier than for others. Students who are genuinely different from the rest of the mob-- or students who do not try to be a part of it, often face intense criticism from their peers. This can result in many different types off bullying, which has caused countless tweens extreme pain.
The article Coming Out in Middle School by, Benoit Denizet-Lewis, tugged at my emotions in many ways (URL: http://www.nytimes.com/2009/09/27/magazine/27out-t.html?pagewanted=1&_r=5&hpw). While the middle school students in the article seemed to be so comfortable with their sexuality, my heart couldn't help but go out to them. I remember feeling so insecure about talking to boys or talking to people about my crushes, and I can't imagine how it would feel to be the only openly gay student in a middle school. The students in this article showed courage and strength beyond their years. I can't help but be inspired by the success these students have had in mobilizing both gay and straight people to come together to fight homophobia. These are the role models we need to be looking to for guidance.
The New York Times article, Recession Drives Surge in Youth Runaways (URL: http://www.nytimes.com/2009/10/26/us/26runaway.html?pagewanted=3&_r=5) was absolutely heartbreaking. I don't know how we, as a society, can sit idly by and watch so many youth fall through the cracks. Reading about families that kick out kids because money is tight makes me angry. It's bad enough the way seniors have been pushed out of the family home, but for it to happen to tweens and teens in incomprehensible to me. Schools are failing them, their families are failing them, society is failing them. What can we do? How can we help? American society doesn't generally like to get down in the muck and face some of the ugly truths that surround us. But by turning our backs and tuning out, we are forgetting about the most valuable resource this country has-- it's people.
As a footnote, I must add that one of my closest friends ran away from home at the age of twelve. He is one of the strongest people I know-- always looking out for others, always fighting for the underdog. Now, he is married, with a good job, two kids and a house. The tween runaway may have a harder time succeeding than others, but they might also have gained the strength to be able to surmount those obstacles.
Denizet-Lewis, B. (2009, September 23). Coming out in middle school. New York Times. Retrieved June 28, 2010 from: http://www.nytimes.com/2009/09/27/magazine/27out-t.html?_r=6&pagewanted=1&hpw
The article Coming Out in Middle School by, Benoit Denizet-Lewis, tugged at my emotions in many ways (URL: http://www.nytimes.com/2009/09/27/magazine/27out-t.html?pagewanted=1&_r=5&hpw). While the middle school students in the article seemed to be so comfortable with their sexuality, my heart couldn't help but go out to them. I remember feeling so insecure about talking to boys or talking to people about my crushes, and I can't imagine how it would feel to be the only openly gay student in a middle school. The students in this article showed courage and strength beyond their years. I can't help but be inspired by the success these students have had in mobilizing both gay and straight people to come together to fight homophobia. These are the role models we need to be looking to for guidance.
The New York Times article, Recession Drives Surge in Youth Runaways (URL: http://www.nytimes.com/2009/10/26/us/26runaway.html?pagewanted=3&_r=5) was absolutely heartbreaking. I don't know how we, as a society, can sit idly by and watch so many youth fall through the cracks. Reading about families that kick out kids because money is tight makes me angry. It's bad enough the way seniors have been pushed out of the family home, but for it to happen to tweens and teens in incomprehensible to me. Schools are failing them, their families are failing them, society is failing them. What can we do? How can we help? American society doesn't generally like to get down in the muck and face some of the ugly truths that surround us. But by turning our backs and tuning out, we are forgetting about the most valuable resource this country has-- it's people.
As a footnote, I must add that one of my closest friends ran away from home at the age of twelve. He is one of the strongest people I know-- always looking out for others, always fighting for the underdog. Now, he is married, with a good job, two kids and a house. The tween runaway may have a harder time succeeding than others, but they might also have gained the strength to be able to surmount those obstacles.
Denizet-Lewis, B. (2009, September 23). Coming out in middle school. New York Times. Retrieved June 28, 2010 from: http://www.nytimes.com/2009/09/27/magazine/27out-t.html?_r=6&pagewanted=1&hpw
Sunday, June 27, 2010
What's hot? What's not?
The tweens I work with have some very strong opinions of what makes a hot book. Unfortunately, because they are tweens, they still have a hard time actually describing what that is. They know they love graphic novels. Babymouse, Bone, and Naruto are some favorites. They also love the Pokemon: Diamond and Pearl Adventures. Books that fly off the shelves include the Diary of a Wimpy Kid series, Candy Apple books, The Lightning Thief series, and Goosebumps. Their favorite non-fiction books are usually origami or biographies. Some teachers have caused enough hype around certain books and topics that their students create a school-wide buzz about books like, A Tale of Despereaux, E.D. Baker's books, The Indian in the Cupboard series, and Greek Mythology.
Tweens enjoy getting together with their friends and hanging out. They want to read books about the same sort of things that they are going through. Sheila B. Anderson, in Serving Young Teens and Tweens, discusses the fact that tweens are going through many physiological, hormonal, religious, academic, and personal changes, and that librarians need to provide materials that will help guide tweens through this growth. Tweens and teens want answers, and more and more of them are turning to the Internet to find them. Many tweens feel more comfortable searching the Internet than searching through a library. It is the library's responsibility to help guide this quest to reliable resources, in both print and online formats, that will help lead these tweens in their evolution into adulthood.
There are a number of books that are really being hyped up this summer. Two of them are The Red Pyramid, and The Lost Hero by, Rick Riordon. Two other really popular books right now are The Short Secret Life of Bree Tanner and The Twilight Saga Eclipse: The Official Illustrated Movie Companion by, Stephanie Meyer. All of these books had near guaranteed success-- due to the enormous popularity of the other books written by these two authors coupled with intense marketing campaigns. These have been pervasive; the jacket art for all four books has flooded bookstores and the Internet. The Internet also shows a strong campaign for Erin Hunter books, both the Warriors and Seekers series, and all books relating to dragons or vampires. A wide variety of fantasy series are spotlighting their newest additions. These include books by Brandon Mull, Chris D'Lacey, Jenny Nimmo, and John Flanagan.
Tweens are trying so hard to fit in that they swarm to things that are considered popular--in an effort to fit in. Also, their hormones are racing and they are feeling such intense sensations that anything which they love, they are infatuated with. This means that any books that have connections to music or movies are always incredibly popular. Anderson reminds librarians of the importance of purchasing some of these types of materials, as they will prove to tweens and teens that the library does value their interests. While some of these materials may lose popularity quickly, others will last for a number of years. Furthermore, valuing patron feedback helps develop life-long library users.
Wednesday, June 16, 2010
Tween Consumers
Reading the article, Tweens 'R' Us by, Ann Hulbert really got me thinking about the intense marketing campaign that is geared toward tweens. These kids are perfect consumers-- they think they need every product, and have little experience in exercising discretion with their purchases. With marketing campaigns that are of a higher quality than many of the goods themselves, sales to this age group is about $15 billion dollars annually (Hulbert, Tweens 'R' Us).
After switching gears and learning about the Tween Summit, I began to feel as if maybe the world was a more beautiful, brighter place than I had given it credit for. After attending the Tween Summit most of the young girls were motivated to go out and change the world. Four videos on YouTube left me feeling so inspired that I literally had to wipe the tears from my face. The Tween Summit was designed to show tween girls that they are unique, that their voice is important, and that together they can change the world. Tweens spoke with a panel of experts regarding their hopes and fears, their dreams and aspirations. They made video pledges to Obama and really stopped to figure out how they could make the world a better place. This all sounds pretty amazing...and then, of course, it came back to making money off these newly inspired minds.
The young revolutionaries were released into the exhibit hall where the main attraction was the gaming lounge. EA, the first to sign up as a sponsor for the Tween Summit, set up a gaming lounge where tween girls could play all of their newest games. The gaming industry grossed over 7 billion dollars last year just for girls ages 6-12. At Tween Summit they played games like, Littlest Pet Shop, which sold 2.5 million units last year alone. They played Charm Girls, an interactive game for girls to play with their friends where they can tease hair, design accessories, and bake cakes! What happened to the women's liberation movement? When is the gaming industry going to integrate technology with a game that provides messages similar to what the girls had heard all morning? Is this exhibit hall, loaded with trinkets for girls to buy and video games teaching skills that were valued in women sixty years ago, really the follow-up to a morning of such powerful inspiration?
Hulbert, A. (2004, November 28). Tweens 'r' us. New York Times Magazine,6.31. Retrieved June 15, 2010 from: http://www.nytimes.com/2004/11/28/magazine/28WWLN.html
Tween summit. (2010). Retrieved June 15, 2010 from: http://www.tweensummit.com/
What is a tween?
Sheila Anderson, in her book Serving Young Teens and 'Tweens, recommends looking back at our own tween years to better understand what today's tweens are going through. I remember wearing a sweatshirt tied around my waist every single day--just in case my period started while I was at school. I remember my first school dance; my friends all stood in a circle staring at each other as we tried to "look cool" trying to dance in public for the first time. I remember an ever-present fear of embarrassment in from of my peers.
Today's tweens still face the issues that Teri Lesesne refers to in her book, Naked Reading, regarding physical growth, hormonal changes and emotional maturity. Those are experience that tweens have gone through, and will continue to go through, throughout all of human existence. Bodies grow, voices change, and childhood slowly melts away. Transition is frightening and tweens who don't entirely recall the transition from babydom to childhood, feel as if they have never been through anything like the growth that they experience during the tween years.
What is different for today's youth is the prevalence of technology throughout all aspects of their lives. For tweens to be engaged in the library, we must be providing access to technology. Many teens and tweens complain that their education is not relevant to their lives. In the library, we have a unique opportunity to rectify that situation. The library is designed to provide each user with the unique experiences that they most need. It is crucial for librarians to expand our own horizons so that we can help tweens create meaningful library experiences that are personal to them.
I was especially impressed with Anderson's (p. 19) discussion on how to deal with tweens in the library. Yes, they are egocentric, noisy, packs of commotion. But it is our duty, as librarians, to be there for these people who are in a pivotal moment of their lives. If we consistently treat them firmly, but respectfully we are providing them an opportunity to become lifelong library users. How many adults actually visit the library with a pack of friends? This occurrence is an exciting opportunity for librarians to instill an appreciation of the library and a love of books-- helping to create the lifetime readers of tomorrow. Lesesne (p.17) states that 75% of teens would rather never read another book after they graduate. That frightening statistic is the very reason we need to find ways to bridge the cultural, societal, and generation gap between ourselves and the tweens we serve.
Anderson, S. (2007). Serving young teens and 'tweens. Connecticut: Libraries Unlimited.
Lesesne, T. (2006). Naked reading. Maine: Stenhouse Publishers.
Today's tweens still face the issues that Teri Lesesne refers to in her book, Naked Reading, regarding physical growth, hormonal changes and emotional maturity. Those are experience that tweens have gone through, and will continue to go through, throughout all of human existence. Bodies grow, voices change, and childhood slowly melts away. Transition is frightening and tweens who don't entirely recall the transition from babydom to childhood, feel as if they have never been through anything like the growth that they experience during the tween years.
What is different for today's youth is the prevalence of technology throughout all aspects of their lives. For tweens to be engaged in the library, we must be providing access to technology. Many teens and tweens complain that their education is not relevant to their lives. In the library, we have a unique opportunity to rectify that situation. The library is designed to provide each user with the unique experiences that they most need. It is crucial for librarians to expand our own horizons so that we can help tweens create meaningful library experiences that are personal to them.
I was especially impressed with Anderson's (p. 19) discussion on how to deal with tweens in the library. Yes, they are egocentric, noisy, packs of commotion. But it is our duty, as librarians, to be there for these people who are in a pivotal moment of their lives. If we consistently treat them firmly, but respectfully we are providing them an opportunity to become lifelong library users. How many adults actually visit the library with a pack of friends? This occurrence is an exciting opportunity for librarians to instill an appreciation of the library and a love of books-- helping to create the lifetime readers of tomorrow. Lesesne (p.17) states that 75% of teens would rather never read another book after they graduate. That frightening statistic is the very reason we need to find ways to bridge the cultural, societal, and generation gap between ourselves and the tweens we serve.
Anderson, S. (2007). Serving young teens and 'tweens. Connecticut: Libraries Unlimited.
Lesesne, T. (2006). Naked reading. Maine: Stenhouse Publishers.
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