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.
Fashion Blogging & Shopping Hauls
Media influences are common, everyday occurrences in tweens lives. Media venues such as YouTube and blogging provide formats for tweens and teens to comment on shopping and fashion. Of recent note are reports on shopping "hauls" and fashion blogging. Peer influences are already strong in tweens lives, media targets and enhances these influences.
ABC Good Morning America (GMA)'s report "Girls Gone Viral: Online Fame from Shopping" about "teen hauls", where girls record their shopping sprees and post them YouTube. The GMA reporter indicates "this technology trend is turning amateur bloggers into tween tycoons". These 'haul' activities have been incredibly successful, getting millions of hits, being pursued by companies and marketers. Some girls have gotten sponsors with large paychecks. YouTube does require that anyone with a sponsor must disclose that information on the video. GMA staff follows two of the trends biggest stars on a shopping to Forever 21; the girls shop and then comment on their 'haul'. Once, hours after they post about a watch, the watch sold out and the website crashed.
Haul posting are not limited to teens posting. A search on YouTube for tweens also turned up posts with tweens shopping and commenting. The teens featured in the GMA report have posted "haul" videos with their 7-year-old sister as well. The ease of posting is making this activity more widespread.
Further in the Girls Gone Viral article, are comments by Shishir Mehrotra, director of Product Management at YouTube. "Mehrotra scours YouTube looking for top talent. When he finds a vlogger who has cultivated a large following, he'll offer a YouTube partnership to them. The YouTube Partner Program allows budding entrepreneurs to get paid to make videos and pocket a cut of the ad revenue." The search for influential youth to market items and content seems to be pervasive. I noted similar endeavors in a another post, The Tween Market.
Another influential media source for fashion is 13-year old Tavi Gevinson who posts on her blog, The Style Rookie. Many news articles can be found about Tavi, but one I found interesting was by The Business of Fashion where they note that Tavi spoke at an Evolving Influence Fashion Blog conference. Tavi has been invited to New York's Fashion Week and seems to be the teen fashion professionals are keeping in tap with.
ABC Good Morning America (GMA)'s report "Girls Gone Viral: Online Fame from Shopping" about "teen hauls", where girls record their shopping sprees and post them YouTube. The GMA reporter indicates "this technology trend is turning amateur bloggers into tween tycoons". These 'haul' activities have been incredibly successful, getting millions of hits, being pursued by companies and marketers. Some girls have gotten sponsors with large paychecks. YouTube does require that anyone with a sponsor must disclose that information on the video. GMA staff follows two of the trends biggest stars on a shopping to Forever 21; the girls shop and then comment on their 'haul'. Once, hours after they post about a watch, the watch sold out and the website crashed.
Haul posting are not limited to teens posting. A search on YouTube for tweens also turned up posts with tweens shopping and commenting. The teens featured in the GMA report have posted "haul" videos with their 7-year-old sister as well. The ease of posting is making this activity more widespread.
Further in the Girls Gone Viral article, are comments by Shishir Mehrotra, director of Product Management at YouTube. "Mehrotra scours YouTube looking for top talent. When he finds a vlogger who has cultivated a large following, he'll offer a YouTube partnership to them. The YouTube Partner Program allows budding entrepreneurs to get paid to make videos and pocket a cut of the ad revenue." The search for influential youth to market items and content seems to be pervasive. I noted similar endeavors in a another post, The Tween Market.
Another influential media source for fashion is 13-year old Tavi Gevinson who posts on her blog, The Style Rookie. Many news articles can be found about Tavi, but one I found interesting was by The Business of Fashion where they note that Tavi spoke at an Evolving Influence Fashion Blog conference. Tavi has been invited to New York's Fashion Week and seems to be the teen fashion professionals are keeping in tap with.
The Tween Market
"The Tween Market" of the Media Awareness Network notes "the marketing industry is forcing tweens to grow up quickly. Industry research reveals that children 11 and older don't consider themselves children anymore. The Toy Manufacturers of America have changed their target market from birth to 14, to birth to ten years of age." "A 2000 report from the Federal Trade Commission in the U.S. revealed how Hollywood routinely recruits tweens (some as young as nine) to evaluate its story concepts, commercials, theatrical trailers and rough cuts for R-rated movies" Companies market to "cool", going so far as to use "cool hunters" or "cultural spies" to find the latest trend to capitalize on. Trendhunter Magazine shows evidence of this marketing strategy. Further there are efforts on the part of companies to target and groom children and tweens to be the next big celebrity. "Tweenriffic Male Stars" shows tween males being targeted for grooming and marketing to girls. These marketing actions are a reality; we need to be informed and aware of their impact on children.
Fashion marketers use young models provocative campaigns to sell their clothes. Abercrombie & Fitch advertising stands out, with their large posters and shopping bags featuring scantily clad youth. I have found these ads quite disturbing, especially with the shopping bags showing up in many locations and thus exposing inappropriate, sexy images to children.
Historically, media messages toward girls predominately promote girls as interested in fashion, shopping, boys, and celebrities; while boys are interested in sports, video games, hanging out and cars. Marketers exploit these stereotypes through ads and products. Packaging gender and childhood is a marketing strategy that continues to be capitalized on and an issue we need to be aware of.
Further reading. Students in Libr 210 posted these articles:
"Tween Girls Bombarded with Unhealthy Messages". Corporations are using sex to sell to tweens, pushing items to these vulnerable and easily-influenced children who, by and large, want to be and act older. This is a disturbing notion should alert parents and educators to the need to find ways to help develop tweens's esteem and to become more informed.
Marketing and Tweens from Businessweek; provides more insights on the various tween markets and indicating "marketers have been quick to notice that the growing distinctions between childhood ages are pronounced enough to warrant products, services, retail stores and marketing tactics specific to the "bridger" age" and parental involvement.
Fashion marketers use young models provocative campaigns to sell their clothes. Abercrombie & Fitch advertising stands out, with their large posters and shopping bags featuring scantily clad youth. I have found these ads quite disturbing, especially with the shopping bags showing up in many locations and thus exposing inappropriate, sexy images to children.
Historically, media messages toward girls predominately promote girls as interested in fashion, shopping, boys, and celebrities; while boys are interested in sports, video games, hanging out and cars. Marketers exploit these stereotypes through ads and products. Packaging gender and childhood is a marketing strategy that continues to be capitalized on and an issue we need to be aware of.
Further reading. Students in Libr 210 posted these articles:
"Tween Girls Bombarded with Unhealthy Messages". Corporations are using sex to sell to tweens, pushing items to these vulnerable and easily-influenced children who, by and large, want to be and act older. This is a disturbing notion should alert parents and educators to the need to find ways to help develop tweens's esteem and to become more informed.
Marketing and Tweens from Businessweek; provides more insights on the various tween markets and indicating "marketers have been quick to notice that the growing distinctions between childhood ages are pronounced enough to warrant products, services, retail stores and marketing tactics specific to the "bridger" age" and parental involvement.
Wednesday, June 30, 2010
Access to Books, Considering All Populations
Lesesne, Teri S. (2006). Naked Reading. Maine: Stenhouse Publishers.
Lesesne's chapter 4 "How Can We Energize Tweens? T-A-R-G-E-T: Six Ways for Teachers to Reconnect Kids to Books" provides useful suggestions for teachers and teacher-librarians to draw readers back to reading. These ideas can also be used to entice a nonreader to read. The TARGET acronym is a handy reference. Lesesne suggests building trust ("T") with students by getting to know them. This can be done through interest surveys and checklists to gather information on interests, attitudes, and reading habits; surveys should be given in a brief format to increase the likelihood of responses. Having experience with administering surveys, short and quick is very effective; I've used index cards with one or two questions to answer and surveymonkey.com with less than 8 questions. Also, in the area of trust, she recommends that you do not suggest books to students that will address their current problem, for "bibliotherapy", or make every book a lesson, both can be discouraging to the student.
A is for access, which reminds us that it is essential that students have access to books at all times. There's research showing the relationship between access to books and students' academic achievement: Stephen D. Krashen's "Access to Books is the First Step" and Science Daily's "Books in Home..." . Reading materials should be provided in a variety of formats, with varying levels of text and content complexity, in an array of fiction and nonfiction genres, with appealing covers and titles, of different lengths. Also, having books that appeal across generations is helpful for transgenerational reading.
Teachers and librarians need to be enthusiastic about reading and provide different venues for reading, for free and structured reading times. I worked with a teacher who would have reading and writing cafes, where students were able to have a drink, stretch out around the room and read or write freely. It was a wonderful and the students enjoyed it.
The TARGET approaches are applicable to use with nonreaders and readers alike. They also provide a useful approach for reaching out to many different people in the community, including individuals who may not be well represented in a given community (i.e., LGBTQ, homeless, foster youth, disabled, specific ethnic or cultural groups, etc.). Articles such as "Recession Drives Surge in Youth Runaways", "Partnership with health department has directed more than 150 people to social services" , and "Coming Out in Middle School" show us some of these groups. A review of community profiles is another way to gather information about community members. The American Community Survey of the US Census is one place to review such data, as well as school profiles posted by districts and state departments of education.
Lesesne's chapter 4 "How Can We Energize Tweens? T-A-R-G-E-T: Six Ways for Teachers to Reconnect Kids to Books" provides useful suggestions for teachers and teacher-librarians to draw readers back to reading. These ideas can also be used to entice a nonreader to read. The TARGET acronym is a handy reference. Lesesne suggests building trust ("T") with students by getting to know them. This can be done through interest surveys and checklists to gather information on interests, attitudes, and reading habits; surveys should be given in a brief format to increase the likelihood of responses. Having experience with administering surveys, short and quick is very effective; I've used index cards with one or two questions to answer and surveymonkey.com with less than 8 questions. Also, in the area of trust, she recommends that you do not suggest books to students that will address their current problem, for "bibliotherapy", or make every book a lesson, both can be discouraging to the student.
A is for access, which reminds us that it is essential that students have access to books at all times. There's research showing the relationship between access to books and students' academic achievement: Stephen D. Krashen's "Access to Books is the First Step" and Science Daily's "Books in Home..." . Reading materials should be provided in a variety of formats, with varying levels of text and content complexity, in an array of fiction and nonfiction genres, with appealing covers and titles, of different lengths. Also, having books that appeal across generations is helpful for transgenerational reading.
Teachers and librarians need to be enthusiastic about reading and provide different venues for reading, for free and structured reading times. I worked with a teacher who would have reading and writing cafes, where students were able to have a drink, stretch out around the room and read or write freely. It was a wonderful and the students enjoyed it.
The TARGET approaches are applicable to use with nonreaders and readers alike. They also provide a useful approach for reaching out to many different people in the community, including individuals who may not be well represented in a given community (i.e., LGBTQ, homeless, foster youth, disabled, specific ethnic or cultural groups, etc.). Articles such as "Recession Drives Surge in Youth Runaways", "Partnership with health department has directed more than 150 people to social services" , and "Coming Out in Middle School" show us some of these groups. A review of community profiles is another way to gather information about community members. The American Community Survey of the US Census is one place to review such data, as well as school profiles posted by districts and state departments of education.
Tuesday, June 22, 2010
Serving Tweens in the Library & Brain-Compatible Considerations
Anderson, Sheila B. (2007) Serving Young Teens and ‘Tweens. Connecticut: Libraries Unlimited.
Lesesne, Teri S. (2006). Naked Reading. Maine: Stenhouse Publishers.
Learning to read, involves learning the words and making sense of the text. Reading is a way to get information. Educators and librarians must find ways to facilitate efforts to move children beyond basic literacy skills, to enjoy more age- and developmentally-appropriate, interesting and challenging text. Reading is a way venue to provide young teens with information related to cognitive and emotional growth. Brain research indicates that the brain is still changing and developing through the teen years. (p. 33, Anderson).
Edutopia.org features information about Raleigh Philp, teacher and author of Engaging 'Tweens and Teens: A Brain-Compatible Approach to Reaching Middle and High School Students (2007), who uses brain research to develop instruction approaches for teachers to use. Research shows “that teenagers still relies on a more reactive, gut-instinct part of the brain, the amygdala, which handles emotions and memories associated with emotion” (http://www.edutopia.org/classroom-management-learning-states-teenagers-interview ). Philp points out that most middle school students are incapable of consistence in their emotions, they can vacillate from loving you one day to hating you the next. He states that “middle school teachers need to recognize that this is the outward manifestation of a brain that is undergoing profound changes”. PBS provides great information at "Inside the Teenage Brain" and "The Teen Brain: It's Just Not Grown Up Yet".
According to Dr. Thomas Greenspon (p. 66, Anderson), early adolescent development involves the following facets: social development –family and peers; intellectual- abstract thinking and decision-making; focus and self-direction; adventure and curiosity; sexuality and relationships; self-regulation and self-definition. Each of these can impact reading interests in tweens. Further, Dr. Eliza Dresang (p.81, Anderson) describes three types of “radical change” in books caused by “technology, expansions in formats and more acceptance of what should be available for young readers”; expanding the topics and materials with changing perspectives and boundaries. It is important to provide materials for tweens that address the different areas and in a variety of formats (graphic novels, verse, texting style, screenplays, magazines, etc.). These radical changes influence young readers interests in reading material for older teens. Anderson provides book lists to address the different areas. Lesesne (2006) also provides lists of magazines and humorous books and discusses teens interests in comics and horror/supernatural.
In order to serve students well, Anderson stresses the absolute necessity for librarians to embrace technology, as this is the avenue to provide information to tweens and teens. There’s a vast amount of digital resources for tweens and a variety of electronic tools to use. Tweens need to learn to efficient to retrieve information and safe ways to use it.
Partnerships between school and public libraries are also essential, as well as collaborations between teacher librarians and teachers on classroom activities. Providing a variety of materials is also critical; Anderson provides bibliographies of books that address various topics: growing up, religion and spirituality, dealing with family and friends, earning money and volunteering, academic and personal success, personal style, hobbies and interests, looking good and staying fit and true stories.
Lesesne, Teri S. (2006). Naked Reading. Maine: Stenhouse Publishers.
Learning to read, involves learning the words and making sense of the text. Reading is a way to get information. Educators and librarians must find ways to facilitate efforts to move children beyond basic literacy skills, to enjoy more age- and developmentally-appropriate, interesting and challenging text. Reading is a way venue to provide young teens with information related to cognitive and emotional growth. Brain research indicates that the brain is still changing and developing through the teen years. (p. 33, Anderson).
Edutopia.org features information about Raleigh Philp, teacher and author of Engaging 'Tweens and Teens: A Brain-Compatible Approach to Reaching Middle and High School Students (2007), who uses brain research to develop instruction approaches for teachers to use. Research shows “that teenagers still relies on a more reactive, gut-instinct part of the brain, the amygdala, which handles emotions and memories associated with emotion” (http://www.edutopia.org/classroom-management-learning-states-teenagers-interview ). Philp points out that most middle school students are incapable of consistence in their emotions, they can vacillate from loving you one day to hating you the next. He states that “middle school teachers need to recognize that this is the outward manifestation of a brain that is undergoing profound changes”. PBS provides great information at "Inside the Teenage Brain" and "The Teen Brain: It's Just Not Grown Up Yet".
According to Dr. Thomas Greenspon (p. 66, Anderson), early adolescent development involves the following facets: social development –family and peers; intellectual- abstract thinking and decision-making; focus and self-direction; adventure and curiosity; sexuality and relationships; self-regulation and self-definition. Each of these can impact reading interests in tweens. Further, Dr. Eliza Dresang (p.81, Anderson) describes three types of “radical change” in books caused by “technology, expansions in formats and more acceptance of what should be available for young readers”; expanding the topics and materials with changing perspectives and boundaries. It is important to provide materials for tweens that address the different areas and in a variety of formats (graphic novels, verse, texting style, screenplays, magazines, etc.). These radical changes influence young readers interests in reading material for older teens. Anderson provides book lists to address the different areas. Lesesne (2006) also provides lists of magazines and humorous books and discusses teens interests in comics and horror/supernatural.
In order to serve students well, Anderson stresses the absolute necessity for librarians to embrace technology, as this is the avenue to provide information to tweens and teens. There’s a vast amount of digital resources for tweens and a variety of electronic tools to use. Tweens need to learn to efficient to retrieve information and safe ways to use it.
Partnerships between school and public libraries are also essential, as well as collaborations between teacher librarians and teachers on classroom activities. Providing a variety of materials is also critical; Anderson provides bibliographies of books that address various topics: growing up, religion and spirituality, dealing with family and friends, earning money and volunteering, academic and personal success, personal style, hobbies and interests, looking good and staying fit and true stories.
Tuesday, June 15, 2010
Middle Schools and ‘Tweens
Juvonen, Jaana; Le, Vi-Nhuan; Kaganoff, Tessa; Augustine, Catherine; and Constant, Louay (2004). Focus on the Wonder Years: challenges facing the american middle school. RAND Education for the Edna McConnell Clark Foundation
It’s interesting to consider the history of middle schools in the United States and the role they have played in regards to tweens. Junior high schools, for 7th and 8th graders were developed at the turn of the 20th Century as a response to the societal pressures of increased enrollment in primary schools from immigration, the demand for a more educated class brought on by industrialization, and pressure from colleges to provide college preparatory classes for students starting at grade 7. The first junior highs emulated high schools and experienced failure, with only a third of the students making it to 9th grade. Regardless, the number of junior high schools increased exponentially from 1922 to 1938. The 1960’s showed a growing dissatisfaction with the structure of junior high school instruction, encouraging more focus on exploration and integration During the 1980s,the concept of a middle school emerged and aimed at serving 6th through 8th graders. New approaches toward serving the ‘whole child’ were being developed, to provide full-service to facilitate the development of young teens (Juvonen, et.al, 2004). These derived from the concern that problems existed for young teens from the ‘nature’ of the transition to a middle school – “teens undergo changes in school environment as they are going through major social, psychological, physical and cognitive changes. (p.14).
The National Middle School Association (NMSA) identified “components that need to be implemented for schools to be developmentally responsive:
Curriculum – challenging, integrative, exploratory
Varied teaching and learning approaches
Assessment and evaluation that promote learning
Flexible organizational structures
Programs and policies that foster health, wellness, safety
Comprehensive guidance and support services”
The report emphasizes that middle schools provide students with a balance of support and academic rigor, through creating small school learning communities where personal relationships between adults and students are developed and student’s academics are closely monitored. It also argues that schools configured for grades K through 8 are better than middle schools for tweens. This would reduce the number of transitions tweens would need to deal with in comparison to going from elementary self-contained classrooms, to middle school with different teachers.
This informative and interesting report reflects on the evolution of middle schools and the structure of their services. The notion of middle schools provides some insight in how tween students are viewed. From my experiences of working in middle schools, the staff have a definite preference and personality to work with this age group. They find them challenging yet fun, interesting yet frustrating; full of energy, emotion and hormones.
Additional reading: Scholastic in “Making the Transition: Help your child navigate these typical middle school challenges” by Margery D. Rosen provides suggestions for parents to assist their child in the new experiences that occur in middle school.
It’s interesting to consider the history of middle schools in the United States and the role they have played in regards to tweens. Junior high schools, for 7th and 8th graders were developed at the turn of the 20th Century as a response to the societal pressures of increased enrollment in primary schools from immigration, the demand for a more educated class brought on by industrialization, and pressure from colleges to provide college preparatory classes for students starting at grade 7. The first junior highs emulated high schools and experienced failure, with only a third of the students making it to 9th grade. Regardless, the number of junior high schools increased exponentially from 1922 to 1938. The 1960’s showed a growing dissatisfaction with the structure of junior high school instruction, encouraging more focus on exploration and integration During the 1980s,the concept of a middle school emerged and aimed at serving 6th through 8th graders. New approaches toward serving the ‘whole child’ were being developed, to provide full-service to facilitate the development of young teens (Juvonen, et.al, 2004). These derived from the concern that problems existed for young teens from the ‘nature’ of the transition to a middle school – “teens undergo changes in school environment as they are going through major social, psychological, physical and cognitive changes. (p.14).
The National Middle School Association (NMSA) identified “components that need to be implemented for schools to be developmentally responsive:
Curriculum – challenging, integrative, exploratory
Varied teaching and learning approaches
Assessment and evaluation that promote learning
Flexible organizational structures
Programs and policies that foster health, wellness, safety
Comprehensive guidance and support services”
The report emphasizes that middle schools provide students with a balance of support and academic rigor, through creating small school learning communities where personal relationships between adults and students are developed and student’s academics are closely monitored. It also argues that schools configured for grades K through 8 are better than middle schools for tweens. This would reduce the number of transitions tweens would need to deal with in comparison to going from elementary self-contained classrooms, to middle school with different teachers.
This informative and interesting report reflects on the evolution of middle schools and the structure of their services. The notion of middle schools provides some insight in how tween students are viewed. From my experiences of working in middle schools, the staff have a definite preference and personality to work with this age group. They find them challenging yet fun, interesting yet frustrating; full of energy, emotion and hormones.
Additional reading: Scholastic in “Making the Transition: Help your child navigate these typical middle school challenges” by Margery D. Rosen provides suggestions for parents to assist their child in the new experiences that occur in middle school.
Tween Fact Sheets and Health Sites
US Department of Health and Human Services Centers for Disease Control and Prevention (2009 ) “Audience Insights - Communicating to Tweens (Ages 9 – 12)”
Very informative fact sheet which describes tweens and their lifestyle, compares tweens with teens, provides facts related to their use of technology and the internet, gives data about their media habits and their behavior as consumers. Suggestions on communicating about health-related topics are provided.
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USDA’s Nutrition.gov site provides information and links about health, fitness, nutrition, peer pressure, and more at "Life Stages for Tweens and Teens" and Nemours “TeensHealth”.
Both sites are provide information in attractive and accessible formats that would appeal to tweens. A good source for teens to get sensitive information.
Very informative fact sheet which describes tweens and their lifestyle, compares tweens with teens, provides facts related to their use of technology and the internet, gives data about their media habits and their behavior as consumers. Suggestions on communicating about health-related topics are provided.
-----------------------
USDA’s Nutrition.gov site provides information and links about health, fitness, nutrition, peer pressure, and more at "Life Stages for Tweens and Teens" and Nemours “TeensHealth”.
Both sites are provide information in attractive and accessible formats that would appeal to tweens. A good source for teens to get sensitive information.
Tweens, Media and Marketing
Tweens and Media: What's Too Adult?
NPR All Things Considered produced “Tweens and Media: What’s Too Adult?” (August 1, 2006) by Lynn Neary. Retrieved June 15, 2010 from http://www.npr.org/templates/story/story.php?storyId=5595146
The notion that tweens are media-savvy and tech-proficient, while still young enough to engage in imaginative play is discussed. Visual and auditory media present tweens with a large degree of sexual content that tweens, developmentally, are too young to process and understand. Diane Levin, a professor at Wheelock College in Boston, has written a book about this subject, exploring the affects of the sexual images and messages on young teens.
YouTube has her appearance on the Today Show - “So Sexy So Soon”. Levin, along with her co-writer, Jean Kilbourne presented at Campaign for a Commercial-Free Childhood summit including in their presentation the changes in media and how sexual content is marketed; click here.
Levin, Diane E. and Kilbourne, Jean (2010). So Sexy, So Soon: The Sexualization of in commercial culture. Retrieved June 15, 2010 from the Campaign for a Commercial-Free Childhood website http://www.commercialexploitation.org/articles/4thsummit/levin.htm
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How to Hype-Proof Your Tween
Kluger, Jeffrey “How to Hype-Proof Your Tween: marketers want to sell stuff (lots of stuff to your kid. Here’s how to short-circuit their ‘spend more’ messages” (2010). Retrieved June 15, 2010 from the Good Housekeeping magazine website at http://www.goodhousekeeping.com/family/teens/tween-shopping-peer-pressure-3
This article gives a thorough perspective on tweens and marketing approaches that target their market. It explains how advertising influences the trend in tween spending, which is about $50 billion a year. In addition, parents and others spend $170 billion a year on tweens. Peer pressure and parents play a role in tweens’ purchasing behavior.
The author suggests to parents’ that they be aware when they are giving out material rewards to their child and when they are worn down from constant begging for items. Interestingly, “marketers deliberately rally pester-power to work on parental soft spots”.
Kluger recommends teaching kids to be critical thinkers and suggests that conversation about marketing manipulation is very powerful. This conversation could include discussing what a commercial urged them to buy and information about product placement in shows. A couple of good websites that were suggested Admongo and PBS Kids - Don’t It. Both are interactive, appealing and informative. More practical tips include setting limits, trying procrastination and providing pocket money. Kluger ends by saying that “no parent ever fully prevails in the commercial wars of the tween years”, which gives insight to how powerful advertising and marketing are to this population.
The influence of marketing and advertising is incredibly far reaching - affecting tweens’ choices and interests in fashion, brands, activities, music, sports, games, entertainment, television shows, books, websites and social media. It also affects relationships, school behavior and social behavior. Tweens want to emulate what they see and watch.
NPR All Things Considered produced “Tweens and Media: What’s Too Adult?” (August 1, 2006) by Lynn Neary. Retrieved June 15, 2010 from http://www.npr.org/templates/story/story.php?storyId=5595146
The notion that tweens are media-savvy and tech-proficient, while still young enough to engage in imaginative play is discussed. Visual and auditory media present tweens with a large degree of sexual content that tweens, developmentally, are too young to process and understand. Diane Levin, a professor at Wheelock College in Boston, has written a book about this subject, exploring the affects of the sexual images and messages on young teens.
YouTube has her appearance on the Today Show - “So Sexy So Soon”. Levin, along with her co-writer, Jean Kilbourne presented at Campaign for a Commercial-Free Childhood summit including in their presentation the changes in media and how sexual content is marketed; click here.
Levin, Diane E. and Kilbourne, Jean (2010). So Sexy, So Soon: The Sexualization of in commercial culture. Retrieved June 15, 2010 from the Campaign for a Commercial-Free Childhood website http://www.commercialexploitation.org/articles/4thsummit/levin.htm
-----------------
How to Hype-Proof Your Tween
Kluger, Jeffrey “How to Hype-Proof Your Tween: marketers want to sell stuff (lots of stuff to your kid. Here’s how to short-circuit their ‘spend more’ messages” (2010). Retrieved June 15, 2010 from the Good Housekeeping magazine website at http://www.goodhousekeeping.com/family/teens/tween-shopping-peer-pressure-3
This article gives a thorough perspective on tweens and marketing approaches that target their market. It explains how advertising influences the trend in tween spending, which is about $50 billion a year. In addition, parents and others spend $170 billion a year on tweens. Peer pressure and parents play a role in tweens’ purchasing behavior.
The author suggests to parents’ that they be aware when they are giving out material rewards to their child and when they are worn down from constant begging for items. Interestingly, “marketers deliberately rally pester-power to work on parental soft spots”.
Kluger recommends teaching kids to be critical thinkers and suggests that conversation about marketing manipulation is very powerful. This conversation could include discussing what a commercial urged them to buy and information about product placement in shows. A couple of good websites that were suggested Admongo and PBS Kids - Don’t It. Both are interactive, appealing and informative. More practical tips include setting limits, trying procrastination and providing pocket money. Kluger ends by saying that “no parent ever fully prevails in the commercial wars of the tween years”, which gives insight to how powerful advertising and marketing are to this population.
The influence of marketing and advertising is incredibly far reaching - affecting tweens’ choices and interests in fashion, brands, activities, music, sports, games, entertainment, television shows, books, websites and social media. It also affects relationships, school behavior and social behavior. Tweens want to emulate what they see and watch.
Key Facts - Tweens, Teens and Magazines
Henry J. Kaiser Family Foundation. (Fall 2004). Key Facts - Tweens, Teens and Magazines. Retreived June 15, 2010 from the H.J. Kaiser Foundation wesite at http://www.kff.org/entmedia/upload/Tweens-Teens-and-Magazines-Fact-Sheet.pdf
This fact sheets provides an historical overview of magazines for teens. Seventeen magazine was first published in the 1940s. The teen magazine market grew immensely in the 1990s, responding to the fast growing teen population. New titles came out, some focusing on the entertainment industry and celebrities, others focused on beauty and fashion. A few magazines address social issues and self-development.
Additionally, the fact sheet indicated research about the role of teen magazines in girls’ lives. “Studies found that teens consider these magazines to be a valued source of advice. Another study interviewed 12 and 13 year old girls who were regular reader of teen magazines and found that the girls used the magazines to “formulate their concepts of femininity and relied heavily on articles that featured boys’ opinions about how to gain male approval and act in relationships with males”. In contrast, magazines for boys are about gaming, sports (skateboarding and basketball were especially popular in my school library this past year), cars and music.
Facts about the relationship of teen magazines and the web revealed that magazine publishers promote an online presence to maintain readers’ interest and utilize a network of ‘trendspotters’ on the web to stay abreast of trends in youth culture. Some online sites: http://www.teenvogue.com/ , http://www.thrashermagazine.com/ , http://www.seventeen.com/ , http://www.j-14.com/
This fact sheets provides an historical overview of magazines for teens. Seventeen magazine was first published in the 1940s. The teen magazine market grew immensely in the 1990s, responding to the fast growing teen population. New titles came out, some focusing on the entertainment industry and celebrities, others focused on beauty and fashion. A few magazines address social issues and self-development.
Additionally, the fact sheet indicated research about the role of teen magazines in girls’ lives. “Studies found that teens consider these magazines to be a valued source of advice. Another study interviewed 12 and 13 year old girls who were regular reader of teen magazines and found that the girls used the magazines to “formulate their concepts of femininity and relied heavily on articles that featured boys’ opinions about how to gain male approval and act in relationships with males”. In contrast, magazines for boys are about gaming, sports (skateboarding and basketball were especially popular in my school library this past year), cars and music.
Facts about the relationship of teen magazines and the web revealed that magazine publishers promote an online presence to maintain readers’ interest and utilize a network of ‘trendspotters’ on the web to stay abreast of trends in youth culture. Some online sites: http://www.teenvogue.com/ , http://www.thrashermagazine.com/ , http://www.seventeen.com/ , http://www.j-14.com/
Wednesday, June 9, 2010
Defining Tweens
American Academy of Child and Adolescent Psychiatry (AACAP) Facts for Families (No. 57,June 2001)
Anderson, S. (2006). Serving Young Teens and Tweens. Westport, CT: Libraries Unlimited.
Lesesne, T (2006). Naked Reading. Portland, ME: Stenhouse Publishers
Lesesne (p.9) in Naked Reading (2006) indicates the age range of tweens is fourth through eighth grade, ages ten through fourteen. Given individuals’ life experience, I think the age range could drop to eight. Many students I’ve worked with have had experiences that expose them to more adult and teen experiences, thus attributing to their interests beyond children’s activities. This is further confirmed in Serving Young Teens and ‘Tweens,(2007), where Anderson indicates (page 2), that “since ‘tweens and young teens reach different cognitive, physical, emotional and social milestones at various times, it is difficult to pinpoint a specific range for this age group.”
Lesene (2006) indicates that tweens experience a variety of developmental transitions: physical, sexual, emotional, psychological and social. Physically, their bodies grow taller, and hands and feet bigger. Hormones begin to be released, signally the onset of puberty. Emotions fluctuate and there’s range of emotional development and maturity during this time. Intellectual development occurs, moving from concrete to abstract, better able to understand themes and concepts. Psychologically and attitudinally, students move from viewing situations as “not fair” to a social justice viewpoint. Socially, tweens are viewed more as emerging participants in society and finding ways to be heard.
The AACAP in Facts for Families (No. 57,June 2001) summarized that tweens are moving towards independence, struggling with a sense of identity, feeling awkward about their selves and bodies, display moodiness, have interests and clothing styles influenced by peers, and show improved ability to use speech to express their selves; sexually they display shyness and modesty, have increased interest in sex, worry about being normal, and frequently change relationships; and regarding morals and values, they test rules and limits, have a capacity for abstract thought, develop ideals and role models, and show more consistent evidence of conscience.
Tweens are emerging from childhood. Teens, for the most part, have experienced a majority of the physical, social, emotional and cognitive changes that occur during the tween transition time. Tweens are developing their sense of identity, while teens want to differentiate from their parents. Online searches to further define the differences between teens and tweens point to their online behavior and advertising. The website About Kids Health (January 8, 2006) (http://www.aboutkidshealth.ca/News/Target-market-Children-as-consumers.aspx?articleID= 8143&categoryID=news-type) indicates that “aspirational” marketing is used to tap “their desire be slightly older and seem more sophisticated than they are.” Marketing to teens “focuses on their insecurities, … or on their activism and desire to challenge conformity”. eMarketer.com in their article Tweens and Teens Online: From Mario to MySpace (2010) indicates that “young teens between the ages of 12 and 14 spend more time online than tweens ages 8 to 11, and their interests broaden and deepen correspondingly. But they also use the Internet to stay in touch with things – and people – they already know.” (http://www.emarketer.com/Reports/All/Em_tweens_oct06.aspx). I’ve notice the difference in my 6th – 12th grade public school library. The middle schoolers are online playing games and the high school students are using Twitter, Tumblr, MySpace and Facebook.
Anderson, S. (2006). Serving Young Teens and Tweens. Westport, CT: Libraries Unlimited.
Lesesne, T (2006). Naked Reading. Portland, ME: Stenhouse Publishers
Lesesne (p.9) in Naked Reading (2006) indicates the age range of tweens is fourth through eighth grade, ages ten through fourteen. Given individuals’ life experience, I think the age range could drop to eight. Many students I’ve worked with have had experiences that expose them to more adult and teen experiences, thus attributing to their interests beyond children’s activities. This is further confirmed in Serving Young Teens and ‘Tweens,(2007), where Anderson indicates (page 2), that “since ‘tweens and young teens reach different cognitive, physical, emotional and social milestones at various times, it is difficult to pinpoint a specific range for this age group.”
Lesene (2006) indicates that tweens experience a variety of developmental transitions: physical, sexual, emotional, psychological and social. Physically, their bodies grow taller, and hands and feet bigger. Hormones begin to be released, signally the onset of puberty. Emotions fluctuate and there’s range of emotional development and maturity during this time. Intellectual development occurs, moving from concrete to abstract, better able to understand themes and concepts. Psychologically and attitudinally, students move from viewing situations as “not fair” to a social justice viewpoint. Socially, tweens are viewed more as emerging participants in society and finding ways to be heard.
The AACAP in Facts for Families (No. 57,June 2001) summarized that tweens are moving towards independence, struggling with a sense of identity, feeling awkward about their selves and bodies, display moodiness, have interests and clothing styles influenced by peers, and show improved ability to use speech to express their selves; sexually they display shyness and modesty, have increased interest in sex, worry about being normal, and frequently change relationships; and regarding morals and values, they test rules and limits, have a capacity for abstract thought, develop ideals and role models, and show more consistent evidence of conscience.
Tweens are emerging from childhood. Teens, for the most part, have experienced a majority of the physical, social, emotional and cognitive changes that occur during the tween transition time. Tweens are developing their sense of identity, while teens want to differentiate from their parents. Online searches to further define the differences between teens and tweens point to their online behavior and advertising. The website About Kids Health (January 8, 2006) (http://www.aboutkidshealth.ca/News/Target-market-Children-as-consumers.aspx?articleID= 8143&categoryID=news-type) indicates that “aspirational” marketing is used to tap “their desire be slightly older and seem more sophisticated than they are.” Marketing to teens “focuses on their insecurities, … or on their activism and desire to challenge conformity”. eMarketer.com in their article Tweens and Teens Online: From Mario to MySpace (2010) indicates that “young teens between the ages of 12 and 14 spend more time online than tweens ages 8 to 11, and their interests broaden and deepen correspondingly. But they also use the Internet to stay in touch with things – and people – they already know.” (http://www.emarketer.com/Reports/All/Em_tweens_oct06.aspx). I’ve notice the difference in my 6th – 12th grade public school library. The middle schoolers are online playing games and the high school students are using Twitter, Tumblr, MySpace and Facebook.
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