From the beginning of public libraries, according to Rubin (2004), there has been a struggle between stocking the shelves with popular fiction that served as entertainment, and the classics or literature that has intellectual or moral value. In June, 1994, the American Library Association adopted a position statement that stated the "primary goal of the school library media program must be to create life-long readers. It is imperative that school library media specialist work with teachers and parents to find ways to instill in students the joy of reading while helping them build the reading habit." To meet his primary goal, there is much work to be done today, to inspire the joy of reading in older teens.
Karl Weick, Cognitive Organization Theorist
Karl Weick, a cognitive organization theorist, "suggested that, if an organization constructs the environment as a given that is highly complex and unmanageable, it may not try to influence events but will react only to crises. An alternative is for an organization to create its environment." (Hatch, 2006)
We can create an environment in which students have to use reading skills in a pleasurable manner. Organizations such as McDonald's became synonymous with fast, available, cheap food because they were ubiquitous, consistent, and created an environment that catered to the social desires of the public. Libraries for older teens can be created in the same way.
The viewing lenses needs to be taken out of its case, in order to observe the students and their behavior, objectively. To create a new environment that is conducive to reading, the school library needs to be experienced as reliable, consistent, friendly, and catering to what the older teens want to read.
Library Observations
Series of books are a top hot item in my library. Students let me know the precise date of each upcoming book's availability, and I am compelled to have it ready for check out, ASAP.
Edgy books are also in demand, especially those by Stephanie Meyers, Darren Shan, Joseph Delaney and similar authors. The topics include magic, vampires, sexual attraction, and time warps. According to Cox (2007), edgy or even controversial books in a collection can entice teens to read while providing something for everyone. She states that if books are appropriate for the age and meet the selection-policy requirements, the school librarian can stand up to challenges with gentle reminders that books in the library collection need to meet the needs of all teens in the school.
Other Ways to Get Students to Read
Keeping in mind that motivation to read has to be continually present, I designed a library Web site about four years ago, that we use as the home page. It has links to the local library as well as other reading sites. We also use it as the portal for all of the databases, student grades, teacher resources and district links.
We also have a book club that meets during lunches twice a month. We are given a conference room with a large table for us to sit around, and the topics are student driven. Sometimes we give reviews of the books we are each reading, sometimes we read the same title for a month. In the upcoming year, we are aiming for an online book club also.
Several students from the book club have become on-line authors, and one student who is now in college has published his book. When other students can read the current on-line chapters as they are written, it creates anticipation and daily excitement for reading.
A Changed Environment
Being aware of the reading needs and desires of older teens is an ongoing endeavor, but it makes the difference between a viable school media center and a dead one. I think that creating the school library environment to suit the students is crucial to the joy of reading and the development of the reading habit.
References
Clark, R. E. C. (April/May 2007) Get Controversial! Edgy Novels for Older Teens. Library Media Connection, 25 (7), 30-31 .
Clark, R. E. C. (November/December 2008) Older Teens are serious about their series: Forensic Mysteries, Graphic novels, horror, supernatural, and Chick Lit Series. Library Media Connection, 27 (2), 22-23.
Hatch, M. J. (2006). Organization theory: Modern, symbolic, and postmodern perspectives. (2nd Ed.) New York: Oxford University Press.
“Position Statement on the Value of Independent Reading in the School Library Media Program.” American Library Association. (2004) Retrieved February 9, 2009, from http://www.ala.org/ala/mgrps/divs/aasl/aaslissues/positionstatements/aaslpositionstatementvalueindependent.cfm.
Rubin, R. E. (2004). Foundations of library science (2nd Ed.) New York: Neal-Schuman Publishers, Inc.
3 comments:
Great ideas! It sounds like you are cultivating a nice environment for teen readers. What about displays? Have you noticed recently how beautiful YA cover art is becoming? I think teen lit has come a long way just in the last 10-15 years. It seems there are a lot more options now - even if vampire series are still the most popular! With a little budget, a savvy school librarian could do a lot as far as developing a teen collection as long as they are aware of actual, rather than perceived interests.
I think Megan hit it on the head; Elaine is looking at actual interests, rather then perceived ones. I personally find it hard to buy some of the popular teen fiction. It can really be racy, or deal with difficult subjects and it is hard to believe that these are real teen issues that they need to read about. Elaine points out that books need to meet every need and I think that is really the thing to focus on. These books may be just what a young person needs. I also think that having as many copies as possible of a popular book is important. Older teens aren't going to keep coming to the library for books if the one they want are never there.
Nice topic Elaine. I agree that this is very important.
Elaine, you've hit on something very important. I'd say that giving the youth what they want to read is a big factor, as is setting an example.
A friend of mine taught high school English in Nevada in the days before No Child Left Behind testing, she was able to get all of her students up to grade level in reading in a somewhat unorthodox fashion. If a student said he or she just wanted to be a rock star/mechanic/actor she made the students read topic appropriate magazines like Rolling Stone, then she would read them as well and write quizzes or have the students write about articles. She also had a reading day in class each week or so, where she discovered she needed to read (no grading papers etc) to get her students to read as well.
I like her method of setting an example is a good one.
Alas, this probably all needs to be done well before students reach high school or the YA section at the public library.
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