An interesting article was posted by Professor Harlan about learning and teaching to tests. As a homeschooling parent and library science student this dichotomy bothers me tremendously. True learning comes from enjoying and pondering what one reads. Taking in information and regurgitating it for a test is not actual learning since weeks and months down the road the information is rarely there.
Standardized tests may be a good way to determine if math or science is being learned, but for critical thinking skills, logic, literature understanding and true historical context, basic tests do not begin to determine understanding. In the article, the author discusses an assignment given to her son to read something by Edgar Allen Poe. Thinking that the class will be discussing the same story or poem, the author envisions tweens learning from the discussion more than from the reading itself as is common for most people. Unfortunately, each student will be reading and reporting on a different story or poem which will not allow for any further learning by the students during the discussion.
When education became more about teaching to the tests and less about true learning, children of all ages began to lose some of the fun that could be found in learning. While most tweens these days would probably refuse to believe parents, teachers, librarians and other adults, it is true that most children of yester year did have a favorite subject in school. Something that called to them, leading them to more in depth studies and more enjoyment than other topics in school. For some of us it was reading, others it was math and yet others preferred science or history more than anything else. All of us to this day have some area of life that we prefer more than others which makes us unique. Tweens and teens are no different.
Spending time with tweens to help them really understand literature like Poe or Bronte, chemistry, American History or algebra can take more time but leads to true learning which lasts longer and means more. Unfortunately, most teachers simply do not have the time to delve into these topics but must brush the surface quickly before heading on to the next topic. Skimming the surface maybe a great way to water ski or go tubeing but it is a terrible way to teach and does all of our children a disservice that will harm them the rest of their lives.
Saturday, November 20, 2010
Wednesday, November 10, 2010
Cyber-bullying... just bullying or more
For decades and centuries, bullying was simply done person to person or through notes or word of mouth. But now with the creation of computers, email, the Internet and all the new apps, bullying has become easier and more rampant in society. Unfortunately, it is also less personal when done on-line or via text leading to harsher treatment and worse bullying.
Other problems with bullying via technology include the larger audience potential, how to punish the bully when the bullying starts off school campus but continues onto campus and when does bullying cross over into harassment? Many administrators do not really know how to deal with the problems that all this new technology creates. Gone are the days of a teacher catching a note about someone or hearing girls picking on someone in the bathroom. Now it is a text message sent to 20 or 30 people with just a few clicks and then spread through the high school within a few minutes at lunch. What used to take hours or even overnight to spread can now be accomplished in just the few minutes between classes. For the target of the gossip and bullying, this lightning type spread can be so much more devastating than in days gone by.
Several school districts have had to deal with this issue in the last few years. Between suicides caused by cyber bullying, expulsions from school for off campus problems, trying to create fair but equatable rules regarding bullying, and dealing with modern versions of complaining about teachers, school boards and superintendents must figure out where the line is and how to make each case fit into a box even when it isn't necessarily a square problem.
This issue is especially important to me as I have watched children struggle with these problems in the last few years. To see young tweens deal with such hurtful things said and done in an impersonal matter, is frustrating and maddening all together. A solution needs to be found in the middle ground between free speech and anti-bullying.
Kim, V. (December 13, 2009). For students, a right to be mean online? Los Angeles Times. Retrieved from http://articles.latimes.com/2009/dec/13/local/la-me-youtube-schools13-2009dec13
Other problems with bullying via technology include the larger audience potential, how to punish the bully when the bullying starts off school campus but continues onto campus and when does bullying cross over into harassment? Many administrators do not really know how to deal with the problems that all this new technology creates. Gone are the days of a teacher catching a note about someone or hearing girls picking on someone in the bathroom. Now it is a text message sent to 20 or 30 people with just a few clicks and then spread through the high school within a few minutes at lunch. What used to take hours or even overnight to spread can now be accomplished in just the few minutes between classes. For the target of the gossip and bullying, this lightning type spread can be so much more devastating than in days gone by.
Several school districts have had to deal with this issue in the last few years. Between suicides caused by cyber bullying, expulsions from school for off campus problems, trying to create fair but equatable rules regarding bullying, and dealing with modern versions of complaining about teachers, school boards and superintendents must figure out where the line is and how to make each case fit into a box even when it isn't necessarily a square problem.
This issue is especially important to me as I have watched children struggle with these problems in the last few years. To see young tweens deal with such hurtful things said and done in an impersonal matter, is frustrating and maddening all together. A solution needs to be found in the middle ground between free speech and anti-bullying.
Kim, V. (December 13, 2009). For students, a right to be mean online? Los Angeles Times. Retrieved from http://articles.latimes.com/2009/dec/13/local/la-me-youtube-schools13-2009dec13
Wednesday, November 3, 2010
Disney shows and what they tell our tweens....
After watching Disney channel, Nick and other childrens shows (including tween shows) for the last 11 years or so, I can honestly say that marketing to each age group has gotten progressively worse as the children have gotten older. These days, the shows are actually more marketing than even the commercials. For example, watching a Hannah Montana episode provides not just a fun story line but also plenty of opportunities to see the newest clothes, boots and accessories. Unfortunately for the parents, those items will be on sale next week or next month for your daughter. And she will want them!
Phineas and Ferb is a fun little animated show that teaches logic and science in a fast paced, fun way. But the teen girl in there has the typical attitude which rubs off on many children who watch too much. Nick is presenting the idea that watching out for younger siblings is a pain that cramps a teen girls style. Never mind that in most families, sharing responsibilities is still an important part of life. Oh and she likes to tattle on Phineas which is annoying and presents the image that if you can get someone in trouble, you can perhaps get out of your responsibilities.
Wizards of Waverly place deals with a family of wizards and their antics. But the main female character, Alex, played by Selena Gomez is another tween idol who provides a "role" model for clothing, accessories, music, etc. Her behavior on and off screen is watched by the girls and the boys and emulated by the girls.
For the boys the behavior exhibited by Gomez, Cyrus, and other role models becomes the expected of the girls they know in real life. This puts these girls in difficult positions because they see the actresses doing things in fictional settings while the boys want the same things in reality. For young tweens of either gender, it is difficult to know how to handle such situations, especially once they are in the middle of it.
While the story lines of most shows for tweens are fun, there are often subtle things that tweens pick up on. Each parent must decide for themselves what and if they want their tweens watching shows or not.
Phineas and Ferb is a fun little animated show that teaches logic and science in a fast paced, fun way. But the teen girl in there has the typical attitude which rubs off on many children who watch too much. Nick is presenting the idea that watching out for younger siblings is a pain that cramps a teen girls style. Never mind that in most families, sharing responsibilities is still an important part of life. Oh and she likes to tattle on Phineas which is annoying and presents the image that if you can get someone in trouble, you can perhaps get out of your responsibilities.
Wizards of Waverly place deals with a family of wizards and their antics. But the main female character, Alex, played by Selena Gomez is another tween idol who provides a "role" model for clothing, accessories, music, etc. Her behavior on and off screen is watched by the girls and the boys and emulated by the girls.
For the boys the behavior exhibited by Gomez, Cyrus, and other role models becomes the expected of the girls they know in real life. This puts these girls in difficult positions because they see the actresses doing things in fictional settings while the boys want the same things in reality. For young tweens of either gender, it is difficult to know how to handle such situations, especially once they are in the middle of it.
While the story lines of most shows for tweens are fun, there are often subtle things that tweens pick up on. Each parent must decide for themselves what and if they want their tweens watching shows or not.
Wednesday, October 20, 2010
How can librarians help the tweenage outliers?
One often does not think of gay tweens when contemplated patrons of a children's or young adult section of the library but as is seen in this weeks reading, more and more tweens (junior high school age) are, in fact, coming out of the closet at school and or at home. Providing materials that address their particular needs can be difficult for several reasons making outreach near impossible for many librarians.
According to the book, The New Gay Teenager, as cited in a Time magazine article, the average age of girls coming out in 2005 was 16 while for boys the age is 14. These ages indicate a growing need for materials geared towards young teens or tweens as they struggle to determine their identity. Trying to address the complex needs of tweens who are dealing with changing bodies, growth spurts, hormones and finding their sexual identity requires a gentle attitude, listening ear and the willingness to be open about sex and related topics. Librarians are not usually called to be social workers but sometimes we are the only ones that tweens feel comfortable talking too. After all, if they are checking out materials about alternative lifestyles, the library clerk or librarian is going to know first hand.
Publishers are working to produce more materials for the homosexual population but overall there is still a tiny portion of magazines, books, movies dedicated for this clientele. Once librarians actually have materials, they face the challenge of making them accessible without being too public. After all, not all patrons are ready for the world to see what they are reading. So, how can we as librarians provide a decent selection of books on this sensitive subject and others?
Some libraries provide a separate section for youth or young adults with sitting areas, music collections and such making it easier for youth to relax and hangout in relative privacy. But other libraries may not have the means or room to allow for this. In Terrebonne Parish Library, Louisiana the library maintains a separate section of the library with books, magazines and computers for youth. While not completely separate, the booths and tables are set in an alcove giving patrons privacy for reading or quiet talking but not enough privacy for inappropriate behavior. By placing all books in the stacks, it is much easier for patrons to pull a book and peruse it without being seen.
Youth is a rough enough time without the added challenges of being different. Yet, as we have seen, more and more tweens and teens are choosing to expose themselves as different and not just in the sexual sense. It is our job as librarians to do what we can to help each patron find the materials they need regardless of our personal beliefs.
According to the book, The New Gay Teenager, as cited in a Time magazine article, the average age of girls coming out in 2005 was 16 while for boys the age is 14. These ages indicate a growing need for materials geared towards young teens or tweens as they struggle to determine their identity. Trying to address the complex needs of tweens who are dealing with changing bodies, growth spurts, hormones and finding their sexual identity requires a gentle attitude, listening ear and the willingness to be open about sex and related topics. Librarians are not usually called to be social workers but sometimes we are the only ones that tweens feel comfortable talking too. After all, if they are checking out materials about alternative lifestyles, the library clerk or librarian is going to know first hand.
Publishers are working to produce more materials for the homosexual population but overall there is still a tiny portion of magazines, books, movies dedicated for this clientele. Once librarians actually have materials, they face the challenge of making them accessible without being too public. After all, not all patrons are ready for the world to see what they are reading. So, how can we as librarians provide a decent selection of books on this sensitive subject and others?
Some libraries provide a separate section for youth or young adults with sitting areas, music collections and such making it easier for youth to relax and hangout in relative privacy. But other libraries may not have the means or room to allow for this. In Terrebonne Parish Library, Louisiana the library maintains a separate section of the library with books, magazines and computers for youth. While not completely separate, the booths and tables are set in an alcove giving patrons privacy for reading or quiet talking but not enough privacy for inappropriate behavior. By placing all books in the stacks, it is much easier for patrons to pull a book and peruse it without being seen.
Youth is a rough enough time without the added challenges of being different. Yet, as we have seen, more and more tweens and teens are choosing to expose themselves as different and not just in the sexual sense. It is our job as librarians to do what we can to help each patron find the materials they need regardless of our personal beliefs.
Cloud, John. "The Battle over gay teens." Time Magazine 2 Oct. 2005: 42-51. Print.
Friday, October 15, 2010
Are tweens the new teens?
In the October 12, 2010 edition if Family Circle, Deborah Swaney writes a compelling article about the sexualization of younger and younger girls. She starts with the time when her 7 year old asked to get a bra which stunned her completely until she started checking the local stores. to her horror, she found that sure enough, manufacturers are marketing cute little bra and pantie sets to girls as small as 4 and 5. It is bad enough that tweens are exposed to this stuff before they truly need it but the child sized gimmicks just tend to enhance the desire to be grown up.
Tweens are such a growing market in all areas and when it comes to books and clothes the girls dominate the market. Girls spend more time with books compared to boys and relate to the teen idols on shows such as Hannah Montana, Suite Life on Deck, and animated shows like Phineas and Ferb. All of these exposures to popular teen idols present incredible sales potential for markets of all items. While books may not seem tied to these shows and idols, publishing houses have figured out how to increase sales by turning episodes of each series into books with some twists in the plot. For the girls these books enhance their enjoyment of the shows and allows them "on demand" episodes through reading anywhere and any time.
Ms. Swaney discusses the signals marketers are send our tweens when catering to their desires to be like the teenagers in real life and on television. From my own experience, growing up in the 70's and 80's, young children were encouraged to stay young and play with Lincoln logs, Lego's, Barbies, and so on rather than giving them opportunities to be more grown up than they are ready to handle.
If one compares the tweens from today to the tweens from the late 70's and early 80's, it is easy to see that kids from 8 to 12 are more worldly now than previously. They may consider themselves to be more mature but emotionally, I don't think that is accurate. Some children, especially girls are maturing faster but having a physical maturity does not equate with emotional or social maturity.
As librarians, how do these new "norms" for tweens effect our job? There is a fine line between guiding and censoring reading material and magazines. And where do we draw the line for teen nights, children's story hour and such? Can we as librarians set aside our personal thoughts and concerns to support tweens in whatever they desire to check out?
These are on-going concerns that all librarians must deal with. How we handle it depends mainly on the rules for the library. Some libraries do have rules about children checking out adult books, while other libraries have no rules what so ever. The best solution probably lies somewhere in the middle but each librarian must figure that out for themselves.
Tweens are such a growing market in all areas and when it comes to books and clothes the girls dominate the market. Girls spend more time with books compared to boys and relate to the teen idols on shows such as Hannah Montana, Suite Life on Deck, and animated shows like Phineas and Ferb. All of these exposures to popular teen idols present incredible sales potential for markets of all items. While books may not seem tied to these shows and idols, publishing houses have figured out how to increase sales by turning episodes of each series into books with some twists in the plot. For the girls these books enhance their enjoyment of the shows and allows them "on demand" episodes through reading anywhere and any time.
Ms. Swaney discusses the signals marketers are send our tweens when catering to their desires to be like the teenagers in real life and on television. From my own experience, growing up in the 70's and 80's, young children were encouraged to stay young and play with Lincoln logs, Lego's, Barbies, and so on rather than giving them opportunities to be more grown up than they are ready to handle.
If one compares the tweens from today to the tweens from the late 70's and early 80's, it is easy to see that kids from 8 to 12 are more worldly now than previously. They may consider themselves to be more mature but emotionally, I don't think that is accurate. Some children, especially girls are maturing faster but having a physical maturity does not equate with emotional or social maturity.
As librarians, how do these new "norms" for tweens effect our job? There is a fine line between guiding and censoring reading material and magazines. And where do we draw the line for teen nights, children's story hour and such? Can we as librarians set aside our personal thoughts and concerns to support tweens in whatever they desire to check out?
These are on-going concerns that all librarians must deal with. How we handle it depends mainly on the rules for the library. Some libraries do have rules about children checking out adult books, while other libraries have no rules what so ever. The best solution probably lies somewhere in the middle but each librarian must figure that out for themselves.
Swaney, D. (2008, November 29). Girls growing up to fast. Family Circle, 100. Retrieved October 14, 2010, from http://www.familycircle.com/teen/parenting/sex-talk/growing-up-too-fast/?page=6
Saturday, October 9, 2010
Reading up or censorship...
The discussion this week focuses on how librarians should handle children whose reading level is above their maturity. While the conversations were all thought provoking, I decided to find some outside information on censorship in libraries still today.
What I found really surprised me in some ways. Censorship is still alive and well in the United States but not always in the way we think. In an article titled "The Dirty Little Secret", Debra Lau Whelan (2009)discusses the self-censorship that afflicts many librarians. "Self-censorship. It's a dirty secret that no one in the profession wants to talk about or admit practicing. Yet everyone knows some librarians bypass good books-those with literary merit or that fill a need in their collections" (p. 23). This statement reflects the concerns all librarians have when dealing with children and their reading needs. A book can be a good read, enjoyable or thought provoking but not make it on the shelf due to the personal bias of the purchaser or purchasers. Ms. Whelan uses Boy Toy by Barry Lyga as an example of an award winning youth book that did not make it on to many library shelves around the nation. Apparently, the topic of a young man having an intimate relationship with an older woman is substantially more taboo than the reverse.
Overall, I was rather surprised that self-censorship goes so far in the library world. Our responsibility as librarians is to provide the materials and perhaps guide our patrons. It is not to limit the accessibility of items because of our personal beliefs or concerns.
Lyga, B. (2009). Boy Toy. United States: Graphia. (Original work published null)
Whelan, D. L. (2009). A Dirty Little Secret. School Library Journal, 55(2), 26-30.
What I found really surprised me in some ways. Censorship is still alive and well in the United States but not always in the way we think. In an article titled "The Dirty Little Secret", Debra Lau Whelan (2009)discusses the self-censorship that afflicts many librarians. "Self-censorship. It's a dirty secret that no one in the profession wants to talk about or admit practicing. Yet everyone knows some librarians bypass good books-those with literary merit or that fill a need in their collections" (p. 23). This statement reflects the concerns all librarians have when dealing with children and their reading needs. A book can be a good read, enjoyable or thought provoking but not make it on the shelf due to the personal bias of the purchaser or purchasers. Ms. Whelan uses Boy Toy by Barry Lyga as an example of an award winning youth book that did not make it on to many library shelves around the nation. Apparently, the topic of a young man having an intimate relationship with an older woman is substantially more taboo than the reverse.
Overall, I was rather surprised that self-censorship goes so far in the library world. Our responsibility as librarians is to provide the materials and perhaps guide our patrons. It is not to limit the accessibility of items because of our personal beliefs or concerns.
Lyga, B. (2009). Boy Toy. United States: Graphia. (Original work published null)
Whelan, D. L. (2009). A Dirty Little Secret. School Library Journal, 55(2), 26-30.
Friday, October 1, 2010
Tweens most popular reading materials....
As we discuss tweens and what they enjoy at this age, one thing stands out. Tweens are either readers or not readers. There seems to be no middle ground at this age for most kids. But with new series appealing to the tween market every day, authors and publishers hope to push more of the non-readers into the reader category.
Ms. Oliveri points to several series including Artemis Fowl, Princess Diaries, Bailey School Kids as well as the oldie but goodies like Nancy Drew and Hardy Boys for tweens to be pulled into. Some of these are what Ms Lesesne calls "naked reading" type materials. As teachers, librarians and parents this is the type of reading we want tweens to love. Finding the best way to present the books to each individual child is a task that all of us must work to achieve. But this knowledge requires knowing the individual well enough to know which topics, titles or series will appeal to them.
For example, know a tween girl is not a girly girl would lead someone away from suggesting the Princess diaries or some of the girly American girl stories. That same information could lead to suggesting the American Girl book about Lanie or the series about Julie, perhaps Harry Potter, or the Red Blazer Girls. Our knowledge of our clients or patrons, even children is a must if we want to truly help promote love of literature and libraries to the tweens we live and work with.
Oliveri, D. (2008, Jan 2). Popular Book Series for Tweens. Retrieved from http://www.suite101.com/content/popular-book-series-for-tweens-a39739 on Sept. 29, 2010.
Ms. Oliveri points to several series including Artemis Fowl, Princess Diaries, Bailey School Kids as well as the oldie but goodies like Nancy Drew and Hardy Boys for tweens to be pulled into. Some of these are what Ms Lesesne calls "naked reading" type materials. As teachers, librarians and parents this is the type of reading we want tweens to love. Finding the best way to present the books to each individual child is a task that all of us must work to achieve. But this knowledge requires knowing the individual well enough to know which topics, titles or series will appeal to them.
For example, know a tween girl is not a girly girl would lead someone away from suggesting the Princess diaries or some of the girly American girl stories. That same information could lead to suggesting the American Girl book about Lanie or the series about Julie, perhaps Harry Potter, or the Red Blazer Girls. Our knowledge of our clients or patrons, even children is a must if we want to truly help promote love of literature and libraries to the tweens we live and work with.
Oliveri, D. (2008, Jan 2). Popular Book Series for Tweens. Retrieved from http://www.suite101.com/content/popular-book-series-for-tweens-a39739 on Sept. 29, 2010.
Thursday, September 30, 2010
Using games as a bridge to reading...
In the latest edition of School Library Journal dated 1 September 2010, Beth Gallaway writes about using games as a means of enticing tweens and teens to read. In an age when electronic games are all the rage, reading and books have fallen farther down the activities that children/tweens and teens do during their spare time.
I enjoyed reading the article titled "Readalikes Using games as a jumping off point for book selection" as Ms. Gallaway discusses the popular games and books that relate to them. She breaks down possible reading selections into video games, online gaming and table top games. Each game she lists also has genre categories that librarians can then use to locate more books for potential readers.
Using something tweens and teens really like to encourage reading is a brilliant idea that many librarians should be using. Don't we ask children what they like before selecting or suggesting books? Why not use the games they play? Just as with everything, there is room in tweens life for gaming and reading. In fact, some parents do not want their children gaming or watching television just before bed so this is the perfect time for some fun reading to help slow down before trying to fall asleep.
The more I contemplate this idea of using games, the more I like it. Unfortunately for most of us, we are not knowledgeable enough about the popular games for tweens. That is when a list like the one created and shared by Ms. Gallaway can help us find a book or genre that will tempt a reluctant reader.
Gallaway, B. (2010). Readalikes. School Library Journal, 56(9), 24-25.
I enjoyed reading the article titled "Readalikes Using games as a jumping off point for book selection" as Ms. Gallaway discusses the popular games and books that relate to them. She breaks down possible reading selections into video games, online gaming and table top games. Each game she lists also has genre categories that librarians can then use to locate more books for potential readers.
Using something tweens and teens really like to encourage reading is a brilliant idea that many librarians should be using. Don't we ask children what they like before selecting or suggesting books? Why not use the games they play? Just as with everything, there is room in tweens life for gaming and reading. In fact, some parents do not want their children gaming or watching television just before bed so this is the perfect time for some fun reading to help slow down before trying to fall asleep.
The more I contemplate this idea of using games, the more I like it. Unfortunately for most of us, we are not knowledgeable enough about the popular games for tweens. That is when a list like the one created and shared by Ms. Gallaway can help us find a book or genre that will tempt a reluctant reader.
Gallaway, B. (2010). Readalikes. School Library Journal, 56(9), 24-25.
Wednesday, September 29, 2010
Reflections on what tweens are reading..
One of the questions for reflection this week is on what tweens are reading. Having a tween daughter, I can elaborate on what she reads but since we are a bit odd in our reading habits, I decided to look closer at what the current tween best sellers are for a better picture. Checking Amazon for Children's Bestsellers, the first 40 books is an amazing combination of series books, a few picture books and vampire/fantasy genre.
Since Amazon is a book store of sorts, the best seller selection is not always based on what tweens are actually reading but can give a good suggestion. The first 10 books include several titles from the Hunger Series, a title from the Diary of a Wimpy Kid series, Heroes of Olympus and a few other titles. the fact that a book on pre-order is #2 (the newest in the Diary series) is a strong indication that these popular books remain a mainstay for many tween readers.
The next place I looked is School Library Journal for a look at reviews on up and coming titles. Several books caught my fancy but I don't know how the tweens or teens will like them. One is entitled "Revolution" by Jennifer Donnolly. A tale of teens in two different times, the French Revolution and current times weaves the depression and fears of each character into a story of wonder.
While looking through School Library Journal, I came across several articles that have further enhanced my understanding of the importance of using any tools possible to enhance the reading time and pleasure for tweens.
Since Amazon is a book store of sorts, the best seller selection is not always based on what tweens are actually reading but can give a good suggestion. The first 10 books include several titles from the Hunger Series, a title from the Diary of a Wimpy Kid series, Heroes of Olympus and a few other titles. the fact that a book on pre-order is #2 (the newest in the Diary series) is a strong indication that these popular books remain a mainstay for many tween readers.
The next place I looked is School Library Journal for a look at reviews on up and coming titles. Several books caught my fancy but I don't know how the tweens or teens will like them. One is entitled "Revolution" by Jennifer Donnolly. A tale of teens in two different times, the French Revolution and current times weaves the depression and fears of each character into a story of wonder.
While looking through School Library Journal, I came across several articles that have further enhanced my understanding of the importance of using any tools possible to enhance the reading time and pleasure for tweens.
Friday, September 24, 2010
Marketing and web availibility to tween girls
Our readings this week include investigating several sites on the web that relate or are for tween girls. While the information and sites are helpful to girls, someone suggested on our discussion post that materials and information for boys is sadly lacking. Having worked with young boys in a daycare setting for years, I can see the lack of tween age materials for them being somewhat of a problem.
Granted many boys in the tween age group are still interested in playing outside, riding bikes, running around and such, there are plenty who find sitting around watching television or playing video games to be just fine. Is this lack of variety due to the boys themselves or the lack of marketing to boys? That is the chicken and the egg question all over again. Boys as a rule, do not "require" the clothes, makeup, shoes, and hottest new products that girls do. For tween girls there is a never ending list of the latest gadgets, music, etc that manufacturers can market too. Tween boys though do not seem to have the same "needs". Some of it is obvious- boys don't wear make-up, do their hair, fawn all over the latest male singer, wear several different sets of clothes in a day (sports being the exception) and so on. What would manufacturers market to boys? Sports equipment, new bikes, maybe some hot new sports shoes but that does not represent nearly the market share that girls do.
Some of the dichotomy maybe due to the expense difference but some of it is simply that boys more than girls tend to be seen as either a "child" or a "teen", at least in my experience.
Granted many boys in the tween age group are still interested in playing outside, riding bikes, running around and such, there are plenty who find sitting around watching television or playing video games to be just fine. Is this lack of variety due to the boys themselves or the lack of marketing to boys? That is the chicken and the egg question all over again. Boys as a rule, do not "require" the clothes, makeup, shoes, and hottest new products that girls do. For tween girls there is a never ending list of the latest gadgets, music, etc that manufacturers can market too. Tween boys though do not seem to have the same "needs". Some of it is obvious- boys don't wear make-up, do their hair, fawn all over the latest male singer, wear several different sets of clothes in a day (sports being the exception) and so on. What would manufacturers market to boys? Sports equipment, new bikes, maybe some hot new sports shoes but that does not represent nearly the market share that girls do.
Some of the dichotomy maybe due to the expense difference but some of it is simply that boys more than girls tend to be seen as either a "child" or a "teen", at least in my experience.
Friday, September 17, 2010
Tweens and reading during middle school
During my readings this week, I read an article about using reading aloud in middle school and high school to precipitate and increase pleasure reading among the tween and teen age groups.
The article, Reading Aloud to Teens gains favor, discusses how reading from more than textbooks increases interest in the subject being taught. Yet, the majority of people think of reading aloud as something only for small children. But the increasing usage of audiobooks proves that every one enjoys listening to a book or story.
One of the fascinating parts of the article discussed the positive response of middle schoolers to listening to stories. The teens enjoyed and learned more from the oral stories than just reading.
while not all my thoughts, for the moment, I still have more research to do on this subject.
Update: After doing some more thinking and reading, I am inclined to believe that the oral traditions from ages past led to better understanding of the stories told and read. These days teens listen to music for what appears to be hours a day. The result- they can recite the lyrics by heart although they do not always comprehend the meaning.
So, if we put dates, vocabulary, or any other data to music, would they retain it better?
According to a Fox News Exclusive on education on Sunday September 20, 2010 a company called Flocabulary is doing just that. According to their website, Flocabulary uses hip-hop and rap to teach math, social studies, science, reading, writing and vocabulary. Created in 2005, Flocabulary claims that learning to music improves motivation and retention. Their products are used in schools throughout the United States and the testimonials indicate an increase in learning and memorization.
Can tweens benefit from something like Flocabulary? As with everything tween, it most likely depends on the individual.
Harrison, B. and Rappaport, A. (2010). Flocabulary retrieved from http://www.flocabulary.com/
The article, Reading Aloud to Teens gains favor, discusses how reading from more than textbooks increases interest in the subject being taught. Yet, the majority of people think of reading aloud as something only for small children. But the increasing usage of audiobooks proves that every one enjoys listening to a book or story.
One of the fascinating parts of the article discussed the positive response of middle schoolers to listening to stories. The teens enjoyed and learned more from the oral stories than just reading.
while not all my thoughts, for the moment, I still have more research to do on this subject.
Update: After doing some more thinking and reading, I am inclined to believe that the oral traditions from ages past led to better understanding of the stories told and read. These days teens listen to music for what appears to be hours a day. The result- they can recite the lyrics by heart although they do not always comprehend the meaning.
So, if we put dates, vocabulary, or any other data to music, would they retain it better?
According to a Fox News Exclusive on education on Sunday September 20, 2010 a company called Flocabulary is doing just that. According to their website, Flocabulary uses hip-hop and rap to teach math, social studies, science, reading, writing and vocabulary. Created in 2005, Flocabulary claims that learning to music improves motivation and retention. Their products are used in schools throughout the United States and the testimonials indicate an increase in learning and memorization.
Can tweens benefit from something like Flocabulary? As with everything tween, it most likely depends on the individual.
Harrison, B. and Rappaport, A. (2010). Flocabulary retrieved from http://www.flocabulary.com/
Friday, September 10, 2010
Tweens and marketing to the new teens...
Are tweens the new teenagers? Even though they do not have jobs or their own disposable income could they be the newest and youngest consumers? Tweens would love to think they are the newest shoppers and should be catered to by the ad executives, stores and most of all their parents BUT most parents will not agree with them. Unfortunately, many ad executives will.
Tweens are an emerging demographic of children stuck between childhood and teenage. Until recently, they have simply been children or preteens but with new technology, increasing consumerism and what some consider fading family values, these children have turned into a market unto itself. By 9 or 10 (8 by some accounts) many girls and some boys are leaving childish activities behind and looking forward to becoming miniature adults like many of the teens they know.
Marketing specialists do everything they can to help promote this attitude by tweens. "By treating pre-adolescents as independent, mature consumers, marketers have been very successful in removing the gatekeepers (parents) from the picture—leaving tweens vulnerable to potentially unhealthy messages about body image, sexuality, relationships and violence." (The Tween Market) Pulling tweens away from parents provides a further disconnect from a support system that wants to see tweens stay children longer rather than become teens faster. And most parents will admit that they feel they know better than their tweens what is best. Imagine that.
How can we as library students and future librarians help these tween consumers? Since we are not marketing specialist and can't replace parents, we need to look for opportunities to provide support and help when it comes to the magazines, books and music available in the library. Workshops and group classes on handling peer pressure, computer safety, being market savvy and other pertinent information would be the best way to safely disperse information.
The Tween Market Retrieved from http://www.media-awareness.ca/english/parents/marketing/issues_teens_marketing.cfm?RenderForPrint=1
Tweens are an emerging demographic of children stuck between childhood and teenage. Until recently, they have simply been children or preteens but with new technology, increasing consumerism and what some consider fading family values, these children have turned into a market unto itself. By 9 or 10 (8 by some accounts) many girls and some boys are leaving childish activities behind and looking forward to becoming miniature adults like many of the teens they know.
Marketing specialists do everything they can to help promote this attitude by tweens. "By treating pre-adolescents as independent, mature consumers, marketers have been very successful in removing the gatekeepers (parents) from the picture—leaving tweens vulnerable to potentially unhealthy messages about body image, sexuality, relationships and violence." (The Tween Market) Pulling tweens away from parents provides a further disconnect from a support system that wants to see tweens stay children longer rather than become teens faster. And most parents will admit that they feel they know better than their tweens what is best. Imagine that.
How can we as library students and future librarians help these tween consumers? Since we are not marketing specialist and can't replace parents, we need to look for opportunities to provide support and help when it comes to the magazines, books and music available in the library. Workshops and group classes on handling peer pressure, computer safety, being market savvy and other pertinent information would be the best way to safely disperse information.
The Tween Market Retrieved from http://www.media-awareness.ca/english/parents/marketing/issues_teens_marketing.cfm?RenderForPrint=1
Thursday, August 19, 2010
reading log for LIBR 264
I am really excited to start school and look forward to posting some thoughts on the readings we do throughout the semester.
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