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.
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