264 - Week 1
Hooking Tweens on Reading
The importance of focusing on personal reading interests as a way of hooking readers is always vital in learning how best to serve library users of whatever age and this includes the young readers among the tween age group. This approach is both easy to understand and one that should find small resistance if any from both library planners and library users. Taking into account patron preferences should prove among the most concrete approaches of starting potential library users, including tween readers, on the way to become readers. It is vital always in library circles to seek out and all methods to avoid wastes when selecting library materials. Inasmuch as unused library materials become wasted materials and any time and money spent on their selection is also counterproductive.
It has been pointed by many in the library field that there is a great need for materials that can be utilized in a library’s outreach to the community. This endeavor would tie in with the point made by many writers that tweens pick up on what is happening around them and that the acceptance of differences and diversity is important to them. Exposing tweens to books with different views will add to the analytical skills of this group of library users. Tweens as well as teen will always benefit from introductions to the importance of diversity.
We can include as another helpful approach the utilization of that nature of book that points to the overcoming of physical disabilities that readers and society at large experiences. Such books can be quite beneficial in helping restore the self worth of readers who have developed physical challenges and ailments. This would coincide with the experiences of many young library users, including tweens, of the importance of libraries as places of refuge and as opportunities for education beyond that offered in our regular educational places.
Serving Young Teens and Tweens
Chapter 1
Naked Reading
Chapter 1
Mary Pedraza
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264 Week 6
Intellectual Freedom in School Libraries
“Intellectual Freedom in School Libraries” by Linda J. Shirley does well in explaining the doctrine we know as in loco parentis . It does indeed refer to the safety and health of children. It was however not devised/written/intended , surprise, surprise to some, as a provision of censorship.
Of course this area of legal doctrine can be baffling. Schools and school libraries do act in place of parents of students. And the areas touched upon by this in loco parentis arena can include the area of material selections of curriculum and library materials. It is when we wander into the connection between the practice of in loco parentis and that of censorship that the picture gets much hazier and the issues extremely challenging.
It may strike some parents that the issue of censorship can be an easy one. The majority of people may think that one is either for censorship or against it but try to put it into practice and watch the fur fly. Not everyone is on the same page and what is acceptable to one person may not be acceptable to anyone else and the reverse of also true as to what is unacceptable to a goodly number of parents/censors. And now as though the censor crowd did not have enough of a share of the censorship pie to feed upon, we are now confronted with the creation and workings of the internet, together with the never resolved of censorship issues.
The internet in presenting an almost unlimited access to information, or all types and natures, has made the job of censorship more difficult. As a reaction to this almost limitless field of information to all, including school children, some parents are quite willing to seek what their have always perceived as the safety net, censorship. This time censorship has come to us in the form of a filtration process applied to internet sites.
Whereas the advocates of censorship of internet sites at schools may convince themselves that they have reached a good solution, such is not the case. Ii as been established that this approach censorship is not without fail and that these filtering systems can be gotten around. Worst of all it has also been shown that vital information can often be blocked even when it would normally be acceptable to everyone, even the portion of the population that is in favor of censorship usually.
“Intellectual Freedom in School Libraries” by Linda J. Shirley
Mary Pedraza
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264 - Week 7
Media Use, the Myth of Multitasking and Tweens
While the majority of the information provided in our readings coincided with articles that I have previously come across regarding the use of media by the public (including teens and tweens), I was disappointingly surprised when reviewing the Rideout work to find that talking on the phone or text-messaging (when used for purposes other than to listen to music, etc.) was not to be considered “media use” in its methodology. In trying to understand why phone or text-messaging was not media use, I thought that perhaps the distinction lay in the fact that what is usually considered as media use by our society concerns the use of, and the viewing of the creations of others, such as television entertainment. But no, that can’t be the case since the Rideout work covers measurement and information regarding the use of all sorts of media (and technology) including computers. In part I have very strong feelings on this point because I see the media in “media use” as being strongly intermeshed with “technology” and what could more technology-like than all those endless supplies of cell phones that are drowning our world?
On a personal note, in covering the use of cell phones by different groupings of young people under the age of 18, I was glad to see that this report went to the extent of listening rates of use by the different racial and ethnic groupings. This gives me an opportunity I have decided to not forego. The categories should actually be Black, Hispanic and the “Non-Hispanic White” (these are the categories used by the Census Bureau in listing racial and ethnic groups in the United States
The inclusion of the topic “Media Multitasking” is both helpful and essential when dealing with questions of media use by teens and tweens but perhaps is not as up to date as would be ideal. We are very much aware that many in our present day world, including teens and tweens, try to do two, three and more things at once and undoubtedly the figures used in the Rideout work reflect actual practices of teens and tweens so-called multitasking.
At the time Rideout was produced, data (reported on a CBS news report in September 2010) declared that multitasking is not really what is happening when people try to do several things in close proximity in time. Since people can only focus in one thing at a time, only thing is being worked on first and then that task is dropped and attention is then given to the next task. So when students (including teens and tweens) think they can study and talk and listen to music and do all equally well, at the very least, something is not getting done well.
Thinking about these points has made clearer the importance of providing a non-distracting library atmosphere for students and especially the majority of students who already realize that they need silence in which to study. It may come to the need to disregard the rationalizing by some students who insist that they can do good productive studying while carrying on a conversation no matter that they are distracting other students.
Rideout, V.M., Foehr, U.G., & Roberts, D.F.(2010). Generation M2: Media in the lives of 8- to 18-year-olds. Menlo Park , CA
Mary Pedraza
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Responding to Online Bullying
The Boyd Report, a voluminous work, covers such topics as the lives of youth, sexual solicitation of young people and whether these transgressions are committed in connection with the use of the internet or not. The statement is even made that that most cases of sex crimes against children do not involve the Internet at all. The purpose of presenting this information seems unclear to me. Inasmuch as I am not doing research in the fields of sociology or psychology at this time, I am uncertain why it was important for me to be informed that youth who have psychosocial issues, etc are more likely to be victimized than the average youth using the Internet. I only view such statements as being examples of the old “Blame the Victim” response some people offer when learning of the victimization of another person. The reading of this work seems to call for prior training in the methodology offered throughout its numerous pages in order to fully appreciate its full value. Unfortunately the connection between this Boyd Report and the New York Times article “Online bullies pull schools into the fray” was not evident to this reader.
In starting to read the New York Times article “Online bullies pull schools into the fray” it was heartening to me to read about the parents trying to obtain immediate action in protecting their child who had received threatening text messages from another student. These parents were adamant in trying to obtain help from the authorities, whether from the school or from the police. While it turned out that the owner of the phone used to victimize this child was not the guilty party, the important point was that these parents had done all they could to protect their family.
This New York Times article also points out what is known to many readers. The area of law pertaining to cyber bullying is yet quite unsettled. Therefore we can see why schools are not always eager to step into the picture, especially when transgressions are not committed on school premises. This is the case even when both victim and transgressor are part of the school’s student body.
Boyd, D. (2010). Risky Behaviors and Online Safety: A 2010 Literature Review http://www.zephoria.org/files/2010SafetyLitReview.pdf
Hoffman, J. (June 27, 2010 ). Online bullies pull schools into the fray. New York Times. http://www.nytimes.com/2010/06/28/style/28bully.html?pagewanted=all
Mary Pedraza
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264 - Week 10
Gaming: A Choice in the Library
The three pieces of assigned readings for the discussion on the topic of Gaming and Tweens, in school or public library settings all make it very clear that gaming is extremely popular with teens and tweens. As such, library services now make gaming part of the services available to their tween and teen patrons and consequently the number of library users in these age groups continues to increase. In addition to being a draw for younger patrons, the availability of gaming activities at libraries has added to the number of book use in these patron groups.
By making gaming available among library services, libraries provide young library patrons with an opportunity to interact with others when engaged in gaming activities. No longer are libraries just for solitary endeavors. With the addition of gaming, libraries have made it clear that libraries are not confined solely to the collection and presentation of materials and services in book forms.
Libraries are now being used as a learning place in the art of collaboration which today is a very handy skill and one to be practiced as much as possible. When including gaming in outreach activities, libraries are making use of a valuable and effective tool that works well and assures that younger audiences are actually reached and maintained as library users.
Our reading acknowledges the challenge that the genre of gaming presents due to the overly violent nature of a number of gaming offerings. This problem can be one that libraries can turn into an advantage by making gaming selections that are both interesting and much less violent. Thus another choice is offered to patrons while still giving them what interests them.
Lenhart, A., Kahne, J., Middaugh, E., Macgill, A., Evans, C., & Vitak, J. (2008, September). Teens, Video Games and Civics. Washington , D.C.
Czarnecki, K. (2007). A revolution in library service. School Library Journal, 53(5). Available http://www.schoollibraryjournal.com/article/CA6438272.html?q=revolution+in+library+service
Oakley, T. (2008). Circulating video games. School Library Journal, 54(4), available http://www.schoollibraryjournal.com/article/CA6545437.html
Mary Pedraza
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Week 12
Great Library Service Continues With the Age of Tweenhood
In reading Lupa’s reference to programming on page 90, I became more convinced that library services geared towards the service of tweens require, so much, both a subtle and substantial effort. Differentiating between the tween age group of library users and the age group immediately younger in age is vital. They are not the same people at all. Programming for tweens deserves the greatest care and at least as much effort as is put into programming endeavors for any of the library service populations.
While tweens may be viewed by some as just “going through a temporary phase” libraries will do well to focus in depth on this age group. Libraries have done well in serving the very young patron. It would be tragic to drop the ball as these patrons reach the next phase of their lives. The age of tweenhood is one that must be addressed in library programming and addressed well. Library patrons must not be lost at any age due to lack of good services and programming.
Tweens find that their school interests and obligations have begun to expand greatly both in quantity and nature than ever before in their lives. As such it will help to attract tweens if this change in their lives is factored into the library programs geared to them.
By all means maintain the reading materials geared for enjoyment at a very available and attractive level but also focus on assisting tweens with their scholastic endeavors. Make the library one of the most important contributors to the success of tween academic endeavors.
Serving Young Teens and Tweens:
Chapters 4, 5.
Mary Pedraza
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264 - Week 13
The Role of Libraries in Promoting Literary in Tweens
As stated in Teri S. Lesese’s Naked Reading on page 67(Chapter 5), after looking at surveys of student feedback of their thoughts on reading and postreading activities, we need to also work at motivating these students to continue reading and then have them evolve to the point where they for pleasure. It all comes down to accomplishing two teacher and librarian tasks/work exercises at the same time. It is a matter of working at increasing reading by students so that they not only do the reading but become motivated to read on their own. In other words we need to increase our numbers, we, the pleasure reading public.
Libraries can play a major role in promoting reading among their tween patrons by the use of several approaches.
We can start with the development of a collection that appeals to the tween age group. We need to find materials with attractive appearances, that are currently popular with that age group and that are relevant to their life styles. It is essential that if any materials in the collection still have great value and are in tact in readable condition, these materials be considered for recovering efforts.
Lesese also suggests the importance of making changing in the variety of the presentation of reading materials. With constant changes readers are kept intrigued. She suggests that one approach be tried and then when it works to not hang on to that one methods forever but to go on to a fresh new approach. Yes, both teachers and librarians need to keep book presentations fresh for their students and patrons.
Several approaches to help tweens and other students, deal with the widely dreaded book reports assignments can also be adopted by librarians. It would be absolutely helpful if libraries make available copies of different book models for the patrons, including tween aged students, who have already driven themselves wild trying to envision just how to commence that report, even when they really enjoyed their book
Naked Reading
Chapters 3, 5.
Mary Pedraza
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Read an article that addresses an issue related to resources for tweens which we have not addressed or which requires more attention.
That the book review world has changed drastically in the last 15 years is not a surprise to us. We need only search on Amazon and we usually find a number of reader reviews posted right next to the book we are considering as a purchase item.
Book reviews now run the gamut ranging from the established professional reviews offered in the literary journals to the many found on the web, oftentimes in blogs. As a consequence of this shift in book reviews, a number of professional book review entities have unfortunately fallen by the wayside and even the New York Times Book Review, one of the few original book review sources left standing, is now half the size of its former self.
The author of this article, Barbara Hoffert acknowledges that a great number of readers of these new source reviews are not always comfortable with these reviews and we are not surprised when we find ourselves agreeing with these objections. Nevertheless the world of blogs that this article discusses is today’s standing in the book review world and it is actually an opportunity for librarians and educators to seize the moment and as I read the title of this article, I was reminded of a tween service that libraries can offer to this patron group that will have great payoffs in the future for all, including libraries.
That tweens would benefit from practicing their writing skills and would be most likely, if given the opportunity, to write about books and other library materials they enjoyed, occurred to me when I read this article’s title. Libraries are the most likely places in which readers, including tweens, can consider sharing their thoughts about the books they have enjoyed. By involving tweens in this activity they can establish a greater relationship with their libraries and also it may most likely that other tweens would be more receptive from reviews offered by their peers.
Perhaps this sort of approach to library patrons may be ongoing in other locations but I have not seen it carried out in the libraries I have visited. In fact I find that unfortunately not enough is done for tweens. Tweens need their own library spaces, carefully delineated and with their own full time librarians, not librarians that are snatched away for other duties constantly. Tween patrons need much more recognition and respect.
Every Reader a Reviewer
By Barbara Hoffert
Library Journal
Volume 135 No. 14
ISBN 0363-0277
Mary Pedraza
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