Author Visit with Raymond Wong
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Showing posts with label Professional Reading. Show all posts
In this brief article, Hartley-Brewer provides practical advice on 'tweens and their developing interest in the opposite sex. It is only natural, at this age, that boys and girls are starting to develop feeling for one another. As their bodies are changing, their brains are starting to transition from the "boys are icky" stage to "OMG! He is so hot!"
Altough 'tweens may not be developing sexual feelings for the opposite sex, Hartely-Brewer considers these "feeling" as harmless infatuations that 'tweens should actually be allowed to have. Although parents are terrified of the fact that their child is growing up, they need to allow their child to develop these social skills to find their place amongst their peers: "His future relationships will be more balanced if you allow these early, safe forays into real or fanciful "dating" to happen naturally"(p. 89). What the author emphasis is that we need to communicate with 'tweens about these feelings and how their idea of a relationship will evolve as they get older; in other words, these "romantic" relationships are about social status and tend to consist mainly of hand-holding and friendly text messaging. It's not a bad idea, however, to explain that quality relationships are about enjoying time together—not primarily about sex—and finding someone who's right for you can take years" (p.89).
With this knowledge, and the fact that 'tween girls are going out of their minds for the Jonas brother, it is only natural for them to react this way. However, what concerns me the most, is when this harmless infatuation becomes a full blown obsession that can get nasty. Moreover, especially among girls, the cattiness has evolved so much that young girls are literally threatening one another over someone, or something, that is beyond unattainable. I guess my argument for this article is where do we, as parents, librarians, and mentors, draw the line and pop the bubble they live in. Although we should allow our 'tweens to have their fantasies, we need to take a proactive step to making sure they are not developing behaviors that will cause them emotional and social stress in the future.
As 'tweens librarians, we can help young girls with quality books and programs that will not only teach them confidence and self worth, but self control as well. I know series like "The Clique," "The A-List" and the "Private" series are highly entertaining, we need to provide alternative to balance the fluff with quality literature that will help girls suffering from self esteem and identity issues to move away from issues and make them feel better. For boys, we can do the same by providing literature that will not only guide them through their own issues, but make them feel recognized and important. Falling head over heels in love can be the greatest and worst thing to anyone, especially a vulnerable 'tween who thinks that one person will make their dream come true at the age of 12.
Honestly, there is no better way then to have 'tweens express themselves is to have them actually express themselves through creativity and the arts. In this article, the Dallas Children's Theater (DCT) established an initiative called the "Young Adult Drama Series" where 'tweens and teens wrote and acted out plays tackling hot topic issues such as: cyberbullying, drugs, alcohol, parental issues, and learning disabilities. With the help of therapists, educators, parents, artists, and consultants, this initiative came together to bring plays that deal with heavy issues to the stage. According to Cantrell: "Developing and producing these issue- type plays were only a part of the Dallas Children’s Theater’s commitment to addressing these difficult issues. Post performance talk-backs, with expert facilitators for each topic, provided a forum for audience’s feedback and reactions, which was interspersed with the expert’s data and resource information" (2019,p.15). Not only are 'tweens being exposed to these issues, they are working with people who will help them make good decisions, but also cultivate empathy, especially when they have friends dealing with these issues.
As uncomfortable as these issues may be, 'tweens not only need to talk about these issues but learn how to deal with them; hence, acting, in my opinion, the best way to learn coping skills; when one becomes the character their point of view changes so not only are tweens learning about the decision making process, but how they, themselves, can make different choices. Linda Daugherty, the DCT playwright, states that "With an issue-type play, you hope that young people will take in the information they are presented and make healthy choices. Lectures and preaching to them don’t work. The challenge is to present a story about real people with real lives and struggles, which the audience can slip into their shoes” (Cantrell, 2010, p. 14).
As 'tween librarians, we can create programs similar to this program where 'tweens can not only have fun, but learn valuable lessons through learning and acting. Moreover, this activity is a great way for 'tweens to recognize the Library as a body that advocates for them, but is truly interested in the trials and tribulations they are facing. Not only can we provide books that serve as therapeutic aids to get 'tweens through adolescence, we can partner with professionals and other community groups to show the community that there are positive methods to not only help their 'tween through puberty, but cultivate creativity, self-confidence, and a sense of accomplishment.
In this amazing article is a great idea to not only engage 'tweens, but to connect reading with everyone's favorite activity...eating! Fellows provides readers with a great program that the Upper Hudson Library System created to bring new, and old, patrons back into the library. Along with this goal, one main objective is to assist the children of the communities with math, science, and reading skills. With the help of the cooking show, 'tweens will not only learn how to measure ingredients, but know how to read recipes: "We anticipated that the show would involve tweens in getting to know their public librarian, reading books, visiting their library and other libraries, and learning some of the math and science of cooking"(Fellow, p.37)
This entire articles explains not only the cooking show process (when to film, who is the chef in charge, which 'tweens want to participate, etc.), but how, we, as librarians, can create a plan that not only requires a lot of planning, but where we can get funding and publicity. In this particular community, famous chefs, cooking schools, and many legislators live in the are so there were plenty of people who Fellows could talk to about getting the people to help with the project. Furthermore, the Library was able to get an LSTA grant, which provided over 80k for the whole project. Clearly, this Library is much bigger than my one branch library, but the process for implementing these programs is not much different.
Another great aspect of this article is how learning and reading were the core principals that the cooking show is based off. Moreover, by hosting these lessons, 'tweens can not only enjoy themselves, but learn valuable skills such as cooking and socializing. I thought it was really neat to base the episodes around books so one episode was dedicated to "Ruby Holler" and the "Get-Over Homework Chocolate Cookies" and another was "Granny Torelli Makes Soup" and Minestrone soup. I never would have thought of connecting reading with cooking, especially in the Library. If I only had the money and the backing for our 'tweens...one can only dream.
Before reading this article, I never really understood while 'Tweens go bananas over Fantasy books. I was always under the impression that dragons, pirates, fairies, and magical adventure was just fun. However, according Soltan, this love of Fantasy is a lot deeper than I thought: " As children enter the tween and early teens years, their imaginative consciousnesses overcome their need to socialize, strive for independence, and cope in a realistic world. However, the fantasy in traditional literature serves as a vehicle for young people's growing awareness and a way to communicate some of life's deepest truths"(p. 34). After processing this genius notion, I thought about the Young Merlin series written by TA Barron. In these stories, we have the traditional hero archetype and journey. Whether it's old time literary theory, or great writing, these stories always manage to strike a chord in whoever is reading them. For 'tweens, Fantasy is not just another literary genre, but a unassuming tool that will help them deal with their demons (so to speak).
In this article, Stoltan provides a lot of great ideas on how to conduct a Fantasy book club that will engage readers and build critical thinking skills. Moreover, there are great analysis' on classic fairy tales, which compare and contrast the different version/interpretations and how these variations affect the overall tale. The discussion of "Rumpelstiltskin" is incredibly intriguing because all of the versions of the tale are completely opposite; there seems to be no similarities whatsoever so 'tweens can have a great time talking about these differences and why authors did what they did. Lastly, Stoltan also discusses why novels based on fairy tales have become so popular simply because they provide a nee interpretation of the classic "good and evil" story. "Beast" by Alex Flinn is a great story based off "Beauty and the Beast," that puts a whole new spin on the Beast's character other than being a spoiled prince. These re-tellings have a lot to offer 'tweens audiences, especially when their problems resemble those of King Arthur and Ariel, but, in reality, ruling a kingdom and turning to sea foam are not as appealing as being a 12-year-old.
According Kohn: "What a teacher can do--all a teacher can do--is work with students to create a classroom culture, a climate, a curriculum that will nourish and sustain the fundamental inclinations that everyone starts out with : to make sense of oneself and the worlds, to becomes increasingly competent at tasks that are regarded as consequential, to connect with (and express oneself to) other people. Motivation--at least intrinsic motivation--is something to be supported, or if necessary revived. It's not something we can instill in students by acting on them in a certain way. You can tap their motivation, in other words, but you can't "motivate them." And if you the distinction is merely semantic then I'm afraid we disagree"(p. 1).
How I loved this article. As an "Almost-English-Teacher-Turned- Librarian," I must agree with Kohn that all teachers really can do is create the environment that condones learning and cultivates motivation, but there is no way we can actually motivate, let alone, make a child learn. In this article, Kohn gives readers a great "what NOT to do" when it comes to teaching. For example, when reading is assigned, the best way to turn once avid readers into nonreaders is to make reading a chore. Secondly, giving lists of books of what they NEED to read limits reader choice. I have been working in public libraries for four years now and it drives me nuts when children and tweens ask for their school's reading lists and/or the AR book lists. I am, and always will be against the Accelerated Reader program. First of all, the AR program assigns reading level by vocabulary without taking into account comprehension or age appropriateness. Yes, a seventh grader can read "Les Miserables," but do they understand the literacy and historical elements or the fact that Cosette is a bastard child? Probably not. Furthermore, AR becomes a competition where children read to earn prizes, which turns this leisure activity into a race and, in some cases, a requirement.
Kohn also stated that test preparation is another great way to kill motivation. Sadly, schools are fighting over money so test scores determine who should get what. With the emphasis on standardized testing, the curriculum has shifted where most are teaching to the test; pending on the teacher, and how much time they are willing to commit to making lessons that meet these standards, generic test prep becomes the norm. With all of this pressure to succeed, teachers must realize that although test scores are important, the overall learning experience is absolutely necessary. It is better that 'tweens and teens are competent than knowing how to navigate test questions (i.e., STAR 9 & SAT's). More importantly, even if teachers have to teach to a stinky test, these lessons should be fashioned in ways that stimulate rather than sedate students.
After reading this article, as a librarian to be, the same concepts need to apply to our programming. If we lead a database workshop, we need to be able to captivate our audiences so a well organized and entertaining program is necessary to keep 'tweens and teens awake. Moreover, and Kohn will agree, 'tweens and teens will probably want to know what a Boolean operator and why "and" and "not" are not what they seem in a typical good search. More importantly, and school should consider this, snacks will keep them awake since brain functions require a lot of energy. If we want DON'T want to turn our 'tweens and teens nonusers, we need to take the extra steps to make sure they are encouraged to participate and engage in programs opposed to forced.
Kluger states, in regards to his budget crisis involving American Girl Products, "[b]y the year's end, I figure, I will be out a coll $800--half what my first car costs. And this is just the beginning. My youngest daughter is 7; my older daughter is 9--the early stages of the gold mine demographic marketers call the 'tweens"(p. 85). When I read this opening paragraph, I was beyond amazed how easily, and quickly, parents can spend money toys. No matter how great, educational, and quality of the toy, at the end of the day, it is still a toy. Looking back on my own youth, I remember getting a ton of toys. However as an adult, I am just floored how expensive things have become, but also very appreciative, that my parents, God love them sacrificed so much for me to have my American Girl Baby and accessories. No wonder we never went on vacation! Clearly, no matter what age this is, there will always be a need for the "latest and greatest" toys, clothes, cars, homes, etc. Kluger points out, in this article, several factors that influence the demands for these objects by 'tweens. One factor he pointed out is peer pressure. 'Tweens are, obviously, impressionable. If one friend has the iPhone 4 and another friend gets the same phone as well, obviously, the 'tweens is going to want one simply just to have one. Another great factor, which I loved is, what Kluger calls the "parental buy-in:"
I talked to many other parents about why they sometimes spring for what's fashionable when they think doing
so is possibly unhealthy and definitely uncheap. You'll recognize the range of motives: Some said they don't want their kids to fell left out to otherwise suffer socially; other revealed in giving their children things their own parents hadn't been able to afford. A few felt guilty for devoting too much time to work; one woman admitted that she sometime spent money on her children when couldn't spent time with. There are days when we're just word down by the "please-please-please-can-I have-it" campaign, and we cave in to buy some peace. Marketers deliberatly eally pester-power to work omn the parents soft spots. No wonder we succumb.
So, with all of these factors that wear them down, and drain their back accounts, Kluger provides parents with a few tips to 'hype-proof their 'tweens. One idea, which I absolutely agreed with, is just because we cannot give our child every little they want, DOES NOT MAKE US BAD PARENTS! In fact, if we give our child every single thing will do more harm them good simply because they will develop the mentality that "I don't need to work for it because I can just get it." Furthermore, when children throw tantrums because they get what they want (aka. Veruca Salt), parents need to make some decisions as to enabling this behavior or correcting it: "Learning to master delayed gratification and cope with disappointment is a crucial step in kids' growth; rules and limits help them feel secure"(Kluger,p.87.)
When children are secure, they become confident and that happiness is more fulfilling than playing with the greatest toy. Furthermore, when 'tweens establish this concept, they can cultivate other skills simply because they know their capabilities. Lastly, parents can do a whole lot of good simply by turning off the television, limiting internet time, turning off cellhone, speaking with teachers, and talking to their 'tweens about "product" placement . Moreover, as librarians, we can provide programming that embraces individuality and creativity. By creating an environment that is commercial free, care free, and fun, 'tweens can take time out of their days to just be who they are. What I learned from this article is that despite the relentless advertising and temptations, good old fashioned parenting is the best way to go to raise a bright 'tween.
In this article, Neff actually surprised me when i read that 'tween girls would rather spend time with their deisgner make-up rather than listening to Miley Cyrus. Nedd states: "Tween girls are using a lot of makeup these days. In fact, regular usage of mascara and eyeliner by girls ages 8 to 12 almost doubled between 2007 and 2009 [...] Six in 10 tweens ar least once a month use lip gloss-their most popular item and a traditional point of entry into beauty products. Surprising enough, some even use firming anti-cellulite cream."(p.16). When I read these statistics, I was floored because my mother wouldn't let me wear make-up until I was at least in high school and, even then, she wouldn't let me walk out of the door with an inch thick of foundation and lipstick. Although young girls maybe developing earlier and using make-up at a younger age, they are still caught in between where they look grown up, but not necessarily interested in acting the part.
The way Miley Cyrus fits into this article is that her approval rating dropped significantly when the teen idol not only posed nude for "Vanity fair," but did a pole dance at the 2009 Teen Choice Awards and TMZ leaked a video of her lap dancing. Not only did these "grown up" acts offend her fans, 'tween girls' interest in Cyrus has dropped significantly. According to Greg Livingston, partner with Curiosity Advertising, states that "[Tweens] don't always know exactly what it is, but they know it's going in a direction that's uncomfortable as defined by society and particularly their parents. They don't want to get themselves into situation that are uncomfortable for them. Seeing Miley Cyrus in a magazine where it's not fun anymore. and it's seen as something they know their parents feel uncomfortable about, would put them in an uncomfortable situation"(Neff, p.16). In other words, 'tweens are well aware that certain things are acceptable so when it comes to situations that are "iffy" they realize that there are consequences to those action.
'Tweens maybe unpredictable, but they are developing skills where they are able to discern between wrong or right. As consumers, they know that MAC make-up may make them appear older and sophisticated; however, there is a huge difference in deciding what shae of lipstick to wear and pole dancing in front of thousands of impressionable people. As they develop, 'tweens are going to make good and bad decisions, but, we hope that if their parents are involved, they can learn, early on, on how to make decisions that won't haunt them all their live just like Miley will never be able to take back the TMZ video or regain the following she once had.
In chapter two, Goodstein provides a very thought provoking discussion about online journals and how 'tweens utilize this media to not only update the world about their life but express themselves. One issue, which gives me the chills, is that teens with serious problems are turning to these tools rather than to responsible adults. Goodstein states that there are no online psychologists that are monitoring online journal sites and if parents are totally unaware of blogs incidents of depression, suicidal thoughts, and violence go unchecked (p.47).
Teens are literally sharing every aspect of their lives on the internet where many strangers can infiltrate their worlds and wreak psychological havoc on that 'tween. As 'tween librarians, we can provide our patrons and their parents that provide information on how to use blogs, what information should be shared, and, if the 'tween is a victim of cyberbullying, depression, and anxiety, we just tell them to seek help from a parent or an adult. We can teach parents how to use the tools, but, ultimately, we have to stress that it is vital that parents talk to their children before a 'tween decides that suicide maybe the best solution for their misery. Not only is this a parent's worst nightmare, but getting a call from another parent that says their child posted a suicide letter on their blog would a lot more unecessary pain.
On the other side of the argument, blogs are also an amazing way for a 'tween to demonstrate their creativity. Not only do 'tweens have the ability to customize their blogs, they can post their artwork, music, poetry, and anything else creative for others to see. Moreover, blogs, if used correctly, can be a great way for a 'tween to market their ideas and gain a following. Despite all the negative ideas about 'tweens and technology, it also has its advantages that allow 'tweens to explore who they are and gain confidence. The quiet 'tween, who most may not know, could easily become the most popular person on Blogger or Facebook simply because they post amazing blogs that inspire others to subscribe to their feeds. A lot can be accomplished on the web as long as the users are actually using it as a means to becoming smarter and better people.
In chapter one, "Meet a Totally Wired Tween," Goodstein introduces a variety of information and statistics that define a wired 'tween. In this particular article, the following statement really got me interested:
[...] today's teens and twentysomethings [are characterized] as being special, sheltered, confident ("with high levels of trust and optimism), team oriented, achieving, pressured, and conventional. They are "the largest, healthiest, and most cared-for generation in American history"(Goodstein,p.19). When I read this statement, and being a 27-seven-year old woman, and currently work with many teens and 'tweens, I have noticed a few similarities between my upbringing and theirs. However, despite the the 13-15 year age difference, the one thing that sets people my age and adolescents apart is technology.
I actually remember the first time my family got AOL dial-up service and man, did I love being on the internet. At fifteen, I was in chat rooms, playing games, and surfing the internet for whatever I could find; my only joy coming home from school was to get on the internet and chat with friends from all over the country. Today, 'tweens not only have high-speed internet, they have cell phones, iPads, laptops, and PSP's that can not only jump on the internet, but play music and stream movies. Moreover, they have unlimited text messaging and video chat that lets them contact anyone wherever they are...they don't necessarily have to wait to go home and jump on a computer. With these advances, parents are not only to provide their children with the new and coolest toys, but at cheaper rates than ever before (just because an iPod is $200, non-brand names sell MP3 players at $25). Moreover, with the demand for new technologies, and their use in this world, it has become mandatory to own some of the devices not only for necessity, but convenience and social status.
With all of this technology at their hands, 'tweens can spend hours upon hours learning how to do new and different things without help from their parents; for some odd reason, the young people today are born with this innate ability to use, create, and handle all new forms of technology. With this advantage over the parental units, they have gain an independence that they can easily use to their advantage for good things as well as bad. It is amazing to hear and learn how easily these techno savvy 'tweens can bypass filters, hack their iPhones, illegally download software/music, and infiltrate social networking sites. As the "most cared for" generation, 'tweens have many opportunities to change this world since they are not only catered to by the media and commercial enterprises, but so much research has been done, in regards to early development, that 'tweens are more well rounded then previous generations.
So how exactly can libraries keep up with these highly intelligent and motivated 'tweens? Get to know them, their interests, and interact with them. They may walk around like they know everything and anything, but, in reality, they need guidance to learn how to decipher and utilize information that will help them develop the critical thinking skills they will need to become productive members of society. Yes, all of this research has been done on how 'tweens grow and behave, but it's our jobs, as adults and mentors, to help mold those behaviors.
Raugust states (2005): "[...] publishers are starting to experiment with cell phones as alternative means of distributing content, generating revenue and promoting print titles [...] Publishers targeting teens and tweens view cell phones as a marketing channel first, although paid content delivery can be part of the package"(p.19). This article was written over five years ago and, not surprisingly, this experiment is not a common practice where teens and tweens are not only able to access anything they want, via media, but publishers can now overload 'tweens inboxes with promotional materials. Honestly, just when we thought that spam in our email isn't enough, we are now getting spammed via text messages.
In this article, entitled Wireless Frontier, Raugust discusses the use of cellphones as a marketing tool. In hind sight, this method of promotion sounds great because not only can readers get updates about their favorite books, they can get additional information that may appeal to their interests. However, and this article points this out, is that with the million and one different cell phone, clients who wish to use this method to market goods not only need to be aware of the many barriers that make this tool more burdensome than productive: "Publishers want to get into wireless in part to gain an understanding of this complex and confusing market and how it can be exploited beyond generating revenue and marketing their brands. Each carrier, platform, operating system, and handset have different specifications, essentially requiring publishers to create a unique application for each phone and each carrier, a costly proposition that raises quality control issues"(p.19)
So how does this affect 'tweens? With the iPhone 4 and Androids, 'tweens can have unlimited access to applications that can not only provide them with their daily horoscope, but allow them to access consumer sites where they can purchase all they want and when they want. Moreover, 'tweens can actually build their own library collections with a simple app and download a variety of books for free or for a minimal price (which is usually charged to mom and dad's cell phone account). With the reliance on the type of media, literacy, itself, has transformed where children are learning their letters, sounds, motor skills, and comprehension skills by playing with a smartphone that requires competency to access certain features (navigating the main menu, reading instructions, listening to sounds, and playing with buttons).
After reading this article, I though it was pretty clever of Random House to create an electronic text messaging list that alerts "Sisterhood of the Traveling Pants" fans the release day of "Girls in Pants." Not to mention, girls can send "Sisterhood-isms" to their friends just for the fun of it. By utilizing these services, in conjunction with a product, publishers can not only make a profit on the book, itself, they can say other things such as t-shirts, notebooks, jewelry, etc. that promotes the title (has anyone seen the "Twilight" section at Borders? 'Tweens have more power than ever with the use of technology to not only stay in touch with trends, but shape consumerism as we speak. No wonder publishers have jumped on the bandwagon! They need money and what better way to get it by flooding the iPhone and Android app markets with apps that will entice 'tweens to purchase certain goods with just one touch.
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.
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.
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.
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
Normal Adolescent Development Part I. (2001, June). American Academy of Child & Adolescent Psychiatry. Retrieved September 04, 2010, from http://www.aacap.org/page.ww?section=Facts for Families&name=Normal Adolescent Development Part I
In chapter one, of Sheila B. Anderson's Serving Young 'Tween and Young Teens, entitled Childhood Left Behind, Anderson discusses the physiological, emotional, and cognitive development of 'tweens and young teens. Although there is no proper definition of a "tween," Anderson focuses on young people, 'tweens, and young teens, between the ages of ten and fourteen (2007, p. xxii). The chapter is broken down into several sections focusing on: defining the ages of young teens and 'tweens, adolescent development, demographics, and service considerations. The evidence Anderson provides, especially in regards to development, in, my opinion, is utterly mind blowing. I always know puberty could be a pain, but I understand why by digging further into the issue as to why adolescent development has to occur and how it is necessary for parents, teachers, and librarians to be understanding and aware of this exciting and, sometimes, traumatizing transformation.
One section that stood out the most in my mind was Anderson's introduction of Jean Piaget's Theory of Cognitive Development. I am not familiar with Piaget, but, after reading Anderson's findings of 'tween and young teens cognitive development, I now fully understand how 'tweens and young teens develop critical thinking skills. Anderson (2006) states "[a]ccording top Piaget's Theory of Cognitive Development, young people ages eleven or older are in a stage of "formal operations" meant that they are able to develop abstract and hypothetical reasoning. Unlike children, who are typically limited to thinking about what is real, 'tween and young teens are able to begin thinking about what is possible"(p.6).
Looking back on my own adolescent development, I remember sitting in my seventh grade English class talking about The
The American Academy of Child & Adolescent Psychiatry (
Adolescent development is truly a remarkable process despite the havoc and joy it causes a 'tween and young teens. This moment in time, although short, is quite exciting because, as Librarians, we can help them get through this process by providing resources and programs that will allow them to express themselves and find comfort in their own skin. More importantly, by working with group of adolescents, we also have the opportunity to evolve as professionals by creating new methods of library service such as more relaxed reference interviews and innovative PR to get 'tweens and teens into the library. The sky is the limit when working with young people so it is definitely a good thing that we have the Jean Piaget's and S.E Hinton's making the lives of parents, teachers, librarians, 'tween, and young teens a little bit better.