Stephen Krashen: Children need food, health care, and books. Not new standards and tests (May 10, 2010) Teacher Magazine.
Krashen is a professor emeritus at USC and a regarded authority children, literacy and language development. This recent article explains his views on school reform and how poverty affects children. Years of research shows that poverty poorly affects students' scores and academic achievement. One of the points that stands out in this article is this one regarding access to books: "children of poverty have very little access to books at home and in their communities, with less access to good public libraries and bookstores. Once again, school is not helping: Children of poverty attend schools with poorly supported classroom libraries and school libraries. Studies confirm that less access to books means lower reading achievement, which makes sense in view of findings that show that self-selected reading is a powerful predictor of reading achievement." He indicates that schools need to provide improved classroom and school libraries, in addition to food and health care. How could I not agree more with the need for (improvd) libraries.
Stephen D. Krashen website
Tuesday, August 3, 2010
Sunday, August 1, 2010
The Truth About Tweens
The Truth About Tweens (10/19/1999) Newsweek Although this article is over ten years old, it provides good information about psychological changes during the tween years and gives parents insights and tips on body changes, sexuality, school, and friends.
It's fun to read the "Guide to Who's Hot", to see what was popular with tweens in 1998; including TV shows and clothing brands, heart throbs, spending money, magazines, influential sources, and what tweens want to know.
The article made me wonder if this was the introduction to the term "tweens" and what has been learned about this group since 1999.
Monday, July 26, 2010
Advocacy for Tweens
On a YALSA blog, March 3, 2010 , Jen Waters, a teen services librarian in Canada, posted an entry entitled “The Trouble with Tweens”. She was feeling that the 10 to 12 year-old tweens are too young for the teen programs in her library and also too young to hang out on the teen floor. She provides good reasons for this: “many of them are not mature enough to be part of the conversations that take place in our No Boys Allowed Club, watch PG 13 movies (that their parents often object to), or discuss novels of the Ellen Hopkins variety”. And, the tweens don’t want to participate in programs designated for 6 to 12 year-olds. Waters is trying out ideas. Her first, to only allow kids to use the teen area if they had a teen card was unsuccessful. Now she’s trying a club only for the 10-12 year olds with ‘teen-ish’ activities, such as Wii, crafts, and movies. Waters is actiely thinking about the developmental issues and needs of the tweens coming to her library and working to provide activities that will be appealing to them. It's useful to see a librarian thinking and working through her process to provide effecting programs.
In Children and Libraries, Summer/Fall 2009, The ALSC News has a feature article entitled "Phase 2 of Kids! Campaign Target Tweens". It provides an overview of ALSCs campaign to help librarians promote services to tweens, grades 5 to 8. Campaign information can be found at ALSC KIDS! @ Your Library. The 'Cool Cash Contest Winners' link provides a list of activities libraries implemented to promote activities to tweens. The Best Practices Wiki has links to initiatives and marketing tools. Helpful information and resources for librarians.
In her Children and Libraries essay "Betwixt and Between: Tweens in the Library" (Spring 2009), Crystal Faris suggests that libraries consider incorporating information learned from the Roper Youth Report Survey and a study by the Gepetto Group to advertise and market to tweens in the library. The Roper Survey indicates "marketers associate this group with the social phenomenon of kids getting older younger because tweens want to be seen as older, to be as cool as the teens they admire". “Roper Youth Report is a syndicated database of tweens (ages 8-12) and teens (ages 13-17) in the US. It has been fielded since 1993 and has 1,000 face-to-face interviews that are balanced to the most recent census by gender and ethnicity.” (http://www.gfk.com/group/services/instruments_and_services/contact_dates/00173/index.en.html)
The Gepetto Group focused on "understanding tweens' reactions to advertising". Faris directly relates this demographic and marketing information when she provides a couple of suggestions for a couple of activities, one focusing on fantasy literature and another - a breakfast club. Unfortunately, Faris only offers these two ideas, with a note that more research is needed.
In Children and Libraries, Summer/Fall 2009, The ALSC News has a feature article entitled "Phase 2 of Kids! Campaign Target Tweens". It provides an overview of ALSCs campaign to help librarians promote services to tweens, grades 5 to 8. Campaign information can be found at ALSC KIDS! @ Your Library. The 'Cool Cash Contest Winners' link provides a list of activities libraries implemented to promote activities to tweens. The Best Practices Wiki has links to initiatives and marketing tools. Helpful information and resources for librarians.
In her Children and Libraries essay "Betwixt and Between: Tweens in the Library" (Spring 2009), Crystal Faris suggests that libraries consider incorporating information learned from the Roper Youth Report Survey and a study by the Gepetto Group to advertise and market to tweens in the library. The Roper Survey indicates "marketers associate this group with the social phenomenon of kids getting older younger because tweens want to be seen as older, to be as cool as the teens they admire". “Roper Youth Report is a syndicated database of tweens (ages 8-12) and teens (ages 13-17) in the US. It has been fielded since 1993 and has 1,000 face-to-face interviews that are balanced to the most recent census by gender and ethnicity.” (http://www.gfk.com/group/services/instruments_and_services/contact_dates/00173/index.en.html)
The Gepetto Group focused on "understanding tweens' reactions to advertising". Faris directly relates this demographic and marketing information when she provides a couple of suggestions for a couple of activities, one focusing on fantasy literature and another - a breakfast club. Unfortunately, Faris only offers these two ideas, with a note that more research is needed.
Almost Grown Up
Almost Grown Up: Tweens often want to change their style or interests to show off their growing maturity (May 2010) by Elizabeth Hartley-Brewer; Scholastic Parent & Child, p. 88.
Hartley-Brewer presents tweens as being in the stage of development where they feel "as if they can do more things than they can't, and they experience a huge boost in confidence". This is a time where they start leaving behind their childhood passions, "in a theatrical show of manufactured maturity".
This short article provides some insights for parents about what to expect from tweens as they change and mature. Tweens will pressure parents for more privacy and space, more freedom in choosing clothes to wear, choosing friends and activities. The author provides suggestions on handling tweens' growing need and desire for independence: grant freedoms gradually, balance the new freedoms with new responsibilities, encourage tween to retain some previous interests, and find something else to change.
The author emphasizes to parents the importance of setting priorities when responding to this time of change, especially when the demands start coming fast, and encouges parents they don't need to respond quickly to these new demands, they can take their time to think through their decisions.
This short article is on point reminding parents of what to expect during this time in their child's life and the suggestions are practical and sensible.
Hartley-Brewer presents tweens as being in the stage of development where they feel "as if they can do more things than they can't, and they experience a huge boost in confidence". This is a time where they start leaving behind their childhood passions, "in a theatrical show of manufactured maturity".
This short article provides some insights for parents about what to expect from tweens as they change and mature. Tweens will pressure parents for more privacy and space, more freedom in choosing clothes to wear, choosing friends and activities. The author provides suggestions on handling tweens' growing need and desire for independence: grant freedoms gradually, balance the new freedoms with new responsibilities, encourage tween to retain some previous interests, and find something else to change.
The author emphasizes to parents the importance of setting priorities when responding to this time of change, especially when the demands start coming fast, and encouges parents they don't need to respond quickly to these new demands, they can take their time to think through their decisions.
This short article is on point reminding parents of what to expect during this time in their child's life and the suggestions are practical and sensible.
Monday, July 19, 2010
Programming & Book Talks for Tweens
Tweens have unique needs that require programming to make them feel like they belong in the library and are part of the library community. Although this can be a fickle population, they are a critical group to reach. A study, Connecting Young Adults and Libraries by Jones, Gorman and Suellentrop in 2004 found that 23% of library patrons are young adults. If tweens are comfortable in a library setting, their feelings will resonate and remain with them through their lives, influencing them to be life-long library users.
Mindy Rhinger reviewed a presentation given by Patrick Jones, one of the authors mentioned above, at a Connecting Young Adults and Libraries Workshop in October 1, 2001. He provided suggestions in programming for students: have a suggestion box and ask opinions of kids who frequent the library, and display a teen-recommended book suggestion with a card noting the person. Jones recommends a YA area that shows youth involvement, with each shelf having space for displays that could be done by teens. Jones stressed that the area should be created for your specific community. Consider the “five P’s”: Potential Audiences, Products, Price, Place, and Promotion. Whild libraries don't need to consider price, I find it a good formula for librarians to use when creating spaces that will appeal to tweens.
If programming connects with tweens’ developmental stages, it will be more effective. In Serving Young Teens and ‘Tweens, Anderson (2007) provides a list of suggestions for libraries to employ. Of these, I think that the most powerful would be to have tweens help with program preparation, offer interesting, organized activities, and provide a library setting that is supportive of learning (homework help). Further, teacher-librarians should be on the forefront of integrating technology into curriculum units. They play and essential role in providing instruction and support to students in completing assignments. I've had extensive personal experience with this; having students see me, the librarian, as a support is very powerful and affects how they perceive the library. Anderson says that “tweens seek creative outlets, self-expression, physical activity and meaningful activities” (p.90). This is true for people in general, but it seems to be a critical time to provide a comfortable and supportive environment for tweens as they express their emerging and expanding interests and talents.
Sheila Anderson (2007) provides a comprehensive chapter on giving book talks. She provides insights from readers' advisory experts, who refer to the elements of books that youth enjoy as "appeal characteristics"; "the elements of pacing, characterization, storyline and frame, or as Nancy Pearl dubs them story, character, setting and language" (p. 117). When planning, the librarian should capitalize on "appeal characteristics" to enhance the book. Anderson also suggests using performance techniques, such as facial expressions, body movements, vocal effects and props. Addressing these elements when planning a book talk could only enhance its appeal to tweens.
Go to BookTalks and More wiki to learn more about making booktalks and booktrailers.
Mindy Rhinger reviewed a presentation given by Patrick Jones, one of the authors mentioned above, at a Connecting Young Adults and Libraries Workshop in October 1, 2001. He provided suggestions in programming for students: have a suggestion box and ask opinions of kids who frequent the library, and display a teen-recommended book suggestion with a card noting the person. Jones recommends a YA area that shows youth involvement, with each shelf having space for displays that could be done by teens. Jones stressed that the area should be created for your specific community. Consider the “five P’s”: Potential Audiences, Products, Price, Place, and Promotion. Whild libraries don't need to consider price, I find it a good formula for librarians to use when creating spaces that will appeal to tweens.
If programming connects with tweens’ developmental stages, it will be more effective. In Serving Young Teens and ‘Tweens, Anderson (2007) provides a list of suggestions for libraries to employ. Of these, I think that the most powerful would be to have tweens help with program preparation, offer interesting, organized activities, and provide a library setting that is supportive of learning (homework help). Further, teacher-librarians should be on the forefront of integrating technology into curriculum units. They play and essential role in providing instruction and support to students in completing assignments. I've had extensive personal experience with this; having students see me, the librarian, as a support is very powerful and affects how they perceive the library. Anderson says that “tweens seek creative outlets, self-expression, physical activity and meaningful activities” (p.90). This is true for people in general, but it seems to be a critical time to provide a comfortable and supportive environment for tweens as they express their emerging and expanding interests and talents.
Sheila Anderson (2007) provides a comprehensive chapter on giving book talks. She provides insights from readers' advisory experts, who refer to the elements of books that youth enjoy as "appeal characteristics"; "the elements of pacing, characterization, storyline and frame, or as Nancy Pearl dubs them story, character, setting and language" (p. 117). When planning, the librarian should capitalize on "appeal characteristics" to enhance the book. Anderson also suggests using performance techniques, such as facial expressions, body movements, vocal effects and props. Addressing these elements when planning a book talk could only enhance its appeal to tweens.
Go to BookTalks and More wiki to learn more about making booktalks and booktrailers.
Saturday, July 17, 2010
ITVS: Going on 13
(July 17, 2010) This morning, I watched Going on 13 on PBS by Kristy Guevara-Flanagan and Dawn Valadez, which originally premiered August 30, 2009. This contemporary documentary follows four girls of color living in urban areas of the San Francisco Bay Area from the age of nine to their thirteenth birthday. The camera follows each girl at home, with her family members, in her neighborhood and at school.
African-American Ariana lives in a poor area in West Oakland. She enjoys being a tomboy to dreams of being a lawyer. Esmeralda, Mexican-American, deals with self-esteem and talks about her boyfriend. Rosie is mixed-race Latina, deals with a mother who has Post Traumatic Stress Syndrome. Over time she grows more alienated and uses books as her escape. Isha, an immigrant from India, is caught between her traditional family and exploring teen chat rooms using names she's made up.
Personal interviews with the girls in their natural settings provide a glimpse of their diverse perspectives, insights and personal reflections. They talk about their dreams for the future, sex, what it means to get older, responsibilities and self-esteem.
The film is a rare and intimate look at tweens as they develop in to adolescence and experience changes. Presenting the day-to-day reality of tween girls negotiating life, this film shows the different realities facing contemporary urban tweens. The film's authenticity provides insights into this sometimes confusing and difficult time of life.
African-American Ariana lives in a poor area in West Oakland. She enjoys being a tomboy to dreams of being a lawyer. Esmeralda, Mexican-American, deals with self-esteem and talks about her boyfriend. Rosie is mixed-race Latina, deals with a mother who has Post Traumatic Stress Syndrome. Over time she grows more alienated and uses books as her escape. Isha, an immigrant from India, is caught between her traditional family and exploring teen chat rooms using names she's made up.
Personal interviews with the girls in their natural settings provide a glimpse of their diverse perspectives, insights and personal reflections. They talk about their dreams for the future, sex, what it means to get older, responsibilities and self-esteem.
The film is a rare and intimate look at tweens as they develop in to adolescence and experience changes. Presenting the day-to-day reality of tween girls negotiating life, this film shows the different realities facing contemporary urban tweens. The film's authenticity provides insights into this sometimes confusing and difficult time of life.
Wednesday, July 14, 2010
Wired and Plugged In
Goodstein, Anastasia (2007). Totally Wired. New York, NY: St. Martin's Griffin.
Goodstein begins her book with "Meet a Totally Wired Teen" and reflects on the day in the life of a contemporary teen, noting the teens extensive and continuous use of technology. She feels that teens have not changed much. Technology is used to carry out similar activities, such as listening to music, journaling (blogging) and expanded the venues of talking to texting, instant messaging, and e-mailing. In the chapter, "Finding Their Space: Social-Networking Sites" she sees teens "hanging out" on social networking sites such as FaceBook and MySpace, using them as venues for self-promotion, sharing interests, talking about their offline lives and hooking up.
The volume and variety of technologies used by teens has greatly increased and intensified. As I can see and understand Goodstein's view, I think technology has a powerful influence on how teens and tweens interact with the world. It seems that technology, especially mobile technology, is an extension of their being or a part of their being. Many tweens and teens constantly carry and use mobile devices, allowing them to be connected to others, to music, videos, broadcasts and podcasts. This readily available technology becomes another live being in the room.
A CBS TV News report, “Todays Plugged in Tweens", on the Kaiser Family Foundation’s (KFF) report “Generation M2: Media in the LIves of 8 to 18-year-olds" published in January 2010 verifies the increase of technology in the lives of tweens and teens. The KFF indicates that this report “is the third in a series of large-scale, nationally representative surveys by the Foundation about young people’s media use”. The KFF’s news release indicates that 8-18 year-olds devote an average of 7 hours and 38 minutes to using entertainment media across a typical day and spend most of that time multi-tasking with more than one medium. The amount of time spent with media increased by an hour and seventeen minutes a day over the past five years, from 6 hours, 21 minutes in 2004 to 7 hours, 38 minutes today. This survey indicates that ready access to mobile multi-media devices is increasing consumption. About 30% of kids have no parental rules imposed on them about time watching TV or playing video games and less than 50% of the kids have parental rules guiding content in TV shows, music or video games. Over 60% of youth indicate that the TV is on during meals and 70% of youth have a TV in their room. The survey found that heavy media users (more than 16 hours a day) get lower grades.
Goodstein begins her book with "Meet a Totally Wired Teen" and reflects on the day in the life of a contemporary teen, noting the teens extensive and continuous use of technology. She feels that teens have not changed much. Technology is used to carry out similar activities, such as listening to music, journaling (blogging) and expanded the venues of talking to texting, instant messaging, and e-mailing. In the chapter, "Finding Their Space: Social-Networking Sites" she sees teens "hanging out" on social networking sites such as FaceBook and MySpace, using them as venues for self-promotion, sharing interests, talking about their offline lives and hooking up.
The volume and variety of technologies used by teens has greatly increased and intensified. As I can see and understand Goodstein's view, I think technology has a powerful influence on how teens and tweens interact with the world. It seems that technology, especially mobile technology, is an extension of their being or a part of their being. Many tweens and teens constantly carry and use mobile devices, allowing them to be connected to others, to music, videos, broadcasts and podcasts. This readily available technology becomes another live being in the room.
A CBS TV News report, “Todays Plugged in Tweens", on the Kaiser Family Foundation’s (KFF) report “Generation M2: Media in the LIves of 8 to 18-year-olds" published in January 2010 verifies the increase of technology in the lives of tweens and teens. The KFF indicates that this report “is the third in a series of large-scale, nationally representative surveys by the Foundation about young people’s media use”. The KFF’s news release indicates that 8-18 year-olds devote an average of 7 hours and 38 minutes to using entertainment media across a typical day and spend most of that time multi-tasking with more than one medium. The amount of time spent with media increased by an hour and seventeen minutes a day over the past five years, from 6 hours, 21 minutes in 2004 to 7 hours, 38 minutes today. This survey indicates that ready access to mobile multi-media devices is increasing consumption. About 30% of kids have no parental rules imposed on them about time watching TV or playing video games and less than 50% of the kids have parental rules guiding content in TV shows, music or video games. Over 60% of youth indicate that the TV is on during meals and 70% of youth have a TV in their room. The survey found that heavy media users (more than 16 hours a day) get lower grades.
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