Kazumi Reads

Faris, C. (2009). Betwixt and Between: Tweens in the Library. Children and Libraries, 7(1), 43-45. Retrieved October 25, 2010, from Library Literature and Information Science Full Text.

The million dollar question of the day is: Where do the 'tweens fit in the library. More importantly, where do they fit in this world? Crystal Faris (2009), in Betwixt and Between: Tweens in the Library, sheds light on the various methods advertisers, publishers, and libraries utilize to entice 'tweens to purchase, read, and patron their establishments.  Moreover, through studies and experiments, we, as librarians, can learn a few marketing tips to bring 'tweens into the library.

According to Faris, "[d]emographic studies of those in the age group from 8 to 14 appear to have a main focus on attracting attention of tweens in order to sell them a product or gain a positive feeling that will influence a future purchase"(2009,p.43). Furthermore, "[t]weens (defined as ages 10 to 13) enjoyed being "in the know," that is, feeling that they were a part  an in-group that understood what was happening in an advertisement"(p.43). Clearly, 'tweens are looking for ways to not only fit in with their peers, but convey their awareness of the current trends by buying specific electronics, clothes, or listen to certain kind of music. In many ways, 'tweens are more concerned with they way others think about them rather than what they think of themselves; hence, the insecurities.  Advertisers are highly aware of this fact so when they target 'tweens, they are focusing on their need to have these items through creative marketing.  For publishers, in comparison to advertisers, they are actually struggling with the term 'tween."

After reading this article, I never, ever would have imagined anyone opposing the term "tween," when the editorial director of Pleasant Company said: "From letters we receive and time we spend with girls, it's our view that girls aren't ever 'between' girlhood and adolescence. They're in one or the other depending on the day (or the hour!) (Faris, 2009, p.44).  When I read this quote, I laughed so hard simply because there is so much truth to that statement. When I think about all of the advertising, especially towards young girls, I can see how the term "tween" maybe inappropriate; one moment you see ads for sexy skinny jeans and then next you see Hannah Montana posters. In many ways, advertising for young girls is practically an oxymoron. With publishing, it's also the same when you see a young girl who still plays with Bratz Dolls holding the "Candy Apple" series in one hand and asking for "Twilight." Is there really a label for young girls between the ages 10-14, or, in some cases, 8-14?

Since there is a lots of mixed opinions about the word "tween," what do libraries do. After reading this article, the best place to start is at the bottom by getting to know the young people through dialogue. Although young people are often pretty shy when it comes to talking with adults, address topics that may gain their interest. For example, ask them about their dream library space. What ind of furniture will there be and what technology be available. Building a rapport with these boys and girls is essential in gaining their honest opinions. Moreover, start observing them when they are in the library: "Asking questions of 'tweens, observing their use of the library, and participating in formal research studies all have importance in the understanding the population and providing excellent library service"(Faris, p.44).

So how do we get 'tweens in the Library? Easy. Ask them what they want and meet those needs. Who would have thought being a 'tween would be so dang complicated and intimidating for adults.

Hagar, B. (2007). And knowing is half the battle, when entering the zone: Nonfiction rescouces for 'Tweens and Young Teens (S. B. Anderson, Ed.). In Serving young teens and 'tweens (pp. 31-64). Westport, CA: Libraries Unlimited

According to Brenda Hagar (2007), "[The Sense Making Model] of new information truly fits into a young teenager's situation. Their information gap, or barrier (information need) is then bridged by the uses or helps (the information they receive, no matter what format)"(Anderson, p.33). When I read this passage, in Serving Young Teens and Tweens, I started to think about this process and it's daily application in serving 'tweens.

A great example of this process is the Reference Interview. When a 'tween gathers all their courage to approach the reference desk, they either know exactly what they want or they are not sure.  Whatever the case, clearly the 'tween needs help, but doesn't know exactly how to pose their question(s). With the Reference Interview, we can easily deduce what exactly what he or she is looking for by posing the right questions.

Let's imagine that a 'tween is looking for information about the Trojan War, particularly the reason behind the war. When he comes to the reference desk, he immediately asks for a book on the Trojan War. This is where our work begins: digging for the real question and showing 'tweens how to access that information. By clarifying what they are looking for by asking  questions (i.e, what aspect of the war or do they need information about a specific character) they will learn how to  not only formulate specific questions, but, by demonstrating to them how to get that information (i.e., using a database, website, or the catalog) they will store that information for later use. 'Tween are like sponges that are ready and willing to access all kinds of information from all kinds of sources. However, what I have personally noticed, is that 'tweens need to taught how to properly evaluate information and apply it appropriately.

Clearly, 'tweens now how to "Google," but do they know how to tell the difference between a commercial site and a respectable site? Depends. If the 'tween has been properly taught how to access these sites with criteria, and caution, they should have very few problems with evaluating these sources. Despite their innate ability to use the world wide web, they still need the skills to not only get the information for their reports, but build learning skills that help them succeed in the future: "Our job as librarians is to to make sure they know what their options are and encourage them to be selective about where the information is coming from"(2007, p.51).

Lastly, Anderson (2007) also states that "[...] younger teens are at the this stage of being able to branch out from their younger reading to the more developmentally appropriate and challenging texts that will prepare them for the future, emotionally and cognitively"(p.33).  By demonstrating, rather then doing the work for teens, our job, as librarians, is to be proactive by demonstrating research skills and helping them to formulate the right questions.

Plot Summary:
In this tale, is a society with no war and no pain. When children reach a certain age, they will be trained to do the trades that will become their occupation for life. Each family unit consists of a mother, father, and two children that are very different from what we know. In fact, children are actually manufactured and placed in appropriate homes by the government. Furthermore, people in this society are unable to feel emotions. Jonah has finally become of age and is ready to take on his life's responsibility. The job that is passed down to him is an unusual job, which is to be the next Giver. As the Giver, he will be the only living archive of the past, including images of war, hope, love, and ability to see colors. However, with these feelings and knowledge, Jonah is struggling with moral issues like why emotions have been suppressed and how society has evolved without war and peace. However, Jonah's ultimate trial is when a sickly child is born and brought into his home. He becomes attached to the tiny infant, which is something he never felt before. Sadly, due to the child's state, he is scheduled for termination, conducted by Jonah's father. When Jonah discovers his father's role in society, he is devastated.  Jonah struggles with all of the emotions, images, questions, and thoughts about life that he realizes that he can no longer be controlled by society and live a life void of beauty, anger, love, and sadness. After realizing what kind of world this is, he decides to runaway with the tiny infant. As they travel, through the hard winter,Jonah passes on his feelings to the child to keep the warm with a simple touch. Like the Giver before him, all of these memories are passed down through touch and when the sun appears, Jonah feels hope as he sees a town just ahead of him.

Genre:
Tween Science Fiction

Reading Level/ Reading Interest:
Grades 5-8


Books Similar to The Giver:

• Tuck Everlasting by Natalie Babbitt
  

Awards: 

• Newberry Award (1994)
  

Marshall, G. (Director). (2001). The Princess Diaries [Motion picture]. Burbank, CA: Walt Disney.

Mia Thermopolis isn't exactly the ideal princess. She is clumsy, goofy, and just plain odd. One day, she is visited by the Queen of Genovia and told that she is not only a princess, but next in line to rule this tiny European Country..."SHUT UP!"  Starring Anne Hathaway, Julie Andrews, Hector Elizondo, and Mandy Moore, viewers will be laughing, and crying, in this tale about an underdog turned hero.

In order to prepare Mia for her role as princess, not only does she have to deal with a team of hairdressers, make up artists, manicurists, and stylists, she has to cope with the paparazzi and her new royal reputation. Unfortunately, if Mia does not want to  claim her royal birth right, the country will be passed down to an outside family, thus, the end of the Thermpolis line.  Like most teens, Mia not only has to balance the trials of adolescence, she also has to grow up, quickly, and make a life changing decision that will give her more responsibility than any teen could possibly imagine.

Rating: G
Genre: Comedy, Romance, Coming of Age
IMDB Rating:

Plot Summary:
What do we really know about Peter Pan? Disney told us that he is the leader of the "Lost Boys" of Neverland and is the the bane of Captain Hook's existence. But who really is Peter Pan? In this brilliant re-telling of J.M. Barrie's "Peter Pan" is an hysterical tale of how a former orphan, with help of a girl named Molly, becomes the beloved Peter Pan. Peter, an orphan, finds himself aboard a ship called "Never Land" headed towards a lifetime of suffering as a servant in King Zarboff the Third's court; Zarboff has a swarm of pet crocodiles who are rather hungry and, sometimes, servants end up becoming a croc snack.

On the ship is a young girl, Molly, who is of interest to Peter. One night, Peter follows Molly to the the rear of the ship and sees that she is talking with a dolphin (Molly speaks Dolphin).  Peter then follows her below the deck of the ship to find that she is guarding a glowing, magical material called "starstuff" that actually makes objects fly. Unable to comprehend the situation, Molly catches Peter and explains to him that she, and her father, are part of an organization that protects the "starstuff," from bad people who want to possess its power. Little does Peter realize, he finds himself caught up in an epic chase to not only protect the "star stuff," but the whole world as we all know.

Immediately after Peter is sworn in as a protector of "starstuff," the "Never Land" is attacked by Black Stache (soon-to-be- Captain Hook) who, sadly, isn't the brains of his operation, and the "Never Land" wrecks on a island not too far from King Zarboff's country, who, ironically, is trying to possess the "starstuff" as well. Unfortunately, a trunk of "starstuff" is lost so Peter, Molly, and the rest of the "Starstuff Protectors" set off to find it before it falls into the hands of Black Stache or King Zarboff. The ending will leave readers rolling on the floor with laughter as we see the idiocy of both villains and the evolution of a hero.

Genre:
Tween Fantasy


Reading Level/ Reading Interest:
Grades 4-7


Books Similar to Peter and the Starcatchers:

• How to be a Pirate By Hiccup Horrendous Haddock by Cressida Cowell
• Peter Pan in Scarlet by Geraldine MacCaughren
• Capt. Hook: Adventures of a Notorious Youth by James Hart
• The Edge Chronicles by Paul Stewart and Chris Riddell

Brannon, S. (n.d.). Dozens of Teens/Tweens in the Library at One Time? Why not? Texas Library Journal, 85(3), 92-93. Retrieved October 1, 2010, from Library Literature and Information Science Full Text.

Ohhhhhhh...how I relate to this article. Sian Brannon (2009) confessed that "[s]ome days, I wish I could travel back in time and smack the city employee upside the head [for building a new library so close to schools]"(p. 92). The Alhambra Civic Center Library is directly across from Alhambra High School and a mile or two away from seven elementary school (K-8). Every single day, we are filled to capacity in the Teen Center with teens and 'tweens looking for somewhere to study and/or hang out. Well, when we have a tiny room not all of those crazy teen and 'tweens are going to be able to stay. This issue that we are experiencing, clearly, is not a new one. Brannon states that "the after-school deluge of around 60 or more unchaperoned children presents a number of problems for the library"(p.92). The biggest problem is noise and seating. 'Tweens and teens are loud and that is to be expected. Even when they are using normal voices, where there are 60 of them crammed in a room, noise is going to happen. As youth librarians, we need to be creative as to how we approach this problem without upsetting the older patrons and alienating the 'teens and 'tweens.

This article does offer program suggestions that have worked and failed in entertaining and engaging 'tweens and teens. One program the article does mentioned, that works here as well, are weekly programs. At the Alhambra Civic Center Library we have a variety of weekly programs such as Anime Club and the Teen Advisory Board. Along with these programs, we also provide other opportunities where 'Tweens and Teens can make crafts, watch movies, play video games, and hang out with their friends. However, what I appreciated the most about this article, is that in order for these programs to work, we need to know who we are serving: "[p]ublic services staff made an effort to get to know student's names, figure out who hung out with whom, and overall, build a trusting rapport with the youth"(p. 93).  With any kind of service, we need to know exactly who we are dealing with and how we can effectively meet their needs. Yes, the library is not baby sitting service, but when you have young people looking for somewhere "safe" to be, rather than streets, then we do have some obligation to make sure the library is one alternative.

Along with programming and rapport to regulate the massive traffic build-up's that occur in the library, some sort of monitoring system to keep behavior and noise in check. According to Brannon, "[t]he most successful thing that we have done so far in dealing with the kids is to have  "ALL HANDS ON DECK" during the immediate after school hours. Starting at 3:30 p.m., all staff are expected to go to the public floor and establish themselves in different areas of the library"(p. 93). We definitely have this program implemented and it have been success not only with the kids, 'tweens, and teens, but the adults as well. The Library is a place for everyone so as long as there are plans to ensure that everyone can have an enjoyable time is to make sure everyone obeys the rule regardless how old or who they are.

Vawter, D. (2010). Mining the Middle School Mind. Education Digest, 74(5), 47-49. Retrieved October 1, 2010, from Library Literature and Information Science Full Text.

A few years ago, I was speaking with a classmate, about 'tweens and teens, who was a Psychology major. She provided the world's best analogy as to why 'tweens and teens are they way they are:

"'Tween and teen brains are like hard drives on a computer. When the computer is being reformatted, the connections to the hard drives are being reconnected, thus, restoring the computer to what it's supposed to be. In essence, when you tell a young person "are you stupid or something" and he or she replies "uh, yes" then they are telling the truth!During puberty the minds of 'tweens and teens are changing so if they do something odd, they cannot help it--they really are that stupid!"

Clearly, all of this was said in jest, but the 'tween mind is going through yet another transition where more wires and connections are being disconnected and reconnected. According to David Vawter (2010), "[m]iddle school students are walking dichotomies. They can talk about world peace and hit the kid next to them. They can recycle to ease global warming only to leave a mess in the cafeteria. Why? Well, scientifically, it's because their brains don't work"(p.47). In this article, Vawter talks about the neurological changes that take place in middle school students that explains a lot, in regards, to 'tween behavior. Although 'Tweens are physically developing at a fast rate, their mental capacity has yet to full mature, which makes this stage in life so difficult. They may have facial hair or larger boobs, but, mentally, 'tweens are going through an intricate process where the brain "destroys more than 20% of all previously built connections"(p.2010, p. 47).  Vawter labels this process as "pruning," which is interesting, but kind of frightening at the same time.

When we are born, our brain develops all these connections and synapses patterns to help us learn and retain new information. If we, as people, are to evolve by learning then why the heck does the brain destroy connections as such a young age? The answer is this: the brain destroys come of these connections because it is simply overloaded (just like a hard drive ceases to function when it cannot retain any more information) (p. 47.) After learning how the brain develops, and how each part of it transforms at different rates. What is interesting is how different the cognitive and emotional aspects of the brains. Vawder provides an excellent example about a young man who graduated high school at age 5 and started practicing medicine at 21. When he participated in a brain study that focuses on the emotional brain, his brain showed that, despite how cognitively advanced he is, he is no different, emotionally, from the rest of his peers. This study reminds me of "Millicent Min: Girl Genius," by Lisa Yee, where we have an incredibly intelligent character, bu is no different, emotionally from her peers. Millicent desires the same things as any other 12-year-old girl, which is to be accepted and have friends.

The article is really, really informative when it comes to explaining how the minds of 'tweens word. Not only do they have to go through puberty, they have to mentally develop as well. I definitely have a little more sympathy for them; however, just because they are "growing up" does not mean we should expect anything less from them. With this new evolution, we as librarians, educators, and parents should challenge them in every way to become better people. :D

Plot Summary:
With the release of the movie, and all of the requests for "Diary of a Wimpy Kid," I decided that I should read it if I could get my hands on it. I was rolling on the floor as I read this hilarious story about the plight of one sharp middle school 'tween named Greg and his successes and failures at becoming somebod for everyone to remember. Greg tells readers about his plans in a diary, which is supposed to be a journal (his mom got him the wrong kind). According to Greg, he is going to become famous by gaining immense popularity as class president, working on the school newspaper, and/or being voted "Class Clown." Sadly, Greg fails at all because someone was either more qualified or better suited. However, most of Greg's problems lie with his inability to be honest with his family and friends. His relationship with his best friend, Rowley, is definitely interesting. Although Rowley isn't as smart, or "mature", as Greg, but he accomplishes more than Greg can ever dream of by being himself. There is also a situation where Greg played a mean trick on some of the kindergartners that he and Rowley walk home; Rowley ended up being blamed for the trick and Greg didn't admit fault. When Greg finally admitted guilt, Rowley ended up "rating" him out so Greg lost his responsibilities as a hall monitor and Rowley was promoted. Unfortunately for Greg, he may have been able to to keep his best friend, and his job, had he been honest and less "wimpy."

Genre(s):
Tween Fiction

Reading Level/ Reading Interest:
Grades 5 & up

Books similar to the Diary of a Wimpy Kid:

• Hank Zipper by Henry Winkler
• Weird School by Dan Gutman
• Sideways Stories from Wayside School by Louis Sachar